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"content": "\u003cfigure id=\"attachment_19998\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.youtube.com/watch?v=Y4MnpzG5Sqc\">\u003cimg class=\"size-large wp-image-19998\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-16-at-10.20.45-AM-620x351.png\" alt=\"\" width=\"620\" height=\"351\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Screenshot of Kony 2012 YouTube Video\u003c/figcaption>\u003c/figure>\n\u003ch5>By Matt Levinson\u003c/h5>\n\u003cp class=\"dropcap-serif\">Over the past weeks, schools across the country have had the chance to witness the lightning speed with which viral videos can travel around the globe, particularly when young people are involved. The trigger in this instance:\u003ca href=\"http://www.kony2012.com/\"> Invisible Children\u003c/a>, a 30-minute video highlighting the horrors of child abduction and other atrocities perpetrated by the Ugandan warlord Joseph Kony that has drawn more than 100 million hits.\u003c/p>\n\u003cp>How should schools handle the tidal wave of emotion, euphoria and what some criticize as \"\u003ca href=\"http://stream.aljazeera.com/story/clicktivism-destroying-meaningful-social-activism-0022095\">clicktivism\u003c/a>\" that has consumed the interest and attention of students?\u003c/p>\n\u003cp>I first learned about the video from an eighth-grade student, who described it in vivid detail. I was approached by our Dean of Students, who said a group of sixth-grade girls had stormed his office wanting to know if they could show the video at an assembly and raise money for the group Invisible Children.\u003c/p>\n\u003cp>Soon after, a sixth grade science teacher wrote me asking for advice about an issue that had arisen in his class: the Kony video. As part of the study on clean, available drinking water, the science teacher showed a short video called \u003cem>Ryan's Well\u003c/em> about a seven-year-old boy from Canada who raised enough money to drill a well for a school in Uganda, an act that then spiraled into the creation of \u003ca href=\"http://www.ryanswell.ca/\">Ryan's Well Foundation\u003c/a>.\u003c/p>\n\u003cp>During the discussion around \u003cem>Ryan's Well, \u003c/em>a few students in every one of the science teacher's class eventually led to the Kony 2012 YouTube video. \"Needless to say, this was an amazing learning moment for me and the students,\" he said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Now the pace of change is so incredibly fast, is there enough time for understanding and reflection?\"\u003c/aside>\n\u003cp>The science teacher took the opportunity to ask questions and looked into the Invisible Children video. He learned about how videos go viral and he examined the authenticity of the Invisible Children foundation, learning that their practices\u003ca href=\"http://www.ethanzuckerman.com/blog/2012/03/08/unpacking-kony-2012/\"> are not as clean and clear\u003c/a> as the students had led him to believe, and the problem with oversimplifying a murky and complicated political conflict.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Most importantly, he contacted his students' parents to let them know about the buzz around the \u003c!--more-->video, and he included links to articles and explanations.\u003c/p>\n\u003cp>Not surprisingly, many parents had heard their kids talking about the video but did not really know or understand what it was all about. \"I was very confused because my son was talking about child abduction and death,\" one parent wrote. The communication from school to home helped the parents gather more knowledge so that they could talk about the video and the issues at home.\u003c/p>\n\u003cp>\"I'm so glad you shared all the links and explained what has happened. I think parents will appreciate all the information,\" another parent wrote. \"I think we need to think hard about how to evaluate it all. No small task. Experience will be a great teacher. But now the pace of change is so incredibly fast, is there enough time for understanding and reflection? I think we just have to adapt. Understanding what is out there helps. Thanks for including us in the conversation.\"\u003c/p>\n\u003cp>\u003cstrong>UNDERSTANDING THE POWER OF SOCIAL MEDIA\u003c/strong>\u003c/p>\n\u003cp>More and more, schools face the unrelenting growth of social media in kids' lives, and it can be overwhelming to the adults, both teachers and parents, who are often the last to know or find out about the next new thing. Schools need to loop the parents into the conversation so that kids know that the adults in their lives are paying attention and helping to educate kids around the exciting, yet sometimes thorny issues surrounding social media, including authenticity and smart consumption.\u003c/p>\n\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.youtube.com/watch?v=Y4MnpzG5Sqc\">\u003cimg class=\"size-medium wp-image-20001\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-16-at-10.24.47-AM-300x180.png\" alt=\"\" width=\"300\" height=\"180\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Kony2012\u003c/p>\n\u003c/div>\n\u003cp>This question of critical consumption is key for teachers and parents to consider. \"Invisible Children knew that it was targeting culture makers and youth [...] When celebrities receive this kind of onslaught from their fans -- and, especially their younger fans -- they pay attention,\" writes youth culture researcher Danah Boyd \u003ca href=\"http://www.huffingtonpost.com/danah-boyd/post_3126_b_1345782.html\">in a recent post\u003c/a>.\u003c/p>\n\u003cp>Kids can easily get swept up in the tide of celebrity \"do goodism\" and quickly miss the larger forces at work behind viral videos. For kids, it's exciting to get caught up in the energy of a cause, and, as Boyd notes, \"young people feel like they did something by getting a celebrity to pay attention to a cause.\" And yes, let's face it -- kids also suffer from FOMO - \"fear of missing out.\"\u003c/p>\n\u003cp>But as Henry Jenkins, a USC professor and researcher of youth participatory culture \u003ca href=\"http://henryjenkins.org/2012/03/why_youth_are_drawn_to_invisib.html\">points out\u003c/a>, \"this critique ... ignores the possibility that the movie may be meaningful in mobilizing young people as civic actors... Even when young people want to create social change, finding ways to get meaningfully involved, particularly in world affairs, is described by many members as a challenge. A key strength of Invisible Children, and one that \u003cem>Kony 2012 \u003c/em>exhibits as well, is the way it offers young people actionable steps, concrete channels to express a pre-existing activist desire.\"\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/kony-2012-viral-video-prompts-a-teachable-moment/screen-shot-2012-03-16-at-10-39-35-am/\" rel=\"attachment wp-att-20002\">\u003cimg class=\"alignleft size-medium wp-image-20002\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-16-at-10.39.35-AM-300x184.png\" alt=\"\" width=\"300\" height=\"184\">\u003c/a>So how do we help kids become critical consumers, instead of just mass consumers of content? How do we leverage their enthusiasm and passion for social good in the world? We certainly don't want to dampen their enthusiasm and optimism that they can do something to change the world for the better, but we also do not want kids jumping in blindly to support and spread the latest social cause craze, like Kony 2012.\u003c/p>\n\u003cp>Here are a few key steps schools and parents can take:\u003c/p>\n\u003cul>\n\u003cli>Listen and pay attention to what kids are doing on social media and engage in the conversation.\u003c/li>\n\u003cli>Schools should keep parents in the loop to help them know how to navigate controversial topics that first emerge at school. Offer talking points, questions and links to articles and sites to help facilitate the home conversation.\u003c/li>\n\u003cli>Examine sources and Web sites together and question authenticity of information. What are the facts? How do we know information is accurate and true?\u003c/li>\n\u003cli>Discuss philanthropy. What does it mean? Where and how should one give money online? Is the money being given to an organization getting into the hands of the people who most need it? How do you verify that?\u003c/li>\n\u003cli>Understand about virality of videos by watching Kevin Allocca's Ted Talk, \"\u003ca href=\"http://www.ted.com/talks/kevin_allocca_why_videos_go_viral.html\">Why Videos Go Viral\u003c/a>.\"\u003c/li>\n\u003c/ul>\n\u003cp>The Kony video has ignited passion, but it's also generated important questions and issues for us to think about, especially as we work to help guide kids to make sense of social media and the globe. The Kony video is a case study that every school should examine and unpack with kids and parents.\u003c/p>\n\u003cp>Thanks to the kids for teaching us to learn quickly.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Matt Levinson is the Head of the Upper Division at Marin Country Day School in Corte Madera, Calif. and the author of \u003c/em>From Fear to Facebook: One School's Journey\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_19998\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.youtube.com/watch?v=Y4MnpzG5Sqc\">\u003cimg class=\"size-large wp-image-19998\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-16-at-10.20.45-AM-620x351.png\" alt=\"\" width=\"620\" height=\"351\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Screenshot of Kony 2012 YouTube Video\u003c/figcaption>\u003c/figure>\n\u003ch5>By Matt Levinson\u003c/h5>\n\u003cp class=\"dropcap-serif\">Over the past weeks, schools across the country have had the chance to witness the lightning speed with which viral videos can travel around the globe, particularly when young people are involved. The trigger in this instance:\u003ca href=\"http://www.kony2012.com/\"> Invisible Children\u003c/a>, a 30-minute video highlighting the horrors of child abduction and other atrocities perpetrated by the Ugandan warlord Joseph Kony that has drawn more than 100 million hits.\u003c/p>\n\u003cp>How should schools handle the tidal wave of emotion, euphoria and what some criticize as \"\u003ca href=\"http://stream.aljazeera.com/story/clicktivism-destroying-meaningful-social-activism-0022095\">clicktivism\u003c/a>\" that has consumed the interest and attention of students?\u003c/p>\n\u003cp>I first learned about the video from an eighth-grade student, who described it in vivid detail. I was approached by our Dean of Students, who said a group of sixth-grade girls had stormed his office wanting to know if they could show the video at an assembly and raise money for the group Invisible Children.\u003c/p>\n\u003cp>Soon after, a sixth grade science teacher wrote me asking for advice about an issue that had arisen in his class: the Kony video. As part of the study on clean, available drinking water, the science teacher showed a short video called \u003cem>Ryan's Well\u003c/em> about a seven-year-old boy from Canada who raised enough money to drill a well for a school in Uganda, an act that then spiraled into the creation of \u003ca href=\"http://www.ryanswell.ca/\">Ryan's Well Foundation\u003c/a>.\u003c/p>\n\u003cp>During the discussion around \u003cem>Ryan's Well, \u003c/em>a few students in every one of the science teacher's class eventually led to the Kony 2012 YouTube video. \"Needless to say, this was an amazing learning moment for me and the students,\" he said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Now the pace of change is so incredibly fast, is there enough time for understanding and reflection?\"\u003c/aside>\n\u003cp>The science teacher took the opportunity to ask questions and looked into the Invisible Children video. He learned about how videos go viral and he examined the authenticity of the Invisible Children foundation, learning that their practices\u003ca href=\"http://www.ethanzuckerman.com/blog/2012/03/08/unpacking-kony-2012/\"> are not as clean and clear\u003c/a> as the students had led him to believe, and the problem with oversimplifying a murky and complicated political conflict.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Most importantly, he contacted his students' parents to let them know about the buzz around the \u003c!--more-->video, and he included links to articles and explanations.\u003c/p>\n\u003cp>Not surprisingly, many parents had heard their kids talking about the video but did not really know or understand what it was all about. \"I was very confused because my son was talking about child abduction and death,\" one parent wrote. The communication from school to home helped the parents gather more knowledge so that they could talk about the video and the issues at home.\u003c/p>\n\u003cp>\"I'm so glad you shared all the links and explained what has happened. I think parents will appreciate all the information,\" another parent wrote. \"I think we need to think hard about how to evaluate it all. No small task. Experience will be a great teacher. But now the pace of change is so incredibly fast, is there enough time for understanding and reflection? I think we just have to adapt. Understanding what is out there helps. Thanks for including us in the conversation.\"\u003c/p>\n\u003cp>\u003cstrong>UNDERSTANDING THE POWER OF SOCIAL MEDIA\u003c/strong>\u003c/p>\n\u003cp>More and more, schools face the unrelenting growth of social media in kids' lives, and it can be overwhelming to the adults, both teachers and parents, who are often the last to know or find out about the next new thing. Schools need to loop the parents into the conversation so that kids know that the adults in their lives are paying attention and helping to educate kids around the exciting, yet sometimes thorny issues surrounding social media, including authenticity and smart consumption.\u003c/p>\n\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.youtube.com/watch?v=Y4MnpzG5Sqc\">\u003cimg class=\"size-medium wp-image-20001\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-16-at-10.24.47-AM-300x180.png\" alt=\"\" width=\"300\" height=\"180\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Kony2012\u003c/p>\n\u003c/div>\n\u003cp>This question of critical consumption is key for teachers and parents to consider. \"Invisible Children knew that it was targeting culture makers and youth [...] When celebrities receive this kind of onslaught from their fans -- and, especially their younger fans -- they pay attention,\" writes youth culture researcher Danah Boyd \u003ca href=\"http://www.huffingtonpost.com/danah-boyd/post_3126_b_1345782.html\">in a recent post\u003c/a>.\u003c/p>\n\u003cp>Kids can easily get swept up in the tide of celebrity \"do goodism\" and quickly miss the larger forces at work behind viral videos. For kids, it's exciting to get caught up in the energy of a cause, and, as Boyd notes, \"young people feel like they did something by getting a celebrity to pay attention to a cause.\" And yes, let's face it -- kids also suffer from FOMO - \"fear of missing out.\"\u003c/p>\n\u003cp>But as Henry Jenkins, a USC professor and researcher of youth participatory culture \u003ca href=\"http://henryjenkins.org/2012/03/why_youth_are_drawn_to_invisib.html\">points out\u003c/a>, \"this critique ... ignores the possibility that the movie may be meaningful in mobilizing young people as civic actors... Even when young people want to create social change, finding ways to get meaningfully involved, particularly in world affairs, is described by many members as a challenge. A key strength of Invisible Children, and one that \u003cem>Kony 2012 \u003c/em>exhibits as well, is the way it offers young people actionable steps, concrete channels to express a pre-existing activist desire.\"\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/kony-2012-viral-video-prompts-a-teachable-moment/screen-shot-2012-03-16-at-10-39-35-am/\" rel=\"attachment wp-att-20002\">\u003cimg class=\"alignleft size-medium wp-image-20002\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-16-at-10.39.35-AM-300x184.png\" alt=\"\" width=\"300\" height=\"184\">\u003c/a>So how do we help kids become critical consumers, instead of just mass consumers of content? How do we leverage their enthusiasm and passion for social good in the world? We certainly don't want to dampen their enthusiasm and optimism that they can do something to change the world for the better, but we also do not want kids jumping in blindly to support and spread the latest social cause craze, like Kony 2012.\u003c/p>\n\u003cp>Here are a few key steps schools and parents can take:\u003c/p>\n\u003cul>\n\u003cli>Listen and pay attention to what kids are doing on social media and engage in the conversation.\u003c/li>\n\u003cli>Schools should keep parents in the loop to help them know how to navigate controversial topics that first emerge at school. Offer talking points, questions and links to articles and sites to help facilitate the home conversation.\u003c/li>\n\u003cli>Examine sources and Web sites together and question authenticity of information. What are the facts? How do we know information is accurate and true?\u003c/li>\n\u003cli>Discuss philanthropy. What does it mean? Where and how should one give money online? Is the money being given to an organization getting into the hands of the people who most need it? How do you verify that?\u003c/li>\n\u003cli>Understand about virality of videos by watching Kevin Allocca's Ted Talk, \"\u003ca href=\"http://www.ted.com/talks/kevin_allocca_why_videos_go_viral.html\">Why Videos Go Viral\u003c/a>.\"\u003c/li>\n\u003c/ul>\n\u003cp>The Kony video has ignited passion, but it's also generated important questions and issues for us to think about, especially as we work to help guide kids to make sense of social media and the globe. The Kony video is a case study that every school should examine and unpack with kids and parents.\u003c/p>\n\u003cp>Thanks to the kids for teaching us to learn quickly.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "P.E. Goes High-Tech",
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"content": "\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/p-e-goes-high-tech/attachment/78617047/\" rel=\"attachment wp-att-19921\">\u003cimg class=\"size-medium wp-image-19921\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/78617047-300x169.jpg\" alt=\"\" width=\"300\" height=\"169\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003ch5>By Jennifer Roland\u003c/h5>\n\u003cp>Jumping jacks, team sports, and laps around the school yard are still primarily how kids are getting physical exercise at school, but the use of technology is seeping into P.E. class too. Beyond just bringing \u003ca href=\"http://www.ddrgame.com/grfiforscorf.html\">Dance Dance Revolution to P.E\u003c/a>., some schools are integrating gym-style circuits, heart-rate monitors, and pedometers to encourage students to develop a sense of being physically fit.\u003c/p>\n\u003cp>Plugging kids into their own physiology, veteran P.E. teacher Betty Ann Fish from Springside Chestnut Hill Academy in Philadelphia is using heart rate monitors and software for circuit-training workouts. Fish also uses the results from the monitor to explain to her students how the circulatory system works.\u003c/p>\n\u003cp>The new devices are relatively new in Fish’s teaching repertoire. “I’ve been teaching here for 25 years,” Fish says. “And if anyone said I’d be using technology when I was an undergrad, I would have laughed.” Now she uses an iPad to track student’s work during class, takes photos and records videos of students performing exercises and uses apps to teach students new fitness concepts and exercises. She also uses online videos for demonstration. During the previous winter Olympics, she says, she showed videos of the events to help students understand the exercise, then try them out. It was especially helpful with some of the lesser known sports, such as curling.\u003c/p>\n\u003cp>For assessment, Fish uses \u003ca href=\"http://www.teacherpal.net/\">TeacherPal\u003c/a> and a spreadsheet to track student performance. But there are other tech tools like \u003ca href=\"http://dailyfitlog.com\">DailyFitLog\u003c/a>, which is used by more than 10,000 students in more than 1,250 schools to track physical fitness. Here's how it works: Teachers enter activities \u003c!--more-->students have completed, such as the number of minutes they've exercised or the number of steps they've walked. Students can also manually enter data from their heart rate monitors. Every month, students work with their teachers to go over their data, assess themselves and set goals for the future. All student data is pushed to the teachers so they can keep track in between meetings, according to the company's managing partner Timothy Palek.\u003c/p>\n\u003cp>Palek says the goal of the system is “to get kids more active and to teach kids how to take care of themselves.” That matches Fish’s goals, too. She sees her role as teaching her students to love physical activity. “I have done my job well if they're in their 30s and 40s and they're still active.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/p-e-goes-high-tech/attachment/78617047/\" rel=\"attachment wp-att-19921\">\u003cimg class=\"size-medium wp-image-19921\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/78617047-300x169.jpg\" alt=\"\" width=\"300\" height=\"169\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003ch5>By Jennifer Roland\u003c/h5>\n\u003cp>Jumping jacks, team sports, and laps around the school yard are still primarily how kids are getting physical exercise at school, but the use of technology is seeping into P.E. class too. Beyond just bringing \u003ca href=\"http://www.ddrgame.com/grfiforscorf.html\">Dance Dance Revolution to P.E\u003c/a>., some schools are integrating gym-style circuits, heart-rate monitors, and pedometers to encourage students to develop a sense of being physically fit.\u003c/p>\n\u003cp>Plugging kids into their own physiology, veteran P.E. teacher Betty Ann Fish from Springside Chestnut Hill Academy in Philadelphia is using heart rate monitors and software for circuit-training workouts. Fish also uses the results from the monitor to explain to her students how the circulatory system works.\u003c/p>\n\u003cp>The new devices are relatively new in Fish’s teaching repertoire. “I’ve been teaching here for 25 years,” Fish says. “And if anyone said I’d be using technology when I was an undergrad, I would have laughed.” Now she uses an iPad to track student’s work during class, takes photos and records videos of students performing exercises and uses apps to teach students new fitness concepts and exercises. She also uses online videos for demonstration. During the previous winter Olympics, she says, she showed videos of the events to help students understand the exercise, then try them out. It was especially helpful with some of the lesser known sports, such as curling.\u003c/p>\n\u003cp>For assessment, Fish uses \u003ca href=\"http://www.teacherpal.net/\">TeacherPal\u003c/a> and a spreadsheet to track student performance. But there are other tech tools like \u003ca href=\"http://dailyfitlog.com\">DailyFitLog\u003c/a>, which is used by more than 10,000 students in more than 1,250 schools to track physical fitness. Here's how it works: Teachers enter activities \u003c!--more-->students have completed, such as the number of minutes they've exercised or the number of steps they've walked. Students can also manually enter data from their heart rate monitors. Every month, students work with their teachers to go over their data, assess themselves and set goals for the future. All student data is pushed to the teachers so they can keep track in between meetings, according to the company's managing partner Timothy Palek.\u003c/p>\n\u003cp>Palek says the goal of the system is “to get kids more active and to teach kids how to take care of themselves.” That matches Fish’s goals, too. She sees her role as teaching her students to love physical activity. “I have done my job well if they're in their 30s and 40s and they're still active.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_19868\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.k12.com/sfflex/video/sfflex-profile\">\u003cimg class=\"size-large wp-image-19868\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-Shot-2012-03-12-at-9.45.47-AM-620x352.png\" alt=\"\" width=\"620\" height=\"352\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Kyle Palmer\u003c/h5>\n\u003cp class=\"dropcap-serif\">Every weekday, Chanel Hines commutes from Walnut Creek across the Bay Bridge to an office building in downtown San Francisco. When she arrives (usually around nine), she logs into her computer, sits down at her desk, and checks her schedule for upcoming appointments. Then she might begin working on a project or head to a meeting down the hall.\u003c/p>\n\u003cp>This sounds like a typical day at the office. But Chanel is 15 and a sophomore at the San Francisco \u003ca href=\"http://www.k12.com/sfflex\">Flex Academy\u003c/a>. This is not work; it’s high school.\u003c/p>\n\u003cp>The Flex Academy—housed in the old San Francisco Press Club building near Union Square—is nearly two years into what one of its teachers calls an “interesting experiment,” where students do most of their coursework online, set up appointments with their teachers via email, and sidle up to their classmate’s cubicle if they need help with an algebra problem.\u003c/p>\n\u003cp>“You have a lot of freedom here,” Chanel said. “But you still need to get your work done, or you won’t be successful.”\u003c/p>\n\u003cp>Like all of her classmates, Chanel has a cubicle, one of many spaced out in the Press Club’s old banquet hall, with an oaken bar (now empty) off to the side and crystal chandeliers hanging from the ceiling. The atmospheric setting is unique, as is Flex’s academic approach.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The 165 students take all their courses online through software provided by the for-profit education company K12. Each semester, the students work through a series of lessons in each of the four core subject areas—English, Math, Science, and History. Plus, they take an online elective from a menu of more than 100 options provided by K12, spanning topics such as Macroeconomics, Audio Engineering, and Art History. (Chanel is currently taking French III).\u003c/p>\n\u003caside class=\"pullquote alignleft\">“You have a lot of freedom here. But you still need to get your work done, or you won’t be successful.”\u003c/aside>\n\u003cp>The brunt of the academic work is done online, with each student’s assignments, homework, grades, and assessments tracked and compiled onto an online dashboard that can be seen by their teachers and parents. Some students say they don't even know what grades their peers are in. \"In traditional public schools, there's segregation between grades,\" says student Sophia L. in the \u003ca href=\"http://www.k12.com/sfflex/video/sfflex-profile\">school's promotional video\u003c/a>. \"At this school, I don't really know who's in what grade. I just talk to anybody.\"\u003c/p>\n\u003cp>“It’s an intriguing approach,” English teacher Megan Jacquot said. “When I first heard about the school, I was interested in the amount that technology is used.”\u003c/p>\n\u003cp>You might wonder what Jacquot does if her students take their classes online. Jacquot said her job \u003c!--more-->at Flex is not that much different from her previous job teaching English at a traditional public high school in Illinois.\u003c/p>\n\u003cfigure id=\"attachment_19873\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/at-flex-academy-high-school-mimics-the-workplace/screen-shot-2012-03-12-at-9-51-25-am/\" rel=\"attachment wp-att-19873\">\u003cimg class=\"size-medium wp-image-19873\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-Shot-2012-03-12-at-9.51.25-AM-300x166.png\" alt=\"\" width=\"300\" height=\"166\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Flex Academy is located in San Francisco's Press Club building downtown.\u003c/figcaption>\u003c/figure>\n\u003cp>“I’m in front of kids from 9 a.m., when school begins, to 3:15, when it ends,” she said. “There is this misconception that there is no teaching going on here, but I’m teaching all day.”\u003c/p>\n\u003cp>Jacquot pulls students in individually or in small groups to help them with particular concepts when they're struggling with the online course material. Jacquot says she can track student progress online and target her interventions. For instance, on a recent school day, a group of students were in Jacquot’s classroom—a converted library with wood paneled bookshelves set into the walls—learning how to add citations to research papers.\u003c/p>\n\u003cp>“I really get to know what's going on behind the scenes with my kids,” she said. “Like with this research paper: I know exactly where all of them are in the writing process. Who’s drafting, who’s finishing up, and who needs help researching. I know all my students really well.”\u003c/p>\n\u003cp>Flex founder and CEO Mark Kushner said this setup mimics real life. “What do you do when you have a problem with a project at work? You seek out your colleagues or your boss and you work through it,” he said. “That’s what these students do here.”\u003c/p>\n\u003cp>Kushner and other Flex officials do not shy away from touting the school’s alternative approach. On its Web site, Flex is advertised as “one of California’s first five-day-a-week ‘hybrid’ public high schools.” A makeshift sign in the front window of the San Francisco campus reads: “The Future of Public School Education is Here” -- a bold signals that school officials are confident in their model. In fact, Flex opened a brand new, state-of-the-art campus in Silicon Valley just a few weeks ago.\u003c/p>\n\u003cp>\u003cstrong>DEALING WITH CHALLENGES\u003c/strong>\u003cbr>\nYet kinks are inevitable. On the same day Jacquot was teaching citations in her class, the wireless Internet went down throughout the entire building. Students working independently at their cubicles soon became restless. In the old banquet hall, some students sat listlessly in their chairs. Others clicked \"refresh\" on their school-issued laptops with little apparent satisfaction.\u003c/p>\n\u003cp>“Like any school, when the Internet goes down, it’s a nightmare,” Principal Royce Conner said. “But we run on our staff. When this happens, we make copies, get out our books, and teach. It doesn’t cripple us.”\u003c/p>\n\u003cp>Conner admitted, beyond mere technical mishaps, Flex is dealing with other growing pains. For instance, he said the student attrition rate last year was too high, the product of students not being prepared for Flex’s different approach to learning.\u003c/p>\n\u003cfigure id=\"attachment_19874\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/at-flex-academy-high-school-mimics-the-workplace/screen-shot-2012-03-12-at-9-56-04-am/\" rel=\"attachment wp-att-19874\">\u003cimg class=\"size-medium wp-image-19874\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-Shot-2012-03-12-at-9.56.04-AM-300x198.png\" alt=\"\" width=\"300\" height=\"198\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Megan Jacquot teaching a small group of students about putting citations into research papers.\u003c/figcaption>\u003c/figure>\n\u003cp>“We need to really work on making sure families and students know what this place is about before they enroll,” he said.\u003c/p>\n\u003cp>“That number is not where I want it to be currently,” he said. “We need to really work on making sure families and students know what this place is about before they enroll.”\u003c/p>\n\u003cp>To that end, Conner said Flex opens up the school for tours every week for interested parents and potential students, so they can see firsthand how students at Flex must be self-motivated in order to succeed.\u003c/p>\n\u003cp>“It’s so different here,” Megan Jacquot, the English teacher said. “A lot of the students we get are not ready to be self-motivated. We have to teach them those skills so they can be successful at directing their own learning.”\u003c/p>\n\u003cp>Likewise, Flex officials are learning that even though the school’s academic work is built upon technology and the Internet, students can still waste a lot of time online if not properly monitored.\u003c/p>\n\u003cp>“We're installing software in our servers so that kids can’t access sites like Facebook,” Conner said. “We're constantly stressing that the computer is a tool to help you learn and you need to use it responsibly.”\u003c/p>\n\u003cp>But the Flex program does work for certain students.\u003c/p>\n\u003cp>Senior Albero Berul enrolled in Flex in its inaugural year last year and said he has thrived in his new environment.\u003c/p>\n\u003cp>“My old school was just big and wasn’t working for me,” he said. “I mean, my chemistry class had, like, 45 kids in it and bleachers in the back of the room.”\u003c/p>\n\u003cp>At Flex, Albero said he has been able to focus on schoolwork and was recently accepted to college in Rhode Island. Despite that accomplishment, Albero said there are tradeoffs to being at Flex.\u003c/p>\n\u003cp>“I really miss marching band,” he said. “I loved that. But here [at Flex], I just feel much happier, which is vital.”\u003c/p>\n\u003cp>Chanel Hines concurred. She said she used to play lacrosse and soccer at her old public high school, but since Flex has no sports, she now plays on Bay Area club teams. She said she likes her new situation.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“School is my main priority,” she said. “My mom says it’s like my job.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_19868\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.k12.com/sfflex/video/sfflex-profile\">\u003cimg class=\"size-large wp-image-19868\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-Shot-2012-03-12-at-9.45.47-AM-620x352.png\" alt=\"\" width=\"620\" height=\"352\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Kyle Palmer\u003c/h5>\n\u003cp class=\"dropcap-serif\">Every weekday, Chanel Hines commutes from Walnut Creek across the Bay Bridge to an office building in downtown San Francisco. When she arrives (usually around nine), she logs into her computer, sits down at her desk, and checks her schedule for upcoming appointments. Then she might begin working on a project or head to a meeting down the hall.\u003c/p>\n\u003cp>This sounds like a typical day at the office. But Chanel is 15 and a sophomore at the San Francisco \u003ca href=\"http://www.k12.com/sfflex\">Flex Academy\u003c/a>. This is not work; it’s high school.\u003c/p>\n\u003cp>The Flex Academy—housed in the old San Francisco Press Club building near Union Square—is nearly two years into what one of its teachers calls an “interesting experiment,” where students do most of their coursework online, set up appointments with their teachers via email, and sidle up to their classmate’s cubicle if they need help with an algebra problem.\u003c/p>\n\u003cp>“You have a lot of freedom here,” Chanel said. “But you still need to get your work done, or you won’t be successful.”\u003c/p>\n\u003cp>Like all of her classmates, Chanel has a cubicle, one of many spaced out in the Press Club’s old banquet hall, with an oaken bar (now empty) off to the side and crystal chandeliers hanging from the ceiling. The atmospheric setting is unique, as is Flex’s academic approach.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The 165 students take all their courses online through software provided by the for-profit education company K12. Each semester, the students work through a series of lessons in each of the four core subject areas—English, Math, Science, and History. Plus, they take an online elective from a menu of more than 100 options provided by K12, spanning topics such as Macroeconomics, Audio Engineering, and Art History. (Chanel is currently taking French III).\u003c/p>\n\u003caside class=\"pullquote alignleft\">“You have a lot of freedom here. But you still need to get your work done, or you won’t be successful.”\u003c/aside>\n\u003cp>The brunt of the academic work is done online, with each student’s assignments, homework, grades, and assessments tracked and compiled onto an online dashboard that can be seen by their teachers and parents. Some students say they don't even know what grades their peers are in. \"In traditional public schools, there's segregation between grades,\" says student Sophia L. in the \u003ca href=\"http://www.k12.com/sfflex/video/sfflex-profile\">school's promotional video\u003c/a>. \"At this school, I don't really know who's in what grade. I just talk to anybody.\"\u003c/p>\n\u003cp>“It’s an intriguing approach,” English teacher Megan Jacquot said. “When I first heard about the school, I was interested in the amount that technology is used.”\u003c/p>\n\u003cp>You might wonder what Jacquot does if her students take their classes online. Jacquot said her job \u003c!--more-->at Flex is not that much different from her previous job teaching English at a traditional public high school in Illinois.\u003c/p>\n\u003cfigure id=\"attachment_19873\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/at-flex-academy-high-school-mimics-the-workplace/screen-shot-2012-03-12-at-9-51-25-am/\" rel=\"attachment wp-att-19873\">\u003cimg class=\"size-medium wp-image-19873\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-Shot-2012-03-12-at-9.51.25-AM-300x166.png\" alt=\"\" width=\"300\" height=\"166\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Flex Academy is located in San Francisco's Press Club building downtown.\u003c/figcaption>\u003c/figure>\n\u003cp>“I’m in front of kids from 9 a.m., when school begins, to 3:15, when it ends,” she said. “There is this misconception that there is no teaching going on here, but I’m teaching all day.”\u003c/p>\n\u003cp>Jacquot pulls students in individually or in small groups to help them with particular concepts when they're struggling with the online course material. Jacquot says she can track student progress online and target her interventions. For instance, on a recent school day, a group of students were in Jacquot’s classroom—a converted library with wood paneled bookshelves set into the walls—learning how to add citations to research papers.\u003c/p>\n\u003cp>“I really get to know what's going on behind the scenes with my kids,” she said. “Like with this research paper: I know exactly where all of them are in the writing process. Who’s drafting, who’s finishing up, and who needs help researching. I know all my students really well.”\u003c/p>\n\u003cp>Flex founder and CEO Mark Kushner said this setup mimics real life. “What do you do when you have a problem with a project at work? You seek out your colleagues or your boss and you work through it,” he said. “That’s what these students do here.”\u003c/p>\n\u003cp>Kushner and other Flex officials do not shy away from touting the school’s alternative approach. On its Web site, Flex is advertised as “one of California’s first five-day-a-week ‘hybrid’ public high schools.” A makeshift sign in the front window of the San Francisco campus reads: “The Future of Public School Education is Here” -- a bold signals that school officials are confident in their model. In fact, Flex opened a brand new, state-of-the-art campus in Silicon Valley just a few weeks ago.\u003c/p>\n\u003cp>\u003cstrong>DEALING WITH CHALLENGES\u003c/strong>\u003cbr>\nYet kinks are inevitable. On the same day Jacquot was teaching citations in her class, the wireless Internet went down throughout the entire building. Students working independently at their cubicles soon became restless. In the old banquet hall, some students sat listlessly in their chairs. Others clicked \"refresh\" on their school-issued laptops with little apparent satisfaction.\u003c/p>\n\u003cp>“Like any school, when the Internet goes down, it’s a nightmare,” Principal Royce Conner said. “But we run on our staff. When this happens, we make copies, get out our books, and teach. It doesn’t cripple us.”\u003c/p>\n\u003cp>Conner admitted, beyond mere technical mishaps, Flex is dealing with other growing pains. For instance, he said the student attrition rate last year was too high, the product of students not being prepared for Flex’s different approach to learning.\u003c/p>\n\u003cfigure id=\"attachment_19874\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/at-flex-academy-high-school-mimics-the-workplace/screen-shot-2012-03-12-at-9-56-04-am/\" rel=\"attachment wp-att-19874\">\u003cimg class=\"size-medium wp-image-19874\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-Shot-2012-03-12-at-9.56.04-AM-300x198.png\" alt=\"\" width=\"300\" height=\"198\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Megan Jacquot teaching a small group of students about putting citations into research papers.\u003c/figcaption>\u003c/figure>\n\u003cp>“We need to really work on making sure families and students know what this place is about before they enroll,” he said.\u003c/p>\n\u003cp>“That number is not where I want it to be currently,” he said. “We need to really work on making sure families and students know what this place is about before they enroll.”\u003c/p>\n\u003cp>To that end, Conner said Flex opens up the school for tours every week for interested parents and potential students, so they can see firsthand how students at Flex must be self-motivated in order to succeed.\u003c/p>\n\u003cp>“It’s so different here,” Megan Jacquot, the English teacher said. “A lot of the students we get are not ready to be self-motivated. We have to teach them those skills so they can be successful at directing their own learning.”\u003c/p>\n\u003cp>Likewise, Flex officials are learning that even though the school’s academic work is built upon technology and the Internet, students can still waste a lot of time online if not properly monitored.\u003c/p>\n\u003cp>“We're installing software in our servers so that kids can’t access sites like Facebook,” Conner said. “We're constantly stressing that the computer is a tool to help you learn and you need to use it responsibly.”\u003c/p>\n\u003cp>But the Flex program does work for certain students.\u003c/p>\n\u003cp>Senior Albero Berul enrolled in Flex in its inaugural year last year and said he has thrived in his new environment.\u003c/p>\n\u003cp>“My old school was just big and wasn’t working for me,” he said. “I mean, my chemistry class had, like, 45 kids in it and bleachers in the back of the room.”\u003c/p>\n\u003cp>At Flex, Albero said he has been able to focus on schoolwork and was recently accepted to college in Rhode Island. Despite that accomplishment, Albero said there are tradeoffs to being at Flex.\u003c/p>\n\u003cp>“I really miss marching band,” he said. “I loved that. But here [at Flex], I just feel much happier, which is vital.”\u003c/p>\n\u003cp>Chanel Hines concurred. She said she used to play lacrosse and soccer at her old public high school, but since Flex has no sports, she now plays on Bay Area club teams. She said she likes her new situation.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp class=\"dropcap-serif\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/linking-students-teachers-and-technologists/screen-shot-2012-03-07-at-8-13-00-am/\" rel=\"attachment wp-att-19767\">\u003cimg class=\"alignright size-medium wp-image-19767\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-Shot-2012-03-07-at-8.13.00-AM-300x244.png\" alt=\"\" width=\"300\" height=\"244\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">In the public school system, many argue there's a disconnect between teachers, students, and technologists. Educators and students don't have enough tech training, and those who create the technology to be used in schools don't work closely enough with teachers and students. To close the loop, a newly launched program in Baltimore will bring together a network of students, technologists, and educators linking teacher professional development to student after-school programming.\u003c/p>\n\u003cp>Through \u003ca href=\"http://www.digitalharborfoundation.org/\">Digital Harbor Foundation's EdTech Link program\u003c/a>, teachers will be trained by volunteer technologists, then teach their new skills to students in after-school programs. Continuing the cycle of learner-as-teacher, students who attend the after-school program will, in turn, take their own training to educators in other schools. And volunteer technologists will get to experiment with new ideas directly by working with their users.\u003c/p>\n\u003cp>It's a model that Andrew Coy, co-director of the new foundation, has been piloting at Digital Harbor High School in inner-city Baltimore. Once a week after school for the past year, Coy, who's a ninth-grade technology teacher, has been taking four of his high school students to nearby Liberty Elementary School, where the students coach teachers on how to implement their one-to-one iPad program. \u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We want to connect students to a vision of themselves as technologists, and pull them into that trajectory.\"\u003c/aside>\n\u003cp> Students help teachers figure out how to do things like use Google forms, Khan Academy videos and dashboards, and apps like Class Dojo in the classroom. They're paid $20 per hour for their time and expertise by Liberty's principal. And although Coy says only one out of the four students has an iPad at home, they're fearless when it comes to playing around and figuring out how to use it, and showing educators too. \"Kids look at things differently,\" Coy said. \"They can download an app and figure out quickly how to use it and show teachers how to use it. And what the teachers love about it is they get to work\u003c!--more-->\u003c/p>\n\u003cfigure id=\"attachment_19794\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/linking-students-teachers-and-technologists/screen-shot-2012-03-07-at-10-14-42-pm/\" rel=\"attachment wp-att-19794\">\u003cimg class=\"size-medium wp-image-19794\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-Shot-2012-03-07-at-10.14.42-PM-300x223.png\" alt=\"\" width=\"300\" height=\"223\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Student Jean Cedre holds his first check from a paying web client.\u003c/figcaption>\u003c/figure>\n\u003cp>with these great kids and develop relationships with them. It's just a much more comfortable way to get professional development.\" Students have also helped with everything from I.T. support for the high school's annual scholarship fundraiser to the creation and deployment of Web sites for non-profits and startup businesses. With the EdTech Link program, students and teachers will learn everything from learning how to code to understanding the premise behind 3-D printing. And they'll participate in \u003ca href=\"http://startupweekend.org/\">Startup Weekend-type events\u003c/a>, where students conceptualize and create apps and software for classrooms with help and guidance from local programmers from local tech companies.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Organizers believe the program has potential to be a national model, with partnerships with community businesses fueling and funding the effort. Part of the plan is to re-purpose former recreation centers, underused library spaces, and other public spaces into non-profit community tech centers directed and developed by teacher fellows in the EdTech Link program.\u003c/p>\n\u003cp>The first step in the process is for teachers to apply to the Digital Harbor Foundation's $5,000 fellowship to 20 educators, which includes a trip to the \u003ca href=\"http://www.iste.org/conference/ISTE-2012.aspx\">ISTE\u003c/a> conference in June, where they'll begin their technology immersion. The rest of the summer will be spent prepping teachers to become tech trainers during the school year. Teachers will receive $500 per month to run the after-school programs.\u003c/p>\n\u003cp>\"We want to demystify technology for those who are scared because they haven't taken it apart,\" Coy said. And for students, the program is meant to \"connect them to a vision of themselves as technologists, and pull them into that trajectory.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Check out the Prezi explaining the program.\u003c/p>\n\u003cdiv class=\"prezi-player\">\n\u003ca title=\"EdTech Link\" href=\"http://prezi.com/0fkawc6bcugk/edtech-link/\">EdTech Link\u003c/a> on \u003ca href=\"http://prezi.com\">Prezi\u003c/a>\u003c/div>\n\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"dropcap-serif\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/linking-students-teachers-and-technologists/screen-shot-2012-03-07-at-8-13-00-am/\" rel=\"attachment wp-att-19767\">\u003cimg class=\"alignright size-medium wp-image-19767\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-Shot-2012-03-07-at-8.13.00-AM-300x244.png\" alt=\"\" width=\"300\" height=\"244\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">In the public school system, many argue there's a disconnect between teachers, students, and technologists. Educators and students don't have enough tech training, and those who create the technology to be used in schools don't work closely enough with teachers and students. To close the loop, a newly launched program in Baltimore will bring together a network of students, technologists, and educators linking teacher professional development to student after-school programming.\u003c/p>\n\u003cp>Through \u003ca href=\"http://www.digitalharborfoundation.org/\">Digital Harbor Foundation's EdTech Link program\u003c/a>, teachers will be trained by volunteer technologists, then teach their new skills to students in after-school programs. Continuing the cycle of learner-as-teacher, students who attend the after-school program will, in turn, take their own training to educators in other schools. And volunteer technologists will get to experiment with new ideas directly by working with their users.\u003c/p>\n\u003cp>It's a model that Andrew Coy, co-director of the new foundation, has been piloting at Digital Harbor High School in inner-city Baltimore. Once a week after school for the past year, Coy, who's a ninth-grade technology teacher, has been taking four of his high school students to nearby Liberty Elementary School, where the students coach teachers on how to implement their one-to-one iPad program. \u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We want to connect students to a vision of themselves as technologists, and pull them into that trajectory.\"\u003c/aside>\n\u003cp> Students help teachers figure out how to do things like use Google forms, Khan Academy videos and dashboards, and apps like Class Dojo in the classroom. They're paid $20 per hour for their time and expertise by Liberty's principal. And although Coy says only one out of the four students has an iPad at home, they're fearless when it comes to playing around and figuring out how to use it, and showing educators too. \"Kids look at things differently,\" Coy said. \"They can download an app and figure out quickly how to use it and show teachers how to use it. And what the teachers love about it is they get to work\u003c!--more-->\u003c/p>\n\u003cfigure id=\"attachment_19794\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/linking-students-teachers-and-technologists/screen-shot-2012-03-07-at-10-14-42-pm/\" rel=\"attachment wp-att-19794\">\u003cimg class=\"size-medium wp-image-19794\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-Shot-2012-03-07-at-10.14.42-PM-300x223.png\" alt=\"\" width=\"300\" height=\"223\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Student Jean Cedre holds his first check from a paying web client.\u003c/figcaption>\u003c/figure>\n\u003cp>with these great kids and develop relationships with them. It's just a much more comfortable way to get professional development.\" Students have also helped with everything from I.T. support for the high school's annual scholarship fundraiser to the creation and deployment of Web sites for non-profits and startup businesses. With the EdTech Link program, students and teachers will learn everything from learning how to code to understanding the premise behind 3-D printing. And they'll participate in \u003ca href=\"http://startupweekend.org/\">Startup Weekend-type events\u003c/a>, where students conceptualize and create apps and software for classrooms with help and guidance from local programmers from local tech companies.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Organizers believe the program has potential to be a national model, with partnerships with community businesses fueling and funding the effort. Part of the plan is to re-purpose former recreation centers, underused library spaces, and other public spaces into non-profit community tech centers directed and developed by teacher fellows in the EdTech Link program.\u003c/p>\n\u003cp>The first step in the process is for teachers to apply to the Digital Harbor Foundation's $5,000 fellowship to 20 educators, which includes a trip to the \u003ca href=\"http://www.iste.org/conference/ISTE-2012.aspx\">ISTE\u003c/a> conference in June, where they'll begin their technology immersion. The rest of the summer will be spent prepping teachers to become tech trainers during the school year. Teachers will receive $500 per month to run the after-school programs.\u003c/p>\n\u003cp>\"We want to demystify technology for those who are scared because they haven't taken it apart,\" Coy said. And for students, the program is meant to \"connect them to a vision of themselves as technologists, and pull them into that trajectory.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Check out the Prezi explaining the program.\u003c/p>\n\u003cdiv class=\"prezi-player\">\n\u003ca title=\"EdTech Link\" href=\"http://prezi.com/0fkawc6bcugk/edtech-link/\">EdTech Link\u003c/a> on \u003ca href=\"http://prezi.com\">Prezi\u003c/a>\u003c/div>\n\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Students Demand the Right to Use Technology in Schools",
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"content": "\u003cfigure id=\"attachment_19654\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/photo-copy/\" rel=\"attachment wp-att-19654\">\u003cimg class=\"size-large wp-image-19654\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/photo-copy-620x465.jpg\" alt=\"\" width=\"620\" height=\"465\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Los Angeles students at the DML Conference in San Francisco show the devices they want to use in school.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">We've heard arguments from ed tech experts about how using technology for learning may in fact deepen the divide between wealthy and low-income kids. Students who have access to technology and are encouraged by teachers and parents to leverage it for new ways of learning, the argument goes, will leap even further ahead than low-income students who are forbidden to use it in public schools.\u003c/p>\n\u003cp>Those arguments were personified last week in the collective voices of students from Morningside, Crenshaw, Roosevelt, Locke, and Manual Arts high schools, who presented their case at the \u003ca href=\"http://dml2012.dmlcentral.net/\">Digital Media and Learning \u003c/a>conference in San Francisco.\u003c/p>\n\u003cp>Holding up cell phones, tablets, and video cameras, students spelled out to listeners in the packed conference room a message loud and clear: We demand access to the same technology that privileged students have in order to survive in the working world, to compete in any meaningful way, and to amplify our voices.\u003c/p>\n\u003cp>Students from the five schools who comprised Black Male Academy and \u003ca href=\"http://idea.gseis.ucla.edu/projects/the-council-of-youth-research\">Council on Youth Research\u003c/a>, and who had raised the funds to get themselves from Los Angeles to the conference on \u003ca href=\"http://www.kickstarter.com\">Kickstarter\u003c/a>, presented research they'd gathered at their own schools about the impact of technology (or lack thereof) on their learning.\u003c/p>\n\u003cp>\"We're going to use technology to start a revolution, to improve our lives, and the lives of the upcoming generations, to get our voices heard,\" said a Morningside High student.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"How are we supposed to use technology responsibly if we don't use it at all?\"\u003c/aside>\n\u003cp>In their own words, they described their frustration with their schools' prohibitive policies on using technology and the dismal condition of the schools' tech equipment. \"We don't have the basic needs that students at Beverly Hills High have,\" said Myquesha Moore from Crenshaw High. \"Why should l have to go to a library outside my school to have access to computers that are available, but limited? Yes, we're learning to type on our T-Mobile Sidekicks, because we're taking our own initiative. But we're crucified by a process that's making us a permanent underclass. We are forced to stay at the bottom, and this lack of technology will not allow us to develop skills for the job \u003c!--more-->market. Budget cuts can no longer be a reason why me and my peers are tech-illiterate. We've had this problem since before the economic crisis.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"I demand that my peers and inner city school kids have a fair chance at life, furthering their education like privileged communities,\" she continued. \"Give us the resources we need. Because there are children like me who give a damn about our future.\"\u003c/p>\n\u003cp>Students presented research they'd conducted using their own cameras, tablets, laptops, and cell phones to capture data. They used documentary filmmaking, online surveys, and face-to-face interviews, and came up with some unsurprising conclusions. At Morningside High, for example, though 49% of students said they use the Internet to do their homework, the majority agree that it's not easily available in school. And although digital media has helped students tell their stories in interesting ways and kept them interested and focused, they said it's rarely used in their schools.\u003c/p>\n\u003cp>\"If our school has technology and equitable resources, our graduation rates and college attendance rates will increase,\" a Morningside High student said. \"This means we'll have more prepared students for our democracy, and we'll have more public conversations about equity.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Be aware of your students' needs. Make sure you have space for students to speak freely.\"\u003c/aside>\n\u003cp>\"We want students to use their voices to speak up for themselves,\" another said. \"We demand good quality teachers who will allow students to use the tools, smartphones, tablets, they already have to learn. And we demand that parents back us up.\"\u003c/p>\n\u003cp>Students from Crenshaw High described the obstacles they face in completing simple school assignments, and presented some grim numbers. Only 10 out 14 computers work, two are new, and three can print. The entire school has three laptop carts, and only 10 of the 30 laptops can access the Internet. And 90% of computers operate on Windows 2001, the students said.\u003c/p>\n\u003cp>\"It burns me up inside that I have to scramble around to try to find a computer at a library,\" a Crenshaw student said. \"I get assignments that require the use of a computer, and even if I find one at the library, my time is up after an hour and I have to get off the computer and find another one.\"\u003c/p>\n\u003cp>\"My cell phone has better Internet access than our school's computers,\" another student said. \"I demand my teachers incorporate the use of cell phones by finding innovative ways to use them for educational purposes.\"\u003c/p>\n\u003cp>Showing the benefits of how tech can be fruitfully used in schools, students from Manual Arts demonstrated how some teachers use Edmodo to communicate with them and share content for class projects, as well as blogs, flip cams, laptops, and cell phones.\u003c/p>\n\u003cp>Locke High School students showed a short film dramatizing their technical tribulations.\u003cbr>\n\"I almost got my phone taken away for filling out a job application.\"\u003cbr>\n\"I got in trouble for checking the time on my phone.\"\u003cbr>\n\"My teacher wouldn't let me take notes on my laptop.\"\u003cbr>\n\"I can't believe I failed my math test because I couldn't use the calculator on my iPod.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cspan style=\"color: #ffcc00\">\u003cstrong>RELATED READING:\u003c/strong>\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/\">In Some Cash-Strapped Schools, Kids Bring Their Own Devices \u003c/a>\u003c/li>\n\u003cli>\u003cspan style=\"color: #333399\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/beyond-facebook-teaching-at-risk-youth-to-create-digital-media/\">\u003cspan style=\"color: #333399\">For At-Risk Youth, Is Learning Digital Media a Luxury?\u003cstrong>\u003c/strong>\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #333399\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone/\">\u003cspan style=\"color: #333399\">What Exactly Can You Learn On a Mobile Phone?\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #333399\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/how-do-we-address-the-needs-of-kids-without-mobile-access/\">\u003cspan style=\"color: #333399\">How Do We Address the Needs of Kids Without Mobile Access?\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>One by one, students pleaded their case. Though some teachers and administrators think of social media sites like Facebook as being distracting and ultimately harmful, students said it can be used as a tool for learning, for example by creating class topics. \"Plus, there's no time limit to Facebook,\" a student said. \"Learning stops when class ends at school, but learning happens outside school too. We use Facebook to create a dialogue between teachers and students. We can use Facebook to speak our minds and make changes, share our thoughts, our notes, and resources.\"\u003c/p>\n\u003cp>They asked rhetorical questions that addressed what they've been battling at their schools: \"Doesn't it make sense to use the tools that engage us the most? How are we supposed to use technology responsibly if we don't use it at all? Why aren't schools creating culturally relevant curriculum?\"\u003c/p>\n\u003ch5>\u003cstrong>THE NEXT STEPS\u003c/strong>\u003c/h5>\n\u003cp>Asked whether she'd presented this information and list of demands to her school administrators at Crenshaw, Myquesha Moore said the conference was the first time her group had done a public presentation, but said they will when they return.\u003c/p>\n\u003cp>This kind of grassroots movement on the part of students might be the push some teachers have been waiting for. At a different conference session that included some of the same students the day before, a teacher from West Adams Prep, part of the Los Angeles Unified School District, said it's time for students to stand up for themselves.\u003c/p>\n\u003cp>\"I feel powerless as a teacher at L.A.U.S.D.,\" she said. \"You guys need to speak to the board or the superintendent. You need to gather your peers and go to news outlets. Think about something you can do to raise awareness. You live in L.A. -- get on the 'Ellen' show. You need to speak up and use your voice politically. There needs to be a revolution.\"\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/5328338679_aa6d9b91c1/\" rel=\"attachment wp-att-19685\">\u003cimg class=\"alignright size-medium wp-image-19685\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/5328338679_aa6d9b91c1-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>A school technologist stood up to say that although he has to buy a content filter to qualify for the federal government's discounted E-rate program for broadband, he can configure the filter to his own discretion.\u003c/p>\n\u003cp>Hearing the voices of adults weigh in on the matter may go a long way for these students, many of whom say they don't believe adults care about them. One teacher asked a student panelist how to direct kids to using technology for learning and empowerment rather than for unrelated purposes. \"For every student who uses 140 characters to send messages of empowerment, there's another who's tweeting inappropriate photos,\" she said. \"For every student who's using YouTube to learn, there are others who are posting fighting videos. What are some ways you learned to be responsible digital citizens?\"\u003c/p>\n\u003cp>In reply, one of the students said it's about students' need for attention and guidance from adults they think care about them.\u003c/p>\n\u003cp>\"Kids who have straight A's and are college bound, that's because people have been there in their lives to show them the way,\" she said. \"For those students who aren't doing well, it's a process of talking and having conversations with those students. Ask them why is that student being distracted? Why is he doing that instead of doing work? With kids and with parents, sometimes you have to pressure them and push them. It takes a lot of patience but you have to have those conversations and monitor what that student does.\"\u003c/p>\n\u003cp>Another student also suggested that the teacher talk to the student who's posted inappropriate photos. \"Ask her what's going on in her life, what is she going through,\" she said.\u003c/p>\n\u003cp>To educators and schools, the students' main message was about being heard -- whether it was related to using technology or about other issues: \"Be aware of your students' needs. Make sure you have space for students to speak freely.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_19654\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/photo-copy/\" rel=\"attachment wp-att-19654\">\u003cimg class=\"size-large wp-image-19654\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/photo-copy-620x465.jpg\" alt=\"\" width=\"620\" height=\"465\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Los Angeles students at the DML Conference in San Francisco show the devices they want to use in school.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">We've heard arguments from ed tech experts about how using technology for learning may in fact deepen the divide between wealthy and low-income kids. Students who have access to technology and are encouraged by teachers and parents to leverage it for new ways of learning, the argument goes, will leap even further ahead than low-income students who are forbidden to use it in public schools.\u003c/p>\n\u003cp>Those arguments were personified last week in the collective voices of students from Morningside, Crenshaw, Roosevelt, Locke, and Manual Arts high schools, who presented their case at the \u003ca href=\"http://dml2012.dmlcentral.net/\">Digital Media and Learning \u003c/a>conference in San Francisco.\u003c/p>\n\u003cp>Holding up cell phones, tablets, and video cameras, students spelled out to listeners in the packed conference room a message loud and clear: We demand access to the same technology that privileged students have in order to survive in the working world, to compete in any meaningful way, and to amplify our voices.\u003c/p>\n\u003cp>Students from the five schools who comprised Black Male Academy and \u003ca href=\"http://idea.gseis.ucla.edu/projects/the-council-of-youth-research\">Council on Youth Research\u003c/a>, and who had raised the funds to get themselves from Los Angeles to the conference on \u003ca href=\"http://www.kickstarter.com\">Kickstarter\u003c/a>, presented research they'd gathered at their own schools about the impact of technology (or lack thereof) on their learning.\u003c/p>\n\u003cp>\"We're going to use technology to start a revolution, to improve our lives, and the lives of the upcoming generations, to get our voices heard,\" said a Morningside High student.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"How are we supposed to use technology responsibly if we don't use it at all?\"\u003c/aside>\n\u003cp>In their own words, they described their frustration with their schools' prohibitive policies on using technology and the dismal condition of the schools' tech equipment. \"We don't have the basic needs that students at Beverly Hills High have,\" said Myquesha Moore from Crenshaw High. \"Why should l have to go to a library outside my school to have access to computers that are available, but limited? Yes, we're learning to type on our T-Mobile Sidekicks, because we're taking our own initiative. But we're crucified by a process that's making us a permanent underclass. We are forced to stay at the bottom, and this lack of technology will not allow us to develop skills for the job \u003c!--more-->market. Budget cuts can no longer be a reason why me and my peers are tech-illiterate. We've had this problem since before the economic crisis.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I demand that my peers and inner city school kids have a fair chance at life, furthering their education like privileged communities,\" she continued. \"Give us the resources we need. Because there are children like me who give a damn about our future.\"\u003c/p>\n\u003cp>Students presented research they'd conducted using their own cameras, tablets, laptops, and cell phones to capture data. They used documentary filmmaking, online surveys, and face-to-face interviews, and came up with some unsurprising conclusions. At Morningside High, for example, though 49% of students said they use the Internet to do their homework, the majority agree that it's not easily available in school. And although digital media has helped students tell their stories in interesting ways and kept them interested and focused, they said it's rarely used in their schools.\u003c/p>\n\u003cp>\"If our school has technology and equitable resources, our graduation rates and college attendance rates will increase,\" a Morningside High student said. \"This means we'll have more prepared students for our democracy, and we'll have more public conversations about equity.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Be aware of your students' needs. Make sure you have space for students to speak freely.\"\u003c/aside>\n\u003cp>\"We want students to use their voices to speak up for themselves,\" another said. \"We demand good quality teachers who will allow students to use the tools, smartphones, tablets, they already have to learn. And we demand that parents back us up.\"\u003c/p>\n\u003cp>Students from Crenshaw High described the obstacles they face in completing simple school assignments, and presented some grim numbers. Only 10 out 14 computers work, two are new, and three can print. The entire school has three laptop carts, and only 10 of the 30 laptops can access the Internet. And 90% of computers operate on Windows 2001, the students said.\u003c/p>\n\u003cp>\"It burns me up inside that I have to scramble around to try to find a computer at a library,\" a Crenshaw student said. \"I get assignments that require the use of a computer, and even if I find one at the library, my time is up after an hour and I have to get off the computer and find another one.\"\u003c/p>\n\u003cp>\"My cell phone has better Internet access than our school's computers,\" another student said. \"I demand my teachers incorporate the use of cell phones by finding innovative ways to use them for educational purposes.\"\u003c/p>\n\u003cp>Showing the benefits of how tech can be fruitfully used in schools, students from Manual Arts demonstrated how some teachers use Edmodo to communicate with them and share content for class projects, as well as blogs, flip cams, laptops, and cell phones.\u003c/p>\n\u003cp>Locke High School students showed a short film dramatizing their technical tribulations.\u003cbr>\n\"I almost got my phone taken away for filling out a job application.\"\u003cbr>\n\"I got in trouble for checking the time on my phone.\"\u003cbr>\n\"My teacher wouldn't let me take notes on my laptop.\"\u003cbr>\n\"I can't believe I failed my math test because I couldn't use the calculator on my iPod.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cspan style=\"color: #ffcc00\">\u003cstrong>RELATED READING:\u003c/strong>\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/\">In Some Cash-Strapped Schools, Kids Bring Their Own Devices \u003c/a>\u003c/li>\n\u003cli>\u003cspan style=\"color: #333399\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/beyond-facebook-teaching-at-risk-youth-to-create-digital-media/\">\u003cspan style=\"color: #333399\">For At-Risk Youth, Is Learning Digital Media a Luxury?\u003cstrong>\u003c/strong>\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #333399\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone/\">\u003cspan style=\"color: #333399\">What Exactly Can You Learn On a Mobile Phone?\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #333399\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/how-do-we-address-the-needs-of-kids-without-mobile-access/\">\u003cspan style=\"color: #333399\">How Do We Address the Needs of Kids Without Mobile Access?\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>One by one, students pleaded their case. Though some teachers and administrators think of social media sites like Facebook as being distracting and ultimately harmful, students said it can be used as a tool for learning, for example by creating class topics. \"Plus, there's no time limit to Facebook,\" a student said. \"Learning stops when class ends at school, but learning happens outside school too. We use Facebook to create a dialogue between teachers and students. We can use Facebook to speak our minds and make changes, share our thoughts, our notes, and resources.\"\u003c/p>\n\u003cp>They asked rhetorical questions that addressed what they've been battling at their schools: \"Doesn't it make sense to use the tools that engage us the most? How are we supposed to use technology responsibly if we don't use it at all? Why aren't schools creating culturally relevant curriculum?\"\u003c/p>\n\u003ch5>\u003cstrong>THE NEXT STEPS\u003c/strong>\u003c/h5>\n\u003cp>Asked whether she'd presented this information and list of demands to her school administrators at Crenshaw, Myquesha Moore said the conference was the first time her group had done a public presentation, but said they will when they return.\u003c/p>\n\u003cp>This kind of grassroots movement on the part of students might be the push some teachers have been waiting for. At a different conference session that included some of the same students the day before, a teacher from West Adams Prep, part of the Los Angeles Unified School District, said it's time for students to stand up for themselves.\u003c/p>\n\u003cp>\"I feel powerless as a teacher at L.A.U.S.D.,\" she said. \"You guys need to speak to the board or the superintendent. You need to gather your peers and go to news outlets. Think about something you can do to raise awareness. You live in L.A. -- get on the 'Ellen' show. You need to speak up and use your voice politically. There needs to be a revolution.\"\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/5328338679_aa6d9b91c1/\" rel=\"attachment wp-att-19685\">\u003cimg class=\"alignright size-medium wp-image-19685\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/5328338679_aa6d9b91c1-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>A school technologist stood up to say that although he has to buy a content filter to qualify for the federal government's discounted E-rate program for broadband, he can configure the filter to his own discretion.\u003c/p>\n\u003cp>Hearing the voices of adults weigh in on the matter may go a long way for these students, many of whom say they don't believe adults care about them. One teacher asked a student panelist how to direct kids to using technology for learning and empowerment rather than for unrelated purposes. \"For every student who uses 140 characters to send messages of empowerment, there's another who's tweeting inappropriate photos,\" she said. \"For every student who's using YouTube to learn, there are others who are posting fighting videos. What are some ways you learned to be responsible digital citizens?\"\u003c/p>\n\u003cp>In reply, one of the students said it's about students' need for attention and guidance from adults they think care about them.\u003c/p>\n\u003cp>\"Kids who have straight A's and are college bound, that's because people have been there in their lives to show them the way,\" she said. \"For those students who aren't doing well, it's a process of talking and having conversations with those students. Ask them why is that student being distracted? Why is he doing that instead of doing work? With kids and with parents, sometimes you have to pressure them and push them. It takes a lot of patience but you have to have those conversations and monitor what that student does.\"\u003c/p>\n\u003cp>Another student also suggested that the teacher talk to the student who's posted inappropriate photos. \"Ask her what's going on in her life, what is she going through,\" she said.\u003c/p>\n\u003cp>To educators and schools, the students' main message was about being heard -- whether it was related to using technology or about other issues: \"Be aware of your students' needs. Make sure you have space for students to speak freely.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Doomed or Lucky? Predicting the Future of the Internet Generation",
"title": "Doomed or Lucky? Predicting the Future of the Internet Generation",
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"content": "\u003cfigure id=\"attachment_19511\" class=\"wp-caption center\" style=\"max-width: 600px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/doomed-or-lucky-predicting-the-future-of-the-internet-generation/275691675_c575e2c118_z-3/\" rel=\"attachment wp-att-19511\">\u003cimg class=\"size-full wp-image-19511\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/275691675_c575e2c118_z2.jpg\" alt=\"\" width=\"600\" height=\"390\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/02/275691675_c575e2c118_z2.jpg 600w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/275691675_c575e2c118_z2-400x260.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/275691675_c575e2c118_z2-320x208.jpg 320w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Looking into the proverbial crystal ball, a slew of technology experts weighed in on the \u003ca href=\"http://pewinternet.org/Reports/2012/Hyperconnected-lives.aspx\">Future of the Internet V \u003c/a>survey conducted by Pew Research and Elon University, and came up with a predictably mixed scenario: It's complicated.\u003c/p>\n\u003cp>Asked to consider the future of the Internet-connected world between now and 2020 and to choose from two statements, of the total 1,021 responses, 55% agreed with this optimistic view:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\"In 2020 the brains of multitasking teens and young adults are \"wired\" differently from those over age 35 and overall it yields helpful results. They do not suffer notable cognitive shortcomings as they multitask and cycle quickly through personal- and work-related tasks. Rather, they are learning more and they are more adept at finding answers to deep questions, in part because they can search effectively and access collective intelligence via the Internet. In sum, the changes in learning behavior and cognition among the young generally produce positive outcomes.\"\u003c/p>\n\u003cp>But 42% were less enthusiastic about the impact of wired life:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\"In 2020, the brains of multitasking teens and young adults are \"wired\" differently from those over age 35 and overall it yields baleful results. They do not retain information; they spend most of their energy sharing short social messages, being entertained, and being distracted away from deep engagement with people and knowledge. They lack deep-thinking \u003c!--more-->capabilities; they lack face-to-face social skills; they depend in unhealthy ways on the Internet and mobile devices to function. In sum, the changes in behavior and cognition among the young are generally negative outcomes.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>These points of view are presented in the context of statistics that show Internet and media use completely permeating young people's lives. From the Pew Internet Project: \"95% of teens ages 12-17 are online, 76% use social networking sites, and 77% have cell phones. Moreover, 96% of those ages 18-29 are internet users, 84% use social networking sites, and 97% have cell phones. Well over half of those in that age cohort have smartphones and 23% own tablet computers like iPads.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Their handwriting will be horrendous. Their thumbs will ache. Life will go on.”\u003c/aside>\n\u003cp>Focusing the work of educators on shaping students' use of and attitude towards technology is crucial in paving the way for a more positive outcome, many respondents said. “The changes in behavior and cognition in the future depend heavily upon how we adapt our pre-school-through-college curricula to encompass new techniques of learning and teaching,” wrote Hugh F. Cline, an adjunct professor of sociology and education at Columbia University who was formerly a senior research scientist at a major educational testing company based in Princeton, NJ. “If we simply continue to use technologies to enhance the current structure and functioning of education, our young people will use the technologies to entertain themselves and engage in online socializing and shopping. We will have missed enormous opportunities to produce independent life-long learners.”\u003c/p>\n\u003cp>Some educators who took the survey were critical of the effect of technology on their students \"hyper-connected\" lives.\u003c/p>\n\u003cp>\"I have seen a general decline in higher-order thinking skills in my students over the past decade,\" wrote one respondent. \"What I generally see is an over-dependence on technology, an emphasis on social technologies as opposed to what I'll call ‘comprehension technologies,’ and a general disconnect from deeper thinking. I’m not sure that I attribute this to the so-called ‘re-wiring’ of teenage brains, but rather to a deeper intellectual laziness that the Web has also made possible with the rise of more video-based information resources (as opposed to textual resources).”\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-19477\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Elon.jpg\" alt=\"\" width=\"240\" height=\"187\">Another respondent who has been a college-level professor for 12 years weighed in: \"Students do not know how to frame a problem or challenge. They do not know how to ask questions, and how to provide enough detail to support their answers (from credible sources). Technology is playing a big part in students not only not being able to perform as well in class, but also not having the desire to do so.”\u003c/p>\n\u003cp>But the writers of the survey posed an important question about why educators noted these negative impacts: \"Is this at least partially due to the fact that they are still trying to educate these highly connected young people through antiquated approaches? Perhaps those who have argued for education reform would think so.\"\u003c/p>\n\u003cp>The need for instant gratification and shallow learning and interactions were the main negative points made about impacts of tech-dependent lives. \"Technology is taking our collective consciousness and ability to conduct critical analysis and thinking, and, in effect, individual determinism in modern society,” said cyber-security expert Richard Forno. “My sense is that society is becoming conditioned into dependence on technology in ways that, if that technology suddenly disappears or breaks down, will render people functionally useless. What does that mean for individual and social resiliency?”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"How we can help today's kids to prepare for the world they will actually live in and help to create—instead of the world we are already nostalgic for.”\u003c/aside>\n\u003cp>Alexandra Samuel, director of the Social + Media Centre in Vancouver, Canada, offered a less tentative, more proactive approach and thinking about the issues: “If we can stop fretting about what we’re losing we can make room to get excited about what we’re gaining: the ability to multitask, to feel connected to ‘strangers’ as well as neighbours, to create media unselfconsciously, to live in a society of producers rather than consumers,” she said. “The question we face as individuals, organizations, educators and perhaps especially as parents is how we can help today's kids to prepare for that world—the world they will actually live in and help to create—instead of the world we are already nostalgic for.”\u003c/p>\n\u003cp>Other highlights from the study:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Barry Chudakov, a Florida-based consultant and a research fellow in the McLuhan Program in Culture and Technology at the University of Toronto\u003c/strong>: \"Technology will be so seamlessly integrated into our lives that it will effectively disappear. The cognitive challenge children and youth will face (as we are beginning to face now) is integrity, the state of being whole and undivided. There will be a premium on the skill of maintaining presence, of mindfulness, of awareness in the face of persistent and pervasive tool extensions and incursions into our lives. Is this my intention, or is the tool inciting me to feel and think this way? That question, more than multitasking or brain atrophy due to accessing collective intelligence via the internet, will be the challenge of the future.”\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Alvaro Retana, a technologist with Hewlett-Packard.\u003c/strong> “The people who will strive and lead the charge will be the ones able to disconnect themselves to focus on specific problems.”\u003c/li>\n\u003cli>\u003cstrong>Jessica Clark, a media strategist and senior fellow for two U.S. communications technology research centers:\u003c/strong> “Every new generation finds creative and groundbreaking ways to use the new technologies to explore and illuminate human truths and to make dumb, sexist, horrifying schlock. Multitasking young adults and teens will be fine; they'll be better at certain types of tasks and worse at others. Their handwriting will be horrendous. Their thumbs will ache. Life will go on.”\u003c/li>\n\u003cli>\u003cstrong>Communications scholar Sandra Braman of the University of Wisconsin:\u003c/strong> \"Are the deep skills acquired by those with a lot of gaming experience transferable to the meat flesh world? That is, do those who can track multiple narratives simultaneously practice that same skill in environments that aren't animations and have buttons to push? The second is will. Do those who can, to stick with the same example, track and engage with multiple narratives simultaneously choose to do the same with the meat-flesh political environment? The incredibly important research stream that we have not seen yet would look at the relationship between gaming and actual political activity in the meat-flesh world. My hypothesis is that high activity in online environments, particularly games, expends any political will or desire to effectively shape the environment so that there is none of that will left for engaging in our actual political environment.”\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>REGARDING THE DIGITAL DIVIDE:\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cstrong>Tin Tan Wee, an internet expert based at the National University of Singapore:\u003c/strong>\u003c/em> \"Current educational methods evolved to their current state mostly pre-internet. The same goes for a generation of teachers who will continue to train yet another generation of kids the old way. The same goes for examination systems, which carry out assessment based on pre-internet skills. This mismatch will cause declension in a few generations of cohorts. Those who are educated and re-educable in the internet way will reap the benefits of the first option. Most of the world will suffer the consequence of the second. The intellectual divide will increase. This in turn fuels the educational divide because only the richer can afford internet access with mobile devices at effective speeds.”\u003c/p>\n\u003cp>\u003cstrong>REGARDING WIRING OF THE BRAIN\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cstrong>Communications professor Jeff Jarvis:\u003c/strong>\u003c/em> “I do not believe technology will change our brains and how we are ‘wired.’ But it can change how we cognate and navigate our world. We will adapt and find the benefits in this change.”\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>REGARDING THE NOTION OF DIGITAL NATIVES\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cstrong>David Ellis, director of communications studies at York University in Toronto:\u003c/strong>\u003c/em> “I don’t think there’s anything inherently bad or anti-social about smartphones, laptops, or any other technology. I do, however, believe we are entering an era in which young adults are placing an inordinately high priority on being unfailingly responsive and dedicated participants in the web of personal messaging that surrounds them in their daily lives. For now, it seems, addictive responses to peer pressure, boredom, and social anxiety are playing a much bigger role in wiring Millennial brains than problem-solving or deep thinking.”\u003c/p>\n\u003cp>\u003cstrong>REGARDING HUMAN EVOLUTION\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cstrong>David Weinberger, senior researcher at Harvard University’s Berkman Center for Internet & Society\u003c/strong>\u003c/em>: “Whatever happens, we won't be able to come up with an impartial value judgment because the change in intellect will bring about a change in values as well.” Alex Halavais, an associate professor and internet researcher at Quinnipiac University: “We will think differently, and a large part of that will be as a result of being capable of exploiting a new communicative environment,” he noted.\u003c/p>\n\u003cp>It's a fascinating read, with lots of thought-provoking perspectives from experts, students, and educators. Be sure to read the report in \u003ca href=\"http://pewinternet.org/Reports/2012/Hyperconnected-lives.aspx\">full here\u003c/a>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_19511\" class=\"wp-caption center\" style=\"max-width: 600px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/doomed-or-lucky-predicting-the-future-of-the-internet-generation/275691675_c575e2c118_z-3/\" rel=\"attachment wp-att-19511\">\u003cimg class=\"size-full wp-image-19511\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/275691675_c575e2c118_z2.jpg\" alt=\"\" width=\"600\" height=\"390\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/02/275691675_c575e2c118_z2.jpg 600w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/275691675_c575e2c118_z2-400x260.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/275691675_c575e2c118_z2-320x208.jpg 320w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Looking into the proverbial crystal ball, a slew of technology experts weighed in on the \u003ca href=\"http://pewinternet.org/Reports/2012/Hyperconnected-lives.aspx\">Future of the Internet V \u003c/a>survey conducted by Pew Research and Elon University, and came up with a predictably mixed scenario: It's complicated.\u003c/p>\n\u003cp>Asked to consider the future of the Internet-connected world between now and 2020 and to choose from two statements, of the total 1,021 responses, 55% agreed with this optimistic view:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\"In 2020 the brains of multitasking teens and young adults are \"wired\" differently from those over age 35 and overall it yields helpful results. They do not suffer notable cognitive shortcomings as they multitask and cycle quickly through personal- and work-related tasks. Rather, they are learning more and they are more adept at finding answers to deep questions, in part because they can search effectively and access collective intelligence via the Internet. In sum, the changes in learning behavior and cognition among the young generally produce positive outcomes.\"\u003c/p>\n\u003cp>But 42% were less enthusiastic about the impact of wired life:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\"In 2020, the brains of multitasking teens and young adults are \"wired\" differently from those over age 35 and overall it yields baleful results. They do not retain information; they spend most of their energy sharing short social messages, being entertained, and being distracted away from deep engagement with people and knowledge. They lack deep-thinking \u003c!--more-->capabilities; they lack face-to-face social skills; they depend in unhealthy ways on the Internet and mobile devices to function. In sum, the changes in behavior and cognition among the young are generally negative outcomes.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>These points of view are presented in the context of statistics that show Internet and media use completely permeating young people's lives. From the Pew Internet Project: \"95% of teens ages 12-17 are online, 76% use social networking sites, and 77% have cell phones. Moreover, 96% of those ages 18-29 are internet users, 84% use social networking sites, and 97% have cell phones. Well over half of those in that age cohort have smartphones and 23% own tablet computers like iPads.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Their handwriting will be horrendous. Their thumbs will ache. Life will go on.”\u003c/aside>\n\u003cp>Focusing the work of educators on shaping students' use of and attitude towards technology is crucial in paving the way for a more positive outcome, many respondents said. “The changes in behavior and cognition in the future depend heavily upon how we adapt our pre-school-through-college curricula to encompass new techniques of learning and teaching,” wrote Hugh F. Cline, an adjunct professor of sociology and education at Columbia University who was formerly a senior research scientist at a major educational testing company based in Princeton, NJ. “If we simply continue to use technologies to enhance the current structure and functioning of education, our young people will use the technologies to entertain themselves and engage in online socializing and shopping. We will have missed enormous opportunities to produce independent life-long learners.”\u003c/p>\n\u003cp>Some educators who took the survey were critical of the effect of technology on their students \"hyper-connected\" lives.\u003c/p>\n\u003cp>\"I have seen a general decline in higher-order thinking skills in my students over the past decade,\" wrote one respondent. \"What I generally see is an over-dependence on technology, an emphasis on social technologies as opposed to what I'll call ‘comprehension technologies,’ and a general disconnect from deeper thinking. I’m not sure that I attribute this to the so-called ‘re-wiring’ of teenage brains, but rather to a deeper intellectual laziness that the Web has also made possible with the rise of more video-based information resources (as opposed to textual resources).”\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-19477\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Elon.jpg\" alt=\"\" width=\"240\" height=\"187\">Another respondent who has been a college-level professor for 12 years weighed in: \"Students do not know how to frame a problem or challenge. They do not know how to ask questions, and how to provide enough detail to support their answers (from credible sources). Technology is playing a big part in students not only not being able to perform as well in class, but also not having the desire to do so.”\u003c/p>\n\u003cp>But the writers of the survey posed an important question about why educators noted these negative impacts: \"Is this at least partially due to the fact that they are still trying to educate these highly connected young people through antiquated approaches? Perhaps those who have argued for education reform would think so.\"\u003c/p>\n\u003cp>The need for instant gratification and shallow learning and interactions were the main negative points made about impacts of tech-dependent lives. \"Technology is taking our collective consciousness and ability to conduct critical analysis and thinking, and, in effect, individual determinism in modern society,” said cyber-security expert Richard Forno. “My sense is that society is becoming conditioned into dependence on technology in ways that, if that technology suddenly disappears or breaks down, will render people functionally useless. What does that mean for individual and social resiliency?”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"How we can help today's kids to prepare for the world they will actually live in and help to create—instead of the world we are already nostalgic for.”\u003c/aside>\n\u003cp>Alexandra Samuel, director of the Social + Media Centre in Vancouver, Canada, offered a less tentative, more proactive approach and thinking about the issues: “If we can stop fretting about what we’re losing we can make room to get excited about what we’re gaining: the ability to multitask, to feel connected to ‘strangers’ as well as neighbours, to create media unselfconsciously, to live in a society of producers rather than consumers,” she said. “The question we face as individuals, organizations, educators and perhaps especially as parents is how we can help today's kids to prepare for that world—the world they will actually live in and help to create—instead of the world we are already nostalgic for.”\u003c/p>\n\u003cp>Other highlights from the study:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Barry Chudakov, a Florida-based consultant and a research fellow in the McLuhan Program in Culture and Technology at the University of Toronto\u003c/strong>: \"Technology will be so seamlessly integrated into our lives that it will effectively disappear. The cognitive challenge children and youth will face (as we are beginning to face now) is integrity, the state of being whole and undivided. There will be a premium on the skill of maintaining presence, of mindfulness, of awareness in the face of persistent and pervasive tool extensions and incursions into our lives. Is this my intention, or is the tool inciting me to feel and think this way? That question, more than multitasking or brain atrophy due to accessing collective intelligence via the internet, will be the challenge of the future.”\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Alvaro Retana, a technologist with Hewlett-Packard.\u003c/strong> “The people who will strive and lead the charge will be the ones able to disconnect themselves to focus on specific problems.”\u003c/li>\n\u003cli>\u003cstrong>Jessica Clark, a media strategist and senior fellow for two U.S. communications technology research centers:\u003c/strong> “Every new generation finds creative and groundbreaking ways to use the new technologies to explore and illuminate human truths and to make dumb, sexist, horrifying schlock. Multitasking young adults and teens will be fine; they'll be better at certain types of tasks and worse at others. Their handwriting will be horrendous. Their thumbs will ache. Life will go on.”\u003c/li>\n\u003cli>\u003cstrong>Communications scholar Sandra Braman of the University of Wisconsin:\u003c/strong> \"Are the deep skills acquired by those with a lot of gaming experience transferable to the meat flesh world? That is, do those who can track multiple narratives simultaneously practice that same skill in environments that aren't animations and have buttons to push? The second is will. Do those who can, to stick with the same example, track and engage with multiple narratives simultaneously choose to do the same with the meat-flesh political environment? The incredibly important research stream that we have not seen yet would look at the relationship between gaming and actual political activity in the meat-flesh world. My hypothesis is that high activity in online environments, particularly games, expends any political will or desire to effectively shape the environment so that there is none of that will left for engaging in our actual political environment.”\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>REGARDING THE DIGITAL DIVIDE:\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cstrong>Tin Tan Wee, an internet expert based at the National University of Singapore:\u003c/strong>\u003c/em> \"Current educational methods evolved to their current state mostly pre-internet. The same goes for a generation of teachers who will continue to train yet another generation of kids the old way. The same goes for examination systems, which carry out assessment based on pre-internet skills. This mismatch will cause declension in a few generations of cohorts. Those who are educated and re-educable in the internet way will reap the benefits of the first option. Most of the world will suffer the consequence of the second. The intellectual divide will increase. This in turn fuels the educational divide because only the richer can afford internet access with mobile devices at effective speeds.”\u003c/p>\n\u003cp>\u003cstrong>REGARDING WIRING OF THE BRAIN\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cstrong>Communications professor Jeff Jarvis:\u003c/strong>\u003c/em> “I do not believe technology will change our brains and how we are ‘wired.’ But it can change how we cognate and navigate our world. We will adapt and find the benefits in this change.”\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>REGARDING THE NOTION OF DIGITAL NATIVES\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cstrong>David Ellis, director of communications studies at York University in Toronto:\u003c/strong>\u003c/em> “I don’t think there’s anything inherently bad or anti-social about smartphones, laptops, or any other technology. I do, however, believe we are entering an era in which young adults are placing an inordinately high priority on being unfailingly responsive and dedicated participants in the web of personal messaging that surrounds them in their daily lives. For now, it seems, addictive responses to peer pressure, boredom, and social anxiety are playing a much bigger role in wiring Millennial brains than problem-solving or deep thinking.”\u003c/p>\n\u003cp>\u003cstrong>REGARDING HUMAN EVOLUTION\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cstrong>David Weinberger, senior researcher at Harvard University’s Berkman Center for Internet & Society\u003c/strong>\u003c/em>: “Whatever happens, we won't be able to come up with an impartial value judgment because the change in intellect will bring about a change in values as well.” Alex Halavais, an associate professor and internet researcher at Quinnipiac University: “We will think differently, and a large part of that will be as a result of being capable of exploiting a new communicative environment,” he noted.\u003c/p>\n\u003cp>It's a fascinating read, with lots of thought-provoking perspectives from experts, students, and educators. Be sure to read the report in \u003ca href=\"http://pewinternet.org/Reports/2012/Hyperconnected-lives.aspx\">full here\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "How Tweens Use Digital Media to Develop Their Identities",
"title": "How Tweens Use Digital Media to Develop Their Identities",
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"content": "\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/brokenhuman/3374143647/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-19415\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/3374143647_c5a1845424.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/02/3374143647_c5a1845424.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/3374143647_c5a1845424-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/3374143647_c5a1845424-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: JuliaKoz\u003c/p>\n\u003c/div>\n\u003ch5>The following are excerpts from from “\u003ca href=\"http://http//ijlm.net/node/13107/toc\">Kids Closer Up: Playing, Learning, and Growing with Digital Media\u003c/a>” by Lori Takeuchi, \u003cem>International Journal of Learning and Media\u003c/em>, Spring 2011, Vol. 3, No. 2, Pages 37-59. To protect the children’s identities, all names are pseudonyms, and location details have been altered. Read the first post in the series: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/a-look-inside-the-digital-lives-of-tweens/\">A Look Inside the Digital Lives of Tweens\u003c/a>.\u003c/h5>\n\u003cp class=\"dropcap-serif\">According to \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CDAQFjAA&url=http%3A%2F%2Fdigitallearning.macfound.org%2Fatf%2Fcf%2F%257B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%257D%2FJENKINS_WHITE_PAPER.PDF&ei=4mJNT9r6MsSIhQfgu_n4Dw&usg=AFQjCNHmmdGkdY6Vblh7m7bc0B93ZSBGkA&sig2=McjqX5oaeOMgGjjqnxA7lQ\">some scholars\u003c/a>, digital media provide young people with the tools, spaces, and communities to develop the knowledge, skills, dispositions, and social practices needed for full \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CCoQFjAB&url=http%3A%2F%2Fwww.goodworkproject.org%2Fwp-content%2Fuploads%2F2010%2F10%2FNo-61-NDM-Social-Institutions-Changing-Roles-of-Youth.pdf&ei=8GhNT7D3GIbPhAeb-dQZ&usg=AFQjCNEJPQluTblEFsXSyAI4Em9ac4Vhpw&sig2=D2xFZFzZ9Zqw6Qt3IwbbBw\">participation in contemporary society\u003c/a> as consumers, producers, and civic actors. Surely all children can learn something through their use of digital media. But some of these lessons hold greater value to their present and future lives than others.\u003c/p>\n\u003cp>Researcher \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCQQFjAA&url=http%3A%2F%2Fwww.unisa.edu.au%2Fhawkeinstitute%2Fcslplc%2Fdocuments%2FJackieMarsh.pdf&ei=mGlNT4XVAsanhAfXxMHwDw&usg=AFQjCNGGAUlQAf_qahZTKVMUmjjDS4RO3w&sig2=WY7mbEn5LMJXevOKu8RkYQ\">Jackie Marsh argues\u003c/a> that virtual worlds like Club Penguin and Webkinz can “offer young children a wide range of opportunities to decode, respond to and create multimodal texts in a playful space, significant activities in a new media age.” She postulates that reading Club Penguin’s newspaper, for example, can help foster children’s reading comprehension skills and that its chat feature provides a fun context for children to practice writing and use text to negotiate, collaborate, and evaluate. If and when more work, play, and learning activities are embedded in virtual worlds, as many predict they will be, current young members of Club Penguin and Webkinz will be prepared to navigate these spaces and communicate as members of online communities. However, whether they actually become better readers and writers—or \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCYQFjAA&url=http%3A%2F%2Fwww.ijclp.net%2Ffiles%2Fijclp_web-doc_8-12-2008.pdf&ei=NWpNT-CBAYrChAe_uLH2Dw&usg=AFQjCNEihn2azBkRUDD8RyUshKP7SzCvBQ&sig2=0IYVCy4EYuNYED20DzMgmQ\">just fall victim to the \u003c!--more-->commercialized practices\u003c/a> that operate across online and offline worlds has yet to be seen.5\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cspan style=\"color: #ffa500\">\u003cstrong>MEET KATIE AND VICTORIA\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #808080\">Eight-year-old \u003cstrong>Victoria Sarkissian\u003c/strong> is the youngest child in a family of six. Her three much older siblings — ages 17, 20, and 21 — gave her parents practice raising children in a digital age before Victoria began to express her own interests in iPods, the Internet, and video games. Victoria’s parents Karen and Ara Sarkissian are in their late 40s, own a lovely house in an affluent neighborhood of a suburb of Los Angeles, and can afford to purchase the technologies they consider necessary for the learning, communication, and entertainment needs of their family.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #808080\">\u003cstrong> Katie Yamato\u003c/strong> is also eight and an only child. She is “hapa,” a Japanese term for half Japanese, half something else, which in her case is Mexican. By court order, Katie stays Wednesday nights and every other weekend at her grandparents’ house, where her father Chad (age 30) and stepmother Aileen (age 25) also live while Chad works on his associate’s degree. Katie spends the rest of the time with her mother, Janea Perez (27), in an affordable housing complex located about three miles away. Katie’s parents are members of the ‘Net Generation, and grew up on video games and surfing the Internet.\u003c/span>\u003c/p>\n\u003c/aside>\n\u003cp>From a developmental perspective, the fact that Katie is not a budding moviemaker is perhaps understandable, as is the fact that Victoria is not designing outfits on Photoshop and then uploading her creations to share with other young fashion designers online. They are just eight. Is it even realistic to expect girls of this age to participate in the artistic expression and \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CDAQFjAA&url=http%3A%2F%2Fdigitallearning.macfound.org%2Fatf%2Fcf%2F%257B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%257D%2FJENKINS_WHITE_PAPER.PDF&ei=4mJNT9r6MsSIhQfgu_n4Dw&usg=AFQjCNHmmdGkdY6Vblh7m7bc0B93ZSBGkA&sig2=McjqX5oaeOMgGjjqnxA7lQ\">civic engagement activities\u003c/a> that proponents of digital media say \u003ca href=\"http://mitpress.mit.edu/books/full%20_pdfs/Hanging_Out.pdf\">these tools support\u003c/a>? Do developmental reasons argue against postponing these expectations until adolescence, when the user interface of sophisticated programs like Photoshop and iMovie will make more sense, when parents are more willing to allow their children to participate in online communities, and when youth have developed better judgment about content, audience, and online safety? What about encouraging 8-year-olds to play outside with friends, siblings, and pets to develop physical coordination with real objects, rather than with virtual ones inside?\u003c/p>\n\u003cp>Creative expression and civic engagement using digital media may be eventual goals, but, as the two cases illustrate, technology holds a different set of opportunities for young children than it does for teenagers. In Katie’s and Victoria’s cases, I did not observe cell phones, video games, mobile devices, and online virtual worlds providing the vehicles and spaces for them to meaningfully communicate, coordinate, and negotiate with peers and relatives—at least not in the same ways these platforms are \u003ca href=\"http://mitpress.mit.edu/books/full%20_pdfs/Hanging_Out.pdf\">being appropriated by teenagers\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Is it even realistic to expect girls of this age to participate in the artistic expression and civic engagement activities that proponents of digital media say these tools support?\u003c/aside>\n\u003cp>What I did witness, however, is how digital media are giving Katie and Victoria opportunities to develop identities as autonomous learners and technologically capable individuals and to try on various versions of their future selves, as fashion designers, aestheticians, and PDA-toting career women. I also got a glimpse of how Victoria uses digital tools at home to practice skills that may later serve her academically, such as reading onscreen instructions and newspapers, searching for information on the Internet, and word processing.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The two case studies illustrate that mere access to digital resources is not enough to guarantee that children will use those resources in productive and enriching ways. Parents and other family members largely shape the quality of the girls’ experiences, through deliberate acts of providing and regulating and through less conscious modeling of behaviors and attitudes that may stoke their daughters’ interests.\u003c/p>\n\u003cfigure id=\"attachment_19435\" class=\"wp-caption alignright\" style=\"max-width: 236px\">\u003ca href=\"http://joanganzcooneycenter.org/Reports-29.html\">\u003cimg class=\"size-full wp-image-19435\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-28-at-5.35.57-PM.png\" alt=\"\" width=\"236\" height=\"286\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Read the full report, Families Matter: Designing Media for a Digital Age\u003c/figcaption>\u003c/figure>\n\u003cp>But inequities exist. Katie, for example, is not receiving as much adult encouragement to visit Web sites with more onscreen text or to make use of productivity software as her best friend Victoria is. But do current disparities matter? When the girls reach age 16, will it have made any difference that when they were 8 Victoria dabbled in Microsoft Word and Windows Paint and Katie did not? Is there a reason to encourage children this young to engage with digital media in deeper ways than playing simple games alone? Or will other factors, such as school courses and adolescent sociality, level the playing field when youth reach the age at which technological fluency will have more immediate bearing on their academic success and future career choices?\u003c/p>\n\u003cp>What can we learn from the case studies of two little girls? Katie’s and Victoria’s family situations and cultural heritages are unique. However, most American children resemble Katie and Victoria in two regards. First, children are increasingly surrounded by, engaging with, and embracing media in both old and new forms. Katie and Victoria—like generations of little girls before them—still draw and play outside, do homework and chores, and spend time with family and friends, unmediated by screens of any sort. Rather than replacing or eliminating activities, digital media represent an additional layer of their everyday lives. Technology is part of the fabric of both homes, used by all family members for entertainment, information seeking, communication, and expression. In this way, the girls are not singled out as digital natives within a family of immigrants.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Rather than replacing or eliminating activities, digital media represent an additional layer of their everyday lives.\u003c/aside>\n\u003cp>Second, any child’s particular relationship with these technologies is shaped by the people around them—parents, siblings, teachers, friends, neighbors, and so on. And these interactions are, in turn, influenced by individual maturity, family values, institutional policies, cultural norms, or a television network’s bottom line. The ecological perspectives offered by Katie’s and Victoria’s stories have made this latter point clear.\u003c/p>\n\u003cp>Because young children tend to engage with digital media at home, this research has focused primarily on what they are doing in this particular setting with family members. However, as Katie’s and Victoria’s stories suggest, by age 8, peers are also emerging as powerful influences—as is school, if not by providing Katie and Victoria with opportunities to learn with digital media, then through its institutional attitudes toward digital media. Other learning resources not explored in depth here—namely, books, after school and community settings, and online social networking and virtual worlds—are also \u003ca href=\"http://journals.tdl%20.org/jvwr/article/view/1897\">important locales of interest development\u003c/a>. Just as important is understanding how a child’s interests \u003ca href=\"http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ683681&ERICExtSearch_SearchType_0=no&accno=EJ683681\">cross these boundaries \u003c/a>and are strengthened and sustained over time.\u003c/p>\n\u003cp>\u003ca href=\"http://books.google.com/books/about/Rewired.html?id=jKZgKEuP0u8C\">According to Dr. Larry Rosen\u003c/a>, the most recent technology trends (e.g., iPads, texting, Twitter, Facebook) are being widely adopted by consumers within a matter of years—if not months. In\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cem>Read the first post in this two-part series, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/a-look-inside-the-digital-lives-of-tweens/\">A Look Inside the Digital Lives of Tweens \u003c/a>\u003c/em>\u003c/p>\n\u003c/aside>\n\u003cp>comparison, the telephone, radio, and television each took decades. Because of this rapid penetration rate, children born just years apart demonstrate distinct patterns of media consumption, communication, and levels of multitasking.\u003c/p>\n\u003cp>Katie’s baby brother (born since my observational visits) will grow up mastering a different set of skills, habits, and dispositions around technology than his sister’s “mini-generation.” However, even as new technologies captivate young users in ever-faster cycles, the developmental capacities and predilections of children remain, for the most part, stable. By keeping their developmental characteristics in mind, adults—who are, by the logic of the mini-generation theory, the \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=mark%20prensky&source=web&cd=3&ved=0CEEQjBAwAg&url=http%3A%2F%2Fwww.marcprensky.com%2Fwriting%2Fprensky%2520-%2520digital%2520natives%2C%2520digital%2520immigrants%2520-%2520part1.pdf&ei=ZTpMT626K8WRiALauYjGDw&usg=AFQjCNE06yIZRY79wnhWJNLOxgGDWtyZWQ&cad=rja\">perpetual digital immigrants\u003c/a>—should always feel empowered to know and do what is best for young children in a digital age.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"description": "Flickr: JuliaKoz The following are excerpts from from “Kids Closer Up: Playing, Learning, and Growing with Digital Media” by Lori Takeuchi, International Journal of Learning and Media, Spring 2011, Vol. 3, No. 2, Pages 37-59. To protect the children’s identities, all names are pseudonyms, and location details have been altered. Read the first post in",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/brokenhuman/3374143647/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-19415\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/3374143647_c5a1845424.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/02/3374143647_c5a1845424.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/3374143647_c5a1845424-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/3374143647_c5a1845424-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: JuliaKoz\u003c/p>\n\u003c/div>\n\u003ch5>The following are excerpts from from “\u003ca href=\"http://http//ijlm.net/node/13107/toc\">Kids Closer Up: Playing, Learning, and Growing with Digital Media\u003c/a>” by Lori Takeuchi, \u003cem>International Journal of Learning and Media\u003c/em>, Spring 2011, Vol. 3, No. 2, Pages 37-59. To protect the children’s identities, all names are pseudonyms, and location details have been altered. Read the first post in the series: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/a-look-inside-the-digital-lives-of-tweens/\">A Look Inside the Digital Lives of Tweens\u003c/a>.\u003c/h5>\n\u003cp class=\"dropcap-serif\">According to \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CDAQFjAA&url=http%3A%2F%2Fdigitallearning.macfound.org%2Fatf%2Fcf%2F%257B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%257D%2FJENKINS_WHITE_PAPER.PDF&ei=4mJNT9r6MsSIhQfgu_n4Dw&usg=AFQjCNHmmdGkdY6Vblh7m7bc0B93ZSBGkA&sig2=McjqX5oaeOMgGjjqnxA7lQ\">some scholars\u003c/a>, digital media provide young people with the tools, spaces, and communities to develop the knowledge, skills, dispositions, and social practices needed for full \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CCoQFjAB&url=http%3A%2F%2Fwww.goodworkproject.org%2Fwp-content%2Fuploads%2F2010%2F10%2FNo-61-NDM-Social-Institutions-Changing-Roles-of-Youth.pdf&ei=8GhNT7D3GIbPhAeb-dQZ&usg=AFQjCNEJPQluTblEFsXSyAI4Em9ac4Vhpw&sig2=D2xFZFzZ9Zqw6Qt3IwbbBw\">participation in contemporary society\u003c/a> as consumers, producers, and civic actors. Surely all children can learn something through their use of digital media. But some of these lessons hold greater value to their present and future lives than others.\u003c/p>\n\u003cp>Researcher \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCQQFjAA&url=http%3A%2F%2Fwww.unisa.edu.au%2Fhawkeinstitute%2Fcslplc%2Fdocuments%2FJackieMarsh.pdf&ei=mGlNT4XVAsanhAfXxMHwDw&usg=AFQjCNGGAUlQAf_qahZTKVMUmjjDS4RO3w&sig2=WY7mbEn5LMJXevOKu8RkYQ\">Jackie Marsh argues\u003c/a> that virtual worlds like Club Penguin and Webkinz can “offer young children a wide range of opportunities to decode, respond to and create multimodal texts in a playful space, significant activities in a new media age.” She postulates that reading Club Penguin’s newspaper, for example, can help foster children’s reading comprehension skills and that its chat feature provides a fun context for children to practice writing and use text to negotiate, collaborate, and evaluate. If and when more work, play, and learning activities are embedded in virtual worlds, as many predict they will be, current young members of Club Penguin and Webkinz will be prepared to navigate these spaces and communicate as members of online communities. However, whether they actually become better readers and writers—or \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCYQFjAA&url=http%3A%2F%2Fwww.ijclp.net%2Ffiles%2Fijclp_web-doc_8-12-2008.pdf&ei=NWpNT-CBAYrChAe_uLH2Dw&usg=AFQjCNEihn2azBkRUDD8RyUshKP7SzCvBQ&sig2=0IYVCy4EYuNYED20DzMgmQ\">just fall victim to the \u003c!--more-->commercialized practices\u003c/a> that operate across online and offline worlds has yet to be seen.5\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cspan style=\"color: #ffa500\">\u003cstrong>MEET KATIE AND VICTORIA\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #808080\">Eight-year-old \u003cstrong>Victoria Sarkissian\u003c/strong> is the youngest child in a family of six. Her three much older siblings — ages 17, 20, and 21 — gave her parents practice raising children in a digital age before Victoria began to express her own interests in iPods, the Internet, and video games. Victoria’s parents Karen and Ara Sarkissian are in their late 40s, own a lovely house in an affluent neighborhood of a suburb of Los Angeles, and can afford to purchase the technologies they consider necessary for the learning, communication, and entertainment needs of their family.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #808080\">\u003cstrong> Katie Yamato\u003c/strong> is also eight and an only child. She is “hapa,” a Japanese term for half Japanese, half something else, which in her case is Mexican. By court order, Katie stays Wednesday nights and every other weekend at her grandparents’ house, where her father Chad (age 30) and stepmother Aileen (age 25) also live while Chad works on his associate’s degree. Katie spends the rest of the time with her mother, Janea Perez (27), in an affordable housing complex located about three miles away. Katie’s parents are members of the ‘Net Generation, and grew up on video games and surfing the Internet.\u003c/span>\u003c/p>\n\u003c/aside>\n\u003cp>From a developmental perspective, the fact that Katie is not a budding moviemaker is perhaps understandable, as is the fact that Victoria is not designing outfits on Photoshop and then uploading her creations to share with other young fashion designers online. They are just eight. Is it even realistic to expect girls of this age to participate in the artistic expression and \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CDAQFjAA&url=http%3A%2F%2Fdigitallearning.macfound.org%2Fatf%2Fcf%2F%257B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%257D%2FJENKINS_WHITE_PAPER.PDF&ei=4mJNT9r6MsSIhQfgu_n4Dw&usg=AFQjCNHmmdGkdY6Vblh7m7bc0B93ZSBGkA&sig2=McjqX5oaeOMgGjjqnxA7lQ\">civic engagement activities\u003c/a> that proponents of digital media say \u003ca href=\"http://mitpress.mit.edu/books/full%20_pdfs/Hanging_Out.pdf\">these tools support\u003c/a>? Do developmental reasons argue against postponing these expectations until adolescence, when the user interface of sophisticated programs like Photoshop and iMovie will make more sense, when parents are more willing to allow their children to participate in online communities, and when youth have developed better judgment about content, audience, and online safety? What about encouraging 8-year-olds to play outside with friends, siblings, and pets to develop physical coordination with real objects, rather than with virtual ones inside?\u003c/p>\n\u003cp>Creative expression and civic engagement using digital media may be eventual goals, but, as the two cases illustrate, technology holds a different set of opportunities for young children than it does for teenagers. In Katie’s and Victoria’s cases, I did not observe cell phones, video games, mobile devices, and online virtual worlds providing the vehicles and spaces for them to meaningfully communicate, coordinate, and negotiate with peers and relatives—at least not in the same ways these platforms are \u003ca href=\"http://mitpress.mit.edu/books/full%20_pdfs/Hanging_Out.pdf\">being appropriated by teenagers\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Is it even realistic to expect girls of this age to participate in the artistic expression and civic engagement activities that proponents of digital media say these tools support?\u003c/aside>\n\u003cp>What I did witness, however, is how digital media are giving Katie and Victoria opportunities to develop identities as autonomous learners and technologically capable individuals and to try on various versions of their future selves, as fashion designers, aestheticians, and PDA-toting career women. I also got a glimpse of how Victoria uses digital tools at home to practice skills that may later serve her academically, such as reading onscreen instructions and newspapers, searching for information on the Internet, and word processing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The two case studies illustrate that mere access to digital resources is not enough to guarantee that children will use those resources in productive and enriching ways. Parents and other family members largely shape the quality of the girls’ experiences, through deliberate acts of providing and regulating and through less conscious modeling of behaviors and attitudes that may stoke their daughters’ interests.\u003c/p>\n\u003cfigure id=\"attachment_19435\" class=\"wp-caption alignright\" style=\"max-width: 236px\">\u003ca href=\"http://joanganzcooneycenter.org/Reports-29.html\">\u003cimg class=\"size-full wp-image-19435\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-28-at-5.35.57-PM.png\" alt=\"\" width=\"236\" height=\"286\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Read the full report, Families Matter: Designing Media for a Digital Age\u003c/figcaption>\u003c/figure>\n\u003cp>But inequities exist. Katie, for example, is not receiving as much adult encouragement to visit Web sites with more onscreen text or to make use of productivity software as her best friend Victoria is. But do current disparities matter? When the girls reach age 16, will it have made any difference that when they were 8 Victoria dabbled in Microsoft Word and Windows Paint and Katie did not? Is there a reason to encourage children this young to engage with digital media in deeper ways than playing simple games alone? Or will other factors, such as school courses and adolescent sociality, level the playing field when youth reach the age at which technological fluency will have more immediate bearing on their academic success and future career choices?\u003c/p>\n\u003cp>What can we learn from the case studies of two little girls? Katie’s and Victoria’s family situations and cultural heritages are unique. However, most American children resemble Katie and Victoria in two regards. First, children are increasingly surrounded by, engaging with, and embracing media in both old and new forms. Katie and Victoria—like generations of little girls before them—still draw and play outside, do homework and chores, and spend time with family and friends, unmediated by screens of any sort. Rather than replacing or eliminating activities, digital media represent an additional layer of their everyday lives. Technology is part of the fabric of both homes, used by all family members for entertainment, information seeking, communication, and expression. In this way, the girls are not singled out as digital natives within a family of immigrants.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Rather than replacing or eliminating activities, digital media represent an additional layer of their everyday lives.\u003c/aside>\n\u003cp>Second, any child’s particular relationship with these technologies is shaped by the people around them—parents, siblings, teachers, friends, neighbors, and so on. And these interactions are, in turn, influenced by individual maturity, family values, institutional policies, cultural norms, or a television network’s bottom line. The ecological perspectives offered by Katie’s and Victoria’s stories have made this latter point clear.\u003c/p>\n\u003cp>Because young children tend to engage with digital media at home, this research has focused primarily on what they are doing in this particular setting with family members. However, as Katie’s and Victoria’s stories suggest, by age 8, peers are also emerging as powerful influences—as is school, if not by providing Katie and Victoria with opportunities to learn with digital media, then through its institutional attitudes toward digital media. Other learning resources not explored in depth here—namely, books, after school and community settings, and online social networking and virtual worlds—are also \u003ca href=\"http://journals.tdl%20.org/jvwr/article/view/1897\">important locales of interest development\u003c/a>. Just as important is understanding how a child’s interests \u003ca href=\"http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ683681&ERICExtSearch_SearchType_0=no&accno=EJ683681\">cross these boundaries \u003c/a>and are strengthened and sustained over time.\u003c/p>\n\u003cp>\u003ca href=\"http://books.google.com/books/about/Rewired.html?id=jKZgKEuP0u8C\">According to Dr. Larry Rosen\u003c/a>, the most recent technology trends (e.g., iPads, texting, Twitter, Facebook) are being widely adopted by consumers within a matter of years—if not months. In\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cem>Read the first post in this two-part series, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/a-look-inside-the-digital-lives-of-tweens/\">A Look Inside the Digital Lives of Tweens \u003c/a>\u003c/em>\u003c/p>\n\u003c/aside>\n\u003cp>comparison, the telephone, radio, and television each took decades. Because of this rapid penetration rate, children born just years apart demonstrate distinct patterns of media consumption, communication, and levels of multitasking.\u003c/p>\n\u003cp>Katie’s baby brother (born since my observational visits) will grow up mastering a different set of skills, habits, and dispositions around technology than his sister’s “mini-generation.” However, even as new technologies captivate young users in ever-faster cycles, the developmental capacities and predilections of children remain, for the most part, stable. By keeping their developmental characteristics in mind, adults—who are, by the logic of the mini-generation theory, the \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=mark%20prensky&source=web&cd=3&ved=0CEEQjBAwAg&url=http%3A%2F%2Fwww.marcprensky.com%2Fwriting%2Fprensky%2520-%2520digital%2520natives%2C%2520digital%2520immigrants%2520-%2520part1.pdf&ei=ZTpMT626K8WRiALauYjGDw&usg=AFQjCNE06yIZRY79wnhWJNLOxgGDWtyZWQ&cad=rja\">perpetual digital immigrants\u003c/a>—should always feel empowered to know and do what is best for young children in a digital age.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "What's On the Horizon in Higher Education",
"title": "What's On the Horizon in Higher Education",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp class=\"wp-media-credit\">\u003ca href=\"http://www.flickr.com/photos/dexterwas/6662287673/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-19204\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/6662287673_f02dee3d07-300x240.jpg\" alt=\"\" width=\"300\" height=\"240\">\u003c/a>Flickr: Dexterwas\u003c/p>\n\u003c/div>\n\u003cp>How will college life be different in five years than it is today? In its recently released \u003ca href=\"http://go.nmc.org/2012-hi-ed\">2012 NMC Horizon Report on Higher Education\u003c/a>, New Media Consortium predicts there may be more gesture-based computing, and lots of inter-connected (and Internet-connected) objects packed with useful information.\u003c/p>\n\u003cp>Video games will become more commonplace in classrooms, and Big Data will drive big decisions on the part of students, faculty, and the foundations and companies in the education sphere.\u003c/p>\n\u003cp>The Horizon Report crystallizes a lot of what we're witnessing in education. But one notable category isn't addressed in this otherwise comprehensive report: \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-education-resources/\">how open education resources\u003c/a> -- mostly free, customizable, content -- is \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/10-ways-open-courseware-has-freed-education/\">disrupting higher ed\u003c/a>, allowing teachers to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/how-to-create-your-own-textbook-with-or-without-apple/\">create their own textbooks\u003c/a>, and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/california-bill-pushes-for-free-online-college-books/\">changing state policy\u003c/a> on using print books (more on this later.) And in that vein, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/legacy-and-lessons-from-stanfords-free-online-classes/\">the legacy of Stanford's\u003c/a> free online classes, which attracted tens of thousands of learner, and the \u003ca href=\"http://ww2.kqed.org/mindshift/jp/quick-look-envisioning-a-post-campus-america/\">evolution of MIT's certification\u003c/a> of its free online classes, which leads us to question how \"informal learning\" will \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/will-digital-badges-carry-the-same-weight-as-college-degrees/\">affect the value of the traditional college degree.\u003c/a>\u003c/p>\n\u003cp>What the report does focus on are six technologies to watch, categorized in the near, middle, and foreseeable future. The report's Key Trends enumerates this in its summary:\u003c/p>\n\u003cp style=\"padding-left: 30px\">1. People expect to be able to work, learn, and study whenever and wherever they want to.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"padding-left: 30px\">2. The technologies we use are increasingly cloud-based, and our notions of IT support are decentralized.\u003c/p>\n\u003cp style=\"padding-left: 30px\">3. The world of work is increasingly collaborative, driving changes in the way student projects \u003c!--more-->are structured.\u003c/p>\n\u003cp style=\"padding-left: 30px\">4. The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators.\u003c/p>\n\u003cp style=\"padding-left: 30px\">5. Education paradigms are shifting to include online learning, hybrid learning and collaborative models.\u003c/p>\n\u003cp style=\"padding-left: 30px\">6. There is a new emphasis in the classroom on more challenge-based learning and similar methods foster, which more active learning experiences, both inside and outside the classroom.\u003c/p>\n\u003ch4>\u003cspan style=\"color: #000080\">\u003cstrong>NEAR TERM: ONE YEAR OR LESS (IN OTHER WORDS, NOW)\u003c/strong>\u003c/span>\u003c/h4>\n\u003cp>\u003cstrong>MOBILE APPS.\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/feature/educational-apps/\">Mobile apps\u003c/a> are obviously no longer cutting-edge technology. As of October 2011, 18 billion apps had been downloaded in the Apple marketplace, and more than 10 billion in the Android marketplace (and counting). Students are using apps for everything from \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/turning-static-text-into-interactive-discussions/\">note-taking and sharing\u003c/a>, to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/animal-dissection-theres-an-app-for-that/\">virtual dissection\u003c/a>, and creating video and audio. And according to the report, colleges are creating apps to help students navigate school services and resources.\u003c/p>\n\u003cp>Some institutions are creating programs to teach student entrepreneurs how to create apps from scratch and to market them. One piece to add to the Horizon report: \u003ca href=\"http://startupweekend.org/\">Startup Weekends Edu\u003c/a> provide the same service -- organized by peers -- for free. What's more, lectures and slides from Stanford University's iPhone and iPad Apps Course is available online for free through iTunes U.\u003c/p>\n\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/neuralchaos/4566931407/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-19222\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/4566931407_bf83e75f27-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Chirantan Patnaik\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong>TABLET COMPUTING. \u003c/strong>The iPad is scorching the competition in the tablet field -- the report states that 97% of all tablet-based and 46.8% of all mobile Web traffic comes from the Apple's tablet. Motorola, Samsung, and Amazon all offer their own versions, but despite their lower prices, the iPad has dominated the market at large, and specifically at higher-ed institutions. Tablets are useful tools for learning because they're portable and light, can replace heavy textbooks, and can be used for fieldwork, and more universities are offering tablets to students as part of their tuition costs.\u003c/p>\n\u003cp>At the University of California, Irvine, students use the iPad to explore images of body structures and radiographic films. At Drew University's Wall Street Semester program, students create spreadsheets and presentations and interpret financial information on their iPads. At the University of Adelaide, all first-year science students' textbooks will be replaced by iPads.\u003c/p>\n\u003ch4>\u003cspan style=\"color: #000080\">\u003cstrong>MID-TERM: WITHIN TWO TO THREE YEARS \u003c/strong>\u003c/span>\u003c/h4>\n\u003cp>\u003cstrong>GAME-BASED LEARNING. \u003c/strong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-gamification-boost-independent-learning/\">Gaming in education\u003c/a> is not exactly cutting-edge territory for MindShift readers, but from the perspective of traditional institutions, it's still a few years from becoming a regular practice in classrooms. The appeal of games with learning comes from the ability to capture student interest, motivate them to progress to higher, more difficult levels of learning, and learn from and interact with other students.\u003c/p>\n\u003cp>Other examples from the report: Purdue University's Serious Games Center focuses on researching new means of collaboration with Serious Games in virtual environments; massively multiplayer online (MMO) games like Minecraft and World of Warcraft are being used in course curriculum, and leverage the best of game theory in education: \"teamwork, leadership, and discovery.\"\u003c/p>\n\u003cp>One more piece to add to the Horizon report: University scientists are using \u003ca href=\"http://www.bostonglobe.com/ideas/2011/11/11/how-crowdsourcing-changing-science/dWL4DGWMq2YonHKC8uOXZN/story.html\">crowd-source games\u003c/a> to carry out research; in September, scientists from the University of Washington, who created the online game FoldIt, announced that players had \"deciphered the folding of a protein important in AIDS research,\" according to \u003ca href=\"http://www.bostonglobe.com/ideas/2011/11/11/how-crowdsourcing-changing-science/dWL4DGWMq2YonHKC8uOXZN/story.html\">a Boston Globe article\u003c/a>.\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Alternate-relate games are also used to learn, such as Jane McGonigal's Evoke, a social networking game that compels students to create solutions for real-world problems. Stanford's \"Septris\" is an HTML5 mobile simulation game used by doctors and nurses about how to identify, triage, and manage sepsis. The online game Ikariam allows students to create ancient civilizations, including infrastructure and economies.\u003c/p>\n\u003cp>The challenge, the writers say, is figuring out how to use \"traditional educational content\" in a game setting. But knowing that, for example, the average MMO gamer spends 10-15 hours per week researching information that will help them move along in the game, keeps educators interested in game-based learning practices.\u003c/p>\n\u003cp>\u003cstrong>LEARNING ANALYTICS. \u003c/strong>The rise of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/what-does-your-school-know-about-you/\">Big Data in education\u003c/a> is perhaps one of the biggest game-changers and has drawn the attention and financial support of the big guns. The goal of using analytics is to help educators pinpoint students' struggles and needs and customize what they teach based on hard data. That said, most captured data can't identify intangible, unquantifiable qualities like creativity, leadership, and innovation, which are as equally important to student achievement.\u003c/p>\n\u003cp>Some examples: The Signals Project at Purdue University generates reports on students, identifying risk level and solutions for struggling students. CoreDogs allows students to get feedback and assessments from educators while they complete exercises. The University of Minnesota uses data from its course management systems to help lower achieving students estimate their final grades more accurately so they can better prepare for term exams and projects. Harvard's Mazur Group developed Learning Catalytics, which gives real-time feedback during class to support its peer-to-peer instruction. \"Faculty can engage students with questions about course material with numerical, algebraic, textual, or graphical responses, and the platform helps group students for follow-up discussions,\" report states. (\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/dont-lecture-me-rethinking-how-college-students-learn-2/\">Read more\u003c/a> about professor Eric Mazur's practice.)\u003c/p>\n\u003ch4>\u003cspan style=\"color: #000080\">\u003cstrong>FORESEEABLE FUTURE: FOUR TO FIVE YEARS\u003c/strong>\u003c/span>\u003c/h4>\n\u003cp>\u003cstrong>GESTURE-BASED COMPUTING\u003c/strong>. If you're not sure what this means, refer to the Microsoft Kinect system, which eliminates the hand-held controllers of video games and uses the player's gestures to control the game. But what is its role in learning? For those with special and needs, gesture-control devices offer the prospect of independence, to some degree.\u003c/p>\n\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/whats-on-the-horizon-in-higher-education/screen-shot-2012-02-22-at-12-31-37-pm/\" rel=\"attachment wp-att-19216\">\u003cimg class=\"size-medium wp-image-19216\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-22-at-12.31.37-PM-300x169.png\" alt=\"\" width=\"300\" height=\"169\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Daniel Choo\u003c/p>\n\u003c/div>\n\u003cp>In schools, a few examples: Morp Holuminescnece at Ball State University uses body gestures to change the amount of light in a room. At the \u003ca href=\"http://go.nmc.org/edaic\">Norrkoping Visualization Centre\u003c/a> and the Center for Medical Image Science and Visualization in Sweden, users can conduct a virtual autopsy using a multi-touch table, making virtual cross-sections and examining layers of skin, muscle, and bone.\u003c/p>\n\u003cp>Some exciting prospects: MIT graduate students are working on \u003ca href=\"http://go.nmc.tahtr\">3Gear System\u003c/a>, which will allow human interaction with computers and digital devices more natural; \u003ca href=\"http://go.nmc.org/ophom\">Extreme Reality\u003c/a> is working on creating software that allows computer control with hand gestures.\u003c/p>\n\u003cp>\u003cstrong>THE INTERNET OF THINGS. \u003c/strong>Those who have seen the Cisco video ad called \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/a-day-of-learning-made-of-glass/\">Day of Made of Glass\u003c/a> have a sense of what this term means: Everything is connected. Smart objects connect us to information and information back to us.\u003c/p>\n\u003cp>How's this playing out in higher ed? Because it's still evolving and fairly new, examples are sparse, and used mostly for tracking people, objects, and spaces. At Northern Arizona University, student ID cards track their class attendance, and El Paso Health Sciences Center at Texas Tech University tracks science lab equipment and resources.\u003c/p>\n\u003cp>But here's an intriguing application from the report:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\"Anthropology and history departments will have an instant window into the condition of the objects, with the Internet being the mechanism for real-time monitoring of current location, environment, and movement of an object in their care or collections. Once such information is accessible, it is easy to imagine it being attached to other sorts of information in ways that will blur the line between the object itself and content related to it. For example, every bone in an Allosaurus skeleton has a story — when it was discovered, its position in the body, the temperature at which it is being stored, its provenance info, and more. An Internet of Things would make it simple to attach all that information directly to the bones themselves via an IP-enabled smart object that adds a constant stream of monitoring information about the physical object.\"\u003c/p>\n\u003cp>There's lots of insightful information here. We would love to hear back from readers about how these trends might be playing out in your world.\u003c/p>\n\u003cp>\u003cem>[UPDATE: The most recent version of this article includes links that were originally in the post but inadvertently deleted.]\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"description": "Flickr: Dexterwas How will college life be different in five years than it is today? In its recently released 2012 NMC Horizon Report on Higher Education, New Media Consortium predicts there may be more gesture-based computing, and lots of inter-connected (and Internet-connected) objects packed with useful information. Video games will become more commonplace in classrooms,",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp class=\"wp-media-credit\">\u003ca href=\"http://www.flickr.com/photos/dexterwas/6662287673/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-19204\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/6662287673_f02dee3d07-300x240.jpg\" alt=\"\" width=\"300\" height=\"240\">\u003c/a>Flickr: Dexterwas\u003c/p>\n\u003c/div>\n\u003cp>How will college life be different in five years than it is today? In its recently released \u003ca href=\"http://go.nmc.org/2012-hi-ed\">2012 NMC Horizon Report on Higher Education\u003c/a>, New Media Consortium predicts there may be more gesture-based computing, and lots of inter-connected (and Internet-connected) objects packed with useful information.\u003c/p>\n\u003cp>Video games will become more commonplace in classrooms, and Big Data will drive big decisions on the part of students, faculty, and the foundations and companies in the education sphere.\u003c/p>\n\u003cp>The Horizon Report crystallizes a lot of what we're witnessing in education. But one notable category isn't addressed in this otherwise comprehensive report: \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-education-resources/\">how open education resources\u003c/a> -- mostly free, customizable, content -- is \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/10-ways-open-courseware-has-freed-education/\">disrupting higher ed\u003c/a>, allowing teachers to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/how-to-create-your-own-textbook-with-or-without-apple/\">create their own textbooks\u003c/a>, and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/california-bill-pushes-for-free-online-college-books/\">changing state policy\u003c/a> on using print books (more on this later.) And in that vein, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/legacy-and-lessons-from-stanfords-free-online-classes/\">the legacy of Stanford's\u003c/a> free online classes, which attracted tens of thousands of learner, and the \u003ca href=\"http://ww2.kqed.org/mindshift/jp/quick-look-envisioning-a-post-campus-america/\">evolution of MIT's certification\u003c/a> of its free online classes, which leads us to question how \"informal learning\" will \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/will-digital-badges-carry-the-same-weight-as-college-degrees/\">affect the value of the traditional college degree.\u003c/a>\u003c/p>\n\u003cp>What the report does focus on are six technologies to watch, categorized in the near, middle, and foreseeable future. The report's Key Trends enumerates this in its summary:\u003c/p>\n\u003cp style=\"padding-left: 30px\">1. People expect to be able to work, learn, and study whenever and wherever they want to.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px\">2. The technologies we use are increasingly cloud-based, and our notions of IT support are decentralized.\u003c/p>\n\u003cp style=\"padding-left: 30px\">3. The world of work is increasingly collaborative, driving changes in the way student projects \u003c!--more-->are structured.\u003c/p>\n\u003cp style=\"padding-left: 30px\">4. The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators.\u003c/p>\n\u003cp style=\"padding-left: 30px\">5. Education paradigms are shifting to include online learning, hybrid learning and collaborative models.\u003c/p>\n\u003cp style=\"padding-left: 30px\">6. There is a new emphasis in the classroom on more challenge-based learning and similar methods foster, which more active learning experiences, both inside and outside the classroom.\u003c/p>\n\u003ch4>\u003cspan style=\"color: #000080\">\u003cstrong>NEAR TERM: ONE YEAR OR LESS (IN OTHER WORDS, NOW)\u003c/strong>\u003c/span>\u003c/h4>\n\u003cp>\u003cstrong>MOBILE APPS.\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/feature/educational-apps/\">Mobile apps\u003c/a> are obviously no longer cutting-edge technology. As of October 2011, 18 billion apps had been downloaded in the Apple marketplace, and more than 10 billion in the Android marketplace (and counting). Students are using apps for everything from \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/turning-static-text-into-interactive-discussions/\">note-taking and sharing\u003c/a>, to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/animal-dissection-theres-an-app-for-that/\">virtual dissection\u003c/a>, and creating video and audio. And according to the report, colleges are creating apps to help students navigate school services and resources.\u003c/p>\n\u003cp>Some institutions are creating programs to teach student entrepreneurs how to create apps from scratch and to market them. One piece to add to the Horizon report: \u003ca href=\"http://startupweekend.org/\">Startup Weekends Edu\u003c/a> provide the same service -- organized by peers -- for free. What's more, lectures and slides from Stanford University's iPhone and iPad Apps Course is available online for free through iTunes U.\u003c/p>\n\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/neuralchaos/4566931407/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-19222\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/4566931407_bf83e75f27-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Chirantan Patnaik\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong>TABLET COMPUTING. \u003c/strong>The iPad is scorching the competition in the tablet field -- the report states that 97% of all tablet-based and 46.8% of all mobile Web traffic comes from the Apple's tablet. Motorola, Samsung, and Amazon all offer their own versions, but despite their lower prices, the iPad has dominated the market at large, and specifically at higher-ed institutions. Tablets are useful tools for learning because they're portable and light, can replace heavy textbooks, and can be used for fieldwork, and more universities are offering tablets to students as part of their tuition costs.\u003c/p>\n\u003cp>At the University of California, Irvine, students use the iPad to explore images of body structures and radiographic films. At Drew University's Wall Street Semester program, students create spreadsheets and presentations and interpret financial information on their iPads. At the University of Adelaide, all first-year science students' textbooks will be replaced by iPads.\u003c/p>\n\u003ch4>\u003cspan style=\"color: #000080\">\u003cstrong>MID-TERM: WITHIN TWO TO THREE YEARS \u003c/strong>\u003c/span>\u003c/h4>\n\u003cp>\u003cstrong>GAME-BASED LEARNING. \u003c/strong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-gamification-boost-independent-learning/\">Gaming in education\u003c/a> is not exactly cutting-edge territory for MindShift readers, but from the perspective of traditional institutions, it's still a few years from becoming a regular practice in classrooms. The appeal of games with learning comes from the ability to capture student interest, motivate them to progress to higher, more difficult levels of learning, and learn from and interact with other students.\u003c/p>\n\u003cp>Other examples from the report: Purdue University's Serious Games Center focuses on researching new means of collaboration with Serious Games in virtual environments; massively multiplayer online (MMO) games like Minecraft and World of Warcraft are being used in course curriculum, and leverage the best of game theory in education: \"teamwork, leadership, and discovery.\"\u003c/p>\n\u003cp>One more piece to add to the Horizon report: University scientists are using \u003ca href=\"http://www.bostonglobe.com/ideas/2011/11/11/how-crowdsourcing-changing-science/dWL4DGWMq2YonHKC8uOXZN/story.html\">crowd-source games\u003c/a> to carry out research; in September, scientists from the University of Washington, who created the online game FoldIt, announced that players had \"deciphered the folding of a protein important in AIDS research,\" according to \u003ca href=\"http://www.bostonglobe.com/ideas/2011/11/11/how-crowdsourcing-changing-science/dWL4DGWMq2YonHKC8uOXZN/story.html\">a Boston Globe article\u003c/a>.\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Alternate-relate games are also used to learn, such as Jane McGonigal's Evoke, a social networking game that compels students to create solutions for real-world problems. Stanford's \"Septris\" is an HTML5 mobile simulation game used by doctors and nurses about how to identify, triage, and manage sepsis. The online game Ikariam allows students to create ancient civilizations, including infrastructure and economies.\u003c/p>\n\u003cp>The challenge, the writers say, is figuring out how to use \"traditional educational content\" in a game setting. But knowing that, for example, the average MMO gamer spends 10-15 hours per week researching information that will help them move along in the game, keeps educators interested in game-based learning practices.\u003c/p>\n\u003cp>\u003cstrong>LEARNING ANALYTICS. \u003c/strong>The rise of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/what-does-your-school-know-about-you/\">Big Data in education\u003c/a> is perhaps one of the biggest game-changers and has drawn the attention and financial support of the big guns. The goal of using analytics is to help educators pinpoint students' struggles and needs and customize what they teach based on hard data. That said, most captured data can't identify intangible, unquantifiable qualities like creativity, leadership, and innovation, which are as equally important to student achievement.\u003c/p>\n\u003cp>Some examples: The Signals Project at Purdue University generates reports on students, identifying risk level and solutions for struggling students. CoreDogs allows students to get feedback and assessments from educators while they complete exercises. The University of Minnesota uses data from its course management systems to help lower achieving students estimate their final grades more accurately so they can better prepare for term exams and projects. Harvard's Mazur Group developed Learning Catalytics, which gives real-time feedback during class to support its peer-to-peer instruction. \"Faculty can engage students with questions about course material with numerical, algebraic, textual, or graphical responses, and the platform helps group students for follow-up discussions,\" report states. (\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/dont-lecture-me-rethinking-how-college-students-learn-2/\">Read more\u003c/a> about professor Eric Mazur's practice.)\u003c/p>\n\u003ch4>\u003cspan style=\"color: #000080\">\u003cstrong>FORESEEABLE FUTURE: FOUR TO FIVE YEARS\u003c/strong>\u003c/span>\u003c/h4>\n\u003cp>\u003cstrong>GESTURE-BASED COMPUTING\u003c/strong>. If you're not sure what this means, refer to the Microsoft Kinect system, which eliminates the hand-held controllers of video games and uses the player's gestures to control the game. But what is its role in learning? For those with special and needs, gesture-control devices offer the prospect of independence, to some degree.\u003c/p>\n\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/whats-on-the-horizon-in-higher-education/screen-shot-2012-02-22-at-12-31-37-pm/\" rel=\"attachment wp-att-19216\">\u003cimg class=\"size-medium wp-image-19216\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-22-at-12.31.37-PM-300x169.png\" alt=\"\" width=\"300\" height=\"169\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Daniel Choo\u003c/p>\n\u003c/div>\n\u003cp>In schools, a few examples: Morp Holuminescnece at Ball State University uses body gestures to change the amount of light in a room. At the \u003ca href=\"http://go.nmc.org/edaic\">Norrkoping Visualization Centre\u003c/a> and the Center for Medical Image Science and Visualization in Sweden, users can conduct a virtual autopsy using a multi-touch table, making virtual cross-sections and examining layers of skin, muscle, and bone.\u003c/p>\n\u003cp>Some exciting prospects: MIT graduate students are working on \u003ca href=\"http://go.nmc.tahtr\">3Gear System\u003c/a>, which will allow human interaction with computers and digital devices more natural; \u003ca href=\"http://go.nmc.org/ophom\">Extreme Reality\u003c/a> is working on creating software that allows computer control with hand gestures.\u003c/p>\n\u003cp>\u003cstrong>THE INTERNET OF THINGS. \u003c/strong>Those who have seen the Cisco video ad called \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/a-day-of-learning-made-of-glass/\">Day of Made of Glass\u003c/a> have a sense of what this term means: Everything is connected. Smart objects connect us to information and information back to us.\u003c/p>\n\u003cp>How's this playing out in higher ed? Because it's still evolving and fairly new, examples are sparse, and used mostly for tracking people, objects, and spaces. At Northern Arizona University, student ID cards track their class attendance, and El Paso Health Sciences Center at Texas Tech University tracks science lab equipment and resources.\u003c/p>\n\u003cp>But here's an intriguing application from the report:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\"Anthropology and history departments will have an instant window into the condition of the objects, with the Internet being the mechanism for real-time monitoring of current location, environment, and movement of an object in their care or collections. Once such information is accessible, it is easy to imagine it being attached to other sorts of information in ways that will blur the line between the object itself and content related to it. For example, every bone in an Allosaurus skeleton has a story — when it was discovered, its position in the body, the temperature at which it is being stored, its provenance info, and more. An Internet of Things would make it simple to attach all that information directly to the bones themselves via an IP-enabled smart object that adds a constant stream of monitoring information about the physical object.\"\u003c/p>\n\u003cp>There's lots of insightful information here. We would love to hear back from readers about how these trends might be playing out in your world.\u003c/p>\n\u003cp>\u003cem>[UPDATE: The most recent version of this article includes links that were originally in the post but inadvertently deleted.]\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 321px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-to-choose-the-right-words-for-best-search-results/screen-shot-2012-02-21-at-8-16-06-am/\" rel=\"attachment wp-att-19170\">\u003cimg class=\"size-full wp-image-19170\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-21-at-8.16.06-AM.png\" alt=\"\" width=\"321\" height=\"243\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/02/Screen-shot-2012-02-21-at-8.16.06-AM.png 321w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/Screen-shot-2012-02-21-at-8.16.06-AM-320x242.png 320w\" sizes=\"(max-width: 321px) 100vw, 321px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Diane T. Sands\u003c/p>\n\u003c/div>\n\u003cp>\u003cem>Dear Savvy Searcher,\u003c/em>\u003c/p>\n\u003cp>\u003cem>My students keep wanting to enter their entire research question into the search bar. I keep trying to tell them that’s a bad idea. How do you teach students to identify the right words to use in a search? \u003c/em>\u003c/p>\n\u003cp>\u003cem>Frustrated Educator\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>Dear Frustrated,\u003c/p>\n\u003cp>I had a particular conversation with a student a while back. It might sound familiar:\u003c/p>\n\u003cp>“But how do I know what the important words are?” The student looked up at me, perplexed. She stared back at her paper, where she had written \u003cem>Did George Washington ever write a diary?\u003c/em> “Every word is important, or my question wouldn’t make sense!”\u003c/p>\n\u003cp>She had a point, of course. We had been discussing a method to distill a question into its components and turn it into a strong query, the string of words she would type into a search engine to look for her answer. Students have often expressed that it's hard to identify “just the words they need.”\u003c/p>\n\u003cp>Based on \u003ca title=\"How Search Works\" href=\"http://www.youtube.com/watch?v=BNHR6IQJGZs\" target=\"_blank\">how Google ranks search results\u003c/a>, typing in a question will be more likely to bring back pages with a question for a title. In many of our everyday searches this is an easy way to find question and answer sites when we want them, but Q&A sites are not necessarily authoritative \u003c!--more-->sources for school work. So I have students write down their questions and teach them how to mark them up to create queries, the first step being to identify the significant words.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cimg class=\"aligncenter\" src=\"https://lh4.googleusercontent.com/x50vCtZJGhodymvSNCXtZnDuvkdJY0tWvcAUh-foKC78DsyAnsNpDNYV3VS5kNMhiyKETKEdAbMC7KyuZJ4d9JXzG30Vtvcq9_3ExtfUej0FPVxcfvY\" alt=\"A marked up question\" width=\"452px;\" height=\"178px;\">\u003c/p>\n\u003cp>Explaining how to distinguish the important words has sometimes proven challenging with younger students. Recently, however, fellow Googler AJ Kimbembe observed that the mark-up process reminded him of \u003ca title=\"Puzzling correspondence\" href=\"http://www.kings.cam.ac.uk/archive-centre/archive-month/march-2010.html\" target=\"_blank\">rebuses\u003c/a>. You might remember these puzzles from childhood, where select words in a narrative are replaced with pictures. We started playing with the idea, and realized this could be a great lesson for students in identifying the best search terms.\u003c/p>\n\u003cp>Nouns frequently make good search terms, so students can start by drawing the people, places, and things in their questions. For example, I challenged another child with the question about whether George Washington ever wrote a diary, and he drew this:\u003c/p>\n\u003cp style=\"text-align: center\">\u003cimg class=\"aligncenter\" src=\"https://lh6.googleusercontent.com/zEdJJj9vG7a6TUP6qQpPn3a5ZyLH01HsZqZFs8QUTQUcXoA1Hi3QIfHfbBeJEwALle-pxdhFw7G5UPC9-hY57zM70wDSqjsbSzuc7tV7i9Y0MewuaoE\" alt=\"Drawing of George Washington and his diary\" width=\"258\" height=\"335\">\u003c/p>\n\u003cp style=\"text-align: left\" dir=\"ltr\">The searchable parts of this picture are [\u003ca href=\"http://www.google.com/search?ix=sea&ie=UTF-8&q=george+washington+diary\">George Washington diary\u003c/a>].\u003c/p>\n\u003cp style=\"text-align: left\" dir=\"ltr\">Compare the results:\u003c/p>\n\u003cp style=\"text-align: center\" dir=\"ltr\">\u003cimg class=\"aligncenter\" src=\"https://lh5.googleusercontent.com/OpyH-pLF3WR5yRsxDlrJG_9U9srAmsQYl1pixdzWsIWzQ6TwJAeFhHYL_yEN8UVqkUI6KLBUpNpRvlIhnxICQ2bOiL75-8sLMfe56sjUgEShOcuAB8M\" alt='Search results for: \"Did George Washington ever write a diary?\"' width=\"337px;\" height=\"280px;\">\u003c/p>\n\u003cp style=\"text-align: center\">\u003cimg class=\"aligncenter\" src=\"https://lh3.googleusercontent.com/5LNi2WMrZ8YFLyRKnsYigNA5K87ueOMtL6gpjB8VTyl_uSrBCjRlymMgi7vhJgV6s2Hy703-hk8i4oyXnXVyAaxmzsGQceXH1_RwYsTX1D57eyJUDF8\" alt=\"Search results for: George Washington diary\" width=\"338px;\" height=\"260px;\">\u003c/p>\n\u003cp>From an academic standpoint, the second result brought back highly authoritative sources that are specifically about diaries, rather than other books. The sources in the second search also appear relatively straightforward and clear, which is preferable for a younger researcher.\u003c/p>\n\u003cp>Verbs and adjectives can also help in many cases. They may be harder to draw, but it strikes me that the challenge can be framed appropriately to help children think more critically about where to place their efforts. Consider this visualization a child drew for his question: What is the best wood for dogs to chew?\u003c/p>\n\u003cp style=\"text-align: center\">\u003cimg class=\"aligncenter\" src=\"https://lh6.googleusercontent.com/XP7jATG65bsHK20FG3YXWuCHjmeoDeqwJLCUyJJ6lXF09uZAQZJ7MjVUkmexmR7RY3fJTIkyET3ZXFkwvEB3a3MzOAnnX9Da0W1k8ehL1mWJGGM5Dns\" alt=\"\" width=\"623px;\" height=\"252px;\">\u003c/p>\n\u003cp>This search did not get satisfactory results. Why? It appears that there is a general agreement among dog-lovers that there are healthier items for dogs to chew than wood, so he found no recommendations for a “best wood.” He could not have done any better with shorter searches, though, as \u003cem>\u003ca href=\"http://www.google.com/search?ix=sea&ie=UTF-8&q=dog+wood\" target=\"_blank\">dog wood\u003c/a>\u003c/em> gets results for the dogwood plant. A good rebus does not guarantee a successful resolution to a question, but neither does it preclude using verbs and adjectives.\u003c/p>\n\u003cp>Usually, the strongest queries do not include particles or other function words, but sometimes they make a big difference. Here is an example of why Google considers all the words you type in:\u003c/p>\n\u003cp style=\"text-align: center\">\u003cimg class=\"aligncenter\" src=\"https://lh6.googleusercontent.com/GB5zJCSjgA664b2FkTtCVBn8UIPlsb0CrYfMufVXHhmMrMqcDl9CAzcOuQbHynyMh-h-BXwDyzCiNJiFWk8_XJtvEzT_t1SjQU38gqzmNCmi2mLLfIo\" alt=\"\" width=\"496px;\" height=\"291px;\">\u003c/p>\n\u003cp>Trying to decide which little words to toss out becomes easier when you illustrate.\u003c/p>\n\u003cp>There are other benefits of illustrating searches. For example, on the Search Education team, we often find that searchers get stuck with the phrasing in which a question first occurs to them. Working from images seems to free up the mind to look for synonyms. When the young boy illustrated his question about wood that is good for dogs, he drew a tree to represent wood. Looking at his drawing, the word stick also offered itself as a search term. Similarly, librarian and cartoonist Diane T. Sands’ daughter wanted to know what lizards eat, which prompted her to sketch out the rebus at the top of this post. Even knowing her original question, looking at the rebus I searched for\u003cem> \u003ca href=\"http://www.google.com/search?ix=sea&ie=UTF-8&q=lizard+food\">lizard food\u003c/a>\u003c/em>, rather than \u003cem>\u003ca href=\"http://www.google.com/search?ix=sea&ie=UTF-8&q=lizard+eat\">lizard eat\u003c/a>\u003c/em>, which brought back different results.\u003c/p>\n\u003cp>As students graduate to more sophisticated questions, this method will not take them as far. But it makes a great teaching tool to get students off on the right foot...leading to teachers and students who are less frustrated.\u003c/p>\n\u003cp>Try your own rebus and send me your favorite!\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://plus.google.com/113879286190138108366/posts\">Contact Tasha\u003c/a> and check out the \u003ca href=\"https://sites.google.com/site/gwebsearcheducation/\">Search Education Team’s resources\u003c/a>.\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 321px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-to-choose-the-right-words-for-best-search-results/screen-shot-2012-02-21-at-8-16-06-am/\" rel=\"attachment wp-att-19170\">\u003cimg class=\"size-full wp-image-19170\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-21-at-8.16.06-AM.png\" alt=\"\" width=\"321\" height=\"243\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/02/Screen-shot-2012-02-21-at-8.16.06-AM.png 321w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/Screen-shot-2012-02-21-at-8.16.06-AM-320x242.png 320w\" sizes=\"(max-width: 321px) 100vw, 321px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Diane T. Sands\u003c/p>\n\u003c/div>\n\u003cp>\u003cem>Dear Savvy Searcher,\u003c/em>\u003c/p>\n\u003cp>\u003cem>My students keep wanting to enter their entire research question into the search bar. I keep trying to tell them that’s a bad idea. How do you teach students to identify the right words to use in a search? \u003c/em>\u003c/p>\n\u003cp>\u003cem>Frustrated Educator\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>Dear Frustrated,\u003c/p>\n\u003cp>I had a particular conversation with a student a while back. It might sound familiar:\u003c/p>\n\u003cp>“But how do I know what the important words are?” The student looked up at me, perplexed. She stared back at her paper, where she had written \u003cem>Did George Washington ever write a diary?\u003c/em> “Every word is important, or my question wouldn’t make sense!”\u003c/p>\n\u003cp>She had a point, of course. We had been discussing a method to distill a question into its components and turn it into a strong query, the string of words she would type into a search engine to look for her answer. Students have often expressed that it's hard to identify “just the words they need.”\u003c/p>\n\u003cp>Based on \u003ca title=\"How Search Works\" href=\"http://www.youtube.com/watch?v=BNHR6IQJGZs\" target=\"_blank\">how Google ranks search results\u003c/a>, typing in a question will be more likely to bring back pages with a question for a title. In many of our everyday searches this is an easy way to find question and answer sites when we want them, but Q&A sites are not necessarily authoritative \u003c!--more-->sources for school work. So I have students write down their questions and teach them how to mark them up to create queries, the first step being to identify the significant words.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cimg class=\"aligncenter\" src=\"https://lh4.googleusercontent.com/x50vCtZJGhodymvSNCXtZnDuvkdJY0tWvcAUh-foKC78DsyAnsNpDNYV3VS5kNMhiyKETKEdAbMC7KyuZJ4d9JXzG30Vtvcq9_3ExtfUej0FPVxcfvY\" alt=\"A marked up question\" width=\"452px;\" height=\"178px;\">\u003c/p>\n\u003cp>Explaining how to distinguish the important words has sometimes proven challenging with younger students. Recently, however, fellow Googler AJ Kimbembe observed that the mark-up process reminded him of \u003ca title=\"Puzzling correspondence\" href=\"http://www.kings.cam.ac.uk/archive-centre/archive-month/march-2010.html\" target=\"_blank\">rebuses\u003c/a>. You might remember these puzzles from childhood, where select words in a narrative are replaced with pictures. We started playing with the idea, and realized this could be a great lesson for students in identifying the best search terms.\u003c/p>\n\u003cp>Nouns frequently make good search terms, so students can start by drawing the people, places, and things in their questions. For example, I challenged another child with the question about whether George Washington ever wrote a diary, and he drew this:\u003c/p>\n\u003cp style=\"text-align: center\">\u003cimg class=\"aligncenter\" src=\"https://lh6.googleusercontent.com/zEdJJj9vG7a6TUP6qQpPn3a5ZyLH01HsZqZFs8QUTQUcXoA1Hi3QIfHfbBeJEwALle-pxdhFw7G5UPC9-hY57zM70wDSqjsbSzuc7tV7i9Y0MewuaoE\" alt=\"Drawing of George Washington and his diary\" width=\"258\" height=\"335\">\u003c/p>\n\u003cp style=\"text-align: left\" dir=\"ltr\">The searchable parts of this picture are [\u003ca href=\"http://www.google.com/search?ix=sea&ie=UTF-8&q=george+washington+diary\">George Washington diary\u003c/a>].\u003c/p>\n\u003cp style=\"text-align: left\" dir=\"ltr\">Compare the results:\u003c/p>\n\u003cp style=\"text-align: center\" dir=\"ltr\">\u003cimg class=\"aligncenter\" src=\"https://lh5.googleusercontent.com/OpyH-pLF3WR5yRsxDlrJG_9U9srAmsQYl1pixdzWsIWzQ6TwJAeFhHYL_yEN8UVqkUI6KLBUpNpRvlIhnxICQ2bOiL75-8sLMfe56sjUgEShOcuAB8M\" alt='Search results for: \"Did George Washington ever write a diary?\"' width=\"337px;\" height=\"280px;\">\u003c/p>\n\u003cp style=\"text-align: center\">\u003cimg class=\"aligncenter\" src=\"https://lh3.googleusercontent.com/5LNi2WMrZ8YFLyRKnsYigNA5K87ueOMtL6gpjB8VTyl_uSrBCjRlymMgi7vhJgV6s2Hy703-hk8i4oyXnXVyAaxmzsGQceXH1_RwYsTX1D57eyJUDF8\" alt=\"Search results for: George Washington diary\" width=\"338px;\" height=\"260px;\">\u003c/p>\n\u003cp>From an academic standpoint, the second result brought back highly authoritative sources that are specifically about diaries, rather than other books. The sources in the second search also appear relatively straightforward and clear, which is preferable for a younger researcher.\u003c/p>\n\u003cp>Verbs and adjectives can also help in many cases. They may be harder to draw, but it strikes me that the challenge can be framed appropriately to help children think more critically about where to place their efforts. Consider this visualization a child drew for his question: What is the best wood for dogs to chew?\u003c/p>\n\u003cp style=\"text-align: center\">\u003cimg class=\"aligncenter\" src=\"https://lh6.googleusercontent.com/XP7jATG65bsHK20FG3YXWuCHjmeoDeqwJLCUyJJ6lXF09uZAQZJ7MjVUkmexmR7RY3fJTIkyET3ZXFkwvEB3a3MzOAnnX9Da0W1k8ehL1mWJGGM5Dns\" alt=\"\" width=\"623px;\" height=\"252px;\">\u003c/p>\n\u003cp>This search did not get satisfactory results. Why? It appears that there is a general agreement among dog-lovers that there are healthier items for dogs to chew than wood, so he found no recommendations for a “best wood.” He could not have done any better with shorter searches, though, as \u003cem>\u003ca href=\"http://www.google.com/search?ix=sea&ie=UTF-8&q=dog+wood\" target=\"_blank\">dog wood\u003c/a>\u003c/em> gets results for the dogwood plant. A good rebus does not guarantee a successful resolution to a question, but neither does it preclude using verbs and adjectives.\u003c/p>\n\u003cp>Usually, the strongest queries do not include particles or other function words, but sometimes they make a big difference. Here is an example of why Google considers all the words you type in:\u003c/p>\n\u003cp style=\"text-align: center\">\u003cimg class=\"aligncenter\" src=\"https://lh6.googleusercontent.com/GB5zJCSjgA664b2FkTtCVBn8UIPlsb0CrYfMufVXHhmMrMqcDl9CAzcOuQbHynyMh-h-BXwDyzCiNJiFWk8_XJtvEzT_t1SjQU38gqzmNCmi2mLLfIo\" alt=\"\" width=\"496px;\" height=\"291px;\">\u003c/p>\n\u003cp>Trying to decide which little words to toss out becomes easier when you illustrate.\u003c/p>\n\u003cp>There are other benefits of illustrating searches. For example, on the Search Education team, we often find that searchers get stuck with the phrasing in which a question first occurs to them. Working from images seems to free up the mind to look for synonyms. When the young boy illustrated his question about wood that is good for dogs, he drew a tree to represent wood. Looking at his drawing, the word stick also offered itself as a search term. Similarly, librarian and cartoonist Diane T. Sands’ daughter wanted to know what lizards eat, which prompted her to sketch out the rebus at the top of this post. Even knowing her original question, looking at the rebus I searched for\u003cem> \u003ca href=\"http://www.google.com/search?ix=sea&ie=UTF-8&q=lizard+food\">lizard food\u003c/a>\u003c/em>, rather than \u003cem>\u003ca href=\"http://www.google.com/search?ix=sea&ie=UTF-8&q=lizard+eat\">lizard eat\u003c/a>\u003c/em>, which brought back different results.\u003c/p>\n\u003cp>As students graduate to more sophisticated questions, this method will not take them as far. But it makes a great teaching tool to get students off on the right foot...leading to teachers and students who are less frustrated.\u003c/p>\n\u003cp>Try your own rebus and send me your favorite!\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://plus.google.com/113879286190138108366/posts\">Contact Tasha\u003c/a> and check out the \u003ca href=\"https://sites.google.com/site/gwebsearcheducation/\">Search Education Team’s resources\u003c/a>.\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_19113\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-19113\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Striatic-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Jennifer Roland\u003c/h5>\n\u003cp class=\"dropcap\">As digital portfolios become more commonly used for students to showcase their work and projects, more companies are offering their services in this realm. One of the newest onto the scene is \u003ca href=\"http://www.collegeontrack.com\">CollegeOnTrack,\u003c/a> which joins \u003ca href=\"http://www.zinch.com/\">Zinch\u003c/a> and \u003ca href=\"http://www.collegebound.net/\">College Bound\u003c/a> — as well as the tried-and-true personal blog — in the world of online portfolio tools.\u003c/p>\n\u003cp>Zinch, which is free for students, is designed like a social networking tool. Educational portfolio researcher,\u003ca href=\"http://electronicportfolios.com\"> author and consultant Helen Barrett\u003c/a> believes the lines are blurring between social networking tools and digital portfolios. In fact, she says, social networking sites help prepare students for the technical work involved in creating and maintaining a strong digital portfolio. (Educator Lisa Nielsen goes so far as to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/polishing-the-students-image-on-facebook-timeline/\">recommend using Facebook Timeline\u003c/a> to showcase student achievement.)\u003c/p>\n\u003cp>With the digital portfolio sites, students can compile the list of colleges they want to apply to, upload their work for college admissions officers to see, and apply for scholarships. They can connect with admissions officers at participating schools so their application will be more than just a name and a set of scores when it arrives in the admissions office.\u003c/p>\n\u003cp>College Bound Designs actually creates digital portfolios for students to submit as part of their application package. They offer a range of packages ranging from $500 to $1800, with a special focus on portfolios for artists and athletes. The packages can be targeted for specific schools.\u003c/p>\n\u003cp>CollegeOnTrack's service focuses more on the process and less on the finished works than the other two companies, with a journal that allows students to reflect on their learning process in addition to the presentation of finished works that show the breadth of a student's growth as a learner throughout high school. It also allows parents and counselors, when invited by the student, \u003c!--more-->to help students refine their portfolios and track their process in selecting and applying for colleges.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Although not all components of the CollegeOnTrack portfolio will be published for college admissions officers to view, it can help students as they gather required documentation and prepare to write their essays. The tool looks more like a blog than like a social network, with tag clouds, archive listings and other blog-like navigational elements. The team is in the process of adding the ability to apply to colleges directly within the system; if it happens, the digital portfolio would be included in the submitted application. The annual subscription cost is $60, but the company offers volume pricing for counselors and school systems.\u003c/p>\n\u003cp>Colleges seem to be moving toward a more robust system for assessing students’ ability to succeed and to fit in. Digital portfolios provide students a way to track what they've learned over time, compile their grades and scores and publish their completed projects. And they provide a sense of a student's identity, one behind the transcript, when submitting their applications.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cstrong>RELATED READING:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/polishing-the-students-image-on-facebook-timeline/\">POLISHING THE STUDENT'S IMAGE ON FACEBOOK TIMELINE\u003cstrong>\u003c/strong>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/gaming-the-college-admissions-process/\">GAMING THE COLLEGE ADMISSION PROCESS\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>“Traditionally,” says Philip Roybal, vice president of marketing for \u003ca href=\"http://www.collegeontrack.com\">College On Track\u003c/a>, “the way colleges have worked is they have looked at transcripts and standardized tests and tried to figure out who would make a good college citizen.” But test scores don’t convey the whole picture or serve as a bulletproof predictor of college success. The National Center for Fair and Open Testing lists more than 850 schools that do not require SAT scores for entrance into bachelor’s programs, although some of those include technical institutes and art schools that have a more limited educational focus. These numbers match with what Roybal observed as the company prepared its database of schools. Of the 2,000 colleges included in their database, he says, 950 have started to de-emphasize test scores.\u003c/p>\n\u003cp>\u003cstrong>HOW PARENTS CAN HELP\u003c/strong>\u003c/p>\n\u003cp>As students progress through their educational careers and prepare for college or work, parents can provide guidance to help students capture relevant information and showcase their best work.\u003c/p>\n\u003cp>“Parents are the first portfolio keepers,” Barrett says. “That family scrapbook or that digital album of photos is a portfolio.” Once kids go to school, parents keep their portfolio tradition alive by saving artwork, school assignments, and all of the other mementos of their child’s schooling.\u003c/p>\n\u003cp>Parents can involve their kids, even at a very young age, to help them not only pick their favorite works but also to assess and reflect on their learning. The reflection component, much more than the presentation element of digital portfolios, is where Barrett believes they reach their full power.\u003c/p>\n\u003cp>As students get older, they may need a more formal digital portfolio tool. Some school systems encourage students to use blogs to post their reflections of what they're studying, drafts of work for feedback, and finished pieces. Barrett has seen students as young as eight years old effectively using digital portfolios, although they are much more common in high schools. For example, in East Haven Schools in Connecticut, some teachers who use iPads for assessments have students send them screenshots of scores they earn on education apps, which they store in students' electronic portfolios, \u003ca href=\"http://www.edweek.org/dd/articles/2012/02/08/02mobile.h05.html\">according to a recent article in Education Week\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_19113\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-19113\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Striatic-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Jennifer Roland\u003c/h5>\n\u003cp class=\"dropcap\">As digital portfolios become more commonly used for students to showcase their work and projects, more companies are offering their services in this realm. One of the newest onto the scene is \u003ca href=\"http://www.collegeontrack.com\">CollegeOnTrack,\u003c/a> which joins \u003ca href=\"http://www.zinch.com/\">Zinch\u003c/a> and \u003ca href=\"http://www.collegebound.net/\">College Bound\u003c/a> — as well as the tried-and-true personal blog — in the world of online portfolio tools.\u003c/p>\n\u003cp>Zinch, which is free for students, is designed like a social networking tool. Educational portfolio researcher,\u003ca href=\"http://electronicportfolios.com\"> author and consultant Helen Barrett\u003c/a> believes the lines are blurring between social networking tools and digital portfolios. In fact, she says, social networking sites help prepare students for the technical work involved in creating and maintaining a strong digital portfolio. (Educator Lisa Nielsen goes so far as to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/polishing-the-students-image-on-facebook-timeline/\">recommend using Facebook Timeline\u003c/a> to showcase student achievement.)\u003c/p>\n\u003cp>With the digital portfolio sites, students can compile the list of colleges they want to apply to, upload their work for college admissions officers to see, and apply for scholarships. They can connect with admissions officers at participating schools so their application will be more than just a name and a set of scores when it arrives in the admissions office.\u003c/p>\n\u003cp>College Bound Designs actually creates digital portfolios for students to submit as part of their application package. They offer a range of packages ranging from $500 to $1800, with a special focus on portfolios for artists and athletes. The packages can be targeted for specific schools.\u003c/p>\n\u003cp>CollegeOnTrack's service focuses more on the process and less on the finished works than the other two companies, with a journal that allows students to reflect on their learning process in addition to the presentation of finished works that show the breadth of a student's growth as a learner throughout high school. It also allows parents and counselors, when invited by the student, \u003c!--more-->to help students refine their portfolios and track their process in selecting and applying for colleges.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Although not all components of the CollegeOnTrack portfolio will be published for college admissions officers to view, it can help students as they gather required documentation and prepare to write their essays. The tool looks more like a blog than like a social network, with tag clouds, archive listings and other blog-like navigational elements. The team is in the process of adding the ability to apply to colleges directly within the system; if it happens, the digital portfolio would be included in the submitted application. The annual subscription cost is $60, but the company offers volume pricing for counselors and school systems.\u003c/p>\n\u003cp>Colleges seem to be moving toward a more robust system for assessing students’ ability to succeed and to fit in. Digital portfolios provide students a way to track what they've learned over time, compile their grades and scores and publish their completed projects. And they provide a sense of a student's identity, one behind the transcript, when submitting their applications.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cstrong>RELATED READING:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/polishing-the-students-image-on-facebook-timeline/\">POLISHING THE STUDENT'S IMAGE ON FACEBOOK TIMELINE\u003cstrong>\u003c/strong>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/gaming-the-college-admissions-process/\">GAMING THE COLLEGE ADMISSION PROCESS\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>“Traditionally,” says Philip Roybal, vice president of marketing for \u003ca href=\"http://www.collegeontrack.com\">College On Track\u003c/a>, “the way colleges have worked is they have looked at transcripts and standardized tests and tried to figure out who would make a good college citizen.” But test scores don’t convey the whole picture or serve as a bulletproof predictor of college success. The National Center for Fair and Open Testing lists more than 850 schools that do not require SAT scores for entrance into bachelor’s programs, although some of those include technical institutes and art schools that have a more limited educational focus. These numbers match with what Roybal observed as the company prepared its database of schools. Of the 2,000 colleges included in their database, he says, 950 have started to de-emphasize test scores.\u003c/p>\n\u003cp>\u003cstrong>HOW PARENTS CAN HELP\u003c/strong>\u003c/p>\n\u003cp>As students progress through their educational careers and prepare for college or work, parents can provide guidance to help students capture relevant information and showcase their best work.\u003c/p>\n\u003cp>“Parents are the first portfolio keepers,” Barrett says. “That family scrapbook or that digital album of photos is a portfolio.” Once kids go to school, parents keep their portfolio tradition alive by saving artwork, school assignments, and all of the other mementos of their child’s schooling.\u003c/p>\n\u003cp>Parents can involve their kids, even at a very young age, to help them not only pick their favorite works but also to assess and reflect on their learning. The reflection component, much more than the presentation element of digital portfolios, is where Barrett believes they reach their full power.\u003c/p>\n\u003cp>As students get older, they may need a more formal digital portfolio tool. Some school systems encourage students to use blogs to post their reflections of what they're studying, drafts of work for feedback, and finished pieces. Barrett has seen students as young as eight years old effectively using digital portfolios, although they are much more common in high schools. For example, in East Haven Schools in Connecticut, some teachers who use iPads for assessments have students send them screenshots of scores they earn on education apps, which they store in students' electronic portfolios, \u003ca href=\"http://www.edweek.org/dd/articles/2012/02/08/02mobile.h05.html\">according to a recent article in Education Week\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What If Robots Taught Kids?",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 388px\">\u003cimg class=\"size-full wp-image-19083\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/108773063.jpg\" alt=\"\" width=\"388\" height=\"443\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/02/108773063.jpg 388w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/108773063-320x365.jpg 320w\" sizes=\"(max-width: 388px) 100vw, 388px\">\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003ch5>By Chris Thompson\u003c/h5>\n\u003cp>Last month, a company called \u003ca href=\"http://latd.com/\">Latitude\u003c/a>, which analyzes how people will read, watch, listen, and learn in the future, organized a survey to figure out what the future of education might look like. They asked: \u003ca href=\"http://latd.com/2012/01/16/robots-at-school-findings/\">what if robots taught children?\u003c/a>\u003c/p>\n\u003cp>The survey was conducted with 348 children from Australia, Europe, South Africa, and the U.S., designed to help answer the question, “What if robots were part of your everyday life – at school and beyond?” The questions, which were created with partners LEGO Learning Institute, were framed in a series of “narrative prompts” that would tease out complex and interesting answers about how children could best interact with artificial learning guides. “This really works with kids, and without it, we wouldn’t have gotten the richness we did,” says Ian Schultze, Latitude’s Director of Technology and Business Development.\u003c/p>\n\u003cp>The children were asked to finish the following stories:\u003c/p>\n\u003cp>“When I got to school this morning, my teacher surprised me by giving me a robot to help me with my schoolwork and…”\u003c/p>\n\u003cp>“My learning group or classroom finished its work before class ended, so my teacher let us leave early with the class robot and…”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I made friends with a robot today, so I invited it to come home with me after school and…”\u003c/p>\n\u003cp>Some of the results [\u003ca href=\"http://bit.ly/robotstudy\">PDF\u003c/a>]:\u003c/p>\n\u003cul>\n\u003cli>64% of kids described robots as if they were \"natural, human-like companions: as humanoid peers that could speak and communicate with ease, came 'pre-loaded' with smarts and useful knowledge, and were social naturals.\"\u003c/li>\n\u003cli>One-third of kids explicitly described their robots’ physical form as human-like, and 29% \u003c!--more-->specified that their robots’ primary mode of interaction was speech.\u003c/li>\n\u003cli>75% of kids' robots \"acted patient and supportive in educational contexts.\"\u003c/li>\n\u003cli>20% of kids saw robots as a natural part of their peer groups.\u003c/li>\n\u003cli>38% of kids want a robot to play with.\u003c/li>\n\u003cli>38% of kids want a robot to learn with.\u003c/li>\n\u003c/ul>\n\u003cp>The results were more than just a role-playing game. Without knowing it, the children were describing their ideal teachers and learning environment. And overwhelmingly, children asked for teachers who didn't use shame or scolding if they answered a question wrong or didn’t understand a subject. Their ideal robot learning partner understood if a child wasn’t ready to move on from long division, and patiently went over the subject as long as it took.\u003c/p>\n\u003cp>“There’s a little bit of shame involved in being wrong or being behind,” Schultze says. “Robots can get that out of the way, because they’re not judgmental. There’s a sense that technology is almost coequal, as opposed to a sort of master-servant relationship.”\u003c/p>\n\u003cp>The survey also suggested that children have an almost eerily comfortable intimacy with robots, treating them as play partners and considering play, learning, and social behavior as part of the same continuum. Though this survey is a speculative game, the prospect of computers and robots being a part of children’s daily education may not be as far off as we think. Institutes like \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/school-of-one-revolutionizes-traditional-classroom-model/\">School of One \u003c/a>and \u003ca href=\"http://carpediemschools.com/about-us\">Carpe Dium\u003c/a> in Arizona are using online tutors and computer-assisted instruction, and Japanese and Korean schools have been \u003ca href=\"../2011/04/my-teacher-is-an-avatar/\">experimenting with robots in secondary education\u003c/a>.\u003c/p>\n\u003cp>But there are lessons from this survey, Schultze says, that suggest children crave a tutor. Someone – or something – that listens and learns with them, not at them.\u003c/p>\n\u003cp>As Schultze described the children’s attitude, “They’re using robots as a projective tool about what they do and don’t like about the current learning process,” Schultze says. “At a very simple level, they’re answering questions about how to better drive their own learning.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 388px\">\u003cimg class=\"size-full wp-image-19083\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/108773063.jpg\" alt=\"\" width=\"388\" height=\"443\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/02/108773063.jpg 388w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/108773063-320x365.jpg 320w\" sizes=\"(max-width: 388px) 100vw, 388px\">\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003ch5>By Chris Thompson\u003c/h5>\n\u003cp>Last month, a company called \u003ca href=\"http://latd.com/\">Latitude\u003c/a>, which analyzes how people will read, watch, listen, and learn in the future, organized a survey to figure out what the future of education might look like. They asked: \u003ca href=\"http://latd.com/2012/01/16/robots-at-school-findings/\">what if robots taught children?\u003c/a>\u003c/p>\n\u003cp>The survey was conducted with 348 children from Australia, Europe, South Africa, and the U.S., designed to help answer the question, “What if robots were part of your everyday life – at school and beyond?” The questions, which were created with partners LEGO Learning Institute, were framed in a series of “narrative prompts” that would tease out complex and interesting answers about how children could best interact with artificial learning guides. “This really works with kids, and without it, we wouldn’t have gotten the richness we did,” says Ian Schultze, Latitude’s Director of Technology and Business Development.\u003c/p>\n\u003cp>The children were asked to finish the following stories:\u003c/p>\n\u003cp>“When I got to school this morning, my teacher surprised me by giving me a robot to help me with my schoolwork and…”\u003c/p>\n\u003cp>“My learning group or classroom finished its work before class ended, so my teacher let us leave early with the class robot and…”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-19071\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/96047907-300x365.jpg\" alt=\"\" width=\"300\" height=\"365\">\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003ch5>\u003ca href=\"http://plpnetwork.com/author/ann-michaelsen/\">\u003cstrong>By Ann Michaelson\u003c/strong>\u003c/a>\u003c/h5>\n\u003cp>\u003cem>\u003cstrong>Infotention\u003c/strong> is a word I came up with to describe the psycho-social-techno skill/tools we all need to find our way online today, a mind-machine combination of brain-powered attention skills with computer-powered information filters. \u003c/em>- \u003ca href=\"http://www.rheingold.com/\">Howard Rheingold\u003c/a>\u003c/p>\n\u003cp>Author and educator Howard Rheingold discusses the importance of teaching students how to search the Web skillfully and how to find trustworthy Web sites. (See this YouTube video with \u003cstrong>\u003ca href=\"http://www.youtube.com/watch?v=AHVvGELuEqM\">advice to students\u003c/a>\u003c/strong> and read \"\u003ca href=\"http://blog.sfgate.com/rheingold/2009/06/30/crap-detection-101/\">Crap Detection 101\u003c/a>\"). Rheingold's online course \u003ca href=\"http://socialmediaclassroom.com/\">Social Media Classroom\u003c/a> points to many directions and provides a long reading list that includes books by intelligent authors who examine the potentially detrimental effects of the Internet on human cognition and relationships; books like \u003cstrong>\u003ca href=\"http://www.amazon.com/Alone-Together-Expect-Technology-Other/dp/0465010210\">Alone Together\u003c/a>\u003c/strong> by \u003cstrong>\u003ca href=\"http://www.youtube.com/watch?v=MtLVCpZIiNs\">Sherry Turkle\u003c/a>\u003c/strong> and \u003cstrong>\u003ca href=\"http://www.amazon.com/Shallows/dp/1848872275/ref=sr_1_2?s=books&ie=UTF8&qid=1326890902&sr=1-2\">The Shallows\u003c/a>\u003c/strong> by \u003cstrong>\u003ca href=\"http://en.wikipedia.org/wiki/Nicholas_G._Carr\">Nicholas Carr\u003c/a>\u003c/strong>.\u003c/p>\n\u003cp>If highly educated professionals are having problems staying focused on long pieces of writing, what about students? More and more schools are going 1:1, equipping students with personal computing devices without equipping their teachers with research-based pedagogy to support its use.\u003c/p>\n\u003cp>It's like \u003cstrong>\u003ca href=\"http://www.claytonchristensen.com/\">Clayton M. Christensen\u003c/a>\u003c/strong> says in his book\u003cem> \u003cstrong>\u003ca href=\"http://disruptingclass.mhprofessional.com/apps/ab/about-the-book/\">Disrupting Class\u003c/a>\u003c/strong>\u003c/em>: We can’t go on teaching, assuming all students should be taught the same things on the same day in the same way. When teachers are lecturing, using a PowerPoint for more than 15 minutes, students’ attention most certainly will be on content they find online! I think it is rather unfair to assume that all teachers \u003c!--more-->automatically know how to deal with these distractions and how to guide their students. I know many teachers struggle with this at my school.\u003c/p>\n\u003cp>Solutions emphasize strict time limits, interesting tasks and real-life problems. (Read this useful article from the \u003cem>Harvard Education Letter\u003c/em>: \u003cstrong>\u003ca href=\"http://www.hepg.org/hel/article/507\" target=\"_blank\">“Teaching students to ask their own questions.”)\u003c/a>\u003c/strong> But even if we have a school where the core values are inquiry, research, collaboration, presentation and reflection\u003cem>,\u003c/em> (\u003ca href=\"http://www.scienceleadership.org/pages/Mission_and_Vision\">Science Leadership Academy, Philadelphia\u003c/a>)\u003cem>, \u003c/em>if we’re going to help our students develop the focus they need to think deeply about things — to acquire Rheingold’s \"infotention\" — then most schools will need some ground rules, made in collaboration with students after lots of conversations around these important topics.\u003c/p>\n\u003ch4>Drafting Guidelines\u003c/h4>\n\u003cp>Here are some possible guidelines or ground rules that come to my mind for using computers and staying focused in school. Please add your own thoughts in the comments.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>A. Make your own rules of student Netiquette. \u003c/strong>\u003c/p>\n\u003cp>Netiquette\u003cstrong> (\u003c/strong>short for “network etiquette” or “Internet etiquette”) is a set of \u003cstrong>\u003ca href=\"http://www.networketiquette.net/studentk12.html\">social conventions\u003c/a>\u003c/strong> that facilitate interaction over networks, whether through social media, chat, email or other means.\u003c/p>\n\u003col start=\"1\">\n\u003cli>Computer lids down when teacher is giving instructions for class.\u003c/li>\n\u003cli>Stay on task, no gaming, Facebook, Twitter, Skype or surfing when not related to school work.\u003c/li>\n\u003cli>Computer lids down when teachers or students are presenting, unless you are taking notes or searching online for more information.\u003c/li>\n\u003c/ol>\n\u003cp>\u003cstrong>B. Teach and discuss how to focus in the age of distraction. \u003c/strong>\u003c/p>\n\u003col start=\"1\">\n\u003cli>Close all other applications and devices when reading texts.\u003c/li>\n\u003cli>Make a mental list of what to do and how much time you have available.\u003c/li>\n\u003cli>Turn off the internet when you don’t need it.\u003c/li>\n\u003cli>Leave your phone at home sometimes!\u003c/li>\n\u003c/ol>\n\u003cp>\u003cstrong>C: Teach and discuss how to find reliable information online. \u003c/strong>\u003c/p>\n\u003col start=\"1\">\n\u003cli>Teach \u003cstrong>\u003ca href=\"https://sites.google.com/site/gwebsearcheducation/\">searching skills\u003c/a>\u003c/strong> and introduce \u003cstrong>\u003ca href=\"http://annmic.wordpress.com/2011/12/28/search-engines-for-students/\">safe search engines\u003c/a>\u003c/strong>.\u003c/li>\n\u003cli>Teach and discuss knowing how to ask the right questions and \u003cstrong>\u003ca href=\"http://annmic.wordpress.com/2011/09/12/glean-comparison-search-an-educational-research-and-search-tool/\">finding the accurate answers\u003c/a>\u003c/strong>.\u003c/li>\n\u003cli>Help students build personal learning networks with people they know they can trust. One way is to introduce blogging and the use of Twitter.\u003c/li>\n\u003c/ol>\n\u003cp>Find out more about \u003ca href=\"http://socialmediaclassroom.com/host/mindamplifier/\">Howard Reingold's his e-course\u003c/a>, which is characterized by many good things, including small enrollment\u003cstrong>\u003c/strong>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Ann S. Michaelsen is a teacher and administrator at Sandvika High School in Oslo, Norway. A \u003ca href=\"http://plpnetwork.com/2012/01/27/howard-rheingolds-world-of-infotention/\">version of this post\u003c/a> appeared on \u003ca href=\"http://plpnetwork.com/category/voices/\">Voices from the Learning Revolution\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
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},
"link": "/radio/program/bbc-world-service",
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"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareport",
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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}
},
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"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"city-arts": {
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"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
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"order": 1
},
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"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"freakonomics-radio": {
"id": "freakonomics-radio",
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"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"here-and-now": {
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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},
"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"order": 15
},
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
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"order": 18
},
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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