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"content": "\u003cdiv id=\"attachment_20398\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 396px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/screen-shot-2012-03-30-at-10-48-31-am/\" rel=\"attachment wp-att-20398\">\u003cimg class=\"size-full wp-image-20398\" title=\"cell phones\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-30-at-10.48.31-AM.png\" alt=\"\" width=\"396\" height=\"255\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-30-at-10.48.31-AM.png 396w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-30-at-10.48.31-AM-320x206.png 320w\" sizes=\"(max-width: 396px) 100vw, 396px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Just a few years ago, the idea of using a mobile phone as a legitimate learning tool in school seemed far-fetched, if not downright blasphemous. Kids were either prohibited from bringing their phones to school, or at the very least told to shut it off during school hours.\u003c/p>\n\u003cp>But these days, it's not unusual to hear a teacher say, \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/class-turn-on-your-cell-phones-its-time-to-text/\">Class, turn on your cell\u003c/a>. It's time to work.\"\u003c/p>\n\u003cp>Harvard professor \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=chris_dede\">Chris Dede\u003c/a> has been working in the field of education technology for decades, and is astonished at how quickly mobile devices are penetrating in schools. “I’ve never seen technology moving faster than mobile learning,” said Dede, who teaches at the Harvard Graduate School of Education.\u003c/p>\n\u003cp>That's not necessarily surprising, given that a staggering \u003ca href=\"http://www.washingtonpost.com/blogs/post-tech/post/teens-clamor-to-smartphones-texting-and-girls-lead-the-way/2012/03/19/gIQAIxiLNS_blog.html\">80 percent of teens\u003c/a> have cell phones. This penetration of mobile devices in the consumer market has also wrought what Dede describes as a \"sea change\" in the education landscape.\u003c/p>\n\u003cp>\"People are talking about this being an inflection point,\" said \u003ca href=\"http://bangordailynews.com/2012/02/16/education/report-says-giving-ipads-to-auburn-kindergartners-increases-test-scores/\">Elliot Soloway\u003c/a>. Soloway is a professor at the School of Education at the University of Michigan, and a longtime proponent of mobile learning. \"It feels like something major is about to happen. It went from a silly idea, to, 'Of course it’s inevitable.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“I’m petrified that we’ll apply new technology to old pedagogy.\"\u003c/p>\n\u003c/aside>\n\u003cp>The \u003ca href=\"http://www.pewinternet.org/Reports/2010/Teens-and-Mobile-Phones/Chapter-4/Mobile-phones-and-schools.aspx\">most recent data available\u003c/a> is from 2010, and indicates that 62 percent of schools allow cell phones to be used on school grounds, though not in classrooms. But both Dede and Solloway, who are closely involved in coaching schools on how to use mobile learning techniques, said a lot of progress has been made in just the past couple of years.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"What I'm hearing from schools more is that they've eliminated policies restricting using mobile devices for learning and they're interested in developing mobile learning programs as fast as possible,\" Dede said. \"We're going from districts fearing it and blocking it off to welcoming it and making it a major part of their technology plan. We’ll be surprised if a significant portion of districts aren’t using mobile learning inside and outside of schools soon.\"\u003c/p>\n\u003cp>More than \u003ca href=\"http://thenextweb.com/apple/2012/01/19/apple-1-5-million-ipads-in-use-in-educational-programs-offering-over-20000-education-apps/\">1.5 million iPads have been deployed\u003c/a> in schools. That's not counting school-supplied \u003cem>non-\u003c/em>Apple devices, or the most ubiquitous device of all -- students’ own mobile phones.\u003c/p>\n\u003cp>Classroom uses for iPads and cell phones are vast and varied. Some schools are replacing print books for apps that feature videos and interactive quizzes. Kindergarteners are \u003c!--more-->\u003ca href=\"http://bangordailynews.com/2012/02/16/education/report-says-giving-ipads-to-auburn-kindergartners-increases-test-scores/\">learning to read using an iPad app\u003c/a>. Teachers are using tablets to \u003ca href=\"http://mineola.patch.com/articles/mineola-students-show-off-ipad-classroom-impact\">monitor student progress on “dashboards”\u003c/a> that show moment-by-moment test scores. Others are using cell phones to take \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/class-turn-on-your-cell-phones-its-time-to-text/\">instant polls in class\u003c/a> to gauge student comprehension. And more students are using smartphones, many of which have stronger processing power than their schools’ desktop computers, for instant fact-finding, calculating, mapping, and note-taking.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cstrong>GUIDE TO MOBILE LEARNING\u003c/strong>\u003c/p>\n\u003cp>This\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Mobile-Mind-Shift-Icon.png\">\u003cimg class=\"alignleft size-thumbnail wp-image-21054\" title=\"Mobile Mind Shift Icon\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Mobile-Mind-Shift-Icon-140x140.png\" alt=\"\" width=\"76\" height=\"76\">\u003c/a> article is part one of a multi-part series exploring mobile learning co-produced by \u003ca href=\"http://mindshift.kqed.org\">MindShift\u003c/a> and \u003ca href=\"http://www.spotlight.macfound.org\">Spotlight on Digital Media & Learning\u003c/a>. In the coming weeks, we'll explore policy issues in schools and districts with integrating mobile learning programs, the latest in augmented reality, and best practices for mobile learning in classrooms.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>\u003c/p>\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>With all these direct applications for learning, it’s easy to justify using mobile devices in school. But what real and lasting effect will they have on the “formal” learning equation? Will this become just another passing craze in the long line of fads that have swung through schools and classes in past years? What criteria are being used to gauge a successful mobile learning program?\u003c/p>\n\u003cp>For progressives who have been itching to use technology to deconstruct and redesign the current classroom model – one teacher parsing facts to 30 or more students quietly sitting at their desks who will be tested on what they can memorize – the idea of mobile learning holds great promise. Here's an opportunity to reach every student in a meaningful way. But unless traditional teaching practices morph to adapt and fully take advantage of what mobile devices can afford, some fear the promise will go the way of all the technology collecting dust in the corner of the classroom. Worse, it might eventually lead to what everyone unequivocally dreads: the mechanization of teaching.\u003c/p>\n\u003cp>“I’m petrified that we’ll apply new technology to old pedagogy,” Soloway said. “Right now, the iPad craze is using the same content on a different device. Schools must change the pedagogy.”\u003c/p>\n\u003cp> \u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/are-we-wired-for-mobile-learning/\">ARE WE WIRED FOR MOBILE LEARNING?\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/\">IN SOME CASH-STRAPPED SCHOOLS, KIDS BRING THEIR OWN DEVICES\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/to-ban-or-not-to-ban-schools-must-decide-cell-phone-policies/\">TO BAN OR NOT TO BAN, SCHOOLS WEIGH CELL PHONE POLICY\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>“It’s the classic cycle of old wine in new bottles that tends to happen when people get excited about the technology itself,” said Michael Levine, executive director of the Joan Ganz Cooney Center, which researches how media affects learning. (The new wine bottles being tablets and cell phones, of course.) “They buy all sorts of new technology, things like interactive whiteboards, and slap on old practices on the new devices.”\u003c/p>\n\u003cp>Even with the latest available technology, schools are still using old delivery tactics -- like technology carts – taking iPads from classroom to classroom in schools that can’t provide a take-home device for every student. But that’s exactly the kind of short-term thinking that drives Soloway mad.\u003c/p>\n\u003cp>“A cart of iPads will have as much impact on student achievement as a cart of laptops had -- which is pretty much zero,” Soloway said. “So lots of schools are going to be disappointed after a year of iPad use when they see no gains.”\u003c/p>\n\u003cp>Actually some schools \u003cem>are\u003c/em> seeing gains. A couple of very early findings show somewhat higher test scores; Houghton Mifflin Harcourt reported that students in one class who \u003ca href=\"http://mindshift.kqed.org/tag/houghton-mifflin-harcourt/\">used its algebra iPad app\u003c/a> showed \u003ca href=\"http://www.hmhco.com/content/student-math-scores-jump-20-percent-hmh-algebra-curriculum-apple-ipad-app-transforms-class\">a 20% increase\u003c/a> compared to those who used its textbooks; and in Maine, kindergarteners who used an iPad app for literacy scored 2 percent better than those who didn’t. “We’re pleased with such a short window of using iPads as instructional tools,” said Auburn Superintendent Katy Grondin in a \u003ca href=\"http://bangordailynews.com/2012/02/16/education/report-says-giving-ipads-to-auburn-kindergartners-increases-test-scores/\">Bangor Daily News article\u003c/a>. “We are seeing it’s making an impact in learning.”\u003c/p>\n\u003cdiv id=\"attachment_20426\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660084813/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-20426\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/6660084813_d684b0e298-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Flickingerbrad\u003c/p>\n\u003c/div>\n\u003cp>But Soloway and others question whether any of the old pedagogy around algebra or literacy have been affected by the use of the devices in these early studies.\u003c/p>\n\u003cp>“Publishers will create apps that support their paper textbooks – or they will port their paper textbooks over to a PDF and say, ‘See, we have an eTextbook.’ Publishers can't admit that their model is broken, that they are in the process of being disrupted,” he said. “All they can do is entrench further and talk even louder that they have the answer; that their apps are really exciting and will engage the kids.”\u003c/p>\n\u003cp>Soloway challenges schools to think about what they’ve gained in student achievement through the use of devices. “We are using new technology to implement old pedagogy,” he said. “We are not exploiting the affordances of the new technology to give kids new kinds of learn-by-doing activities. Flash card programs for the iPad are too numerous to count. What a waste!”\u003c/p>\n\u003cp>But what about student engagement, the buzzword that’s dominated edu-speak especially in reference to technology? Soloway said engagement \u003cem>will\u003c/em> go up when the iPad is used. “But engagement always goes up when technology is used -- laptops, even electronic whiteboards. School is deadly boring to the kids who are accustomed to the fast-paced digital world in which they live the moment the school bell heralds the end of school. So to say that iPads result in increased engagement is to say nothing.”\u003c/p>\n\u003cp>\u003cstrong>POSSIBILITIES AND POTENTIAL\u003c/strong>\u003c/p>\n\u003cp>So what exactly does this idealized view of mobile devices for learning look like? It’s not easy to specify, or even outline. Each educator, each class, each school will have to find the best way to integrate mobile devices based on its student population. The opportunity of using mobile devices and all of its utilities allows educators to reconsider: What do we want students to know, and how do we help them? And what additional benefit does using a mobile device bring to the equation? This gets to the heart of the mobile learning issue: beyond fact-finding and game-playing – even if it's educational -- how can mobile devices add relevance and value to how kids learn?\u003c/p>\n\u003cp>There's not just one explanation. As mobile devices evolve and become ever more powerful and multi-functional, the answers will change. In the meantime, there are some things educators know for certain do make a big impact on learning.\u003c/p>\n\u003cp>“There's something in the design of mobile that lends itself to a different way of learning and interacting,” Michael Levine said. “It’s a way of developing a one-to-one personalized computer\u003cbr>\nin the classroom. There’s a powerful notion that you can walk away with the world at your fingertips.\"\u003c/p>\n\u003cp>In class, the mobile device provides the “one-to-oneness” that Levine said allows for what most educators agree is one of the most important tenets of a well-rounded education: personalized learning – students owning what they learn.\u003c/p>\n\u003cp>A child, for example, who’s learning about plant growth, can take pictures of the roots of a tree on her way home for school, Soloway said as an example. She brings it into class the next day, shares it with the teacher and other students, and they talk about what they’ve discovered.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"To say that iPads result in increased engagement is to say nothing.\"\u003c/p>\n\u003c/aside>\n\u003cp>But can’t a camera do the same thing -- or finding the picture of the root online or in a book? “Taking a picture for themselves is a lot different than getting one from a book,” Soloway answered. “A child owns the picture when the child takes it; it is meaningful to the student. When the child takes a picture with a phone, the child can then integrate the picture into an artifact that also contains a concept map, an animation, etc. In fact, the picture can be imported into a drawing program, then labeled with text. So it is more than a camera.”\u003c/p>\n\u003cp>Shelley Pasnik, director of \u003ca href=\"http://cct.edc.org/person.asp?id=46\">Center for Children & Technology\u003c/a> agrees. “Having a personal device support your learning changes things up,” she said. “It’s different than having a computer lab down the hall.”\u003c/p>\n\u003cp>The closest students came to personalizing their learning before mobile devices was changing fonts on Microsoft Word programs. “Now you have your own collection of apps to choose from,” she said.\u003c/p>\n\u003cdiv id=\"attachment_20423\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6659988943/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-20423\" title=\"6659988943_48abe01d49\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/6659988943_48abe01d49-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Flickingerbrad\u003c/p>\n\u003c/div>\n\u003cp>But the apps shouldn't be the focus of discussion. “That’s where the pedagogical practice comes to play, a thoughtful use of tool sets. Having the apps sitting on your phone on your desk in and of itself isn’t going to make you smarter, and it won’t make the classroom more anything,\" she said. \"It’s what you do with it, and how it’s supported, how teachers and students know to learn, to use those tools. It’s part of a complex nature of learning.”\u003c/p>\n\u003cp>And for any this to succeed, the devices – whatever they may be – need to be integrated into a broader sequence of activities, not an isolated tool that sits outside of everything that’s going on, Pasnik said. But that’s exactly what first happens when new devices are introduced.\u003c/p>\n\u003cp>“That’s a common first step -- it’s the ‘extra,’ it’s what kids do when they finish their ‘real’ work,” Pasnick said. “But when it’s really integrated into a sequence of activities, kids are moving between screens given what’s developmentally appropriate, they’re playing games. Some experiences use screens, then manipulatives or other materials, they’re engaged in conversations with peers and adults in the room. That’s where it works. There’s not this ‘privileging’ of this device. Instead, all of it is moving toward the learning goal.”\u003c/p>\n\u003cp>Using mobile devices as tools toward a learning goal is exactly what students at Catholic High School in New Iberia, Louisiana, are doing. Seniors at the school are using their phones to \u003ca href=\"http://thejournal.com/articles/2012/03/28/revisiting-cell-phones-bans-in-schools.aspx.\">convert historical information\u003c/a> they researched about their hometowns into QR codes that can be used on a walking tour they designed. Smartphone users can learn about historical sites by scanning the QR codes on their devices.\u003c/p>\n\u003cp>This project exemplifies the kind of learning-by-doing that mobile learning can be used for. Though the device makes it possible to create dynamic, interactive features like QR codes, one could argue that the learning equation of this project is not necessarily creating the QR codes (though there’s also an argument to be made about \u003ca href=\"http://mindshift.kqed.org/2011/06/why-should-fifth-graders-learn-to-program/\">teaching tech\u003c/a>). The point at which kids learn is when they go into their community and research noteworthy historical sites to understand their significance.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"Polling devices are based on lecture. I would like to see teachers using different pedagogy.\"\u003c/p>\n\u003c/aside>\n\u003cp>Students could have just as easily created individual print brochures that featured historical sites around town -- and the educational value would have arguably been comparable. What the mobile phone added was an immediacy to the task at hand. Was it imperative to the learning process? Probably not. But did the QR creation make the project more interesting, more relevant to their lives, and thus more personal for students? That’s what educators are betting on.\u003c/p>\n\u003cp>But when it comes to using cell phones for things like taking polls, that may not necessarily change traditional lecture-based teaching tactics. “I personally think there are better things to do in the \u003c!--more-->classroom than lecture,” Chris Dede said. “Polling devices are based on lecture. You’re not having a discussion about it, but getting a quick sense of what students understand and modifying lecture accordingly. I would like to see teachers using different pedagogy.”\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/screen-shot-2012-03-28-at-10-02-19-pm/\" rel=\"attachment wp-att-20405\">\u003cimg class=\"alignleft size-thumbnail wp-image-20405\" title=\"Screen shot 2012-03-28 at 10.02.19 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-28-at-10.02.19-PM-140x140.png\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>As a college professor, Dede thinks students can use their cell phones to have “back-channel” discussions that happen during discussions that happen in class. But even then, Dede doesn’t display the Twitter discussions on the board because he says students find it distracting. And if it’s distracting for college students, it would definitely be distracting for grade-schoolers. “Kids are still learning to type, they’re not as good as multi-processing. It’s all they can do to keep track of one thing that’s going on,” Dede said.\u003c/p>\n\u003cp>These are the kinds of issues that are still being hashed out in schools: What's more distracting than helpful, what's just straight up utilitarian, what's helping students understand concepts better? What's allowing them to make a particular lesson more personal and relevant?\u003c/p>\n\u003cp>\u003cstrong>THE SOCIAL QUOTIENT\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>The way most classrooms are designed currently discourages social interaction in class. Desks are lined up facing front. But the social aspect of learning that’s been lost in the past decades, Levine said, can be leveraged with mobile devices. “So much of what research has taught us about child development, and even the most recent research on brain development, is that the social aspect -- relationships in the context of which you're motivated to learn, and the types of people who are encouraging kids to learn, that social aspect is fundamental to who we are,” he said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>It's imperative to focus the discussion on how to use devices not to mechanize and standardize, but to bring back the human, personal element to teaching and learning.\u003c/p>\n\u003c/aside>\n\u003cp>Mobile devices seem to be -- at least in theory -- a real enabler of social interaction. \"They’re social learning objects,\" he said. \"Kids plug into their friends and families and important social networks. When you begin to combine features of mobility and socialness and access to every learning object you can imagine, that becomes more seamless and natural and interesting in terms of possibilities.”\u003c/p>\n\u003cp>This social connection is what helped at-risk kids do better and enjoy math more in \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/mobile-learning-proves-to-benefit-at-risk-students/\">a pilot study called Project K-Nect last year\u003c/a>. Students collaborated with each other through blogs, instant messaging and email on their mobile phones.\u003c/p>\n\u003cp>\u003cstrong>THE MOBILE FUTURE\u003c/strong>\u003c/p>\n\u003cp>From where we stand now, it seems that the mobile revolution in schools is inevitable. But as the hype around the wizardry of the technology escalates, it's imperative to focus the discussion on how to use devices not to mechanize and standardize, but to bring back the human, personal element to teaching and learning. Kids learning from each other, making what they learn personal and relevant, and giving educators more tools to reach students.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"Because mobile devices are the new piece here, people want to know does it make a difference,\" Pasnik said. \"When we know that learning happens because of relationships, and we want to keep that richness. So the question of the value of a single piece like the mobile phone becomes reductive. You falsely are having to focus in one element, when in fact, learning happens because multiple elements are interacting with one another.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_20398\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 396px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/screen-shot-2012-03-30-at-10-48-31-am/\" rel=\"attachment wp-att-20398\">\u003cimg class=\"size-full wp-image-20398\" title=\"cell phones\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-30-at-10.48.31-AM.png\" alt=\"\" width=\"396\" height=\"255\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-30-at-10.48.31-AM.png 396w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-30-at-10.48.31-AM-320x206.png 320w\" sizes=\"(max-width: 396px) 100vw, 396px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Just a few years ago, the idea of using a mobile phone as a legitimate learning tool in school seemed far-fetched, if not downright blasphemous. Kids were either prohibited from bringing their phones to school, or at the very least told to shut it off during school hours.\u003c/p>\n\u003cp>But these days, it's not unusual to hear a teacher say, \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/class-turn-on-your-cell-phones-its-time-to-text/\">Class, turn on your cell\u003c/a>. It's time to work.\"\u003c/p>\n\u003cp>Harvard professor \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=chris_dede\">Chris Dede\u003c/a> has been working in the field of education technology for decades, and is astonished at how quickly mobile devices are penetrating in schools. “I’ve never seen technology moving faster than mobile learning,” said Dede, who teaches at the Harvard Graduate School of Education.\u003c/p>\n\u003cp>That's not necessarily surprising, given that a staggering \u003ca href=\"http://www.washingtonpost.com/blogs/post-tech/post/teens-clamor-to-smartphones-texting-and-girls-lead-the-way/2012/03/19/gIQAIxiLNS_blog.html\">80 percent of teens\u003c/a> have cell phones. This penetration of mobile devices in the consumer market has also wrought what Dede describes as a \"sea change\" in the education landscape.\u003c/p>\n\u003cp>\"People are talking about this being an inflection point,\" said \u003ca href=\"http://bangordailynews.com/2012/02/16/education/report-says-giving-ipads-to-auburn-kindergartners-increases-test-scores/\">Elliot Soloway\u003c/a>. Soloway is a professor at the School of Education at the University of Michigan, and a longtime proponent of mobile learning. \"It feels like something major is about to happen. It went from a silly idea, to, 'Of course it’s inevitable.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“I’m petrified that we’ll apply new technology to old pedagogy.\"\u003c/p>\n\u003c/aside>\n\u003cp>The \u003ca href=\"http://www.pewinternet.org/Reports/2010/Teens-and-Mobile-Phones/Chapter-4/Mobile-phones-and-schools.aspx\">most recent data available\u003c/a> is from 2010, and indicates that 62 percent of schools allow cell phones to be used on school grounds, though not in classrooms. But both Dede and Solloway, who are closely involved in coaching schools on how to use mobile learning techniques, said a lot of progress has been made in just the past couple of years.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"What I'm hearing from schools more is that they've eliminated policies restricting using mobile devices for learning and they're interested in developing mobile learning programs as fast as possible,\" Dede said. \"We're going from districts fearing it and blocking it off to welcoming it and making it a major part of their technology plan. We’ll be surprised if a significant portion of districts aren’t using mobile learning inside and outside of schools soon.\"\u003c/p>\n\u003cp>More than \u003ca href=\"http://thenextweb.com/apple/2012/01/19/apple-1-5-million-ipads-in-use-in-educational-programs-offering-over-20000-education-apps/\">1.5 million iPads have been deployed\u003c/a> in schools. That's not counting school-supplied \u003cem>non-\u003c/em>Apple devices, or the most ubiquitous device of all -- students’ own mobile phones.\u003c/p>\n\u003cp>Classroom uses for iPads and cell phones are vast and varied. Some schools are replacing print books for apps that feature videos and interactive quizzes. Kindergarteners are \u003c!--more-->\u003ca href=\"http://bangordailynews.com/2012/02/16/education/report-says-giving-ipads-to-auburn-kindergartners-increases-test-scores/\">learning to read using an iPad app\u003c/a>. Teachers are using tablets to \u003ca href=\"http://mineola.patch.com/articles/mineola-students-show-off-ipad-classroom-impact\">monitor student progress on “dashboards”\u003c/a> that show moment-by-moment test scores. Others are using cell phones to take \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/class-turn-on-your-cell-phones-its-time-to-text/\">instant polls in class\u003c/a> to gauge student comprehension. And more students are using smartphones, many of which have stronger processing power than their schools’ desktop computers, for instant fact-finding, calculating, mapping, and note-taking.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cstrong>GUIDE TO MOBILE LEARNING\u003c/strong>\u003c/p>\n\u003cp>This\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Mobile-Mind-Shift-Icon.png\">\u003cimg class=\"alignleft size-thumbnail wp-image-21054\" title=\"Mobile Mind Shift Icon\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Mobile-Mind-Shift-Icon-140x140.png\" alt=\"\" width=\"76\" height=\"76\">\u003c/a> article is part one of a multi-part series exploring mobile learning co-produced by \u003ca href=\"http://mindshift.kqed.org\">MindShift\u003c/a> and \u003ca href=\"http://www.spotlight.macfound.org\">Spotlight on Digital Media & Learning\u003c/a>. In the coming weeks, we'll explore policy issues in schools and districts with integrating mobile learning programs, the latest in augmented reality, and best practices for mobile learning in classrooms.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>\u003c/p>\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>With all these direct applications for learning, it’s easy to justify using mobile devices in school. But what real and lasting effect will they have on the “formal” learning equation? Will this become just another passing craze in the long line of fads that have swung through schools and classes in past years? What criteria are being used to gauge a successful mobile learning program?\u003c/p>\n\u003cp>For progressives who have been itching to use technology to deconstruct and redesign the current classroom model – one teacher parsing facts to 30 or more students quietly sitting at their desks who will be tested on what they can memorize – the idea of mobile learning holds great promise. Here's an opportunity to reach every student in a meaningful way. But unless traditional teaching practices morph to adapt and fully take advantage of what mobile devices can afford, some fear the promise will go the way of all the technology collecting dust in the corner of the classroom. Worse, it might eventually lead to what everyone unequivocally dreads: the mechanization of teaching.\u003c/p>\n\u003cp>“I’m petrified that we’ll apply new technology to old pedagogy,” Soloway said. “Right now, the iPad craze is using the same content on a different device. Schools must change the pedagogy.”\u003c/p>\n\u003cp> \u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/are-we-wired-for-mobile-learning/\">ARE WE WIRED FOR MOBILE LEARNING?\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/\">IN SOME CASH-STRAPPED SCHOOLS, KIDS BRING THEIR OWN DEVICES\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/to-ban-or-not-to-ban-schools-must-decide-cell-phone-policies/\">TO BAN OR NOT TO BAN, SCHOOLS WEIGH CELL PHONE POLICY\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>“It’s the classic cycle of old wine in new bottles that tends to happen when people get excited about the technology itself,” said Michael Levine, executive director of the Joan Ganz Cooney Center, which researches how media affects learning. (The new wine bottles being tablets and cell phones, of course.) “They buy all sorts of new technology, things like interactive whiteboards, and slap on old practices on the new devices.”\u003c/p>\n\u003cp>Even with the latest available technology, schools are still using old delivery tactics -- like technology carts – taking iPads from classroom to classroom in schools that can’t provide a take-home device for every student. But that’s exactly the kind of short-term thinking that drives Soloway mad.\u003c/p>\n\u003cp>“A cart of iPads will have as much impact on student achievement as a cart of laptops had -- which is pretty much zero,” Soloway said. “So lots of schools are going to be disappointed after a year of iPad use when they see no gains.”\u003c/p>\n\u003cp>Actually some schools \u003cem>are\u003c/em> seeing gains. A couple of very early findings show somewhat higher test scores; Houghton Mifflin Harcourt reported that students in one class who \u003ca href=\"http://mindshift.kqed.org/tag/houghton-mifflin-harcourt/\">used its algebra iPad app\u003c/a> showed \u003ca href=\"http://www.hmhco.com/content/student-math-scores-jump-20-percent-hmh-algebra-curriculum-apple-ipad-app-transforms-class\">a 20% increase\u003c/a> compared to those who used its textbooks; and in Maine, kindergarteners who used an iPad app for literacy scored 2 percent better than those who didn’t. “We’re pleased with such a short window of using iPads as instructional tools,” said Auburn Superintendent Katy Grondin in a \u003ca href=\"http://bangordailynews.com/2012/02/16/education/report-says-giving-ipads-to-auburn-kindergartners-increases-test-scores/\">Bangor Daily News article\u003c/a>. “We are seeing it’s making an impact in learning.”\u003c/p>\n\u003cdiv id=\"attachment_20426\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660084813/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-20426\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/6660084813_d684b0e298-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Flickingerbrad\u003c/p>\n\u003c/div>\n\u003cp>But Soloway and others question whether any of the old pedagogy around algebra or literacy have been affected by the use of the devices in these early studies.\u003c/p>\n\u003cp>“Publishers will create apps that support their paper textbooks – or they will port their paper textbooks over to a PDF and say, ‘See, we have an eTextbook.’ Publishers can't admit that their model is broken, that they are in the process of being disrupted,” he said. “All they can do is entrench further and talk even louder that they have the answer; that their apps are really exciting and will engage the kids.”\u003c/p>\n\u003cp>Soloway challenges schools to think about what they’ve gained in student achievement through the use of devices. “We are using new technology to implement old pedagogy,” he said. “We are not exploiting the affordances of the new technology to give kids new kinds of learn-by-doing activities. Flash card programs for the iPad are too numerous to count. What a waste!”\u003c/p>\n\u003cp>But what about student engagement, the buzzword that’s dominated edu-speak especially in reference to technology? Soloway said engagement \u003cem>will\u003c/em> go up when the iPad is used. “But engagement always goes up when technology is used -- laptops, even electronic whiteboards. School is deadly boring to the kids who are accustomed to the fast-paced digital world in which they live the moment the school bell heralds the end of school. So to say that iPads result in increased engagement is to say nothing.”\u003c/p>\n\u003cp>\u003cstrong>POSSIBILITIES AND POTENTIAL\u003c/strong>\u003c/p>\n\u003cp>So what exactly does this idealized view of mobile devices for learning look like? It’s not easy to specify, or even outline. Each educator, each class, each school will have to find the best way to integrate mobile devices based on its student population. The opportunity of using mobile devices and all of its utilities allows educators to reconsider: What do we want students to know, and how do we help them? And what additional benefit does using a mobile device bring to the equation? This gets to the heart of the mobile learning issue: beyond fact-finding and game-playing – even if it's educational -- how can mobile devices add relevance and value to how kids learn?\u003c/p>\n\u003cp>There's not just one explanation. As mobile devices evolve and become ever more powerful and multi-functional, the answers will change. In the meantime, there are some things educators know for certain do make a big impact on learning.\u003c/p>\n\u003cp>“There's something in the design of mobile that lends itself to a different way of learning and interacting,” Michael Levine said. “It’s a way of developing a one-to-one personalized computer\u003cbr>\nin the classroom. There’s a powerful notion that you can walk away with the world at your fingertips.\"\u003c/p>\n\u003cp>In class, the mobile device provides the “one-to-oneness” that Levine said allows for what most educators agree is one of the most important tenets of a well-rounded education: personalized learning – students owning what they learn.\u003c/p>\n\u003cp>A child, for example, who’s learning about plant growth, can take pictures of the roots of a tree on her way home for school, Soloway said as an example. She brings it into class the next day, shares it with the teacher and other students, and they talk about what they’ve discovered.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"To say that iPads result in increased engagement is to say nothing.\"\u003c/p>\n\u003c/aside>\n\u003cp>But can’t a camera do the same thing -- or finding the picture of the root online or in a book? “Taking a picture for themselves is a lot different than getting one from a book,” Soloway answered. “A child owns the picture when the child takes it; it is meaningful to the student. When the child takes a picture with a phone, the child can then integrate the picture into an artifact that also contains a concept map, an animation, etc. In fact, the picture can be imported into a drawing program, then labeled with text. So it is more than a camera.”\u003c/p>\n\u003cp>Shelley Pasnik, director of \u003ca href=\"http://cct.edc.org/person.asp?id=46\">Center for Children & Technology\u003c/a> agrees. “Having a personal device support your learning changes things up,” she said. “It’s different than having a computer lab down the hall.”\u003c/p>\n\u003cp>The closest students came to personalizing their learning before mobile devices was changing fonts on Microsoft Word programs. “Now you have your own collection of apps to choose from,” she said.\u003c/p>\n\u003cdiv id=\"attachment_20423\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6659988943/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-20423\" title=\"6659988943_48abe01d49\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/6659988943_48abe01d49-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Flickingerbrad\u003c/p>\n\u003c/div>\n\u003cp>But the apps shouldn't be the focus of discussion. “That’s where the pedagogical practice comes to play, a thoughtful use of tool sets. Having the apps sitting on your phone on your desk in and of itself isn’t going to make you smarter, and it won’t make the classroom more anything,\" she said. \"It’s what you do with it, and how it’s supported, how teachers and students know to learn, to use those tools. It’s part of a complex nature of learning.”\u003c/p>\n\u003cp>And for any this to succeed, the devices – whatever they may be – need to be integrated into a broader sequence of activities, not an isolated tool that sits outside of everything that’s going on, Pasnik said. But that’s exactly what first happens when new devices are introduced.\u003c/p>\n\u003cp>“That’s a common first step -- it’s the ‘extra,’ it’s what kids do when they finish their ‘real’ work,” Pasnick said. “But when it’s really integrated into a sequence of activities, kids are moving between screens given what’s developmentally appropriate, they’re playing games. Some experiences use screens, then manipulatives or other materials, they’re engaged in conversations with peers and adults in the room. That’s where it works. There’s not this ‘privileging’ of this device. Instead, all of it is moving toward the learning goal.”\u003c/p>\n\u003cp>Using mobile devices as tools toward a learning goal is exactly what students at Catholic High School in New Iberia, Louisiana, are doing. Seniors at the school are using their phones to \u003ca href=\"http://thejournal.com/articles/2012/03/28/revisiting-cell-phones-bans-in-schools.aspx.\">convert historical information\u003c/a> they researched about their hometowns into QR codes that can be used on a walking tour they designed. Smartphone users can learn about historical sites by scanning the QR codes on their devices.\u003c/p>\n\u003cp>This project exemplifies the kind of learning-by-doing that mobile learning can be used for. Though the device makes it possible to create dynamic, interactive features like QR codes, one could argue that the learning equation of this project is not necessarily creating the QR codes (though there’s also an argument to be made about \u003ca href=\"http://mindshift.kqed.org/2011/06/why-should-fifth-graders-learn-to-program/\">teaching tech\u003c/a>). The point at which kids learn is when they go into their community and research noteworthy historical sites to understand their significance.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"Polling devices are based on lecture. I would like to see teachers using different pedagogy.\"\u003c/p>\n\u003c/aside>\n\u003cp>Students could have just as easily created individual print brochures that featured historical sites around town -- and the educational value would have arguably been comparable. What the mobile phone added was an immediacy to the task at hand. Was it imperative to the learning process? Probably not. But did the QR creation make the project more interesting, more relevant to their lives, and thus more personal for students? That’s what educators are betting on.\u003c/p>\n\u003cp>But when it comes to using cell phones for things like taking polls, that may not necessarily change traditional lecture-based teaching tactics. “I personally think there are better things to do in the \u003c!--more-->classroom than lecture,” Chris Dede said. “Polling devices are based on lecture. You’re not having a discussion about it, but getting a quick sense of what students understand and modifying lecture accordingly. I would like to see teachers using different pedagogy.”\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/screen-shot-2012-03-28-at-10-02-19-pm/\" rel=\"attachment wp-att-20405\">\u003cimg class=\"alignleft size-thumbnail wp-image-20405\" title=\"Screen shot 2012-03-28 at 10.02.19 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-28-at-10.02.19-PM-140x140.png\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>As a college professor, Dede thinks students can use their cell phones to have “back-channel” discussions that happen during discussions that happen in class. But even then, Dede doesn’t display the Twitter discussions on the board because he says students find it distracting. And if it’s distracting for college students, it would definitely be distracting for grade-schoolers. “Kids are still learning to type, they’re not as good as multi-processing. It’s all they can do to keep track of one thing that’s going on,” Dede said.\u003c/p>\n\u003cp>These are the kinds of issues that are still being hashed out in schools: What's more distracting than helpful, what's just straight up utilitarian, what's helping students understand concepts better? What's allowing them to make a particular lesson more personal and relevant?\u003c/p>\n\u003cp>\u003cstrong>THE SOCIAL QUOTIENT\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>The way most classrooms are designed currently discourages social interaction in class. Desks are lined up facing front. But the social aspect of learning that’s been lost in the past decades, Levine said, can be leveraged with mobile devices. “So much of what research has taught us about child development, and even the most recent research on brain development, is that the social aspect -- relationships in the context of which you're motivated to learn, and the types of people who are encouraging kids to learn, that social aspect is fundamental to who we are,” he said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>It's imperative to focus the discussion on how to use devices not to mechanize and standardize, but to bring back the human, personal element to teaching and learning.\u003c/p>\n\u003c/aside>\n\u003cp>Mobile devices seem to be -- at least in theory -- a real enabler of social interaction. \"They’re social learning objects,\" he said. \"Kids plug into their friends and families and important social networks. When you begin to combine features of mobility and socialness and access to every learning object you can imagine, that becomes more seamless and natural and interesting in terms of possibilities.”\u003c/p>\n\u003cp>This social connection is what helped at-risk kids do better and enjoy math more in \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/mobile-learning-proves-to-benefit-at-risk-students/\">a pilot study called Project K-Nect last year\u003c/a>. Students collaborated with each other through blogs, instant messaging and email on their mobile phones.\u003c/p>\n\u003cp>\u003cstrong>THE MOBILE FUTURE\u003c/strong>\u003c/p>\n\u003cp>From where we stand now, it seems that the mobile revolution in schools is inevitable. But as the hype around the wizardry of the technology escalates, it's imperative to focus the discussion on how to use devices not to mechanize and standardize, but to bring back the human, personal element to teaching and learning. Kids learning from each other, making what they learn personal and relevant, and giving educators more tools to reach students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Because mobile devices are the new piece here, people want to know does it make a difference,\" Pasnik said. \"When we know that learning happens because of relationships, and we want to keep that richness. So the question of the value of a single piece like the mobile phone becomes reductive. You falsely are having to focus in one element, when in fact, learning happens because multiple elements are interacting with one another.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Educators Use Pinterest for Curation",
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"content": "\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/how-educators-use-pinterest-for-curation/mediadesign/\" rel=\"attachment wp-att-20119\">\u003cimg class=\"size-full wp-image-20119\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/mediadesign.png\" alt=\"\" width=\"500\" height=\"282\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/03/mediadesign.png 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/mediadesign-400x226.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/mediadesign-320x180.png 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Jody Strauch\u003c/p>\n\u003c/div>\n\u003ch5>\u003cstrong>By\u003ca href=\"http://www.pbs.org/mediashift/adam-glenn/\"> A. Adam Glenn\u003c/a>\u003c/strong>\u003c/h5>\n\u003cp class=\"dropcap-serif\">The \u003ca href=\"http://blog.shareaholic.com/2012/01/pinterest-referral-traffic/\">phenomenal growth\u003c/a> of\u003ca href=\"http://pinterest.com/\"> Pinterest\u003c/a> has sparked interest among \u003ca href=\"http://thenextweb.com/insider/2012/03/12/pinterest-continues-explosive-growth-cracks-top-30-websites-in-the-us/\">millions of users\u003c/a>.\u003c/p>\n\u003cp>It's also spread to journalism educators, who are increasingly experimenting with it in the classroom.\u003c/p>\n\u003cp>The social network launched two years ago, but in recent months has drawn red-hot excitement for its unique visual, topic-based curation approach. While its 10 million users, \u003ca href=\"http://www.poynter.org/latest-news/mediawire/162401/pinterest-races-past-10-million-visitors-propelled-by-young-midwestern-women/\">especially women\u003c/a>, are drawn to it \u003ca href=\"http://www.pbs.org/mediashift/2012/02/pinterest-why-what-its-not-says-so-much044.html\">almost obsessively\u003c/a>, \u003ca href=\"http://pinterest.com/mshahab/brands-businesses-blogs-on-pinterest/\">brands\u003c/a>, \u003ca href=\"http://articles.boston.com/2012-03-09/business/31136239_1_social-media-social-network-food-bloggers\">media firms\u003c/a> and \u003ca href=\"http://newspapersonpinterest.com/newspapers-pinterest/\">news organizations\u003c/a> have also planted flags on the network.\u003c/p>\n\u003cp>Now journalism school faculty are increasingly in on the act.\u003c/p>\n\u003ch5>FROM MOOD BOARDS TO SURVIVAL BOARDS\u003c/h5>\n\u003cp>One early adopter was University of Southern California's \u003ca href=\"http://cn.linkedin.com/in/andrewlih\">Andrew Lih\u003c/a>, who last October, long before he and many others knew the site would become a blockbuster, introduced it to online students in an entrepreneurial class to gather what he called a \u003ca href=\"http://pinterest.com/fuzheado/la-public-art/\">\"mood board\"\u003c/a> for a \u003ca href=\"http://insertarthere.org/\">project on public art\u003c/a>. Lih explained that the students took advantage of Pinterest's easy-to-use clipping approach to create a densely packed visual scrapbook of public and street art to identify themes that would have easily been missed had they gathered individual photos in a folder.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Aggregating images to share with students is an increasingly common classroom use for the tool.\u003c/p>\n\u003cp>\u003ca href=\"http://www.linkedin.com/pub/jody-strauch/5/b13/916\">Jody Strauch\u003c/a> at Northwest Missouri State University has used Pinterest to show \u003ca href=\"http://pinterest.com/doctorjody/\">good design work\u003c/a> to her media design classes. \u003ca href=\"http://www.linkedin.com/pub/heather-starr-fiedler/3/773/36\">Heather Starr Fielder\u003c/a> uses Pinterest boards in her classes at \u003c!--more-->Pittsburgh's Point Park University to share visual material for \u003ca href=\"http://pinterest.com/pointparksoc/\">collaborations and peer critiques\u003c/a>.\u003c/p>\n\u003cp>And \u003ca href=\"http://www.linkedin.com/in/aasrquigley\">Robert Quigley\u003c/a> at the University of Texas in Austin showed students what ad agency GSD&M did with its South by Southwest \"\u003ca href=\"http://sxsurvival.com/\">survival board.\u003c/a>\" (He also wrote up a \u003ca href=\"http://robquig.tumblr.com/post/17212568278/news-tips-for-pinterest\">tips piece\u003c/a> for news users on Pinterest and now plans to have students create a Pinterest channel for a new social media-only news agency for college students that he has in the works.)\u003c/p>\n\u003cp>But social curation journalism is, not surprisingly, one of the main applications for Pinterest among J-school faculty. For example, \u003ca href=\"http://changingnewsroom.wordpress.com/about-me/\">Carrie Brown-Smith\u003c/a>, a journalism prof at University of Memphis, had students use Pinterest as part of a \"social photography\" assignment in a media site. She said the best Pinterest work came from students who have beats or blog topics, such as \u003ca href=\"http://pinterest.com/j9styleblog/j9-s-outfits-on-the-cheap/\">fashion\u003c/a>, that are well-suited to Pinterest's strengths.\u003c/p>\n\u003cp>Similarly, at Colorado State University, \u003ca href=\"http://www.linkedin.com/in/mlhumphrey\">Michael Humphrey\u003c/a> found students with an interest in lifestyle and arts, such as architecture, food or fashion, tended to lean toward Pinterest when given the choice with Tumblr or Posterous for a digital media aggregation assignment.\u003c/p>\n\u003cp>At Minnesota State University Moorhead, \u003ca href=\"http://www.linkedin.com/pub/deneen-gilmour/5/2b3/7a8\">Deneen Gilmour\u003c/a> assigned students in a \"writing for the web\" class to produce stories for their \u003ca href=\"http://doingitdt.areavoices.com/\">Doing It Downtown\u003c/a> blog to use Pinterest as a curation tool for visuals, while using Storify for social media and Spotify or LastFM for music. \u003ca href=\"http://doingitdt.areavoices.com/2012/03/07/hanging-the-dairy-queen-how-to-live-gluten-and-dairy-free/\">One student produced an innovative story\u003c/a> with the Pinterest boards she gathered to help guide restaurant and shop-goers to gluten-free menus items.\u003c/p>\n\u003cp>\u003ca href=\"http://www.linkedin.com/in/cindyroyal\">Cindy Royal\u003c/a> at Texas State, who is looking into integrating the tool into her digital/online media course, had new media students create a series of boards to \u003ca href=\"http://pinterest.com/sxtxstate/\">guide visitors to South by Southwest\u003c/a>. (Other news organizations used Pinterest for their \u003ca href=\"http://www.poynter.org/latest-news/top-stories/165904/how-austin-360-mashable-are-using-pinterest-to-cover-south-by-southwest/\">South by Southwest coverage\u003c/a> as well.)\u003c/p>\n\u003cp>And \u003ca href=\"http://www.linkedin.com/in/kellyfincham\">Kelly Fincham\u003c/a>, who teaches journalism at Hofstra University, came up with a clever formula for asking students to create their own Pinterest boards. \"I teach Pinterest as a visual 'SPACE,'\" she wrote on the \u003ca href=\"https://www.facebook.com/groups/onaedu/\">ONA Educator's Facebook group\u003c/a>. \"S is for sourcing story ideas and trending topics; P is for promotion and publishing students' work. A is for aggregation of pictures (with suitable copyright); C is for curating top news, and E is for engaging with others.\"\u003c/p>\n\u003ch5>\u003cstrong>WHAT ABOUT COPYRIGHT?\u003c/strong>\u003c/h5>\n\u003cp>Pinterest is not without its drawbacks. Not all students, \u003ca href=\"http://doingitdt.areavoices.com/\">especially males\u003c/a>, find it equally intriguing. USC's Lih noted that while the site was a plus for his USC project, most students discontinued use after the class. One additional problem, he said, is that Pinterest doesn't allow users to pin background images or those that are part of a CSS stylesheet, preventing pins for embedded logos or banners.\u003c/p>\n\u003cp>But the big issue some are warning about with Pinterest has to do with its \u003ca href=\"http://www.theatlanticwire.com/technology/2012/02/pinterests-copyright-strategy-puts-burden-users/49265/\">copyright policy regarding the images users pin\u003c/a>.\u003c/p>\n\u003cp>Lawyer and amateur photographer Kirsten Kowalski \u003ca href=\"http://www.businessinsider.com/pinterest-copyright-issues-lawyer-2012-2\">likened it to Napster\u003c/a> due to the liability its \u003ca href=\"http://pinterest.com/about/terms/\">terms of service\u003c/a> and \u003ca href=\"http://pinterest.com/about/copyright/\">copyright policies\u003c/a> create for users of the site; she then \"tearfully\" \u003ca href=\"http://ddkportraits.com/2012/02/why-i-tearfully-deleted-my-pinterest-inspiration-boards/\">deleted all her boards\u003c/a>. Another attorney writing in Ad Age last week \u003ca href=\"http://adage.com/article/digitalnext/brands-pinterest-breaking-law/233038/\">advised brand managers to strictly limit\u003c/a> what they pin.\u003c/p>\n\u003cp>In the wake of the buzz over Kowalski's posts, Pinterest's management has tried to respond to copyright worries. The\u003cem> Washington Post\u003c/em> reported that \u003ca href=\"http://www.washingtonpost.com/business/technology/pinterest-addresses-copyright-concerns/2012/03/15/gIQAijAFES_story.html\">Pinterest issued a statement\u003c/a> on March 15 suggesting that, like YouTube and other social media sharing sites, it is \"protected under the safe harbor of the Digital Millennium Copyright Act (\u003ca href=\"http://www.copyright.gov/legislation/hr2281.pdf\">PDF\u003c/a>),\" and also tries to respond promptly to any copyright violation concerns.\u003c/p>\n\u003cp>But blogger Christopher Mims of Technology Review suggested last month that Pinterest's \"copyright dodge\" is actually \u003ca href=\"http://www.technologyreview.com/blog/mimssbits/27602/\">a stratagem that has helped fuel the site's growth\u003c/a>. Rather than force users to figure out copyright first \u003cem>before\u003c/em> posting an image, \u003ca href=\"http://www.flickr.com/account/prefs/license/\">a la Flickr\u003c/a>, it simply provides a flagging mechanism for copyright violation \u003cem>after\u003c/em> posting. \"By resolving the rights on an image after the fact, Pinterest creates a frictionless mechanism for sharing -- which is precisely why the site has taken off,\" wrote Mims.\u003c/p>\n\u003cp>Let us know -- are you using Pinterest in your classroom, or planning to? Are you aware of intriguing news organization boards or innovative uses? Share with us in the comments below.\u003c/p>\n\u003cp>\u003cem>A. Adam Glenn is associate professor, interactive, at the \u003ca href=\"http://www.journalism.cuny.edu/\">CUNY Graduate School of Journalism\u003c/a>, and a longtime digital journalist and media consultant. Connect with him on \u003ca href=\"http://www.facebook.com/aadamglenn\">Facebook\u003c/a> or \u003ca href=\"http://www.linkedin.com/in/aadamglenn\">LinkedIn\u003c/a>, and follow his \u003ca href=\"http://twitter.com/AAdamGlenn\">Twitter\u003c/a> feed.\u003c/em>\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/how-educators-use-pinterest-for-curation/pbs-mediashift-logo-final-15/\" rel=\"attachment wp-att-20131\">\u003cimg class=\"alignleft size-thumbnail wp-image-20131\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"49\" height=\"49\">\u003c/a>The article was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/h5>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"description": "Jody Strauch By A. Adam Glenn The phenomenal growth of Pinterest has sparked interest among millions of users. It's also spread to journalism educators, who are increasingly experimenting with it in the classroom. The social network launched two years ago, but in recent months has drawn red-hot excitement for its unique visual, topic-based curation approach.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/how-educators-use-pinterest-for-curation/mediadesign/\" rel=\"attachment wp-att-20119\">\u003cimg class=\"size-full wp-image-20119\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/mediadesign.png\" alt=\"\" width=\"500\" height=\"282\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/03/mediadesign.png 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/mediadesign-400x226.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/mediadesign-320x180.png 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Jody Strauch\u003c/p>\n\u003c/div>\n\u003ch5>\u003cstrong>By\u003ca href=\"http://www.pbs.org/mediashift/adam-glenn/\"> A. Adam Glenn\u003c/a>\u003c/strong>\u003c/h5>\n\u003cp class=\"dropcap-serif\">The \u003ca href=\"http://blog.shareaholic.com/2012/01/pinterest-referral-traffic/\">phenomenal growth\u003c/a> of\u003ca href=\"http://pinterest.com/\"> Pinterest\u003c/a> has sparked interest among \u003ca href=\"http://thenextweb.com/insider/2012/03/12/pinterest-continues-explosive-growth-cracks-top-30-websites-in-the-us/\">millions of users\u003c/a>.\u003c/p>\n\u003cp>It's also spread to journalism educators, who are increasingly experimenting with it in the classroom.\u003c/p>\n\u003cp>The social network launched two years ago, but in recent months has drawn red-hot excitement for its unique visual, topic-based curation approach. While its 10 million users, \u003ca href=\"http://www.poynter.org/latest-news/mediawire/162401/pinterest-races-past-10-million-visitors-propelled-by-young-midwestern-women/\">especially women\u003c/a>, are drawn to it \u003ca href=\"http://www.pbs.org/mediashift/2012/02/pinterest-why-what-its-not-says-so-much044.html\">almost obsessively\u003c/a>, \u003ca href=\"http://pinterest.com/mshahab/brands-businesses-blogs-on-pinterest/\">brands\u003c/a>, \u003ca href=\"http://articles.boston.com/2012-03-09/business/31136239_1_social-media-social-network-food-bloggers\">media firms\u003c/a> and \u003ca href=\"http://newspapersonpinterest.com/newspapers-pinterest/\">news organizations\u003c/a> have also planted flags on the network.\u003c/p>\n\u003cp>Now journalism school faculty are increasingly in on the act.\u003c/p>\n\u003ch5>FROM MOOD BOARDS TO SURVIVAL BOARDS\u003c/h5>\n\u003cp>One early adopter was University of Southern California's \u003ca href=\"http://cn.linkedin.com/in/andrewlih\">Andrew Lih\u003c/a>, who last October, long before he and many others knew the site would become a blockbuster, introduced it to online students in an entrepreneurial class to gather what he called a \u003ca href=\"http://pinterest.com/fuzheado/la-public-art/\">\"mood board\"\u003c/a> for a \u003ca href=\"http://insertarthere.org/\">project on public art\u003c/a>. Lih explained that the students took advantage of Pinterest's easy-to-use clipping approach to create a densely packed visual scrapbook of public and street art to identify themes that would have easily been missed had they gathered individual photos in a folder.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Aggregating images to share with students is an increasingly common classroom use for the tool.\u003c/p>\n\u003cp>\u003ca href=\"http://www.linkedin.com/pub/jody-strauch/5/b13/916\">Jody Strauch\u003c/a> at Northwest Missouri State University has used Pinterest to show \u003ca href=\"http://pinterest.com/doctorjody/\">good design work\u003c/a> to her media design classes. \u003ca href=\"http://www.linkedin.com/pub/heather-starr-fiedler/3/773/36\">Heather Starr Fielder\u003c/a> uses Pinterest boards in her classes at \u003c!--more-->Pittsburgh's Point Park University to share visual material for \u003ca href=\"http://pinterest.com/pointparksoc/\">collaborations and peer critiques\u003c/a>.\u003c/p>\n\u003cp>And \u003ca href=\"http://www.linkedin.com/in/aasrquigley\">Robert Quigley\u003c/a> at the University of Texas in Austin showed students what ad agency GSD&M did with its South by Southwest \"\u003ca href=\"http://sxsurvival.com/\">survival board.\u003c/a>\" (He also wrote up a \u003ca href=\"http://robquig.tumblr.com/post/17212568278/news-tips-for-pinterest\">tips piece\u003c/a> for news users on Pinterest and now plans to have students create a Pinterest channel for a new social media-only news agency for college students that he has in the works.)\u003c/p>\n\u003cp>But social curation journalism is, not surprisingly, one of the main applications for Pinterest among J-school faculty. For example, \u003ca href=\"http://changingnewsroom.wordpress.com/about-me/\">Carrie Brown-Smith\u003c/a>, a journalism prof at University of Memphis, had students use Pinterest as part of a \"social photography\" assignment in a media site. She said the best Pinterest work came from students who have beats or blog topics, such as \u003ca href=\"http://pinterest.com/j9styleblog/j9-s-outfits-on-the-cheap/\">fashion\u003c/a>, that are well-suited to Pinterest's strengths.\u003c/p>\n\u003cp>Similarly, at Colorado State University, \u003ca href=\"http://www.linkedin.com/in/mlhumphrey\">Michael Humphrey\u003c/a> found students with an interest in lifestyle and arts, such as architecture, food or fashion, tended to lean toward Pinterest when given the choice with Tumblr or Posterous for a digital media aggregation assignment.\u003c/p>\n\u003cp>At Minnesota State University Moorhead, \u003ca href=\"http://www.linkedin.com/pub/deneen-gilmour/5/2b3/7a8\">Deneen Gilmour\u003c/a> assigned students in a \"writing for the web\" class to produce stories for their \u003ca href=\"http://doingitdt.areavoices.com/\">Doing It Downtown\u003c/a> blog to use Pinterest as a curation tool for visuals, while using Storify for social media and Spotify or LastFM for music. \u003ca href=\"http://doingitdt.areavoices.com/2012/03/07/hanging-the-dairy-queen-how-to-live-gluten-and-dairy-free/\">One student produced an innovative story\u003c/a> with the Pinterest boards she gathered to help guide restaurant and shop-goers to gluten-free menus items.\u003c/p>\n\u003cp>\u003ca href=\"http://www.linkedin.com/in/cindyroyal\">Cindy Royal\u003c/a> at Texas State, who is looking into integrating the tool into her digital/online media course, had new media students create a series of boards to \u003ca href=\"http://pinterest.com/sxtxstate/\">guide visitors to South by Southwest\u003c/a>. (Other news organizations used Pinterest for their \u003ca href=\"http://www.poynter.org/latest-news/top-stories/165904/how-austin-360-mashable-are-using-pinterest-to-cover-south-by-southwest/\">South by Southwest coverage\u003c/a> as well.)\u003c/p>\n\u003cp>And \u003ca href=\"http://www.linkedin.com/in/kellyfincham\">Kelly Fincham\u003c/a>, who teaches journalism at Hofstra University, came up with a clever formula for asking students to create their own Pinterest boards. \"I teach Pinterest as a visual 'SPACE,'\" she wrote on the \u003ca href=\"https://www.facebook.com/groups/onaedu/\">ONA Educator's Facebook group\u003c/a>. \"S is for sourcing story ideas and trending topics; P is for promotion and publishing students' work. A is for aggregation of pictures (with suitable copyright); C is for curating top news, and E is for engaging with others.\"\u003c/p>\n\u003ch5>\u003cstrong>WHAT ABOUT COPYRIGHT?\u003c/strong>\u003c/h5>\n\u003cp>Pinterest is not without its drawbacks. Not all students, \u003ca href=\"http://doingitdt.areavoices.com/\">especially males\u003c/a>, find it equally intriguing. USC's Lih noted that while the site was a plus for his USC project, most students discontinued use after the class. One additional problem, he said, is that Pinterest doesn't allow users to pin background images or those that are part of a CSS stylesheet, preventing pins for embedded logos or banners.\u003c/p>\n\u003cp>But the big issue some are warning about with Pinterest has to do with its \u003ca href=\"http://www.theatlanticwire.com/technology/2012/02/pinterests-copyright-strategy-puts-burden-users/49265/\">copyright policy regarding the images users pin\u003c/a>.\u003c/p>\n\u003cp>Lawyer and amateur photographer Kirsten Kowalski \u003ca href=\"http://www.businessinsider.com/pinterest-copyright-issues-lawyer-2012-2\">likened it to Napster\u003c/a> due to the liability its \u003ca href=\"http://pinterest.com/about/terms/\">terms of service\u003c/a> and \u003ca href=\"http://pinterest.com/about/copyright/\">copyright policies\u003c/a> create for users of the site; she then \"tearfully\" \u003ca href=\"http://ddkportraits.com/2012/02/why-i-tearfully-deleted-my-pinterest-inspiration-boards/\">deleted all her boards\u003c/a>. Another attorney writing in Ad Age last week \u003ca href=\"http://adage.com/article/digitalnext/brands-pinterest-breaking-law/233038/\">advised brand managers to strictly limit\u003c/a> what they pin.\u003c/p>\n\u003cp>In the wake of the buzz over Kowalski's posts, Pinterest's management has tried to respond to copyright worries. The\u003cem> Washington Post\u003c/em> reported that \u003ca href=\"http://www.washingtonpost.com/business/technology/pinterest-addresses-copyright-concerns/2012/03/15/gIQAijAFES_story.html\">Pinterest issued a statement\u003c/a> on March 15 suggesting that, like YouTube and other social media sharing sites, it is \"protected under the safe harbor of the Digital Millennium Copyright Act (\u003ca href=\"http://www.copyright.gov/legislation/hr2281.pdf\">PDF\u003c/a>),\" and also tries to respond promptly to any copyright violation concerns.\u003c/p>\n\u003cp>But blogger Christopher Mims of Technology Review suggested last month that Pinterest's \"copyright dodge\" is actually \u003ca href=\"http://www.technologyreview.com/blog/mimssbits/27602/\">a stratagem that has helped fuel the site's growth\u003c/a>. Rather than force users to figure out copyright first \u003cem>before\u003c/em> posting an image, \u003ca href=\"http://www.flickr.com/account/prefs/license/\">a la Flickr\u003c/a>, it simply provides a flagging mechanism for copyright violation \u003cem>after\u003c/em> posting. \"By resolving the rights on an image after the fact, Pinterest creates a frictionless mechanism for sharing -- which is precisely why the site has taken off,\" wrote Mims.\u003c/p>\n\u003cp>Let us know -- are you using Pinterest in your classroom, or planning to? Are you aware of intriguing news organization boards or innovative uses? Share with us in the comments below.\u003c/p>\n\u003cp>\u003cem>A. Adam Glenn is associate professor, interactive, at the \u003ca href=\"http://www.journalism.cuny.edu/\">CUNY Graduate School of Journalism\u003c/a>, and a longtime digital journalist and media consultant. Connect with him on \u003ca href=\"http://www.facebook.com/aadamglenn\">Facebook\u003c/a> or \u003ca href=\"http://www.linkedin.com/in/aadamglenn\">LinkedIn\u003c/a>, and follow his \u003ca href=\"http://twitter.com/AAdamGlenn\">Twitter\u003c/a> feed.\u003c/em>\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/how-educators-use-pinterest-for-curation/pbs-mediashift-logo-final-15/\" rel=\"attachment wp-att-20131\">\u003cimg class=\"alignleft size-thumbnail wp-image-20131\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"49\" height=\"49\">\u003c/a>The article was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/h5>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 510px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/building-good-search-skills-what-students-need-to-know/attachment/78289626/\" rel=\"attachment wp-att-20079\">\u003cimg class=\"size-full wp-image-20079\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/78289626.jpg\" alt=\"\" width=\"510\" height=\"335\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/03/78289626.jpg 510w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/78289626-400x263.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/78289626-320x210.jpg 320w\" sizes=\"(max-width: 510px) 100vw, 510px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">The Internet has made researching subjects deceptively effortless for students -- or so it may seem to them at first. Truth is, students who haven't been taught the skills to conduct good research will invariably come up short.\u003c/p>\n\u003cp>That's part of the argument made by \u003ca href=\"http://www.theatlantic.com/technology/archive/2012/02/google-trained-minds-cant-deal-with-terrible-research-database-ui/253641/\" target=\"_blank\">Wheaton College Professor Alan Jacobs in The Atlantic\u003c/a>, who says the ease of search and user interface of fee-based databases have failed to keep up with those of free search engines. In combination with the well-documented gaps in students’ search skills, he suggests that this creates a perfect storm for the abandonment of scholarly databases in favor of search engines. He concludes: “Maybe our greater emphasis shouldn’t be on training users to work with bad search tools, but to improve the search tools.”\u003c/p>\n\u003cp>His article is responding to a larger, ongoing conversation about whether the ubiquity of Web search is good or bad for serious research. The false dichotomy short-circuits the real question: “What do students really need to know about online search to do it well?” As long as we’re not talking about this question, we’re essentially ignoring the subtleties of Web search rather than teaching students how to do it expertly. So it’s not surprising that they don’t know how to come up with quality results. Regardless of the vehicle--fee databases or free search engines--we owe it to our students to teach them to search well.\u003c/p>\n\u003cp>So what are the hallmarks of a good online search education?\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>SKILL-BUILDING CURRICULUM.\u003c/strong>\u003c/span> Search competency is a form of literacy, like learning a language or subject. Like any literacy, it requires having discrete skills as well as accumulating experience in how and when to use them. But this kind of intuition can't be taught in a day or even in a unit – it has to be built up through exercise and with the guidance of instructors \u003cem>while\u003c/em> students take on researching challenges. For example, during one search session, teachers can ask students to reflect on why they chose to click on one link over another. Another time, when using the Web together as a class, teachers can demonstrate how to look for a definition of an unfamiliar word. Thinking aloud when you search helps, as well.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>A THOROUGH, MULTI-STEP APPROACH.\u003c/strong>\u003c/span> Research is not a one-step process. It has distinct phases, each with its own requirements. The first stage is \u003cem>inquiry\u003c/em>, the free exploration of a broad topic to discover an interesting avenue for further research, based on the student's curiosity. Web search, with its rich cross-linking and the simplicity of renewing a search with a single click, is ideally suited to this first open-ended stage. When students move on to a \u003cem>literature review\u003c/em>, they \u003c!--more-->seek the key points of authority on their topic, and pursue and identify the range of theories and perspectives on their subject. Bibliographies, blog posts, and various traditional and new sources help here. Finally, with \u003cem>evidence-gathering\u003c/em>, students look for both primary- and secondary-source materials that build the evidence for new conclusions. The Web actually makes access to many --\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/12-ways-to-be-more-search-savvy/\">12 WAYS TO BE MORE SEARCH SAVVY\u003c/a>\u003c/strong>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/why-every-student-should-learn-the-skills-of-a-journalist/\">WHY EVERY STUDENT SHOULD THINK LIKE A JOURNALIST\u003c/a>\u003c/strong>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-to-choose-the-right-words-for-best-search-results/\">HOW TO CHOOSE THE RIGHT WORDS FOR THE BEST SEARCH RESULT\u003c/a>\u003c/strong>\u003c/em>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>but not all -- types of primary sources substantially easier than it's been in the past, and knowing which are available online and which must be sought in other collections is critical to students’ success. For example, a high school student studying Mohandas Gandhi may do background reading in Wikipedia and discover that Gandhi's worldview was influenced by Leo Tolstoy; use scholarly secondary sources to identify key analyses of their acquaintance; and then delve into online or print books to read their actual correspondence to draw an independent conclusion. At each step of the way, what the Web has to offer changes subtly.\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>TOOLS FOR UNDERSTANDING SOURCES.\u003c/strong>\u003c/span> Some educators take on this difficult topic, but it's often framed as a simple black-and-white approach: “These types of sources are good. These types of sources are bad.” Such lessons often reject newer formats, such as blogs and wikis, and privilege older formats, such as books and newspaper articles. In truth, there are good and bad specimens of each, and each has its appropriate uses. What students need to be competent at is identifying the kind of source they're finding, decoding what types of evidence it can appropriately provide, and making an educated choice about whether it matches their task.\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>DEVELOPING THE SKILLS TO PREDICT, ASSESS, PROBLEM-SOLVE, AND ITERATE.\u003c/strong>\u003c/span> It's important for students to ask themselves early on in their search, “When I type in these words, what do I expect to see in my results?” and then evaluate whether the results that appear match those expectations. Identifying problems or patterns in results is one of the most important skills educators can help students develop, along with evaluating credibility. When students understand that doing research requires more than a single search and a single result, they learn to leverage the information they find to construct tighter or deeper searches. Say a student learns that workers coming from other countries may send some of their earnings back to family members. An empowered searcher may look for information on [\u003ca href=\"http://www.google.com/search?q=immigrants+send+money+home\">immigrants send money home\u003c/a>], and notice that the term \u003cem>remittances\u003c/em> appears in many results. An unskilled searcher would skip over words he doesn't recognize know, but the educated student can confirm the definition of \u003cem>remittance\u003c/em>, then do another search, [\u003ca href=\"http://www.google.com/search?q=remittances+immigrants\">remittances immigrants\u003c/a>], which brings back more scholarly results.\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>TECHNICAL SKILLS FOR ADVANCED SEARCH.\u003c/strong>\u003c/span> Knowing what tools and filters are available and how they work allows students to find what they seek, such as \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/\">searching by color\u003c/a>, \u003ca href=\"http://support.google.com/websearch/bin/answer.py?hl=en&answer=136861\">domain\u003c/a>, \u003ca href=\"https://8415398745330609596-a-1802744773732722657-s-sites.googlegroups.com/site/gwebsearcheducation/goodies/operator%20mousepad%20jpg.jpg?attachauth=ANoY7cp9MscPkePhBZPQ0EsEV8H92uHiZocSC_NjL9bcXYO4v1Ra8pk2C0ydhooP3nKsE85QDYQhh5nOKtP3CBB15UQdCotwl1vCmAhVh9MKUk3dE557wED5l_zrk6zJMrmxWtZ_qWur6bBZXgf6X0AhpbIRdH18rVI72dXIWB1E-eBSamBV8DKERMKVn-3-IxUQE5wvUPtriw1oZuv6Y0MXAZXgfZmzi-_tYPcpjJjStr2HmheUMKI%3D&attredirects=0\">filetype\u003c/a>, or \u003ca href=\"http://support.google.com/websearch/bin/answer.py?hl=en&answer=142143\">date\u003c/a>. Innovations in technology also provide opportunities to \u003ca href=\"http://www.google.com/fusiontables/Home/\">visualize data in new ways\u003c/a>. But most fundamentally, good researchers remember that it takes a variety of sources to carry out scholarly research. They have the technical skills to access Web pages, but also books, journal articles, and people as they move through their research process.\u003c/p>\n\u003cp>Centuries ago, the teacher Socrates famously argued against the \u003ca href=\"http://books.google.com/books?id=TopF6kEBotMC&pg=PA38&dq=%22if+he+thinks+written+words+are+of+any+use+except+to+remind+him%22&hl=en&sa=X&ei=noFnT7fJDObj0QHY2JCxDA&ved=0CDIQ6AEwAA#v=onepage&q=%22if%20he%20thinks%20written%20words%20are%20of%20any%20use%20except%20to%20remind%20him%22&f=false\">idea that the written word could be used to transmit knowledge\u003c/a>. This has been disproved over the years, as authors have developed conventions for communicating through the written word and educators have effectively taught students to extract that knowledge and make it their own. To prepare our students for the future, it's time for another such transition in the way we educate. When we don’t teach students how to manage their online research effectively, we create a self-perpetuating cycle of poor-quality results. To break that cycle, educators can engage students in an ongoing conversation about how to carry out excellent research online. In the long term, students with stronger critical thinking skills will be more effective at school, and in their lives.\u003c/p>\n\u003cp>What do you think it is most important for students to know about online research? Please share in the comments section below.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Have a question for The Savvy Searcher? \u003ca href=\"https://plus.google.com/113879286190138108366/posts\">Contact Tasha\u003c/a> and check out the \u003ca href=\"https://sites.google.com/site/gwebsearcheducation/\">Search Education Team’s resources\u003c/a>. Read more from \u003ca href=\"http://ww2.kqed.org/mindshift/feature/savvy-searcher/\">The Savvy Searcher\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 510px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/building-good-search-skills-what-students-need-to-know/attachment/78289626/\" rel=\"attachment wp-att-20079\">\u003cimg class=\"size-full wp-image-20079\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/78289626.jpg\" alt=\"\" width=\"510\" height=\"335\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/03/78289626.jpg 510w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/78289626-400x263.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/78289626-320x210.jpg 320w\" sizes=\"(max-width: 510px) 100vw, 510px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">The Internet has made researching subjects deceptively effortless for students -- or so it may seem to them at first. Truth is, students who haven't been taught the skills to conduct good research will invariably come up short.\u003c/p>\n\u003cp>That's part of the argument made by \u003ca href=\"http://www.theatlantic.com/technology/archive/2012/02/google-trained-minds-cant-deal-with-terrible-research-database-ui/253641/\" target=\"_blank\">Wheaton College Professor Alan Jacobs in The Atlantic\u003c/a>, who says the ease of search and user interface of fee-based databases have failed to keep up with those of free search engines. In combination with the well-documented gaps in students’ search skills, he suggests that this creates a perfect storm for the abandonment of scholarly databases in favor of search engines. He concludes: “Maybe our greater emphasis shouldn’t be on training users to work with bad search tools, but to improve the search tools.”\u003c/p>\n\u003cp>His article is responding to a larger, ongoing conversation about whether the ubiquity of Web search is good or bad for serious research. The false dichotomy short-circuits the real question: “What do students really need to know about online search to do it well?” As long as we’re not talking about this question, we’re essentially ignoring the subtleties of Web search rather than teaching students how to do it expertly. So it’s not surprising that they don’t know how to come up with quality results. Regardless of the vehicle--fee databases or free search engines--we owe it to our students to teach them to search well.\u003c/p>\n\u003cp>So what are the hallmarks of a good online search education?\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>SKILL-BUILDING CURRICULUM.\u003c/strong>\u003c/span> Search competency is a form of literacy, like learning a language or subject. Like any literacy, it requires having discrete skills as well as accumulating experience in how and when to use them. But this kind of intuition can't be taught in a day or even in a unit – it has to be built up through exercise and with the guidance of instructors \u003cem>while\u003c/em> students take on researching challenges. For example, during one search session, teachers can ask students to reflect on why they chose to click on one link over another. Another time, when using the Web together as a class, teachers can demonstrate how to look for a definition of an unfamiliar word. Thinking aloud when you search helps, as well.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>A THOROUGH, MULTI-STEP APPROACH.\u003c/strong>\u003c/span> Research is not a one-step process. It has distinct phases, each with its own requirements. The first stage is \u003cem>inquiry\u003c/em>, the free exploration of a broad topic to discover an interesting avenue for further research, based on the student's curiosity. Web search, with its rich cross-linking and the simplicity of renewing a search with a single click, is ideally suited to this first open-ended stage. When students move on to a \u003cem>literature review\u003c/em>, they \u003c!--more-->seek the key points of authority on their topic, and pursue and identify the range of theories and perspectives on their subject. Bibliographies, blog posts, and various traditional and new sources help here. Finally, with \u003cem>evidence-gathering\u003c/em>, students look for both primary- and secondary-source materials that build the evidence for new conclusions. The Web actually makes access to many --\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/12-ways-to-be-more-search-savvy/\">12 WAYS TO BE MORE SEARCH SAVVY\u003c/a>\u003c/strong>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/why-every-student-should-learn-the-skills-of-a-journalist/\">WHY EVERY STUDENT SHOULD THINK LIKE A JOURNALIST\u003c/a>\u003c/strong>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-to-choose-the-right-words-for-best-search-results/\">HOW TO CHOOSE THE RIGHT WORDS FOR THE BEST SEARCH RESULT\u003c/a>\u003c/strong>\u003c/em>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>but not all -- types of primary sources substantially easier than it's been in the past, and knowing which are available online and which must be sought in other collections is critical to students’ success. For example, a high school student studying Mohandas Gandhi may do background reading in Wikipedia and discover that Gandhi's worldview was influenced by Leo Tolstoy; use scholarly secondary sources to identify key analyses of their acquaintance; and then delve into online or print books to read their actual correspondence to draw an independent conclusion. At each step of the way, what the Web has to offer changes subtly.\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>TOOLS FOR UNDERSTANDING SOURCES.\u003c/strong>\u003c/span> Some educators take on this difficult topic, but it's often framed as a simple black-and-white approach: “These types of sources are good. These types of sources are bad.” Such lessons often reject newer formats, such as blogs and wikis, and privilege older formats, such as books and newspaper articles. In truth, there are good and bad specimens of each, and each has its appropriate uses. What students need to be competent at is identifying the kind of source they're finding, decoding what types of evidence it can appropriately provide, and making an educated choice about whether it matches their task.\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>DEVELOPING THE SKILLS TO PREDICT, ASSESS, PROBLEM-SOLVE, AND ITERATE.\u003c/strong>\u003c/span> It's important for students to ask themselves early on in their search, “When I type in these words, what do I expect to see in my results?” and then evaluate whether the results that appear match those expectations. Identifying problems or patterns in results is one of the most important skills educators can help students develop, along with evaluating credibility. When students understand that doing research requires more than a single search and a single result, they learn to leverage the information they find to construct tighter or deeper searches. Say a student learns that workers coming from other countries may send some of their earnings back to family members. An empowered searcher may look for information on [\u003ca href=\"http://www.google.com/search?q=immigrants+send+money+home\">immigrants send money home\u003c/a>], and notice that the term \u003cem>remittances\u003c/em> appears in many results. An unskilled searcher would skip over words he doesn't recognize know, but the educated student can confirm the definition of \u003cem>remittance\u003c/em>, then do another search, [\u003ca href=\"http://www.google.com/search?q=remittances+immigrants\">remittances immigrants\u003c/a>], which brings back more scholarly results.\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399\">\u003cstrong>TECHNICAL SKILLS FOR ADVANCED SEARCH.\u003c/strong>\u003c/span> Knowing what tools and filters are available and how they work allows students to find what they seek, such as \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/\">searching by color\u003c/a>, \u003ca href=\"http://support.google.com/websearch/bin/answer.py?hl=en&answer=136861\">domain\u003c/a>, \u003ca href=\"https://8415398745330609596-a-1802744773732722657-s-sites.googlegroups.com/site/gwebsearcheducation/goodies/operator%20mousepad%20jpg.jpg?attachauth=ANoY7cp9MscPkePhBZPQ0EsEV8H92uHiZocSC_NjL9bcXYO4v1Ra8pk2C0ydhooP3nKsE85QDYQhh5nOKtP3CBB15UQdCotwl1vCmAhVh9MKUk3dE557wED5l_zrk6zJMrmxWtZ_qWur6bBZXgf6X0AhpbIRdH18rVI72dXIWB1E-eBSamBV8DKERMKVn-3-IxUQE5wvUPtriw1oZuv6Y0MXAZXgfZmzi-_tYPcpjJjStr2HmheUMKI%3D&attredirects=0\">filetype\u003c/a>, or \u003ca href=\"http://support.google.com/websearch/bin/answer.py?hl=en&answer=142143\">date\u003c/a>. Innovations in technology also provide opportunities to \u003ca href=\"http://www.google.com/fusiontables/Home/\">visualize data in new ways\u003c/a>. But most fundamentally, good researchers remember that it takes a variety of sources to carry out scholarly research. They have the technical skills to access Web pages, but also books, journal articles, and people as they move through their research process.\u003c/p>\n\u003cp>Centuries ago, the teacher Socrates famously argued against the \u003ca href=\"http://books.google.com/books?id=TopF6kEBotMC&pg=PA38&dq=%22if+he+thinks+written+words+are+of+any+use+except+to+remind+him%22&hl=en&sa=X&ei=noFnT7fJDObj0QHY2JCxDA&ved=0CDIQ6AEwAA#v=onepage&q=%22if%20he%20thinks%20written%20words%20are%20of%20any%20use%20except%20to%20remind%20him%22&f=false\">idea that the written word could be used to transmit knowledge\u003c/a>. This has been disproved over the years, as authors have developed conventions for communicating through the written word and educators have effectively taught students to extract that knowledge and make it their own. To prepare our students for the future, it's time for another such transition in the way we educate. When we don’t teach students how to manage their online research effectively, we create a self-perpetuating cycle of poor-quality results. To break that cycle, educators can engage students in an ongoing conversation about how to carry out excellent research online. In the long term, students with stronger critical thinking skills will be more effective at school, and in their lives.\u003c/p>\n\u003cp>What do you think it is most important for students to know about online research? Please share in the comments section below.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Have a question for The Savvy Searcher? \u003ca href=\"https://plus.google.com/113879286190138108366/posts\">Contact Tasha\u003c/a> and check out the \u003ca href=\"https://sites.google.com/site/gwebsearcheducation/\">Search Education Team’s resources\u003c/a>. Read more from \u003ca href=\"http://ww2.kqed.org/mindshift/feature/savvy-searcher/\">The Savvy Searcher\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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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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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"soldout": {
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