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"disqusTitle": "Beyond the Transcript: Digital Portfolios Paint a Complete Picture",
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"content": "\u003cfigure id=\"attachment_19113\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-19113\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Striatic-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Jennifer Roland\u003c/h5>\n\u003cp class=\"dropcap\">As digital portfolios become more commonly used for students to showcase their work and projects, more companies are offering their services in this realm. One of the newest onto the scene is \u003ca href=\"http://www.collegeontrack.com\">CollegeOnTrack,\u003c/a> which joins \u003ca href=\"http://www.zinch.com/\">Zinch\u003c/a> and \u003ca href=\"http://www.collegebound.net/\">College Bound\u003c/a> — as well as the tried-and-true personal blog — in the world of online portfolio tools.\u003c/p>\n\u003cp>Zinch, which is free for students, is designed like a social networking tool. Educational portfolio researcher,\u003ca href=\"http://electronicportfolios.com\"> author and consultant Helen Barrett\u003c/a> believes the lines are blurring between social networking tools and digital portfolios. In fact, she says, social networking sites help prepare students for the technical work involved in creating and maintaining a strong digital portfolio. (Educator Lisa Nielsen goes so far as to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/polishing-the-students-image-on-facebook-timeline/\">recommend using Facebook Timeline\u003c/a> to showcase student achievement.)\u003c/p>\n\u003cp>With the digital portfolio sites, students can compile the list of colleges they want to apply to, upload their work for college admissions officers to see, and apply for scholarships. They can connect with admissions officers at participating schools so their application will be more than just a name and a set of scores when it arrives in the admissions office.\u003c/p>\n\u003cp>College Bound Designs actually creates digital portfolios for students to submit as part of their application package. They offer a range of packages ranging from $500 to $1800, with a special focus on portfolios for artists and athletes. The packages can be targeted for specific schools.\u003c/p>\n\u003cp>CollegeOnTrack's service focuses more on the process and less on the finished works than the other two companies, with a journal that allows students to reflect on their learning process in addition to the presentation of finished works that show the breadth of a student's growth as a learner throughout high school. It also allows parents and counselors, when invited by the student, \u003c!--more-->to help students refine their portfolios and track their process in selecting and applying for colleges.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Although not all components of the CollegeOnTrack portfolio will be published for college admissions officers to view, it can help students as they gather required documentation and prepare to write their essays. The tool looks more like a blog than like a social network, with tag clouds, archive listings and other blog-like navigational elements. The team is in the process of adding the ability to apply to colleges directly within the system; if it happens, the digital portfolio would be included in the submitted application. The annual subscription cost is $60, but the company offers volume pricing for counselors and school systems.\u003c/p>\n\u003cp>Colleges seem to be moving toward a more robust system for assessing students’ ability to succeed and to fit in. Digital portfolios provide students a way to track what they've learned over time, compile their grades and scores and publish their completed projects. And they provide a sense of a student's identity, one behind the transcript, when submitting their applications.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cstrong>RELATED READING:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/polishing-the-students-image-on-facebook-timeline/\">POLISHING THE STUDENT'S IMAGE ON FACEBOOK TIMELINE\u003cstrong>\u003c/strong>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/gaming-the-college-admissions-process/\">GAMING THE COLLEGE ADMISSION PROCESS\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>“Traditionally,” says Philip Roybal, vice president of marketing for \u003ca href=\"http://www.collegeontrack.com\">College On Track\u003c/a>, “the way colleges have worked is they have looked at transcripts and standardized tests and tried to figure out who would make a good college citizen.” But test scores don’t convey the whole picture or serve as a bulletproof predictor of college success. The National Center for Fair and Open Testing lists more than 850 schools that do not require SAT scores for entrance into bachelor’s programs, although some of those include technical institutes and art schools that have a more limited educational focus. These numbers match with what Roybal observed as the company prepared its database of schools. Of the 2,000 colleges included in their database, he says, 950 have started to de-emphasize test scores.\u003c/p>\n\u003cp>\u003cstrong>HOW PARENTS CAN HELP\u003c/strong>\u003c/p>\n\u003cp>As students progress through their educational careers and prepare for college or work, parents can provide guidance to help students capture relevant information and showcase their best work.\u003c/p>\n\u003cp>“Parents are the first portfolio keepers,” Barrett says. “That family scrapbook or that digital album of photos is a portfolio.” Once kids go to school, parents keep their portfolio tradition alive by saving artwork, school assignments, and all of the other mementos of their child’s schooling.\u003c/p>\n\u003cp>Parents can involve their kids, even at a very young age, to help them not only pick their favorite works but also to assess and reflect on their learning. The reflection component, much more than the presentation element of digital portfolios, is where Barrett believes they reach their full power.\u003c/p>\n\u003cp>As students get older, they may need a more formal digital portfolio tool. Some school systems encourage students to use blogs to post their reflections of what they're studying, drafts of work for feedback, and finished pieces. Barrett has seen students as young as eight years old effectively using digital portfolios, although they are much more common in high schools. For example, in East Haven Schools in Connecticut, some teachers who use iPads for assessments have students send them screenshots of scores they earn on education apps, which they store in students' electronic portfolios, \u003ca href=\"http://www.edweek.org/dd/articles/2012/02/08/02mobile.h05.html\">according to a recent article in Education Week\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_19113\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-19113\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Striatic-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Jennifer Roland\u003c/h5>\n\u003cp class=\"dropcap\">As digital portfolios become more commonly used for students to showcase their work and projects, more companies are offering their services in this realm. One of the newest onto the scene is \u003ca href=\"http://www.collegeontrack.com\">CollegeOnTrack,\u003c/a> which joins \u003ca href=\"http://www.zinch.com/\">Zinch\u003c/a> and \u003ca href=\"http://www.collegebound.net/\">College Bound\u003c/a> — as well as the tried-and-true personal blog — in the world of online portfolio tools.\u003c/p>\n\u003cp>Zinch, which is free for students, is designed like a social networking tool. Educational portfolio researcher,\u003ca href=\"http://electronicportfolios.com\"> author and consultant Helen Barrett\u003c/a> believes the lines are blurring between social networking tools and digital portfolios. In fact, she says, social networking sites help prepare students for the technical work involved in creating and maintaining a strong digital portfolio. (Educator Lisa Nielsen goes so far as to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/polishing-the-students-image-on-facebook-timeline/\">recommend using Facebook Timeline\u003c/a> to showcase student achievement.)\u003c/p>\n\u003cp>With the digital portfolio sites, students can compile the list of colleges they want to apply to, upload their work for college admissions officers to see, and apply for scholarships. They can connect with admissions officers at participating schools so their application will be more than just a name and a set of scores when it arrives in the admissions office.\u003c/p>\n\u003cp>College Bound Designs actually creates digital portfolios for students to submit as part of their application package. They offer a range of packages ranging from $500 to $1800, with a special focus on portfolios for artists and athletes. The packages can be targeted for specific schools.\u003c/p>\n\u003cp>CollegeOnTrack's service focuses more on the process and less on the finished works than the other two companies, with a journal that allows students to reflect on their learning process in addition to the presentation of finished works that show the breadth of a student's growth as a learner throughout high school. It also allows parents and counselors, when invited by the student, \u003c!--more-->to help students refine their portfolios and track their process in selecting and applying for colleges.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Although not all components of the CollegeOnTrack portfolio will be published for college admissions officers to view, it can help students as they gather required documentation and prepare to write their essays. The tool looks more like a blog than like a social network, with tag clouds, archive listings and other blog-like navigational elements. The team is in the process of adding the ability to apply to colleges directly within the system; if it happens, the digital portfolio would be included in the submitted application. The annual subscription cost is $60, but the company offers volume pricing for counselors and school systems.\u003c/p>\n\u003cp>Colleges seem to be moving toward a more robust system for assessing students’ ability to succeed and to fit in. Digital portfolios provide students a way to track what they've learned over time, compile their grades and scores and publish their completed projects. And they provide a sense of a student's identity, one behind the transcript, when submitting their applications.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cstrong>RELATED READING:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/polishing-the-students-image-on-facebook-timeline/\">POLISHING THE STUDENT'S IMAGE ON FACEBOOK TIMELINE\u003cstrong>\u003c/strong>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/gaming-the-college-admissions-process/\">GAMING THE COLLEGE ADMISSION PROCESS\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>“Traditionally,” says Philip Roybal, vice president of marketing for \u003ca href=\"http://www.collegeontrack.com\">College On Track\u003c/a>, “the way colleges have worked is they have looked at transcripts and standardized tests and tried to figure out who would make a good college citizen.” But test scores don’t convey the whole picture or serve as a bulletproof predictor of college success. The National Center for Fair and Open Testing lists more than 850 schools that do not require SAT scores for entrance into bachelor’s programs, although some of those include technical institutes and art schools that have a more limited educational focus. These numbers match with what Roybal observed as the company prepared its database of schools. Of the 2,000 colleges included in their database, he says, 950 have started to de-emphasize test scores.\u003c/p>\n\u003cp>\u003cstrong>HOW PARENTS CAN HELP\u003c/strong>\u003c/p>\n\u003cp>As students progress through their educational careers and prepare for college or work, parents can provide guidance to help students capture relevant information and showcase their best work.\u003c/p>\n\u003cp>“Parents are the first portfolio keepers,” Barrett says. “That family scrapbook or that digital album of photos is a portfolio.” Once kids go to school, parents keep their portfolio tradition alive by saving artwork, school assignments, and all of the other mementos of their child’s schooling.\u003c/p>\n\u003cp>Parents can involve their kids, even at a very young age, to help them not only pick their favorite works but also to assess and reflect on their learning. The reflection component, much more than the presentation element of digital portfolios, is where Barrett believes they reach their full power.\u003c/p>\n\u003cp>As students get older, they may need a more formal digital portfolio tool. Some school systems encourage students to use blogs to post their reflections of what they're studying, drafts of work for feedback, and finished pieces. Barrett has seen students as young as eight years old effectively using digital portfolios, although they are much more common in high schools. For example, in East Haven Schools in Connecticut, some teachers who use iPads for assessments have students send them screenshots of scores they earn on education apps, which they store in students' electronic portfolios, \u003ca href=\"http://www.edweek.org/dd/articles/2012/02/08/02mobile.h05.html\">according to a recent article in Education Week\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 388px\">\u003cimg class=\"size-full wp-image-19083\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/108773063.jpg\" alt=\"\" width=\"388\" height=\"443\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/02/108773063.jpg 388w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/108773063-320x365.jpg 320w\" sizes=\"(max-width: 388px) 100vw, 388px\">\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003ch5>By Chris Thompson\u003c/h5>\n\u003cp>Last month, a company called \u003ca href=\"http://latd.com/\">Latitude\u003c/a>, which analyzes how people will read, watch, listen, and learn in the future, organized a survey to figure out what the future of education might look like. They asked: \u003ca href=\"http://latd.com/2012/01/16/robots-at-school-findings/\">what if robots taught children?\u003c/a>\u003c/p>\n\u003cp>The survey was conducted with 348 children from Australia, Europe, South Africa, and the U.S., designed to help answer the question, “What if robots were part of your everyday life – at school and beyond?” The questions, which were created with partners LEGO Learning Institute, were framed in a series of “narrative prompts” that would tease out complex and interesting answers about how children could best interact with artificial learning guides. “This really works with kids, and without it, we wouldn’t have gotten the richness we did,” says Ian Schultze, Latitude’s Director of Technology and Business Development.\u003c/p>\n\u003cp>The children were asked to finish the following stories:\u003c/p>\n\u003cp>“When I got to school this morning, my teacher surprised me by giving me a robot to help me with my schoolwork and…”\u003c/p>\n\u003cp>“My learning group or classroom finished its work before class ended, so my teacher let us leave early with the class robot and…”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I made friends with a robot today, so I invited it to come home with me after school and…”\u003c/p>\n\u003cp>Some of the results [\u003ca href=\"http://bit.ly/robotstudy\">PDF\u003c/a>]:\u003c/p>\n\u003cul>\n\u003cli>64% of kids described robots as if they were \"natural, human-like companions: as humanoid peers that could speak and communicate with ease, came 'pre-loaded' with smarts and useful knowledge, and were social naturals.\"\u003c/li>\n\u003cli>One-third of kids explicitly described their robots’ physical form as human-like, and 29% \u003c!--more-->specified that their robots’ primary mode of interaction was speech.\u003c/li>\n\u003cli>75% of kids' robots \"acted patient and supportive in educational contexts.\"\u003c/li>\n\u003cli>20% of kids saw robots as a natural part of their peer groups.\u003c/li>\n\u003cli>38% of kids want a robot to play with.\u003c/li>\n\u003cli>38% of kids want a robot to learn with.\u003c/li>\n\u003c/ul>\n\u003cp>The results were more than just a role-playing game. Without knowing it, the children were describing their ideal teachers and learning environment. And overwhelmingly, children asked for teachers who didn't use shame or scolding if they answered a question wrong or didn’t understand a subject. Their ideal robot learning partner understood if a child wasn’t ready to move on from long division, and patiently went over the subject as long as it took.\u003c/p>\n\u003cp>“There’s a little bit of shame involved in being wrong or being behind,” Schultze says. “Robots can get that out of the way, because they’re not judgmental. There’s a sense that technology is almost coequal, as opposed to a sort of master-servant relationship.”\u003c/p>\n\u003cp>The survey also suggested that children have an almost eerily comfortable intimacy with robots, treating them as play partners and considering play, learning, and social behavior as part of the same continuum. Though this survey is a speculative game, the prospect of computers and robots being a part of children’s daily education may not be as far off as we think. Institutes like \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/school-of-one-revolutionizes-traditional-classroom-model/\">School of One \u003c/a>and \u003ca href=\"http://carpediemschools.com/about-us\">Carpe Dium\u003c/a> in Arizona are using online tutors and computer-assisted instruction, and Japanese and Korean schools have been \u003ca href=\"../2011/04/my-teacher-is-an-avatar/\">experimenting with robots in secondary education\u003c/a>.\u003c/p>\n\u003cp>But there are lessons from this survey, Schultze says, that suggest children crave a tutor. Someone – or something – that listens and learns with them, not at them.\u003c/p>\n\u003cp>As Schultze described the children’s attitude, “They’re using robots as a projective tool about what they do and don’t like about the current learning process,” Schultze says. “At a very simple level, they’re answering questions about how to better drive their own learning.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 388px\">\u003cimg class=\"size-full wp-image-19083\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/108773063.jpg\" alt=\"\" width=\"388\" height=\"443\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/02/108773063.jpg 388w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/108773063-320x365.jpg 320w\" sizes=\"(max-width: 388px) 100vw, 388px\">\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003ch5>By Chris Thompson\u003c/h5>\n\u003cp>Last month, a company called \u003ca href=\"http://latd.com/\">Latitude\u003c/a>, which analyzes how people will read, watch, listen, and learn in the future, organized a survey to figure out what the future of education might look like. They asked: \u003ca href=\"http://latd.com/2012/01/16/robots-at-school-findings/\">what if robots taught children?\u003c/a>\u003c/p>\n\u003cp>The survey was conducted with 348 children from Australia, Europe, South Africa, and the U.S., designed to help answer the question, “What if robots were part of your everyday life – at school and beyond?” The questions, which were created with partners LEGO Learning Institute, were framed in a series of “narrative prompts” that would tease out complex and interesting answers about how children could best interact with artificial learning guides. “This really works with kids, and without it, we wouldn’t have gotten the richness we did,” says Ian Schultze, Latitude’s Director of Technology and Business Development.\u003c/p>\n\u003cp>The children were asked to finish the following stories:\u003c/p>\n\u003cp>“When I got to school this morning, my teacher surprised me by giving me a robot to help me with my schoolwork and…”\u003c/p>\n\u003cp>“My learning group or classroom finished its work before class ended, so my teacher let us leave early with the class robot and…”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I made friends with a robot today, so I invited it to come home with me after school and…”\u003c/p>\n\u003cp>Some of the results [\u003ca href=\"http://bit.ly/robotstudy\">PDF\u003c/a>]:\u003c/p>\n\u003cul>\n\u003cli>64% of kids described robots as if they were \"natural, human-like companions: as humanoid peers that could speak and communicate with ease, came 'pre-loaded' with smarts and useful knowledge, and were social naturals.\"\u003c/li>\n\u003cli>One-third of kids explicitly described their robots’ physical form as human-like, and 29% \u003c!--more-->specified that their robots’ primary mode of interaction was speech.\u003c/li>\n\u003cli>75% of kids' robots \"acted patient and supportive in educational contexts.\"\u003c/li>\n\u003cli>20% of kids saw robots as a natural part of their peer groups.\u003c/li>\n\u003cli>38% of kids want a robot to play with.\u003c/li>\n\u003cli>38% of kids want a robot to learn with.\u003c/li>\n\u003c/ul>\n\u003cp>The results were more than just a role-playing game. Without knowing it, the children were describing their ideal teachers and learning environment. And overwhelmingly, children asked for teachers who didn't use shame or scolding if they answered a question wrong or didn’t understand a subject. Their ideal robot learning partner understood if a child wasn’t ready to move on from long division, and patiently went over the subject as long as it took.\u003c/p>\n\u003cp>“There’s a little bit of shame involved in being wrong or being behind,” Schultze says. “Robots can get that out of the way, because they’re not judgmental. There’s a sense that technology is almost coequal, as opposed to a sort of master-servant relationship.”\u003c/p>\n\u003cp>The survey also suggested that children have an almost eerily comfortable intimacy with robots, treating them as play partners and considering play, learning, and social behavior as part of the same continuum. Though this survey is a speculative game, the prospect of computers and robots being a part of children’s daily education may not be as far off as we think. Institutes like \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/school-of-one-revolutionizes-traditional-classroom-model/\">School of One \u003c/a>and \u003ca href=\"http://carpediemschools.com/about-us\">Carpe Dium\u003c/a> in Arizona are using online tutors and computer-assisted instruction, and Japanese and Korean schools have been \u003ca href=\"../2011/04/my-teacher-is-an-avatar/\">experimenting with robots in secondary education\u003c/a>.\u003c/p>\n\u003cp>But there are lessons from this survey, Schultze says, that suggest children crave a tutor. Someone – or something – that listens and learns with them, not at them.\u003c/p>\n\u003cp>As Schultze described the children’s attitude, “They’re using robots as a projective tool about what they do and don’t like about the current learning process,” Schultze says. “At a very simple level, they’re answering questions about how to better drive their own learning.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Creating Students' Survival Guide to the Web",
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"content": "\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-19071\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/96047907-300x365.jpg\" alt=\"\" width=\"300\" height=\"365\">\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003ch5>\u003ca href=\"http://plpnetwork.com/author/ann-michaelsen/\">\u003cstrong>By Ann Michaelson\u003c/strong>\u003c/a>\u003c/h5>\n\u003cp>\u003cem>\u003cstrong>Infotention\u003c/strong> is a word I came up with to describe the psycho-social-techno skill/tools we all need to find our way online today, a mind-machine combination of brain-powered attention skills with computer-powered information filters. \u003c/em>- \u003ca href=\"http://www.rheingold.com/\">Howard Rheingold\u003c/a>\u003c/p>\n\u003cp>Author and educator Howard Rheingold discusses the importance of teaching students how to search the Web skillfully and how to find trustworthy Web sites. (See this YouTube video with \u003cstrong>\u003ca href=\"http://www.youtube.com/watch?v=AHVvGELuEqM\">advice to students\u003c/a>\u003c/strong> and read \"\u003ca href=\"http://blog.sfgate.com/rheingold/2009/06/30/crap-detection-101/\">Crap Detection 101\u003c/a>\"). Rheingold's online course \u003ca href=\"http://socialmediaclassroom.com/\">Social Media Classroom\u003c/a> points to many directions and provides a long reading list that includes books by intelligent authors who examine the potentially detrimental effects of the Internet on human cognition and relationships; books like \u003cstrong>\u003ca href=\"http://www.amazon.com/Alone-Together-Expect-Technology-Other/dp/0465010210\">Alone Together\u003c/a>\u003c/strong> by \u003cstrong>\u003ca href=\"http://www.youtube.com/watch?v=MtLVCpZIiNs\">Sherry Turkle\u003c/a>\u003c/strong> and \u003cstrong>\u003ca href=\"http://www.amazon.com/Shallows/dp/1848872275/ref=sr_1_2?s=books&ie=UTF8&qid=1326890902&sr=1-2\">The Shallows\u003c/a>\u003c/strong> by \u003cstrong>\u003ca href=\"http://en.wikipedia.org/wiki/Nicholas_G._Carr\">Nicholas Carr\u003c/a>\u003c/strong>.\u003c/p>\n\u003cp>If highly educated professionals are having problems staying focused on long pieces of writing, what about students? More and more schools are going 1:1, equipping students with personal computing devices without equipping their teachers with research-based pedagogy to support its use.\u003c/p>\n\u003cp>It's like \u003cstrong>\u003ca href=\"http://www.claytonchristensen.com/\">Clayton M. Christensen\u003c/a>\u003c/strong> says in his book\u003cem> \u003cstrong>\u003ca href=\"http://disruptingclass.mhprofessional.com/apps/ab/about-the-book/\">Disrupting Class\u003c/a>\u003c/strong>\u003c/em>: We can’t go on teaching, assuming all students should be taught the same things on the same day in the same way. When teachers are lecturing, using a PowerPoint for more than 15 minutes, students’ attention most certainly will be on content they find online! I think it is rather unfair to assume that all teachers \u003c!--more-->automatically know how to deal with these distractions and how to guide their students. I know many teachers struggle with this at my school.\u003c/p>\n\u003cp>Solutions emphasize strict time limits, interesting tasks and real-life problems. (Read this useful article from the \u003cem>Harvard Education Letter\u003c/em>: \u003cstrong>\u003ca href=\"http://www.hepg.org/hel/article/507\" target=\"_blank\">“Teaching students to ask their own questions.”)\u003c/a>\u003c/strong> But even if we have a school where the core values are inquiry, research, collaboration, presentation and reflection\u003cem>,\u003c/em> (\u003ca href=\"http://www.scienceleadership.org/pages/Mission_and_Vision\">Science Leadership Academy, Philadelphia\u003c/a>)\u003cem>, \u003c/em>if we’re going to help our students develop the focus they need to think deeply about things — to acquire Rheingold’s \"infotention\" — then most schools will need some ground rules, made in collaboration with students after lots of conversations around these important topics.\u003c/p>\n\u003ch4>Drafting Guidelines\u003c/h4>\n\u003cp>Here are some possible guidelines or ground rules that come to my mind for using computers and staying focused in school. Please add your own thoughts in the comments.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>A. Make your own rules of student Netiquette. \u003c/strong>\u003c/p>\n\u003cp>Netiquette\u003cstrong> (\u003c/strong>short for “network etiquette” or “Internet etiquette”) is a set of \u003cstrong>\u003ca href=\"http://www.networketiquette.net/studentk12.html\">social conventions\u003c/a>\u003c/strong> that facilitate interaction over networks, whether through social media, chat, email or other means.\u003c/p>\n\u003col start=\"1\">\n\u003cli>Computer lids down when teacher is giving instructions for class.\u003c/li>\n\u003cli>Stay on task, no gaming, Facebook, Twitter, Skype or surfing when not related to school work.\u003c/li>\n\u003cli>Computer lids down when teachers or students are presenting, unless you are taking notes or searching online for more information.\u003c/li>\n\u003c/ol>\n\u003cp>\u003cstrong>B. Teach and discuss how to focus in the age of distraction. \u003c/strong>\u003c/p>\n\u003col start=\"1\">\n\u003cli>Close all other applications and devices when reading texts.\u003c/li>\n\u003cli>Make a mental list of what to do and how much time you have available.\u003c/li>\n\u003cli>Turn off the internet when you don’t need it.\u003c/li>\n\u003cli>Leave your phone at home sometimes!\u003c/li>\n\u003c/ol>\n\u003cp>\u003cstrong>C: Teach and discuss how to find reliable information online. \u003c/strong>\u003c/p>\n\u003col start=\"1\">\n\u003cli>Teach \u003cstrong>\u003ca href=\"https://sites.google.com/site/gwebsearcheducation/\">searching skills\u003c/a>\u003c/strong> and introduce \u003cstrong>\u003ca href=\"http://annmic.wordpress.com/2011/12/28/search-engines-for-students/\">safe search engines\u003c/a>\u003c/strong>.\u003c/li>\n\u003cli>Teach and discuss knowing how to ask the right questions and \u003cstrong>\u003ca href=\"http://annmic.wordpress.com/2011/09/12/glean-comparison-search-an-educational-research-and-search-tool/\">finding the accurate answers\u003c/a>\u003c/strong>.\u003c/li>\n\u003cli>Help students build personal learning networks with people they know they can trust. One way is to introduce blogging and the use of Twitter.\u003c/li>\n\u003c/ol>\n\u003cp>Find out more about \u003ca href=\"http://socialmediaclassroom.com/host/mindamplifier/\">Howard Reingold's his e-course\u003c/a>, which is characterized by many good things, including small enrollment\u003cstrong>\u003c/strong>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Ann S. Michaelsen is a teacher and administrator at Sandvika High School in Oslo, Norway. A \u003ca href=\"http://plpnetwork.com/2012/01/27/howard-rheingolds-world-of-infotention/\">version of this post\u003c/a> appeared on \u003ca href=\"http://plpnetwork.com/category/voices/\">Voices from the Learning Revolution\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-19071\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/96047907-300x365.jpg\" alt=\"\" width=\"300\" height=\"365\">\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003ch5>\u003ca href=\"http://plpnetwork.com/author/ann-michaelsen/\">\u003cstrong>By Ann Michaelson\u003c/strong>\u003c/a>\u003c/h5>\n\u003cp>\u003cem>\u003cstrong>Infotention\u003c/strong> is a word I came up with to describe the psycho-social-techno skill/tools we all need to find our way online today, a mind-machine combination of brain-powered attention skills with computer-powered information filters. \u003c/em>- \u003ca href=\"http://www.rheingold.com/\">Howard Rheingold\u003c/a>\u003c/p>\n\u003cp>Author and educator Howard Rheingold discusses the importance of teaching students how to search the Web skillfully and how to find trustworthy Web sites. (See this YouTube video with \u003cstrong>\u003ca href=\"http://www.youtube.com/watch?v=AHVvGELuEqM\">advice to students\u003c/a>\u003c/strong> and read \"\u003ca href=\"http://blog.sfgate.com/rheingold/2009/06/30/crap-detection-101/\">Crap Detection 101\u003c/a>\"). Rheingold's online course \u003ca href=\"http://socialmediaclassroom.com/\">Social Media Classroom\u003c/a> points to many directions and provides a long reading list that includes books by intelligent authors who examine the potentially detrimental effects of the Internet on human cognition and relationships; books like \u003cstrong>\u003ca href=\"http://www.amazon.com/Alone-Together-Expect-Technology-Other/dp/0465010210\">Alone Together\u003c/a>\u003c/strong> by \u003cstrong>\u003ca href=\"http://www.youtube.com/watch?v=MtLVCpZIiNs\">Sherry Turkle\u003c/a>\u003c/strong> and \u003cstrong>\u003ca href=\"http://www.amazon.com/Shallows/dp/1848872275/ref=sr_1_2?s=books&ie=UTF8&qid=1326890902&sr=1-2\">The Shallows\u003c/a>\u003c/strong> by \u003cstrong>\u003ca href=\"http://en.wikipedia.org/wiki/Nicholas_G._Carr\">Nicholas Carr\u003c/a>\u003c/strong>.\u003c/p>\n\u003cp>If highly educated professionals are having problems staying focused on long pieces of writing, what about students? More and more schools are going 1:1, equipping students with personal computing devices without equipping their teachers with research-based pedagogy to support its use.\u003c/p>\n\u003cp>It's like \u003cstrong>\u003ca href=\"http://www.claytonchristensen.com/\">Clayton M. Christensen\u003c/a>\u003c/strong> says in his book\u003cem> \u003cstrong>\u003ca href=\"http://disruptingclass.mhprofessional.com/apps/ab/about-the-book/\">Disrupting Class\u003c/a>\u003c/strong>\u003c/em>: We can’t go on teaching, assuming all students should be taught the same things on the same day in the same way. When teachers are lecturing, using a PowerPoint for more than 15 minutes, students’ attention most certainly will be on content they find online! I think it is rather unfair to assume that all teachers \u003c!--more-->automatically know how to deal with these distractions and how to guide their students. I know many teachers struggle with this at my school.\u003c/p>\n\u003cp>Solutions emphasize strict time limits, interesting tasks and real-life problems. (Read this useful article from the \u003cem>Harvard Education Letter\u003c/em>: \u003cstrong>\u003ca href=\"http://www.hepg.org/hel/article/507\" target=\"_blank\">“Teaching students to ask their own questions.”)\u003c/a>\u003c/strong> But even if we have a school where the core values are inquiry, research, collaboration, presentation and reflection\u003cem>,\u003c/em> (\u003ca href=\"http://www.scienceleadership.org/pages/Mission_and_Vision\">Science Leadership Academy, Philadelphia\u003c/a>)\u003cem>, \u003c/em>if we’re going to help our students develop the focus they need to think deeply about things — to acquire Rheingold’s \"infotention\" — then most schools will need some ground rules, made in collaboration with students after lots of conversations around these important topics.\u003c/p>\n\u003ch4>Drafting Guidelines\u003c/h4>\n\u003cp>Here are some possible guidelines or ground rules that come to my mind for using computers and staying focused in school. Please add your own thoughts in the comments.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>A. Make your own rules of student Netiquette. \u003c/strong>\u003c/p>\n\u003cp>Netiquette\u003cstrong> (\u003c/strong>short for “network etiquette” or “Internet etiquette”) is a set of \u003cstrong>\u003ca href=\"http://www.networketiquette.net/studentk12.html\">social conventions\u003c/a>\u003c/strong> that facilitate interaction over networks, whether through social media, chat, email or other means.\u003c/p>\n\u003col start=\"1\">\n\u003cli>Computer lids down when teacher is giving instructions for class.\u003c/li>\n\u003cli>Stay on task, no gaming, Facebook, Twitter, Skype or surfing when not related to school work.\u003c/li>\n\u003cli>Computer lids down when teachers or students are presenting, unless you are taking notes or searching online for more information.\u003c/li>\n\u003c/ol>\n\u003cp>\u003cstrong>B. Teach and discuss how to focus in the age of distraction. \u003c/strong>\u003c/p>\n\u003col start=\"1\">\n\u003cli>Close all other applications and devices when reading texts.\u003c/li>\n\u003cli>Make a mental list of what to do and how much time you have available.\u003c/li>\n\u003cli>Turn off the internet when you don’t need it.\u003c/li>\n\u003cli>Leave your phone at home sometimes!\u003c/li>\n\u003c/ol>\n\u003cp>\u003cstrong>C: Teach and discuss how to find reliable information online. \u003c/strong>\u003c/p>\n\u003col start=\"1\">\n\u003cli>Teach \u003cstrong>\u003ca href=\"https://sites.google.com/site/gwebsearcheducation/\">searching skills\u003c/a>\u003c/strong> and introduce \u003cstrong>\u003ca href=\"http://annmic.wordpress.com/2011/12/28/search-engines-for-students/\">safe search engines\u003c/a>\u003c/strong>.\u003c/li>\n\u003cli>Teach and discuss knowing how to ask the right questions and \u003cstrong>\u003ca href=\"http://annmic.wordpress.com/2011/09/12/glean-comparison-search-an-educational-research-and-search-tool/\">finding the accurate answers\u003c/a>\u003c/strong>.\u003c/li>\n\u003cli>Help students build personal learning networks with people they know they can trust. One way is to introduce blogging and the use of Twitter.\u003c/li>\n\u003c/ol>\n\u003cp>Find out more about \u003ca href=\"http://socialmediaclassroom.com/host/mindamplifier/\">Howard Reingold's his e-course\u003c/a>, which is characterized by many good things, including small enrollment\u003cstrong>\u003c/strong>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Ann S. Michaelsen is a teacher and administrator at Sandvika High School in Oslo, Norway. A \u003ca href=\"http://plpnetwork.com/2012/01/27/howard-rheingolds-world-of-infotention/\">version of this post\u003c/a> appeared on \u003ca href=\"http://plpnetwork.com/category/voices/\">Voices from the Learning Revolution\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/%c2%bfhablas-espanol-theres-an-app-for-that/screen-shot-2012-02-14-at-10-53-10-am/\" rel=\"attachment wp-att-19050\">\u003cimg class=\"alignleft size-medium wp-image-19050\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-14-at-10.53.10-AM-300x450.png\" alt=\"\" width=\"300\" height=\"450\">\u003c/a>\u003cem>\u003cstrong>By Polly Stryker\u003c/strong>\u003c/em>\u003c/h5>\n\u003cp>App stores are chock-a-block with apps for language learning. Most of them boast colorful flashcards and cute characters for kids, and others are translators that help travelers with phrases, vocabulary, and pronunciation. The big names are in the mix: Rosetta Stone has apps for both Android and iPhones/iPads, but they're mobile companions to the expensive software packets that contain the main course. Berlitz sells apps to help you brush up on your vocabulary and phrases before you travel.\u003c/p>\n\u003cp>But a few new language learning apps are moving in on the \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-gamification-boost-independent-learning/\">gamification\u003c/a>\" trend in education, making a game out of learning phrases and words. For young students accustomed to playing games during their off-hours from school, or for adults who have a few minutes to kill on the bus, these game apps are meant to help with casual, conversational language learning in languages like Spanish, Italian, French, German, Mandarin, and Portuguese.\u003c/p>\n\u003cp>One of the biggest players in the language-learning game app realm is \u003ca href=\"http://www.mindsnacks.com/\">MindSnacks,\u003c/a> and as Mindy Eve Myers, Director of Education explains it, the point of the app is not necessarily to teach the language to the point of fluency, but to keep players engaged with something more productive than killing pigs.\u003c/p>\n\u003cp>\"The reason that we wanted the games to look they way they did and to be able to be played in short bursts of time is that we wanted them to fit into those awkward moments of the day where you've got a couple of minutes to kill,\" Myers said. \"So, instead of playing Angry Birds, you can practice your Spanish vocabulary.\"\u003c/p>\n\u003cp>Here's how it works: You have to match the English word with the Spanish word, for example, \"nine\" and \"nueve,\" before the fish tank empties. The water drains faster and faster as numbers are thrown at you.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Another game on the menu: meteors falling to earth, with numbers or vocabulary to match before the meteor crashes into houses. Or your spelling is checked by tapping on parachutes falling to the \u003c!--more-->ground. See an incorrect spelling? Tap it, and it explodes. Correct spelling? Let the parachute land, and a rhino walks off into the bush. There are prep tutorials, with audio recordings to tell you how to say vocabulary or phrases. These can then be incorporated into the games. And, just in case anyone thought this would be really simple, there are fifty levels, so you can keep playing for quite a while.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"../2011/04/can-gamification-boost-independent-learning/\">CAN GAMIFICATION BOOST INDEPENDENT LEARNING?\u003cstrong>\u003c/strong>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"../2011/11/can-an-online-game-crack-the-code-to-language-learning/\">ONLINE GAME CRACKS THE CODE TO LANGUAGE LEARNING\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"../2012/01/combining-computer-games-with-classroom-teaching/\">COMBINING COMPUTER GAMES AND CLASSROOM TEACHING\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"../2011/06/boredom-busters-50-fantastic-play-and-learn-apps-sites-and-toys/\">50 FANTASTIC PLAY-AND-LEARN APPS, SITES, AND TOYS\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"../feature/educational-apps/\">MINDSHIFT'S LIST OF NOTEWORTHY LEARNING APPS\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\u003ca href=\"http://mandarinmadness.com/\">Mandarin Madness\u003c/a> and \u003ca href=\"http://spanishsmash.com/\">Spanish Smash\u003c/a> by Native Tongue, which are both new to the app scene, work on the same premise, where learners play in an arcade-style game and must get past obstacles to get to the next, progressively more difficult levels.\u003c/p>\n\u003cp>\"The idea is that if they're fun and addicting and engaging, then you'll want to keep playing and therefore you'll be more likely to continue learning that language and continue working with the words, more so than you would have if everyone has flash cards, and after a while, it just becomes a bit of a bore,\" Myers said.\u003c/p>\n\u003cp>The MindSnacks algorithm is based on linguist Dr. Paul Pimsleur's research surrounding language and memory. Pimsleur's methods grew into a self-study language series, and became the basis for \"Speak Spanish With Dora and Diego,\" the popular children's series on Nickelodeon's Nick Jr. MindSnack’s founders also created the original curriculum in conjunction with University of Pennsylvania professors.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>MindSnacks plans to release grade-level vocabulary and geography apps, and they hope, one for Japanese.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/%c2%bfhablas-espanol-theres-an-app-for-that/screen-shot-2012-02-14-at-10-53-10-am/\" rel=\"attachment wp-att-19050\">\u003cimg class=\"alignleft size-medium wp-image-19050\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-14-at-10.53.10-AM-300x450.png\" alt=\"\" width=\"300\" height=\"450\">\u003c/a>\u003cem>\u003cstrong>By Polly Stryker\u003c/strong>\u003c/em>\u003c/h5>\n\u003cp>App stores are chock-a-block with apps for language learning. Most of them boast colorful flashcards and cute characters for kids, and others are translators that help travelers with phrases, vocabulary, and pronunciation. The big names are in the mix: Rosetta Stone has apps for both Android and iPhones/iPads, but they're mobile companions to the expensive software packets that contain the main course. Berlitz sells apps to help you brush up on your vocabulary and phrases before you travel.\u003c/p>\n\u003cp>But a few new language learning apps are moving in on the \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-gamification-boost-independent-learning/\">gamification\u003c/a>\" trend in education, making a game out of learning phrases and words. For young students accustomed to playing games during their off-hours from school, or for adults who have a few minutes to kill on the bus, these game apps are meant to help with casual, conversational language learning in languages like Spanish, Italian, French, German, Mandarin, and Portuguese.\u003c/p>\n\u003cp>One of the biggest players in the language-learning game app realm is \u003ca href=\"http://www.mindsnacks.com/\">MindSnacks,\u003c/a> and as Mindy Eve Myers, Director of Education explains it, the point of the app is not necessarily to teach the language to the point of fluency, but to keep players engaged with something more productive than killing pigs.\u003c/p>\n\u003cp>\"The reason that we wanted the games to look they way they did and to be able to be played in short bursts of time is that we wanted them to fit into those awkward moments of the day where you've got a couple of minutes to kill,\" Myers said. \"So, instead of playing Angry Birds, you can practice your Spanish vocabulary.\"\u003c/p>\n\u003cp>Here's how it works: You have to match the English word with the Spanish word, for example, \"nine\" and \"nueve,\" before the fish tank empties. The water drains faster and faster as numbers are thrown at you.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/can-robots-grade-essays-as-well-as-humans/2164394977_9a6a0187d3_z/\" rel=\"attachment wp-att-19025\">\u003cimg class=\"size-medium wp-image-19025\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/2164394977_9a6a0187d3_z-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: Slaving\u003c/p>\n\u003c/div>\n\u003ch5>By Jennifer Roland\u003c/h5>\n\u003cp>Essays have long been considered the gold standard for measuring students' understanding of a subject. But because multiple-choice tests have been graded by machines, making them easy and relatively inexpensive to administer, these sub-standard assessments are primarily what schools use for standardized test.\u003c/p>\n\u003cp>But is it possible to combine the more nuanced understanding that essays give us with the ease of automated grading? The Hewlett Foundation would like to find out. Last month, the organization \u003ca href=\"http://www.hewlett.org/newsroom/press-release/hewlett-foundation-sponsors-prize-improve-automated-scoring-student-essays\">announced\u003c/a> a $100,000 prize that will go to the software designer who can best create an automated essay grader. The goal, they say, is to find an efficient tool that will encourage schools to use essays more regularly for assessments.\u003c/p>\n\u003cp>\"[High cost and slow turnaround] typically mean that many school systems exclude essays in favor of multiple-choice questions, which are less able to assess students’ critical reasoning and writing skills,\" Hewlett Foundation wrote in its announcement. “Rapid and accurate automated essay scoring will encourage states to include more writing in their state assessments. And the more we can use essays to assess what students have learned, the greater the likelihood they’ll master important academic content, critical thinking, and effective communication,” said Barbara Chow \u003ca href=\"http://www.hewlett.org/newsroom/press-release/hewlett-foundation-sponsors-prize-improve-automated-scoring-student-essays\">in the release\u003c/a>.\u003c/p>\n\u003cp>But there's valid skepticism around robo-graders. Les Perelman, director of the \u003ca href=\"http://writing.mit.edu/wac\">Writing Across the Curriculum Program at MIT\u003c/a>, who's a noted critic of these types of tools, believes automated essay \u003c!--more-->graders are incapable of measuring anything but superficial elements of an essay -- and they do a bad job of that, too.\u003c/p>\n\u003cp>Automated essay graders prefer a standard five-paragraph essay format. They assess the maturity of vocabulary by counting the number of letters in the words and the number of words in each sentence. They look for the use of quotations, especially in the concluding paragraph, as a marker of an effective argument. And they check grammar and spelling. These elements are not the hallmark of good writing, Perelman says. In fact, most college writing instructors use their first-year writing courses to “deprogram students from writing five-paragraph essays,” he says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But there are teachers who use these kinds of tools and appreciate their ability to grade papers quickly and help students become more comfortable with revising their work before submitting for a final grade.\u003c/p>\n\u003cp>Joe Swope, an A.P. and community college psychology teacher, uses the program \u003ca href=\"https://www.sagrader.com/login\">SA Grader\u003c/a> to grade his students' written work. He says in addition to noticing that his students' A.P. psychology test scores have improved, the automated grader has made him a \"better teacher because it has freed me up to talk to students.”\u003c/p>\n\u003cp>“It teaches kids that writing is a process,” Swope says, which creates a love-hate relationship with writing for many of the kids he teaches. At first, they don't like writing and revising – they'd rather just submit the paper and be done with it. But they've come to like the instant feedback as the course progresses. And, he says, it “helps prepare kids for the rigorous process of the A.P. test.”\u003c/p>\n\u003cp>His students complete one essay per week, and they can submit and resubmit as many times as necessary to get the grade they're happy with. The program grades the essays immediately, which allows them to see their weaknesses while the subject matter is fresh in their minds. “By the time I read the papers and wrote comments and handed them back,” he says, it was often too late for students to benefit from the feedback.\u003c/p>\n\u003cp> \u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cspan style=\"color: #666699\">\u003cstrong>RELATED READING:\u003c/strong>\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/beyond-the-bubble-test-how-will-we-measure-learning/\">BEYOND THE BUBBLE TEST: HOW WILL WE MEASURE LEARNING IN THE FUTURE?\u003cstrong>\u003c/strong>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/testing-testing/\">TESTING, TESTING: THE CURRENT SCHOOL MODEL DOESN'T WORK\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>One of the criticisms Swope has encountered is that automated graders are for lazy teachers. But, he says, “just because the software is grading doesn't mean I don't read student work,\" he says. He tracks student performance and assesses student essays so he can “find trouble spots and start a dialogue that's more than just comments in the margin.”\u003c/p>\n\u003cp>Swope recommends products such as SA Grader for science and social science fields where the type of knowledge communicated in essays is easily measured by an automated process. “SA Grader would not be a good fit for, say, an English class.” Like the A.P. test, it doesn't grade writing style, he continues; “it is content-driven.”\u003c/p>\n\u003cp>But Perelman believes there is no discipline in which an automated essay grader is useful. “Technology can be used well in a lot of really useful ways,” he says, but it's a mistake to think it can be used to grade an essay. Instead of relying on automated grading tools, he says Microsoft Word can be used to assess spelling and grammar much more accurately than any essay scorer on the market. Essays should be graded by a human -- that's the only way to assess the nuance, structure and content of student writing, he says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Hewlett's Foundation competition, which is being supported by the two main testing consortia, the Partnership for Assessment of Readiness for College and Careers (PAARC) and Smarter Balanced Assessment Consortium (SBAC), which received $365 million from the U.S. Department of Education to develop new assessments, will be conducted in two phases. The first part will analyze existing vendors' work, and the second will open up the competition to the public.\u003c/p>\n\n",
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"content": "\u003cfigure id=\"attachment_19000\" class=\"wp-caption center\" style=\"max-width: 507px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/ernest-hemingway-meets-this-american-life-the-new-english-lit-class/attachment/131708640/\" rel=\"attachment wp-att-19000\">\u003cimg class=\"size-full wp-image-19000\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/131708640.jpg\" alt=\"\" width=\"507\" height=\"338\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/02/131708640.jpg 507w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/131708640-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/131708640-320x213.jpg 320w\" sizes=\"(max-width: 507px) 100vw, 507px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">College professors are finding creative ways to use tablets in classes.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Stephen Chupaska\u003c/h5>\n\u003cp class=\"dropcap-serif\">What will e-readers do to the time-honored tradition of scribbling notes in the margins and underlining passages in print books?\u003c/p>\n\u003cp>Remains to be seen how quickly college students will adopt e-books on a mass scale. Thorny issues over \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/school-libraries-struggle-with-e-book-loans/\">who can use the books\u003c/a> when students rent digital versions, how the growing movement of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/california-bill-pushes-for-free-online-college-books/\">free, online textbooks will be incorporated \u003c/a>into college curriculum, and figuring out \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/turning-static-text-into-interactive-discussions/\">how to share notes online\u003c/a> are just a few important unknowns that are still being hammered out as \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/why-arent-students-using-e-books/\">college students think about using ebooks\u003c/a>.\u003c/p>\n\u003cp>And though \u003ca href=\"http://chronicle.com/article/iPads-for-College-Classrooms-/126681/\">students still complain about \u003c/a>using iPads (slow, cumbersome typing, for one thing), some English literature college professors are finding creative ways of using its multi-media uses.\u003c/p>\n\u003cp>\u003ca href=\"http://www.stonehill.edu/x8275.xml\">Scott Cohen,\u003c/a> an English professor at Stonehill Colllege, located about 30 miles southwest of Boston, is in his second year of implementing the iPad into his lessons.\u003c/p>\n\u003cp>“The iPad really helps move between different kinds of texts and material, visual, cinematic, written, audio, etcetera,” Cohen said. “Students love them, beyond just being a new shiny device.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Last year, Cohen received a grant from the college’s Center for Teacher and Learning to purchase three iPads as part of a pilot program in his Storytelling in the Age of Information class.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The iPad really helps move between different kinds of texts and material, visual, cinematic, written, audio.\"\u003c/aside>\n\u003cp>Cohen incorporates the popular NPR public radio show \u003ca href=\"http://www.thisamericanlife.org\">This American Life\u003c/a> in his classes, and using the iPad allows the class to move between audio clips and an annotated transcript of the story that can be projected on a screen.\u003c/p>\n\u003cp>Cohen said students can initiate these sequences and bookmark them, efficiently saving them for future reference or emailing them to each other.\u003c/p>\n\u003cp>The iPad allows Cohen and his students to capitalize on the “improvisational” nature of class, as they can call up passages more quickly or even play a clip from the radio show to counter a point \u003c!--more-->made by a classmate.\u003c/p>\n\u003cp>“The iPad works like a community slate, passed around the room, collecting and collating students' thoughts about a given topic, a line of text, or quotation under investigation,” Cohen said.\u003c/p>\n\u003cp>And students prefer the iPad to laptops, he said, because the latter tends to isolate them.\u003c/p>\n\u003cp>What's more, one of the big criticisms of the iPad -- that it’s mostly a single application device -- is an advantage for Cohen, as it forces students to focus on a particular task, instead of say, chatting on Gmail or scrolling through Facebook posts.\u003c/p>\n\u003cp>Elsewhere, the University of Virginia English Department recently completed a three-semester pilot program using iPads in the classroom along with a \u003ca href=\"https://wiki.shanti.virginia.edu/display/ENGANTH/ENGL+3820+iPad+Course-Pack\">wiki-syllabus\u003c/a> and \u003ca href=\"http://pages.shanti.virginia.edu/ipad/\">blog.\u003c/a>\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING\u003c/strong>:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/why-arent-students-using-e-books/\">WHY AREN'T STUDENTS USING E-BOOKS?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/blowing-out-the-digital-book-as-we-know-it/\">BLOWING OUT THE DIGITAL TEXTBOOK AS WE KNOW IT\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/california-bill-pushes-for-free-online-college-books/\">CALIFORNIA PUSHES FOR FREE, ONLINE TEXTBOOKS\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/school-libraries-struggle-with-e-book-loans/\">SCHOOL LIBRARIES STRUGGLE WITH E-BOOK LOANS\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/turning-static-text-into-interactive-discussions/\">TURNING STATIC TEXT INTO INTERACTIVE DISCUSSION\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>In addition to commenting on the coursework, some students posted about the experience of swiping pages instead of leafing through them. One student wrote: “Maybe it's just my own somewhat utopian view of myself sitting outside on a beautiful day with the breeze blowing reading these great works on… an iPad?.... I do not wish to bash the very existence of the iPad. I do think its invention is a great thing, but for English classes I’ve been so conditioned to read from a book.”\u003c/p>\n\u003cp>\u003cstrong>WAITING FOR \"THE REVOLUTION\"\u003c/strong>\u003c/p>\n\u003cp>Cohen's use of the This American Life program is still an exception in the college landscape. Though companies like Inkling are \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/blowing-out-the-digital-book-as-we-know-it/\">completely changing the experience of \"reading\"\u003c/a>by adding interactive experiences like note-sharing, social media, and high-definition, manipulable images and videos, for the most part e-readers and tablets are still just replacements for print books.\u003c/p>\n\u003cp>\u003ca href=\"http://www.conncoll.edu/Academics/web_profiles/peray.html\">Philip Ray,\u003c/a> who has taught at Connecticut College for 36 years, said he’s seeing more students using iPads and Kindles for the required reading.\u003c/p>\n\u003cp>Ray said for the most part, it doesn’t make any difference to him if students prefer to use e-books, especially if they are available for free or at reduced prices.\u003c/p>\n\u003cp>“It works well for books that are in the public domain,” he said.\u003c/p>\n\u003cp>Ray is, however, a bit more fastidious though when he teaches poetry, as he wants to make sure that a digital version of a poem looks the way the author intended.\u003c/p>\n\u003cp>“Some poems have strict left-hand margins or there are lines that begin with capital letters,” Ray said. “Sometimes when they are digitized things can be a bit off.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ray said the increased popularity of tablets is a hot topic of conversation among his colleagues and the education community at large -- particularly since many of his peers own iPads or Kindles.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_19000\" class=\"wp-caption center\" style=\"max-width: 507px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/ernest-hemingway-meets-this-american-life-the-new-english-lit-class/attachment/131708640/\" rel=\"attachment wp-att-19000\">\u003cimg class=\"size-full wp-image-19000\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/131708640.jpg\" alt=\"\" width=\"507\" height=\"338\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/02/131708640.jpg 507w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/131708640-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/131708640-320x213.jpg 320w\" sizes=\"(max-width: 507px) 100vw, 507px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">College professors are finding creative ways to use tablets in classes.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Stephen Chupaska\u003c/h5>\n\u003cp class=\"dropcap-serif\">What will e-readers do to the time-honored tradition of scribbling notes in the margins and underlining passages in print books?\u003c/p>\n\u003cp>Remains to be seen how quickly college students will adopt e-books on a mass scale. Thorny issues over \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/school-libraries-struggle-with-e-book-loans/\">who can use the books\u003c/a> when students rent digital versions, how the growing movement of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/california-bill-pushes-for-free-online-college-books/\">free, online textbooks will be incorporated \u003c/a>into college curriculum, and figuring out \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/turning-static-text-into-interactive-discussions/\">how to share notes online\u003c/a> are just a few important unknowns that are still being hammered out as \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/why-arent-students-using-e-books/\">college students think about using ebooks\u003c/a>.\u003c/p>\n\u003cp>And though \u003ca href=\"http://chronicle.com/article/iPads-for-College-Classrooms-/126681/\">students still complain about \u003c/a>using iPads (slow, cumbersome typing, for one thing), some English literature college professors are finding creative ways of using its multi-media uses.\u003c/p>\n\u003cp>\u003ca href=\"http://www.stonehill.edu/x8275.xml\">Scott Cohen,\u003c/a> an English professor at Stonehill Colllege, located about 30 miles southwest of Boston, is in his second year of implementing the iPad into his lessons.\u003c/p>\n\u003cp>“The iPad really helps move between different kinds of texts and material, visual, cinematic, written, audio, etcetera,” Cohen said. “Students love them, beyond just being a new shiny device.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Last year, Cohen received a grant from the college’s Center for Teacher and Learning to purchase three iPads as part of a pilot program in his Storytelling in the Age of Information class.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The iPad really helps move between different kinds of texts and material, visual, cinematic, written, audio.\"\u003c/aside>\n\u003cp>Cohen incorporates the popular NPR public radio show \u003ca href=\"http://www.thisamericanlife.org\">This American Life\u003c/a> in his classes, and using the iPad allows the class to move between audio clips and an annotated transcript of the story that can be projected on a screen.\u003c/p>\n\u003cp>Cohen said students can initiate these sequences and bookmark them, efficiently saving them for future reference or emailing them to each other.\u003c/p>\n\u003cp>The iPad allows Cohen and his students to capitalize on the “improvisational” nature of class, as they can call up passages more quickly or even play a clip from the radio show to counter a point \u003c!--more-->made by a classmate.\u003c/p>\n\u003cp>“The iPad works like a community slate, passed around the room, collecting and collating students' thoughts about a given topic, a line of text, or quotation under investigation,” Cohen said.\u003c/p>\n\u003cp>And students prefer the iPad to laptops, he said, because the latter tends to isolate them.\u003c/p>\n\u003cp>What's more, one of the big criticisms of the iPad -- that it’s mostly a single application device -- is an advantage for Cohen, as it forces students to focus on a particular task, instead of say, chatting on Gmail or scrolling through Facebook posts.\u003c/p>\n\u003cp>Elsewhere, the University of Virginia English Department recently completed a three-semester pilot program using iPads in the classroom along with a \u003ca href=\"https://wiki.shanti.virginia.edu/display/ENGANTH/ENGL+3820+iPad+Course-Pack\">wiki-syllabus\u003c/a> and \u003ca href=\"http://pages.shanti.virginia.edu/ipad/\">blog.\u003c/a>\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING\u003c/strong>:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/why-arent-students-using-e-books/\">WHY AREN'T STUDENTS USING E-BOOKS?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/blowing-out-the-digital-book-as-we-know-it/\">BLOWING OUT THE DIGITAL TEXTBOOK AS WE KNOW IT\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/california-bill-pushes-for-free-online-college-books/\">CALIFORNIA PUSHES FOR FREE, ONLINE TEXTBOOKS\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/school-libraries-struggle-with-e-book-loans/\">SCHOOL LIBRARIES STRUGGLE WITH E-BOOK LOANS\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/turning-static-text-into-interactive-discussions/\">TURNING STATIC TEXT INTO INTERACTIVE DISCUSSION\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>In addition to commenting on the coursework, some students posted about the experience of swiping pages instead of leafing through them. One student wrote: “Maybe it's just my own somewhat utopian view of myself sitting outside on a beautiful day with the breeze blowing reading these great works on… an iPad?.... I do not wish to bash the very existence of the iPad. I do think its invention is a great thing, but for English classes I’ve been so conditioned to read from a book.”\u003c/p>\n\u003cp>\u003cstrong>WAITING FOR \"THE REVOLUTION\"\u003c/strong>\u003c/p>\n\u003cp>Cohen's use of the This American Life program is still an exception in the college landscape. Though companies like Inkling are \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/blowing-out-the-digital-book-as-we-know-it/\">completely changing the experience of \"reading\"\u003c/a>by adding interactive experiences like note-sharing, social media, and high-definition, manipulable images and videos, for the most part e-readers and tablets are still just replacements for print books.\u003c/p>\n\u003cp>\u003ca href=\"http://www.conncoll.edu/Academics/web_profiles/peray.html\">Philip Ray,\u003c/a> who has taught at Connecticut College for 36 years, said he’s seeing more students using iPads and Kindles for the required reading.\u003c/p>\n\u003cp>Ray said for the most part, it doesn’t make any difference to him if students prefer to use e-books, especially if they are available for free or at reduced prices.\u003c/p>\n\u003cp>“It works well for books that are in the public domain,” he said.\u003c/p>\n\u003cp>Ray is, however, a bit more fastidious though when he teaches poetry, as he wants to make sure that a digital version of a poem looks the way the author intended.\u003c/p>\n\u003cp>“Some poems have strict left-hand margins or there are lines that begin with capital letters,” Ray said. “Sometimes when they are digitized things can be a bit off.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ray said the increased popularity of tablets is a hot topic of conversation among his colleagues and the education community at large -- particularly since many of his peers own iPads or Kindles.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_18893\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/nazareth_college/5123131271/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-18893\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/5123131271_1d64b29303-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>\u003ca href=\"http://californiawatch.org/dailyreport/colleges-crack-down-selling-sharing-notes-14744\">By Erica Perez, California Watch\u003c/a>\u003c/h5>\n\u003cp>California State University and University of California campuses are taking new steps to limit what students can do with their class notes: At least one CSU Chico student recently was reported to judicial affairs for selling notes to a website, while a newly updated UC Berkeley policy restricts how students share their notes with others.\u003c/p>\n\u003cp>The policies raise questions about whether instructors or students have copyrights to the notes students take in class. While the California Education Code prohibits students and others from selling class notes – and many campuses have policies that also ban unauthorized note-selling – critics say students, not instructors, own the copyright to their own notes.\u003c/p>\n\u003cp>Some university officials say faculty members have the right to protect their professional reputation – they don't want inaccurate or low-quality notes to be attributed to them. But others say the university policies are restricting students' free speech.\u003c/p>\n\u003cp>\"Given the amount of money students are paying to go to school right now, to ... confront them with these policies and say, 'You don't even have the right to use your own notes any way you want,' seems to be the wrong message to be sending,\" said Jason M. Schultz, assistant clinical professor of law at UC Berkeley and director of the university's Samuelson Law, Technology & Public Policy Clinic.\u003c/p>\n\u003cp>The CSU and UC systems have made efforts to shut down private note-selling websites for some time. As early as 1999, the note-selling website Versity.com \u003ca href=\"http://archive.dailycal.org/article/487/online_services_for_lecture_notes_anger_some_offic\" target=\"_blank\">sparked officials' furor\u003c/a> at UC Berkeley. In fall 2010, CSU \u003ca href=\"http://chronicle.com/blogs/wiredcampus/cal-state-bans-students-from-selling-class-notes-online/27733\" target=\"_blank\">sent\u003c/a> a cease-and-desist order to \u003ca href=\"http://www.noteutopia.com/sell-class-notes\" target=\"_blank\">NoteUtopia\u003c/a>, which allows students to upload course notes, study guides and outlines to a website, then set a price and earn cash for their work.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"There's a First Amendment issue as well. If I take notes in class, and I want to share them, that's speech.\"\u003c/aside>\n\u003cp>More recently, both UC and CSU have sent cease-and-desist letters to \u003ca href=\"http://www.notehall.com/\" target=\"_blank\">Notehall\u003c/a>, a note-selling website owned by Santa Clara-based Chegg.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>CSU sent its \u003ca href=\"https://www.documentcloud.org/documents/289229-csu-notehall.html\" target=\"_blank\">letter\u003c/a> to Chegg in January after at least one student was reported to student judicial affairs for selling notes through the service. CSU Chico's student newspaper, \u003ca href=\"http://theorion.com/features/article_4d317be4-1a47-11e1-a2e4-001a4bcf6878.html\" target=\"_blank\">The Orion\u003c/a>, reported \u003c!--more-->that two students were referred to judicial affairs, but Lisa Root, the university's director of student judicial affairs, said there has been only one case involving the note-selling policy in the past three years. She could not comment on the specific case. The one student named in the Orion story declined to talk to a reporter Wednesday.\u003c/p>\n\u003cp>It's unclear whether the student was sanctioned or whether other universities in California have sought disciplinary action against students who have sold their notes to third parties.\u003c/p>\n\u003cp>The letter from CSU to Chegg cited CSU's own student policies and the \u003ca href=\"http://www.leginfo.ca.gov/cgi-bin/displaycode?section=edc&group=66001-67000&file=66450-66452\" target=\"_blank\">California Education Code\u003c/a>, both of which prohibit selling, distributing or publishing class notes for a commercial purpose.\u003c/p>\n\u003cp>Notehall's website indicates the company is no longer accepting notes from CSU or UC students. Users who try to upload notes for CSU or UC campuses see an error message.\u003c/p>\n\u003cp>\"Unfortunately, No More Notes!\" the message begins. \"The California State University Student Conduct Code prohibits students from selling class notes, and subjects violators to potential disciplinary action. Out of respect for this policy, Notehall does not offer its note taking services at your school. We apologize for the inconvenience, and share your disappointment with this CSU policy decision.\"\u003c/p>\n\u003cp>In a written statement, a spokeswoman for Chegg said the company is fully compliant with California law and is \"working to ensure that our services fall within what is acceptable from one state to the next.\"\u003c/p>\n\u003cp>But Berkeley's Schultz questioned whether states can prevent students from selling their notes. Instructors have almost no intellectual property rights to what students write down in class, he said. Faculty members may have intellectual property in the books they write, articles they publish and even possibly in the lecture notes they write for themselves, but students own the copyright on their own notes, he said.\u003c/p>\n\u003cp>\"Copyright is a federal law, and generally when state laws conflict with federal laws, federal law wins,\" Schultz said. \"Perhaps more important is there's a First Amendment issue as well. If I take notes in class, and I want to share them, that's speech.\"\u003c/p>\n\u003cp>UC's legal office also sent a cease-and-desist \u003ca href=\"https://www.documentcloud.org/documents/289270-notehall-cease-and-desist-letter.html\" target=\"_blank\">letter\u003c/a> to Notehall in November 2010, prompted at least in part by complaints at UC Davis about Notehall, said Jan Carmikle, senior intellectual property officer at UC Davis.\u003c/p>\n\u003cp>The university told Notehall that the company was violating California law, potentially infringing on copyright law, and encouraging students to violate university policy and risk discipline.\u003c/p>\n\u003cp>Carmikle said many professors and instructors at UC Davis who found notes for their classes on Notehall were indignant about it.\u003c/p>\n\u003cp>\"For a lot of them it's a reputational quality-control issue. They take a lot of pride in giving really high-quality lectures,\" she said. \"If a D-student can put these notes up, that's not good to anybody. It's not good for other students and not good for the instructor.\"\u003c/p>\n\u003cp>Schultz argued that faculty members can easily address quality issues by making clear to students that they should not trust the accuracy of unofficial class notes.\u003c/p>\n\u003cp>[module align=\"left\" width=\"half\" type=\"HEADING4\"]\u003c/p>\n\u003cp>\u003cstrong>RELATED READING:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/redefining-cheating-with-homework/\">REDEFINING \"CHEATING\" WITH HOMEWORK\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/can-online-tutoring-work-as-well-as-face-to-face/\">CAN ONLINE TUTORING WORK AS WELL AS FACE-TO-FACE?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>[/module]\u003c/p>\n\u003cp>He described the policy as a trade-off between the cost of suppressing student enthusiasm for learning and sharing knowledge against the benefit of protecting instructors' reputations – something they can achieve through other means.\u003c/p>\n\u003cp>\"I just don't think the trade-off is a very good trade-off for public education,\" he said.\u003c/p>\n\u003cp>At UC Berkeley, a joint academic senate/administrative task force recently revised the university policy on course notes. The new \u003ca href=\"http://campuspol.chance.berkeley.edu/policies/coursenotes.pdf\" target=\"_blank\">policy [PDF]\u003c/a>, which took effect in January, continues to ban the unauthorized sale of class notes. It also says students can share notes with other students only if they're both enrolled in the class at the same time. In theory, that means a student could face disciplinary action for sharing his or her notes from last semester with a student currently enrolled in the same class.\u003c/p>\n\u003cp>Philip Stark, a member of the task force and professor of statistics at UC Berkeley, said the policy should have included more careful definitions of \"course notes.\" At issue, he said, are transcript-style notes, not a student's own synthesis of lecture material.\u003c/p>\n\u003cp>\"I can't imagine any action being taken against a student who says, 'Here's the bullet items from this class.' That's not what this is intended to address,\" he said. \"It's intended to address someone representing something as the instructor's words.\"\u003c/p>\n\u003cp>Stark, who is also vice chairman of the statistics department, said the policy is aimed at maintaining the integrity – and accuracy – of the instructor's lecture.\u003c/p>\n\u003cp>\"It's my words, it's my performance, it's my material. I want you to learn from it, but I don't want you to represent to someone else that these are my words if I haven't had a chance to vet them,\" he said.\u003c/p>\n\u003cp>Schultz said he's concerned the universities are moving in the wrong direction.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"It's a policy against sharing knowledge. The Internet and networked technologies have been disrupting, one by one, every business model that has tried to put gates around information,\" he said. \"These universities have to decide how they're going to handle this. They can embrace it or suppress it.\"\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://californiawatch.org/user/erica-perez\">Erica Perez \u003c/a>is an investigative reporter for California Watch, the state’s largest investigative reporting team and part of the Center for Investigative Reporting. Learn more at \u003ca href=\"http://www.californiawatch.org\">www.californiawatch.org\u003c/a>.\u003c/em>\u003c/h5>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_18893\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/nazareth_college/5123131271/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-18893\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/5123131271_1d64b29303-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>\u003ca href=\"http://californiawatch.org/dailyreport/colleges-crack-down-selling-sharing-notes-14744\">By Erica Perez, California Watch\u003c/a>\u003c/h5>\n\u003cp>California State University and University of California campuses are taking new steps to limit what students can do with their class notes: At least one CSU Chico student recently was reported to judicial affairs for selling notes to a website, while a newly updated UC Berkeley policy restricts how students share their notes with others.\u003c/p>\n\u003cp>The policies raise questions about whether instructors or students have copyrights to the notes students take in class. While the California Education Code prohibits students and others from selling class notes – and many campuses have policies that also ban unauthorized note-selling – critics say students, not instructors, own the copyright to their own notes.\u003c/p>\n\u003cp>Some university officials say faculty members have the right to protect their professional reputation – they don't want inaccurate or low-quality notes to be attributed to them. But others say the university policies are restricting students' free speech.\u003c/p>\n\u003cp>\"Given the amount of money students are paying to go to school right now, to ... confront them with these policies and say, 'You don't even have the right to use your own notes any way you want,' seems to be the wrong message to be sending,\" said Jason M. Schultz, assistant clinical professor of law at UC Berkeley and director of the university's Samuelson Law, Technology & Public Policy Clinic.\u003c/p>\n\u003cp>The CSU and UC systems have made efforts to shut down private note-selling websites for some time. As early as 1999, the note-selling website Versity.com \u003ca href=\"http://archive.dailycal.org/article/487/online_services_for_lecture_notes_anger_some_offic\" target=\"_blank\">sparked officials' furor\u003c/a> at UC Berkeley. In fall 2010, CSU \u003ca href=\"http://chronicle.com/blogs/wiredcampus/cal-state-bans-students-from-selling-class-notes-online/27733\" target=\"_blank\">sent\u003c/a> a cease-and-desist order to \u003ca href=\"http://www.noteutopia.com/sell-class-notes\" target=\"_blank\">NoteUtopia\u003c/a>, which allows students to upload course notes, study guides and outlines to a website, then set a price and earn cash for their work.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"There's a First Amendment issue as well. If I take notes in class, and I want to share them, that's speech.\"\u003c/aside>\n\u003cp>More recently, both UC and CSU have sent cease-and-desist letters to \u003ca href=\"http://www.notehall.com/\" target=\"_blank\">Notehall\u003c/a>, a note-selling website owned by Santa Clara-based Chegg.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>CSU sent its \u003ca href=\"https://www.documentcloud.org/documents/289229-csu-notehall.html\" target=\"_blank\">letter\u003c/a> to Chegg in January after at least one student was reported to student judicial affairs for selling notes through the service. CSU Chico's student newspaper, \u003ca href=\"http://theorion.com/features/article_4d317be4-1a47-11e1-a2e4-001a4bcf6878.html\" target=\"_blank\">The Orion\u003c/a>, reported \u003c!--more-->that two students were referred to judicial affairs, but Lisa Root, the university's director of student judicial affairs, said there has been only one case involving the note-selling policy in the past three years. She could not comment on the specific case. The one student named in the Orion story declined to talk to a reporter Wednesday.\u003c/p>\n\u003cp>It's unclear whether the student was sanctioned or whether other universities in California have sought disciplinary action against students who have sold their notes to third parties.\u003c/p>\n\u003cp>The letter from CSU to Chegg cited CSU's own student policies and the \u003ca href=\"http://www.leginfo.ca.gov/cgi-bin/displaycode?section=edc&group=66001-67000&file=66450-66452\" target=\"_blank\">California Education Code\u003c/a>, both of which prohibit selling, distributing or publishing class notes for a commercial purpose.\u003c/p>\n\u003cp>Notehall's website indicates the company is no longer accepting notes from CSU or UC students. Users who try to upload notes for CSU or UC campuses see an error message.\u003c/p>\n\u003cp>\"Unfortunately, No More Notes!\" the message begins. \"The California State University Student Conduct Code prohibits students from selling class notes, and subjects violators to potential disciplinary action. Out of respect for this policy, Notehall does not offer its note taking services at your school. We apologize for the inconvenience, and share your disappointment with this CSU policy decision.\"\u003c/p>\n\u003cp>In a written statement, a spokeswoman for Chegg said the company is fully compliant with California law and is \"working to ensure that our services fall within what is acceptable from one state to the next.\"\u003c/p>\n\u003cp>But Berkeley's Schultz questioned whether states can prevent students from selling their notes. Instructors have almost no intellectual property rights to what students write down in class, he said. Faculty members may have intellectual property in the books they write, articles they publish and even possibly in the lecture notes they write for themselves, but students own the copyright on their own notes, he said.\u003c/p>\n\u003cp>\"Copyright is a federal law, and generally when state laws conflict with federal laws, federal law wins,\" Schultz said. \"Perhaps more important is there's a First Amendment issue as well. If I take notes in class, and I want to share them, that's speech.\"\u003c/p>\n\u003cp>UC's legal office also sent a cease-and-desist \u003ca href=\"https://www.documentcloud.org/documents/289270-notehall-cease-and-desist-letter.html\" target=\"_blank\">letter\u003c/a> to Notehall in November 2010, prompted at least in part by complaints at UC Davis about Notehall, said Jan Carmikle, senior intellectual property officer at UC Davis.\u003c/p>\n\u003cp>The university told Notehall that the company was violating California law, potentially infringing on copyright law, and encouraging students to violate university policy and risk discipline.\u003c/p>\n\u003cp>Carmikle said many professors and instructors at UC Davis who found notes for their classes on Notehall were indignant about it.\u003c/p>\n\u003cp>\"For a lot of them it's a reputational quality-control issue. They take a lot of pride in giving really high-quality lectures,\" she said. \"If a D-student can put these notes up, that's not good to anybody. It's not good for other students and not good for the instructor.\"\u003c/p>\n\u003cp>Schultz argued that faculty members can easily address quality issues by making clear to students that they should not trust the accuracy of unofficial class notes.\u003c/p>\n\u003cp>[module align=\"left\" width=\"half\" type=\"HEADING4\"]\u003c/p>\n\u003cp>\u003cstrong>RELATED READING:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/redefining-cheating-with-homework/\">REDEFINING \"CHEATING\" WITH HOMEWORK\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/can-online-tutoring-work-as-well-as-face-to-face/\">CAN ONLINE TUTORING WORK AS WELL AS FACE-TO-FACE?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>[/module]\u003c/p>\n\u003cp>He described the policy as a trade-off between the cost of suppressing student enthusiasm for learning and sharing knowledge against the benefit of protecting instructors' reputations – something they can achieve through other means.\u003c/p>\n\u003cp>\"I just don't think the trade-off is a very good trade-off for public education,\" he said.\u003c/p>\n\u003cp>At UC Berkeley, a joint academic senate/administrative task force recently revised the university policy on course notes. The new \u003ca href=\"http://campuspol.chance.berkeley.edu/policies/coursenotes.pdf\" target=\"_blank\">policy [PDF]\u003c/a>, which took effect in January, continues to ban the unauthorized sale of class notes. It also says students can share notes with other students only if they're both enrolled in the class at the same time. In theory, that means a student could face disciplinary action for sharing his or her notes from last semester with a student currently enrolled in the same class.\u003c/p>\n\u003cp>Philip Stark, a member of the task force and professor of statistics at UC Berkeley, said the policy should have included more careful definitions of \"course notes.\" At issue, he said, are transcript-style notes, not a student's own synthesis of lecture material.\u003c/p>\n\u003cp>\"I can't imagine any action being taken against a student who says, 'Here's the bullet items from this class.' That's not what this is intended to address,\" he said. \"It's intended to address someone representing something as the instructor's words.\"\u003c/p>\n\u003cp>Stark, who is also vice chairman of the statistics department, said the policy is aimed at maintaining the integrity – and accuracy – of the instructor's lecture.\u003c/p>\n\u003cp>\"It's my words, it's my performance, it's my material. I want you to learn from it, but I don't want you to represent to someone else that these are my words if I haven't had a chance to vet them,\" he said.\u003c/p>\n\u003cp>Schultz said he's concerned the universities are moving in the wrong direction.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"It's a policy against sharing knowledge. The Internet and networked technologies have been disrupting, one by one, every business model that has tried to put gates around information,\" he said. \"These universities have to decide how they're going to handle this. They can embrace it or suppress it.\"\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://californiawatch.org/user/erica-perez\">Erica Perez \u003c/a>is an investigative reporter for California Watch, the state’s largest investigative reporting team and part of the Center for Investigative Reporting. Learn more at \u003ca href=\"http://www.californiawatch.org\">www.californiawatch.org\u003c/a>.\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "In Some Cash-Strapped Schools, Kids Bring Their Own Tech Devices",
"title": "In Some Cash-Strapped Schools, Kids Bring Their Own Tech Devices",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_18861\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/inge_santoso/2911455163/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-18861\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/2911455163_72d4915827_z-620x465.jpg\" alt=\"\" width=\"620\" height=\"465\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students are encouraged to bring their own tech devices to school and use them in class.\u003c/figcaption>\u003c/figure>\n\u003ch5>\u003cstrong>By Jennifer Roland\u003c/strong>\u003c/h5>\n\u003cp class=\"dropcap-serif\">At Mankato Public School System in Minnesota, students bring their homework, their lunches, and books to school like most students across the country. But they also bring whatever tech devices they own -- and they don't have to hide it or turn it off when they walk into class.\u003c/p>\n\u003cp>Mankato has joined the growing Bring Your Own Technology movement that allows students to use their own Netbooks, laptops, and tablets -- anything that connects to the school's wireless network -- \u003cem>during\u003c/em> class time.\u003c/p>\n\u003cp>“By allowing kids to bring in their own devices, you free up school resources for the kids who don’t have access,” says Doug Johnson, director of media and technology for the Mankato Public School System. (Johnson wrote the book -- literally -- on the subject; \u003cem>The Classroom Teacher’s Technology Survival Guide\u003c/em> is published this month.) For example, in classrooms that have a group of four computers, finding time for all 30 students to use them can be challenging. In Mankato, 90% of the students have some sort of wireless-capable device, which leaves only eight students in a typical class who will need to use the class computers.\u003c/p>\n\u003cp>This kind of unconventional approach to schooling, in a public school system that's tangled with strict rules and regulations, was one of the tactics being hailed this week when President Obama and Secretary of Education Arne Duncan spoke about the importance of bringing schools to the 21st century by finding smart ways to integrate technology into the learning process at the inaugural \u003ca href=\"http://www.digitallearningday.org/DLD2012\">Digital Learning Day.\u003c/a>\u003c/p>\n\u003caside class=\"pullquote alignleft\">The common theme from parents: “If I spend $500 on an iPad for my kid, I hope the teachers uses it!”\u003c/aside>\n\u003cp>For schools that are lucky enough to have the money to carry out this mission -- whether it's providing a computer lab, laptops and tablets for students -- the rewards of the technology are abundant. But the fiscal reality makes this difficult for most public schools that struggle with dwindling budgets and can't afford to hire enough teachers, let alone computers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>That's why school districts like Mankato are experimenting with what could be a very obvious solution: Let kids bring their own tech devices to school. Truth is, at last count (in 2010) more than 75 percent of American kids age 12 to 17 owned cell phones, according to \u003ca href=\"http://pewresearch.org/pubs/1572/teens-cell-phones-text-messages\">a Pew Research study\u003c/a>. And \u003ca href=\"http://pewinternet.org/Reports/2012/E-readers-and-tablets.aspx\">19 percent of Americans\u003c/a> now own a tablet. So it's no surprise that the Bring Your Own Technology (BYOT) movement is taking shape \u003ca href=\"http://www.edweek.org/dd/articles/2011/10/19/01byot.h05.html\">across the country\u003c/a> with school \u003ca href=\"http://www.charlotteobserver.com/2012/01/29/2967987/internet-access-in-cms-to-change.html\">districts that\u003c/a> allow students to use their tablets, smart phones, and other mobile computing devices in the classroom for learning.\u003c/p>\n\u003cp>Conceptually, that makes a lot of sense. Why not let kids use the tech tools they're already familiar with to enhance their learning? But as schools try to figure out the best way of transitioning to this \u003c!--more-->new world, some thorny issues must first be sorted out. How do teachers and school systems prepare for all the different platforms, when some kids are bringing in tablets, others are bringing their parents' old laptops, and the remainder are on mobile phones? And what effect does this change have on the dynamics of a classroom?\u003c/p>\n\u003cp>For starters, schools and districts are beset by myriad rules and policies they must follow in order to qualify for state and federal funding. And if district policy \u003cem>does\u003c/em> allow kids to bring their own devices, schools must also make sure they have enough bandwidth to deal with all the new devices that need Internet connections.\u003c/p>\n\u003cp>Schools have long looked at providing Internet-capable devices as the only way to ensure equal access to education for all students, but these endeavors are extremely expensive and, many districts believe, unsustainable without long-term grant funding. That's where kids using their own devices could work.\u003c/p>\n\u003cfigure id=\"attachment_18867\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/5333910266_f7979f21d3/\" rel=\"attachment wp-att-18867\">\u003cimg class=\"size-medium wp-image-18867\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/5333910266_f7979f21d3-300x183.jpg\" alt=\"\" width=\"300\" height=\"183\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>What's so great about having a mobile device in class? Instant access to information is the main reason for allowing kids to use their devices: to search for information online. Some teachers \u003ca href=\"http://www.usnews.com/education/blogs/high-school-notes/2011/10/26/teachers-use-cell-phones-in-the-classroom\">also use mobile devices\u003c/a> to gives quizzes or take instant polls. How they use their devices depends on what teachers decide to do with them.\u003c/p>\n\u003cp>Though there continues to be a large gap in those who own laptops and can afford broadband at home and those who can't, mobile devices can potentially serve to bridge gaps in access, allowing kids to use them in and outside of school for learning.\u003c/p>\n\u003cp>\u003cstrong>HELP OR HINDRANCE?\u003c/strong>\u003c/p>\n\u003cp>But allowing kids to use their devices at school might not be as simple a solution as it sounds. Educator and technology consultant \u003ca href=\"http://stager.tv/blog/?p=2655\">Gary Stager believes\u003c/a> the BYOT movement \"diminishes the otherwise enormous potential of educational computing to the weakest device in the room.” He contends that \"cell phones are not computers! They may both contain microprocessors and batteries, but as of today, their functionality is quite different...The computer is an intellectual laboratory and vehicle for self-expression that makes it possible for children to learn and do things in ways unthinkable just a few years ago. We impair such empowerment when we limit educational practice to the functionality of the least powerful device.\"\u003c/p>\n\u003cp>Mobile phones, and especially those that aren't smart phones, obviously don't have the same capabilities as computers. But when tablets and Netbooks enter the picture, it becomes less of an argument against insufficient technology and more an argument against managing multiple technologies. Stager adds that in a class full of students handling his or her own device, each one different from the other, will only \"amplify [teachers'] anxiety and reduce use.\"\u003c/p>\n\u003cp>But as one who's taken to using all kinds of devices in school, Johnson believes in the power of the cloud to provide tools that any device can access. In Mankato, they rely heavily on Google Docs and other platform-agnostic tools that serve information to any Internet-accessible device.\u003c/p>\n\u003cp>And although Johnson admits that more traditional teachers resist or are overwhelmed by this type of learning, students will need little support because they're already familiar with their own devices. If the bandwidth and infrastructure are in place for students to access the school network, Johnson says they'll be able to do their work with little oversight.\u003c/p>\n\u003cp>Johnson has enlisted parents' help to make sure teachers aren't overtaxed with trying to help kids figure out how to use the devices that don't meet district guidelines. He sent a letter home to parents before the holidays with a checklist of things to look for if they were already planning to buy a mobile device for their child’s holiday gift.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The common theme he hears from parents is, “If I spend $500 on an iPad for my kid, I hope the teachers use it!”\u003c/p>\n\n",
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"description": "By Jennifer Roland At Mankato Public School System in Minnesota, students bring their homework, their lunches, and books to school like most students across the country. But they also bring whatever tech devices they own -- and they don't have to hide it or turn it off when they walk into class. Mankato has joined",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_18861\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/inge_santoso/2911455163/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-18861\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/2911455163_72d4915827_z-620x465.jpg\" alt=\"\" width=\"620\" height=\"465\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students are encouraged to bring their own tech devices to school and use them in class.\u003c/figcaption>\u003c/figure>\n\u003ch5>\u003cstrong>By Jennifer Roland\u003c/strong>\u003c/h5>\n\u003cp class=\"dropcap-serif\">At Mankato Public School System in Minnesota, students bring their homework, their lunches, and books to school like most students across the country. But they also bring whatever tech devices they own -- and they don't have to hide it or turn it off when they walk into class.\u003c/p>\n\u003cp>Mankato has joined the growing Bring Your Own Technology movement that allows students to use their own Netbooks, laptops, and tablets -- anything that connects to the school's wireless network -- \u003cem>during\u003c/em> class time.\u003c/p>\n\u003cp>“By allowing kids to bring in their own devices, you free up school resources for the kids who don’t have access,” says Doug Johnson, director of media and technology for the Mankato Public School System. (Johnson wrote the book -- literally -- on the subject; \u003cem>The Classroom Teacher’s Technology Survival Guide\u003c/em> is published this month.) For example, in classrooms that have a group of four computers, finding time for all 30 students to use them can be challenging. In Mankato, 90% of the students have some sort of wireless-capable device, which leaves only eight students in a typical class who will need to use the class computers.\u003c/p>\n\u003cp>This kind of unconventional approach to schooling, in a public school system that's tangled with strict rules and regulations, was one of the tactics being hailed this week when President Obama and Secretary of Education Arne Duncan spoke about the importance of bringing schools to the 21st century by finding smart ways to integrate technology into the learning process at the inaugural \u003ca href=\"http://www.digitallearningday.org/DLD2012\">Digital Learning Day.\u003c/a>\u003c/p>\n\u003caside class=\"pullquote alignleft\">The common theme from parents: “If I spend $500 on an iPad for my kid, I hope the teachers uses it!”\u003c/aside>\n\u003cp>For schools that are lucky enough to have the money to carry out this mission -- whether it's providing a computer lab, laptops and tablets for students -- the rewards of the technology are abundant. But the fiscal reality makes this difficult for most public schools that struggle with dwindling budgets and can't afford to hire enough teachers, let alone computers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That's why school districts like Mankato are experimenting with what could be a very obvious solution: Let kids bring their own tech devices to school. Truth is, at last count (in 2010) more than 75 percent of American kids age 12 to 17 owned cell phones, according to \u003ca href=\"http://pewresearch.org/pubs/1572/teens-cell-phones-text-messages\">a Pew Research study\u003c/a>. And \u003ca href=\"http://pewinternet.org/Reports/2012/E-readers-and-tablets.aspx\">19 percent of Americans\u003c/a> now own a tablet. So it's no surprise that the Bring Your Own Technology (BYOT) movement is taking shape \u003ca href=\"http://www.edweek.org/dd/articles/2011/10/19/01byot.h05.html\">across the country\u003c/a> with school \u003ca href=\"http://www.charlotteobserver.com/2012/01/29/2967987/internet-access-in-cms-to-change.html\">districts that\u003c/a> allow students to use their tablets, smart phones, and other mobile computing devices in the classroom for learning.\u003c/p>\n\u003cp>Conceptually, that makes a lot of sense. Why not let kids use the tech tools they're already familiar with to enhance their learning? But as schools try to figure out the best way of transitioning to this \u003c!--more-->new world, some thorny issues must first be sorted out. How do teachers and school systems prepare for all the different platforms, when some kids are bringing in tablets, others are bringing their parents' old laptops, and the remainder are on mobile phones? And what effect does this change have on the dynamics of a classroom?\u003c/p>\n\u003cp>For starters, schools and districts are beset by myriad rules and policies they must follow in order to qualify for state and federal funding. And if district policy \u003cem>does\u003c/em> allow kids to bring their own devices, schools must also make sure they have enough bandwidth to deal with all the new devices that need Internet connections.\u003c/p>\n\u003cp>Schools have long looked at providing Internet-capable devices as the only way to ensure equal access to education for all students, but these endeavors are extremely expensive and, many districts believe, unsustainable without long-term grant funding. That's where kids using their own devices could work.\u003c/p>\n\u003cfigure id=\"attachment_18867\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/5333910266_f7979f21d3/\" rel=\"attachment wp-att-18867\">\u003cimg class=\"size-medium wp-image-18867\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/5333910266_f7979f21d3-300x183.jpg\" alt=\"\" width=\"300\" height=\"183\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>What's so great about having a mobile device in class? Instant access to information is the main reason for allowing kids to use their devices: to search for information online. Some teachers \u003ca href=\"http://www.usnews.com/education/blogs/high-school-notes/2011/10/26/teachers-use-cell-phones-in-the-classroom\">also use mobile devices\u003c/a> to gives quizzes or take instant polls. How they use their devices depends on what teachers decide to do with them.\u003c/p>\n\u003cp>Though there continues to be a large gap in those who own laptops and can afford broadband at home and those who can't, mobile devices can potentially serve to bridge gaps in access, allowing kids to use them in and outside of school for learning.\u003c/p>\n\u003cp>\u003cstrong>HELP OR HINDRANCE?\u003c/strong>\u003c/p>\n\u003cp>But allowing kids to use their devices at school might not be as simple a solution as it sounds. Educator and technology consultant \u003ca href=\"http://stager.tv/blog/?p=2655\">Gary Stager believes\u003c/a> the BYOT movement \"diminishes the otherwise enormous potential of educational computing to the weakest device in the room.” He contends that \"cell phones are not computers! They may both contain microprocessors and batteries, but as of today, their functionality is quite different...The computer is an intellectual laboratory and vehicle for self-expression that makes it possible for children to learn and do things in ways unthinkable just a few years ago. We impair such empowerment when we limit educational practice to the functionality of the least powerful device.\"\u003c/p>\n\u003cp>Mobile phones, and especially those that aren't smart phones, obviously don't have the same capabilities as computers. But when tablets and Netbooks enter the picture, it becomes less of an argument against insufficient technology and more an argument against managing multiple technologies. Stager adds that in a class full of students handling his or her own device, each one different from the other, will only \"amplify [teachers'] anxiety and reduce use.\"\u003c/p>\n\u003cp>But as one who's taken to using all kinds of devices in school, Johnson believes in the power of the cloud to provide tools that any device can access. In Mankato, they rely heavily on Google Docs and other platform-agnostic tools that serve information to any Internet-accessible device.\u003c/p>\n\u003cp>And although Johnson admits that more traditional teachers resist or are overwhelmed by this type of learning, students will need little support because they're already familiar with their own devices. If the bandwidth and infrastructure are in place for students to access the school network, Johnson says they'll be able to do their work with little oversight.\u003c/p>\n\u003cp>Johnson has enlisted parents' help to make sure teachers aren't overtaxed with trying to help kids figure out how to use the devices that don't meet district guidelines. He sent a letter home to parents before the holidays with a checklist of things to look for if they were already planning to buy a mobile device for their child’s holiday gift.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Search by Color? A Little-Known Trick to Find the Right Image",
"title": "Search by Color? A Little-Known Trick to Find the Right Image",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/4576980764_c0bfc076a3_z-1/\" rel=\"attachment wp-att-18813\">\u003cimg class=\"size-medium wp-image-18813\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/4576980764_c0bfc076a3_z-1-300x257.jpg\" alt=\"\" width=\"300\" height=\"257\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: Richard Morton\u003c/p>\n\u003c/div>\n\u003ch5>By Tasha Bergson-Michelson\u003c/h5>\n\u003cp>\u003cem>At its heart, clever searching lies at the intersection of critical thinking, imagination, and the savvy use of technical tools. Google Search Educator Tasha Bergson-Michelson begins a series of guest posts about innovative ways to approach finding information and the problems we can solve when we bring together technology, creativity, and education.\u003c/em>\u003c/p>\n\u003cp>It’s right before bedtime on Sunday night, and your child just announced that she has a report due in the morning about heroes. Excited by the Super Bowl, she wants to write about teamwork among her personal heroes, the New England Patriots. Off she goes to Google to find some inspirational pictures of the Patriots in action.\u003c/p>\n\u003cp>When searching for the \u003ca href=\"https://www.google.com/search?tbm=isch&hl=en&source=hp&biw=1165&bih=645&q=new+england+patriots&gbv=2&oq=new+england+patriots&aq=f&aqi=g10&aql=&gs_sm=e&gs_upl=2364l5733l0l5868l20l10l0l7l7l0l81l87l2l2l0\">New England Patriots\u003c/a>, you get a variety of images--but many of them logos, or fan created photo montages on a background of the team colors. If you actually want a screen full of pictures of people playing the game, what are your options?\u003c!--more-->\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/screen-shot-2012-02-01-at-8-15-10-pm/\" rel=\"attachment wp-att-18805\">\u003cimg class=\"aligncenter size-large wp-image-18805\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-01-at-8.15.10-PM-620x311.png\" alt=\"\" width=\"620\" height=\"311\">\u003c/a>\u003c/p>\n\u003cp>Looking at this first screen of results, considering what to do next, a savvy searcher asks what pictures of people actually playing football would all have in common.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One picture above immediately catches the eye: the green photo in the third row. You can tell that it is a picture of a game because of the grass on the field. In fact, most action shots in a game should have a background of turf. So, what if there was a way to tell Google to deliver only images with grassy backgrounds?\u003c/p>\n\u003cp>Take a look at the left-hand side of the screen. Near the bottom, there is a series of colored boxes. These are filters that allow you to find pictures of a particular color. By clicking on the green box, you can essentially tell Google to return pictures with a lot of grass:\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/screen-shot-2012-02-01-at-4-27-53-pm/\" rel=\"attachment wp-att-18793\">\u003cimg class=\"aligncenter size-large wp-image-18793\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-01-at-4.27.53-PM-620x331.png\" alt=\"\" width=\"620\" height=\"331\">\u003c/a>\u003c/p>\n\u003cp>You might be surprised at the scholarly contexts in which color filtering becomes a powerful search tactic. By itself color filtering might seem like a niche feature, but looking at a few practical applications can get your creative juices flowing as you think about problems it might solve for you.\u003c/p>\n\u003cp>Let’s take another example. Consider an approach one librarian discovered when working with her school’s science teachers. Run an Image Search for \u003ca href=\"https://www.google.com/search?tbm=isch&hl=en&source=hp&biw=1165&bih=645&q=tesla+coil&gbv=2&oq=tesla+coil&aq=f&aqi=g10&aql=&gs_sm=e&gs_upl=1356l3053l0l3340l10l10l0l2l2l0l177l923l4.4l8l0\">tesla coil\u003c/a> and you will find:\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/screen-shot-2012-02-01-at-4-28-51-pm/\" rel=\"attachment wp-att-18794\">\u003cimg class=\"aligncenter size-large wp-image-18794\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-01-at-4.28.51-PM-620x328.png\" alt=\"\" width=\"620\" height=\"328\">\u003c/a>\u003c/p>\n\u003cp>But say that what you really want is a diagram of how a tesla coil works. What is a common factor of such diagrams? In looking carefully at the images above, you may notice that most are dark, with bright, purple arcs. Diagrams, on the other hand, tend to have mostly black writing on a white background. So, click on the white color filter:\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/screen-shot-2012-02-01-at-8-18-46-pm/\" rel=\"attachment wp-att-18808\">\u003cimg class=\"aligncenter size-large wp-image-18808\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-01-at-8.18.46-PM-620x313.png\" alt=\"\" width=\"620\" height=\"313\">\u003c/a>\u003c/p>\n\u003cp>Now, all of a sudden, your results are primarily diagrams and other technical details. Voila!\u003c/p>\n\u003cp>These searches are examples of a broader strategy called predictive search, in which you winnow down to your best results by anticipating their common factors. Google search allows you to specify common factors by color or terms, but also by characteristics like language, medium, or geographical or chronological features, in order to narrow down to exactly what you need. Once you see how you can think creatively about the defining characteristics of the information you want, you can become truly powerful at finding what you need.\u003c/p>\n\u003cp>Future posts will explore unexpected applications of everyday Google tools to solve problems even faster and more effectively.\u003c/p>\n\u003cp>One final example of how color filtering can improve both academic research and daily life: Have you ever read a book, and later remembered the subject and something about the cover, but not the title itself? For example, say you were wondering, “What was that book about Lewis and Clark I looked at the other day--that red one with the canoe on the cover?”\u003c/p>\n\u003cp>Simply search for [Lewis Clark book] in Google Images:\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/screen-shot-2012-02-01-at-4-31-07-pm/\" rel=\"attachment wp-att-18796\">\u003cimg class=\"aligncenter size-large wp-image-18796\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-01-at-4.31.07-PM-620x341.png\" alt=\"\" width=\"620\" height=\"341\">\u003c/a>\u003c/p>\n\u003cp>And filter for red images:\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/screen-shot-2012-02-02-at-3-08-46-pm/\" rel=\"attachment wp-att-18831\">\u003cimg class=\"aligncenter size-large wp-image-18831\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-02-at-3.08.46-PM-620x310.png\" alt=\"\" width=\"620\" height=\"310\">\u003c/a>This method works whether you are trying to identify that full title you forgot to write down for your works cited list, or locating a gift for that special someone, when you can’t remember the title, but have just a general idea of the topic and remember that great shade of red.\u003c/p>\n\u003cp>Often people think of searching in words, but don’t consider the other elements that they know identify their answers. A little creativity in making use of what you know can find you more than you ever dreamed.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Give it a try! What problem can color filtering solve for you?\u003c/p>\n\n",
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"description": "Flickr: Richard Morton By Tasha Bergson-Michelson At its heart, clever searching lies at the intersection of critical thinking, imagination, and the savvy use of technical tools. Google Search Educator Tasha Bergson-Michelson begins a series of guest posts about innovative ways to approach finding information and the problems we can solve when we bring together technology,",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/4576980764_c0bfc076a3_z-1/\" rel=\"attachment wp-att-18813\">\u003cimg class=\"size-medium wp-image-18813\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/4576980764_c0bfc076a3_z-1-300x257.jpg\" alt=\"\" width=\"300\" height=\"257\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: Richard Morton\u003c/p>\n\u003c/div>\n\u003ch5>By Tasha Bergson-Michelson\u003c/h5>\n\u003cp>\u003cem>At its heart, clever searching lies at the intersection of critical thinking, imagination, and the savvy use of technical tools. Google Search Educator Tasha Bergson-Michelson begins a series of guest posts about innovative ways to approach finding information and the problems we can solve when we bring together technology, creativity, and education.\u003c/em>\u003c/p>\n\u003cp>It’s right before bedtime on Sunday night, and your child just announced that she has a report due in the morning about heroes. Excited by the Super Bowl, she wants to write about teamwork among her personal heroes, the New England Patriots. Off she goes to Google to find some inspirational pictures of the Patriots in action.\u003c/p>\n\u003cp>When searching for the \u003ca href=\"https://www.google.com/search?tbm=isch&hl=en&source=hp&biw=1165&bih=645&q=new+england+patriots&gbv=2&oq=new+england+patriots&aq=f&aqi=g10&aql=&gs_sm=e&gs_upl=2364l5733l0l5868l20l10l0l7l7l0l81l87l2l2l0\">New England Patriots\u003c/a>, you get a variety of images--but many of them logos, or fan created photo montages on a background of the team colors. If you actually want a screen full of pictures of people playing the game, what are your options?\u003c!--more-->\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/screen-shot-2012-02-01-at-8-15-10-pm/\" rel=\"attachment wp-att-18805\">\u003cimg class=\"aligncenter size-large wp-image-18805\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-01-at-8.15.10-PM-620x311.png\" alt=\"\" width=\"620\" height=\"311\">\u003c/a>\u003c/p>\n\u003cp>Looking at this first screen of results, considering what to do next, a savvy searcher asks what pictures of people actually playing football would all have in common.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>One picture above immediately catches the eye: the green photo in the third row. You can tell that it is a picture of a game because of the grass on the field. In fact, most action shots in a game should have a background of turf. So, what if there was a way to tell Google to deliver only images with grassy backgrounds?\u003c/p>\n\u003cp>Take a look at the left-hand side of the screen. Near the bottom, there is a series of colored boxes. These are filters that allow you to find pictures of a particular color. By clicking on the green box, you can essentially tell Google to return pictures with a lot of grass:\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/screen-shot-2012-02-01-at-4-27-53-pm/\" rel=\"attachment wp-att-18793\">\u003cimg class=\"aligncenter size-large wp-image-18793\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-01-at-4.27.53-PM-620x331.png\" alt=\"\" width=\"620\" height=\"331\">\u003c/a>\u003c/p>\n\u003cp>You might be surprised at the scholarly contexts in which color filtering becomes a powerful search tactic. By itself color filtering might seem like a niche feature, but looking at a few practical applications can get your creative juices flowing as you think about problems it might solve for you.\u003c/p>\n\u003cp>Let’s take another example. Consider an approach one librarian discovered when working with her school’s science teachers. Run an Image Search for \u003ca href=\"https://www.google.com/search?tbm=isch&hl=en&source=hp&biw=1165&bih=645&q=tesla+coil&gbv=2&oq=tesla+coil&aq=f&aqi=g10&aql=&gs_sm=e&gs_upl=1356l3053l0l3340l10l10l0l2l2l0l177l923l4.4l8l0\">tesla coil\u003c/a> and you will find:\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/screen-shot-2012-02-01-at-4-28-51-pm/\" rel=\"attachment wp-att-18794\">\u003cimg class=\"aligncenter size-large wp-image-18794\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-01-at-4.28.51-PM-620x328.png\" alt=\"\" width=\"620\" height=\"328\">\u003c/a>\u003c/p>\n\u003cp>But say that what you really want is a diagram of how a tesla coil works. What is a common factor of such diagrams? In looking carefully at the images above, you may notice that most are dark, with bright, purple arcs. Diagrams, on the other hand, tend to have mostly black writing on a white background. So, click on the white color filter:\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/screen-shot-2012-02-01-at-8-18-46-pm/\" rel=\"attachment wp-att-18808\">\u003cimg class=\"aligncenter size-large wp-image-18808\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-01-at-8.18.46-PM-620x313.png\" alt=\"\" width=\"620\" height=\"313\">\u003c/a>\u003c/p>\n\u003cp>Now, all of a sudden, your results are primarily diagrams and other technical details. Voila!\u003c/p>\n\u003cp>These searches are examples of a broader strategy called predictive search, in which you winnow down to your best results by anticipating their common factors. Google search allows you to specify common factors by color or terms, but also by characteristics like language, medium, or geographical or chronological features, in order to narrow down to exactly what you need. Once you see how you can think creatively about the defining characteristics of the information you want, you can become truly powerful at finding what you need.\u003c/p>\n\u003cp>Future posts will explore unexpected applications of everyday Google tools to solve problems even faster and more effectively.\u003c/p>\n\u003cp>One final example of how color filtering can improve both academic research and daily life: Have you ever read a book, and later remembered the subject and something about the cover, but not the title itself? For example, say you were wondering, “What was that book about Lewis and Clark I looked at the other day--that red one with the canoe on the cover?”\u003c/p>\n\u003cp>Simply search for [Lewis Clark book] in Google Images:\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/screen-shot-2012-02-01-at-4-31-07-pm/\" rel=\"attachment wp-att-18796\">\u003cimg class=\"aligncenter size-large wp-image-18796\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-01-at-4.31.07-PM-620x341.png\" alt=\"\" width=\"620\" height=\"341\">\u003c/a>\u003c/p>\n\u003cp>And filter for red images:\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/search-by-color-a-little-known-trick-to-find-the-right-image/screen-shot-2012-02-02-at-3-08-46-pm/\" rel=\"attachment wp-att-18831\">\u003cimg class=\"aligncenter size-large wp-image-18831\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-02-at-3.08.46-PM-620x310.png\" alt=\"\" width=\"620\" height=\"310\">\u003c/a>This method works whether you are trying to identify that full title you forgot to write down for your works cited list, or locating a gift for that special someone, when you can’t remember the title, but have just a general idea of the topic and remember that great shade of red.\u003c/p>\n\u003cp>Often people think of searching in words, but don’t consider the other elements that they know identify their answers. 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"content": "\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp class=\"wp-media-credit\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/on-digital-learning-day-7-golden-rules-of-using-technology/screen-shot-2012-01-31-at-5-17-29-pm/\" rel=\"attachment wp-att-18768\">\u003cimg class=\"size-large wp-image-18768\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Screen-shot-2012-01-31-at-5.17.29-PM-620x443.png\" alt=\"\" width=\"620\" height=\"443\">\u003c/a>TB\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Today is \u003ca href=\"http://www.digitallearningday.org/\">Digital Learning Day\u003c/a>, a national promotional effort by the \u003ca href=\"http://www.all4ed.org/\">Alliance for Excellence in Education\u003c/a> to call attention to using technology in schools.\u003c/p>\n\u003cp>More than 10,000 teachers and 1.5 million students have signed up in support to \"celebrate innovative teachers and highlight instructional practices that strengthen teaching and personalize learning for all students,\" \u003ca href=\"http://www.digitallearningday.org/events/state-events#Hosting\">according to the AEE\u003c/a>.\u003c/p>\n\u003cp>To that end, a repost of Adam S. Bellow's \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/the-seven-golden-rules-of-using-technology-in-schools/\">Golden Rules of Technology in Schools\u003c/a>, as he stated them at the \u003ca href=\"http://www.isteconference.org/2012/\"> ISTE 2011 conference.\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>1) DON'T TRAP TECHNOLOGY IN A ROOM.\u003c/strong> \"When I went to school, computers were put in a room called The Lab,\" Bellow said. \"'What are they experimenting with in there, I thought.' Technology wasn't built into what we were doing. It was farmed off in a room, like it was special. Like we were learning how to code, and in case the Russians came, we'd know what to do.\" Technology should be like oxygen, Bellow said, quoting \u003ca href=\"http://www.scienceleadership.org/pages/Faculty_and_Staff\">Chris Lehmann\u003c/a>, the founding principal of Science Leadership Academy: Ubiquitous, necessary, and invisible.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"\u003cspan style=\"color: #888888\">We're doing kids a major disservice if we don't teach them good digital citizenship\u003c/span>.\"\u003cstrong> \u003c/strong>\u003c/aside>\n\u003cp>\u003cstrong> \u003c/strong>\u003cspan style=\"color: #000000\">\u003cstrong>2) TECHNOLOGY IS WORTHLESS WITHOUT PROFESSIONAL DEVELOPMENT. \u003c/strong>\u003c/span>\u003cstrong> \u003c/strong>Bellow emphasized the importance of making professional development a priority, the importance of time and money being spent to educate teachers on not just an hour-long how-to session, but ways to integrate technology creatively into educators' daily teaching practice in meaningful ways. He told the story of an interactive-whiteboard training guide who made one quick appearance at a school, never to return, leaving teachers still unsure of how to use the technology. There's a world of professional development on YouTube and on Twitter, ironically sites that most schools block (see Number 4.)\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">\u003cstrong>3) MOBILE TECHNOLOGY STRETCHES A LONG WAY. \u003c/strong>\u003c/span>\"You can get much more out of mobile tech than out of most other technology,\" Bellow said. Kids bring it to class everyday, but we tell them to turn it off as soon as they walk in. In New York City, Bellow said he watched as an agonizingly long queue of students waited for 45 minutes to pass through a metal detector and hand over their cell phones, which were then placed in individually labeled manila envelopes. \"Can we do something better with those 45 minutes?\" he asked. Cell phones can\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/\"> replace expensive reference books\u003c/a>, Flip cameras, old calculators, and the list goes on. \"Instead of buying those tools, buy an iPod Touch and it’ll be all of those things,\" he said.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">\u003cstrong>4) THE NEW 'F WORD' IS FEAR.\u003c/strong>\u003c/span> Not Facebook, and not the other expletive you might have expected. Schools fear everything from being replaced by gadgets (\"Any teacher who can be replaced by a robot should be,\" he said), to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/revolution-2-0-the-control-shift/\">kids knowing more about subjects than they do\u003c/a>, to collaborative Web tools\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\"> that are blocked because of a slew of acronyms \u003c/a>that haunt administrators. On one hand, \"teachers are frustrated because they feel like they're being handcuffed,\" Bellow said, due to crude filters that block out \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">all kinds of useful websites\u003c/a>. On the other hand, kids already come to school with phones that have access to everything. \"We could block Facebook, but who are we kidding? They're already on it,\" he said. \"The world is not a sterile place. Kids need to learn how to deal with it.\" And because kids have access to every kind of information at any time, they need to learn about things like \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-the-internet-affects-plagiarism/\">Creative Commons and copyright rules\u003c/a>. \"We're doing them a major disservice if we don't teach them good digital citizenship,\" he said.\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">\u003cstrong>5) TECH TOOLS ARE NOT JUST A PASSING FAD. \u003c/strong>\u003c/span>Bellow said he's heard countless times from those who don’t want to take risks by finding and investing in new tools. And even when they do, they use only a fraction of the tools' potential purposes because they haven't invested enough time to figure it out (see Number 2). Bellow told the story of a school administrator who was able to buy iPads for his teachers, but is only using them to take attendance. He showed a video of a 100-year-old woman learning how to use the iPad to browse the Web, to read books, to watch videos, and how excited she was about it. \"We are natural lifelong learners,\" he said.\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">\u003cstrong>6) MONEY IS NOT THE PROBLEM. \u003c/strong>\u003c/span>Teachers have access to thousands of free Web tools. And even if the free ones do decide to start charging, others will crop up to replace it. The point is not to be afraid of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/jumping-into-the-21st-century-one-teachers-account/\">diving in \u003c/a>(see Number 4).\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">\u003cstrong>7) INVITE EVERY STAKEHOLDER TO THE CONVERSATION. \u003c/strong>\u003c/span>\"Who's at the table?\" Bellow asked. \"Mostly administrators, some ask teachers. But here's a novel idea. Let's have students come to the table, and parents too!\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp class=\"wp-media-credit\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/on-digital-learning-day-7-golden-rules-of-using-technology/screen-shot-2012-01-31-at-5-17-29-pm/\" rel=\"attachment wp-att-18768\">\u003cimg class=\"size-large wp-image-18768\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Screen-shot-2012-01-31-at-5.17.29-PM-620x443.png\" alt=\"\" width=\"620\" height=\"443\">\u003c/a>TB\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Today is \u003ca href=\"http://www.digitallearningday.org/\">Digital Learning Day\u003c/a>, a national promotional effort by the \u003ca href=\"http://www.all4ed.org/\">Alliance for Excellence in Education\u003c/a> to call attention to using technology in schools.\u003c/p>\n\u003cp>More than 10,000 teachers and 1.5 million students have signed up in support to \"celebrate innovative teachers and highlight instructional practices that strengthen teaching and personalize learning for all students,\" \u003ca href=\"http://www.digitallearningday.org/events/state-events#Hosting\">according to the AEE\u003c/a>.\u003c/p>\n\u003cp>To that end, a repost of Adam S. Bellow's \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/the-seven-golden-rules-of-using-technology-in-schools/\">Golden Rules of Technology in Schools\u003c/a>, as he stated them at the \u003ca href=\"http://www.isteconference.org/2012/\"> ISTE 2011 conference.\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>1) DON'T TRAP TECHNOLOGY IN A ROOM.\u003c/strong> \"When I went to school, computers were put in a room called The Lab,\" Bellow said. \"'What are they experimenting with in there, I thought.' Technology wasn't built into what we were doing. It was farmed off in a room, like it was special. Like we were learning how to code, and in case the Russians came, we'd know what to do.\" Technology should be like oxygen, Bellow said, quoting \u003ca href=\"http://www.scienceleadership.org/pages/Faculty_and_Staff\">Chris Lehmann\u003c/a>, the founding principal of Science Leadership Academy: Ubiquitous, necessary, and invisible.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"\u003cspan style=\"color: #888888\">We're doing kids a major disservice if we don't teach them good digital citizenship\u003c/span>.\"\u003cstrong> \u003c/strong>\u003c/aside>\n\u003cp>\u003cstrong> \u003c/strong>\u003cspan style=\"color: #000000\">\u003cstrong>2) TECHNOLOGY IS WORTHLESS WITHOUT PROFESSIONAL DEVELOPMENT. \u003c/strong>\u003c/span>\u003cstrong> \u003c/strong>Bellow emphasized the importance of making professional development a priority, the importance of time and money being spent to educate teachers on not just an hour-long how-to session, but ways to integrate technology creatively into educators' daily teaching practice in meaningful ways. He told the story of an interactive-whiteboard training guide who made one quick appearance at a school, never to return, leaving teachers still unsure of how to use the technology. There's a world of professional development on YouTube and on Twitter, ironically sites that most schools block (see Number 4.)\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: #000000\">\u003cstrong>3) MOBILE TECHNOLOGY STRETCHES A LONG WAY. \u003c/strong>\u003c/span>\"You can get much more out of mobile tech than out of most other technology,\" Bellow said. Kids bring it to class everyday, but we tell them to turn it off as soon as they walk in. In New York City, Bellow said he watched as an agonizingly long queue of students waited for 45 minutes to pass through a metal detector and hand over their cell phones, which were then placed in individually labeled manila envelopes. \"Can we do something better with those 45 minutes?\" he asked. Cell phones can\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/\"> replace expensive reference books\u003c/a>, Flip cameras, old calculators, and the list goes on. \"Instead of buying those tools, buy an iPod Touch and it’ll be all of those things,\" he said.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">\u003cstrong>4) THE NEW 'F WORD' IS FEAR.\u003c/strong>\u003c/span> Not Facebook, and not the other expletive you might have expected. Schools fear everything from being replaced by gadgets (\"Any teacher who can be replaced by a robot should be,\" he said), to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/revolution-2-0-the-control-shift/\">kids knowing more about subjects than they do\u003c/a>, to collaborative Web tools\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\"> that are blocked because of a slew of acronyms \u003c/a>that haunt administrators. On one hand, \"teachers are frustrated because they feel like they're being handcuffed,\" Bellow said, due to crude filters that block out \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">all kinds of useful websites\u003c/a>. On the other hand, kids already come to school with phones that have access to everything. \"We could block Facebook, but who are we kidding? They're already on it,\" he said. \"The world is not a sterile place. Kids need to learn how to deal with it.\" And because kids have access to every kind of information at any time, they need to learn about things like \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-the-internet-affects-plagiarism/\">Creative Commons and copyright rules\u003c/a>. \"We're doing them a major disservice if we don't teach them good digital citizenship,\" he said.\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">\u003cstrong>5) TECH TOOLS ARE NOT JUST A PASSING FAD. \u003c/strong>\u003c/span>Bellow said he's heard countless times from those who don’t want to take risks by finding and investing in new tools. And even when they do, they use only a fraction of the tools' potential purposes because they haven't invested enough time to figure it out (see Number 2). Bellow told the story of a school administrator who was able to buy iPads for his teachers, but is only using them to take attendance. He showed a video of a 100-year-old woman learning how to use the iPad to browse the Web, to read books, to watch videos, and how excited she was about it. \"We are natural lifelong learners,\" he said.\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">\u003cstrong>6) MONEY IS NOT THE PROBLEM. \u003c/strong>\u003c/span>Teachers have access to thousands of free Web tools. And even if the free ones do decide to start charging, others will crop up to replace it. The point is not to be afraid of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/jumping-into-the-21st-century-one-teachers-account/\">diving in \u003c/a>(see Number 4).\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">\u003cstrong>7) INVITE EVERY STAKEHOLDER TO THE CONVERSATION. \u003c/strong>\u003c/span>\"Who's at the table?\" Bellow asked. \"Mostly administrators, some ask teachers. But here's a novel idea. Let's have students come to the table, and parents too!\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"marketplace": {
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"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
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},
"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"planet-money": {
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"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
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"possible": {
"id": "possible",
"title": "Possible",
"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.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
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"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
"airtime": "SAT 4pm-5pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png",
"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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"rss": "http://feeds.revealradio.org/revealpodcast"
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"source": "kqed",
"order": 16
},
"link": "/podcasts/rightnowish",
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},
"science-friday": {
"id": "science-friday",
"title": "Science Friday",
"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Science-Friday-Podcast-Tile-360x360-1.jpg",
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},
"snap-judgment": {
"id": "snap-judgment",
"title": "Snap Judgment",
"tagline": "Real stories with killer beats",
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