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"content": "\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-full wp-image-18616\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/StudentAndTeacher-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\n\u003cp class=\"wp-media-credit\">School of One\u003c/p>\n\u003c/div>\n\u003cp>The folks behind \u003ca href=\"http://schoolofone.org/\">The School of One\u003c/a>, famous for creating daily playlists as lesson plans for students, have launched a non-profit that will allow any school to use its high-tech, personalized learning model.\u003c/p>\n\u003cp>\u003ca href=\"http://www.newclassrooms.org/\">New Classrooms\u003c/a>, a non-profit launched by Joel Rose and Chris Rush who launched the School of One, will design new products that can be used by traditional public, charter, and independent schools. Their first product is a middle-school math model called \u003cem>Teach to One: Math\u003c/em>, with which students can learn in small groups, one-on-one with teachers, with math software and with online tutors, very much like \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/school-of-one-revolutionizes-traditional-classroom-model/\">students do at the School of One\u003c/a>.\u003c/p>\n\u003cp>\"We are just at the earliest stages of understanding the full potential of personalized learning in classrooms,\" Rush said in a press release. \"We believe the next few years will be a critical time for the development of next generation learning models and are excited to be a part of those efforts.\"\u003c/p>\n\u003cp>As with most adaptive software programs, the model will allow teachers to collect real-time data \u003c!--more-->of student progress and design each student's learning plan around that data. Parents will also have access to the information.\u003c/p>\n\u003cp>New Classrooms will bring Teach to One: Math to public and charter schools in Chicago public (the Chicago Public Education Fund is seeding the program's startup funds) and Perth Amboy Pubclic Schools and MicGinnis Middle School in New Jersey. Including the math program at the School of One in New York, New Classrooms will be supporting math instruction for 5,000 students in 10 to 12 schools, according to their press release.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And it will manage New York City's School of One program, including the expansion of the four middle schools that will participate under its Investing in Innovation grant. The plan is to expand the School of One program to 50 or more schools in New York.\u003c/p>\n\u003cp>In June, Rush spoke to MindShift about the future of School of One. \"We’re starting to shift our attention away from technology and look at what are good classroom practices that make some of our learning modalities successful or not successful,\" he said. \"Figuring out the school culture, operational, and instructional design piece is becoming more important and more interesting. It’s an input to the model. Unfortunately, the model gets measured based on both content, and teachers and everything that’s in it, and now that we have a model, we want to improve everything in it.\"\u003c/p>\n\u003cp>Perhaps New Classrooms has addressed the improvements Rush was referring to.\u003c/p>\n\u003cp>Funding for New Classrooms comes from the Bezos Family Foundation, the Bill & Melinda Gates Foundation and NewSchools Venture Fund.\u003c/p>\n\u003cp>Read more about \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-of-one/\">School of One\u003c/a> and Rupert Murdoch's \u003ca href=\"http://ww2.kqed.org/mindshift/tag/wireless-generation/\">Wireless Generation coverage\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\u003ca href=\"http://www.flickr.com/photos/24258698@N04/2616485572/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-18606\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/medium2616485572_481e92d4ec.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/medium2616485572_481e92d4ec.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/medium2616485572_481e92d4ec-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/medium2616485572_481e92d4ec-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: Andronicusmax\u003c/p>\n\u003c/div>\n\u003ch5>By Kyle Palmer\u003c/h5>\n\u003cp class=\"dropcap-serif\">There are more than a trillion Web pages on the Internet. 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Scientific papers, newspaper archives, historical documents, and an infinitude of videos and audio recordings, make academic research breathtakingly simple. Skillful navigation of these sources enhances critical thinking and allows researchers and students to make more sense of their world faster.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"color: #f9a800\">\u003cstrong>DEVELOP A FILTER: \u003c/strong>\u003c/span>As Weinberger says, the Internet’s ethos is to “include everything and filter afterwards.” Discerning searchers must use their own filters to gauge the veracity of what they find on the Net. In this way, Weinberger argues, the Internet is not the medium; the users are. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\u003ca href=\"http://www.flickr.com/photos/24258698@N04/2616485572/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-18606\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/medium2616485572_481e92d4ec.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/medium2616485572_481e92d4ec.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/medium2616485572_481e92d4ec-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/medium2616485572_481e92d4ec-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: Andronicusmax\u003c/p>\n\u003c/div>\n\u003ch5>By Kyle Palmer\u003c/h5>\n\u003cp class=\"dropcap-serif\">There are more than a trillion Web pages on the Internet. This incredible abundance of information and the ease with which it can be searched sometimes fails to counteract the confusing chorus of anonymous sources.\u003c/p>\n\u003cp>In his new book \u003ca href=\"http://www.toobigtoknow.com/\">\u003cem>Too Big to Know\u003c/em>\u003c/a>, Harvard researcher David Weinberger articulates this ambivalence while celebrating the Internet’s ability to change the way we come to know things. “We are in a crisis of knowledge,” he writes, “at the same time that we are in an epochal exaltation of knowledge.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">Society is evolving towards a system of knowledge that values uncertainty, freedom, and sheer volume.\u003c/aside>\n\u003cp>Weinberger argues that society is evolving towards a system of knowledge that values uncertainty, freedom, and sheer volume, where knowledge is “the property of the network rather than that of individuals who know things.” (This process becomes more apparent as more data \u003c!--more-->are sent to virtual “clouds” for storage.)\u003c/p>\n\u003cp>In his interview with Michael Krasny on KQED's Forum, Weinberger’s book lays out a few helpful principles to help people navigate this new Net-based knowledge system.\u003c/p>\n\u003cp>\u003cspan style=\"color: #f9a800\">\u003cstrong>EMBRACE THE INTERNET \"OPEN ECOLOGY”: \u003c/strong>\u003c/span>Weinberger admits that there is a lot of “crap” on the Internet, but there is also a wealth of previously closed-off information. Scientific papers, newspaper archives, historical documents, and an infinitude of videos and audio recordings, make academic research breathtakingly simple. Skillful navigation of these sources enhances critical thinking and allows researchers and students to make more sense of their world faster.\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: #f9a800\">\u003cstrong>DEVELOP A FILTER: \u003c/strong>\u003c/span>As Weinberger says, the Internet’s ethos is to “include everything and filter afterwards.” Discerning searchers must use their own filters to gauge the veracity of what they find on the Net. In this way, Weinberger argues, the Internet is not the medium; the users are. He says all information should always be questioned, whether it comes from \u003cem>The New York Times\u003c/em> or TMZ.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/how-to-embrace-the-wild-wild-web/cover/\" rel=\"attachment wp-att-18602\">\u003cimg class=\"alignright size-medium wp-image-18602\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/cover-300x455.png\" alt=\"\" width=\"144\" height=\"219\">\u003c/a>\u003cspan style=\"color: #f9a800\">\u003cstrong>FOLLOW THE LINKS: \u003c/strong>\u003c/span>In a Net-based system of knowledge, there are no “stops” as there were in previous eras when institutions—like publishing companies and universities—served as clearinghouses of knowledge. Now, knowledge is infinitely linked and consumers can pick which avenues to explore on their own. Weinberger says links and aggregated data on the Net create a new kind of credibility. Trending articles on Facebook or highly rated users on Amazon carry an air of legitimacy that would have been impossible to achieve in times when knowledge was centralized.\u003c/p>\n\u003cp>\u003cspan style=\"color: #f9a800\">\u003cstrong>SEEK OUT DIFFERENCES: \u003c/strong>\u003c/span>Weinberger argues that the Net has the potential to deconstruct the “echo chamber” of knowledge, but only if consumers consciously seek knowledge sources that differ from their cherished beliefs. In this way, he says the Internet can “make us smarter” by exposing us to unfamiliar topics or allowing us to see things from a viewpoint totally opposite our own.\u003cbr>\nListen to the fascinating interview with Weingerber on \u003ca href=\"http://www.kqed.org/a/forum/R201201191000\">KQED's Forum\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Also read \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/cracking-the-code-to-the-best-google-search/\">12 Ways to Be More Search Savvy\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_18547\" class=\"wp-caption left\" style=\"max-width: 423px\">\u003ca href=\"http://www.flickr.com/photos/marquette/4235591661/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-18547\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/4235591661_7de977b8cf_z.jpg\" alt=\"\" width=\"423\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/4235591661_7de977b8cf_z.jpg 423w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/4235591661_7de977b8cf_z-400x355.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/4235591661_7de977b8cf_z-320x284.jpg 320w\" sizes=\"(max-width: 423px) 100vw, 423px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Dolores Gende\u003c/h5>\n\u003cp class=\"dropcap-serif\">Apple's iBooks2 and authoring app has created big waves in education circles. But smart educators don't necessarily need Apple's slick devices and software to create their own books. How educators think of content \u003ca href=\"http://en.wikipedia.org/wiki/Digital_curation\">curation\u003c/a> in the classroom is enough to change their reliance on print textbooks.\u003c/p>\n\u003cp>As the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-education-resources/\">open education movement\u003c/a> continues to grow and become an even more rich trove of resources, teachers can use the content to make their own interactive textbooks. It might seem daunting, but the availability of quality materials online and the power of tapping into personal learning networks should make it easier.\u003c/p>\n\u003cp>Here's how to create a digital textbook and strategies for involving the students in its development in three steps.\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff9900\">1. \u003cstrong>AGGREGATION\u003c/strong>.\u003c/span> Gather all your sources of information. The best way to aggregate content is through social bookmarking with great online tools like \u003ca href=\"http://www.delicious.com/dgende\">Delicious\u003c/a> and \u003ca href=\"http://www.diigo.com/user/dgende\">Diigo\u003c/a>, which allow you to bookmark sites that can be seen and shared online. As Diigo's web site explains it, the site \"allows teachers to highlight critical features within text and images and write comments directly on the web pages, to collect and organize series of web pages and web sites into coherent and thematic sets, and to facilitate online conversations within the context of the materials themselves. (\u003ca href=\"http://player.vimeo.com/video/12687333?title=0&byline=0&portrait=0\">Watch this video\u003c/a> to see how to do this step-by-step.)\u003c/p>\n\u003cp>Teachers can work with colleagues within their subject area departments and beyond the walls of the classroom to aggregate resources through social bookmarking. Invaluable sources of \u003c!--more-->information for professional learning come through Personal Learning Networks (PLN) in \u003ca href=\"http://twitter.com/#%21/dgende\">Twitter \u003c/a> and from RSS feeds.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Also try \u003ca href=\"http://paper.li/\">Paper.li\u003c/a> or \u003ca href=\"http://tweetedtimes.com/\">The Twitted Times\u003c/a>\u003ca>, \u003c/a>which will sift through your connections’ resources and organize them.\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff9900\">\u003cstrong>2. CURATION\u003c/strong>.\u003c/span> While aggregation is collecting Web sites, \u003ca href=\"http://ww2.kqed.org/mindshift/tag/scoop-it/\">the process of curation \u003c/a>involves a deeper analysis of those sites to select the ones that have the most relevant information for a particular topic. Use your subject area syllabus, state standards or learning objectives to hand pick the content for a particular unit of study. Focus on the \u003ca href=\"http://www.greenville.k12.sc.us/league/esques.html\">essential questions\u003c/a> to help you choose resources. Use the most powerful potential of Web tools to make your textbook engaging by using images, videos and \u003ca href=\"http://journeyintech.blogspot.com/2011/04/science-simulations-virtual-learning.html\">simulations\u003c/a>.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>One of the most user-friendly tools to post resources for your course is \u003ca href=\"http://www.livebinders.com/\">LiveBinders\u003c/a>. Another great tool for curation is \u003ca href=\"www.scoop.it/\">Scoop-it!\u003c/a>, which allows you to create your own online magazine. (See how articles related to physics are curated on Scoop-it's \u003ca href=\"http://www.scoop.it/t/physicslearn\">PhysicsLearn\u003c/a>.)\u003c/p>\n\u003cp>You can find many more useful tools for curation. Check out \u003ca href=\"http://www.webadvantage.net/webadblog/30-plus-cool-content-curation-tools-for-personal-professional-use-3922\">30+ Cool Content Curation Tools for Personal and Professional Use\u003c/a>. And if you're using an iPad, take a look at these \u003ca>curation apps.\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff9900\">\u003cstrong>3. CREATION. \u003c/strong>\u003c/span>This is the most important (and fun) part of the process.\u003cstrong>\u003c/strong> You can create an online repository using a wiki digital tool such as \u003ca href=\"https://sites.google.com/\">Google Sites\u003c/a>, \u003ca href=\"http://pbworks.com/education\">PBworks\u003c/a> or \u003ca href=\"http://www.wikispaces.com/content/for/teachers\">Wikispaces\u003c/a> that organize your resources neatly. You could also use \u003ca href=\"http://www.livebinders.com/\">LiveBinders\u003c/a> to select a template that allows you to include text for each of your resources. Learning management systems (LMS) such as \u003ca href=\"http://www.edmodo.com/\">Edmodo\u003c/a> and \u003ca href=\"https://www.schoology.com/home.php\">Schoology\u003c/a> are also great alternatives with neat features for educational social networking.\u003c/p>\n\u003cp>\u003ca href=\"sites.google.com/\">Google Sites\u003c/a> also allows you to create and share Web pages, and has lots of customizable features. You can easily post images, directly embed videos from YouTube, lecture podcasts, and Google Docs for easy collaboration among your students. You can even embed assessments using Google Forms and a calendar.\u003c/p>\n\u003cp>And now, of course, if you have an Apple platform you can use the \u003ca href=\"http://www.apple.com/ibooks-author/\">iBooks Author\u003c/a>. Though it can only be used on Macs, the free app offers a drag-and-drop template that can be customized with images, interactive diagrams and videos to create a polished book.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>TARGETING YOUR READERS\u003c/strong>\u003cbr>\nAs you put your book together, consider some of these questions:\u003c/p>\n\u003cul>\n\u003cli>How are learners going to use the information?\u003c/li>\n\u003cli>How will they demonstrate what they've learned?\u003c/li>\n\u003cli>Are they completing a document, creating an outline or answering a set of questions?\u003c/li>\n\u003cli>What are the assessments associated with the material?\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>TEACHER AND LEARNER ROLES\u003c/strong>\u003cbr>\nThe table below compares and contrasts the elements of the various levels of involvement of teachers and learners in the process of creating a textbook. You can use the traditional model where all steps of the process are managed by the teacher or move towards a learner-centered approach using the chart to determine which level is appropriate for your course.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/how-to-create-your-own-textbook-with-or-without-apple/screen-shot-2012-01-25-at-9-21-26-am/\" rel=\"attachment wp-att-18528\">\u003cimg class=\"aligncenter size-full wp-image-18528\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Screen-shot-2012-01-25-at-9.21.26-AM.png\" alt=\"\" width=\"597\" height=\"446\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/Screen-shot-2012-01-25-at-9.21.26-AM.png 597w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/Screen-shot-2012-01-25-at-9.21.26-AM-400x299.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/Screen-shot-2012-01-25-at-9.21.26-AM-320x239.png 320w\" sizes=\"(max-width: 597px) 100vw, 597px\">\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>TAKING CONTROL \u003c/strong>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>Teachers as curators: Check out this unit on \u003ca href=\"https://sites.google.com/site/dgendetech/projectile-motion\">Projectile Motion\u003c/a>, which includes content information, exercises, a virtual lab and a couple of assessments and this wiki from \u003ca href=\"https://sites.google.com/a/parishepiscopal.org/savage-science/\">Craig Savage\u003c/a>, which contains his resources for AP Biology and AP Psychology.\u003c/p>\n\u003cp>Students as curators:\u003ca href=\"http://stgapgov.pbworks.com/w/page/7198988/FrontPage\"> American Democracy in Action\u003c/a>, a digital textbook for AP US Government created by seniors at St. Gregory College Preparatory School. For excellent strategies to involve your students take a look at Silvia Tolisano's \u003ca href=\"http://langwitches.org/blog/2011/06/12/students-becoming-curators-of-information/\">Students Becoming Curators of Information\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>RESOURCES TO GET YOU STARTED\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.apple.com/apps/itunes-u/index.html\">iTunesU:\u003c/a> This free app enables video, audio, and an integrated Learning Management System with available push notifications options.\u003c/p>\n\u003cp>\u003ca href=\"http://www.ck12.org/flexbook/\">CK-12 Foundation\u003c/a>: You can customize your own FlexBooks with open-content in all subject areas.\u003c/p>\n\u003cp>\u003ca href=\"http://www.openculture.com/freeonlinecourses\">Open Culture Links\u003c/a>: 400 Free Online Courses from Top Universities\u003c/p>\n\u003cp>\u003ca href=\"http://www.montereyinstitute.org/nroc/nrocdemos.html\">National Repository of Online Courses\u003c/a>: Algebra, Calculus, History, Biology, Environmental Science,Physics and World Religions.\u003c/p>\n\u003cp>\u003ca href=\"http://www.cybraryman.com/0_teachers1.htm\">Cybrary Man Educational Resources\u003c/a>\u003c/p>\n\u003cp>And much more: \u003ca href=\"http://mrhoganrocks.com/Student/\">K-5 Resources\u003c/a>\u003ca href=\"http://parishtech.homestead.com/techresourceeng.html\">, Language Arts/ English\u003c/a>\u003ca href=\"http://parishtech.homestead.com/techresourcemath.html\">, Math\u003c/a>\u003ca href=\"http://parishtech.homestead.com/techresourcehist.html\">, History/Social Studies\u003c/a>\u003ca href=\"http://parishtech.homestead.com/techresourcesci.html\">, Science\u003c/a>\u003ca href=\"http://parishtech.homestead.com/techresourcworld.html\">, World Languages\u003c/a>.\u003c/p>\n\u003cp>Ready to ditch your textbook yet?\u003c/p>\n\u003ch5>\u003cem>Dolores Gende is the Director of Instructional Technology, Science Department Head and Honors Physics teacher at Parish Episcopal School in Dallas, TX.\u003c/em>\u003c/h5>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_18547\" class=\"wp-caption left\" style=\"max-width: 423px\">\u003ca href=\"http://www.flickr.com/photos/marquette/4235591661/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-18547\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/4235591661_7de977b8cf_z.jpg\" alt=\"\" width=\"423\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/4235591661_7de977b8cf_z.jpg 423w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/4235591661_7de977b8cf_z-400x355.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/4235591661_7de977b8cf_z-320x284.jpg 320w\" sizes=\"(max-width: 423px) 100vw, 423px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Dolores Gende\u003c/h5>\n\u003cp class=\"dropcap-serif\">Apple's iBooks2 and authoring app has created big waves in education circles. But smart educators don't necessarily need Apple's slick devices and software to create their own books. How educators think of content \u003ca href=\"http://en.wikipedia.org/wiki/Digital_curation\">curation\u003c/a> in the classroom is enough to change their reliance on print textbooks.\u003c/p>\n\u003cp>As the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-education-resources/\">open education movement\u003c/a> continues to grow and become an even more rich trove of resources, teachers can use the content to make their own interactive textbooks. It might seem daunting, but the availability of quality materials online and the power of tapping into personal learning networks should make it easier.\u003c/p>\n\u003cp>Here's how to create a digital textbook and strategies for involving the students in its development in three steps.\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff9900\">1. \u003cstrong>AGGREGATION\u003c/strong>.\u003c/span> Gather all your sources of information. The best way to aggregate content is through social bookmarking with great online tools like \u003ca href=\"http://www.delicious.com/dgende\">Delicious\u003c/a> and \u003ca href=\"http://www.diigo.com/user/dgende\">Diigo\u003c/a>, which allow you to bookmark sites that can be seen and shared online. As Diigo's web site explains it, the site \"allows teachers to highlight critical features within text and images and write comments directly on the web pages, to collect and organize series of web pages and web sites into coherent and thematic sets, and to facilitate online conversations within the context of the materials themselves. (\u003ca href=\"http://player.vimeo.com/video/12687333?title=0&byline=0&portrait=0\">Watch this video\u003c/a> to see how to do this step-by-step.)\u003c/p>\n\u003cp>Teachers can work with colleagues within their subject area departments and beyond the walls of the classroom to aggregate resources through social bookmarking. Invaluable sources of \u003c!--more-->information for professional learning come through Personal Learning Networks (PLN) in \u003ca href=\"http://twitter.com/#%21/dgende\">Twitter \u003c/a> and from RSS feeds.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Also try \u003ca href=\"http://paper.li/\">Paper.li\u003c/a> or \u003ca href=\"http://tweetedtimes.com/\">The Twitted Times\u003c/a>\u003ca>, \u003c/a>which will sift through your connections’ resources and organize them.\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff9900\">\u003cstrong>2. CURATION\u003c/strong>.\u003c/span> While aggregation is collecting Web sites, \u003ca href=\"http://ww2.kqed.org/mindshift/tag/scoop-it/\">the process of curation \u003c/a>involves a deeper analysis of those sites to select the ones that have the most relevant information for a particular topic. Use your subject area syllabus, state standards or learning objectives to hand pick the content for a particular unit of study. Focus on the \u003ca href=\"http://www.greenville.k12.sc.us/league/esques.html\">essential questions\u003c/a> to help you choose resources. Use the most powerful potential of Web tools to make your textbook engaging by using images, videos and \u003ca href=\"http://journeyintech.blogspot.com/2011/04/science-simulations-virtual-learning.html\">simulations\u003c/a>.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>One of the most user-friendly tools to post resources for your course is \u003ca href=\"http://www.livebinders.com/\">LiveBinders\u003c/a>. Another great tool for curation is \u003ca href=\"www.scoop.it/\">Scoop-it!\u003c/a>, which allows you to create your own online magazine. (See how articles related to physics are curated on Scoop-it's \u003ca href=\"http://www.scoop.it/t/physicslearn\">PhysicsLearn\u003c/a>.)\u003c/p>\n\u003cp>You can find many more useful tools for curation. Check out \u003ca href=\"http://www.webadvantage.net/webadblog/30-plus-cool-content-curation-tools-for-personal-professional-use-3922\">30+ Cool Content Curation Tools for Personal and Professional Use\u003c/a>. And if you're using an iPad, take a look at these \u003ca>curation apps.\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff9900\">\u003cstrong>3. CREATION. \u003c/strong>\u003c/span>This is the most important (and fun) part of the process.\u003cstrong>\u003c/strong> You can create an online repository using a wiki digital tool such as \u003ca href=\"https://sites.google.com/\">Google Sites\u003c/a>, \u003ca href=\"http://pbworks.com/education\">PBworks\u003c/a> or \u003ca href=\"http://www.wikispaces.com/content/for/teachers\">Wikispaces\u003c/a> that organize your resources neatly. You could also use \u003ca href=\"http://www.livebinders.com/\">LiveBinders\u003c/a> to select a template that allows you to include text for each of your resources. Learning management systems (LMS) such as \u003ca href=\"http://www.edmodo.com/\">Edmodo\u003c/a> and \u003ca href=\"https://www.schoology.com/home.php\">Schoology\u003c/a> are also great alternatives with neat features for educational social networking.\u003c/p>\n\u003cp>\u003ca href=\"sites.google.com/\">Google Sites\u003c/a> also allows you to create and share Web pages, and has lots of customizable features. You can easily post images, directly embed videos from YouTube, lecture podcasts, and Google Docs for easy collaboration among your students. You can even embed assessments using Google Forms and a calendar.\u003c/p>\n\u003cp>And now, of course, if you have an Apple platform you can use the \u003ca href=\"http://www.apple.com/ibooks-author/\">iBooks Author\u003c/a>. Though it can only be used on Macs, the free app offers a drag-and-drop template that can be customized with images, interactive diagrams and videos to create a polished book.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>TARGETING YOUR READERS\u003c/strong>\u003cbr>\nAs you put your book together, consider some of these questions:\u003c/p>\n\u003cul>\n\u003cli>How are learners going to use the information?\u003c/li>\n\u003cli>How will they demonstrate what they've learned?\u003c/li>\n\u003cli>Are they completing a document, creating an outline or answering a set of questions?\u003c/li>\n\u003cli>What are the assessments associated with the material?\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>TEACHER AND LEARNER ROLES\u003c/strong>\u003cbr>\nThe table below compares and contrasts the elements of the various levels of involvement of teachers and learners in the process of creating a textbook. You can use the traditional model where all steps of the process are managed by the teacher or move towards a learner-centered approach using the chart to determine which level is appropriate for your course.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/how-to-create-your-own-textbook-with-or-without-apple/screen-shot-2012-01-25-at-9-21-26-am/\" rel=\"attachment wp-att-18528\">\u003cimg class=\"aligncenter size-full wp-image-18528\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Screen-shot-2012-01-25-at-9.21.26-AM.png\" alt=\"\" width=\"597\" height=\"446\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/Screen-shot-2012-01-25-at-9.21.26-AM.png 597w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/Screen-shot-2012-01-25-at-9.21.26-AM-400x299.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/Screen-shot-2012-01-25-at-9.21.26-AM-320x239.png 320w\" sizes=\"(max-width: 597px) 100vw, 597px\">\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>TAKING CONTROL \u003c/strong>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>Teachers as curators: Check out this unit on \u003ca href=\"https://sites.google.com/site/dgendetech/projectile-motion\">Projectile Motion\u003c/a>, which includes content information, exercises, a virtual lab and a couple of assessments and this wiki from \u003ca href=\"https://sites.google.com/a/parishepiscopal.org/savage-science/\">Craig Savage\u003c/a>, which contains his resources for AP Biology and AP Psychology.\u003c/p>\n\u003cp>Students as curators:\u003ca href=\"http://stgapgov.pbworks.com/w/page/7198988/FrontPage\"> American Democracy in Action\u003c/a>, a digital textbook for AP US Government created by seniors at St. Gregory College Preparatory School. For excellent strategies to involve your students take a look at Silvia Tolisano's \u003ca href=\"http://langwitches.org/blog/2011/06/12/students-becoming-curators-of-information/\">Students Becoming Curators of Information\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>RESOURCES TO GET YOU STARTED\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.apple.com/apps/itunes-u/index.html\">iTunesU:\u003c/a> This free app enables video, audio, and an integrated Learning Management System with available push notifications options.\u003c/p>\n\u003cp>\u003ca href=\"http://www.ck12.org/flexbook/\">CK-12 Foundation\u003c/a>: You can customize your own FlexBooks with open-content in all subject areas.\u003c/p>\n\u003cp>\u003ca href=\"http://www.openculture.com/freeonlinecourses\">Open Culture Links\u003c/a>: 400 Free Online Courses from Top Universities\u003c/p>\n\u003cp>\u003ca href=\"http://www.montereyinstitute.org/nroc/nrocdemos.html\">National Repository of Online Courses\u003c/a>: Algebra, Calculus, History, Biology, Environmental Science,Physics and World Religions.\u003c/p>\n\u003cp>\u003ca href=\"http://www.cybraryman.com/0_teachers1.htm\">Cybrary Man Educational Resources\u003c/a>\u003c/p>\n\u003cp>And much more: \u003ca href=\"http://mrhoganrocks.com/Student/\">K-5 Resources\u003c/a>\u003ca href=\"http://parishtech.homestead.com/techresourceeng.html\">, Language Arts/ English\u003c/a>\u003ca href=\"http://parishtech.homestead.com/techresourcemath.html\">, Math\u003c/a>\u003ca href=\"http://parishtech.homestead.com/techresourcehist.html\">, History/Social Studies\u003c/a>\u003ca href=\"http://parishtech.homestead.com/techresourcesci.html\">, Science\u003c/a>\u003ca href=\"http://parishtech.homestead.com/techresourcworld.html\">, World Languages\u003c/a>.\u003c/p>\n\u003cp>Ready to ditch your textbook yet?\u003c/p>\n\u003ch5>\u003cem>Dolores Gende is the Director of Instructional Technology, Science Department Head and Honors Physics teacher at Parish Episcopal School in Dallas, TX.\u003c/em>\u003c/h5>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-18505\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/10_11.15_newtech_0303-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\n\u003cp class=\"wp-media-credit\">Lenny Gonzalez\u003c/p>\n\u003c/div>\n\u003cp>Although most teachers have access to computers in their classes, only one in five say they have the right level of technology, according to \u003ca href=\"http://www.pbs.org/about/news/archive/2012/teacher-survey-fetc/\">a recent PBS national survey\u003c/a> of teachers grades pre-K-12.\u003c/p>\n\u003cp>Limited budgets were cited as the biggest barrier to accessing technology, according to 63 percent of teachers. In low-income communities, lack of funding was cited for 70 percent of teachers as the biggest obstacle.\u003c/p>\n\u003cp>Not surprisingly, educators who work in affluent school districts have more support from parents and school boards for providing tech tools for classrooms compared to those in low-income neighborhoods -- 38 percent versus 14 percent said they received lots of parental support; and 38 percent versus 21 percent said the same for school board support.\u003c/p>\n\u003cp>PBS is leveraging the report to call attention to its library of free digital media available for use by teachers. The \u003ca href=\"http://www.pbslearningmedia.org/\">PBS Learning Media\u003c/a> is a repository of more than 16,000 digital assets, including lesson plans, background essays, and discussion questions for pre-K-12 educators that align with Common Core State Standards.\u003c/p>\n\u003cp>Here's more from the report:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>While the vast majority of teachers have access to computers, less than two-thirds (59 percent) have access to an interactive whiteboard, a newer technology that can be used more broadly \u003c!--more-->for classroom lessons. Teachers in affluent districts are also twice as likely to have access to tablets as teachers in middle and lower income districts. \u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Still, teachers' opinion about the ability of tech to enhance learning is universal; 93 percent believe that interactive whiteboards enrich classroom education and 81 percent feel the same way about tablets. This attitude towards technology transcends grade level, the income levels of the student population and the types of communities where they teach.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/lack-of-funding-creates-barrier-to-using-tech-in-class/fetc-computers-in-classroom/\" rel=\"attachment wp-att-18506\">\u003cimg class=\"alignleft size-medium wp-image-18506\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/FETC-Computers-in-Classroom-300x336.jpg\" alt=\"\" width=\"300\" height=\"336\">\u003c/a>According to the survey, tech resources used most often in the classroom include: Web sites (56 percent), online images (44 percent) and online games or activities (43 percent). Increasing student motivation (77 percent), reinforcing and expanding on content being taught (76 percent) and responding to a variety of learning styles (76 percent) are the top three reasons teachers use technology in the classroom.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\"Over the past decade, we've seen broadening adoption and deeper integration of digital media in classrooms for all age groups, with teachers enthusiastic about the power of new technologies to foster learning,\" said Rob Lippincott, Senior Vice President, PBS Education. \"It's clear most teachers are embracing technology and need more resources, and PBS is committed to offering innovative tools and resources to support learning in classrooms across America.\"\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>The survey was conducted by \u003ca href=\"http://www.veraquestresearch.com/\">VeraQuest Research\u003c/a> and sampled 500 teachers within the United States between December 14 and December 20, 2011. Respondents for this survey were randomly selected from an online panel to be representative of teachers in the U.S.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-18505\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/10_11.15_newtech_0303-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\n\u003cp class=\"wp-media-credit\">Lenny Gonzalez\u003c/p>\n\u003c/div>\n\u003cp>Although most teachers have access to computers in their classes, only one in five say they have the right level of technology, according to \u003ca href=\"http://www.pbs.org/about/news/archive/2012/teacher-survey-fetc/\">a recent PBS national survey\u003c/a> of teachers grades pre-K-12.\u003c/p>\n\u003cp>Limited budgets were cited as the biggest barrier to accessing technology, according to 63 percent of teachers. In low-income communities, lack of funding was cited for 70 percent of teachers as the biggest obstacle.\u003c/p>\n\u003cp>Not surprisingly, educators who work in affluent school districts have more support from parents and school boards for providing tech tools for classrooms compared to those in low-income neighborhoods -- 38 percent versus 14 percent said they received lots of parental support; and 38 percent versus 21 percent said the same for school board support.\u003c/p>\n\u003cp>PBS is leveraging the report to call attention to its library of free digital media available for use by teachers. The \u003ca href=\"http://www.pbslearningmedia.org/\">PBS Learning Media\u003c/a> is a repository of more than 16,000 digital assets, including lesson plans, background essays, and discussion questions for pre-K-12 educators that align with Common Core State Standards.\u003c/p>\n\u003cp>Here's more from the report:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>While the vast majority of teachers have access to computers, less than two-thirds (59 percent) have access to an interactive whiteboard, a newer technology that can be used more broadly \u003c!--more-->for classroom lessons. Teachers in affluent districts are also twice as likely to have access to tablets as teachers in middle and lower income districts. \u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Still, teachers' opinion about the ability of tech to enhance learning is universal; 93 percent believe that interactive whiteboards enrich classroom education and 81 percent feel the same way about tablets. This attitude towards technology transcends grade level, the income levels of the student population and the types of communities where they teach.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/lack-of-funding-creates-barrier-to-using-tech-in-class/fetc-computers-in-classroom/\" rel=\"attachment wp-att-18506\">\u003cimg class=\"alignleft size-medium wp-image-18506\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/FETC-Computers-in-Classroom-300x336.jpg\" alt=\"\" width=\"300\" height=\"336\">\u003c/a>According to the survey, tech resources used most often in the classroom include: Web sites (56 percent), online images (44 percent) and online games or activities (43 percent). Increasing student motivation (77 percent), reinforcing and expanding on content being taught (76 percent) and responding to a variety of learning styles (76 percent) are the top three reasons teachers use technology in the classroom.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\"Over the past decade, we've seen broadening adoption and deeper integration of digital media in classrooms for all age groups, with teachers enthusiastic about the power of new technologies to foster learning,\" said Rob Lippincott, Senior Vice President, PBS Education. \"It's clear most teachers are embracing technology and need more resources, and PBS is committed to offering innovative tools and resources to support learning in classrooms across America.\"\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>The survey was conducted by \u003ca href=\"http://www.veraquestresearch.com/\">VeraQuest Research\u003c/a> and sampled 500 teachers within the United States between December 14 and December 20, 2011. Respondents for this survey were randomly selected from an online panel to be representative of teachers in the U.S.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Study Shows Algebra iPad App Improves Scores in One School",
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"content": "\u003cfigure id=\"attachment_18482\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/study-shows-algebra-ipad-app-improves-scores-in-one-school/11_1-21_ipad_algebra_0238-5/\" rel=\"attachment wp-att-18482\">\u003cimg class=\"size-medium wp-image-18482\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/11_1.21_Ipad_Algebra_0238-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students at Presidio Middle School use the HMH iPad algebra app.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">As Apple \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/did-apple-just-reinvent-the-textbook/\">pushes out its new education products,\u003c/a> new information about whether using the iPad gives students an advantage over using print books is starting to surface.\u003c/p>\n\u003cp>Results from Houghton Mifflin Harcourt's\u003ca href=\"http://www.hmheducation.com/fuse/pilot-1.php\"> year-long study\u003c/a> comparing students using the publisher's iPad algebra app are in from Amelia Earhart school in Riverside, Calif., and it's largely positive, according to the company.\u003c/p>\n\u003cp>The study showed that 78 percent of students who used the HMH algebra iPad app scored \"proficient\" or \"advanced\" on the California Standards Test, compared to 59 percent of students who used the textbook version. \"As students were randomly assigFuse, the results indicated that use of the app was the chief cause behind the improvement in student test scores,\" the report states.\u003c!--more-->\u003c/p>\n\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.hmheducation.com/fuse/pilot-1.php\">\u003cimg class=\"size-medium wp-image-18480\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Screen-shot-2012-01-23-at-1.38.28-PM-300x481.png\" alt=\"\" width=\"300\" height=\"481\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">HMH\u003c/p>\n\u003c/div>\n\u003cp>Some of the advantages of the app, according to the report:\u003c/p>\n\u003cul>\n\u003cli>Allowed parents to provide more support to their children: “Parents could watch the videos or review problems with their children to help them if they did not understand.”\u003c/li>\n\u003cli>Students were much more motivated during class and were more interested in the subject.\u003c/li>\n\u003cli>Changes in student learning outside of the classroom. Students reported reading more and trying to work independently outside of class when completing homework. Also, students were coming to class explaining that they had watched the video multiple times at home.\u003c/li>\n\u003c/ul>\n\u003cp>MindShift \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/\">covered the pilot project \u003c/a>when it first launched last year at the Presidio Middle School in San Francisco.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Algebra teacher Jeanetta Mitchell, who piloted the app in her class, said at the time that there was definitely an adjustment period and different levels of expectations, both on the part of students and administrators.\u003c/p>\n\u003cp>She said that when the pilot first launched, test scores for the class using the iPad were actually lower than those using the traditional textbook.\u003c/p>\n\u003cp>“I had a conversation with the class explaining to them that the iPad was not the panacea of all ills. \u003c!--more-->It wasn’t going to do everything for them, that they still had to think,” she said. “You have to be engaged. It’s not giving you the answers; it’s helping you get the answers.”\u003c/p>\n\u003cp>But even more importantly than scores, Mitchell noticed that some students who’d showed no interest in math in the past are hooked. “I have students who are participating in this class who did not participate in their previous math classes, so it does engage them,” she says. “Is it going to make them all brainiacs and straight A students? No it’s not going to do that. But it will keep them engaged.”\u003c/p>\n\u003cp>\u003cem>\u003cstrong>[UPDATE: Empirical Education was hired by HMH to oversee a comprehensive year-long study that included four school districts. The results reported above are only from Riverside USD's own concurrent research. The results from Empirical Education have yet to be released. See more of an in-depth explanation of the study in the letter to the editor by Denis Newman \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/how-to-judge-if-research-is-trustworthy/\">at the end of this article\u003c/a>.\u003c/strong>\u003c/em>]\u003c/p>\n\u003ch5>Read more about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/\">HMH Fuse Pilot study\u003c/a> here.\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/\">A Day in the Life of the iPad Classroom\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/teaching-with-a-tablet-one-educators-experience/\">Teaching With the iPad: One Educator's Experience\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-new-tool-in-the-classroom-grabs-the-spotlight/\">A New Tool in the Class Steals the Spotlight\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_18482\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/study-shows-algebra-ipad-app-improves-scores-in-one-school/11_1-21_ipad_algebra_0238-5/\" rel=\"attachment wp-att-18482\">\u003cimg class=\"size-medium wp-image-18482\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/11_1.21_Ipad_Algebra_0238-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students at Presidio Middle School use the HMH iPad algebra app.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">As Apple \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/did-apple-just-reinvent-the-textbook/\">pushes out its new education products,\u003c/a> new information about whether using the iPad gives students an advantage over using print books is starting to surface.\u003c/p>\n\u003cp>Results from Houghton Mifflin Harcourt's\u003ca href=\"http://www.hmheducation.com/fuse/pilot-1.php\"> year-long study\u003c/a> comparing students using the publisher's iPad algebra app are in from Amelia Earhart school in Riverside, Calif., and it's largely positive, according to the company.\u003c/p>\n\u003cp>The study showed that 78 percent of students who used the HMH algebra iPad app scored \"proficient\" or \"advanced\" on the California Standards Test, compared to 59 percent of students who used the textbook version. \"As students were randomly assigFuse, the results indicated that use of the app was the chief cause behind the improvement in student test scores,\" the report states.\u003c!--more-->\u003c/p>\n\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.hmheducation.com/fuse/pilot-1.php\">\u003cimg class=\"size-medium wp-image-18480\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Screen-shot-2012-01-23-at-1.38.28-PM-300x481.png\" alt=\"\" width=\"300\" height=\"481\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">HMH\u003c/p>\n\u003c/div>\n\u003cp>Some of the advantages of the app, according to the report:\u003c/p>\n\u003cul>\n\u003cli>Allowed parents to provide more support to their children: “Parents could watch the videos or review problems with their children to help them if they did not understand.”\u003c/li>\n\u003cli>Students were much more motivated during class and were more interested in the subject.\u003c/li>\n\u003cli>Changes in student learning outside of the classroom. Students reported reading more and trying to work independently outside of class when completing homework. Also, students were coming to class explaining that they had watched the video multiple times at home.\u003c/li>\n\u003c/ul>\n\u003cp>MindShift \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/\">covered the pilot project \u003c/a>when it first launched last year at the Presidio Middle School in San Francisco.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Algebra teacher Jeanetta Mitchell, who piloted the app in her class, said at the time that there was definitely an adjustment period and different levels of expectations, both on the part of students and administrators.\u003c/p>\n\u003cp>She said that when the pilot first launched, test scores for the class using the iPad were actually lower than those using the traditional textbook.\u003c/p>\n\u003cp>“I had a conversation with the class explaining to them that the iPad was not the panacea of all ills. \u003c!--more-->It wasn’t going to do everything for them, that they still had to think,” she said. “You have to be engaged. It’s not giving you the answers; it’s helping you get the answers.”\u003c/p>\n\u003cp>But even more importantly than scores, Mitchell noticed that some students who’d showed no interest in math in the past are hooked. “I have students who are participating in this class who did not participate in their previous math classes, so it does engage them,” she says. “Is it going to make them all brainiacs and straight A students? No it’s not going to do that. But it will keep them engaged.”\u003c/p>\n\u003cp>\u003cem>\u003cstrong>[UPDATE: Empirical Education was hired by HMH to oversee a comprehensive year-long study that included four school districts. The results reported above are only from Riverside USD's own concurrent research. The results from Empirical Education have yet to be released. See more of an in-depth explanation of the study in the letter to the editor by Denis Newman \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/how-to-judge-if-research-is-trustworthy/\">at the end of this article\u003c/a>.\u003c/strong>\u003c/em>]\u003c/p>\n\u003ch5>Read more about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/\">HMH Fuse Pilot study\u003c/a> here.\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/\">A Day in the Life of the iPad Classroom\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/teaching-with-a-tablet-one-educators-experience/\">Teaching With the iPad: One Educator's Experience\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-new-tool-in-the-classroom-grabs-the-spotlight/\">A New Tool in the Class Steals the Spotlight\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"module image left mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/screen-shot-2012-01-22-at-8-35-59-pm/\" rel=\"attachment wp-att-18443\">\u003cimg class=\"size-medium wp-image-18443\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Screen-shot-2012-01-22-at-8.35.59-PM-300x185.png\" alt=\"\" width=\"300\" height=\"185\">\u003c/a>\u003c/div>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/screen-shot-2012-01-22-at-8-31-14-pm/\" rel=\"attachment wp-att-18442\">\u003cimg class=\"size-medium wp-image-18442\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Screen-shot-2012-01-22-at-8.31.14-PM-300x191.png\" alt=\"\" width=\"300\" height=\"191\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.rsed.org/\">Rocketship Education\u003c/a>, the Bay Area network of charter schools, is poised to grow big and bold in the next few years. Hinging its success on its own brand of hybrid learning -- combining online and teacher-guided instruction in a tightly engineered school day -- the charter network will grow from five schools open now to 25 by 2017-2018.\u003c/p>\n\u003cp>But it hasn't been an easy trail to blaze. Skeptics from the San Francisco Unified trustees, which voted against approving a Rocketship charter in a low-income neighborhood, called the network's tactics “an unsound educational program” and characterized its computer lab time as a \"drill and kill\" approach, according to a recent article in \u003ca href=\"http://toped.svefoundation.org/2012/01/16/state-board-cde-staff-at-odds-on-charter/\">Thoughts on Public Education\u003c/a>. In the end, however, the State Board of Education granted a charter to Rocketship.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #ff6600\">“Instructors have to find the balance between occupying students with something fun, and giving them an opportunity to learn something important.\"\u003c/span>\u003c/aside>\n\u003cp>The computer lab time they're referring to is Rocketship's now-famous Learning Lab, where students go twice a day, for 50-minute computer sessions in both reading and math. The online exercises are like short video games, featuring cartoon characters that reward students with points when they get the problems right.\u003c/p>\n\u003cp>Eight-year-old Xochitl Reece might not agree with the \"drill and kill\" characterization. Xochitl is a third-grader at Rocketship Los Suenos Academy in San Jose, and during a recent visit, was playing a math computer program.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“In math class, [the problems] are harder. And when I go to computer lab … I get them right. You learn more stuff, and it’s really fun,” Xochitl said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>Read more about Rocketship\u003c/strong>\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003c/strong>\u003ca href=\"../2011/04/how-can-an-advanced-student-move-ahead-in-public-school/\">How Can An Advanced Student Move Ahead in Public School?\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>\u003c/strong>\u003ca href=\"../2011/05/hybrid-learning-comes-to-life-at-rocketship/\">Hybrid Learning Comes to Life at Rocketship\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>\u003c/strong> \u003ca href=\"../2011/05/focus-on-assessments-fuels-rocketships-goals/\">Focus on Assessments Fuels Rocketship’s Goals\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>\u003c/strong>\u003ca>A Look Inside Rocketship\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>For math teacher Alana Mednick, the Rocketship program makes good sense. \"I don’t have to go through a lot of practice and kill and drill exercises,\" she says (there's that phrase again.) \"They’ll be doing that using fun games and exercises, and in here they’ll be applying their practice knowledge. I think I’m allowed to be a teacher, more so because of this model, because I can teach to their general needs rather than having to play catch-up. So I’m teaching what I’m supposed to rather than what should have already been taught.\"\u003c/p>\n\u003cp>Andy Jones, who analyzes trends in learning and technology at U.C. Davis, says computer programs can fill a huge hole in the learning process, allowing educators to focus on bigger things.\u003c/p>\n\u003cp>“Information that was once presented with a focus on recall and knowledge that can be delegated to technological implements, computer programs or web-based tools,” Jones said. “Instructors have to find what is the perfect balance between occupying their students with something that is fun, and giving them an opportunity to learn something important. That sweet spot is often difficult to hit for a programmer, or a textbook company or an instructor.”\u003c/p>\n\u003cp>Rocketship schools' intense focus on test scores seems to be paying off. Their average API score is 868, far above public schools in similar low-income neighborhoods. At its flagship school, Rocketship Mateo Sheedy Elementary, where 91% of students qualify for free or reduced lunch, the 925 API score is the same as the average of the Palo Alto School District, a much more affluent community nearby.\u003c/p>\n\u003cp>What's more, an\u003ca href=\"http://www.ednetinsight.com/news-alerts/technology-headlines/dreambox-intelligent-adaptive-learning--platform-significantly-improves-students--math-scores.html\"> independent study \u003c/a>released in August by SRI International, which conducted a randomized controlled trial using \u003ca href=\"http://www.dreambox.com/\">DreamBox Learning\u003c/a>, one of Rocketship's math computer programs, those who used the program for 16 weeks scored 2.3 points higher on the \u003ca href=\"http://www.nwea.org/\">Northwest Evaluation Association\u003c/a> math test than those who didn’t — the equivalent to progressing 5.5 points in percentile ranking (for example, from 50 percent to 55.5 percent).\u003c/p>\n\u003cp>According to Aylon Samouha, Rocketship's Chief Schools Officer, those students’ gains are\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/why-should-schools-invest-in-software/#more-16002\"> not only statistically significant,\u003c/a> but the fact that they were achieved in such a short time — 16 weeks — indicates that using the program for an entire school year would show even greater gains.\u003c/p>\n\u003cp>Motivating Rocketeers to do well on tests is a priority at Rocketship schools, as evidenced by the signs that hang from classrooms on campus. Hand-written and printed signs read “90% of students will score 90% (or higher)”; “Shoot for 950” in reference to current the 925 API score at the Mateo Sheedy campus; and “Beat the Test.”\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>SILICON VALLEY INNOVATION AND MONEY\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>Rocketship schools' location in the heart of Silicon Valley is no coincidence. It's tapping into the area's spirit of tech innovation and deep pockets. The company has received a huge influx of cash -- $3 million -- from Silicon Valley executives of companies like Netflix, Facebook, and Skype.\u003c/p>\n\u003cp>The money will be spent to improve Rocketship’s computer software used to assess students, generate learning plans that identify student needs, and manage all the influx of data that comes from each of the learning programs.\u003c/p>\n\u003cp>As the school charter network grows, it'll be interesting to watch how it's received by other school districts, and how or whether the company itself will change to keep up with the growth.\u003c/p>\n\u003cp>\u003cem>- Reported with Ana Tintocolis\u003c/em>\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://www.californiareport.org/archive/R201201201630/a\">Hear the California Report \u003c/a>story about blended learning and Rocketship and listen to\u003ca href=\"http://www.kqed.org/a/forum/R201201230930\"> KQED's Forum\u003c/a> discussion\u003c/em>.\u003c/h5>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image left mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/screen-shot-2012-01-22-at-8-35-59-pm/\" rel=\"attachment wp-att-18443\">\u003cimg class=\"size-medium wp-image-18443\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Screen-shot-2012-01-22-at-8.35.59-PM-300x185.png\" alt=\"\" width=\"300\" height=\"185\">\u003c/a>\u003c/div>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/screen-shot-2012-01-22-at-8-31-14-pm/\" rel=\"attachment wp-att-18442\">\u003cimg class=\"size-medium wp-image-18442\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Screen-shot-2012-01-22-at-8.31.14-PM-300x191.png\" alt=\"\" width=\"300\" height=\"191\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.rsed.org/\">Rocketship Education\u003c/a>, the Bay Area network of charter schools, is poised to grow big and bold in the next few years. Hinging its success on its own brand of hybrid learning -- combining online and teacher-guided instruction in a tightly engineered school day -- the charter network will grow from five schools open now to 25 by 2017-2018.\u003c/p>\n\u003cp>But it hasn't been an easy trail to blaze. Skeptics from the San Francisco Unified trustees, which voted against approving a Rocketship charter in a low-income neighborhood, called the network's tactics “an unsound educational program” and characterized its computer lab time as a \"drill and kill\" approach, according to a recent article in \u003ca href=\"http://toped.svefoundation.org/2012/01/16/state-board-cde-staff-at-odds-on-charter/\">Thoughts on Public Education\u003c/a>. In the end, however, the State Board of Education granted a charter to Rocketship.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #ff6600\">“Instructors have to find the balance between occupying students with something fun, and giving them an opportunity to learn something important.\"\u003c/span>\u003c/aside>\n\u003cp>The computer lab time they're referring to is Rocketship's now-famous Learning Lab, where students go twice a day, for 50-minute computer sessions in both reading and math. The online exercises are like short video games, featuring cartoon characters that reward students with points when they get the problems right.\u003c/p>\n\u003cp>Eight-year-old Xochitl Reece might not agree with the \"drill and kill\" characterization. Xochitl is a third-grader at Rocketship Los Suenos Academy in San Jose, and during a recent visit, was playing a math computer program.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“In math class, [the problems] are harder. And when I go to computer lab … I get them right. You learn more stuff, and it’s really fun,” Xochitl said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>Read more about Rocketship\u003c/strong>\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003c/strong>\u003ca href=\"../2011/04/how-can-an-advanced-student-move-ahead-in-public-school/\">How Can An Advanced Student Move Ahead in Public School?\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>\u003c/strong>\u003ca href=\"../2011/05/hybrid-learning-comes-to-life-at-rocketship/\">Hybrid Learning Comes to Life at Rocketship\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>\u003c/strong> \u003ca href=\"../2011/05/focus-on-assessments-fuels-rocketships-goals/\">Focus on Assessments Fuels Rocketship’s Goals\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>\u003c/strong>\u003ca>A Look Inside Rocketship\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>For math teacher Alana Mednick, the Rocketship program makes good sense. \"I don’t have to go through a lot of practice and kill and drill exercises,\" she says (there's that phrase again.) \"They’ll be doing that using fun games and exercises, and in here they’ll be applying their practice knowledge. I think I’m allowed to be a teacher, more so because of this model, because I can teach to their general needs rather than having to play catch-up. So I’m teaching what I’m supposed to rather than what should have already been taught.\"\u003c/p>\n\u003cp>Andy Jones, who analyzes trends in learning and technology at U.C. Davis, says computer programs can fill a huge hole in the learning process, allowing educators to focus on bigger things.\u003c/p>\n\u003cp>“Information that was once presented with a focus on recall and knowledge that can be delegated to technological implements, computer programs or web-based tools,” Jones said. “Instructors have to find what is the perfect balance between occupying their students with something that is fun, and giving them an opportunity to learn something important. That sweet spot is often difficult to hit for a programmer, or a textbook company or an instructor.”\u003c/p>\n\u003cp>Rocketship schools' intense focus on test scores seems to be paying off. Their average API score is 868, far above public schools in similar low-income neighborhoods. At its flagship school, Rocketship Mateo Sheedy Elementary, where 91% of students qualify for free or reduced lunch, the 925 API score is the same as the average of the Palo Alto School District, a much more affluent community nearby.\u003c/p>\n\u003cp>What's more, an\u003ca href=\"http://www.ednetinsight.com/news-alerts/technology-headlines/dreambox-intelligent-adaptive-learning--platform-significantly-improves-students--math-scores.html\"> independent study \u003c/a>released in August by SRI International, which conducted a randomized controlled trial using \u003ca href=\"http://www.dreambox.com/\">DreamBox Learning\u003c/a>, one of Rocketship's math computer programs, those who used the program for 16 weeks scored 2.3 points higher on the \u003ca href=\"http://www.nwea.org/\">Northwest Evaluation Association\u003c/a> math test than those who didn’t — the equivalent to progressing 5.5 points in percentile ranking (for example, from 50 percent to 55.5 percent).\u003c/p>\n\u003cp>According to Aylon Samouha, Rocketship's Chief Schools Officer, those students’ gains are\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/why-should-schools-invest-in-software/#more-16002\"> not only statistically significant,\u003c/a> but the fact that they were achieved in such a short time — 16 weeks — indicates that using the program for an entire school year would show even greater gains.\u003c/p>\n\u003cp>Motivating Rocketeers to do well on tests is a priority at Rocketship schools, as evidenced by the signs that hang from classrooms on campus. Hand-written and printed signs read “90% of students will score 90% (or higher)”; “Shoot for 950” in reference to current the 925 API score at the Mateo Sheedy campus; and “Beat the Test.”\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>SILICON VALLEY INNOVATION AND MONEY\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>Rocketship schools' location in the heart of Silicon Valley is no coincidence. It's tapping into the area's spirit of tech innovation and deep pockets. The company has received a huge influx of cash -- $3 million -- from Silicon Valley executives of companies like Netflix, Facebook, and Skype.\u003c/p>\n\u003cp>The money will be spent to improve Rocketship’s computer software used to assess students, generate learning plans that identify student needs, and manage all the influx of data that comes from each of the learning programs.\u003c/p>\n\u003cp>As the school charter network grows, it'll be interesting to watch how it's received by other school districts, and how or whether the company itself will change to keep up with the growth.\u003c/p>\n\u003cp>\u003cem>- Reported with Ana Tintocolis\u003c/em>\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://www.californiareport.org/archive/R201201201630/a\">Hear the California Report \u003c/a>story about blended learning and Rocketship and listen to\u003ca href=\"http://www.kqed.org/a/forum/R201201230930\"> KQED's Forum\u003c/a> discussion\u003c/em>.\u003c/h5>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 600px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/apps-for-kids-a-weekly-review-from-boing-boing/screen-shot-2012-01-21-at-11-14-57-am/\" rel=\"attachment wp-att-18398\">\u003cimg class=\"size-full wp-image-18398\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Screen-shot-2012-01-21-at-11.14.57-AM.png\" alt=\"\" width=\"600\" height=\"574\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/Screen-shot-2012-01-21-at-11.14.57-AM.png 600w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/Screen-shot-2012-01-21-at-11.14.57-AM-400x383.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/Screen-shot-2012-01-21-at-11.14.57-AM-320x306.png 320w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/Screen-shot-2012-01-21-at-11.14.57-AM-32x32.png 32w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Boing Boing\u003c/p>\n\u003c/div>\n\u003cp>Boing Boing founder Mark Fraunfelder and his charming daughter Jane review apps for kids every week. This week, \u003ca href=\"http://itunes.apple.com/podcast/apps-for-kids/id491541697\">they take on Glider Classic\u003c/a> for the iPhone and iPad. \u003ca href=\"http://itunes.apple.com/podcast/apps-for-kids/id491541697\">Follow this link\u003c/a> and enjoy!\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"disqusTitle": "Did Apple Just Reinvent the Textbook?",
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"content": "\u003cfigure id=\"attachment_4304\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/alaska-educator-makes-the-case-for-throwing-out-textbooks/1375685165_0026af5223_z/\" rel=\"attachment wp-att-4304\">\u003cimg class=\"size-medium wp-image-4304\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/11/1375685165_0026af5223_z-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>There's been speculation for months now -- at least since the release of the \u003ca href=\"http://www.librarything.com/work/11434526/editions/\">Steve Jobs biography\u003c/a> -- about Apple's plans to take on the textbook publishing industry. And today at the Guggenheim Museum in New York, we finally got a glimpse of what the company has been planning since long before the death of its co-founder.\u003c/p>\n\u003cp>As Apple's Phil Schiller noted in his opening remarks today, \"Education is deep in our DNA… and has been since the very beginning.\" And while that may be true, it was one of the company's most recent inventions -- the iPad -- that took center stage today as the ideal learning device, with Apple touting kids' (of all ages) love and desire for the tablets.\u003c/p>\n\u003cp>Apple boasted the adoption that iPads have already seen -- some 1.5 million iPads already in use at educational institutions, with over 1000 schools having 1:1 iPad programs. Apple also noted the rich app ecosystem that's been built around the iPad as a learning device -- over 20,000 educational apps made specifically for the device.\u003c/p>\n\u003cp>While the mantra throughout the event was \"iPad, iPad, iPad,\" the focus of much of today's event was on textbooks -- digital textbooks -- and Apple's insistence that these are \"not always the ideal learning tool.\" Apple unveiled several new tools that it argued would move the \"great content\" found in textbooks into a new, interactive, durable, portable format -- in other words, move the textbooks onto the iPad.\u003c/p>\n\u003cp>\u003cstrong>Reading\u003c/strong>: Apple introduced iBooks2, an update to its iOS e-book app (which sadly still isn't accessible on Macs, let alone on Windows machines) that offers a new category specially for interactive digital textbooks. These new e-textbooks contain many of the features we've been more accustomed to seeing in interactive e-book apps rather than in the iBookstore -- videos, photos, \u003c!--more-->and 3D diagrams, as well as an easy way to highlight passages and take notes. The latter, along with glossary terms, can be transformed into flash cards for studying.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As part of today's news, Apple announced it was partnering with the Big Three textbook publishers -- Pearson, McGraw Hill, and Houghton Mifflin Harcourt. Many of their newly redesigned textbooks are available to purchase today. These new textbooks will cost no more than $14.99, Apple promises, and they'll be owned by students individually (rather than by the schools and instead of being shared by multiple students across multiple classes and years). That's a substantial shift to how textbooks are bought and distributed, particularly at the K-12 level, and it's not quite clear how schools or students will handle these purchases or how this will impact budgeting decisions. After all, schools tend to procure textbooks with the understanding that they'll last for at least 5 years. That does mean that the content can be out-dated, something that these digital textbooks are meant to combat. But the trade-off, of course, will be purchasing iPads and now purchasing annual updates to books.\u003c/p>\n\u003cfigure id=\"attachment_18289\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/did-apple-just-reinvent-the-textbook/apple_demo/\" rel=\"attachment wp-att-18289\">\u003cimg class=\"size-full wp-image-18289 aligncenter\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Apple_demo.jpg\" alt=\"\" width=\"500\" height=\"373\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/Apple_demo.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/Apple_demo-400x298.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/Apple_demo-320x239.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Writing\u003c/strong>: Apple also introduced a new piece of software to allow \"anyone\" to build their own interactive e-books: iBooks Author. While \u003ca href=\"http://arstechnica.com/apple/news/2012/01/apple-to-announce-tools-platform-to-digitally-destroy-textbook-publishing.ars\">Ars Technica speculated\u003c/a> prior to today's news that this would be a \"Garageband for E-Books,\" that doesn't seem like quite the right description. It's more akin to iWorks for e-books -- an authoring tool that greatly facilitates the layout of e-book content. The drag-and-drop interface makes it easy to add text, photos, video, Keynote slides, and even HTML widgets to build an iBook.\u003c/p>\n\u003cp>I have \"anyone\" in quotes because, for the time being at least, this app is Mac (OS X) only. The app itself is free, and after building an e-book, one can upload it to the iBookstore. The textbooks that are built to sell or give away in the iBookstore will be subject to a review process, Apple says, and the company will take its normal \"cut\" of sales as well as demand exclusivity to their sale. One can bypass the iBookstore by simply emailing the file to another person, who'll be able to open it with the iBook app.\u003c/p>\n\u003cp>\u003cstrong>Courseware\u003c/strong>: In addition to the new iBooks and iBooks Author apps, Apple also announced a new app for iTunes U. Long a hidden gem of the iTunes Store, iTunes U has provided a way for universities and other educational institutions to distribute course content -- primarily lecture videos -- via iTunes. With over 500,000 pieces of audio and visual content, Apple says that iTunes U is the \"largest catalog of free educational content.\" The new iTunes U app adds several new features to the platform, in Apple's words, to \"let teachers do a lot more\" including offering \"full online courses.\"\u003c/p>\n\u003cp>It's close to an online learning management system, although it's worth noting here that since the content on iTunes U has mostly been free and open, that there is no process here for submitting assignments or grades. And much like the new iTextbooks, what's missing here is a \"social\" component. The app does allow instructors to upload full course packages, and starting today K-12 teachers will also be able to post their materials to the iTunes U ecosystem.\u003c/p>\n\u003cfigure id=\"attachment_18292\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/did-apple-just-reinvent-the-textbook/itunes_u/\" rel=\"attachment wp-att-18292\">\u003cimg class=\"size-full wp-image-18292\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/itunes_u.jpg\" alt=\"\" width=\"500\" height=\"373\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/itunes_u.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/itunes_u-400x298.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/itunes_u-320x239.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Game-changer?\u003c/strong>: Apple's announcements are often described in hyperbolic terms: \"revolutionary,\" for example. I'm not sure that we can necessarily apply that adjective here. Considering the involvement of the three largest education publishers -- a group that currently controls 90% of the textbook market -- I don't think we can pronounce the textbook industry \"digitally disrupted.\" Rather, Apple has strengthened its relationship with these publishers who are now able to point to content that they've specifically designed to work on the iPad. Their content will continue to appear in other digital formats too, of course, and will likely still be available via other e-textbook apps (such as Inkling and Kno and CourseSmart).\u003c/p>\n\u003cp>The ability to easily create e-books with the new iBooks Author app does feel like an important innovation, and if Apple can steer authors (students and teachers and \"anyone\") to its iBookstore, then it will be in a better position to compete with Amazon's self-publishing offerings. That's not necessarily a game-changer for education, however; rather it's about controlling the future of e-book creation and distribution, something that Apple must compete with Amazon over.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>That's a future that revolves around the Apple publishing and app ecosystem, and it's a future that relies on Apple hardware too -- Macs and iPads. While all of this might make it easier to build, buy, and read beautiful interactive textbooks with these new \"free\" software tools, that hardware investment might be something that causes a lot of schools to balk.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_4304\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/alaska-educator-makes-the-case-for-throwing-out-textbooks/1375685165_0026af5223_z/\" rel=\"attachment wp-att-4304\">\u003cimg class=\"size-medium wp-image-4304\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/11/1375685165_0026af5223_z-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>There's been speculation for months now -- at least since the release of the \u003ca href=\"http://www.librarything.com/work/11434526/editions/\">Steve Jobs biography\u003c/a> -- about Apple's plans to take on the textbook publishing industry. And today at the Guggenheim Museum in New York, we finally got a glimpse of what the company has been planning since long before the death of its co-founder.\u003c/p>\n\u003cp>As Apple's Phil Schiller noted in his opening remarks today, \"Education is deep in our DNA… and has been since the very beginning.\" And while that may be true, it was one of the company's most recent inventions -- the iPad -- that took center stage today as the ideal learning device, with Apple touting kids' (of all ages) love and desire for the tablets.\u003c/p>\n\u003cp>Apple boasted the adoption that iPads have already seen -- some 1.5 million iPads already in use at educational institutions, with over 1000 schools having 1:1 iPad programs. Apple also noted the rich app ecosystem that's been built around the iPad as a learning device -- over 20,000 educational apps made specifically for the device.\u003c/p>\n\u003cp>While the mantra throughout the event was \"iPad, iPad, iPad,\" the focus of much of today's event was on textbooks -- digital textbooks -- and Apple's insistence that these are \"not always the ideal learning tool.\" Apple unveiled several new tools that it argued would move the \"great content\" found in textbooks into a new, interactive, durable, portable format -- in other words, move the textbooks onto the iPad.\u003c/p>\n\u003cp>\u003cstrong>Reading\u003c/strong>: Apple introduced iBooks2, an update to its iOS e-book app (which sadly still isn't accessible on Macs, let alone on Windows machines) that offers a new category specially for interactive digital textbooks. These new e-textbooks contain many of the features we've been more accustomed to seeing in interactive e-book apps rather than in the iBookstore -- videos, photos, \u003c!--more-->and 3D diagrams, as well as an easy way to highlight passages and take notes. The latter, along with glossary terms, can be transformed into flash cards for studying.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As part of today's news, Apple announced it was partnering with the Big Three textbook publishers -- Pearson, McGraw Hill, and Houghton Mifflin Harcourt. Many of their newly redesigned textbooks are available to purchase today. These new textbooks will cost no more than $14.99, Apple promises, and they'll be owned by students individually (rather than by the schools and instead of being shared by multiple students across multiple classes and years). That's a substantial shift to how textbooks are bought and distributed, particularly at the K-12 level, and it's not quite clear how schools or students will handle these purchases or how this will impact budgeting decisions. After all, schools tend to procure textbooks with the understanding that they'll last for at least 5 years. That does mean that the content can be out-dated, something that these digital textbooks are meant to combat. But the trade-off, of course, will be purchasing iPads and now purchasing annual updates to books.\u003c/p>\n\u003cfigure id=\"attachment_18289\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/did-apple-just-reinvent-the-textbook/apple_demo/\" rel=\"attachment wp-att-18289\">\u003cimg class=\"size-full wp-image-18289 aligncenter\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Apple_demo.jpg\" alt=\"\" width=\"500\" height=\"373\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/Apple_demo.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/Apple_demo-400x298.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/Apple_demo-320x239.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Writing\u003c/strong>: Apple also introduced a new piece of software to allow \"anyone\" to build their own interactive e-books: iBooks Author. While \u003ca href=\"http://arstechnica.com/apple/news/2012/01/apple-to-announce-tools-platform-to-digitally-destroy-textbook-publishing.ars\">Ars Technica speculated\u003c/a> prior to today's news that this would be a \"Garageband for E-Books,\" that doesn't seem like quite the right description. It's more akin to iWorks for e-books -- an authoring tool that greatly facilitates the layout of e-book content. The drag-and-drop interface makes it easy to add text, photos, video, Keynote slides, and even HTML widgets to build an iBook.\u003c/p>\n\u003cp>I have \"anyone\" in quotes because, for the time being at least, this app is Mac (OS X) only. The app itself is free, and after building an e-book, one can upload it to the iBookstore. The textbooks that are built to sell or give away in the iBookstore will be subject to a review process, Apple says, and the company will take its normal \"cut\" of sales as well as demand exclusivity to their sale. One can bypass the iBookstore by simply emailing the file to another person, who'll be able to open it with the iBook app.\u003c/p>\n\u003cp>\u003cstrong>Courseware\u003c/strong>: In addition to the new iBooks and iBooks Author apps, Apple also announced a new app for iTunes U. Long a hidden gem of the iTunes Store, iTunes U has provided a way for universities and other educational institutions to distribute course content -- primarily lecture videos -- via iTunes. With over 500,000 pieces of audio and visual content, Apple says that iTunes U is the \"largest catalog of free educational content.\" The new iTunes U app adds several new features to the platform, in Apple's words, to \"let teachers do a lot more\" including offering \"full online courses.\"\u003c/p>\n\u003cp>It's close to an online learning management system, although it's worth noting here that since the content on iTunes U has mostly been free and open, that there is no process here for submitting assignments or grades. And much like the new iTextbooks, what's missing here is a \"social\" component. The app does allow instructors to upload full course packages, and starting today K-12 teachers will also be able to post their materials to the iTunes U ecosystem.\u003c/p>\n\u003cfigure id=\"attachment_18292\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/did-apple-just-reinvent-the-textbook/itunes_u/\" rel=\"attachment wp-att-18292\">\u003cimg class=\"size-full wp-image-18292\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/itunes_u.jpg\" alt=\"\" width=\"500\" height=\"373\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/itunes_u.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/itunes_u-400x298.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/itunes_u-320x239.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Game-changer?\u003c/strong>: Apple's announcements are often described in hyperbolic terms: \"revolutionary,\" for example. I'm not sure that we can necessarily apply that adjective here. Considering the involvement of the three largest education publishers -- a group that currently controls 90% of the textbook market -- I don't think we can pronounce the textbook industry \"digitally disrupted.\" Rather, Apple has strengthened its relationship with these publishers who are now able to point to content that they've specifically designed to work on the iPad. Their content will continue to appear in other digital formats too, of course, and will likely still be available via other e-textbook apps (such as Inkling and Kno and CourseSmart).\u003c/p>\n\u003cp>The ability to easily create e-books with the new iBooks Author app does feel like an important innovation, and if Apple can steer authors (students and teachers and \"anyone\") to its iBookstore, then it will be in a better position to compete with Amazon's self-publishing offerings. That's not necessarily a game-changer for education, however; rather it's about controlling the future of e-book creation and distribution, something that Apple must compete with Amazon over.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That's a future that revolves around the Apple publishing and app ecosystem, and it's a future that relies on Apple hardware too -- Macs and iPads. While all of this might make it easier to build, buy, and read beautiful interactive textbooks with these new \"free\" software tools, that hardware investment might be something that causes a lot of schools to balk.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_18270\" class=\"wp-caption center\" style=\"max-width: 600px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660091109/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-18270\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/6660091109_de39ce78aa_z1.jpg\" alt=\"\" width=\"600\" height=\"406\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/6660091109_de39ce78aa_z1.jpg 600w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/6660091109_de39ce78aa_z1-400x271.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/6660091109_de39ce78aa_z1-320x217.jpg 320w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>\u003ca href=\"http://joanganzcooneycenter.org/Staff-82.html\">By Carly Shuler\u003c/a>, Joan Ganz Cooney Center\u003c/h5>\n\u003cp class=\"dropcap-serif\">In 2007, when the iPhone made its debut, there was little doubt that it would revolutionize the mobile phone industry. But at the time, few imagined that it would spawn a multibillion-dollar market for mobile applications, and fewer imagined that this market might become a significant one for children.\u003c/p>\n\u003cp>Less than five years later, more than a quarter of all parents have downloaded apps for their children to use, according to a \u003ca href=\"http://www.commonsensemedia.org/research/zero-eight-childrens-media-use-america/key-finding-2%3A-substantial-digital-divide\">Common Sense Media study\u003c/a>. Babies have achieved virtual celebrity for \u003ca href=\"http://ww2.kqed.org/mindshift/jp/quick-look-the-print-magazine-is-a-broken-ipad/\">mistaking a magazine for a broken iPad\u003c/a>, children now learn to \"swipe\" before they can tie their shoes, and tweens and teens \u003ca href=\"http://blog.nielsen.com/nielsenwire/consumer/us-kids-looking-forward-to-iholiday-2011/\">coveted the iPad\u003c/a> over any other gift this holiday season.\u003c/p>\n\u003cp>Today's children will benefit if apps become an important force for learning and discovery. This report,\u003ca href=\"http://joanganzcooneycenter.org/Reports-33.html\"> iLearn II: An Analysis of the Education Category on Apple's App Store\u003c/a>, documents the results of an analysis of the Education category of Apple's App Store, with the goal of understanding the market dynamics, areas of innovation, and emerging opportunities within the market for apps labeled as education. Using the original iLearn study as a benchmark for change, this updated report examines a recent sample of top-selling apps for both the iPad and the iPhone.\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>KEY FINDINGS\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>1. Apps are an important and growing medium for providing educational content to children, both in terms of their availability and popularity.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003c/strong>Over 80% of the top selling paid apps in the Education category of the iTunes Store target children.\u003c/li>\n\u003cli>In 2009, almost half (47%) of the top selling apps targeted preschool or elementary aged \u003c!--more-->children. That number has increased to almost three-‐quarters (72%).\u003c/li>\n\u003cli>The percentage of apps for children has risen in every age category, accompanied by a decrease in apps for adults.\u003c/li>\n\u003c/ul>\n\u003cp>2. Early learning apps for toddler/preschool are particularly prominent. Developers should consider potential saturation of this market.\u003c/p>\n\u003cul>\n\u003cli>Apps for toddlers/preschoolers are the most popular age category (58%), and experienced the greatest growth (23%).\u003c/li>\n\u003cli>General early learning is the most popular subject (47%), and there are signiicantly more general early learning apps than the second most popular subject (math, 13%).\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>\u003cspan style=\"color: #ff6600\">The App Explosion\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">- Mobile app revenue is expected to generate $38 billion by 2015\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">- There are over 500,000 apps available on iTunes and more than 300,000 on Android\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">- The App Store has paid out over $2.5 billion to developers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">- Two out of the four top holiday trends according to ToysRUs are related to children owning iPads.\u003c/span>\u003c/p>\n\u003c/aside>\n\u003cp>3. Developers should not default to the lowest price point and should consider a fair price‐value proposition. The average price of children’s apps has risen by over $1, but they are still less expensive than those targeting adults.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>4. Apps are a significantly different market than television, video games, or toys.\u003c/p>\n\u003cul>\n\u003cli>Of the entire sample, only two iPhone apps and zero iPad apps were based on well-known, branded characters.\u003c/li>\n\u003cli>One hundred and nine different publishers were represented within the sample; 89 of these publishers were not represented in the sample two years ago.\u003c/li>\n\u003c/ul>\n\u003cp>5. Apps for elementary aged children may represent an important opportunity. While only 20% of the overall sample targets this age group, almost 50% of the top sellers (top 25) target elementary aged kids. A similar trend was noted amongst the preschool set in our 2009 analysis -- subsequently this age group experienced significant growth.\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>RECOMMENDATIONS\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Address the app gap. \u003c/strong>In addition to the traditional digital divide, a new “App Gap” has developed. Ongoing work is required to ensure that the potential benefits of this new medium reach those most in need.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Create standards for products marketed as educational. \u003c/strong>Previous analyses of children’s digital media have identified a lack of standards around marketing products as educational, making it difficult for parent or educators to discern if products live up to their claims (Shuler, 2007). This has been a long-standing issue in the educational toy and game industry, and perhaps one that can be tackled early in the evolution of the app market.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Protect Children from Digital Age Commercialism\u003c/strong>. The Children's Television Act was put in place to protect children from inappropriate commercialism. This act needs to be updated for a digital age with an emphasis on the app market. In the long term, apps will be better for children, parents and businesses alike if there are policies that protect without hindering creative development and innovation.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Consider emerging market dynamics in an update to COPPA. \u003c/strong>The Federal Trade Commission (FTC) recently released important recommendations for an update to COPPA. However, on the heels of these efforts the leading provider of app analytics disallowed its services to be used by developers of children’s apps, who rely heavily on such analytics to improve their products. As the FTC finalizes its proposed regulation, it should consider potential unintended consequences the policy may have on developers.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Enable sustainability and profitability\u003c/strong>. Consumers need to embrace a new pricing model that will sustain a diversity of developers to build innovative and creative content for children. Discussion of business models must be continued to enable development of apps that are innovative, high quality, educationally effective and sustainable.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Set a research agenda\u003c/strong>. Academia needs to address the rapidly growing app market by setting a research agenda regarding digital age learning. Developers and researchers should work together toward the design of effective, high‐quality products.\u003c/p>\n\u003ch5>\u003cem>Read the Joan Ganz Cooney's report, iLearn II, \u003ca href=\"http://joanganzcooneycenter.org/Reports-33.html\">An Analysis of the Education Category in Apple's App Store\u003c/a> to learn more.\u003c/em>\u003c/h5>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_18270\" class=\"wp-caption center\" style=\"max-width: 600px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660091109/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-18270\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/6660091109_de39ce78aa_z1.jpg\" alt=\"\" width=\"600\" height=\"406\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/6660091109_de39ce78aa_z1.jpg 600w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/6660091109_de39ce78aa_z1-400x271.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/6660091109_de39ce78aa_z1-320x217.jpg 320w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>\u003ca href=\"http://joanganzcooneycenter.org/Staff-82.html\">By Carly Shuler\u003c/a>, Joan Ganz Cooney Center\u003c/h5>\n\u003cp class=\"dropcap-serif\">In 2007, when the iPhone made its debut, there was little doubt that it would revolutionize the mobile phone industry. But at the time, few imagined that it would spawn a multibillion-dollar market for mobile applications, and fewer imagined that this market might become a significant one for children.\u003c/p>\n\u003cp>Less than five years later, more than a quarter of all parents have downloaded apps for their children to use, according to a \u003ca href=\"http://www.commonsensemedia.org/research/zero-eight-childrens-media-use-america/key-finding-2%3A-substantial-digital-divide\">Common Sense Media study\u003c/a>. Babies have achieved virtual celebrity for \u003ca href=\"http://ww2.kqed.org/mindshift/jp/quick-look-the-print-magazine-is-a-broken-ipad/\">mistaking a magazine for a broken iPad\u003c/a>, children now learn to \"swipe\" before they can tie their shoes, and tweens and teens \u003ca href=\"http://blog.nielsen.com/nielsenwire/consumer/us-kids-looking-forward-to-iholiday-2011/\">coveted the iPad\u003c/a> over any other gift this holiday season.\u003c/p>\n\u003cp>Today's children will benefit if apps become an important force for learning and discovery. This report,\u003ca href=\"http://joanganzcooneycenter.org/Reports-33.html\"> iLearn II: An Analysis of the Education Category on Apple's App Store\u003c/a>, documents the results of an analysis of the Education category of Apple's App Store, with the goal of understanding the market dynamics, areas of innovation, and emerging opportunities within the market for apps labeled as education. Using the original iLearn study as a benchmark for change, this updated report examines a recent sample of top-selling apps for both the iPad and the iPhone.\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>KEY FINDINGS\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>1. Apps are an important and growing medium for providing educational content to children, both in terms of their availability and popularity.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003c/strong>Over 80% of the top selling paid apps in the Education category of the iTunes Store target children.\u003c/li>\n\u003cli>In 2009, almost half (47%) of the top selling apps targeted preschool or elementary aged \u003c!--more-->children. That number has increased to almost three-‐quarters (72%).\u003c/li>\n\u003cli>The percentage of apps for children has risen in every age category, accompanied by a decrease in apps for adults.\u003c/li>\n\u003c/ul>\n\u003cp>2. Early learning apps for toddler/preschool are particularly prominent. Developers should consider potential saturation of this market.\u003c/p>\n\u003cul>\n\u003cli>Apps for toddlers/preschoolers are the most popular age category (58%), and experienced the greatest growth (23%).\u003c/li>\n\u003cli>General early learning is the most popular subject (47%), and there are signiicantly more general early learning apps than the second most popular subject (math, 13%).\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>\u003cspan style=\"color: #ff6600\">The App Explosion\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">- Mobile app revenue is expected to generate $38 billion by 2015\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">- There are over 500,000 apps available on iTunes and more than 300,000 on Android\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">- The App Store has paid out over $2.5 billion to developers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">- Two out of the four top holiday trends according to ToysRUs are related to children owning iPads.\u003c/span>\u003c/p>\n\u003c/aside>\n\u003cp>3. Developers should not default to the lowest price point and should consider a fair price‐value proposition. The average price of children’s apps has risen by over $1, but they are still less expensive than those targeting adults.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>4. Apps are a significantly different market than television, video games, or toys.\u003c/p>\n\u003cul>\n\u003cli>Of the entire sample, only two iPhone apps and zero iPad apps were based on well-known, branded characters.\u003c/li>\n\u003cli>One hundred and nine different publishers were represented within the sample; 89 of these publishers were not represented in the sample two years ago.\u003c/li>\n\u003c/ul>\n\u003cp>5. Apps for elementary aged children may represent an important opportunity. While only 20% of the overall sample targets this age group, almost 50% of the top sellers (top 25) target elementary aged kids. A similar trend was noted amongst the preschool set in our 2009 analysis -- subsequently this age group experienced significant growth.\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>RECOMMENDATIONS\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Address the app gap. \u003c/strong>In addition to the traditional digital divide, a new “App Gap” has developed. Ongoing work is required to ensure that the potential benefits of this new medium reach those most in need.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Create standards for products marketed as educational. \u003c/strong>Previous analyses of children’s digital media have identified a lack of standards around marketing products as educational, making it difficult for parent or educators to discern if products live up to their claims (Shuler, 2007). This has been a long-standing issue in the educational toy and game industry, and perhaps one that can be tackled early in the evolution of the app market.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Protect Children from Digital Age Commercialism\u003c/strong>. The Children's Television Act was put in place to protect children from inappropriate commercialism. This act needs to be updated for a digital age with an emphasis on the app market. In the long term, apps will be better for children, parents and businesses alike if there are policies that protect without hindering creative development and innovation.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Consider emerging market dynamics in an update to COPPA. \u003c/strong>The Federal Trade Commission (FTC) recently released important recommendations for an update to COPPA. However, on the heels of these efforts the leading provider of app analytics disallowed its services to be used by developers of children’s apps, who rely heavily on such analytics to improve their products. As the FTC finalizes its proposed regulation, it should consider potential unintended consequences the policy may have on developers.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Enable sustainability and profitability\u003c/strong>. Consumers need to embrace a new pricing model that will sustain a diversity of developers to build innovative and creative content for children. Discussion of business models must be continued to enable development of apps that are innovative, high quality, educationally effective and sustainable.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Set a research agenda\u003c/strong>. Academia needs to address the rapidly growing app market by setting a research agenda regarding digital age learning. Developers and researchers should work together toward the design of effective, high‐quality products.\u003c/p>\n\u003ch5>\u003cem>Read the Joan Ganz Cooney's report, iLearn II, \u003ca href=\"http://joanganzcooneycenter.org/Reports-33.html\">An Analysis of the Education Category in Apple's App Store\u003c/a> to learn more.\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Ready, Set, Invent! The Google Science Fair is Launched",
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"content": "\u003cfigure id=\"attachment_13832\" class=\"wp-caption left\" style=\"max-width: 274px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/what-role-do-corporations-play-in-supporting-stem-education/smithsonian_science-2/\" rel=\"attachment wp-att-13832\">\u003cimg class=\"size-full wp-image-13832\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/smithsonian_science1.jpg\" alt=\"\" width=\"274\" height=\"274\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1.jpg 274w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-75x75.jpg 75w\" sizes=\"(max-width: 274px) 100vw, 274px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Taking the traditional science fair out of the school gymnasium and placing it on the Web, Google launched its \u003ca href=\"http://www.google.com/events/sciencefair/\">2012 Global Science Fair\u003c/a> yesterday, a follow-up to last year's inaugural event.\u003c/p>\n\u003cp>The fair is open to any student (age 13 to 18) from anywhere who has access to the Internet and to a Web browser.\u003c/p>\n\u003cp>This year, Google is taking the \"global\" aspect of the contest seriously, allowing submissions in 13 different languages (last year's were only accepted in English). The company will also select 90 regional finalists -- 30 from the Americas, 30 from the Asia-Pacific region, and 30 from Europe and Africa. It's about \"guaranteeing more global coverage,\" says Maggie Johnson, Google Director of Education and a Google Science Fair judge.\u003c/p>\n\u003cp>As with last year's event, Google has assembled a prestigious judging panel that includes Google Internet Evangelist Vint Cerf and particle physicist and Nobel Prize winner. And the prizes for the winners are not insignificant: the grand prize is a $50,000 scholarship, a trip to the Galapagos lead by a National Geographic Explorer, a hands-on internship at Google, CERN or LEGO, access to the Scientific American archives for their school and a personalized LEGO trophy. Two other finalists will each receive $25,000 scholarships, access to the Scientific American archives, and a LEGO trophy.\u003c/p>\n\u003cp>In response to last year's criticism from \u003ca href=\"http://www.nytimes.com/2011/04/04/technology/04fair.html\">the New York Times\u003c/a> questioning whether the event was simply a marketing ploy to expose students to Google products (you can read the MindShift take on it \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/is-googles-science-fair-just-a-marketing-ploy/\">here\u003c/a>), Johnson addressed the company's the motivation behind the fair.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Johnson pointed out that the science fair does not require that students use Google products for anything more than the submission process (they must use a Google Sites template for that part). \u003c!--more-->That standardization is necessary, she argues, since the company is hoping to exceed the number of submissions it received last year (over 10,000 students from 90 countries submitted their science projects to the 2011 competition).\u003c/p>\n\u003cfigure id=\"attachment_18123\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://googleblog.blogspot.com/2011/07/hats-off-to-winners-of-inaugural-google.html\">\u003cimg class=\"size-medium wp-image-18123\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/1PvSBOYQybrVDiv-1M91Ep3h-SkFcR0g-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Last year's Google Science Fair winners.\u003c/figcaption>\u003c/figure>\n\u003cp>Johnson also contends that scientific experimentation is a crucial part of Google's corporate DNA. Indeed, the company was founded by two young computer science students back in 1996 who had a hypothesis that all the information on the Web could be cataloged and searched. Johnson says that scientific exploration and experimentation remain important to the company's existence to this day, and that Google wants to help encourage this same sort of curiosity among the next generation.\u003c/p>\n\u003cp>As such, it's particularly important that the entire process occurs online. It isn't simply that science fairs may be waning in their off-line manifestations. There's something about the accessibility of the Web that makes it easier for students to present their findings. And to do so in an online forum may actually encourage those who might otherwise find the process intimidating to participate in science fairs. Standing next to your project in the school auditorium can be daunting. Submitting it via an online form, much less so. Could this lack of a public performance -- at least in the submission stages -- make the Google Science Fair more appealing to girls, for example?\u003c/p>\n\u003cp>Last year, the top prizes at the Google Science Fair went to girls \u003ca href=\"http://www.readwriteweb.com/archives/google_announces_the_winners_of_its_first_science.php\">went to girls.\u003c/a> Google doesn't ask for gender as part of the submission process, so it's not looking to highlight girls' scientific achievements. But Google has added a new prize this year -- a \"Science in Action\" award sponsored by Scientific American, that will go to a project that addresses \"a social, environmental or health issue to make a practical difference in the lives of a group or community.\"\u003c/p>\n\u003cp>And having that practical, community-oriented focus may attract girls to STEM projects (more so than, say, \"science for science's sake.\")\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Submissions for the second Google Global Science Fair begin today and run through April 1.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_13832\" class=\"wp-caption left\" style=\"max-width: 274px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/what-role-do-corporations-play-in-supporting-stem-education/smithsonian_science-2/\" rel=\"attachment wp-att-13832\">\u003cimg class=\"size-full wp-image-13832\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/smithsonian_science1.jpg\" alt=\"\" width=\"274\" height=\"274\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1.jpg 274w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-75x75.jpg 75w\" sizes=\"(max-width: 274px) 100vw, 274px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Taking the traditional science fair out of the school gymnasium and placing it on the Web, Google launched its \u003ca href=\"http://www.google.com/events/sciencefair/\">2012 Global Science Fair\u003c/a> yesterday, a follow-up to last year's inaugural event.\u003c/p>\n\u003cp>The fair is open to any student (age 13 to 18) from anywhere who has access to the Internet and to a Web browser.\u003c/p>\n\u003cp>This year, Google is taking the \"global\" aspect of the contest seriously, allowing submissions in 13 different languages (last year's were only accepted in English). The company will also select 90 regional finalists -- 30 from the Americas, 30 from the Asia-Pacific region, and 30 from Europe and Africa. It's about \"guaranteeing more global coverage,\" says Maggie Johnson, Google Director of Education and a Google Science Fair judge.\u003c/p>\n\u003cp>As with last year's event, Google has assembled a prestigious judging panel that includes Google Internet Evangelist Vint Cerf and particle physicist and Nobel Prize winner. And the prizes for the winners are not insignificant: the grand prize is a $50,000 scholarship, a trip to the Galapagos lead by a National Geographic Explorer, a hands-on internship at Google, CERN or LEGO, access to the Scientific American archives for their school and a personalized LEGO trophy. Two other finalists will each receive $25,000 scholarships, access to the Scientific American archives, and a LEGO trophy.\u003c/p>\n\u003cp>In response to last year's criticism from \u003ca href=\"http://www.nytimes.com/2011/04/04/technology/04fair.html\">the New York Times\u003c/a> questioning whether the event was simply a marketing ploy to expose students to Google products (you can read the MindShift take on it \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/is-googles-science-fair-just-a-marketing-ploy/\">here\u003c/a>), Johnson addressed the company's the motivation behind the fair.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Johnson pointed out that the science fair does not require that students use Google products for anything more than the submission process (they must use a Google Sites template for that part). \u003c!--more-->That standardization is necessary, she argues, since the company is hoping to exceed the number of submissions it received last year (over 10,000 students from 90 countries submitted their science projects to the 2011 competition).\u003c/p>\n\u003cfigure id=\"attachment_18123\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://googleblog.blogspot.com/2011/07/hats-off-to-winners-of-inaugural-google.html\">\u003cimg class=\"size-medium wp-image-18123\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/1PvSBOYQybrVDiv-1M91Ep3h-SkFcR0g-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Last year's Google Science Fair winners.\u003c/figcaption>\u003c/figure>\n\u003cp>Johnson also contends that scientific experimentation is a crucial part of Google's corporate DNA. Indeed, the company was founded by two young computer science students back in 1996 who had a hypothesis that all the information on the Web could be cataloged and searched. Johnson says that scientific exploration and experimentation remain important to the company's existence to this day, and that Google wants to help encourage this same sort of curiosity among the next generation.\u003c/p>\n\u003cp>As such, it's particularly important that the entire process occurs online. It isn't simply that science fairs may be waning in their off-line manifestations. There's something about the accessibility of the Web that makes it easier for students to present their findings. And to do so in an online forum may actually encourage those who might otherwise find the process intimidating to participate in science fairs. Standing next to your project in the school auditorium can be daunting. Submitting it via an online form, much less so. Could this lack of a public performance -- at least in the submission stages -- make the Google Science Fair more appealing to girls, for example?\u003c/p>\n\u003cp>Last year, the top prizes at the Google Science Fair went to girls \u003ca href=\"http://www.readwriteweb.com/archives/google_announces_the_winners_of_its_first_science.php\">went to girls.\u003c/a> Google doesn't ask for gender as part of the submission process, so it's not looking to highlight girls' scientific achievements. But Google has added a new prize this year -- a \"Science in Action\" award sponsored by Scientific American, that will go to a project that addresses \"a social, environmental or health issue to make a practical difference in the lives of a group or community.\"\u003c/p>\n\u003cp>And having that practical, community-oriented focus may attract girls to STEM projects (more so than, say, \"science for science's sake.\")\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Submissions for the second Google Global Science Fair begin today and run through April 1.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "A $100 Solar-Powered Tablet: Will This Be \"The One\"?",
"title": "A $100 Solar-Powered Tablet: Will This Be \"The One\"?",
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"content": "\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/a-100-solar-powered-tablet-will-this-be-the-one/kid_olpc/\" rel=\"attachment wp-att-17992\">\u003cimg class=\"size-full wp-image-17992\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/kid_olpc.jpg\" alt=\"\" width=\"300\" height=\"166\">\u003c/a>\n\u003cp class=\"wp-media-credit\">OLPC\u003c/p>\n\u003c/div>\n\u003cp>At the flashy Las Vegas gathering this week, the \u003ca href=\"http://www.cesweb.org/\">Consumer Electronics Show\u003c/a>, there will likely be a lot of tablets unveiled, but none are as eagerly anticipated as the OLPC XO 3.0, a tablet version of the famously inexpensive and rugged laptop from \u003ca href=\"http://laptop.org/\">One Laptop Per Child\u003c/a> founder Nicholas Negroponte.\u003c/p>\n\u003cp>The tablet release comes after bruising criticism of the highly anticipated laptop several years ago, which some in the industry\u003ca href=\"http://www.businessweek.com/innovate/NussbaumOnDesign/archives/2007/09/its_time_to_cal.html\"> called a failure\u003c/a>. One of the main criticisms was the laptop's lack of mobility: \"Cell phones are far more popular as the means to connect to the net in much of the Third World and cell-phone type devices rather than cute little laptops might have made much more sense,\" \u003ca href=\"http://www.businessweek.com/innovate/NussbaumOnDesign/archives/2007/09/its_time_to_cal.html\">writes BusinessWeek's Bruce Nussbaum\u003c/a>.\u003c/p>\n\u003cp>The new tablet, designed to be an educational device for students in the developing world, where electricity and broadband access is scarce, addresses this to some extent. It uses very little power: the battery lasts eight to 10 hours and can be recharged with either a hand-crank or with a solar panel that doubles as the tablet’s cover. The XO 3.0 actually comes with two covers, one of which contains a four-watt solar panel that can be placed in the sun to recharge, then reconnected in order to power the tablet.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #ff6600\">\"If they can really pull off the $100 price point, it will be the most well-built tablet under $200.\"\u003c/span>\u003c/aside>\n\u003cp>There’s great interest and excitement in the development of low-cost tablets, for lots of reasons. A few months ago, the \u003ca href=\"../2011/10/can-a-35-tablet-be-as-effective-a-learning-tool-as-an-ipad/\">$35 Aakash tablet\u003c/a> was released, and according to \u003ca href=\"http://india.blogs.nytimes.com/2012/01/05/aakash-update-oversold-underperforming/\">The New York Times\u003c/a>, Datawind -- the manufacturer behind the Aakash tablet -- has received some 1.4 million orders. But because the company was unprepared to meet the demand, it has stopped taking orders, and might be struggling to meet the orders that were already made. Even more troubling, many of the early reviews of the Aakash tablet have been incredibly poor: the battery life is just an hour or two, the software is sluggish, the touchscreen \"\u003ca href=\"http://www.the-digital-reader.com/2012/01/04/1-4-million-aakash-tablets-ordered-means-1-4-million-unhappy-owners/\">sticky\u003c/a>.\"\u003c/p>\n\u003cp>While the inability to build a quality $35 tablet isn't that surprising, it's important to remember that even the popular $199 Android tablet Amazon Kindle Fire has had its share of \u003ca href=\"http://www.marco.org/2011/11/17/kindle-fire-review\">negative reviews\u003c/a>. So when it comes to the XO 3.0, \u003c!--more-->\"If they can really pull off the $100 price point, it will be the most well-built tablet under $200,\" points out \u003ca href=\"http://www.theverge.com/2012/1/8/2691733/olpc-xo-3-0-tablet-pictures-video\">The Verge's Johanna Stern\u003c/a>, who's had a hands-on look at the tablet.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But the OLPC project has had its own fair share of struggles -- the inability to meet production deadlines, performance problems with the laptops, as well as concerns that the devices would not be able to meet that promised $100 price point. Nevertheless, the organization insists that the XO 3.0 tablet will ship this year, according to the OLPC organization, with some 75,000 devices \u003ca href=\"http://mashable.com/2012/01/08/one-laptop-per-child-tablet/\">headed to Uruguay and Nicaragua for a 2-year study\u003c/a> planned to examine the impact of the tablets and new adaptive learning software on the literacy and reading habits of three-to-eight-year-olds in India, Tanzania and Sierra Leone.\u003c/p>\n\u003cp>\"In the reading experiment, where we ask can a child learn to read on his or her own, we imagine many hours of use per day, as many as six or eight,” said Negroponte \u003ca href=\"http://www.pcworld.com/article/247448/olpcs_xo3_tablet_to_debut_at_ces.html\">in a recent PC World article\u003c/a>. “Frankly, the reading experiment may be the most important thing I have ever done....if it works.\"\u003c/p>\n\u003ch5>\u003cspan style=\"color: #0000ff\">THE SPECS\u003c/span>\u003c/h5>\n\u003cp>Though it’s thicker than most tablets on the market, it doesn't skimp on its other hardware specifications: it has a 1 GHz processor, 512 MB of RAM, and 4 GM of storage. The XO 3.0 also contains a USB port, a Micro USB port, headphone and microphone jacks, and a power jack (the latter can be used for a regular AC adapter as well as for the hand-crank). The tablet has two 8-inch display options: an LCD version and a PixelQi version. The latter is meant to make the tablet readable outside. But, according to\u003ca href=\"http://www.theverge.com/2012/1/8/2691733/olpc-xo-3-0-tablet-pictures-video\"> Stern\u003c/a>, although \"the touchscreen was responsive, the slow software clearly holds it back.\"\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/a-100-solar-powered-tablet-will-this-be-the-one/olpc-xo-3-0-tablet_-an-8-inch-tablet-for-100-with-android-and-sugar-options-for-the-children-update_-pictures-the-verge-2/\" rel=\"attachment wp-att-17990\">\u003cimg class=\"aligncenter size-full wp-image-17990\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/OLPC-XO-3.0-tablet_-an-8-inch-tablet-for-100-with-Android-and-Sugar-options-for-the-children-update_-pictures-The-Verge-2.jpg\" alt=\"\" width=\"575\" height=\"370\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/OLPC-XO-3.0-tablet_-an-8-inch-tablet-for-100-with-Android-and-Sugar-options-for-the-children-update_-pictures-The-Verge-2.jpg 575w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/OLPC-XO-3.0-tablet_-an-8-inch-tablet-for-100-with-Android-and-Sugar-options-for-the-children-update_-pictures-The-Verge-2-400x257.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/OLPC-XO-3.0-tablet_-an-8-inch-tablet-for-100-with-Android-and-Sugar-options-for-the-children-update_-pictures-The-Verge-2-320x206.jpg 320w\" sizes=\"(max-width: 575px) 100vw, 575px\">\u003c/a>\u003c/p>\n\u003cp>The XO 3.0 has two software options: Android or a Linux operating system. Stern believes that the slowness of the device \"has more to do with the actual software not being ready. The delay between tapping the browser icon and it opening was noticeable. The second problem is that the software doesn't seem to be optimized for touch. When I tried to scroll in the Wikipedia program, it highlighted text; I had to select the scroll bar to get to the bottom of the page. OLPC says it is working on this and that it does work in some applications. Speaking of applications, many of the apps for this tablet are built by countries that buy the tablets or laptops, so while there are native browser, camera, word processing programs, the others have to come from the open source community.\"\u003c/p>\n\u003cp>That last sentence is important, particularly if the XO 3.0 tablets -- as is the case with the other, existing OLPC laptops -- are only sold directly to governments. At this time, the organization has not indicated that it will change its distribution model to make the devices available to the general public.\u003c/p>\n\u003cp>The OLPC projects have raised hope that technology can help bring quality education to underserved populations. It’s hard to tell yet if the new XO 3.0 tablet will be the ideal low-cost, high-durability educational device that the organization has worked to produce.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But if \u003ca href=\"http://www.broadbandexpert.com/blog/cellphones/would-you-believe-nearly-six-billion-mobile-subscriptions-at-end-of-2011/\">cellphone penetration in the developing world\u003c/a> has reached almost 80%, are tablets the right devices? Or when we think of putting one computing device into the hands of every child, should we be thinking about a mobile phone instead?\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/a-100-solar-powered-tablet-will-this-be-the-one/kid_olpc/\" rel=\"attachment wp-att-17992\">\u003cimg class=\"size-full wp-image-17992\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/kid_olpc.jpg\" alt=\"\" width=\"300\" height=\"166\">\u003c/a>\n\u003cp class=\"wp-media-credit\">OLPC\u003c/p>\n\u003c/div>\n\u003cp>At the flashy Las Vegas gathering this week, the \u003ca href=\"http://www.cesweb.org/\">Consumer Electronics Show\u003c/a>, there will likely be a lot of tablets unveiled, but none are as eagerly anticipated as the OLPC XO 3.0, a tablet version of the famously inexpensive and rugged laptop from \u003ca href=\"http://laptop.org/\">One Laptop Per Child\u003c/a> founder Nicholas Negroponte.\u003c/p>\n\u003cp>The tablet release comes after bruising criticism of the highly anticipated laptop several years ago, which some in the industry\u003ca href=\"http://www.businessweek.com/innovate/NussbaumOnDesign/archives/2007/09/its_time_to_cal.html\"> called a failure\u003c/a>. One of the main criticisms was the laptop's lack of mobility: \"Cell phones are far more popular as the means to connect to the net in much of the Third World and cell-phone type devices rather than cute little laptops might have made much more sense,\" \u003ca href=\"http://www.businessweek.com/innovate/NussbaumOnDesign/archives/2007/09/its_time_to_cal.html\">writes BusinessWeek's Bruce Nussbaum\u003c/a>.\u003c/p>\n\u003cp>The new tablet, designed to be an educational device for students in the developing world, where electricity and broadband access is scarce, addresses this to some extent. It uses very little power: the battery lasts eight to 10 hours and can be recharged with either a hand-crank or with a solar panel that doubles as the tablet’s cover. The XO 3.0 actually comes with two covers, one of which contains a four-watt solar panel that can be placed in the sun to recharge, then reconnected in order to power the tablet.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #ff6600\">\"If they can really pull off the $100 price point, it will be the most well-built tablet under $200.\"\u003c/span>\u003c/aside>\n\u003cp>There’s great interest and excitement in the development of low-cost tablets, for lots of reasons. A few months ago, the \u003ca href=\"../2011/10/can-a-35-tablet-be-as-effective-a-learning-tool-as-an-ipad/\">$35 Aakash tablet\u003c/a> was released, and according to \u003ca href=\"http://india.blogs.nytimes.com/2012/01/05/aakash-update-oversold-underperforming/\">The New York Times\u003c/a>, Datawind -- the manufacturer behind the Aakash tablet -- has received some 1.4 million orders. But because the company was unprepared to meet the demand, it has stopped taking orders, and might be struggling to meet the orders that were already made. Even more troubling, many of the early reviews of the Aakash tablet have been incredibly poor: the battery life is just an hour or two, the software is sluggish, the touchscreen \"\u003ca href=\"http://www.the-digital-reader.com/2012/01/04/1-4-million-aakash-tablets-ordered-means-1-4-million-unhappy-owners/\">sticky\u003c/a>.\"\u003c/p>\n\u003cp>While the inability to build a quality $35 tablet isn't that surprising, it's important to remember that even the popular $199 Android tablet Amazon Kindle Fire has had its share of \u003ca href=\"http://www.marco.org/2011/11/17/kindle-fire-review\">negative reviews\u003c/a>. So when it comes to the XO 3.0, \u003c!--more-->\"If they can really pull off the $100 price point, it will be the most well-built tablet under $200,\" points out \u003ca href=\"http://www.theverge.com/2012/1/8/2691733/olpc-xo-3-0-tablet-pictures-video\">The Verge's Johanna Stern\u003c/a>, who's had a hands-on look at the tablet.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But the OLPC project has had its own fair share of struggles -- the inability to meet production deadlines, performance problems with the laptops, as well as concerns that the devices would not be able to meet that promised $100 price point. Nevertheless, the organization insists that the XO 3.0 tablet will ship this year, according to the OLPC organization, with some 75,000 devices \u003ca href=\"http://mashable.com/2012/01/08/one-laptop-per-child-tablet/\">headed to Uruguay and Nicaragua for a 2-year study\u003c/a> planned to examine the impact of the tablets and new adaptive learning software on the literacy and reading habits of three-to-eight-year-olds in India, Tanzania and Sierra Leone.\u003c/p>\n\u003cp>\"In the reading experiment, where we ask can a child learn to read on his or her own, we imagine many hours of use per day, as many as six or eight,” said Negroponte \u003ca href=\"http://www.pcworld.com/article/247448/olpcs_xo3_tablet_to_debut_at_ces.html\">in a recent PC World article\u003c/a>. “Frankly, the reading experiment may be the most important thing I have ever done....if it works.\"\u003c/p>\n\u003ch5>\u003cspan style=\"color: #0000ff\">THE SPECS\u003c/span>\u003c/h5>\n\u003cp>Though it’s thicker than most tablets on the market, it doesn't skimp on its other hardware specifications: it has a 1 GHz processor, 512 MB of RAM, and 4 GM of storage. The XO 3.0 also contains a USB port, a Micro USB port, headphone and microphone jacks, and a power jack (the latter can be used for a regular AC adapter as well as for the hand-crank). The tablet has two 8-inch display options: an LCD version and a PixelQi version. The latter is meant to make the tablet readable outside. But, according to\u003ca href=\"http://www.theverge.com/2012/1/8/2691733/olpc-xo-3-0-tablet-pictures-video\"> Stern\u003c/a>, although \"the touchscreen was responsive, the slow software clearly holds it back.\"\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/a-100-solar-powered-tablet-will-this-be-the-one/olpc-xo-3-0-tablet_-an-8-inch-tablet-for-100-with-android-and-sugar-options-for-the-children-update_-pictures-the-verge-2/\" rel=\"attachment wp-att-17990\">\u003cimg class=\"aligncenter size-full wp-image-17990\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/OLPC-XO-3.0-tablet_-an-8-inch-tablet-for-100-with-Android-and-Sugar-options-for-the-children-update_-pictures-The-Verge-2.jpg\" alt=\"\" width=\"575\" height=\"370\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/01/OLPC-XO-3.0-tablet_-an-8-inch-tablet-for-100-with-Android-and-Sugar-options-for-the-children-update_-pictures-The-Verge-2.jpg 575w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/OLPC-XO-3.0-tablet_-an-8-inch-tablet-for-100-with-Android-and-Sugar-options-for-the-children-update_-pictures-The-Verge-2-400x257.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/01/OLPC-XO-3.0-tablet_-an-8-inch-tablet-for-100-with-Android-and-Sugar-options-for-the-children-update_-pictures-The-Verge-2-320x206.jpg 320w\" sizes=\"(max-width: 575px) 100vw, 575px\">\u003c/a>\u003c/p>\n\u003cp>The XO 3.0 has two software options: Android or a Linux operating system. Stern believes that the slowness of the device \"has more to do with the actual software not being ready. The delay between tapping the browser icon and it opening was noticeable. The second problem is that the software doesn't seem to be optimized for touch. When I tried to scroll in the Wikipedia program, it highlighted text; I had to select the scroll bar to get to the bottom of the page. OLPC says it is working on this and that it does work in some applications. Speaking of applications, many of the apps for this tablet are built by countries that buy the tablets or laptops, so while there are native browser, camera, word processing programs, the others have to come from the open source community.\"\u003c/p>\n\u003cp>That last sentence is important, particularly if the XO 3.0 tablets -- as is the case with the other, existing OLPC laptops -- are only sold directly to governments. At this time, the organization has not indicated that it will change its distribution model to make the devices available to the general public.\u003c/p>\n\u003cp>The OLPC projects have raised hope that technology can help bring quality education to underserved populations. It’s hard to tell yet if the new XO 3.0 tablet will be the ideal low-cost, high-durability educational device that the organization has worked to produce.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But if \u003ca href=\"http://www.broadbandexpert.com/blog/cellphones/would-you-believe-nearly-six-billion-mobile-subscriptions-at-end-of-2011/\">cellphone penetration in the developing world\u003c/a> has reached almost 80%, are tablets the right devices? Or when we think of putting one computing device into the hands of every child, should we be thinking about a mobile phone instead?\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/vancouverfilmschool/5391282117/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-17855\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/5391282117_4c1fdac59d-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: Vancouver Film School\u003c/p>\n\u003c/div>\n\u003cp>The potential of using video games for purposes other than entertainment is starting to be unleashed -- not just by veteran scientists, but by young students.\u003c/p>\n\u003cp>Cassee Cain and Ziyuan Liu, Seniors at Oak Ridge High School in Tennessee, recently won the top team prize -- $100,000 -- at the Siemens Competition in Math, Science and Technology for modifying Microsoft's Xbox Kinect -- a motion sensor used for video games -- to monitor the gaits of people with prosthetic limbs or with illnesses that affect movement.\u003c/p>\n\u003cp>The team did this not as a part of a school project, but on their own time -- \"as soon as school got out for the summer,\" learning computer programming and human physiology.\u003c/p>\n\u003cp>They hope their device will improve diagnoses and physical therapy.\u003c/p>\n\u003cp>Robert Siegel, host of NPR's All Things Considered,\u003ca href=\"http://www.npr.org/2011/12/27/144335732/teens-win-top-honors-for-xbox-innovation?ft=1&f=1007,1013,1019,1024,1030,1049,1052,1130\"> talked to them\u003c/a> recently about their new innovation as part of the show's Young Innovators series.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>SIEGEL\u003c/strong>: Let's start with Cassee. First of all, how did the two of you come up with this idea?\u003c/p>\n\u003cp>\u003cstrong>CAIN\u003c/strong>: Well, Ziyuan and I have been friends for about four years now and we've had a lot of the same classes together and I've always been really interested in the medical field and Ziyuan has always been interested in computer science. And one day, he was at my house playing the Kinect. We were kind of curious how the Kinect could see and critique our dance moves and so this was just something that we were both really interested in and it kind of sparked our interest in this field.\u003c/p>\n\u003cp>\u003cstrong>SIEGEL\u003c/strong>: In a nutshell, how does it work?\u003c/p>\n\u003cp>\u003cstrong>LIU\u003c/strong>: Well, the Kinect actually has two cameras and a laser emitter, so the laser emitter scatters little laser dots around the environment and that one of the cameras senses the distortion in these laser \u003c!--more-->dots to measure depth and the other camera takes in the picture of the environment and correlates that with the depth.\u003c/p>\n\u003cp>And with that, we're practically able to reconstruct the environment in 3D, but our project focuses on extracting certain points like joints, knee angles.\u003c/p>\n\u003cp>\u003cstrong>CAIN\u003c/strong>: So, for our project, because we were interested in the way that people are walking, so we tracked the hip, the knee and the ankle and, just by tracking those three points, we were able to find the knee angle, which is really useful for therapists and clinicians and prosthetists when not only fitting prosthetics, but also helping people with therapy and rehabilitation.\u003c/p>\n\u003cp>\u003cstrong>SIEGEL\u003c/strong>: Well, take us back to your - after the moment when you decided this was a project you might do, how did you go about doing the project and how much study did you both have to do to apply the Kinect to this problem you'd identified?\u003c/p>\n\u003cp>\u003cstrong>CAIN\u003c/strong>: Actually, as soon as school got out for the summer, we began working at the Oakridge National Lab and went in to work about eight hours a day. We had to learn computer programming languages, but it also took a lot of learning about the background and how we could even apply this project.\u003c/p>\n\u003cp>So we learned a lot about gait analysis and that field and the work that's been previously done and also about future applications, as well as the computer side.\u003c/p>\n\u003cp>\u003cstrong>SIEGEL\u003c/strong>: What strikes me as so remarkable here is that, nowadays, the typical household might have something like a Kinect in it which is a phenomenal piece of technology. What you found was an interesting way of applying that technology, but it's in millions of homes all over the country.\u003c/p>\n\u003cp>\u003cstrong>CAIN\u003c/strong>: Yeah. This is a device that you can go buy at Walmart and take out of the box and use, so it really adds to the portability and accessibility of this device and also the affordability.\u003c/p>\n\u003cp>\u003cstrong>SIEGEL\u003c/strong>: Did you look, Ziyuan, at the kind of machinery that this might be replacing and how much more expensive it is than what you were working with?\u003c/p>\n\u003cp>\u003cstrong>LIU\u003c/strong>: Oh, yeah. Oh, yes. Actually, we did research replays from the stereo cameras and those cost usually around $2,000 each and the Kinect - it's many, many more times more affordable.\u003c/p>\n\u003cp>\u003cstrong>SIEGEL\u003c/strong>: So if this gets around, you know, the two of you are going to be cited by a million kids as they tell their parents, no, I'm not just playing with the Kinect. It's my science project.\u003c/p>\n\u003cp>\u003cstrong>CAIN\u003c/strong>: That's actually how I got my parents to buy me the Kinect.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>LIU\u003c/strong>: Same here.\u003c/p>\n\u003ch5>\u003cem>The transcript was originally \u003ca href=\"http://www.npr.org/2011/12/27/144335732/teens-win-top-honors-for-xbox-innovation?ft=1&f=1007,1013,1019,1024,1030,1049,1052,1130\">posted on NPR\u003c/a>.\u003c/em>\u003c/h5>\n\n",
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"description": "Flickr: Vancouver Film School The potential of using video games for purposes other than entertainment is starting to be unleashed -- not just by veteran scientists, but by young students. Cassee Cain and Ziyuan Liu, Seniors at Oak Ridge High School in Tennessee, recently won the top team prize -- $100,000 -- at the Siemens",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/vancouverfilmschool/5391282117/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-17855\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/5391282117_4c1fdac59d-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: Vancouver Film School\u003c/p>\n\u003c/div>\n\u003cp>The potential of using video games for purposes other than entertainment is starting to be unleashed -- not just by veteran scientists, but by young students.\u003c/p>\n\u003cp>Cassee Cain and Ziyuan Liu, Seniors at Oak Ridge High School in Tennessee, recently won the top team prize -- $100,000 -- at the Siemens Competition in Math, Science and Technology for modifying Microsoft's Xbox Kinect -- a motion sensor used for video games -- to monitor the gaits of people with prosthetic limbs or with illnesses that affect movement.\u003c/p>\n\u003cp>The team did this not as a part of a school project, but on their own time -- \"as soon as school got out for the summer,\" learning computer programming and human physiology.\u003c/p>\n\u003cp>They hope their device will improve diagnoses and physical therapy.\u003c/p>\n\u003cp>Robert Siegel, host of NPR's All Things Considered,\u003ca href=\"http://www.npr.org/2011/12/27/144335732/teens-win-top-honors-for-xbox-innovation?ft=1&f=1007,1013,1019,1024,1030,1049,1052,1130\"> talked to them\u003c/a> recently about their new innovation as part of the show's Young Innovators series.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>SIEGEL\u003c/strong>: Let's start with Cassee. First of all, how did the two of you come up with this idea?\u003c/p>\n\u003cp>\u003cstrong>CAIN\u003c/strong>: Well, Ziyuan and I have been friends for about four years now and we've had a lot of the same classes together and I've always been really interested in the medical field and Ziyuan has always been interested in computer science. And one day, he was at my house playing the Kinect. We were kind of curious how the Kinect could see and critique our dance moves and so this was just something that we were both really interested in and it kind of sparked our interest in this field.\u003c/p>\n\u003cp>\u003cstrong>SIEGEL\u003c/strong>: In a nutshell, how does it work?\u003c/p>\n\u003cp>\u003cstrong>LIU\u003c/strong>: Well, the Kinect actually has two cameras and a laser emitter, so the laser emitter scatters little laser dots around the environment and that one of the cameras senses the distortion in these laser \u003c!--more-->dots to measure depth and the other camera takes in the picture of the environment and correlates that with the depth.\u003c/p>\n\u003cp>And with that, we're practically able to reconstruct the environment in 3D, but our project focuses on extracting certain points like joints, knee angles.\u003c/p>\n\u003cp>\u003cstrong>CAIN\u003c/strong>: So, for our project, because we were interested in the way that people are walking, so we tracked the hip, the knee and the ankle and, just by tracking those three points, we were able to find the knee angle, which is really useful for therapists and clinicians and prosthetists when not only fitting prosthetics, but also helping people with therapy and rehabilitation.\u003c/p>\n\u003cp>\u003cstrong>SIEGEL\u003c/strong>: Well, take us back to your - after the moment when you decided this was a project you might do, how did you go about doing the project and how much study did you both have to do to apply the Kinect to this problem you'd identified?\u003c/p>\n\u003cp>\u003cstrong>CAIN\u003c/strong>: Actually, as soon as school got out for the summer, we began working at the Oakridge National Lab and went in to work about eight hours a day. We had to learn computer programming languages, but it also took a lot of learning about the background and how we could even apply this project.\u003c/p>\n\u003cp>So we learned a lot about gait analysis and that field and the work that's been previously done and also about future applications, as well as the computer side.\u003c/p>\n\u003cp>\u003cstrong>SIEGEL\u003c/strong>: What strikes me as so remarkable here is that, nowadays, the typical household might have something like a Kinect in it which is a phenomenal piece of technology. What you found was an interesting way of applying that technology, but it's in millions of homes all over the country.\u003c/p>\n\u003cp>\u003cstrong>CAIN\u003c/strong>: Yeah. This is a device that you can go buy at Walmart and take out of the box and use, so it really adds to the portability and accessibility of this device and also the affordability.\u003c/p>\n\u003cp>\u003cstrong>SIEGEL\u003c/strong>: Did you look, Ziyuan, at the kind of machinery that this might be replacing and how much more expensive it is than what you were working with?\u003c/p>\n\u003cp>\u003cstrong>LIU\u003c/strong>: Oh, yeah. Oh, yes. Actually, we did research replays from the stereo cameras and those cost usually around $2,000 each and the Kinect - it's many, many more times more affordable.\u003c/p>\n\u003cp>\u003cstrong>SIEGEL\u003c/strong>: So if this gets around, you know, the two of you are going to be cited by a million kids as they tell their parents, no, I'm not just playing with the Kinect. It's my science project.\u003c/p>\n\u003cp>\u003cstrong>CAIN\u003c/strong>: That's actually how I got my parents to buy me the Kinect.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>LIU\u003c/strong>: Same here.\u003c/p>\n\u003ch5>\u003cem>The transcript was originally \u003ca href=\"http://www.npr.org/2011/12/27/144335732/teens-win-top-honors-for-xbox-innovation?ft=1&f=1007,1013,1019,1024,1030,1049,1052,1130\">posted on NPR\u003c/a>.\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
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},
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"id": "baycurious",
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"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
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},
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},
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"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"order": 8
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"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"order": 1
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"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
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"order": 9
},
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"meta": {
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"source": "WNYC"
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
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"source": "NPR"
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"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"hyphenacion": {
"id": "hyphenacion",
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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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"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"order": 18
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
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