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"disqusTitle": "Awesome New Apps for Building, Reading, X-Raying and More",
"title": "Awesome New Apps for Building, Reading, X-Raying and More",
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"content": "\u003cp>\u003cem>A review of our favorite educational apps released or updated in the past month. (Read all of our \u003ca href=\"http://ww2.kqed.org/mindshift/feature/educational-apps/\">Educational Apps series\u003c/a>.) Below you’ll find a mixture of iOS, Android, and Web-based apps.\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/awesome-new-apps-for-building-reading-x-raying-and-more/minecraftios/\" rel=\"attachment wp-att-17177\">\u003cimg class=\"alignleft size-full wp-image-17177\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/minecraftios.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cstrong>MINECRAFT (POCKET EDITION). \u003c/strong>We've written before about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/\">educational potentials\u003c/a> of \u003ca href=\"http://www.minecraft.net/\">Minecraft\u003c/a>, the open-ended, world-building game. November marked a couple of important milestones: After being in alpha and then beta since 2009, the game had its official version 1.0 release this month. Minecraft also (finally) released an iOS app (\u003ca href=\"http://itunes.apple.com/us/app/id479516143?mt=8\">iTunes\u003c/a>). The \"pocket edition\" of Minecraft is missing a lot of the features of the PC version -- there is no mining and no crafting, for example. But the main function is there: You can still build structures in an incredibly creative and fun way. (iOS, $6.99)\u003c/p>\n\u003cp>\u003cstrong>uTALES. \u003c/strong>Like a library card you pay for, \u003ca href=\"http://utales.com/apps\">uTales\u003c/a> offers a subscription service for digital picture books, such as \u003cem>The Ugly Duckling\u003c/em> and \u003cem>Aesop's Fine Life for a Mouse\u003c/em>. The startup offers Web and iOS apps for users to access e-books for $9.99 per month. That affords you unlimited access to the titles written and illustrated by a community of a 1,000 members. As Daniel Donahoo writes on \u003ca href=\"http://www.wired.com/geekdad/2011/11/utales-crowdsourcing-childrens-book-publishing/\">Wired's GeekDad blog\u003c/a>, uTales taps into its subscriber base to help crowdsource the types of \u003c!--more-->stories that uTales should publish. \"It is an interesting concept,\" Donahoo writes, \"one step away from the growing number of iPad app bookstores out there. Worth considering, or at least trying out if you find yourself reaching for the tablet at bedtime.\" (Web, iOS, free app w/ monthly subscription)\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/awesome-new-apps-for-building-reading-x-raying-and-more/kindertownios/\" rel=\"attachment wp-att-17178\">\u003cimg class=\"alignright size-full wp-image-17178\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/kindertownios.jpg\" alt=\"\" width=\"200\" height=\"300\">\u003c/a>\u003ca href=\"http://www.kindertown.com/\">\u003cstrong>KINDERTOWN. \u003c/strong>Kindertown\u003c/a> aims to answer what is becoming a more common question among parents and educators: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/how-do-you-find-good-educational-apps/\">how do you find good educational apps\u003c/a>? Kindertown is an app store (within the iTunes app store) that curates content aimed at kids ages 3 to 6 (\u003ca href=\"http://itunes.apple.com/us/app/kindertown/id463524703?ls=1&mt=8\">iTunes\u003c/a>). The app allows you to filter your search by platform (iPhone or iPad, for example), age-appropriateness, subject matter (such as math or language arts) and price. Once you find the app you're looking for, Kindertown will then prompt the iTunes App Store to open so you can download it. (Free, iOS)\u003c/p>\n\u003cp>\u003cstrong>AUDUBON BIRDS: A FIELD GUIDE\u003c/strong>. The \u003ca href=\"http://www.audubon.org\">National Audubon Society\u003c/a> has updated the iOS version of its bird-watching field guide (\u003ca href=\"http://itunes.apple.com/app/audubon-birds-a-field-guide/id333227386?ign-mpt=uo%3D5\">iTunes\u003c/a>). The app offers a number of new features, including \u003ca href=\"http://ebird.org/content/ebird/\">eBird\u003c/a>, the ability to locate birds in real-time based on recent sightings, locations of rare birds and maps to all the birding hotspots across North America. The app also offers a journal feature so that birdwatchers can track what they've seen and where. To help with identification, the app offers a rich image library with over 3000 images that help you recognize birds by gender, age and plumage. (iOS, $14.99)\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/awesome-new-apps-for-building-reading-x-raying-and-more/xrayios/\" rel=\"attachment wp-att-17179\">\u003cimg class=\"alignleft size-full wp-image-17179\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/xrayios.jpg\" alt=\"\" width=\"200\" height=\"300\">\u003c/a>\u003cstrong>X IS FOR X-RAY. \u003c/strong>As the title suggests, X is for X-ray (\u003ca href=\"http://itunes.apple.com/us/app/x-is-for-x-ray-iphone/id482102311?mt=8&ign-mpt=uo%3D2\">iTunes\u003c/a>) is an e-book app that offers an X-ray view of everyday objects from A to Z. The app is made by Touch Press, the same company that made the popular \u003ca href=\"http://itunes.apple.com/us/app/the-elements-a-visual-exploration/id364147847?mt=8\">Elements\u003c/a> iPad app. The app is based on the X-ray photography of Hugh Turvey, Artist in Residence at the British Institute of Radiology. The photographs can be zoomed in on, rotated, and viewed in 3D. (iOS, $2.99)\u003c/p>\n\u003cp>\u003cstrong>GARAGEBAND\u003c/strong>. GarageBand has long been one of Apple's most popular educational titles, allowing users to play digital pianos, organs, guitars, drums, and basses. GarageBand has been available on the Mac but was released as an iPad app in conjunction with the release of the iPad 2. But up until now, it hasn't been available on the device that's far more likely to be in the hands of young children -- the iPod Touch. Apple updated GarageBand this month (\u003ca href=\"http://itunes.apple.com/us/app/garageband/id408709785?mt=8\">iTunes\u003c/a>) so that the music-making app can now do just that -- make music on iPad, iPhone, and iPod Touch. If you've already purchased GarageBand for one of your iOS devices, the app will transfer to your others. (iOS, $4.99)\u003c/p>\n\u003cp>\u003cstrong>NOODLE WORDS\u003c/strong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/awesome-new-apps-for-building-reading-x-raying-and-more/noodlewordsios/\" rel=\"attachment wp-att-17180\">. \u003cimg class=\"alignright size-full wp-image-17180\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/noodlewordsios.jpg\" alt=\"\" width=\"300\" height=\"232\">\u003c/a>Noodle Words helps explain word meanings to children ages 4 to 7. The app (\u003ca href=\"http://itunes.apple.com/us/app/noodle-words-active-word-game/id477765985?ls=1&mt=8\">iTunes\u003c/a>) is the creation of Mark Schlichting, well-known for his \u003ca href=\"http://en.wikipedia.org/wiki/Living_Books_series\">Living Books\u003c/a> multimedia series. Noodle Words animates the different words in the apps (\"spin\" spins, for example) to help boost vocabulary. (iOS, $.99)\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>BATTLESHIP\u003c/strong>. This iOS version of Battleship is based on the pen-and-paper version of the game (which Milton Bradley eventually turned into a plastic ship and then electronic battleship game. (Ah, memories). The iOS version (\u003ca href=\"http://itunes.apple.com/app/id471717302\">iTunes\u003c/a>) isn't created by Milton Bradley but it does allow you to play against others via Bluetooth or Apple's Game Center. (iOS, $.99)\u003c/p>\n\n",
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"description": "A review of our favorite educational apps released or updated in the past month. (Read all of our Educational Apps series.) Below you’ll find a mixture of iOS, Android, and Web-based apps. MINECRAFT (POCKET EDITION). We've written before about the educational potentials of Minecraft, the open-ended, world-building game. November marked a couple of important milestones:",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>A review of our favorite educational apps released or updated in the past month. (Read all of our \u003ca href=\"http://ww2.kqed.org/mindshift/feature/educational-apps/\">Educational Apps series\u003c/a>.) Below you’ll find a mixture of iOS, Android, and Web-based apps.\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/awesome-new-apps-for-building-reading-x-raying-and-more/minecraftios/\" rel=\"attachment wp-att-17177\">\u003cimg class=\"alignleft size-full wp-image-17177\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/minecraftios.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cstrong>MINECRAFT (POCKET EDITION). \u003c/strong>We've written before about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/\">educational potentials\u003c/a> of \u003ca href=\"http://www.minecraft.net/\">Minecraft\u003c/a>, the open-ended, world-building game. November marked a couple of important milestones: After being in alpha and then beta since 2009, the game had its official version 1.0 release this month. Minecraft also (finally) released an iOS app (\u003ca href=\"http://itunes.apple.com/us/app/id479516143?mt=8\">iTunes\u003c/a>). The \"pocket edition\" of Minecraft is missing a lot of the features of the PC version -- there is no mining and no crafting, for example. But the main function is there: You can still build structures in an incredibly creative and fun way. (iOS, $6.99)\u003c/p>\n\u003cp>\u003cstrong>uTALES. \u003c/strong>Like a library card you pay for, \u003ca href=\"http://utales.com/apps\">uTales\u003c/a> offers a subscription service for digital picture books, such as \u003cem>The Ugly Duckling\u003c/em> and \u003cem>Aesop's Fine Life for a Mouse\u003c/em>. The startup offers Web and iOS apps for users to access e-books for $9.99 per month. That affords you unlimited access to the titles written and illustrated by a community of a 1,000 members. As Daniel Donahoo writes on \u003ca href=\"http://www.wired.com/geekdad/2011/11/utales-crowdsourcing-childrens-book-publishing/\">Wired's GeekDad blog\u003c/a>, uTales taps into its subscriber base to help crowdsource the types of \u003c!--more-->stories that uTales should publish. \"It is an interesting concept,\" Donahoo writes, \"one step away from the growing number of iPad app bookstores out there. Worth considering, or at least trying out if you find yourself reaching for the tablet at bedtime.\" (Web, iOS, free app w/ monthly subscription)\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/awesome-new-apps-for-building-reading-x-raying-and-more/kindertownios/\" rel=\"attachment wp-att-17178\">\u003cimg class=\"alignright size-full wp-image-17178\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/kindertownios.jpg\" alt=\"\" width=\"200\" height=\"300\">\u003c/a>\u003ca href=\"http://www.kindertown.com/\">\u003cstrong>KINDERTOWN. \u003c/strong>Kindertown\u003c/a> aims to answer what is becoming a more common question among parents and educators: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/how-do-you-find-good-educational-apps/\">how do you find good educational apps\u003c/a>? Kindertown is an app store (within the iTunes app store) that curates content aimed at kids ages 3 to 6 (\u003ca href=\"http://itunes.apple.com/us/app/kindertown/id463524703?ls=1&mt=8\">iTunes\u003c/a>). The app allows you to filter your search by platform (iPhone or iPad, for example), age-appropriateness, subject matter (such as math or language arts) and price. Once you find the app you're looking for, Kindertown will then prompt the iTunes App Store to open so you can download it. (Free, iOS)\u003c/p>\n\u003cp>\u003cstrong>AUDUBON BIRDS: A FIELD GUIDE\u003c/strong>. The \u003ca href=\"http://www.audubon.org\">National Audubon Society\u003c/a> has updated the iOS version of its bird-watching field guide (\u003ca href=\"http://itunes.apple.com/app/audubon-birds-a-field-guide/id333227386?ign-mpt=uo%3D5\">iTunes\u003c/a>). The app offers a number of new features, including \u003ca href=\"http://ebird.org/content/ebird/\">eBird\u003c/a>, the ability to locate birds in real-time based on recent sightings, locations of rare birds and maps to all the birding hotspots across North America. The app also offers a journal feature so that birdwatchers can track what they've seen and where. To help with identification, the app offers a rich image library with over 3000 images that help you recognize birds by gender, age and plumage. (iOS, $14.99)\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/awesome-new-apps-for-building-reading-x-raying-and-more/xrayios/\" rel=\"attachment wp-att-17179\">\u003cimg class=\"alignleft size-full wp-image-17179\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/xrayios.jpg\" alt=\"\" width=\"200\" height=\"300\">\u003c/a>\u003cstrong>X IS FOR X-RAY. \u003c/strong>As the title suggests, X is for X-ray (\u003ca href=\"http://itunes.apple.com/us/app/x-is-for-x-ray-iphone/id482102311?mt=8&ign-mpt=uo%3D2\">iTunes\u003c/a>) is an e-book app that offers an X-ray view of everyday objects from A to Z. The app is made by Touch Press, the same company that made the popular \u003ca href=\"http://itunes.apple.com/us/app/the-elements-a-visual-exploration/id364147847?mt=8\">Elements\u003c/a> iPad app. The app is based on the X-ray photography of Hugh Turvey, Artist in Residence at the British Institute of Radiology. The photographs can be zoomed in on, rotated, and viewed in 3D. (iOS, $2.99)\u003c/p>\n\u003cp>\u003cstrong>GARAGEBAND\u003c/strong>. GarageBand has long been one of Apple's most popular educational titles, allowing users to play digital pianos, organs, guitars, drums, and basses. GarageBand has been available on the Mac but was released as an iPad app in conjunction with the release of the iPad 2. But up until now, it hasn't been available on the device that's far more likely to be in the hands of young children -- the iPod Touch. Apple updated GarageBand this month (\u003ca href=\"http://itunes.apple.com/us/app/garageband/id408709785?mt=8\">iTunes\u003c/a>) so that the music-making app can now do just that -- make music on iPad, iPhone, and iPod Touch. If you've already purchased GarageBand for one of your iOS devices, the app will transfer to your others. (iOS, $4.99)\u003c/p>\n\u003cp>\u003cstrong>NOODLE WORDS\u003c/strong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/awesome-new-apps-for-building-reading-x-raying-and-more/noodlewordsios/\" rel=\"attachment wp-att-17180\">. \u003cimg class=\"alignright size-full wp-image-17180\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/noodlewordsios.jpg\" alt=\"\" width=\"300\" height=\"232\">\u003c/a>Noodle Words helps explain word meanings to children ages 4 to 7. The app (\u003ca href=\"http://itunes.apple.com/us/app/noodle-words-active-word-game/id477765985?ls=1&mt=8\">iTunes\u003c/a>) is the creation of Mark Schlichting, well-known for his \u003ca href=\"http://en.wikipedia.org/wiki/Living_Books_series\">Living Books\u003c/a> multimedia series. Noodle Words animates the different words in the apps (\"spin\" spins, for example) to help boost vocabulary. (iOS, $.99)\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>BATTLESHIP\u003c/strong>. This iOS version of Battleship is based on the pen-and-paper version of the game (which Milton Bradley eventually turned into a plastic ship and then electronic battleship game. (Ah, memories). The iOS version (\u003ca href=\"http://itunes.apple.com/app/id471717302\">iTunes\u003c/a>) isn't created by Milton Bradley but it does allow you to play against others via Bluetooth or Apple's Game Center. (iOS, $.99)\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Your Old Mobile Phone: The Perfect Holiday Gift",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-17168\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/iphone-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003cp>Hand-me-downs have a certain stigma, at least when it comes to clothes and toys. But finding a second life for gadgets like smartphones and tech devices is easy -- especially when the recipients are kids.\u003c/p>\n\u003cp>A recent \u003ca href=\"http://www.businesswire.com/news/home/20111129005389/en/PBS-KIDS%E2%80%99-Top-Tips-Hand-Me-Down-Tech-Gifts\">PBS KIDS survey\u003c/a> of parents of 2- to 10-year-olds found that kids will be the gleeful recipients of their parents' early-generation devices. Plan to gift the new iPhone 4S to your spouse this holiday? Your nine-year-old has a great idea for what to do with your 3GS. Is your four-year-old laptop running slow? More than likely there's at least one kid in the household who would manage to find a way to deal with its slow speed, so long as it can access the Internet.\u003c/p>\n\u003cp>If that's your tack, you won't be alone. According to the survey, 54 percent of parents said they'd pass along old computers and 38 percent said their kids would be the beneficiaries of their old mobile devices this holiday.\u003c/p>\n\u003cp>But it's important to prep the devices before the hand-off, PBS Kids says. Erasing your own data, adding educational apps and sites, and securing the Internet will help guide kids towards the \u003c!--more-->smartest use of these devices.\u003c/p>\n\u003cp>PBS Kids advises the following:\u003c/p>\n\u003cblockquote>\n\u003col>\n\u003cli>\u003cstrong>SWEEP IT\u003c/strong>: All devices should be cleaned of any content including personal files, credit card information, etc. before handing down to kids. Parents should swipe all their browser “cookies” and perform an application sweep.\u003c/li>\n\u003cli>\u003cstrong>SECURE IT:\u003c/strong> There are parental controls on most tech devices that can turn certain features on and off. Settings on the iPhone, for example, that can be restricted include explicit song titles, Internet browser, YouTube, iTunes and the camera.\u003c/li>\n\u003cli>\u003cstrong>SET LIMITS:\u003c/strong> As with any new toy, parents should set expectations and limitations with their kids when the device is handed down, and should encourage other forms of learning and play beyond the screen.\u003c/li>\n\u003cli>\u003cstrong>FIND THE RIGHT APPS:\u003c/strong> A good app is the perfect combination of education and entertainment, and should be appropriate for your child’s age and stage of development. Avoid apps that try to sell: Apps labeled “lite” or “free” often attempt to make money by trying to sell virtual items while a child is playing a game, or link to another related app that requires payment to download. Select apps from trusted, reliable sources, and make sure that they are not trying to market to your child.\u003c/li>\n\u003c/ol>\n\u003c/blockquote>\n\u003cp>It comes as no surprise that the survey also found that 74 percent of parents rank the educational value of an app as a top reason for purchasing it. But plodding through the thousands of apps labeled educational is cumbersome, leaving parents to wonder \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/how-do-you-find-good-educational-apps/\">what makes a good app\u003c/a>? There are rating systems, and plenty of sites that offer advice and references, but according to the survey, 49 percent of parents defer to other parents to decide which is best for their kids.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Take a look at your smartphone or tablet. What percentage of your apps are for your kids? If you're among the 30 percent of those surveyed, a quarter of them; but if you're among the 16 percent of parents, a full half of those apps has got your kid's fingerprints all over it.\u003c/p>\n\u003cp>\u003cem>Read more:\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/how-do-you-find-good-educational-apps/\">How Do You Find Good Educational Apps?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/what-would-you-pay-for-a-great-educational-app/\">What Would You Pay for a Great Learning App?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/finding-value-in-mobile-learning-apps/\">Finding Value in Mobile Learning Apps\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>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-17168\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/iphone-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003cp>Hand-me-downs have a certain stigma, at least when it comes to clothes and toys. But finding a second life for gadgets like smartphones and tech devices is easy -- especially when the recipients are kids.\u003c/p>\n\u003cp>A recent \u003ca href=\"http://www.businesswire.com/news/home/20111129005389/en/PBS-KIDS%E2%80%99-Top-Tips-Hand-Me-Down-Tech-Gifts\">PBS KIDS survey\u003c/a> of parents of 2- to 10-year-olds found that kids will be the gleeful recipients of their parents' early-generation devices. Plan to gift the new iPhone 4S to your spouse this holiday? Your nine-year-old has a great idea for what to do with your 3GS. Is your four-year-old laptop running slow? More than likely there's at least one kid in the household who would manage to find a way to deal with its slow speed, so long as it can access the Internet.\u003c/p>\n\u003cp>If that's your tack, you won't be alone. According to the survey, 54 percent of parents said they'd pass along old computers and 38 percent said their kids would be the beneficiaries of their old mobile devices this holiday.\u003c/p>\n\u003cp>But it's important to prep the devices before the hand-off, PBS Kids says. Erasing your own data, adding educational apps and sites, and securing the Internet will help guide kids towards the \u003c!--more-->smartest use of these devices.\u003c/p>\n\u003cp>PBS Kids advises the following:\u003c/p>\n\u003cblockquote>\n\u003col>\n\u003cli>\u003cstrong>SWEEP IT\u003c/strong>: All devices should be cleaned of any content including personal files, credit card information, etc. before handing down to kids. Parents should swipe all their browser “cookies” and perform an application sweep.\u003c/li>\n\u003cli>\u003cstrong>SECURE IT:\u003c/strong> There are parental controls on most tech devices that can turn certain features on and off. Settings on the iPhone, for example, that can be restricted include explicit song titles, Internet browser, YouTube, iTunes and the camera.\u003c/li>\n\u003cli>\u003cstrong>SET LIMITS:\u003c/strong> As with any new toy, parents should set expectations and limitations with their kids when the device is handed down, and should encourage other forms of learning and play beyond the screen.\u003c/li>\n\u003cli>\u003cstrong>FIND THE RIGHT APPS:\u003c/strong> A good app is the perfect combination of education and entertainment, and should be appropriate for your child’s age and stage of development. Avoid apps that try to sell: Apps labeled “lite” or “free” often attempt to make money by trying to sell virtual items while a child is playing a game, or link to another related app that requires payment to download. Select apps from trusted, reliable sources, and make sure that they are not trying to market to your child.\u003c/li>\n\u003c/ol>\n\u003c/blockquote>\n\u003cp>It comes as no surprise that the survey also found that 74 percent of parents rank the educational value of an app as a top reason for purchasing it. But plodding through the thousands of apps labeled educational is cumbersome, leaving parents to wonder \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/how-do-you-find-good-educational-apps/\">what makes a good app\u003c/a>? There are rating systems, and plenty of sites that offer advice and references, but according to the survey, 49 percent of parents defer to other parents to decide which is best for their kids.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Take a look at your smartphone or tablet. What percentage of your apps are for your kids? If you're among the 30 percent of those surveyed, a quarter of them; but if you're among the 16 percent of parents, a full half of those apps has got your kid's fingerprints all over it.\u003c/p>\n\u003cp>\u003cem>Read more:\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/how-do-you-find-good-educational-apps/\">How Do You Find Good Educational Apps?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/what-would-you-pay-for-a-great-educational-app/\">What Would You Pay for a Great Learning App?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/finding-value-in-mobile-learning-apps/\">Finding Value in Mobile Learning Apps\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": "\u003cfigure id=\"attachment_17110\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-17110\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/Screen-shot-2011-11-25-at-10.51.36-AM-300x167.png\" alt=\"\" width=\"300\" height=\"167\">\u003cfigcaption class=\"wp-caption-text\">A screenshot of a time-lapse montage of the San Francisco sky.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Ken Murphy\u003c/h5>\n\u003cp>Watching how the passage of time changing the landscape around us offers a fascinating glimpse into all kinds of natural phenomenon: the change in weather, time, and nature.\u003c/p>\n\u003cp>Time-lapse is a photographic technique that allows us to tune into events that normally unfold at a pace too slowly to observe directly: the movement of clouds, the rising and setting of the sun, or the incremental growth of plant life.\u003c/p>\n\u003cp>Whether you're a science teacher, a parent or kid interested in photography, or someone who just wants to learn something new, time lapse is a great way to observe the world from a different vantage point.\u003c/p>\n\u003cp>The technique entails shooting images at regular intervals, then playing them back to create a moving image. In this sense it’s like shooting a film or video. The difference is that with traditional film and video, images are captured at the same rate they're played back (e.g., at 24 frames per \u003c!--more-->second), whereas with time-lapse, the images are captured at a much slower rate–in other words, at a much longer interval between shots. When these images are played back at typical video frame rates, it looks like fast-forwarded reality.\u003c/p>\n\u003cp>The shooting interval can vary greatly, and depends on the subject and the desired effect. An interval of a few seconds is ideal for the movement of people or traffic on a city street. A slightly longer interval of five to 10 seconds works well for patterns of weather such as clouds or fog. At longer intervals, the sun and the shadows it casts move quickly across the frame. Much longer shooting intervals might work well for events that unfold at a much slower pace: the construction of a building or the changing of seasons.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>SHOOTING TIME-LAPSE\u003c/strong>\u003c/p>\n\u003cp>Time-lapse photography doesn't require expensive products or lots of expertise. You can get started easily, and get cool results with inexpensive, off-the-shelf gear. Here’s what you need:\u003c/p>\n\u003cp>A camera: Compact digital cameras can easily get you started. Don’t worry too much about megapixels: a single frame of HD video (1080p) is just over 2 megapixels; any recent compact digital camera far exceeds that. Of course, digital single-lens reflex (DSLR) cameras work great as well.\u003c/p>\n\u003cp>Next, you’ll need some way to trigger your camera to take pictures at regular intervals. Some cameras have a timer (the technical term is “intervalometer”) built in. If not, they’re often sold as accessories by the camera manufacturer, particularly for DSLRs (one can usually find less expensive off-brand timers that work fine). Another approach is to use desktop software that controls your camera remotely via a USB cable, such as \u003ca href=\"http://boinx.com/istopmotion/\">iStopMotion\u003c/a> for Mac, and \u003ca href=\"http://www.granitebaysoftware.com/Products/ProductGBT.aspx\">GBTimeLapse\u003c/a> for PC (the latter only works only with Canon Cameras).\u003c/p>\n\u003cp>For those on the geekier side of the spectrum, there is the Canon Hacker’s Development Kit, or \u003ca href=\"http://chdk.wikia.com/wiki/CHDK\">CHDK\u003c/a>, which is an open-source firmware replacement for Canon PowerShot cameras. The CHDK temporarily replaces your camera’s operating system, adding a huge number of features, including intervalometer functionality. There is also \u003ca href=\"http://www.gphoto.org/\">gPhoto\u003c/a>, an open-source program for remote-controlling a variety of cameras from the command line of your Mac or Linux computer (if you don’t know what a command line is, this might not be your best option).\u003c/p>\n\u003cp>Once you have your camera set up with a timer, mount it on a tripod and go shoot something! Point it out the window at the clouds, or at your sleeping cat. One rule of thumb is to shoot in fully manual mode: set aperture, shutter speed, and white balance to something that works for the scene. Leaving the camera in auto can result in sudden changes in exposure that create a distracting flicker in your final movie.\u003c/p>\n\u003cp>\u003cstrong>CREATING YOUR MOVIE\u003c/strong>\u003c/p>\n\u003cp>After shooting and downloading the images to your computer, they must be assembled into a movie. \u003ca href=\"http://www.apple.com/quicktime/extending/\">Quicktime Pro\u003c/a> (for Mac or PC) will do this for you, as will iStopMotion. And for the geeks, there are open source tools such as \u003ca href=\"http://ffmpeg.org/\">ffmpeg\u003c/a>.\u003c/p>\n\u003cp>If you want to keep it really simple, you can forget all of the above and just shoot with a regular video camera, and speed up the footage with video editing software. There are also apps for iOS and Android that will do everything for you: Shoot at set intervals using the built-in camera, and create the movie. With these approaches, you probably won’t match the quality of a decent still camera.\u003c/p>\n\u003cp>\u003cstrong>LEARN MORE\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>If you find yourself getting the time-lapse bug, there are some great online resources. \u003ca href=\"http://www.youtube.com/user/milapse\">MiLapse\u003c/a> is a time-lapse guru with a YouTube channel and some great \u003ca href=\"http://www.youtube.com/user/milapse#p/u/42/1QfcFmdy1AY\">tutorials\u003c/a>. There’s also an active and helpful online community at \u003ca href=\"http://forum.timescapes.org/phpBB3/index.php\">Timescapes\u003c/a> with a very useful \u003ca href=\"http://forum.timescapes.org/phpBB3/viewtopic.php?f=40&t=1871\">FAQ\u003c/a>. This \u003ca href=\"http://timothyallen.blogs.bbcearth.com/2009/02/24/time-lapse-photography/\">time-lapse primer\u003c/a> on the BBCEarth site is worth checking out as well.\u003c/p>\n\u003cp>Here are some time-lapse movies to offer a little inspiration:\u003c/p>\n\u003cp>San Francisco to Paris in 2 Minutes (shot out the window of an airplane):\u003c/p>\n\u003cp>http://www.youtube.com/watch?v=8j36Erxd5rc\u003c/p>\n\u003cp>Some great night-time time-lapse of the Milky Way:\u003c/p>\n\u003cp>http://www.youtube.com/watch?v=wFpeM3fxJoQ\u003c/p>\n\u003cp>Earth from the ISS (do not try at home):\u003c/p>\n\u003cp>http://vimeo.com/32001208\u003c/p>\n\u003cp>And finally, here are a couple of my own projects:\u003c/p>\n\u003cp>San Francisco MUNI demolition and construction time-lapse (I was lucky enough to have a front-row seat from my living room to a three-day round-the-clock construction project):\u003c/p>\n\u003cp>http://vimeo.com/15780202\u003c/p>\n\u003cp>Panoramic-time lapse movie shot from Pier 14 in San Francisco, using a camera mounted on a motorized tripod:\u003c/p>\n\u003cp>http://www.youtube.com/watch?v=gqeNoXauK7w\u003c/p>\n\u003cp>“A History of the Sky.” This is a time-lapse visualization of the sky for an entire year; each little window represents a single day:\u003c/p>\n\u003cp>http://www.youtube.com/watch?v=PNln_me-XjI\u003c/p>\n\u003cp>\u003cem>Ken Murphy is an programmer, artist, musician and all-around tinkerer who enjoys making time-lapse movies. You can see more of his work at \u003ca href=\"http://www.murphlab.com.\">Murphlab\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_17110\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-17110\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/Screen-shot-2011-11-25-at-10.51.36-AM-300x167.png\" alt=\"\" width=\"300\" height=\"167\">\u003cfigcaption class=\"wp-caption-text\">A screenshot of a time-lapse montage of the San Francisco sky.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Ken Murphy\u003c/h5>\n\u003cp>Watching how the passage of time changing the landscape around us offers a fascinating glimpse into all kinds of natural phenomenon: the change in weather, time, and nature.\u003c/p>\n\u003cp>Time-lapse is a photographic technique that allows us to tune into events that normally unfold at a pace too slowly to observe directly: the movement of clouds, the rising and setting of the sun, or the incremental growth of plant life.\u003c/p>\n\u003cp>Whether you're a science teacher, a parent or kid interested in photography, or someone who just wants to learn something new, time lapse is a great way to observe the world from a different vantage point.\u003c/p>\n\u003cp>The technique entails shooting images at regular intervals, then playing them back to create a moving image. In this sense it’s like shooting a film or video. The difference is that with traditional film and video, images are captured at the same rate they're played back (e.g., at 24 frames per \u003c!--more-->second), whereas with time-lapse, the images are captured at a much slower rate–in other words, at a much longer interval between shots. When these images are played back at typical video frame rates, it looks like fast-forwarded reality.\u003c/p>\n\u003cp>The shooting interval can vary greatly, and depends on the subject and the desired effect. An interval of a few seconds is ideal for the movement of people or traffic on a city street. A slightly longer interval of five to 10 seconds works well for patterns of weather such as clouds or fog. At longer intervals, the sun and the shadows it casts move quickly across the frame. Much longer shooting intervals might work well for events that unfold at a much slower pace: the construction of a building or the changing of seasons.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>SHOOTING TIME-LAPSE\u003c/strong>\u003c/p>\n\u003cp>Time-lapse photography doesn't require expensive products or lots of expertise. You can get started easily, and get cool results with inexpensive, off-the-shelf gear. Here’s what you need:\u003c/p>\n\u003cp>A camera: Compact digital cameras can easily get you started. Don’t worry too much about megapixels: a single frame of HD video (1080p) is just over 2 megapixels; any recent compact digital camera far exceeds that. Of course, digital single-lens reflex (DSLR) cameras work great as well.\u003c/p>\n\u003cp>Next, you’ll need some way to trigger your camera to take pictures at regular intervals. Some cameras have a timer (the technical term is “intervalometer”) built in. If not, they’re often sold as accessories by the camera manufacturer, particularly for DSLRs (one can usually find less expensive off-brand timers that work fine). Another approach is to use desktop software that controls your camera remotely via a USB cable, such as \u003ca href=\"http://boinx.com/istopmotion/\">iStopMotion\u003c/a> for Mac, and \u003ca href=\"http://www.granitebaysoftware.com/Products/ProductGBT.aspx\">GBTimeLapse\u003c/a> for PC (the latter only works only with Canon Cameras).\u003c/p>\n\u003cp>For those on the geekier side of the spectrum, there is the Canon Hacker’s Development Kit, or \u003ca href=\"http://chdk.wikia.com/wiki/CHDK\">CHDK\u003c/a>, which is an open-source firmware replacement for Canon PowerShot cameras. The CHDK temporarily replaces your camera’s operating system, adding a huge number of features, including intervalometer functionality. There is also \u003ca href=\"http://www.gphoto.org/\">gPhoto\u003c/a>, an open-source program for remote-controlling a variety of cameras from the command line of your Mac or Linux computer (if you don’t know what a command line is, this might not be your best option).\u003c/p>\n\u003cp>Once you have your camera set up with a timer, mount it on a tripod and go shoot something! Point it out the window at the clouds, or at your sleeping cat. One rule of thumb is to shoot in fully manual mode: set aperture, shutter speed, and white balance to something that works for the scene. Leaving the camera in auto can result in sudden changes in exposure that create a distracting flicker in your final movie.\u003c/p>\n\u003cp>\u003cstrong>CREATING YOUR MOVIE\u003c/strong>\u003c/p>\n\u003cp>After shooting and downloading the images to your computer, they must be assembled into a movie. \u003ca href=\"http://www.apple.com/quicktime/extending/\">Quicktime Pro\u003c/a> (for Mac or PC) will do this for you, as will iStopMotion. And for the geeks, there are open source tools such as \u003ca href=\"http://ffmpeg.org/\">ffmpeg\u003c/a>.\u003c/p>\n\u003cp>If you want to keep it really simple, you can forget all of the above and just shoot with a regular video camera, and speed up the footage with video editing software. There are also apps for iOS and Android that will do everything for you: Shoot at set intervals using the built-in camera, and create the movie. With these approaches, you probably won’t match the quality of a decent still camera.\u003c/p>\n\u003cp>\u003cstrong>LEARN MORE\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>If you find yourself getting the time-lapse bug, there are some great online resources. \u003ca href=\"http://www.youtube.com/user/milapse\">MiLapse\u003c/a> is a time-lapse guru with a YouTube channel and some great \u003ca href=\"http://www.youtube.com/user/milapse#p/u/42/1QfcFmdy1AY\">tutorials\u003c/a>. There’s also an active and helpful online community at \u003ca href=\"http://forum.timescapes.org/phpBB3/index.php\">Timescapes\u003c/a> with a very useful \u003ca href=\"http://forum.timescapes.org/phpBB3/viewtopic.php?f=40&t=1871\">FAQ\u003c/a>. This \u003ca href=\"http://timothyallen.blogs.bbcearth.com/2009/02/24/time-lapse-photography/\">time-lapse primer\u003c/a> on the BBCEarth site is worth checking out as well.\u003c/p>\n\u003cp>Here are some time-lapse movies to offer a little inspiration:\u003c/p>\n\u003cp>San Francisco to Paris in 2 Minutes (shot out the window of an airplane):\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/8j36Erxd5rc'\n title='//www.youtube.com/embed/8j36Erxd5rc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Some great night-time time-lapse of the Milky Way:\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/wFpeM3fxJoQ'\n title='//www.youtube.com/embed/wFpeM3fxJoQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Earth from the ISS (do not try at home):\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>And finally, here are a couple of my own projects:\u003c/p>\n\u003cp>San Francisco MUNI demolition and construction time-lapse (I was lucky enough to have a front-row seat from my living room to a three-day round-the-clock construction project):\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Panoramic-time lapse movie shot from Pier 14 in San Francisco, using a camera mounted on a motorized tripod:\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/gqeNoXauK7w'\n title='//www.youtube.com/embed/gqeNoXauK7w'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>“A History of the Sky.” This is a time-lapse visualization of the sky for an entire year; each little window represents a single day:\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/PNln_me-XjI'\n title='//www.youtube.com/embed/PNln_me-XjI'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cem>Ken Murphy is an programmer, artist, musician and all-around tinkerer who enjoys making time-lapse movies. You can see more of his work at \u003ca href=\"http://www.murphlab.com.\">Murphlab\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What Would You Pay for a Great Educational App?",
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"content": "\u003cfigure id=\"attachment_17011\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-17011\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/ipad-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003cfigcaption class=\"wp-caption-text\">The vast discrepancy in the price of apps doesn't always reflect quality.\u003c/figcaption>\u003c/figure>\n\u003cp>Walk the aisles of any toy store and you'll see miles of shelves lined with $20-$30 board games and toys.\u003c/p>\n\u003cp>We're accustomed to paying that amount because that's where that the market set the price years ago. It's predicated on production costs, overhead for toy manufacturers, distribution, and the store's cut of the margin, among many other factors.\u003c/p>\n\u003cp>But with apps, it's been a different story. Combine the freedom from marketing-oriented design restrictions with the power of new digital tools like the iPad, and the result is an explosion in excellent, interactive, educational games that allow kids to explore and create -- not just consume or destroy -- and at a far cheaper price.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Would parents be willing to make the ideological jump to paying more for a quality educational app?\u003c/aside>\n\u003cp>Straight out of the gate, consumers are used to paying just a buck or two for most apps -- and many of the \"lite\" versions are free. Even the apps that most agree have educational value vary in range from free to $7. Most would balk at the idea of paying $20 or $30 for an app when it's available for so much less.\u003c/p>\n\u003cp>But there's one thing app users have discovered: there are apps and there are apps. Some will invariably be single-function duds. At $1, it's not much of a risk (though it does add up if \u003c!--more-->apps are indiscriminately charged). The bigger question is this: Would consumers (parents) be willing to make the ideological jump to paying more for a quality educational app? Maybe -- if they knew what goes into making it.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It's true that educational app developers no longer need to worry about the high costs of distribution to brick-and-mortar stores. They no longer need to design their toys around the demands for \"shelf appeal.\" But the investment they make in research and development and new and innovative tools aren't necessarily offset by the $1 or $2 price tag. There are success stories for app developers who price their software that low, but they're typically rare exceptions, and have little to do with the quality of the app, especially in the educational market, which is still arguably small.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/what-would-you-pay-for-a-great-educational-app/screen-shot-2011-11-18-at-11-21-51-am/\" rel=\"attachment wp-att-17012\">\u003cimg class=\"alignright size-medium wp-image-17012\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/Screen-shot-2011-11-18-at-11.21.51-AM-300x308.png\" alt=\"\" width=\"300\" height=\"308\">\u003c/a>These are the questions raised this week by the \u003ca href=\"http://www.childrensappmanifesto.net/\">Children's App Manifesto\u003c/a>, a call-to-action -- or at least a call-to-conversation -- about the best road forward in helping sustain high-quality educational apps. It's written by Andy Russell, who's behind \u003ca href=\"http://www.launchpadtoys.com/\">Launchpad Toys\u003c/a> -- maker of the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/digital-storytelling-comes-to-life-on-the-ipad/\">Toontastic storytelling app\u003c/a>, and Daniel Donahoo, who's a \u003ca href=\"wired.com/geekdad\">GeekDad\u003c/a> contributor, author and researcher.\u003c/p>\n\u003cp>From their perspective, the onus is on everyone who has a vested interest in children's media.\"Parents need to support exceptional content by looking beyond $.99 apps, publishers need to keep their prices accessible, developers need to avoid the temptation of selling game-play consumables, and investors need to maintain reasonable expectations for returns. In short, we all need to strike a balance between our respective interests and what's best for the long-term viability of the market and for our children to play, learn, create, and grow (hint: it's one and the same),\" writes Donahoo in \u003ca href=\"http://www.huffingtonpost.com/daniel-donahoo/the-critical-juncture-in-_b_1091947.html\">The Huffington Post\u003c/a>.\u003c/p>\n\u003cp>Donahoo and Russell have looked at some of the various revenue models used by developers to price children's app, assessing which ones provide the most benefit to both parents and kids. They say their goal isn't to arbitrarily raise the price of all apps. And it's particularly important that kids aren't exploited -- a charge often leveraged at apps that require in-app purchases, such as the infamous Smurf Village app, whereby a special Smurfberry item cost $99, much to the \u003ca href=\"http://www.escapistmagazine.com/news/view/107662-Eight-Year-Old-Girl-Blows-1400-on-Smurfberries\">shock of parents who received the bills\u003c/a> when their kids made these purchases.\u003c/p>\n\u003cp>Donahoo and Russell propose there's a better way: subscriptions and content expansion packs. Launchpad Toys follows the latter tact. The initial price the Toontastic app for $3 (though it's currently free). Users can use that fully functioning app, or choose to add additional characters and themes with $.99 expansion packs. This way, they contend, costs are controlled; it's cheap for parents and children to evaluate an app, and the model encourages regular updates.\u003c/p>\n\u003cp>As more high-quality, sophisticated educational apps become available, consumers will ultimately decide what the market will bear.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>- With Tina Barseghian\u003c/em>\u003c/p>\n\n",
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"description": "Walk the aisles of any toy store and you'll see miles of shelves lined with $20-$30 board games and toys. We're accustomed to paying that amount because that's where that the market set the price years ago. It's predicated on production costs, overhead for toy manufacturers, distribution, and the store's cut of the margin, among",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_17011\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-17011\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/ipad-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003cfigcaption class=\"wp-caption-text\">The vast discrepancy in the price of apps doesn't always reflect quality.\u003c/figcaption>\u003c/figure>\n\u003cp>Walk the aisles of any toy store and you'll see miles of shelves lined with $20-$30 board games and toys.\u003c/p>\n\u003cp>We're accustomed to paying that amount because that's where that the market set the price years ago. It's predicated on production costs, overhead for toy manufacturers, distribution, and the store's cut of the margin, among many other factors.\u003c/p>\n\u003cp>But with apps, it's been a different story. Combine the freedom from marketing-oriented design restrictions with the power of new digital tools like the iPad, and the result is an explosion in excellent, interactive, educational games that allow kids to explore and create -- not just consume or destroy -- and at a far cheaper price.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Would parents be willing to make the ideological jump to paying more for a quality educational app?\u003c/aside>\n\u003cp>Straight out of the gate, consumers are used to paying just a buck or two for most apps -- and many of the \"lite\" versions are free. Even the apps that most agree have educational value vary in range from free to $7. Most would balk at the idea of paying $20 or $30 for an app when it's available for so much less.\u003c/p>\n\u003cp>But there's one thing app users have discovered: there are apps and there are apps. Some will invariably be single-function duds. At $1, it's not much of a risk (though it does add up if \u003c!--more-->apps are indiscriminately charged). The bigger question is this: Would consumers (parents) be willing to make the ideological jump to paying more for a quality educational app? Maybe -- if they knew what goes into making it.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It's true that educational app developers no longer need to worry about the high costs of distribution to brick-and-mortar stores. They no longer need to design their toys around the demands for \"shelf appeal.\" But the investment they make in research and development and new and innovative tools aren't necessarily offset by the $1 or $2 price tag. There are success stories for app developers who price their software that low, but they're typically rare exceptions, and have little to do with the quality of the app, especially in the educational market, which is still arguably small.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/what-would-you-pay-for-a-great-educational-app/screen-shot-2011-11-18-at-11-21-51-am/\" rel=\"attachment wp-att-17012\">\u003cimg class=\"alignright size-medium wp-image-17012\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/Screen-shot-2011-11-18-at-11.21.51-AM-300x308.png\" alt=\"\" width=\"300\" height=\"308\">\u003c/a>These are the questions raised this week by the \u003ca href=\"http://www.childrensappmanifesto.net/\">Children's App Manifesto\u003c/a>, a call-to-action -- or at least a call-to-conversation -- about the best road forward in helping sustain high-quality educational apps. It's written by Andy Russell, who's behind \u003ca href=\"http://www.launchpadtoys.com/\">Launchpad Toys\u003c/a> -- maker of the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/digital-storytelling-comes-to-life-on-the-ipad/\">Toontastic storytelling app\u003c/a>, and Daniel Donahoo, who's a \u003ca href=\"wired.com/geekdad\">GeekDad\u003c/a> contributor, author and researcher.\u003c/p>\n\u003cp>From their perspective, the onus is on everyone who has a vested interest in children's media.\"Parents need to support exceptional content by looking beyond $.99 apps, publishers need to keep their prices accessible, developers need to avoid the temptation of selling game-play consumables, and investors need to maintain reasonable expectations for returns. In short, we all need to strike a balance between our respective interests and what's best for the long-term viability of the market and for our children to play, learn, create, and grow (hint: it's one and the same),\" writes Donahoo in \u003ca href=\"http://www.huffingtonpost.com/daniel-donahoo/the-critical-juncture-in-_b_1091947.html\">The Huffington Post\u003c/a>.\u003c/p>\n\u003cp>Donahoo and Russell have looked at some of the various revenue models used by developers to price children's app, assessing which ones provide the most benefit to both parents and kids. They say their goal isn't to arbitrarily raise the price of all apps. And it's particularly important that kids aren't exploited -- a charge often leveraged at apps that require in-app purchases, such as the infamous Smurf Village app, whereby a special Smurfberry item cost $99, much to the \u003ca href=\"http://www.escapistmagazine.com/news/view/107662-Eight-Year-Old-Girl-Blows-1400-on-Smurfberries\">shock of parents who received the bills\u003c/a> when their kids made these purchases.\u003c/p>\n\u003cp>Donahoo and Russell propose there's a better way: subscriptions and content expansion packs. Launchpad Toys follows the latter tact. The initial price the Toontastic app for $3 (though it's currently free). Users can use that fully functioning app, or choose to add additional characters and themes with $.99 expansion packs. This way, they contend, costs are controlled; it's cheap for parents and children to evaluate an app, and the model encourages regular updates.\u003c/p>\n\u003cp>As more high-quality, sophisticated educational apps become available, consumers will ultimately decide what the market will bear.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>- With Tina Barseghian\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "The Khan Academy Opens Its Virtual Doors -- Carefully",
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"content": "\u003cfigure id=\"attachment_16974\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-16974\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/map-small-300x297.png\" alt=\"\" width=\"300\" height=\"297\">\u003cfigcaption class=\"wp-caption-text\">The Khan Academy \"Knowledge Map,\" which suggests working exercises, will be made available to crowd-sourced videos chosen by the Khan Academy.\u003c/figcaption>\u003c/figure>\n\u003cp>As of today, there are more than 2,700 videos on the Khan Academy site. All of them have been created by Salman Khan himself, with the exception of those produced by the \u003ca href=\"http://smarthistory.khanacademy.org/\">SmartHistory team\u003c/a> who Khan hired a few months ago.\u003c/p>\n\u003cp>Over the course of a few short years, Khan has accumulated a vast library of education videos that are now used in schools and homes across the country.\u003c/p>\n\u003cp>But no man is an island, as they say, and Khan is opening up his academy – at least in part – to the great Internet expanse.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We want to expose our tools so that everyone can use them to help kids learn at their own pace.” \u003c/aside>\n\u003cp>In the very foreseeable future, teachers will be able to upload their own videos to the Khan Academy, but also be able to create their own “knowledge maps” or repositories of content for their classes, using videos – within or outside of the Khan Academy – and all of Khan's analytics, and reporting tools, in order to customize their own curricula.\u003c/p>\n\u003cp>Khan describes it this way:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“In the first iteration, let’s say you teach gender studies at U.C. Berkeley. You could put up your own videos, exercises, and everything you want for the class. Plus, you could leverage all the tools \u003c!--more-->we have – a dashboard, analytics, reporting tools – and you could create your own island for your own class.\"\u003c/p>\n\u003cp>Eventually, the site will serve as a highly curated repository of educational videos – those considered valuable by Khan and his team.\u003c/p>\n\u003cp>“The deal will be, you can use our tools if we can put your stuff onto our noncommercial public domain,” Khan said. “We don’t know how it’ll turn out, but we suspect there will be some amazing things put up.\"\u003c/p>\n\u003cp>And rather than big buckets of random videos, Khan hopes the site will house, for example, “the definite course on technology,” which might be a combination of a few different people’s content.\u003c/p>\n\u003cp>“We have all these fancy tools and modules we’re building that are just supporting my videos. Why can’t it support someone who’s teaching a different language, or quantum physics, or gender studies,” he said. “We want to expose our tools so that everyone can use them to help kids learn at their own pace,” he said.\u003c/p>\n\u003cp>But the curation part of this effort is key. Though there will be a “Wild West part that someone can dig through if they’re in the mood,” he said the designated subjects will be heavily curated.\u003c/p>\n\u003cp>Khan will also hire a few new teachers and \u003ca href=\"http://techcrunch.com/2011/11/04/the-osullivan-foundation-grants-5m-to-online-learning-platform-khan-academy/\">expand the topics of coverage\u003c/a> to go beyond his specialties in the STEM field and into the arts and humanities. Stay tuned to hear who these personalities might be.\u003c/p>\n\u003cp>The most recent influx of cash came from the $5 million donation from the O'Sullivan Foundation. Khan has also received funding from other sources: Reed Hastings, founder of Netflix donated $3 million; Scott Cook, co-founder of Intuit, and his wife donated $1 million; Google last year donated $2 million; and Bill Gates has donated more than $5 million in total over the last few years, Khan said.\u003c/p>\n\u003cp>And now with this new crowd-sourcing project, the \u003ca href=\"http://techcrunch.com/2011/11/04/the-osullivan-foundation-grants-5m-to-online-learning-platform-khan-academy/\">3.5 million unique visitors\u003c/a> every month is poised to explode.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Read more about Khan's plans to launch a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/khan-academys-physical-iteration/\">hands-on project-based summer camp\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_16974\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-16974\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/map-small-300x297.png\" alt=\"\" width=\"300\" height=\"297\">\u003cfigcaption class=\"wp-caption-text\">The Khan Academy \"Knowledge Map,\" which suggests working exercises, will be made available to crowd-sourced videos chosen by the Khan Academy.\u003c/figcaption>\u003c/figure>\n\u003cp>As of today, there are more than 2,700 videos on the Khan Academy site. All of them have been created by Salman Khan himself, with the exception of those produced by the \u003ca href=\"http://smarthistory.khanacademy.org/\">SmartHistory team\u003c/a> who Khan hired a few months ago.\u003c/p>\n\u003cp>Over the course of a few short years, Khan has accumulated a vast library of education videos that are now used in schools and homes across the country.\u003c/p>\n\u003cp>But no man is an island, as they say, and Khan is opening up his academy – at least in part – to the great Internet expanse.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We want to expose our tools so that everyone can use them to help kids learn at their own pace.” \u003c/aside>\n\u003cp>In the very foreseeable future, teachers will be able to upload their own videos to the Khan Academy, but also be able to create their own “knowledge maps” or repositories of content for their classes, using videos – within or outside of the Khan Academy – and all of Khan's analytics, and reporting tools, in order to customize their own curricula.\u003c/p>\n\u003cp>Khan describes it this way:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“In the first iteration, let’s say you teach gender studies at U.C. Berkeley. You could put up your own videos, exercises, and everything you want for the class. Plus, you could leverage all the tools \u003c!--more-->we have – a dashboard, analytics, reporting tools – and you could create your own island for your own class.\"\u003c/p>\n\u003cp>Eventually, the site will serve as a highly curated repository of educational videos – those considered valuable by Khan and his team.\u003c/p>\n\u003cp>“The deal will be, you can use our tools if we can put your stuff onto our noncommercial public domain,” Khan said. “We don’t know how it’ll turn out, but we suspect there will be some amazing things put up.\"\u003c/p>\n\u003cp>And rather than big buckets of random videos, Khan hopes the site will house, for example, “the definite course on technology,” which might be a combination of a few different people’s content.\u003c/p>\n\u003cp>“We have all these fancy tools and modules we’re building that are just supporting my videos. Why can’t it support someone who’s teaching a different language, or quantum physics, or gender studies,” he said. “We want to expose our tools so that everyone can use them to help kids learn at their own pace,” he said.\u003c/p>\n\u003cp>But the curation part of this effort is key. Though there will be a “Wild West part that someone can dig through if they’re in the mood,” he said the designated subjects will be heavily curated.\u003c/p>\n\u003cp>Khan will also hire a few new teachers and \u003ca href=\"http://techcrunch.com/2011/11/04/the-osullivan-foundation-grants-5m-to-online-learning-platform-khan-academy/\">expand the topics of coverage\u003c/a> to go beyond his specialties in the STEM field and into the arts and humanities. Stay tuned to hear who these personalities might be.\u003c/p>\n\u003cp>The most recent influx of cash came from the $5 million donation from the O'Sullivan Foundation. Khan has also received funding from other sources: Reed Hastings, founder of Netflix donated $3 million; Scott Cook, co-founder of Intuit, and his wife donated $1 million; Google last year donated $2 million; and Bill Gates has donated more than $5 million in total over the last few years, Khan said.\u003c/p>\n\u003cp>And now with this new crowd-sourcing project, the \u003ca href=\"http://techcrunch.com/2011/11/04/the-osullivan-foundation-grants-5m-to-online-learning-platform-khan-academy/\">3.5 million unique visitors\u003c/a> every month is poised to explode.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Read more about Khan's plans to launch a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/khan-academys-physical-iteration/\">hands-on project-based summer camp\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Scratching that (Incessant) Technology Itch",
"title": "Scratching that (Incessant) Technology Itch",
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"content": "\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-16916\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/10_11.15_newtech_0654-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\n\u003cp class=\"wp-media-credit\">Lenny Gonzales\u003c/p>\n\u003c/div>\n\u003cp>Our love-hate relationship with technology is the subject of research psychologist Dr. Larry D. Rosen's new book \u003cem>iDisorder\u003c/em>. From his perspective, \"tech gadgets and applications are turning us into basket-cases suffering from versions of obsessive-compulsive disorder and attention-deficit syndrome,\" according to a recent \u003ca href=\"http://hechingered.org/content/how-a-tech-break-can-help-students-refocus_4556/\">HechingerEd blog\u003c/a>.\u003c/p>\n\u003cp>Rosen also spoke at last year's \u003ca href=\"http://www.learningandthebrain.com/\">Learning & the Brain Conference,\u003c/a> along with Dr. Gary Small, author of the book \u003cem>\u003ca href=\"http://www.amazon.com/iBrain-Surviving-Technological-Alteration-Modern/dp/0061340332\">iBrain\u003c/a>\u003c/em>:\u003ca href=\"http://www.amazon.com/iBrain-Surviving-Technological-Alteration-Modern/dp/0061340332\"> \u003cem>Surviving the Technological Alteration of the Modern Mind.\u003c/em>\u003c/a> (Yes, the similarity of the titles are noted.)\u003c/p>\n\u003cp>The two authors bring their own experiences and perspectives to the table, some on opposite spectrums, but some quite similar. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/how-technology-wires-the-learning-brain/\">This MindShift article, How Technology Wires the Learning Brain\u003c/a> describes Small's point of view about one specific tactic he agrees with Rosen: scratch the technology itch in intervals, then set it aside.\u003c/p>\n\u003cp>Here's that original post:\u003c/p>\n\u003cp>Kids between the ages of 8 and 18 spend 11.5 hours a day using technology -- whether that’s computers, television, mobile phones, or video games – and usually more than one at a time. That’s a big chunk of their 15 or 16 waking hours.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The technology train has left. You have to deal with it, understand it, and get some perspective.”\u003c/aside>\n\u003cp>But does that spell doom for the next generation? Not necessarily, according to \u003ca href=\"http://drgarysmall.com/\">Dr. Gary Small,\u003c/a> a neuroscientist and professor at UCLA, who spoke at the \u003ca href=\"http://www.learningandthebrain.com/\">Learning & the Brain Conference\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Young people are born into technology, and they’re used to using it 24/7,” Small said. “Their brains are wired to use it elegantly.”\u003c!--more-->\u003c/p>\n\u003cp>The downside of such immersion in technological devices, he said, is that they’re not having conversations, looking people in the eye, or noticing verbal cues. “These are important 'technologies,' so to speak, that have evolved over centuries and are tremendously powerful.”\u003c/p>\n\u003cp>But that’s not the headline here. Small’s main point was this: “The technology train has left. You have to deal with it, understand it, and get some perspective.”\u003c/p>\n\u003cp>Video games, for example, aren’t just about repetitive tasks – many of them have built-in social components that allow kids to communicate. Texting isn’t about using a gadget -- it’s about connecting with someone else.\u003c/p>\n\u003cp>“Texting is an expression of what it means to be human,” Small said. “We love being connected to other people. It’s a very compelling emotional urge, and it’s hard to give up moment to moment.”\u003c/p>\n\u003cp>\u003cstrong>That’s why one well-liked teacher Small knows gives her students a five-minute texting break in the middle of class. Educators also use \u003ca href=\"http://www.abcactionnews.com/dpp/news/region_pasco/wesley_chapel/teacher-welcomes-texting-in-class\">texting in class \u003c/a>as a means to gauge understanding of the subject and take instant polls, for example.\u003c/strong>\u003c/p>\n\u003cp>It might seem odd, but Small suggests also carving out time for face-to-face emotional exercises and in-person conversations to counterbalance all the inevitable gadget-communication.\u003c/p>\n\u003cp>“We \u003cem>can\u003c/em> train empathic behavior,” he said.\u003c/p>\n\u003ch5>\u003cstrong>TECH AND CREATIVITY\u003c/strong>\u003c/h5>\n\u003cp>Is technology making us less creative? Parents and educators have been worried about this issue, wondering whether hours of playing video games will zap their inclination to write or paint or sing.\u003c/p>\n\u003cp>Small said the Internet trains our minds to have a “staccato” train of thought, jumping from idea to idea, like we do from Web site to Web site. But is that the most creative way to think? Do we have time to sit back and be thoughtful?\u003c/p>\n\u003caside class=\"pullquote alignleft\">There is an undeniable Pavlovian response to certain stimulus – and the Internet happens to be the medium for gratifying the urge.\u003c/aside>\n\u003cp>On one hand, we’re trained not to think deeply about subjects when we text quick snippets, Tweet short thoughts, or click on a simple thumbs up or thumbs down on a link. We experience information overload and have no time for reflection or problem solving.\u003c/p>\n\u003cp>On the other hand, technology trains the brain to be nimble and to process new ideas quickly. We become more open to new ideas, and communicate more freely and frequently.\u003c/p>\n\u003cp>“The brain is complex,” he said. “The answers are not straightforward.”\u003c/p>\n\u003ch5>\u003cstrong>IS THE INTERNET MAKING US SMARTER?\u003c/strong>\u003c/h5>\n\u003cp>In a study called \u003ca href=\"http://journals.lww.com/ajgponline/Abstract/2009/02000/Your_Brain_on_Google__Patterns_of_Cerebral.4.aspx\">“Your Brain on Google,”\u003c/a> Small and his peers tested the brain activity of two groups -- “Internet-naïve” (mostly 65 and older who had very little experience online) and “Internet smart”-- while reading a book versus conducting a Google search.\u003c/p>\n\u003cp>In the “Internet savvy” group, there was twice as much brain activity in all parts of the brain while they were conducting a Google search than while they were reading a book. And in the “Internet-naïve” group, after a week of Googling subjects online, there was a significant burst in frontal lobe activity, which controls short-term memory and decision-making.\u003c/p>\n\u003cp>Small’s conclusion? “Google is making us smart,” he said. “Searching online is brain exercise.”\u003c/p>\n\u003cp>Technology can train our brains in positive ways, he added. Surgeons who play video games, for example, make fewer surgical errors. Those who play video games have improved reaction time, better peripheral vision.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“It’s a matter of finding balance,” he said. “Upgrade the technology skills of older ‘digital immigrants,’ and help young kids improve social skills.”\u003c/p>\n\u003ch5>Other interesting nuggets from Small’s talk:\u003c/h5>\n\u003cul>\n\u003cli>Is technology addictive? Another complex question. Small said the American Psychiatric Group doesn’t think so. But there is an undeniable Pavlovian response to certain stimulus – and the Internet happens to be the medium for gratifying the urge. For example, if you’re addicted to shopping, is e-Bay to blame? When triggered, dopamine creates powerful urges to keep it flowing. “The consequence of a certain behavior reinforces a behavior,” Small said.\u003c/li>\n\u003cli>Brains are malleable, much like computers. If we spend a lot of time engaged in a repeated mental task, the neural circuits will strengthen. Conversely, if we neglect those tasks, the neural circuits will weaken.\u003c/li>\n\u003cli>The “thinking brain” – seeing the big picture – is not fully developed in children. Empathy and the ability to perceive and understand emotional point of view and communicate that understanding has not kicked in.\u003c/li>\n\u003cli>The term “use it or lose it” applies to brain functions: 60% of synaptic connections are pruned away when not used.\u003c/li>\n\u003cli>What will happen to brain development as result of the evolution of the handheld tool? Genetic variants that adapt best to environment are most likely to survive.\u003c/li>\n\u003c/ul>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-16916\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/10_11.15_newtech_0654-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\n\u003cp class=\"wp-media-credit\">Lenny Gonzales\u003c/p>\n\u003c/div>\n\u003cp>Our love-hate relationship with technology is the subject of research psychologist Dr. Larry D. Rosen's new book \u003cem>iDisorder\u003c/em>. From his perspective, \"tech gadgets and applications are turning us into basket-cases suffering from versions of obsessive-compulsive disorder and attention-deficit syndrome,\" according to a recent \u003ca href=\"http://hechingered.org/content/how-a-tech-break-can-help-students-refocus_4556/\">HechingerEd blog\u003c/a>.\u003c/p>\n\u003cp>Rosen also spoke at last year's \u003ca href=\"http://www.learningandthebrain.com/\">Learning & the Brain Conference,\u003c/a> along with Dr. Gary Small, author of the book \u003cem>\u003ca href=\"http://www.amazon.com/iBrain-Surviving-Technological-Alteration-Modern/dp/0061340332\">iBrain\u003c/a>\u003c/em>:\u003ca href=\"http://www.amazon.com/iBrain-Surviving-Technological-Alteration-Modern/dp/0061340332\"> \u003cem>Surviving the Technological Alteration of the Modern Mind.\u003c/em>\u003c/a> (Yes, the similarity of the titles are noted.)\u003c/p>\n\u003cp>The two authors bring their own experiences and perspectives to the table, some on opposite spectrums, but some quite similar. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/how-technology-wires-the-learning-brain/\">This MindShift article, How Technology Wires the Learning Brain\u003c/a> describes Small's point of view about one specific tactic he agrees with Rosen: scratch the technology itch in intervals, then set it aside.\u003c/p>\n\u003cp>Here's that original post:\u003c/p>\n\u003cp>Kids between the ages of 8 and 18 spend 11.5 hours a day using technology -- whether that’s computers, television, mobile phones, or video games – and usually more than one at a time. That’s a big chunk of their 15 or 16 waking hours.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The technology train has left. You have to deal with it, understand it, and get some perspective.”\u003c/aside>\n\u003cp>But does that spell doom for the next generation? Not necessarily, according to \u003ca href=\"http://drgarysmall.com/\">Dr. Gary Small,\u003c/a> a neuroscientist and professor at UCLA, who spoke at the \u003ca href=\"http://www.learningandthebrain.com/\">Learning & the Brain Conference\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Young people are born into technology, and they’re used to using it 24/7,” Small said. “Their brains are wired to use it elegantly.”\u003c!--more-->\u003c/p>\n\u003cp>The downside of such immersion in technological devices, he said, is that they’re not having conversations, looking people in the eye, or noticing verbal cues. “These are important 'technologies,' so to speak, that have evolved over centuries and are tremendously powerful.”\u003c/p>\n\u003cp>But that’s not the headline here. Small’s main point was this: “The technology train has left. You have to deal with it, understand it, and get some perspective.”\u003c/p>\n\u003cp>Video games, for example, aren’t just about repetitive tasks – many of them have built-in social components that allow kids to communicate. Texting isn’t about using a gadget -- it’s about connecting with someone else.\u003c/p>\n\u003cp>“Texting is an expression of what it means to be human,” Small said. “We love being connected to other people. It’s a very compelling emotional urge, and it’s hard to give up moment to moment.”\u003c/p>\n\u003cp>\u003cstrong>That’s why one well-liked teacher Small knows gives her students a five-minute texting break in the middle of class. Educators also use \u003ca href=\"http://www.abcactionnews.com/dpp/news/region_pasco/wesley_chapel/teacher-welcomes-texting-in-class\">texting in class \u003c/a>as a means to gauge understanding of the subject and take instant polls, for example.\u003c/strong>\u003c/p>\n\u003cp>It might seem odd, but Small suggests also carving out time for face-to-face emotional exercises and in-person conversations to counterbalance all the inevitable gadget-communication.\u003c/p>\n\u003cp>“We \u003cem>can\u003c/em> train empathic behavior,” he said.\u003c/p>\n\u003ch5>\u003cstrong>TECH AND CREATIVITY\u003c/strong>\u003c/h5>\n\u003cp>Is technology making us less creative? Parents and educators have been worried about this issue, wondering whether hours of playing video games will zap their inclination to write or paint or sing.\u003c/p>\n\u003cp>Small said the Internet trains our minds to have a “staccato” train of thought, jumping from idea to idea, like we do from Web site to Web site. But is that the most creative way to think? Do we have time to sit back and be thoughtful?\u003c/p>\n\u003caside class=\"pullquote alignleft\">There is an undeniable Pavlovian response to certain stimulus – and the Internet happens to be the medium for gratifying the urge.\u003c/aside>\n\u003cp>On one hand, we’re trained not to think deeply about subjects when we text quick snippets, Tweet short thoughts, or click on a simple thumbs up or thumbs down on a link. We experience information overload and have no time for reflection or problem solving.\u003c/p>\n\u003cp>On the other hand, technology trains the brain to be nimble and to process new ideas quickly. We become more open to new ideas, and communicate more freely and frequently.\u003c/p>\n\u003cp>“The brain is complex,” he said. “The answers are not straightforward.”\u003c/p>\n\u003ch5>\u003cstrong>IS THE INTERNET MAKING US SMARTER?\u003c/strong>\u003c/h5>\n\u003cp>In a study called \u003ca href=\"http://journals.lww.com/ajgponline/Abstract/2009/02000/Your_Brain_on_Google__Patterns_of_Cerebral.4.aspx\">“Your Brain on Google,”\u003c/a> Small and his peers tested the brain activity of two groups -- “Internet-naïve” (mostly 65 and older who had very little experience online) and “Internet smart”-- while reading a book versus conducting a Google search.\u003c/p>\n\u003cp>In the “Internet savvy” group, there was twice as much brain activity in all parts of the brain while they were conducting a Google search than while they were reading a book. And in the “Internet-naïve” group, after a week of Googling subjects online, there was a significant burst in frontal lobe activity, which controls short-term memory and decision-making.\u003c/p>\n\u003cp>Small’s conclusion? “Google is making us smart,” he said. “Searching online is brain exercise.”\u003c/p>\n\u003cp>Technology can train our brains in positive ways, he added. Surgeons who play video games, for example, make fewer surgical errors. Those who play video games have improved reaction time, better peripheral vision.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It’s a matter of finding balance,” he said. “Upgrade the technology skills of older ‘digital immigrants,’ and help young kids improve social skills.”\u003c/p>\n\u003ch5>Other interesting nuggets from Small’s talk:\u003c/h5>\n\u003cul>\n\u003cli>Is technology addictive? Another complex question. Small said the American Psychiatric Group doesn’t think so. But there is an undeniable Pavlovian response to certain stimulus – and the Internet happens to be the medium for gratifying the urge. For example, if you’re addicted to shopping, is e-Bay to blame? When triggered, dopamine creates powerful urges to keep it flowing. “The consequence of a certain behavior reinforces a behavior,” Small said.\u003c/li>\n\u003cli>Brains are malleable, much like computers. If we spend a lot of time engaged in a repeated mental task, the neural circuits will strengthen. Conversely, if we neglect those tasks, the neural circuits will weaken.\u003c/li>\n\u003cli>The “thinking brain” – seeing the big picture – is not fully developed in children. Empathy and the ability to perceive and understand emotional point of view and communicate that understanding has not kicked in.\u003c/li>\n\u003cli>The term “use it or lose it” applies to brain functions: 60% of synaptic connections are pruned away when not used.\u003c/li>\n\u003cli>What will happen to brain development as result of the evolution of the handheld tool? Genetic variants that adapt best to environment are most likely to survive.\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-16853\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/11_1.21_Ipad_Algebra_0238-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\n\u003cp class=\"wp-media-credit\">Lenny Gonzales\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://www.pbs.org/mediashift/aran-levasseur-1/\">Aran Levasseur\u003c/a>\u003c/h5>\n\u003cp>New technology is a lightning rod and polarizing force because it not only begins to influence what we see and how we see it, but, over time, who we are, writes Nicholas Carr in his book, \"\u003ca href=\"http://www.amazon.com/Shallows-What-Internet-Doing-Brains/dp/0393072223\">The Shallows: What the Internet is Doing to Our Brains\u003c/a>.\"\u003c/p>\n\u003cp>It makes sense then, that debate of digital technology's role in society is naturally being played out in microcosmic form within schools. Education is designed to transmit a culture's history, values and theories of knowledge while also preparing students for the world of tomorrow. Yet, in times like ours, when the gulf between the past and future stretches light years, cognitive dissonance ensues when students, teachers and parents try to figure out what technology should be used to bridge this timeline.\u003c/p>\n\u003ch4>Anti-Tech in America's Tech Capital\u003c/h4>\n\u003cp>While critique of new technology within schools is healthy and to be expected, a recent \u003cem>New York Times\u003c/em> article revealed an unexpected source: Silicon Valley. The essence of the article, \"\u003ca href=\"http://www.nytimes.com/2011/10/23/technology/at-waldorf-school-in-silicon-valley-technology-can-wait.html?pagewanted=all\">A Silicon Valley School That Doesn't Compute\u003c/a>,\" can be found in the third paragraph:\u003c/p>\n\u003caside class=\"pullquote alignleft\">Students who do best within the current system are those who can capture the transmission -- as unfiltered as possible -- and mirror back to the teacher what they have delineated. \u003c/aside>\n\u003cp>\"Schools nationwide have rushed to supply their classrooms with computers, and many policy makers say it is foolish to do otherwise. But the contrarian point of view can be found at the epicenter of the tech economy, where some parents and educators have a message: computers and schools don't mix.\"\u003c/p>\n\u003cp>The conflict between computers and schools is really a conflict between educational paradigms. The traditional and dominant paradigm is rooted in the book and the pedagogy is one of \u003c!--more-->transmission. Teachers, who have presumably read more books than their students and listened to more scholarly lectures, transmit what they've learned to their students in a similar fashion.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The students who do best within this system are those who can capture the transmission -- as unfiltered as possible -- and mirror back to the teacher what they have delineated. Within this model, digital technology can provide improvements, but they are cosmetic.\u003c/p>\n\u003cp>Teachers can enhance their lectures with presentation software, videos and other forms of multimedia, but the methods stay the same. For teachers who don't understand how these new tools can enhance what they are teaching, then technology can be a distraction.\u003c/p>\n\u003ch4>Inquiry-Based Learning and Technology\u003c/h4>\n\u003cp>The pedagogy that's emerging to deliver 21st-century skills is student-centered and inquiry-based. In the inquiry-based approach, student interest drives the learning process and the teacher shifts from the sage on the stage into more of a coaching role. Within this system of learning, there is real value in having the widest range of technological tools for not only consuming information in all its multimodal forms, but for creatively demonstrating what one has learned.\u003c/p>\n\u003caside class=\"pullquote alignright\">We need to learn how digital tools can augment our thinking and discover what new kinds of cognitive and social capacities they yield.\u003c/aside>\n\u003cp>Within an inquiry model, in addition to keeping an eye on content, teachers should be focused on what kinds of skills they want their students to cultivate -- such as critical thinking, communication and collaboration -- and then from this baseline determine what kinds of tools are best for developing those skills. Some will be digital, some won't. But to eliminate digital tools from the classroom toolkit completely is a sign of the confusion and fear people are feeling as the gravitational pull of digital technology bends our culture.\u003c/p>\n\u003cp>Technology shapes habits of mind. Different tools allow for varying kinds of experiences. Modern neuroscience has revealed that different experiences lead to other kinds of brain structures. As a result, perception and thinking are altered by the technology we use.\u003c/p>\n\u003ch4>Integrating Tech Tools\u003c/h4>\n\u003cp>For those of us who have been wired to learn in specific ways and with certain tools, when new ways and tools come along that undo that wiring, it's understandable why many might think that the gold standard of learning is being attacked. Socrates felt the same way about the technology of literacy. But this is why it's so critical to integrate digital tools into a learning environment.\u003c/p>\n\u003cp>If schools don't train students to use and think about digital tools in a thoughtful way, where else is it going to happen? A recent article by Clive Thompson in Wired on \"\u003ca href=\"http://www.wired.com/magazine/2011/11/st_thompson_searchresults/\">Why Students Can't Search\u003c/a>\" underscores this point. The crux of the article states that \"students aren't assessing information sources on their own merit -- they're putting too much trust in the machine.\" Just because students are at ease inputting words or phrases into a search engine doesn't mean they know how to engage in critical research and judge sources. This kind of critical thinking takes training.\u003c/p>\n\u003cp>To say digital literacy is something that students can learn once they are older is akin to an oral culture saying reading can be taught only once students have mastered the oral tradition. As a society, we need to learn to not only know how to use digital tools but, perhaps more importantly, learn how they can augment our thinking and discover what new kinds of cognitive and social capacities they yield.\u003c/p>\n\u003cp>This is a process of discovery -- and like all discovery, it's filled with trial and error. Our current educational system stigmatizes mistakes. To understand how digital technology can enhance teaching and learning in the 21st century we'll need to embrace James Joyce's philosophy: \"A man of genius makes no mistakes; his errors are volitional and are portals of discovery.\"\u003c/p>\n\u003cp>\u003cem>Aran Levasseur has an eclectic background that ranges from outdoor education to life coaching, and from habitat restoration to video production. For the last five years he's taught middle school history and science. From the beginning he's been integrating technology into his classes to enhance his teaching and student learning. He recently gave \u003ca href=\"http://vimeo.com/22398353\">a talk at TEDxSFED on videogames and learning\u003c/a>. Currently he's the Academic Technology Coordinator at San Francisco University High School.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/teaching-without-technology/pbs-mediashift-logo-final-9/\" rel=\"attachment wp-att-16856\">\u003cimg class=\"alignleft size-thumbnail wp-image-16856\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"52\" height=\"52\">\u003c/a>This story was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook\u003c/a>\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"description": "Lenny Gonzales By Aran Levasseur New technology is a lightning rod and polarizing force because it not only begins to influence what we see and how we see it, but, over time, who we are, writes Nicholas Carr in his book, "The Shallows: What the Internet is Doing to Our Brains." It makes sense then,",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-16853\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/11_1.21_Ipad_Algebra_0238-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\n\u003cp class=\"wp-media-credit\">Lenny Gonzales\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://www.pbs.org/mediashift/aran-levasseur-1/\">Aran Levasseur\u003c/a>\u003c/h5>\n\u003cp>New technology is a lightning rod and polarizing force because it not only begins to influence what we see and how we see it, but, over time, who we are, writes Nicholas Carr in his book, \"\u003ca href=\"http://www.amazon.com/Shallows-What-Internet-Doing-Brains/dp/0393072223\">The Shallows: What the Internet is Doing to Our Brains\u003c/a>.\"\u003c/p>\n\u003cp>It makes sense then, that debate of digital technology's role in society is naturally being played out in microcosmic form within schools. Education is designed to transmit a culture's history, values and theories of knowledge while also preparing students for the world of tomorrow. Yet, in times like ours, when the gulf between the past and future stretches light years, cognitive dissonance ensues when students, teachers and parents try to figure out what technology should be used to bridge this timeline.\u003c/p>\n\u003ch4>Anti-Tech in America's Tech Capital\u003c/h4>\n\u003cp>While critique of new technology within schools is healthy and to be expected, a recent \u003cem>New York Times\u003c/em> article revealed an unexpected source: Silicon Valley. The essence of the article, \"\u003ca href=\"http://www.nytimes.com/2011/10/23/technology/at-waldorf-school-in-silicon-valley-technology-can-wait.html?pagewanted=all\">A Silicon Valley School That Doesn't Compute\u003c/a>,\" can be found in the third paragraph:\u003c/p>\n\u003caside class=\"pullquote alignleft\">Students who do best within the current system are those who can capture the transmission -- as unfiltered as possible -- and mirror back to the teacher what they have delineated. \u003c/aside>\n\u003cp>\"Schools nationwide have rushed to supply their classrooms with computers, and many policy makers say it is foolish to do otherwise. But the contrarian point of view can be found at the epicenter of the tech economy, where some parents and educators have a message: computers and schools don't mix.\"\u003c/p>\n\u003cp>The conflict between computers and schools is really a conflict between educational paradigms. The traditional and dominant paradigm is rooted in the book and the pedagogy is one of \u003c!--more-->transmission. Teachers, who have presumably read more books than their students and listened to more scholarly lectures, transmit what they've learned to their students in a similar fashion.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The students who do best within this system are those who can capture the transmission -- as unfiltered as possible -- and mirror back to the teacher what they have delineated. Within this model, digital technology can provide improvements, but they are cosmetic.\u003c/p>\n\u003cp>Teachers can enhance their lectures with presentation software, videos and other forms of multimedia, but the methods stay the same. For teachers who don't understand how these new tools can enhance what they are teaching, then technology can be a distraction.\u003c/p>\n\u003ch4>Inquiry-Based Learning and Technology\u003c/h4>\n\u003cp>The pedagogy that's emerging to deliver 21st-century skills is student-centered and inquiry-based. In the inquiry-based approach, student interest drives the learning process and the teacher shifts from the sage on the stage into more of a coaching role. Within this system of learning, there is real value in having the widest range of technological tools for not only consuming information in all its multimodal forms, but for creatively demonstrating what one has learned.\u003c/p>\n\u003caside class=\"pullquote alignright\">We need to learn how digital tools can augment our thinking and discover what new kinds of cognitive and social capacities they yield.\u003c/aside>\n\u003cp>Within an inquiry model, in addition to keeping an eye on content, teachers should be focused on what kinds of skills they want their students to cultivate -- such as critical thinking, communication and collaboration -- and then from this baseline determine what kinds of tools are best for developing those skills. Some will be digital, some won't. But to eliminate digital tools from the classroom toolkit completely is a sign of the confusion and fear people are feeling as the gravitational pull of digital technology bends our culture.\u003c/p>\n\u003cp>Technology shapes habits of mind. Different tools allow for varying kinds of experiences. Modern neuroscience has revealed that different experiences lead to other kinds of brain structures. As a result, perception and thinking are altered by the technology we use.\u003c/p>\n\u003ch4>Integrating Tech Tools\u003c/h4>\n\u003cp>For those of us who have been wired to learn in specific ways and with certain tools, when new ways and tools come along that undo that wiring, it's understandable why many might think that the gold standard of learning is being attacked. Socrates felt the same way about the technology of literacy. But this is why it's so critical to integrate digital tools into a learning environment.\u003c/p>\n\u003cp>If schools don't train students to use and think about digital tools in a thoughtful way, where else is it going to happen? A recent article by Clive Thompson in Wired on \"\u003ca href=\"http://www.wired.com/magazine/2011/11/st_thompson_searchresults/\">Why Students Can't Search\u003c/a>\" underscores this point. The crux of the article states that \"students aren't assessing information sources on their own merit -- they're putting too much trust in the machine.\" Just because students are at ease inputting words or phrases into a search engine doesn't mean they know how to engage in critical research and judge sources. This kind of critical thinking takes training.\u003c/p>\n\u003cp>To say digital literacy is something that students can learn once they are older is akin to an oral culture saying reading can be taught only once students have mastered the oral tradition. As a society, we need to learn to not only know how to use digital tools but, perhaps more importantly, learn how they can augment our thinking and discover what new kinds of cognitive and social capacities they yield.\u003c/p>\n\u003cp>This is a process of discovery -- and like all discovery, it's filled with trial and error. Our current educational system stigmatizes mistakes. To understand how digital technology can enhance teaching and learning in the 21st century we'll need to embrace James Joyce's philosophy: \"A man of genius makes no mistakes; his errors are volitional and are portals of discovery.\"\u003c/p>\n\u003cp>\u003cem>Aran Levasseur has an eclectic background that ranges from outdoor education to life coaching, and from habitat restoration to video production. For the last five years he's taught middle school history and science. From the beginning he's been integrating technology into his classes to enhance his teaching and student learning. He recently gave \u003ca href=\"http://vimeo.com/22398353\">a talk at TEDxSFED on videogames and learning\u003c/a>. Currently he's the Academic Technology Coordinator at San Francisco University High School.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/teaching-without-technology/pbs-mediashift-logo-final-9/\" rel=\"attachment wp-att-16856\">\u003cimg class=\"alignleft size-thumbnail wp-image-16856\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"52\" height=\"52\">\u003c/a>This story was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-16770\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/spacepleb-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\n\u003cp class=\"wp-media-credit\">Flickr: Spacepleb\u003c/p>\n\u003c/div>\n\u003cp>It's been roughly two months since the launch of the Department of Education's \u003ca href=\"http://www.digitalpromise.org/\">Digital Promise\u003c/a>, and though it's still very early in the process, a few pointed goals are emerging.\u003c/p>\n\u003cp>The main premise behind Digital Promise is to serve as a national center for research to spur innovation that will improve learning through technology, said Karen Cator, Department of Education's Director of Technology.\u003c/p>\n\u003cp>At this point, the center has three goals:\u003c/p>\n\u003cp>\u003cstrong>1. \u003c/strong> To bring smart ideas based on sound research to those who can bring it to life. More specifically giving entrepreneurs, investors, and innovators who create new learning products a central place to access the vast amount of research that's already been conducted about how we learn and ways to improve learning.\u003c/p>\n\u003cp>\u003cstrong>2.\u003c/strong> To offer challenges and prizes as an incentive to those who can find ways to vastly improve opportunities to learn.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>3.\u003c/strong> To create an organization where schools and leaders can work together on problems with using technology to improve learning. This group is called the \u003cstrong>League of Innovative Schools\u003c/strong>, and at this very early stage, it's a loosely knit collaboration of people who've expressed interest in becoming involved.\u003c/p>\n\u003cp>Within this group, there are three specific goals.\u003c/p>\n\u003cul>\n\u003cli>Making sure that schools and districts are informed and supportive of innovation when investing in new technologies -- it's what Cator refers to as \"smart demand.\"\u003c/li>\n\u003cli>Gathering evidence and learning more about what's already happening in schools and districts with respect to using technology. Harvard professor and Macarthur Fellow \u003ca href=\"http://www.economics.harvard.edu/faculty/fryer\">Roland \u003c!--more-->Fryer\u003c/a> is heading up the effort of figuring out how to gather new and different kinds of evidence, Cator said.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Finding ways to learn from each other through collaboration.\u003c/li>\n\u003c/ul>\n\u003cp>For the most part, this is being headed up by Mark Edwards, superintendent of Moorseville Graded School District in North Carolina. Edwards is organizing\u003ca href=\"http://www2.mooresvilletribune.com/news/2011/oct/31/schools-digital-league-launch-mooresville-ar-1557397/\"> the first meeting\u003c/a> for the League of Innovative Schools on Nov. 28-29, with superintendents from around the country, as well as education consultants and service providers. (See more about Edwards' views on learning technologies in this \u003ca href=\"http://www.pbs.org/newshour/bb/education/jan-june11/technology_04-08.html\">PBS Newshour video\u003c/a>.)\u003c/p>\n\u003cp>At the moment, the Digital Promise Web site is very much a work in progress -- a repository of comments and input from educators and school officials. Under the \u003ca href=\"http://www.digitalpromise.org/grand-challenges\">Grand Challenges\u003c/a> tab, the site asks: What challenges in teaching and learning can technology help us solve? Comments include things like quality professional development for all, how to use video games for learning, how to best support innovators, how to implement flipped teaching in class, and using technology for performance assessment.\u003c/p>\n\u003cp>Under the \u003ca href=\"http://digitalpromise.ideascale.com/\">League\u003c/a> tab, the site asks: \"How are you using technology to advance teaching and learning in innovative ways?\" People have offered up things like offline and online mobile learning, software that tests and trains reading, and online assessments. Some of the ideas here seem to be written by those who have created educational products, but there's also feedback from those who want to share their own experience and ideas.\u003c/p>\n\u003cp>Other recent initiatives from the DOE:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.learningregistry.org/\">The Learning Registry\u003c/a>, a central repository of online education portals where those who create education content can collaborate and share resources. What does this mean for educators? They can find a list of resources like \u003ca href=\"http://www.pbslearningmedia.org/\">PBS Learning Media\u003c/a>, a trove of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/pbs-learningmedia-14000-pieces-of-great-digital-content/\">16,000-plus educational digital assets\u003c/a> and resources organized by grade and subject area, and \u003ca href=\"http://smithsonianeducation.org/\">Smithsonian Education\u003c/a>, which provides free access to almost everything under the Smithsonian umbrella.\u003c/li>\n\u003cli>Microsoft will take over the DOE's TEACH campaign, the online advocacy and recruitment program, which includes the \u003ca href=\"http://teach.gov/\">Teach.gov\u003c/a> site. As Edweek's Ian Quillen \u003ca href=\"http://blogs.edweek.org/edweek/DigitalEducation/2011/11/national_learning_registry_off.html\">points out\u003c/a>, Microsoft has \u003ca href=\"http://www.edweek.org/ew/articles/2011/10/26/09fcc.h31.html\">been involved\u003c/a> with the Federal Communications Commission's \u003ca href=\"http://connect2compete.org/\">\"Connect to Compete\"\u003c/a> program to bring broadband to low-income communities, \"as well as launching programs to offer discounted hardware and software to educators and digital literacy training to the public.\"\u003c/li>\n\u003c/ul>\n\u003cp>Read more about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/four-new-initiatives-from-the-department-of-education/\">DOE's plans here\u003c/a>.\u003c/p>\n\u003cp>\u003cem>This post was updated to clarify the number of digital assets on PBS Learning Media.\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>3.\u003c/strong> To create an organization where schools and leaders can work together on problems with using technology to improve learning. This group is called the \u003cstrong>League of Innovative Schools\u003c/strong>, and at this very early stage, it's a loosely knit collaboration of people who've expressed interest in becoming involved.\u003c/p>\n\u003cp>Within this group, there are three specific goals.\u003c/p>\n\u003cul>\n\u003cli>Making sure that schools and districts are informed and supportive of innovation when investing in new technologies -- it's what Cator refers to as \"smart demand.\"\u003c/li>\n\u003cli>Gathering evidence and learning more about what's already happening in schools and districts with respect to using technology. Harvard professor and Macarthur Fellow \u003ca href=\"http://www.economics.harvard.edu/faculty/fryer\">Roland \u003c!--more-->Fryer\u003c/a> is heading up the effort of figuring out how to gather new and different kinds of evidence, Cator said.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Finding ways to learn from each other through collaboration.\u003c/li>\n\u003c/ul>\n\u003cp>For the most part, this is being headed up by Mark Edwards, superintendent of Moorseville Graded School District in North Carolina. Edwards is organizing\u003ca href=\"http://www2.mooresvilletribune.com/news/2011/oct/31/schools-digital-league-launch-mooresville-ar-1557397/\"> the first meeting\u003c/a> for the League of Innovative Schools on Nov. 28-29, with superintendents from around the country, as well as education consultants and service providers. (See more about Edwards' views on learning technologies in this \u003ca href=\"http://www.pbs.org/newshour/bb/education/jan-june11/technology_04-08.html\">PBS Newshour video\u003c/a>.)\u003c/p>\n\u003cp>At the moment, the Digital Promise Web site is very much a work in progress -- a repository of comments and input from educators and school officials. Under the \u003ca href=\"http://www.digitalpromise.org/grand-challenges\">Grand Challenges\u003c/a> tab, the site asks: What challenges in teaching and learning can technology help us solve? Comments include things like quality professional development for all, how to use video games for learning, how to best support innovators, how to implement flipped teaching in class, and using technology for performance assessment.\u003c/p>\n\u003cp>Under the \u003ca href=\"http://digitalpromise.ideascale.com/\">League\u003c/a> tab, the site asks: \"How are you using technology to advance teaching and learning in innovative ways?\" People have offered up things like offline and online mobile learning, software that tests and trains reading, and online assessments. Some of the ideas here seem to be written by those who have created educational products, but there's also feedback from those who want to share their own experience and ideas.\u003c/p>\n\u003cp>Other recent initiatives from the DOE:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.learningregistry.org/\">The Learning Registry\u003c/a>, a central repository of online education portals where those who create education content can collaborate and share resources. What does this mean for educators? They can find a list of resources like \u003ca href=\"http://www.pbslearningmedia.org/\">PBS Learning Media\u003c/a>, a trove of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/pbs-learningmedia-14000-pieces-of-great-digital-content/\">16,000-plus educational digital assets\u003c/a> and resources organized by grade and subject area, and \u003ca href=\"http://smithsonianeducation.org/\">Smithsonian Education\u003c/a>, which provides free access to almost everything under the Smithsonian umbrella.\u003c/li>\n\u003cli>Microsoft will take over the DOE's TEACH campaign, the online advocacy and recruitment program, which includes the \u003ca href=\"http://teach.gov/\">Teach.gov\u003c/a> site. As Edweek's Ian Quillen \u003ca href=\"http://blogs.edweek.org/edweek/DigitalEducation/2011/11/national_learning_registry_off.html\">points out\u003c/a>, Microsoft has \u003ca href=\"http://www.edweek.org/ew/articles/2011/10/26/09fcc.h31.html\">been involved\u003c/a> with the Federal Communications Commission's \u003ca href=\"http://connect2compete.org/\">\"Connect to Compete\"\u003c/a> program to bring broadband to low-income communities, \"as well as launching programs to offer discounted hardware and software to educators and digital literacy training to the public.\"\u003c/li>\n\u003c/ul>\n\u003cp>Read more about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/four-new-initiatives-from-the-department-of-education/\">DOE's plans here\u003c/a>.\u003c/p>\n\u003cp>\u003cem>This post was updated to clarify the number of digital assets on PBS Learning Media.\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/south-korean-schools-go-paperless-can-others-follow/textbooks_digital/\" rel=\"attachment wp-att-13509\">\u003cimg class=\"size-full wp-image-13509\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/textbooks_digital.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Kathryn\u003c/p>\n\u003c/div>\n\u003cp>Though we keep hearing about a huge increase in sales of e-books, a recent survey shows that, for students, that needle has not really moved much.\u003c/p>\n\u003cp>The library e-book provider \u003ca href=\"http://ebrary.com\">eBrary\u003c/a> released some of the preliminary results from its 2011 Global Student E-Book Survey last week. Among its findings: that students' e-book usage has not increased significantly in the past 3 years.\u003c/p>\n\u003cp>That's contrary to other reports about consumers using e-books. Back in May, Amazon said that it was \u003ca href=\"http://www.nytimes.com/2011/05/20/technology/20amazon.html\">selling more e-books than print\u003c/a>, ad the \u003ca href=\"http://www.pcworld.com/article/243129/ebooks_vs_print_books.html\">Association of American Publishers\u003c/a> says that for the first half of the year, e-book sales are up 160% while hardcover and paperback sales were both down nearly 20%.\u003c/p>\n\u003cp>So why are students' buying habits different? Why aren't they buying more e-books?\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The vast majority of students would choose electronic over print if it were available and if better tools along with fewer restrictions were offered.\"\u003c/aside>\n\u003cp>Part of the answer lies in the fact that the books they need -- textbooks at least -- are not always available in digital format. Even if some titles are available, many students opt to buy all their books at the same time from the same location (whether that retailer is online or a traditional brick-and-mortar bookstore or a textbook rental company). As different e-readers and e-reader apps \u003c!--more-->have access to different catalogs, there isn't really a seamless shopping experience for digital textbooks.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It's not as though students aren't interested in e-books. According to the eBrary survey, \"the vast majority of students would choose electronic over print if it were available and if better tools along with fewer restrictions were offered.\" Those latter points are key: better tools and fewer restrictions. Despite some of the improvements to note-taking in textbook apps like \u003ca href=\"http://inkling.com\">Inkling\u003c/a> and \u003ca href=\"http://kno.com\">Kno\u003c/a>, it's still not quite as easy to mark up a digital text as it is a printed one. And oftentimes the content in these books is \"locked down,\" so students can't share their notes or share their books with another.\u003c/p>\n\u003cp>That sharing aspect is important. Students want to be able to utilize social media as they do their reading and research, and according to those surveyed by eBrary, they want their textbooks integrated with social tools. Again, many apps are recognizing the importance of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/how-social-networks-might-change-the-way-we-read-books/\">social reading\u003c/a>, whether it's shared highlighting via the Kindle or a dedicated e-reader or via a Web-based tool like \u003ca href=\"http://highlighter.com\">Highlighter\u003c/a>.\u003c/p>\n\u003cp>But students also share their textbooks because they are so incredibly expensive. And as the digital rights management (DRM) restrictions on e-books makes lending someone your copy difficult if not impossible, students are likely steering away from e-books because they simply don't work for them -- practically or economically. After all, there is little savings to be found in many digital textbooks. They cost roughly the same as print, but come without the ability to sell back a used copy at the end of the semester.\u003c/p>\n\u003cp>The slow adoption of digital textbooks by students doesn't necessarily mean that textbooks will be the last bastion of print. But it does highlight the ways in which students' needs aren't being met yet by digital content providers. That means there's still a huge opportunity here to reshape what the textbooks of the future look like. Openly licensed content, for example, could address students' concerns about sharing. Better social tools could help meet their needs for social reading and learning. Open educational resources could provide free content, while an iTunes model of sorts -- one that sold the \"song\" (or rather the chapter) rather than the \"album\" (the whole book) could save students money.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Students' reluctance to move to digital textbooks should also be an indication that we have to make sure we're building learning tools that meet the needs of learners. Despite all the promises about lighter backpacks, students' purchasing habits here indicate that they're making decisions about what works best for how they study.\u003c/p>\n\n",
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"content": "\u003cp>The word \"cyberlearning\" evokes a lot of different images.\u003c/p>\n\u003cp>It can mean using an augmented reality app on a mobile phone to learn about a city's history. It can mean working with a remote science lab clear across the world to conduct scientific research about measuring cell phone radiation. For some students, it's a way to teach other kids about things like astronomy through video games.\u003c/p>\n\u003cp>In this video, produced by \u003ca href=\"http://www.kqed.org/education/\">KQED Education\u003c/a> in conjunction with \u003ca href=\"http://osep.northwestern.edu/projects/ilab\">Northwestern University's iLab\u003c/a>, which helped organize the \u003ca href=\"http://live.cyberlearningstem.org/\">Conference on Cyberlearning Tools for STEM Education,\u003c/a> we see how technology adds the fuel and fire to science and math education.\u003c/p>\n\u003cp>Check out the different stories.\u003c/p>\n\u003cp>http://youtu.be/gu5eEF9-r2k\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[Produced by Kelly Whalen.]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Read more about innovative science education:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-cell-phones-fry-your-brain-ask-student-scientists/\">Can Cell Phones Fry Your Brain? Ask Students\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/science-math-and-fan-fiction-whats-worth-learning/\">Science, Math, Fan Fiction: What's Worth Learning?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/video-games-and-simulations-bring-science-to-life/\">Video Games and Simulations Bring Science to Life\u003c/a>\u003c/li>\n\u003c/ul>\n\n",
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"content": "\u003cfigure id=\"attachment_16570\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-full wp-image-16570\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/MT_home_SM.png\" alt=\"\" width=\"300\" height=\"331\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Amidst \u003ca href=\"http://www.latimes.com/news/local/la-me-science-20111031,0,3957251.story\">grim reports\u003c/a> this week that California schools are \"failing to invest enough time, money and training to teach science well,\" and that only \u003ca href=\"http://www.cftl.org/Whats__New.htm\">one out of 10 elementary school students\u003c/a> gets to play with hands-on science experiments, a shining counter-example is happening at the \u003ca href=\"http://nuevaschool.org/\">Nueva School\u003c/a> in the wealthy San Francisco suburb of Hillsborough.\u003c/p>\n\u003cp>Sixth-grade students are using Wii remote controls to collect scientific data on things like positive and negative acceleration and thinking about conceptual issues like the difference between engineering and science.\u003c/p>\n\u003cp>Led by Stanford researchers, the class is using Wii remote controls (available online for anywhere from $15 to $40) to create things like a rat-trap car, a marble roller-coaster, and balloon-powered vehicle to test different theories.\u003c/p>\n\u003cp>With the rat-trap car, students have created a Wii-strapped vehicle with CDs as wheels, like a skateboard. They've already experimented with smaller mousetraps and lighter batteries to see if the cars would go faster, but landed on the rat trap as the best way to measure the information they needed.\u003c/p>\n\u003cp>The main objective of the experiment is not necessarily to measure speed, but to show students \u003cem>how\u003c/em> to capture data like scientists do. Kids are typically confused by graphs, but with the Wii experiment, they could see the horizontal, vertical, and lateral aspects of the accelerometer.\u003c/p>\n\u003caside class=\"pullquote alignleft\">With the Wii remotes, students are using interesting new technology and participating in the creation of their own designs.\u003c/aside>\n\u003cp>\"Kids see patterns in data,\" said Wendy Ju, one of the Stanford researchers working with the students at the \u003ca href=\"http://www.innovativelearningconference.org/\">Innovative Learning Conference\u003c/a> held at Nueva recently. \"What does that data do to \u003c!--more-->contribute to their designs?\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>With the marble roller coaster, students used the Wii remotes to test their theories on speed. They designed the roller coaster, then used the infrared camera in front of the Wii remote to see where in the structure the marbles would role by the fastest. The same idea was used to test the speed of the balloon-powered cars.\u003c/p>\n\u003cp>During the course of the classes, the Stanford researchers have been surprised by students' reactions: The students were more interested in the \u003cem>designing\u003c/em> phase than by the measuring phase.\u003c/p>\n\u003cp>\"Students had a hard time letting go of the engineering,\" Ju said. \"They wanted to keep redesigning things. The moments of talking about measuring stuff was interrupted by trying to find ways of redesigning and changing things.\"\u003c/p>\n\u003cp>This tension between science and engineering is one of the ideas being explored through the eyes of sixth-graders. \"Science labs are often really engineering projects in drag,\" said Stanford computer science professor Terry Winograd. \"You make it work, but you don’t think about how you got there. There’s a feat, but not a deep understanding of what’s going on. You don’t get to probe the phenomenon.\"\u003c/p>\n\u003cp>The Nueva kids are lucky. For most students, should they be lucky enough to have time to conduct science experiments in class, it's typically completed in 15 minutes and has a preordained outcome. \"You can see where all the right answers are, and from the perspective of science, it's too neat,\" Winograd said. \"It just tests whether you can follow instructions.\"\u003c/p>\n\u003cp>That's not the best way of teaching science and scientific inquiry, he said. With the Wii remotes, students are using interesting new technology and participating in the creation of their own designs. They're actually helping researchers develop tools that can be used by other kids, and they've been incredibly vocal about what methods to use.\u003c/p>\n\u003cp>Researchers have been operating video cameras throughout the workshops, and have hundreds of hours of footage of the kids' experiments. \"You can see where kids think something else is going on and they argue about it amongst themselves, and talk about what they think \u003cem>should\u003c/em> happen,\" Ju said.\u003c/p>\n\u003cp>This is the third year of the \u003ca href=\"http://wiiscience.org/\">WiiScience\u003c/a> program at Nueva. How amazing would it be to see the proliferation of a class like this in all elementary schools.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.worldreader.org/uploads/index_81_324169727.jpg\">\u003cimg class=\"size-full wp-image-16542\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/worldreader.jpg\" alt=\"\" width=\"300\" height=\"152\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Worldreader\u003c/p>\n\u003c/div>\n\u003cp>We often talk about the power of the Internet to spread knowledge and information globally, to make digital content accessible and affordable. But as we're also often caught up in the \"latest and greatest\" gadgetry, sometimes we overlook that broad promise of global education and accessibility.\u003c/p>\n\u003cp>Such is the case, one might argue, with the news last week from \u003ca href=\"http://www.commonsensemedia.org/\">Common Sense Media\u003c/a> about the so-called \"\u003ca href=\"http://www.nytimes.com/2011/10/25/us/screen-time-higher-than-ever-for-children-study-finds.html\">app gap\u003c/a>\" -- the disparity between children in low-income and higher income families and their access to mobile applications.\u003c/p>\n\u003cp>There's little denying that the popularity of mobile devices -- Androids and iPhones and tablets -- has afforded a concurrent explosion in exciting new educational apps. The touchscreen screens, the accelerometers, the size, and the portability of these devices has enabled whole new genres of software and of imaginative and educational gameplay.\u003c/p>\n\u003cp>But if we focus on the \"app gap\" -- those who have iPads and those who do not -- are we ignoring or obscuring other aspects of the digital divide? Are we overlooking the potential for widespread \u003c!--more-->dissemination of and access to information by rushing to prioritize that information bundled in the shiniest new package?\u003c/p>\n\u003cp>While many schools in the U.S. are rushing to embrace iPads, other types of e-readers haven't been widely adopted -- even though they cost less and display digital textbooks, which is one of the rationales for transitioning from print books to tablets. But a non-profit organization called \u003ca href=\"http://worldreader.org\">Worldreader\u003c/a> is demonstrating how utterly transformative e-readers can actually be, even without apps and videos.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Worldreader distributes Kindle devices to students in sub-Saharan Africa. The devices are pre-loaded with e-books -- some 63,000 e-books all told have been distributed through the program (including the \u003ca href=\"http://blog.worldreader.org/2011/10/11/meet-worldreaders-new-friends-charlie-james-and-matilda/\">recent addition\u003c/a> to the Worldreader catalog of several of the best-known titles by children's author Roald Dahl).\u003c/p>\n\u003cp>The e-readers offer a huge advantage over their printed counterparts. There's the ability to put an entire library onto one device. A child can be given the e-reader at school and that device can be circulated throughout her or his family or village. There's the ability to distribute those devices to the most remote villages without additional shipping costs of thousands of titles. Plus, the cost of e-readers continue to fall. Furthermore, there are thousands upon thousands of titles available for free.\u003c/p>\n\u003cp>While e-readers don't have all the apps and features of tablets, they do contain some. They all include dictionaries. They often have 3G or WiFi capabilities. They have Web browsers. And they allow for the subscription to other news forms -- magazines, newspapers, and newsletters for example. These devices also tend to have extraordinarily good battery life, which is necessary in regions that don't have reliable electricity.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Literacy is one of the most important drivers of economic growth. Rather than concern over the \"app gap\" -- over who has access to iPads and who doesn't -- Worldreader highlights how the discussions around access to the Internet and to digital content still needs to address some of the more fundamental \"haves and have-nots.\"\u003c/p>\n\n",
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"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
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},
"californiareport": {
"id": "californiareport",
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"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"officialWebsiteLink": "/californiareport",
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"order": 8
},
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},
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"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"order": 1
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"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.",
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"source": "Commonwealth Club of California"
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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.",
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"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": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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"id": "fresh-air",
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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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"meta": {
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"source": "NPR"
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"how-i-built-this": {
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"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",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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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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},
"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": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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},
"masters-of-scale": {
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"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
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