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"disqusTitle": "Mixed Perceptions About Kids Using Digital Media",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/mixed-perceptions-about-kids-using-digital-media/jac-2/\" rel=\"attachment wp-att-16524\">\u003cimg class=\"alignleft size-medium wp-image-16524\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Jac1-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\u003c/p>\n\u003cp>\u003cem>The subject of kids and media -- how much they consume, what's \"good\" for them, what parents' role should be -- is a broad and complicated topic. New studies are continually released with a wide range of advice and information.\u003c/em>\u003c/p>\n\u003cp>\u003cem>The \u003ca href=\"http://www.joanganzcooneycenter.org/\" target=\"_blank\">Joan Ganz Cooney Center \u003c/a>is a great resource of illuminating research, and recently completed a comprehensive report called \u003ca href=\"http://www.joanganzcooneycenter.org/Reports-29.html\" target=\"_blank\">Family Matters: Designing Media for a Digital Age\u003c/a>. The report is packed full of interesting (and sometimes counter-intuitive) information, including \u003ca href=\"http://www.huffingtonpost.com/michael-levine/headsup-media-producers-f_b_871744.html\" target=\"_blank\">the following\u003c/a>:\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cem>More than a third of parents have learned something technical from their child.\u003c/em>\u003c/li>\n\u003cli>\u003cem>Most believe that video games help children foster skills that are important to their academic achievement.\u003c/em>\u003c/li>\n\u003cli>\u003cem>57% recognize that digital media presents ways for children to converse and connect with friends and family.\u003c/em>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem>Those are just some of the positive perspectives from the report. But it's a lot more nuanced than that. Here's more about the study.\u003c/em>\u003c/p>\n\u003ch5>By \u003cstrong>Eleanor Yang Su,\u003c/strong> \u003ca href=\"http://californiawatch.org/dailyreport/perceptions-mixed-kids-use-digital-media-13305\" target=\"_blank\">California Watch\u003c/a>\u003cstrong>\u003c/strong>\u003c/h5>\n\u003cp>A majority of American parents say they are concerned that digital media is interfering with childhood development. Yet most do not think their own children spend too much time with electronic devices.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>That’s according to a recent \u003ca href=\"http://www.joanganzcooneycenter.org/upload_kits/jgcc_familiesmatter.pdf\" target=\"_blank\">report [PDF]\u003c/a> by the \u003ca href=\"http://www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center\u003c/a> at Sesame Workshop. The nonprofit research lab analyzed surveys of 810 parents with children ages 3 through 10 and reported some seemingly paradoxical findings:\u003c/p>\n\u003cul>\n\u003cli>About 59 percent of parents say their children’s digital media use prevents them from getting physical exercise.\u003c/li>\n\u003cli>More than half (53 percent) say the media use can pose a threat for online safety and privacy.\u003c/li>\n\u003cli>About 40 percent of parents say digital media infringes on time their children would otherwise spend in face-to-face interactions.\u003c/li>\n\u003cli>Only 18 percent of parents believe their own children spend too much time with digital media.\u003c/li>\n\u003c/ul>\n\u003caside class=\"pullquote alignleft\">“If kids start using computers before they get to school, they’ll be at an academic advantage because they’ll be more comfortable with the tool.”\u003c/aside>\n\u003cp>Why the apparent contradiction? Researchers say it’s likely because the nature of digital devices today is more private and portable. Parents may not be aware of just how much time their little ones are spending in their rooms, using social networks or playing video games.\u003c/p>\n\u003cp>Some childhood experts said the findings are not surprising, considering earlier reports on media use. Children ages 8 to 18 are spending an average of 7½ hours a day with digital media, including\u003c!--more-->TV, computers and video games, according to a \u003ca href=\"http://www.kff.org/entmedia/mh012010pkg.cfm\" target=\"_blank\">study\u003c/a> released last year by the Kaiser Family Foundation.\u003c/p>\n\u003cp>Parents need to consider what sort of activities their children are missing out on when they spend so much time with electronics, said Peter Mangione, co-director of the Center for Child & Family Studies at WestEd. The San Francisco-based nonprofit provides research, development and services to improve learning outcomes.\u003c/p>\n\u003cp>“I would not want a child spending half their free time on digital media,” Mangione said. “When they’re in the middle of the childhood period – age 7 through 10 – they’re meant to be engaged: talking with people face to face, working in groups, collaborating, learning how to regulate behavior. Those are the things that have an impact on how well the child will function later on.”\u003c/p>\n\u003cp>While many groups have blamed digital media for hindering family relationships and infringing on children’s physical activities, the Cooney Center researchers are cautiously optimistic about its potential to educate.\u003c/p>\n\u003cp>“It’s a digital world, so at some point, kids are going to use digital media, whether by choice or not,” said Lori Takeuchi, author of the Cooney Center report. “If kids start using computers before they get to school, they’ll be at an academic advantage because they’ll be more comfortable with the tool.”\u003c/p>\n\u003cp>Takeuchi added that social media can help expose children to other cultures and viewpoints.\u003c/p>\n\u003cp>“It gives kids this idea that they can communicate with the world outside their home,” she said. “So you can raise them to care about the planet and world issues.”\u003c/p>\n\u003cp>But, she said, that potential will be realized only once television producers, video game makers and other media producers create better-quality educational programs.\u003c/p>\n\u003cp>Unlike movies and TV shows with broader appeal, many video games tend to target just children or adults. There is an optimal period, around the time when children are 6 or 7, when they want to engage in games with their parents and could stand to learn something, Takeuchi said.\u003c/p>\n\u003cp>In the report, she made recommendations to those in the industry to innovate and create new programs and applications that would give children a chance to use their digital media to socialize, exercise and play with others.\u003c/p>\n\u003cp>As for her advice for parents, Takeuchi suggests that they make screen time into family time by watching TV or playing video games with their kids. That would help inform parents about how much digital media their kids are consuming and make it a more enriching experience.\u003c/p>\n\u003cp>“Research has found that kids learn a lot more when a parent is watching TV with their child and is there to explain what’s going on,” Takeuchi said. “Parents can be open-minded and seek out information about the potential of using digital media for learning.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Eleanor Yang Su is a contributor for \u003ca href=\"http://www.californiawatch.org\">California Watch\u003c/a>, the state’s largest investigative reporting team and part of the Center for Investigative Reporting. Learn more at www.californiawatch.org\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/mixed-perceptions-about-kids-using-digital-media/jac-2/\" rel=\"attachment wp-att-16524\">\u003cimg class=\"alignleft size-medium wp-image-16524\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Jac1-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\u003c/p>\n\u003cp>\u003cem>The subject of kids and media -- how much they consume, what's \"good\" for them, what parents' role should be -- is a broad and complicated topic. New studies are continually released with a wide range of advice and information.\u003c/em>\u003c/p>\n\u003cp>\u003cem>The \u003ca href=\"http://www.joanganzcooneycenter.org/\" target=\"_blank\">Joan Ganz Cooney Center \u003c/a>is a great resource of illuminating research, and recently completed a comprehensive report called \u003ca href=\"http://www.joanganzcooneycenter.org/Reports-29.html\" target=\"_blank\">Family Matters: Designing Media for a Digital Age\u003c/a>. The report is packed full of interesting (and sometimes counter-intuitive) information, including \u003ca href=\"http://www.huffingtonpost.com/michael-levine/headsup-media-producers-f_b_871744.html\" target=\"_blank\">the following\u003c/a>:\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cem>More than a third of parents have learned something technical from their child.\u003c/em>\u003c/li>\n\u003cli>\u003cem>Most believe that video games help children foster skills that are important to their academic achievement.\u003c/em>\u003c/li>\n\u003cli>\u003cem>57% recognize that digital media presents ways for children to converse and connect with friends and family.\u003c/em>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem>Those are just some of the positive perspectives from the report. But it's a lot more nuanced than that. Here's more about the study.\u003c/em>\u003c/p>\n\u003ch5>By \u003cstrong>Eleanor Yang Su,\u003c/strong> \u003ca href=\"http://californiawatch.org/dailyreport/perceptions-mixed-kids-use-digital-media-13305\" target=\"_blank\">California Watch\u003c/a>\u003cstrong>\u003c/strong>\u003c/h5>\n\u003cp>A majority of American parents say they are concerned that digital media is interfering with childhood development. Yet most do not think their own children spend too much time with electronic devices.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That’s according to a recent \u003ca href=\"http://www.joanganzcooneycenter.org/upload_kits/jgcc_familiesmatter.pdf\" target=\"_blank\">report [PDF]\u003c/a> by the \u003ca href=\"http://www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center\u003c/a> at Sesame Workshop. The nonprofit research lab analyzed surveys of 810 parents with children ages 3 through 10 and reported some seemingly paradoxical findings:\u003c/p>\n\u003cul>\n\u003cli>About 59 percent of parents say their children’s digital media use prevents them from getting physical exercise.\u003c/li>\n\u003cli>More than half (53 percent) say the media use can pose a threat for online safety and privacy.\u003c/li>\n\u003cli>About 40 percent of parents say digital media infringes on time their children would otherwise spend in face-to-face interactions.\u003c/li>\n\u003cli>Only 18 percent of parents believe their own children spend too much time with digital media.\u003c/li>\n\u003c/ul>\n\u003caside class=\"pullquote alignleft\">“If kids start using computers before they get to school, they’ll be at an academic advantage because they’ll be more comfortable with the tool.”\u003c/aside>\n\u003cp>Why the apparent contradiction? Researchers say it’s likely because the nature of digital devices today is more private and portable. Parents may not be aware of just how much time their little ones are spending in their rooms, using social networks or playing video games.\u003c/p>\n\u003cp>Some childhood experts said the findings are not surprising, considering earlier reports on media use. Children ages 8 to 18 are spending an average of 7½ hours a day with digital media, including\u003c!--more-->TV, computers and video games, according to a \u003ca href=\"http://www.kff.org/entmedia/mh012010pkg.cfm\" target=\"_blank\">study\u003c/a> released last year by the Kaiser Family Foundation.\u003c/p>\n\u003cp>Parents need to consider what sort of activities their children are missing out on when they spend so much time with electronics, said Peter Mangione, co-director of the Center for Child & Family Studies at WestEd. The San Francisco-based nonprofit provides research, development and services to improve learning outcomes.\u003c/p>\n\u003cp>“I would not want a child spending half their free time on digital media,” Mangione said. “When they’re in the middle of the childhood period – age 7 through 10 – they’re meant to be engaged: talking with people face to face, working in groups, collaborating, learning how to regulate behavior. Those are the things that have an impact on how well the child will function later on.”\u003c/p>\n\u003cp>While many groups have blamed digital media for hindering family relationships and infringing on children’s physical activities, the Cooney Center researchers are cautiously optimistic about its potential to educate.\u003c/p>\n\u003cp>“It’s a digital world, so at some point, kids are going to use digital media, whether by choice or not,” said Lori Takeuchi, author of the Cooney Center report. “If kids start using computers before they get to school, they’ll be at an academic advantage because they’ll be more comfortable with the tool.”\u003c/p>\n\u003cp>Takeuchi added that social media can help expose children to other cultures and viewpoints.\u003c/p>\n\u003cp>“It gives kids this idea that they can communicate with the world outside their home,” she said. “So you can raise them to care about the planet and world issues.”\u003c/p>\n\u003cp>But, she said, that potential will be realized only once television producers, video game makers and other media producers create better-quality educational programs.\u003c/p>\n\u003cp>Unlike movies and TV shows with broader appeal, many video games tend to target just children or adults. There is an optimal period, around the time when children are 6 or 7, when they want to engage in games with their parents and could stand to learn something, Takeuchi said.\u003c/p>\n\u003cp>In the report, she made recommendations to those in the industry to innovate and create new programs and applications that would give children a chance to use their digital media to socialize, exercise and play with others.\u003c/p>\n\u003cp>As for her advice for parents, Takeuchi suggests that they make screen time into family time by watching TV or playing video games with their kids. That would help inform parents about how much digital media their kids are consuming and make it a more enriching experience.\u003c/p>\n\u003cp>“Research has found that kids learn a lot more when a parent is watching TV with their child and is there to explain what’s going on,” Takeuchi said. “Parents can be open-minded and seek out information about the potential of using digital media for learning.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Eleanor Yang Su is a contributor for \u003ca href=\"http://www.californiawatch.org\">California Watch\u003c/a>, the state’s largest investigative reporting team and part of the Center for Investigative Reporting. Learn more at www.californiawatch.org\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>Continuing our monthly \u003ca href=\"http://ww2.kqed.org/mindshift/feature/educational-apps/\">Educational Apps\u003c/a> series, here are some of the new iOS, Android, and Web-based educational apps that caught our eye this month:\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>THE WORMWORLD SAGA\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://wormworldsaga.com\">\u003cimg class=\"alignleft size-medium wp-image-16502\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/trapped-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003c/a>\u003ca href=\"http://www.wormworldsaga.com/\">The Wormworld Saga\u003c/a> is an online graphic novel about Jonas Berg, a young boy who enters an alternative fantasy world through a magical painting. Author and artist Dan Lieske held a successful \u003ca href=\"http://kickstarter.com\">Kickstarter\u003c/a> campaign to fund the graphic novel's creation, and the response was \u003ca href=\"http://www.kickstarter.com/projects/daniellieske/the-wormworld-saga-app\">overwhelming\u003c/a> -- almost doubling Lieske's original funding request and enabling him to focus fulltime on the project. The Wormworld Saga has been available on the Web for a while, but it entered the iTunes store (\u003ca href=\"http://itunes.apple.com/us/app/the-wormworld-saga/id453680677?mt=8\">link\u003c/a>) this month with an iPad app that's perfect for its vision of a continuous-scrolling story. (iOS, free with in-app purchases for additional chapters)\u003c/p>\n\u003cp>\u003cstrong>KILL MATH\u003c/strong>\u003c/p>\n\u003cp>Bret Victor has collected his ideas about making math more meaningful to learners and designed \u003ca href=\"http://worrydream.com/KillMath/\">Kill Math\u003c/a> around the idea. \"We are no longer constrained by pencil and paper,\" he writes. \"The symbolic shuffle should no longer be taken for granted as the fundamental mechanism for understanding quantity and change. Math needs a new interface.\" In thinking what this new \u003c!--more-->interface might entail, Kill Math offers a number of projects and ideas, including a \u003ca href=\"http://worrydream.com/ScrubbingCalculator\">Scrubbing Calculator\u003c/a> and an \u003ca href=\"http://worrydream.com/LadderOfAbstraction\">interactive essay\u003c/a> about using visualizations. (Web, free)\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>SCRIBBLENAUTS\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/great-new-apps-for-music-middle-school-math-and-more/scribblenaut/\" rel=\"attachment wp-att-16508\">\u003cimg class=\"alignright size-medium wp-image-16508\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/scribblenaut-300x199.png\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003ca href=\"http://games.kidswb.com/official-site/scribblenauts/\">Scribblenauts\u003c/a> isn't a new game, but it's new to iPhone and iPad this month. Scribblenauts was originally created for Nintendo DS and received a lot of praise for its open-ended gaming. The game is rather unique insofar as it lets players create almost any item they can think of in order to help the main character, Maxwell, complete the various challenges. \u003ca href=\"http://itunes.apple.com/us/app/scribblenauts-remix/id444844790?mt=8\">link\u003c/a> (iOS, $4.99)\u003c/p>\n\u003cp>\u003cstrong>INSTINCT\u003c/strong>\u003c/p>\n\u003cp>Still in private beta, \u003ca href=\"http://getinstinct.com/\">Instinct\u003c/a> offers a Web-based tool for learning how to play the guitar. The Web site shows you how to play a piece of music -- with visual instructions on fingering, strings and the fretboard, you follow along on your own instrument, and the app uses your computer's microphone to help give you instant feedback. (Web, beta)\u003c/p>\n\u003cp>\u003cstrong>CODIFY\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://twolivesleft.com/Codify/\">\u003cimg class=\"alignleft size-full wp-image-16504\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/codify.jpg\" alt=\"\" width=\"262\" height=\"350\">\u003c/a>Remember the argument when the iPad was first released that it was just a tool for consumption and not creation? Here's more proof that that argument was wrong: \u003ca href=\"http://twolivesleft.com/Codify/\">Codify\u003c/a>. The new app lets you write software and build games and simulations on your iPad. The app uses the Lua programming language and takes advantage of the tablet's multitouch screen to help you easily edit your code. \u003ca href=\"http://itunes.apple.com/us/app/codify/id439571171?mt=8\">link\u003c/a> (iOS, $7.99)\u003c/p>\n\u003cp>\u003cstrong>MIDDLE SCHOOL CONFIDENTIAL\u003c/strong>\u003c/p>\n\u003cp>The popular series \u003ca href=\"http://www.middleschoolconfidential.com/\">Middle School Confidential\u003c/a> has released an app, bringing a book about character-building and self-confidence to iOS and to the Nook Color (\u003ca href=\"http://itunes.apple.com/us/app/be-confident-in-who-you-are/id428588931?mt=8\">link\u003c/a>). As with other titles in the series, the book provides advice for common middle school issues, made accessible via its graphic novel format. ($2.99, iOS and Nook)\u003c/p>\n\u003cp>\u003cstrong>MINDNODE\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://mindnode.com\">MindNode\u003c/a> allows users to organize their ideas via mindmaps (\u003ca href=\"http://itunes.apple.com/us/app/mindnode/id312220102?mt=8\">link\u003c/a>). The app allows users to brainstorm, plan, and research. There are also Mac versions of the app should you want to share the files between your mobile device and laptop, but the touchscreen of the iPhone or iPad are well-suited for pulling out and scrolling to different \"nodes.\" (iOS, $9.99)\u003c/p>\n\u003cp>\u003cstrong>GEOLOQI\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://geoloqi.com\">\u003cimg class=\"alignright size-full wp-image-16506\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/geoloqi_wikipedia.jpg\" alt=\"\" width=\"210\" height=\"350\">\u003c/a>The location-based platform \u003ca href=\"https://geoloqi.com/\">Geoloqi\u003c/a> added an incredibly cool new feature this month to its mobile app (\u003ca href=\"http://itunes.apple.com/us/app/geoloqi/id415603875?mt=8\">link\u003c/a>): \u003ca href=\"https://geoloqi.com/blog/2011/10/bring-wikipedia-to-life-with-geoloqi-real-time-content-based-on-your-location/\">a Wikipedia layer\u003c/a>. You can now turn on a feature with the app so that you get push notifications, based on content from Wikipedia articles, when you're in certain areas. This isn't just information of the \"across the street is a good restaurant\" sort, but rather historical and contextual information for the places you visit. (iOS, free)\u003c/p>\n\u003cp>\u003cstrong>VOICETHREAD\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://voicethread.com\">VoiceThread\u003c/a> is a popular Web-based tool that allows you to build collaborative presentations with text, images, videos, and yes, voice. The company has just released an iPhone app that makes it easier to snap photos for VoiceThreads with your camera, to narrate or annotate slides, and to share them with others. (\u003ca href=\"http://itunes.apple.com/us/app/voicethread/id465159110?mt=8\">link\u003c/a>) (iOS, free with in-app purchases)\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Continuing our monthly \u003ca href=\"http://ww2.kqed.org/mindshift/feature/educational-apps/\">Educational Apps\u003c/a> series, here are some of the new iOS, Android, and Web-based educational apps that caught our eye this month:\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>THE WORMWORLD SAGA\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://wormworldsaga.com\">\u003cimg class=\"alignleft size-medium wp-image-16502\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/trapped-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003c/a>\u003ca href=\"http://www.wormworldsaga.com/\">The Wormworld Saga\u003c/a> is an online graphic novel about Jonas Berg, a young boy who enters an alternative fantasy world through a magical painting. Author and artist Dan Lieske held a successful \u003ca href=\"http://kickstarter.com\">Kickstarter\u003c/a> campaign to fund the graphic novel's creation, and the response was \u003ca href=\"http://www.kickstarter.com/projects/daniellieske/the-wormworld-saga-app\">overwhelming\u003c/a> -- almost doubling Lieske's original funding request and enabling him to focus fulltime on the project. The Wormworld Saga has been available on the Web for a while, but it entered the iTunes store (\u003ca href=\"http://itunes.apple.com/us/app/the-wormworld-saga/id453680677?mt=8\">link\u003c/a>) this month with an iPad app that's perfect for its vision of a continuous-scrolling story. (iOS, free with in-app purchases for additional chapters)\u003c/p>\n\u003cp>\u003cstrong>KILL MATH\u003c/strong>\u003c/p>\n\u003cp>Bret Victor has collected his ideas about making math more meaningful to learners and designed \u003ca href=\"http://worrydream.com/KillMath/\">Kill Math\u003c/a> around the idea. \"We are no longer constrained by pencil and paper,\" he writes. \"The symbolic shuffle should no longer be taken for granted as the fundamental mechanism for understanding quantity and change. Math needs a new interface.\" In thinking what this new \u003c!--more-->interface might entail, Kill Math offers a number of projects and ideas, including a \u003ca href=\"http://worrydream.com/ScrubbingCalculator\">Scrubbing Calculator\u003c/a> and an \u003ca href=\"http://worrydream.com/LadderOfAbstraction\">interactive essay\u003c/a> about using visualizations. (Web, free)\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>SCRIBBLENAUTS\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/great-new-apps-for-music-middle-school-math-and-more/scribblenaut/\" rel=\"attachment wp-att-16508\">\u003cimg class=\"alignright size-medium wp-image-16508\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/scribblenaut-300x199.png\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003ca href=\"http://games.kidswb.com/official-site/scribblenauts/\">Scribblenauts\u003c/a> isn't a new game, but it's new to iPhone and iPad this month. Scribblenauts was originally created for Nintendo DS and received a lot of praise for its open-ended gaming. The game is rather unique insofar as it lets players create almost any item they can think of in order to help the main character, Maxwell, complete the various challenges. \u003ca href=\"http://itunes.apple.com/us/app/scribblenauts-remix/id444844790?mt=8\">link\u003c/a> (iOS, $4.99)\u003c/p>\n\u003cp>\u003cstrong>INSTINCT\u003c/strong>\u003c/p>\n\u003cp>Still in private beta, \u003ca href=\"http://getinstinct.com/\">Instinct\u003c/a> offers a Web-based tool for learning how to play the guitar. The Web site shows you how to play a piece of music -- with visual instructions on fingering, strings and the fretboard, you follow along on your own instrument, and the app uses your computer's microphone to help give you instant feedback. (Web, beta)\u003c/p>\n\u003cp>\u003cstrong>CODIFY\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://twolivesleft.com/Codify/\">\u003cimg class=\"alignleft size-full wp-image-16504\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/codify.jpg\" alt=\"\" width=\"262\" height=\"350\">\u003c/a>Remember the argument when the iPad was first released that it was just a tool for consumption and not creation? Here's more proof that that argument was wrong: \u003ca href=\"http://twolivesleft.com/Codify/\">Codify\u003c/a>. The new app lets you write software and build games and simulations on your iPad. The app uses the Lua programming language and takes advantage of the tablet's multitouch screen to help you easily edit your code. \u003ca href=\"http://itunes.apple.com/us/app/codify/id439571171?mt=8\">link\u003c/a> (iOS, $7.99)\u003c/p>\n\u003cp>\u003cstrong>MIDDLE SCHOOL CONFIDENTIAL\u003c/strong>\u003c/p>\n\u003cp>The popular series \u003ca href=\"http://www.middleschoolconfidential.com/\">Middle School Confidential\u003c/a> has released an app, bringing a book about character-building and self-confidence to iOS and to the Nook Color (\u003ca href=\"http://itunes.apple.com/us/app/be-confident-in-who-you-are/id428588931?mt=8\">link\u003c/a>). As with other titles in the series, the book provides advice for common middle school issues, made accessible via its graphic novel format. ($2.99, iOS and Nook)\u003c/p>\n\u003cp>\u003cstrong>MINDNODE\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://mindnode.com\">MindNode\u003c/a> allows users to organize their ideas via mindmaps (\u003ca href=\"http://itunes.apple.com/us/app/mindnode/id312220102?mt=8\">link\u003c/a>). The app allows users to brainstorm, plan, and research. There are also Mac versions of the app should you want to share the files between your mobile device and laptop, but the touchscreen of the iPhone or iPad are well-suited for pulling out and scrolling to different \"nodes.\" (iOS, $9.99)\u003c/p>\n\u003cp>\u003cstrong>GEOLOQI\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://geoloqi.com\">\u003cimg class=\"alignright size-full wp-image-16506\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/geoloqi_wikipedia.jpg\" alt=\"\" width=\"210\" height=\"350\">\u003c/a>The location-based platform \u003ca href=\"https://geoloqi.com/\">Geoloqi\u003c/a> added an incredibly cool new feature this month to its mobile app (\u003ca href=\"http://itunes.apple.com/us/app/geoloqi/id415603875?mt=8\">link\u003c/a>): \u003ca href=\"https://geoloqi.com/blog/2011/10/bring-wikipedia-to-life-with-geoloqi-real-time-content-based-on-your-location/\">a Wikipedia layer\u003c/a>. You can now turn on a feature with the app so that you get push notifications, based on content from Wikipedia articles, when you're in certain areas. This isn't just information of the \"across the street is a good restaurant\" sort, but rather historical and contextual information for the places you visit. (iOS, free)\u003c/p>\n\u003cp>\u003cstrong>VOICETHREAD\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://voicethread.com\">VoiceThread\u003c/a> is a popular Web-based tool that allows you to build collaborative presentations with text, images, videos, and yes, voice. The company has just released an iPhone app that makes it easier to snap photos for VoiceThreads with your camera, to narrate or annotate slides, and to share them with others. (\u003ca href=\"http://itunes.apple.com/us/app/voicethread/id465159110?mt=8\">link\u003c/a>) (iOS, free with in-app purchases)\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://littlebits.cc/about\">\u003cimg class=\"alignleft size-full wp-image-16472\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/littlebits.jpg\" alt=\"\" width=\"300\" height=\"167\">\u003c/a>For those looking to tinker with electronics, add buzzers, lights or sensors to an object, or teach kids (or themselves) the basics of circuitry, programming, and micro-controllers, it's not as hard as you might think.\u003c/p>\n\u003cp>There are a number of kits available that make such projects relatively easy and accessible. \u003ca href=\"http://www.arduino.cc/\">Arduino\u003c/a>, for example, offers a fairly simple hardware and software platform for people to get started.\u003c/p>\n\u003cp>But even with the simplicity of Arduino, there's still a rather huge barrier to entry when it comes to working with hardware and software at this level -- particularly for those with no engineering\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"[This is] to enable people with little expertise in the field to be able to speak the language.\"\u003c/aside>\n\u003cp>background. Despite the openness of platforms like Arduino, the idea of wiring, soldering, and programming can be overwhelming.\u003c/p>\n\u003cp>As the electronics we use in our daily lives get more complicated, this turning away -- in frustration, ignorance, or fear -- is increasingly troublesome. We rely more on the very devices that are becoming like \"black boxes\": impenetrable. We don't understand what goes on \"under the hood\" \u003c!--more-->of many of the objects that are most important to our lives (our cars, our smartphones).\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As an antidote, the \u003ca href=\"http://radar.oreilly.com/2008/01/maker-movement-gaining-recogni.html\">Maker Movement\u003c/a> -- led by the people behind the \u003ca href=\"http://makerfaire.com\">Maker Faire\u003c/a> -- and its call for hands-on experimentation is working to encourage the general public to start making things by hand, as are platforms like Arduino.\u003c/p>\n\u003cp>A newcomer to the movement is \u003ca href=\"http://littlebits.cc/\">littleBits\u003c/a>, a library of pre-assembled circuit boards that snap together with tiny magnets. There's no soldering, no wiring and no programming required. The circuit boards in a littleBits kit have unique functions -- a power component, a pressure sensor, a button, for example -- that can simply be snapped together.\u003c/p>\n\u003cp>Founder Ayah Bdeir, who's just been named a \u003ca href=\"http://blog.ted.com/2011/10/25/meet-the-ted2012-fellows/\">2012 TED Fellow\u003c/a>, told me that she wanted to break down some of the concepts behind building electronics -- things like electricity and interaction -- and instead focus on a \"simple, playful building box.\" She said that she wanted littleBits to be able to \"enable people with little expertise in the field to be able to speak the language.\"\u003c/p>\n\u003cp>An artist and an engineer, Bdeir worked on a similar project to littleBits during her tenure at \u003ca href=\"media.mit.edu\">MIT Media Lab\u003c/a> but realized after working with other artists and designers with no experience in electronics but with a desire to build complex electronic installations that these people didn't want to learn about schematics. They just wanted to \"make it work.\"\u003c/p>\n\u003cp>But with an easy way to make these sorts of projects work, littleBits also provides a great on-ramp for people who might otherwise be too intimidated to learn more about tinkering. And by creating such simple and easy-to-use tools, littleBits may be empowering a whole new group of people to realize that they can actually make, build, and use these tools in their creative endeavors.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>It's much like using Popsicle sticks and pipe cleaners to teach kids how to build on a small, easy scale. Except these little magnetic circuits fast-forward building to the 21st century.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://littlebits.cc/about\">\u003cimg class=\"alignleft size-full wp-image-16472\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/littlebits.jpg\" alt=\"\" width=\"300\" height=\"167\">\u003c/a>For those looking to tinker with electronics, add buzzers, lights or sensors to an object, or teach kids (or themselves) the basics of circuitry, programming, and micro-controllers, it's not as hard as you might think.\u003c/p>\n\u003cp>There are a number of kits available that make such projects relatively easy and accessible. \u003ca href=\"http://www.arduino.cc/\">Arduino\u003c/a>, for example, offers a fairly simple hardware and software platform for people to get started.\u003c/p>\n\u003cp>But even with the simplicity of Arduino, there's still a rather huge barrier to entry when it comes to working with hardware and software at this level -- particularly for those with no engineering\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"[This is] to enable people with little expertise in the field to be able to speak the language.\"\u003c/aside>\n\u003cp>background. Despite the openness of platforms like Arduino, the idea of wiring, soldering, and programming can be overwhelming.\u003c/p>\n\u003cp>As the electronics we use in our daily lives get more complicated, this turning away -- in frustration, ignorance, or fear -- is increasingly troublesome. We rely more on the very devices that are becoming like \"black boxes\": impenetrable. We don't understand what goes on \"under the hood\" \u003c!--more-->of many of the objects that are most important to our lives (our cars, our smartphones).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As an antidote, the \u003ca href=\"http://radar.oreilly.com/2008/01/maker-movement-gaining-recogni.html\">Maker Movement\u003c/a> -- led by the people behind the \u003ca href=\"http://makerfaire.com\">Maker Faire\u003c/a> -- and its call for hands-on experimentation is working to encourage the general public to start making things by hand, as are platforms like Arduino.\u003c/p>\n\u003cp>A newcomer to the movement is \u003ca href=\"http://littlebits.cc/\">littleBits\u003c/a>, a library of pre-assembled circuit boards that snap together with tiny magnets. There's no soldering, no wiring and no programming required. The circuit boards in a littleBits kit have unique functions -- a power component, a pressure sensor, a button, for example -- that can simply be snapped together.\u003c/p>\n\u003cp>Founder Ayah Bdeir, who's just been named a \u003ca href=\"http://blog.ted.com/2011/10/25/meet-the-ted2012-fellows/\">2012 TED Fellow\u003c/a>, told me that she wanted to break down some of the concepts behind building electronics -- things like electricity and interaction -- and instead focus on a \"simple, playful building box.\" She said that she wanted littleBits to be able to \"enable people with little expertise in the field to be able to speak the language.\"\u003c/p>\n\u003cp>An artist and an engineer, Bdeir worked on a similar project to littleBits during her tenure at \u003ca href=\"media.mit.edu\">MIT Media Lab\u003c/a> but realized after working with other artists and designers with no experience in electronics but with a desire to build complex electronic installations that these people didn't want to learn about schematics. They just wanted to \"make it work.\"\u003c/p>\n\u003cp>But with an easy way to make these sorts of projects work, littleBits also provides a great on-ramp for people who might otherwise be too intimidated to learn more about tinkering. And by creating such simple and easy-to-use tools, littleBits may be empowering a whole new group of people to realize that they can actually make, build, and use these tools in their creative endeavors.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>It's much like using Popsicle sticks and pipe cleaners to teach kids how to build on a small, easy scale. Except these little magnetic circuits fast-forward building to the 21st century.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "5 Reasons E-Books Are Awesome - Even for the Most Reluctant",
"title": "5 Reasons E-Books Are Awesome - Even for the Most Reluctant",
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"content": "\u003cfigure id=\"attachment_16476\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/tapiolankirjasto/4501562959/sizes/z/in/photostream/\">\u003cimg class=\"size-medium wp-image-16476\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/4501562959_07311317d0_z-300x269.jpg\" alt=\"\" width=\"300\" height=\"269\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Print books will always have a place in our lives, but e-books can come in handy, too.\u003c/figcaption>\u003c/figure>\n\u003ch5>By \u003ca href=\"http://www.pbs.org/mediashift/jenny-shank/\">Jenny Shank\u003c/a>\u003c/h5>\n\u003cp>When Amazon first introduced the Kindle in 2007, I had no desire to own one. I was happy with regular papery books. When the iPad went on sale in 2010, it was harder for me to resist.\u003c/p>\n\u003cp>I've been using Macs, and Macs only, since I was a 6-year-old trying to ford a river in the game \u003ca href=\"http://en.wikipedia.org/wiki/The_Oregon_Trail_%28video_game%29\">Oregon Trail\u003c/a> on my school's Apple II. I bought an iPad within a few months of its release, and I find it as loveable and gee-whiz-cool as every other Apple product has been. Still, old habits die hard. When I hit the couch at the end of the day to read, it's usually with an old-fashioned book.\u003c/p>\n\u003cp>E-books have nothing on regular books for reading in the bathtub, in the rain while you're pushing your kid on the playground swing, and with your toddler in the rocking chair so he can learn to use his chubby fingers to turn the page, not to mention enjoy books with pop-ups, cut-outs, and other surprises. Regular books autographed by a favorite author make a perfect souvenir of an enjoyable\u003c/p>\n\u003caside class=\"pullquote alignleft\">There are some books that I maybe don't need to own a printed copy of.\u003c/aside>\n\u003cp>night out at the bookstore. I write all over my books, make notes in the margins, and star and underline things. Ideas for my own writing come to me while I'm reading, and I scrawl these in the back blank pages of novels. Still, I have to admit that e-books are better than paper books in some situations. Here are five reasons I've switched to e-books, some of the time:\u003c/p>\n\u003cp>\u003cstrong>1. E-BOOKS ARE HELPFUL TO PARENTS. \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Becoming a parent did not decrease my desire to read, but it did reduce the amount of time available for reading. I have to be creative about sneaking in reading, and the iPad has helped on several occasions. For example, on a recent vacation, my husband and two kids and I were staying together in one hotel room, and the only way to get the kids to go to bed at a reasonable hour was \u003c!--more-->to turn all the lights out at nine, leaving us all in the dark. I happily spent the time reading on the iPad, whose subtle glow didn't bother the kids. I've tried reading with regular books and book lights or flashlights in similar situations in the past, but the lights never illuminate the book well enough, and I'm always dropping, losing or breaking them. Plus, the sensation of whooshing the page away with a swipe of a finger across the iPad is great fun, and it's silent, a bonus when the kids are asleep.\u003c/p>\n\u003cp>My friend Jennifer Sullivan, who is a mother of twins, tells me that there's only one way for a book-loving mom to cope with endless bouts of nursing two kids at once -- reading on a Kindle. It has only one button to press, so it works better than turning pages when your arms are full.\u003c/p>\n\u003cp>\u003cstrong>2. IT'S EASIER TO SEARCH AN E-BOOK.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>I've been a book reviewer for a number of newspapers and websites for more than a decade, and I always use lots of quotes from the book. Sometimes I can't find the quote I want, no matter how many times I flip through the review copy, looking for that pencil mark I made. But if I can remember even a word or two from the quote, I can find the passage instantly in an e-book or through Amazon's \"Search Inside This Book\" feature.\u003c/p>\n\u003cp>My husband has been trying to read my novel on his iPad, but he's making slow progress because he says it's too long and there are too many characters. (He's a minimalist; I'm a maximalist: There you have it.) Whenever he comes across a character name that he can't remember, he searches for the first time the character was introduced to refresh his memory.\u003c/p>\n\u003cp>\u003cstrong>3. SOME APPS ARE IRRESISTIBLE\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Usually the only magic I want from a book is the kind I conjure in my own mind when I am transported by an incredible story. But some designers are coming up with fascinating reading apps. My favorite is the \u003ca href=\"http://itunes.apple.com/us/app/the-new-yorker-magazine/id370614765?mt=8\">The New Yorker app\u003c/a> for the iPad, which comes free with a magazine subscription. On the iPad, I enjoy reading those front parts of The New Yorker that appear in please-don't-read-me small print in the magazine. I don't feel guilty when I skip parts, which for some reason I do with the magazine. (Is this a Catholic thing?) When you come to a cartoon in the app, you can go ahead and gorge on all the cartoons in a row first, which is what I like to do with the magazine anyway. Also, seeing The New Yorker issues that I haven't read yet arrayed on the iPad does not induce the flurry of panic, shame, and existential dread that seeing the decaying pile of printed New Yorkers in the corner of my living room does. I try not to visit that corner.\u003c/p>\n\u003cp>\u003cstrong>4. IT'S EASIER TO FIND FOREIGN-LANGUAGE BOOKS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>My husband has been raising our kids to speak French, his mother language, and one of the challenges of this is finding plenty of books and DVDs for them to enjoy. We have a sizable collection, but still, the kids get bored. Often my daughter would rather read the new books in English that we checked out from the library than the same old books in French. There are lots of Spanish language materials available here in Colorado, but for any other language, it's tricky. The library only has a few dozen books in French that we've checked out so often the kids have them memorized. Ordering books from France is expensive, and carting them home after we visit family there is difficult.\u003c/p>\n\u003cp>Recently, my husband discovered a trove of children's story e-books in French from GoodBye Paper Éditions. They are fun, interactive stories that include games, so my daughter doesn't drag her feet anymore when it's French story time. (Our favorite: \"Marcel, le cochon qui avait peur de se salir\" -- that's, \"Marcel, the Pig Afraid of Getting Himself Dirty.\")\u003c/p>\n\u003cp>\u003cstrong>5. EASIER TO KEEP NEAT\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-16479\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/desk2-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\n\u003cp class=\"wp-media-credit\">Jenny Shank\u003c/p>\n\u003c/div>\n\u003cp>I've been using these books you see piled around my computer to write book reviews, research author interviews and an anthology I'm helping with, and study for the writing class I teach. I can tell by the publication dates of the lower strata that some of these books have been on my desk since February. I need to move them somewhere -- but there is no remaining bookshelf space. I need to buy a new bookshelf, which I've learned over the years only inevitably leads me to buying another bookshelf.\u003c/p>\n\u003cp>When former Apple CEO Steve Jobs died, my husband showed me a photo of Jobs in his 20s, sitting in a room furnished only with a lamp, a stereo, and a cup of tea. \"This is how we should live,\" my husband said.\u003c/p>\n\u003cp>In my case, it would have to be the lamp, the tea, the stereo, and a couple thousand books. I love books. I will never stop bringing them into the house, but yeah, there are some books that I maybe don't need to own a printed copy of.\u003c/p>\n\u003cp>\u003cem>Jenny Shank is the author of the novel \"The Ringer\" (The Permanent Press, 2011). The Ringer was a finalist for the \u003ca href=\"http://bit.ly/mRhXT4\">Reading the West Book Awards\u003c/a>, sponsored by the Mountains & Plains Independent Booksellers Association, and is a Tattered Cover Book Store \u003ca href=\"http://www.tatteredcover.com/summer-reading-list-2011\">Summer Reading 2011\u003c/a> selection. \u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/5-reasons-e-books-are-awesome-even-for-the-most-reluctant/pbs-mediashift-logo-final-8/\" rel=\"attachment wp-att-16478\">\u003cimg class=\"alignleft size-thumbnail wp-image-16478\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/pbs-mediashift-logo-final2-140x140.jpg\" alt=\"\" width=\"55\" height=\"55\">\u003c/a>\u003cem>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>\u003cem> Read more in the \u003ca href=\"http://www.pbs.org/mediashift/2011/08/special-series-kids-media214.html\">Kids & Media series\u003c/a> on MediaShift.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_16476\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/tapiolankirjasto/4501562959/sizes/z/in/photostream/\">\u003cimg class=\"size-medium wp-image-16476\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/4501562959_07311317d0_z-300x269.jpg\" alt=\"\" width=\"300\" height=\"269\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Print books will always have a place in our lives, but e-books can come in handy, too.\u003c/figcaption>\u003c/figure>\n\u003ch5>By \u003ca href=\"http://www.pbs.org/mediashift/jenny-shank/\">Jenny Shank\u003c/a>\u003c/h5>\n\u003cp>When Amazon first introduced the Kindle in 2007, I had no desire to own one. I was happy with regular papery books. When the iPad went on sale in 2010, it was harder for me to resist.\u003c/p>\n\u003cp>I've been using Macs, and Macs only, since I was a 6-year-old trying to ford a river in the game \u003ca href=\"http://en.wikipedia.org/wiki/The_Oregon_Trail_%28video_game%29\">Oregon Trail\u003c/a> on my school's Apple II. I bought an iPad within a few months of its release, and I find it as loveable and gee-whiz-cool as every other Apple product has been. Still, old habits die hard. When I hit the couch at the end of the day to read, it's usually with an old-fashioned book.\u003c/p>\n\u003cp>E-books have nothing on regular books for reading in the bathtub, in the rain while you're pushing your kid on the playground swing, and with your toddler in the rocking chair so he can learn to use his chubby fingers to turn the page, not to mention enjoy books with pop-ups, cut-outs, and other surprises. Regular books autographed by a favorite author make a perfect souvenir of an enjoyable\u003c/p>\n\u003caside class=\"pullquote alignleft\">There are some books that I maybe don't need to own a printed copy of.\u003c/aside>\n\u003cp>night out at the bookstore. I write all over my books, make notes in the margins, and star and underline things. Ideas for my own writing come to me while I'm reading, and I scrawl these in the back blank pages of novels. Still, I have to admit that e-books are better than paper books in some situations. Here are five reasons I've switched to e-books, some of the time:\u003c/p>\n\u003cp>\u003cstrong>1. E-BOOKS ARE HELPFUL TO PARENTS. \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Becoming a parent did not decrease my desire to read, but it did reduce the amount of time available for reading. I have to be creative about sneaking in reading, and the iPad has helped on several occasions. For example, on a recent vacation, my husband and two kids and I were staying together in one hotel room, and the only way to get the kids to go to bed at a reasonable hour was \u003c!--more-->to turn all the lights out at nine, leaving us all in the dark. I happily spent the time reading on the iPad, whose subtle glow didn't bother the kids. I've tried reading with regular books and book lights or flashlights in similar situations in the past, but the lights never illuminate the book well enough, and I'm always dropping, losing or breaking them. Plus, the sensation of whooshing the page away with a swipe of a finger across the iPad is great fun, and it's silent, a bonus when the kids are asleep.\u003c/p>\n\u003cp>My friend Jennifer Sullivan, who is a mother of twins, tells me that there's only one way for a book-loving mom to cope with endless bouts of nursing two kids at once -- reading on a Kindle. It has only one button to press, so it works better than turning pages when your arms are full.\u003c/p>\n\u003cp>\u003cstrong>2. IT'S EASIER TO SEARCH AN E-BOOK.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>I've been a book reviewer for a number of newspapers and websites for more than a decade, and I always use lots of quotes from the book. Sometimes I can't find the quote I want, no matter how many times I flip through the review copy, looking for that pencil mark I made. But if I can remember even a word or two from the quote, I can find the passage instantly in an e-book or through Amazon's \"Search Inside This Book\" feature.\u003c/p>\n\u003cp>My husband has been trying to read my novel on his iPad, but he's making slow progress because he says it's too long and there are too many characters. (He's a minimalist; I'm a maximalist: There you have it.) Whenever he comes across a character name that he can't remember, he searches for the first time the character was introduced to refresh his memory.\u003c/p>\n\u003cp>\u003cstrong>3. SOME APPS ARE IRRESISTIBLE\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Usually the only magic I want from a book is the kind I conjure in my own mind when I am transported by an incredible story. But some designers are coming up with fascinating reading apps. My favorite is the \u003ca href=\"http://itunes.apple.com/us/app/the-new-yorker-magazine/id370614765?mt=8\">The New Yorker app\u003c/a> for the iPad, which comes free with a magazine subscription. On the iPad, I enjoy reading those front parts of The New Yorker that appear in please-don't-read-me small print in the magazine. I don't feel guilty when I skip parts, which for some reason I do with the magazine. (Is this a Catholic thing?) When you come to a cartoon in the app, you can go ahead and gorge on all the cartoons in a row first, which is what I like to do with the magazine anyway. Also, seeing The New Yorker issues that I haven't read yet arrayed on the iPad does not induce the flurry of panic, shame, and existential dread that seeing the decaying pile of printed New Yorkers in the corner of my living room does. I try not to visit that corner.\u003c/p>\n\u003cp>\u003cstrong>4. IT'S EASIER TO FIND FOREIGN-LANGUAGE BOOKS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>My husband has been raising our kids to speak French, his mother language, and one of the challenges of this is finding plenty of books and DVDs for them to enjoy. We have a sizable collection, but still, the kids get bored. Often my daughter would rather read the new books in English that we checked out from the library than the same old books in French. There are lots of Spanish language materials available here in Colorado, but for any other language, it's tricky. The library only has a few dozen books in French that we've checked out so often the kids have them memorized. Ordering books from France is expensive, and carting them home after we visit family there is difficult.\u003c/p>\n\u003cp>Recently, my husband discovered a trove of children's story e-books in French from GoodBye Paper Éditions. They are fun, interactive stories that include games, so my daughter doesn't drag her feet anymore when it's French story time. (Our favorite: \"Marcel, le cochon qui avait peur de se salir\" -- that's, \"Marcel, the Pig Afraid of Getting Himself Dirty.\")\u003c/p>\n\u003cp>\u003cstrong>5. EASIER TO KEEP NEAT\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-16479\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/desk2-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\n\u003cp class=\"wp-media-credit\">Jenny Shank\u003c/p>\n\u003c/div>\n\u003cp>I've been using these books you see piled around my computer to write book reviews, research author interviews and an anthology I'm helping with, and study for the writing class I teach. I can tell by the publication dates of the lower strata that some of these books have been on my desk since February. I need to move them somewhere -- but there is no remaining bookshelf space. I need to buy a new bookshelf, which I've learned over the years only inevitably leads me to buying another bookshelf.\u003c/p>\n\u003cp>When former Apple CEO Steve Jobs died, my husband showed me a photo of Jobs in his 20s, sitting in a room furnished only with a lamp, a stereo, and a cup of tea. \"This is how we should live,\" my husband said.\u003c/p>\n\u003cp>In my case, it would have to be the lamp, the tea, the stereo, and a couple thousand books. I love books. I will never stop bringing them into the house, but yeah, there are some books that I maybe don't need to own a printed copy of.\u003c/p>\n\u003cp>\u003cem>Jenny Shank is the author of the novel \"The Ringer\" (The Permanent Press, 2011). The Ringer was a finalist for the \u003ca href=\"http://bit.ly/mRhXT4\">Reading the West Book Awards\u003c/a>, sponsored by the Mountains & Plains Independent Booksellers Association, and is a Tattered Cover Book Store \u003ca href=\"http://www.tatteredcover.com/summer-reading-list-2011\">Summer Reading 2011\u003c/a> selection. \u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/5-reasons-e-books-are-awesome-even-for-the-most-reluctant/pbs-mediashift-logo-final-8/\" rel=\"attachment wp-att-16478\">\u003cimg class=\"alignleft size-thumbnail wp-image-16478\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/pbs-mediashift-logo-final2-140x140.jpg\" alt=\"\" width=\"55\" height=\"55\">\u003c/a>\u003cem>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>\u003cem> Read more in the \u003ca href=\"http://www.pbs.org/mediashift/2011/08/special-series-kids-media214.html\">Kids & Media series\u003c/a> on MediaShift.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Open Education Sites Offer Free Content for All",
"title": "Open Education Sites Offer Free Content for All",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-16464\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/FontFont-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\n\u003cp class=\"wp-media-credit\">Flickr:FontFont\u003c/p>\n\u003c/div>\n\u003cp>Open education sites exemplify how technology is democratizing education. These sites allow both learners and teachers to create their own curriculum, whether it's used in or out of the classroom.\u003c/p>\n\u003cp>Here's a comprehensive list of open education sites MindShift has covered. As always, we love to hear about sites that aren't included in the list, so add them to the comments!\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ocw.mit.edu/index.htm\" target=\"_blank\">MIT Open CourseWare\u003c/a>: The Massachusetts Institute of Technology publishes nearly all of its course content on this site, from videos to lecture notes to exams, all free of charge and open to the public. Many other universities are doing the same, often using the content management system \u003ca href=\"http://educommons.com/\" target=\"_blank\">EduCommons\u003c/a>. Read about how this seminal project \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-educational-resources/\">changed the education landscape\u003c/a>.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>Wikis (a.k.a. collaborative Web pages) and nonprofits devoted to enabling open-source curricula are springing up everywhere. One of the most well-known, \u003ca href=\"http://www.curriki.org/xwiki/bin/view/Main/About\" target=\"_blank\">Curriki\u003c/a>, encourages teachers to both publish and download materials -- anything from a vocabulary quiz to a full biology textbook -- and vets its content through member ratings and incentives such as the annual \u003ca href=\"http://www.curriki.org/xwiki/bin/view/Demo/SOCGrantees2010\" target=\"_blank\">Summer of Content Awards\u003c/a>, which offers grants for specific contributions.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.oercommons.org/\" target=\"_blank\">Open Educational Resources (OER) Commons\u003c/a>\u003c/strong>: Created by the \u003ca href=\"http://www.iskme.org/\" target=\"_blank\">Institute for the Study of Knowledge Management in Education\u003c/a> (ISKME), OER is a rich and comprehensive landing site for open source education software, from peer-reviewed e-textbooks to lesson plans, video lectures to worksheets. Almost everything is Creative Commons licensed and open for \u003c!--more-->modification and adaptation. You can follow their blog or find them on Twitter, and the \u003ca href=\"http://wiki.oercommons.org/mediawiki/index.php/Projects\" target=\"_blank\">OER Commons Initiative\u003c/a> is also hard at work developing training programs and collaborative projects with teachers, students, and schools.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://oerconsortium.org/\" target=\"_blank\">Community College Consortium for Open Educational Resources\u003c/a>\u003c/strong>: A branch of the OER movement with the goal of growing and improving open textbooks for use in community colleges. Established in 2007 by the Foothill-De Anza Community College District, this is a community-college destination page for networking with colleagues and using and editing instructional materials in everything from anthropology to physics. Similarly, the \u003ca href=\"http://collegeopentextbooks.org/home.html\" target=\"_blank\">Community College Open Textbook Collaborative\u003c/a> catalogs textbooks by subject alongside reviews of those textbooks. Colleges, governmental agencies, and other education organizations belong to this group, which also provides training for instructors aiming to adopt and adapt open resources.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.flatworldknowledge.com/\" target=\"_blank\">Flat World Knowledge\u003c/a>\u003c/strong>: One of the leading organizations in the open textbook movement, this for-profit company provides online versions of their Creative Commons-licensed material to anyone free of charge (with the ability to customize and modify it), but sells print and downloadable versions of their books to keep business afloat. Also available: Audio books, study guides, and Webinars.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.hippocampus.org/\" target=\"_blank\">HippoCampus\u003c/a>\u003c/strong>: A project of the \u003ca href=\"http://www.montereyinstitute.org/\" target=\"_blank\">Monterey Institute for Technology and Education\u003c/a>, this affectionately-termed resource page is a one-stop shop for high school and college students looking for study and homework help, and for instructors interested in supplementing their course materials. The site includes multimedia lessons, complete courses, and study aids on a variety of topics.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.studentpirgs.org/open-textbooks/catalog\" target=\"_blank\">Open Textbook Catalog\u003c/a>\u003c/strong>: College students, professors, and the rest of the globe can access this collection of customizable, printable online textbooks. There’s still a disclaimer in place, though, since this site is organized by a student group that doesn’t have the resources or expertise to review and rate every listing extensively. Their \u003ca href=\"http://www.studentpirgs.org/open-textbooks/resources\" target=\"_blank\">Open Textbook Resources\u003c/a> page is a great spot for information and links to additional organizations, however.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://p2pu.org/\">P2PU\u003c/a>: The Peer 2 Peer University is a grassroots open education project in which anyone can participate. Volunteers facilitate the courses, but the learners are in charge. P2PU leverages both open content and the open social web, with a model for lifelong learning.\u003c/li>\n\u003cli>\u003ca href=\"http://openstudy.com/\">OpenStudy\u003c/a>: OpenStudy is a social learning network where independent learners and traditional students can come together in a massively-multiplayer study group. Through OpenStudy, learners can find other working in similar content areas in order to support each other and answer each others’ questions. OpenStudy supports a number of study groups, including those focused on several MIT OCW courses.\u003c/li>\n\u003cli>\u003ca href=\"http://www.nixty.com/\">NITXY\u003c/a>: NIXTY is building a learning management platform that supports open education resources. Rather than an LMS that closes off both academic resources and academic progress, NIXTY is designed to support open courses so that schools, teachers, and students’ work is not necessarily closed off from the rest of the Web.\u003c/li>\n\u003cli>\u003ca href=\"http://www.oerglue.com/\">OER Glue\u003c/a>: Still under development, OER Glue will be a site to watch. The Utah-based startup is building a browser-based tool that will allow students and teachers to “glue” together OER resources online. Rather than having to copy-and-paste resources into a new setting, OER Glue will reuse and integrate resources.\u003c/li>\n\u003cli>\u003ca href=\"http://iuniv.tv/\">iUniv\u003c/a>: iUniv is a Japanese startup that is building web and mobile apps to support and make social video and audio OCW content. Resources can be shared to Twitter, Facebook, and Evernote so that students can actively engage in discussions around OCW content.\u003c/li>\n\u003cli>\u003ca href=\"http://www.ocwsearch.com/\">OCWSearch\u003c/a>: OCW Search is a search engine dedicated, as the name suggests, to helping learners find OCW content. The project is, unfortunately, no longer under development, but it does index ten universities’ OCW content, including MIT, Notre Dame, and The Open University UK.\u003c/li>\n\u003cli>\u003ca href=\"http://smarthistory.org/\">Smarthistory\u003c/a>: Smarthistory is a free and open multimedia website that demonstrates how very heavy, pricey, and obsolete the traditional art history textbook is.\u003c/li>\n\u003cli>\u003ca href=\"http://www.ck12.org/\">CK-12\u003c/a>: The CK-12 Foundation’s Flexbook platform provides free, collaboratively-built and openly-licensed digital textbooks for K-12. Much of the content is standards based.\u003c/li>\n\u003cli>\u003ca href=\"http://www.flatworldknowledge.com/\">Flat World Knowledge\u003c/a>: [UPDATED] The company offers digital content for college students published under an open license. This allows professors to customize the books they order – edit, add to, mix-up – or use as-is. Students can access the books online for free or can pay $29.95 for unlimited digital access to their textbook in different formats: e-books, audiobooks, downloadable PDFs and interactive study aids. The material is free of digital rights management (DRM) restrictions and never expires.\u003c/li>\n\u003cli>\u003ca href=\"http://www.cnx.org/\">Connexions\u003c/a>: Connexions is a repository of educational content, containing over 17,000 openly licensed learning modules. Teachers, students, and professionals can search and contribute scholarly content, organized into \"modules\" or topic areas instead of entire textbooks.\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-includes/js/tinymce/plugins/wordpress/img/trans.gif\" alt=\"\">\u003c/li>\n\u003cli>\u003ca href=\"http://www.ck12.org/flexr/\">CK12 FlexBooks:\u003c/a> A nonprofit that aims to reduce the cost of textbook materials by encouraging the development of what they call the \"FlexBook.\" Anyone can view or help create these standards-based, customizable, collaborative texts.\u003c/li>\n\u003cli>\u003ca href=\"http://www.shmoop.com/\" target=\"_blank\">Shmoop\u003c/a>: An up-and-coming collection of freely shared, expert-written content (most Shmoop authors are Ph.D.s and high school or college-level educators) with the goal of inspiring students and providing tons of free resources to teachers that include writing guides, analyses, and discussions.\u003c/li>\n\u003cli>\u003ca href=\"http://hulk03.princeton.edu:8080/WebMedia/lectures/\">Princeton University\u003c/a>: The university's faculty is posting its lectures online for free.\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\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-16464\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/FontFont-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\n\u003cp class=\"wp-media-credit\">Flickr:FontFont\u003c/p>\n\u003c/div>\n\u003cp>Open education sites exemplify how technology is democratizing education. These sites allow both learners and teachers to create their own curriculum, whether it's used in or out of the classroom.\u003c/p>\n\u003cp>Here's a comprehensive list of open education sites MindShift has covered. As always, we love to hear about sites that aren't included in the list, so add them to the comments!\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ocw.mit.edu/index.htm\" target=\"_blank\">MIT Open CourseWare\u003c/a>: The Massachusetts Institute of Technology publishes nearly all of its course content on this site, from videos to lecture notes to exams, all free of charge and open to the public. Many other universities are doing the same, often using the content management system \u003ca href=\"http://educommons.com/\" target=\"_blank\">EduCommons\u003c/a>. Read about how this seminal project \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-educational-resources/\">changed the education landscape\u003c/a>.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>Wikis (a.k.a. collaborative Web pages) and nonprofits devoted to enabling open-source curricula are springing up everywhere. One of the most well-known, \u003ca href=\"http://www.curriki.org/xwiki/bin/view/Main/About\" target=\"_blank\">Curriki\u003c/a>, encourages teachers to both publish and download materials -- anything from a vocabulary quiz to a full biology textbook -- and vets its content through member ratings and incentives such as the annual \u003ca href=\"http://www.curriki.org/xwiki/bin/view/Demo/SOCGrantees2010\" target=\"_blank\">Summer of Content Awards\u003c/a>, which offers grants for specific contributions.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.oercommons.org/\" target=\"_blank\">Open Educational Resources (OER) Commons\u003c/a>\u003c/strong>: Created by the \u003ca href=\"http://www.iskme.org/\" target=\"_blank\">Institute for the Study of Knowledge Management in Education\u003c/a> (ISKME), OER is a rich and comprehensive landing site for open source education software, from peer-reviewed e-textbooks to lesson plans, video lectures to worksheets. Almost everything is Creative Commons licensed and open for \u003c!--more-->modification and adaptation. You can follow their blog or find them on Twitter, and the \u003ca href=\"http://wiki.oercommons.org/mediawiki/index.php/Projects\" target=\"_blank\">OER Commons Initiative\u003c/a> is also hard at work developing training programs and collaborative projects with teachers, students, and schools.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://oerconsortium.org/\" target=\"_blank\">Community College Consortium for Open Educational Resources\u003c/a>\u003c/strong>: A branch of the OER movement with the goal of growing and improving open textbooks for use in community colleges. Established in 2007 by the Foothill-De Anza Community College District, this is a community-college destination page for networking with colleagues and using and editing instructional materials in everything from anthropology to physics. Similarly, the \u003ca href=\"http://collegeopentextbooks.org/home.html\" target=\"_blank\">Community College Open Textbook Collaborative\u003c/a> catalogs textbooks by subject alongside reviews of those textbooks. Colleges, governmental agencies, and other education organizations belong to this group, which also provides training for instructors aiming to adopt and adapt open resources.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.flatworldknowledge.com/\" target=\"_blank\">Flat World Knowledge\u003c/a>\u003c/strong>: One of the leading organizations in the open textbook movement, this for-profit company provides online versions of their Creative Commons-licensed material to anyone free of charge (with the ability to customize and modify it), but sells print and downloadable versions of their books to keep business afloat. Also available: Audio books, study guides, and Webinars.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.hippocampus.org/\" target=\"_blank\">HippoCampus\u003c/a>\u003c/strong>: A project of the \u003ca href=\"http://www.montereyinstitute.org/\" target=\"_blank\">Monterey Institute for Technology and Education\u003c/a>, this affectionately-termed resource page is a one-stop shop for high school and college students looking for study and homework help, and for instructors interested in supplementing their course materials. The site includes multimedia lessons, complete courses, and study aids on a variety of topics.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.studentpirgs.org/open-textbooks/catalog\" target=\"_blank\">Open Textbook Catalog\u003c/a>\u003c/strong>: College students, professors, and the rest of the globe can access this collection of customizable, printable online textbooks. There’s still a disclaimer in place, though, since this site is organized by a student group that doesn’t have the resources or expertise to review and rate every listing extensively. Their \u003ca href=\"http://www.studentpirgs.org/open-textbooks/resources\" target=\"_blank\">Open Textbook Resources\u003c/a> page is a great spot for information and links to additional organizations, however.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://p2pu.org/\">P2PU\u003c/a>: The Peer 2 Peer University is a grassroots open education project in which anyone can participate. Volunteers facilitate the courses, but the learners are in charge. P2PU leverages both open content and the open social web, with a model for lifelong learning.\u003c/li>\n\u003cli>\u003ca href=\"http://openstudy.com/\">OpenStudy\u003c/a>: OpenStudy is a social learning network where independent learners and traditional students can come together in a massively-multiplayer study group. Through OpenStudy, learners can find other working in similar content areas in order to support each other and answer each others’ questions. OpenStudy supports a number of study groups, including those focused on several MIT OCW courses.\u003c/li>\n\u003cli>\u003ca href=\"http://www.nixty.com/\">NITXY\u003c/a>: NIXTY is building a learning management platform that supports open education resources. Rather than an LMS that closes off both academic resources and academic progress, NIXTY is designed to support open courses so that schools, teachers, and students’ work is not necessarily closed off from the rest of the Web.\u003c/li>\n\u003cli>\u003ca href=\"http://www.oerglue.com/\">OER Glue\u003c/a>: Still under development, OER Glue will be a site to watch. The Utah-based startup is building a browser-based tool that will allow students and teachers to “glue” together OER resources online. Rather than having to copy-and-paste resources into a new setting, OER Glue will reuse and integrate resources.\u003c/li>\n\u003cli>\u003ca href=\"http://iuniv.tv/\">iUniv\u003c/a>: iUniv is a Japanese startup that is building web and mobile apps to support and make social video and audio OCW content. Resources can be shared to Twitter, Facebook, and Evernote so that students can actively engage in discussions around OCW content.\u003c/li>\n\u003cli>\u003ca href=\"http://www.ocwsearch.com/\">OCWSearch\u003c/a>: OCW Search is a search engine dedicated, as the name suggests, to helping learners find OCW content. The project is, unfortunately, no longer under development, but it does index ten universities’ OCW content, including MIT, Notre Dame, and The Open University UK.\u003c/li>\n\u003cli>\u003ca href=\"http://smarthistory.org/\">Smarthistory\u003c/a>: Smarthistory is a free and open multimedia website that demonstrates how very heavy, pricey, and obsolete the traditional art history textbook is.\u003c/li>\n\u003cli>\u003ca href=\"http://www.ck12.org/\">CK-12\u003c/a>: The CK-12 Foundation’s Flexbook platform provides free, collaboratively-built and openly-licensed digital textbooks for K-12. Much of the content is standards based.\u003c/li>\n\u003cli>\u003ca href=\"http://www.flatworldknowledge.com/\">Flat World Knowledge\u003c/a>: [UPDATED] The company offers digital content for college students published under an open license. This allows professors to customize the books they order – edit, add to, mix-up – or use as-is. Students can access the books online for free or can pay $29.95 for unlimited digital access to their textbook in different formats: e-books, audiobooks, downloadable PDFs and interactive study aids. The material is free of digital rights management (DRM) restrictions and never expires.\u003c/li>\n\u003cli>\u003ca href=\"http://www.cnx.org/\">Connexions\u003c/a>: Connexions is a repository of educational content, containing over 17,000 openly licensed learning modules. Teachers, students, and professionals can search and contribute scholarly content, organized into \"modules\" or topic areas instead of entire textbooks.\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-includes/js/tinymce/plugins/wordpress/img/trans.gif\" alt=\"\">\u003c/li>\n\u003cli>\u003ca href=\"http://www.ck12.org/flexr/\">CK12 FlexBooks:\u003c/a> A nonprofit that aims to reduce the cost of textbook materials by encouraging the development of what they call the \"FlexBook.\" Anyone can view or help create these standards-based, customizable, collaborative texts.\u003c/li>\n\u003cli>\u003ca href=\"http://www.shmoop.com/\" target=\"_blank\">Shmoop\u003c/a>: An up-and-coming collection of freely shared, expert-written content (most Shmoop authors are Ph.D.s and high school or college-level educators) with the goal of inspiring students and providing tons of free resources to teachers that include writing guides, analyses, and discussions.\u003c/li>\n\u003cli>\u003ca href=\"http://hulk03.princeton.edu:8080/WebMedia/lectures/\">Princeton University\u003c/a>: The university's faculty is posting its lectures online for free.\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"module image left mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/weekly-news-roundup-29/cord/\" rel=\"attachment wp-att-16092\">\u003cimg class=\"size-medium wp-image-16092\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/cord-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Brad Parbs\u003c/p>\n\u003c/div>\n\u003cp>Remember the agony of waiting for a Web site to load, before broadband was widely available? According to a recent survey, a lot of American schools and libraries are still living in that era.\u003c/p>\n\u003cp>Only 35% of public libraries have broadband speeds between 1.5 Mbps and 10 Mbps (a rather broad range); 34.7% have speeds lower than 1.5 Mbps, and only 24.9% have broadband speeds higher than 10 Mbps, according to data from the American Library Assocation's Public Library Funding & Technology Access Survey (\u003ca href=\"http://www.plinternetsurvey.org/sites/default/images/Briefs/BroadbandBrief2011.pdf\">PDF\u003c/a>). As a comparison, Netflix says that an Internet connection of at least 1.5 Mbps is necessary to stream videos at the lowest possible quality.\u003c/p>\n\u003cp>But keeping up with the requisite Internet speed isn't the only challenge that schools and libraries face. With the increasing demands for data, there are also challenges of bandwidth. Multiple users on multiple machines -- whether accessing the Internet through hardwire or wireless -- put \u003c!--more-->additional strains on resources, so that even if a library or school has high-speed broadband, a user experiences dial-up-like speeds.\u003c/p>\n\u003cp>The \u003ca href=\"http://fcc.gov\">FCC\u003c/a> has made broadband access the focus of some of its efforts over the last few years, arguing for its importance to the U.S. economy and education. It's pushing for better access across the board, but also recognizing the importance of high-speed Internet specifically at schools and libraries.\u003c/p>\n\u003cp>Universities tend to have better-than-average speeds, and the FCC is urging these schools to help extend these speeds to the communities around them. The agency also wants to make sure that access to broadband at school extends to the home.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But this is still a long way off, if you consider another recent report from the Internet content delivery company \u003ca href=\"http://www.akamai.com/\">Akamai, \u003c/a>which reveals that the U.S. ranks 13th in the world in broadband adoption, trailing behind a number of European and Asian countries. Akamai released its quarterly \u003ca href=\"http://www.akamai.com/stateoftheinternet/\">State of the Internet\u003c/a> report this week detailing the amount of traffic, speed, and penetration of the Internet throughout the world, including broadband and mobile access and usage.\u003c/p>\n\u003cp>The Netherlands unseated South Korea this quarter for the country with the highest broadband connectivity, with some 68% of its population having access to Internet at speeds higher than 5 Mbps.\u003c/p>\n\u003cp>Coming in at number 13 isn't that impressive a showing for the U.S., but broadband adoption here has for the first time broken the 40% threshold, with 42% of Americans having access to high-speed Internet.\u003c/p>\n\u003cp>Why is knowing broadband speed important? It gives us insight into how much access to the online world Americans have. Broadband is a crucial piece of infrastructure for communication. At this point, there are plenty of Web sites and online services that simply can't be uploaded or fully accessed with just dial-up Internet access anymore. Broadband is required to stream movies, to use VOIP (voice over Internet protocol) services like Skype, to shop and surf and, of course, study. And even with broadband capabilities, low Internet speeds make all these things incredibly frustrating.\u003c/p>\n\u003cp>Akamai's statistics are averages for countries and states, and in some ways these averages obscure some of the vast differences within geographic areas. Within states, there are cities and neighborhoods where Internet speeds and broadband penetration are high; there are places where they're frightfully low.\u003c/p>\n\u003cp>On a state-by-state level, Rhode Island overtook Delaware this past quarter as the state with the fastest average connection speed: 8.2 Mbps. That's up 21% from the last quarterly report. Delaware's average is 8.1 Mbps, followed by DC at 7.5 Mpbs, and Utah at 7 Mbps. The slowest state: Arkansas, with an average of 3.3 Mbps.\u003c/p>\n\u003cp>Interested in learning more about your city's and your local schools' broadband speeds? You can visit the Department of Education's interactive map \u003ca href=\"http://maps.ed.gov/broadband/\">here\u003c/a> for more details.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"text-align: center\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/schools-and-libraries-still-living-in-dial-up-age/broadband_1/\" rel=\"attachment wp-att-16420\">\u003cimg class=\"aligncenter size-full wp-image-16420\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Broadband_1.jpg\" alt=\"\" width=\"460\" height=\"249\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/10/Broadband_1.jpg 575w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/Broadband_1-400x216.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/Broadband_1-320x173.jpg 320w\" sizes=\"(max-width: 460px) 100vw, 460px\">\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image left mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/weekly-news-roundup-29/cord/\" rel=\"attachment wp-att-16092\">\u003cimg class=\"size-medium wp-image-16092\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/cord-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Brad Parbs\u003c/p>\n\u003c/div>\n\u003cp>Remember the agony of waiting for a Web site to load, before broadband was widely available? According to a recent survey, a lot of American schools and libraries are still living in that era.\u003c/p>\n\u003cp>Only 35% of public libraries have broadband speeds between 1.5 Mbps and 10 Mbps (a rather broad range); 34.7% have speeds lower than 1.5 Mbps, and only 24.9% have broadband speeds higher than 10 Mbps, according to data from the American Library Assocation's Public Library Funding & Technology Access Survey (\u003ca href=\"http://www.plinternetsurvey.org/sites/default/images/Briefs/BroadbandBrief2011.pdf\">PDF\u003c/a>). As a comparison, Netflix says that an Internet connection of at least 1.5 Mbps is necessary to stream videos at the lowest possible quality.\u003c/p>\n\u003cp>But keeping up with the requisite Internet speed isn't the only challenge that schools and libraries face. With the increasing demands for data, there are also challenges of bandwidth. Multiple users on multiple machines -- whether accessing the Internet through hardwire or wireless -- put \u003c!--more-->additional strains on resources, so that even if a library or school has high-speed broadband, a user experiences dial-up-like speeds.\u003c/p>\n\u003cp>The \u003ca href=\"http://fcc.gov\">FCC\u003c/a> has made broadband access the focus of some of its efforts over the last few years, arguing for its importance to the U.S. economy and education. It's pushing for better access across the board, but also recognizing the importance of high-speed Internet specifically at schools and libraries.\u003c/p>\n\u003cp>Universities tend to have better-than-average speeds, and the FCC is urging these schools to help extend these speeds to the communities around them. The agency also wants to make sure that access to broadband at school extends to the home.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But this is still a long way off, if you consider another recent report from the Internet content delivery company \u003ca href=\"http://www.akamai.com/\">Akamai, \u003c/a>which reveals that the U.S. ranks 13th in the world in broadband adoption, trailing behind a number of European and Asian countries. Akamai released its quarterly \u003ca href=\"http://www.akamai.com/stateoftheinternet/\">State of the Internet\u003c/a> report this week detailing the amount of traffic, speed, and penetration of the Internet throughout the world, including broadband and mobile access and usage.\u003c/p>\n\u003cp>The Netherlands unseated South Korea this quarter for the country with the highest broadband connectivity, with some 68% of its population having access to Internet at speeds higher than 5 Mbps.\u003c/p>\n\u003cp>Coming in at number 13 isn't that impressive a showing for the U.S., but broadband adoption here has for the first time broken the 40% threshold, with 42% of Americans having access to high-speed Internet.\u003c/p>\n\u003cp>Why is knowing broadband speed important? It gives us insight into how much access to the online world Americans have. Broadband is a crucial piece of infrastructure for communication. At this point, there are plenty of Web sites and online services that simply can't be uploaded or fully accessed with just dial-up Internet access anymore. Broadband is required to stream movies, to use VOIP (voice over Internet protocol) services like Skype, to shop and surf and, of course, study. And even with broadband capabilities, low Internet speeds make all these things incredibly frustrating.\u003c/p>\n\u003cp>Akamai's statistics are averages for countries and states, and in some ways these averages obscure some of the vast differences within geographic areas. Within states, there are cities and neighborhoods where Internet speeds and broadband penetration are high; there are places where they're frightfully low.\u003c/p>\n\u003cp>On a state-by-state level, Rhode Island overtook Delaware this past quarter as the state with the fastest average connection speed: 8.2 Mbps. That's up 21% from the last quarterly report. Delaware's average is 8.1 Mbps, followed by DC at 7.5 Mpbs, and Utah at 7 Mbps. The slowest state: Arkansas, with an average of 3.3 Mbps.\u003c/p>\n\u003cp>Interested in learning more about your city's and your local schools' broadband speeds? You can visit the Department of Education's interactive map \u003ca href=\"http://maps.ed.gov/broadband/\">here\u003c/a> for more details.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"text-align: center\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/schools-and-libraries-still-living-in-dial-up-age/broadband_1/\" rel=\"attachment wp-att-16420\">\u003cimg class=\"aligncenter size-full wp-image-16420\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Broadband_1.jpg\" alt=\"\" width=\"460\" height=\"249\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/10/Broadband_1.jpg 575w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/Broadband_1-400x216.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/Broadband_1-320x173.jpg 320w\" sizes=\"(max-width: 460px) 100vw, 460px\">\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_16388\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-16388\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/kidsworking-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003cfigcaption class=\"wp-caption-text\">Students at Rocketship Mateo Elementary working in the Learning Lab.\u003c/figcaption>\u003c/figure>\n\u003cp>When it comes to math and literacy software, the choices are vast and varied. But over the past months, I've heard a recurring complaint from different school administrators: The quality of literacy software is not as high as that of math.\u003c/p>\n\u003cp>Why is this the case?\u003c/p>\n\u003cp>I spoke to Aylan Samouha, chief schools officer at \u003ca href=\"http://www.rsed.org/\">Rocketship Education\u003c/a>, a network of charter elementary schools in San Jose that allots 25 percent of students' time at school in the computer lab, where they use \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/hybrid-learning-comes-to-life-at-rocketship/\">math and literacy software\u003c/a> for basic skills mastery. Time in classroom with their teacher is spent on what they call \"higher-order thinking\" and collaborative projects.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"There are aspects of math, particularly at the elementary school level, that lend themselves to online learning more easily.\"\u003c/aside>\n\u003cp>For math, Rocketship uses \u003ca href=\"http://www.dreambox.com\">Dreambox Learning\u003c/a>, \u003ca href=\"http://www.stmath.com\">ST Math\u003c/a>, \u003ca href=\"http://www.tenmarks.com\">TenMarks\u003c/a> and \u003ca href=\"http://luckybirdgames.com/\">Equatia\u003c/a>. For literacy, \u003ca href=\"http://www.compasslearning.com/\">Compass Learning\u003c/a> is used for vocabulary and \u003ca href=\"http://www.rosettastone.com/\">Rosetta Stone\u003c/a> for English language learners. Students also have independent reading time, for which they're given \"comprehension quizzes.\" For both math and literacy, students who need more individualized help work in small groups of four or five with math and literacy specialists.\u003c/p>\n\u003cp>Samouha, who's in charge of what software the school uses, says that the math software is \"much further along than literacy.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"It's not like people aren't trying to crack the code,\" he says. \"But the truth is that there are aspects of math, particularly at the elementary school level, that lend themselves to online learning more easily.\"\u003c/p>\n\u003cp>In general, he points out, with any form of learning -- online or otherwise -- basic skills are easier to teach, grasp, and to measure than higher-order thinking and concepts. And although math does \u003c!--more-->involve conceptual thinking, even at the elementary level, it's easier to break out conceptual skills than in literacy.\u003c/p>\n\u003cp>Take, for example, multiplication. A student can practice and master multiplication and make improvement on basic skills with varying degrees of understanding of the concept. \"A kid can spit out five-times-five quickly, whether they understand what that means,\" he says.\u003c/p>\n\u003cp>But literacy is a different animal. When it comes to vocabulary, the definition of a word is not a simple mathematical equation. A word has different meanings in different contexts, and some have multiple meanings. \"To isolate the basic skill of literacy is just much trickier to do,\" Samouha says.\u003c/p>\n\u003cp>What's more, the successful math software can scaffold the process, working on basic skills that lead to conceptualization, whereas in literacy the conceptualization process is immediate. \"Anytime you're starting to read a sentence, you're already in the world of conceptual understanding,\" he says.\u003c/p>\n\u003cp>What do they want to accomplish with literacy software? Two things: Comprehension and expression -- and \"almost everything falls under those big buckets,\" Samouha says.\u003c/p>\n\u003cp>\"We want a child to be able to read a text and derive meaning from that, literally understand what the author is trying to say, make connections between the text and their own experiences, and other text they’ve read,\" he says. \"That’s what real literacy mastery looks like with comprehension.\"\u003c/p>\n\u003cp>With expression, the goal is for the student to be able to communicate verbally and with writing -- the ability to express oneself in ways that are grammatically correct, interesting to read, presenting a logical point of view, showing a connection between what they're reading to their own experiences, all while being as descriptive as possible.\u003c/p>\n\u003cp>Of course, educators do just that -- they isolate each one of those skills and help students work on them individually. \"But for a computer to know whether or not there's a proper self-to-text connection is a lot trickier than finding out if they have the right answer to math problem,\" he says. \"We are much more cautious and protective on the literacy side. If we saw there was software that was just as effective as Dreambox is in math, we’d do that.\"\u003c/p>\n\u003cp>Which begs the question: Why are we using software to teach literacy, if it's not as effective.\u003c/p>\n\u003cp>Samouha says we need \u003cem>both\u003c/em> teachers and great software.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Why are we using software to teach literacy if it's not as effective?\u003c/aside>\n\u003cp>\"Learning happens best when human beings are freed up to do what they’re best at,\" he says. \"Teachers didn’t sign up to teach so they can teach short vowel sounds for four months. Or do times table recitation with kids. They're teachers because they want to teach concepts and ideas.\"\u003c/p>\n\u003cp>And especially in under-served communities, where basic skills are typically in need of \"shoring up to such degree that teachers get stuck there, it’s not good for kids or teachers.\"\u003c/p>\n\u003cp>All that said, Compass Learning does have an engaging program, and it's shown to increase students' \u003ca href=\"http://www.nwea.org/\">Northwestern Evaluation Association \u003c/a>scores, according to Samouha, who describes assessment as a reliable adaptive diagnostic test.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"For the very basic parts of literacy, it's starting to make itself valuable in the process,\" he says. \"We're starting to see benefits, but it’s at early stages. But literacy software right now doesn’t have as much lift as math.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_16388\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-16388\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/kidsworking-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003cfigcaption class=\"wp-caption-text\">Students at Rocketship Mateo Elementary working in the Learning Lab.\u003c/figcaption>\u003c/figure>\n\u003cp>When it comes to math and literacy software, the choices are vast and varied. But over the past months, I've heard a recurring complaint from different school administrators: The quality of literacy software is not as high as that of math.\u003c/p>\n\u003cp>Why is this the case?\u003c/p>\n\u003cp>I spoke to Aylan Samouha, chief schools officer at \u003ca href=\"http://www.rsed.org/\">Rocketship Education\u003c/a>, a network of charter elementary schools in San Jose that allots 25 percent of students' time at school in the computer lab, where they use \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/hybrid-learning-comes-to-life-at-rocketship/\">math and literacy software\u003c/a> for basic skills mastery. Time in classroom with their teacher is spent on what they call \"higher-order thinking\" and collaborative projects.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"There are aspects of math, particularly at the elementary school level, that lend themselves to online learning more easily.\"\u003c/aside>\n\u003cp>For math, Rocketship uses \u003ca href=\"http://www.dreambox.com\">Dreambox Learning\u003c/a>, \u003ca href=\"http://www.stmath.com\">ST Math\u003c/a>, \u003ca href=\"http://www.tenmarks.com\">TenMarks\u003c/a> and \u003ca href=\"http://luckybirdgames.com/\">Equatia\u003c/a>. For literacy, \u003ca href=\"http://www.compasslearning.com/\">Compass Learning\u003c/a> is used for vocabulary and \u003ca href=\"http://www.rosettastone.com/\">Rosetta Stone\u003c/a> for English language learners. Students also have independent reading time, for which they're given \"comprehension quizzes.\" For both math and literacy, students who need more individualized help work in small groups of four or five with math and literacy specialists.\u003c/p>\n\u003cp>Samouha, who's in charge of what software the school uses, says that the math software is \"much further along than literacy.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"It's not like people aren't trying to crack the code,\" he says. \"But the truth is that there are aspects of math, particularly at the elementary school level, that lend themselves to online learning more easily.\"\u003c/p>\n\u003cp>In general, he points out, with any form of learning -- online or otherwise -- basic skills are easier to teach, grasp, and to measure than higher-order thinking and concepts. And although math does \u003c!--more-->involve conceptual thinking, even at the elementary level, it's easier to break out conceptual skills than in literacy.\u003c/p>\n\u003cp>Take, for example, multiplication. A student can practice and master multiplication and make improvement on basic skills with varying degrees of understanding of the concept. \"A kid can spit out five-times-five quickly, whether they understand what that means,\" he says.\u003c/p>\n\u003cp>But literacy is a different animal. When it comes to vocabulary, the definition of a word is not a simple mathematical equation. A word has different meanings in different contexts, and some have multiple meanings. \"To isolate the basic skill of literacy is just much trickier to do,\" Samouha says.\u003c/p>\n\u003cp>What's more, the successful math software can scaffold the process, working on basic skills that lead to conceptualization, whereas in literacy the conceptualization process is immediate. \"Anytime you're starting to read a sentence, you're already in the world of conceptual understanding,\" he says.\u003c/p>\n\u003cp>What do they want to accomplish with literacy software? Two things: Comprehension and expression -- and \"almost everything falls under those big buckets,\" Samouha says.\u003c/p>\n\u003cp>\"We want a child to be able to read a text and derive meaning from that, literally understand what the author is trying to say, make connections between the text and their own experiences, and other text they’ve read,\" he says. \"That’s what real literacy mastery looks like with comprehension.\"\u003c/p>\n\u003cp>With expression, the goal is for the student to be able to communicate verbally and with writing -- the ability to express oneself in ways that are grammatically correct, interesting to read, presenting a logical point of view, showing a connection between what they're reading to their own experiences, all while being as descriptive as possible.\u003c/p>\n\u003cp>Of course, educators do just that -- they isolate each one of those skills and help students work on them individually. \"But for a computer to know whether or not there's a proper self-to-text connection is a lot trickier than finding out if they have the right answer to math problem,\" he says. \"We are much more cautious and protective on the literacy side. If we saw there was software that was just as effective as Dreambox is in math, we’d do that.\"\u003c/p>\n\u003cp>Which begs the question: Why are we using software to teach literacy, if it's not as effective.\u003c/p>\n\u003cp>Samouha says we need \u003cem>both\u003c/em> teachers and great software.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Why are we using software to teach literacy if it's not as effective?\u003c/aside>\n\u003cp>\"Learning happens best when human beings are freed up to do what they’re best at,\" he says. \"Teachers didn’t sign up to teach so they can teach short vowel sounds for four months. Or do times table recitation with kids. They're teachers because they want to teach concepts and ideas.\"\u003c/p>\n\u003cp>And especially in under-served communities, where basic skills are typically in need of \"shoring up to such degree that teachers get stuck there, it’s not good for kids or teachers.\"\u003c/p>\n\u003cp>All that said, Compass Learning does have an engaging program, and it's shown to increase students' \u003ca href=\"http://www.nwea.org/\">Northwestern Evaluation Association \u003c/a>scores, according to Samouha, who describes assessment as a reliable adaptive diagnostic test.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"For the very basic parts of literacy, it's starting to make itself valuable in the process,\" he says. \"We're starting to see benefits, but it’s at early stages. But literacy software right now doesn’t have as much lift as math.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "When School Web Filtering Comes Home",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/facebook-students-and-teachers-a-question-of-free-speech/getty-5/\" rel=\"attachment wp-att-15000\">\u003cimg class=\"size-medium wp-image-15000\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/getty-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp>Schools that receive discounts for Internet access through the federal \u003ca href=\"http://transition.fcc.gov/learnnet/\">E-rate funding\u003c/a> are required to implement a number of measures, like creating an Internet safety policy and filtering and blocking access to certain types of online content. To that end, The Children's Internet Protection Act, \u003ca href=\"http://www.fcc.gov/guides/childrens-internet-protection-act\">CIPA\u003c/a>, addresses concerns about the type of online materials that children can access at school.\u003c/p>\n\u003cp>We've written several times about some of the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">frustration and confusion\u003c/a> that CIPA and filtering causes, and we've talked to the Department of Education's Karen Cator for \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">clarification\u003c/a> about what the law really requires.\u003c/p>\n\u003cp>But as more schools begin to implement one-to-one computer programs, providing each student with a laptop or a net-book or even an iPad, there are new wrinkles in thinking about CIPA. After all, these devices are meant to be used at school \u003cem>and\u003c/em> at home.\u003c/p>\n\u003caside class=\"pullquote alignleft\">But are schools actually \u003cem>required\u003c/em> to install filtering on computing devices that head home?\u003c/aside>\n\u003cp>Currently most schools filter their network. There are a number of ways in which they do this, and a number of companies that they turn to for the technology to do so.\u003c/p>\n\u003cp>But if schools are just filtering the Internet on the premises, what happens when students take their computers home? How do schools monitor or block access to Web sites when students are using\u003c!--more--> their school-provided laptops on their family's home networks? And are they even required to do so?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Some schools with one-to-one programs have installed filtering software onto the devices they send home. Such is the case beginning this year for the laptops that are distributed to students in Casper, Wyoming's Natrona County School District. The school district has had a one-to-one program for a number of years. In the past, the permission slips that went home with the devices at the beginning of the school year made certain that parents were aware that the devices had no filtering software installed. Parents had to sign that they \"accept full responsibility for supervision when my child's Internet use is not in a school setting.\"\u003c/p>\n\u003cp>But the school district has opted this year to \u003ca href=\"http://trib.com/opinion/editorial/article_b57e9a4d-29d0-5219-841c-2364b21a2158.html\">expand its filtering efforts\u003c/a> by adding social networking sites to the list of blocked sites, and by installing filtering software directly onto every Apple laptop that each 6th- through 12th-grader receives. That means that when those district-owned computers are at home, the filtering is still in place.\u003c/p>\n\u003cp>According to Mark Antrim, Associate Superintendent for Facilities and Technology, the change in the way in which Natrona County School District handles its filtering was largely a response to parents' concerns about what their children were doing on the Internet at home.\u003c/p>\n\u003cp>But are schools actually \u003cem>required\u003c/em> to install filtering on computing devices that head home?\u003c/p>\n\u003cp>While CIPA does make it clear about the requirements to filter the Internet at schools and at libraries, it's not clear if this applies to the computers themselves. If schools are paying for 3G connectivity on these devices, then yes, CIPA applies. Otherwise \"it's a gray area,\" a spokesperson from the FCC told me. The agency is working on clarifying how the rules on filtering apply in these sorts of cases.\u003c/p>\n\u003cp>It's going to be an increasingly important issue that the FCC tackles, particularly as one-to-one programs proliferate. As it currently stands, different schools are adopting different approaches to filtering on one-to-one devices, some opting to install software on the devices, others leaving it up to parents to monitor what kids do when they're using the computers at home.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>We'd love to hear from readers what policies come with their take-home devices.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/facebook-students-and-teachers-a-question-of-free-speech/getty-5/\" rel=\"attachment wp-att-15000\">\u003cimg class=\"size-medium wp-image-15000\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/getty-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp>Schools that receive discounts for Internet access through the federal \u003ca href=\"http://transition.fcc.gov/learnnet/\">E-rate funding\u003c/a> are required to implement a number of measures, like creating an Internet safety policy and filtering and blocking access to certain types of online content. To that end, The Children's Internet Protection Act, \u003ca href=\"http://www.fcc.gov/guides/childrens-internet-protection-act\">CIPA\u003c/a>, addresses concerns about the type of online materials that children can access at school.\u003c/p>\n\u003cp>We've written several times about some of the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">frustration and confusion\u003c/a> that CIPA and filtering causes, and we've talked to the Department of Education's Karen Cator for \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">clarification\u003c/a> about what the law really requires.\u003c/p>\n\u003cp>But as more schools begin to implement one-to-one computer programs, providing each student with a laptop or a net-book or even an iPad, there are new wrinkles in thinking about CIPA. After all, these devices are meant to be used at school \u003cem>and\u003c/em> at home.\u003c/p>\n\u003caside class=\"pullquote alignleft\">But are schools actually \u003cem>required\u003c/em> to install filtering on computing devices that head home?\u003c/aside>\n\u003cp>Currently most schools filter their network. There are a number of ways in which they do this, and a number of companies that they turn to for the technology to do so.\u003c/p>\n\u003cp>But if schools are just filtering the Internet on the premises, what happens when students take their computers home? How do schools monitor or block access to Web sites when students are using\u003c!--more--> their school-provided laptops on their family's home networks? And are they even required to do so?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Some schools with one-to-one programs have installed filtering software onto the devices they send home. Such is the case beginning this year for the laptops that are distributed to students in Casper, Wyoming's Natrona County School District. The school district has had a one-to-one program for a number of years. In the past, the permission slips that went home with the devices at the beginning of the school year made certain that parents were aware that the devices had no filtering software installed. Parents had to sign that they \"accept full responsibility for supervision when my child's Internet use is not in a school setting.\"\u003c/p>\n\u003cp>But the school district has opted this year to \u003ca href=\"http://trib.com/opinion/editorial/article_b57e9a4d-29d0-5219-841c-2364b21a2158.html\">expand its filtering efforts\u003c/a> by adding social networking sites to the list of blocked sites, and by installing filtering software directly onto every Apple laptop that each 6th- through 12th-grader receives. That means that when those district-owned computers are at home, the filtering is still in place.\u003c/p>\n\u003cp>According to Mark Antrim, Associate Superintendent for Facilities and Technology, the change in the way in which Natrona County School District handles its filtering was largely a response to parents' concerns about what their children were doing on the Internet at home.\u003c/p>\n\u003cp>But are schools actually \u003cem>required\u003c/em> to install filtering on computing devices that head home?\u003c/p>\n\u003cp>While CIPA does make it clear about the requirements to filter the Internet at schools and at libraries, it's not clear if this applies to the computers themselves. If schools are paying for 3G connectivity on these devices, then yes, CIPA applies. Otherwise \"it's a gray area,\" a spokesperson from the FCC told me. The agency is working on clarifying how the rules on filtering apply in these sorts of cases.\u003c/p>\n\u003cp>It's going to be an increasingly important issue that the FCC tackles, particularly as one-to-one programs proliferate. As it currently stands, different schools are adopting different approaches to filtering on one-to-one devices, some opting to install software on the devices, others leaving it up to parents to monitor what kids do when they're using the computers at home.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>We'd love to hear from readers what policies come with their take-home devices.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\n\u003cp>\u003cimg class=\"size-medium wp-image-16321\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Screen-shot-2011-10-24-at-10.41.49-AM-300x168.png\" alt=\"\" width=\"300\" height=\"168\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Startup Weekend EDU San Francisco\u003c/p>\n\u003c/div>\n\u003cp>Last weekend, at the Washington, DC \u003ca href=\"http://edu.startupweekend.org/\">Startup Weekend EDU\u003c/a>, it was clear that teachers are starting to play a more important role in these intense entrepreneur-fests.\u003c/p>\n\u003cp>For those unfamiliar with Startup Weekend, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/you-have-54-hours-quick-build-an-ed-tech-startup/\">here's the general idea\u003c/a>: entrepreneurs have 54 hours — from Friday night until Sunday afternoon — to pitch an idea, assemble a team, and build and demo a product. The pitch is judged on a number of factors, including whether it's been vetted by the community, the strength of the business model, and, of course, whether the actual product works.\u003c/p>\n\u003cp>The good news for the education community is that the Startup Weekend enterprise has recently made the \u003ca href=\"http://www.hackeducation.com/2011/09/08/get-ready-for-a-lot-more-startup-weekend-edus-a-lot-more-ed-tech-startups/\">commitment\u003c/a> to hold events specifically addressing education issues.\u003c/p>\n\u003cp>But what can you build in 54 hours, you might wonder? Turns out, a whole lot.\u003c/p>\n\u003caside class=\"pullquote alignleft\">How do you bridge the cultural divides between entrepreneurs and educators, between hackers and high school teachers?\u003c/aside>\n\u003cp>Since 2007, when the idea of these weekend-long events started, thousands of startups have been created, and least one-third of those are still working on their idea months after their individual Startup Weekend.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But the move to create a series of Startup Weekends focused solely on education comes with its own set of challenges. Chief among these: how do you make sure to include educators? After all, if the goal is to help launch new education startups or to foster education innovation, how can those who are integral to the process -- those with the most extensive \"domain \u003c!--more-->expertise,\" those who know both the problems and what the potential solutions might look like -- feel welcome?\u003c/p>\n\u003cp>Watching Startup Weekend EDU develop over the course of the last few events, it's clear that the organizers are working hard to make sure that educators are not just present (reaching out to various teacher list-serves, for example, to encourage participation) but that their voice there is really recognized. After the pitches on Friday nights, for example, the educators present received special \"teacher approved\" stickers during the voting process, and they were asked to say why they thought some ideas were particularly important, needed, or doable.\u003c/p>\n\u003cp>But there is still lots of work to be done to make this event really \"work.\" How do you bridge the cultural divides -- perceived and real -- between entrepreneurs and educators, between hackers and high school teachers? How do you convince educators, already overworked, to spend 54 hours over the course of a weekend working on building an education technology startup?\u003c/p>\n\u003cp>In some ways, the emphasis on \"building a startup\" might be the wrong thing to tout. There are viable ideas that come out of the weekend. (\u003ca href=\"http://lessoncast.org/\">LessonCast\u003c/a>, for example, a startup that was founded back at the first Startup Weekend EDU in San Francisco in \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/you-have-54-hours-quick-build-an-ed-tech-startup/\">June\u003c/a> and that I covered back in \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/a-teacher-built-technology-tool/\">July\u003c/a>, is still going strong.) But the most valuable outcome of Startup Weekends aren't just the products built or the startups launched. It's the process itself.\u003c/p>\n\u003cp>And it is an intensive learning process. For many who participate, it's their first hands-on experience in product pitching, product design, customer validation, and business model creation. It's a hands-on learning experience in what it means to build a tech product and potentially a tech company. That might sound appealing to the entrepreneurs and engineers who participate, but for the classroom teacher (particularly one with no intention to leave the field to start a business), not so much.\u003c/p>\n\u003cp>But if you ask teachers, there actually \u003cem>is\u003c/em> a reward. \"It was the most incredible and immersive learning experience I have ever have,\" said Sharon Grimes, from Baltimore County Schools.\u003c/p>\n\u003cp>Despite all the talk about implementing \"project-based learning\" in the classroom, much of educators' own professional development still looks a lot like the sorts of teaching practices and experiences that are beginning to be eschewed in the classroom: lectures, the \"sage on the stage,\" no participation, little to no interactivity, no opportunity to identify a problem let alone work towards designing or implementing a solution. Participating in Startup Weekend, on the other hand, provides a project-based learning opportunity, one where teams must be coordinated through research, development, and marketing -- something that educators may be incredibly well-suited to do here.\u003c/p>\n\u003cp>Some of the startups that were pitched last night at the end of the DC Startup Weekend EDU were clearly teacher-driven projects: a tool to translate student data into easy-to-read and actionable infographics for parents, an openly licensed bank of assessments created for teachers by teachers, an app to make the notion of \"our global world\" more engaging for students based on their own interests, a browser-based plug-in for language-learning.\u003c/p>\n\u003cp>Again, it's the experience itself, not just the products that were built over the course of the last 54 hours -- \u003cem>that's\u003c/em> what Startup Weekend EDU seems to be working towards. It isn't simply launching startups; it's building a network of educators, engineers, and entrepreneurs who've worked together and who are beginning to think through problem-solving and hands-on building in order to address needs in education.\u003c/p>\n\u003cp>Check out this quick overview video to get a sense of what these startup weekends are about.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>http://youtu.be/jjgg63cGRLY\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\n\u003cp>\u003cimg class=\"size-medium wp-image-16321\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Screen-shot-2011-10-24-at-10.41.49-AM-300x168.png\" alt=\"\" width=\"300\" height=\"168\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Startup Weekend EDU San Francisco\u003c/p>\n\u003c/div>\n\u003cp>Last weekend, at the Washington, DC \u003ca href=\"http://edu.startupweekend.org/\">Startup Weekend EDU\u003c/a>, it was clear that teachers are starting to play a more important role in these intense entrepreneur-fests.\u003c/p>\n\u003cp>For those unfamiliar with Startup Weekend, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/you-have-54-hours-quick-build-an-ed-tech-startup/\">here's the general idea\u003c/a>: entrepreneurs have 54 hours — from Friday night until Sunday afternoon — to pitch an idea, assemble a team, and build and demo a product. The pitch is judged on a number of factors, including whether it's been vetted by the community, the strength of the business model, and, of course, whether the actual product works.\u003c/p>\n\u003cp>The good news for the education community is that the Startup Weekend enterprise has recently made the \u003ca href=\"http://www.hackeducation.com/2011/09/08/get-ready-for-a-lot-more-startup-weekend-edus-a-lot-more-ed-tech-startups/\">commitment\u003c/a> to hold events specifically addressing education issues.\u003c/p>\n\u003cp>But what can you build in 54 hours, you might wonder? Turns out, a whole lot.\u003c/p>\n\u003caside class=\"pullquote alignleft\">How do you bridge the cultural divides between entrepreneurs and educators, between hackers and high school teachers?\u003c/aside>\n\u003cp>Since 2007, when the idea of these weekend-long events started, thousands of startups have been created, and least one-third of those are still working on their idea months after their individual Startup Weekend.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But the move to create a series of Startup Weekends focused solely on education comes with its own set of challenges. Chief among these: how do you make sure to include educators? After all, if the goal is to help launch new education startups or to foster education innovation, how can those who are integral to the process -- those with the most extensive \"domain \u003c!--more-->expertise,\" those who know both the problems and what the potential solutions might look like -- feel welcome?\u003c/p>\n\u003cp>Watching Startup Weekend EDU develop over the course of the last few events, it's clear that the organizers are working hard to make sure that educators are not just present (reaching out to various teacher list-serves, for example, to encourage participation) but that their voice there is really recognized. After the pitches on Friday nights, for example, the educators present received special \"teacher approved\" stickers during the voting process, and they were asked to say why they thought some ideas were particularly important, needed, or doable.\u003c/p>\n\u003cp>But there is still lots of work to be done to make this event really \"work.\" How do you bridge the cultural divides -- perceived and real -- between entrepreneurs and educators, between hackers and high school teachers? How do you convince educators, already overworked, to spend 54 hours over the course of a weekend working on building an education technology startup?\u003c/p>\n\u003cp>In some ways, the emphasis on \"building a startup\" might be the wrong thing to tout. There are viable ideas that come out of the weekend. (\u003ca href=\"http://lessoncast.org/\">LessonCast\u003c/a>, for example, a startup that was founded back at the first Startup Weekend EDU in San Francisco in \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/you-have-54-hours-quick-build-an-ed-tech-startup/\">June\u003c/a> and that I covered back in \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/a-teacher-built-technology-tool/\">July\u003c/a>, is still going strong.) But the most valuable outcome of Startup Weekends aren't just the products built or the startups launched. It's the process itself.\u003c/p>\n\u003cp>And it is an intensive learning process. For many who participate, it's their first hands-on experience in product pitching, product design, customer validation, and business model creation. It's a hands-on learning experience in what it means to build a tech product and potentially a tech company. That might sound appealing to the entrepreneurs and engineers who participate, but for the classroom teacher (particularly one with no intention to leave the field to start a business), not so much.\u003c/p>\n\u003cp>But if you ask teachers, there actually \u003cem>is\u003c/em> a reward. \"It was the most incredible and immersive learning experience I have ever have,\" said Sharon Grimes, from Baltimore County Schools.\u003c/p>\n\u003cp>Despite all the talk about implementing \"project-based learning\" in the classroom, much of educators' own professional development still looks a lot like the sorts of teaching practices and experiences that are beginning to be eschewed in the classroom: lectures, the \"sage on the stage,\" no participation, little to no interactivity, no opportunity to identify a problem let alone work towards designing or implementing a solution. 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It isn't simply launching startups; it's building a network of educators, engineers, and entrepreneurs who've worked together and who are beginning to think through problem-solving and hands-on building in order to address needs in education.\u003c/p>\n\u003cp>Check out this quick overview video to get a sense of what these startup weekends are about.\u003c/p>\n\u003cp>\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/jjgg63cGRLY'\n title='//www.youtube.com/embed/jjgg63cGRLY'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\n\u003c/div>\u003c/p>",
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"disqusTitle": "Should a New Tech-Innovation Agency Be Created?",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/mbiddulph/5310895988/\">\u003cimg class=\"size-full wp-image-16202\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/cardboard_rocket.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Matt Biddulph\u003c/p>\n\u003c/div>\n\u003cp>Today, most of the education world is focusing on how \u003ca href=\"http://en.wikipedia.org/wiki/No_Child_Left_Behind_Act\">No Child Left Behind\u003c/a> might change with the reauthorization of ESEA -- the \u003ca href=\"http://en.wikipedia.org/wiki/Elementary_and_Secondary_Education_Act\">Elementary and Secondary Education Act\u003c/a>.\u003c/p>\n\u003cp>But as the Senate Education committee prepares to mark up ESEA, another under-the-radar amendment is also being considered -- one that has historical ties to the Department of Defense.\u003c/p>\n\u003cp>It's called ARPA-Ed, and it stands for the Advanced Research Projects Agency – Education, a program President Obama \u003ca href=\"http://www.whitehouse.gov/the-press-office/2011/03/08/president-obama-highlights-shared-responsibility-education-reform\">proposed\u003c/a> at the beginning of the year. If the name sounds a lot like \u003ca href=\"http://www.darpa.mil/\">DARPA\u003c/a>, the Defense Advanced Research Projects Agency, that's intentional. DARPA was established in the 1950s as a response to the Soviets' launch of the Sputnik spacecraft and was meant to protect the United States' technological supremacy. Although it's a Defense Department agency, DARPA research isn't tied to specific military missions. But it has been responsible for a number of technological innovations with sweeping implications, including, \u003ca href=\"http://en.wikipedia.org/wiki/ARPANET\">ARPANET\u003c/a>, the predecessor to the Internet.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Can the successes of the military's R&D program be duplicated in ed-tech?\u003c/aside>\n\u003cp>The creation of ARPA-Ed aims to tap into this history and to signal that the country urgently needs to invest in technological research to maintain its educational edge, or be at risk of falling behind.\u003c/p>\n\u003cp>The legacy of Sputnik and DARPA have been invoked by President Obama many times this year as he's talked about the importance of technology and education. He talked about Sputnik \u003c!--more-->specifically in his \u003ca href=\"http://www.whitehouse.gov/the-press-office/2011/01/25/remarks-president-state-union-address\">State of the Union\u003c/a> address at the beginning of the year:\u003c/p>\n\u003cblockquote>\u003cp>\"Half a century ago, when the Soviets beat us into space with the launch of a satellite called Sputnik, we had no idea how we would beat them to the moon. The science wasn’t even there yet. NASA didn’t exist. But after investing in better research and education, we didn’t just surpass the Soviets; we unleashed a wave of innovation that created new industries and millions of new jobs. This is our generation’s Sputnik moment. Two years ago, I said that we needed to reach a level of research and development we haven’t seen since the height of the Space Race. And in a few weeks, I will be sending a budget to Congress that helps us meet that goal.\"\u003c/p>\u003c/blockquote>\n\u003cp>As part of Obama's 2012 budget, $90 million was earmarked for the creation of ARPA-Ed. But until the proposal of the EASA amendment by Colorado Senator Michael Bennet today, there hasn't been any movement toward making this agency a reality.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The Department of Education says that ARPA-Ed would fund both private and public research by industry, universities, and other organizations that feed such projects as personalized digital tutors, adaptive learning platforms, and game-based learning (\u003ca href=\"http://www.ed.gov/sites/default/files/arpa-ed-background.pdf\">PDF\u003c/a>). The administration contends that an agency like ARPA-Ed would help correct the under-investment in education technology and would in turn spur innovation in the sector, which it contends has lagged far behind others in terms of its productivity and its performance.\u003c/p>\n\u003cp>ARPA-Ed isn't the only push that the Obama Administration has made into supporting education technology. It recently announced the \u003ca href=\"http://www.digitalpromise.org/\">Digital Promise\u003c/a>, a new non-profit designed \"to spur breakthrough technologies that can help transform the way teachers teach and students learn.\"\u003c/p>\n\u003cp>What makes ARPA-Ed different then? Is this just another redundant federal agency? That's what many opponents to the proposal are arguing, saying that it's a duplication of funding and of effort, and Bennet's proposed amendment is likely to face some fierce opposition as funding and philosophical battles heat up over the reauthorization of EASA.\u003c/p>\n\u003cp>But proponents of ARPA-Ed claim that it is different from other current efforts, in part, because its focus isn't on teaching \u003cem>and\u003c/em> learning with technology. ARPA-Ed is focused on how technology impacts learning, not teaching. (In other words, this isn't about teaching teachers or supporting teachers to use technology more effectively in their classrooms.)\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>One thing is certain about ARPA-Ed: It's part of the Obama Administration's continuing invocation of Sputnik-era rhetoric to make the case for better educational programs. \"Space Race\" -- \"Race to the Top.\" \"DARPA\" -- \"ARPA-Ed.\" Are these metaphors from the 1950s and 1960s the right ones? Can the successes of the military's R&D program be duplicated in ed-tech? And is that a model we even want to emulate?\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/mbiddulph/5310895988/\">\u003cimg class=\"size-full wp-image-16202\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/cardboard_rocket.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Matt Biddulph\u003c/p>\n\u003c/div>\n\u003cp>Today, most of the education world is focusing on how \u003ca href=\"http://en.wikipedia.org/wiki/No_Child_Left_Behind_Act\">No Child Left Behind\u003c/a> might change with the reauthorization of ESEA -- the \u003ca href=\"http://en.wikipedia.org/wiki/Elementary_and_Secondary_Education_Act\">Elementary and Secondary Education Act\u003c/a>.\u003c/p>\n\u003cp>But as the Senate Education committee prepares to mark up ESEA, another under-the-radar amendment is also being considered -- one that has historical ties to the Department of Defense.\u003c/p>\n\u003cp>It's called ARPA-Ed, and it stands for the Advanced Research Projects Agency – Education, a program President Obama \u003ca href=\"http://www.whitehouse.gov/the-press-office/2011/03/08/president-obama-highlights-shared-responsibility-education-reform\">proposed\u003c/a> at the beginning of the year. If the name sounds a lot like \u003ca href=\"http://www.darpa.mil/\">DARPA\u003c/a>, the Defense Advanced Research Projects Agency, that's intentional. DARPA was established in the 1950s as a response to the Soviets' launch of the Sputnik spacecraft and was meant to protect the United States' technological supremacy. Although it's a Defense Department agency, DARPA research isn't tied to specific military missions. But it has been responsible for a number of technological innovations with sweeping implications, including, \u003ca href=\"http://en.wikipedia.org/wiki/ARPANET\">ARPANET\u003c/a>, the predecessor to the Internet.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Can the successes of the military's R&D program be duplicated in ed-tech?\u003c/aside>\n\u003cp>The creation of ARPA-Ed aims to tap into this history and to signal that the country urgently needs to invest in technological research to maintain its educational edge, or be at risk of falling behind.\u003c/p>\n\u003cp>The legacy of Sputnik and DARPA have been invoked by President Obama many times this year as he's talked about the importance of technology and education. He talked about Sputnik \u003c!--more-->specifically in his \u003ca href=\"http://www.whitehouse.gov/the-press-office/2011/01/25/remarks-president-state-union-address\">State of the Union\u003c/a> address at the beginning of the year:\u003c/p>\n\u003cblockquote>\u003cp>\"Half a century ago, when the Soviets beat us into space with the launch of a satellite called Sputnik, we had no idea how we would beat them to the moon. The science wasn’t even there yet. NASA didn’t exist. But after investing in better research and education, we didn’t just surpass the Soviets; we unleashed a wave of innovation that created new industries and millions of new jobs. This is our generation’s Sputnik moment. Two years ago, I said that we needed to reach a level of research and development we haven’t seen since the height of the Space Race. And in a few weeks, I will be sending a budget to Congress that helps us meet that goal.\"\u003c/p>\u003c/blockquote>\n\u003cp>As part of Obama's 2012 budget, $90 million was earmarked for the creation of ARPA-Ed. But until the proposal of the EASA amendment by Colorado Senator Michael Bennet today, there hasn't been any movement toward making this agency a reality.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The Department of Education says that ARPA-Ed would fund both private and public research by industry, universities, and other organizations that feed such projects as personalized digital tutors, adaptive learning platforms, and game-based learning (\u003ca href=\"http://www.ed.gov/sites/default/files/arpa-ed-background.pdf\">PDF\u003c/a>). The administration contends that an agency like ARPA-Ed would help correct the under-investment in education technology and would in turn spur innovation in the sector, which it contends has lagged far behind others in terms of its productivity and its performance.\u003c/p>\n\u003cp>ARPA-Ed isn't the only push that the Obama Administration has made into supporting education technology. It recently announced the \u003ca href=\"http://www.digitalpromise.org/\">Digital Promise\u003c/a>, a new non-profit designed \"to spur breakthrough technologies that can help transform the way teachers teach and students learn.\"\u003c/p>\n\u003cp>What makes ARPA-Ed different then? Is this just another redundant federal agency? That's what many opponents to the proposal are arguing, saying that it's a duplication of funding and of effort, and Bennet's proposed amendment is likely to face some fierce opposition as funding and philosophical battles heat up over the reauthorization of EASA.\u003c/p>\n\u003cp>But proponents of ARPA-Ed claim that it is different from other current efforts, in part, because its focus isn't on teaching \u003cem>and\u003c/em> learning with technology. ARPA-Ed is focused on how technology impacts learning, not teaching. (In other words, this isn't about teaching teachers or supporting teachers to use technology more effectively in their classrooms.)\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>One thing is certain about ARPA-Ed: It's part of the Obama Administration's continuing invocation of Sputnik-era rhetoric to make the case for better educational programs. \"Space Race\" -- \"Race to the Top.\" \"DARPA\" -- \"ARPA-Ed.\" Are these metaphors from the 1950s and 1960s the right ones? Can the successes of the military's R&D program be duplicated in ed-tech? And is that a model we even want to emulate?\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Finding a Voice Through Twitter",
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"content": "\u003cfigure id=\"attachment_16186\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-16186\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/IMG_1477-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003cfigcaption class=\"wp-caption-text\">Students at Burton High experiment with tweeting in class.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Matthew Williams\u003c/h5>\n\u003cp>Last month, 50 eleventh- and twelfth-graders at San Francisco's \u003ca href=\"http://burtonhighschool.net/\">Burton High Schoo\u003c/a>l started tweeting in class for the first time.\u003c/p>\n\u003cp>Many were familiar with Twitter and some use it on a daily basis, but never for school. As in most instances, there's a major disconnect between the role of social media in their lives outside school -- where they use Twitter and Facebook to chat with friends, and update their status -- and what happens at Burton. This class also demonstrates what \u003ca href=\"http://www.pewinternet.org/Reports/2010/Mobile-Access-2010.aspx\">recent studies have shown\u003c/a>: that a large majority of kids have cell phones, even if they come from low-income families. In these two classes, 90% of students had cell phones, and 63% qualify for free or reduced lunch.\u003c/p>\n\u003cp>But the fact that they were tweeting in class was enough to get them excited in the project. On this particular day, they were asked to \u003ca href=\"http://education.kqed.org/edspace/donow/do-now-1-remembering-911/\">tweet about what they remembered \u003c/a>about 9/11.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“I think that using Twitter to do an assignment is maybe the coolest assignment in school.\" \u003c/aside>\n\u003cp>\"I remember my mom screaming for my auntie to look at the tv. Also me and my sister not going to school that day,\" wrote one student.\u003c/p>\n\u003cp>\"i didn't know what was going on but i was scared.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One student tied it to the war that followed: \"the gov prolly didn't stop 911 cuz they prolly had more benefits from the aftermath. Ie. Patriot act,war,etc.\"\u003c/p>\n\u003cp>Most of the kids immediately took to the idea for a number of different reasons.\u003c!--more-->\u003c/p>\n\u003cp>“I think that using Twitter to do an assignment is maybe the coolest assignment in school,\" said Jason Wong. \"I like how we are able to do this through the phone and people can see our thoughts.\"\u003c/p>\n\u003cp>Nikko Maraya piped in: \"We should do it in every class.”\u003c/p>\n\u003cp>Beyond the novelty of tweeting, the students said they felt their voices were being heard and they created a connection to the topic. Their friends cared what they wrote and the conversation opened up to a larger community than just the class. They knew it was on the KQED site and enjoyed watching the Twitter feed update on the website.\u003c/p>\n\u003cp>“I learned about 9/11 that many of my peers were too young to understand about the situations and they were really clueless about it,\" said Japhet Sabucdalao. \"I think it really helped my experience because it made be see different ways of things, like different perspectives of people during 9/11.”\u003c/p>\n\u003cp>For Sherry Wu, the gravity of the attacks on 9/11 sunk in during this assignment. “What I learned is that everybody has different ways of reacting about this situation and it's really sad that all these beloved ones lost their lives during 9/11,\" she said. \"This helped me understand more about what I don't know and also, I want to learn more about it for references in the future.”\u003c/p>\n\u003cp>But there were a few who were concerned about how their tweets would be interpreted alongside their personal tweets, that, perhaps their audience would think it was disingenuous.\u003c/p>\n\u003cp>Eric Johnson who didn't want to mix his two very different sets of followers created a separate Twitter account for school. Just recently, he'd opened up his Facebook account to family members and teachers, and it was important for him to have a platform where he could truly be himself and not have to censor himself.\u003c/p>\n\u003cp>\u003cstrong>WHO CARES ABOUT TWITTER?\u003c/strong>\u003cbr>\nThe class assignment focused on how technology has changed how we communicate, particularly with mobile devices and social media. They talked about the value of these tools in their everyday lives and how students could use these tools in school and as citizens of the digital world.\u003c/p>\n\u003cp>Ironically cell phones are currently not allowed at Burton. Facebook is blocked. But the teacher, Wendy Berkelman, recognizes the importance of using media to connect students to important local and global issues and gives them a voice in the conversation. The 9/11 exercise with Twitter was the first step towards that. She’s hoping that, if this experiment works, the cell phone policy may change at Burton where more teachers can use phones for learning.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Matthew Williams is the media expert at \u003ca href=\"http://www.kqed.org/education\">KQED Education\u003c/a>. He spearheaded \"\u003ca href=\"www.kqed.org/donow\">Do Now\u003c/a>,\" which encourages middle and high school students to participate in weekly topical discussions through social media tools.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_16186\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-16186\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/IMG_1477-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003cfigcaption class=\"wp-caption-text\">Students at Burton High experiment with tweeting in class.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Matthew Williams\u003c/h5>\n\u003cp>Last month, 50 eleventh- and twelfth-graders at San Francisco's \u003ca href=\"http://burtonhighschool.net/\">Burton High Schoo\u003c/a>l started tweeting in class for the first time.\u003c/p>\n\u003cp>Many were familiar with Twitter and some use it on a daily basis, but never for school. As in most instances, there's a major disconnect between the role of social media in their lives outside school -- where they use Twitter and Facebook to chat with friends, and update their status -- and what happens at Burton. This class also demonstrates what \u003ca href=\"http://www.pewinternet.org/Reports/2010/Mobile-Access-2010.aspx\">recent studies have shown\u003c/a>: that a large majority of kids have cell phones, even if they come from low-income families. In these two classes, 90% of students had cell phones, and 63% qualify for free or reduced lunch.\u003c/p>\n\u003cp>But the fact that they were tweeting in class was enough to get them excited in the project. On this particular day, they were asked to \u003ca href=\"http://education.kqed.org/edspace/donow/do-now-1-remembering-911/\">tweet about what they remembered \u003c/a>about 9/11.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“I think that using Twitter to do an assignment is maybe the coolest assignment in school.\" \u003c/aside>\n\u003cp>\"I remember my mom screaming for my auntie to look at the tv. Also me and my sister not going to school that day,\" wrote one student.\u003c/p>\n\u003cp>\"i didn't know what was going on but i was scared.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>One student tied it to the war that followed: \"the gov prolly didn't stop 911 cuz they prolly had more benefits from the aftermath. Ie. Patriot act,war,etc.\"\u003c/p>\n\u003cp>Most of the kids immediately took to the idea for a number of different reasons.\u003c!--more-->\u003c/p>\n\u003cp>“I think that using Twitter to do an assignment is maybe the coolest assignment in school,\" said Jason Wong. \"I like how we are able to do this through the phone and people can see our thoughts.\"\u003c/p>\n\u003cp>Nikko Maraya piped in: \"We should do it in every class.”\u003c/p>\n\u003cp>Beyond the novelty of tweeting, the students said they felt their voices were being heard and they created a connection to the topic. Their friends cared what they wrote and the conversation opened up to a larger community than just the class. They knew it was on the KQED site and enjoyed watching the Twitter feed update on the website.\u003c/p>\n\u003cp>“I learned about 9/11 that many of my peers were too young to understand about the situations and they were really clueless about it,\" said Japhet Sabucdalao. \"I think it really helped my experience because it made be see different ways of things, like different perspectives of people during 9/11.”\u003c/p>\n\u003cp>For Sherry Wu, the gravity of the attacks on 9/11 sunk in during this assignment. “What I learned is that everybody has different ways of reacting about this situation and it's really sad that all these beloved ones lost their lives during 9/11,\" she said. \"This helped me understand more about what I don't know and also, I want to learn more about it for references in the future.”\u003c/p>\n\u003cp>But there were a few who were concerned about how their tweets would be interpreted alongside their personal tweets, that, perhaps their audience would think it was disingenuous.\u003c/p>\n\u003cp>Eric Johnson who didn't want to mix his two very different sets of followers created a separate Twitter account for school. Just recently, he'd opened up his Facebook account to family members and teachers, and it was important for him to have a platform where he could truly be himself and not have to censor himself.\u003c/p>\n\u003cp>\u003cstrong>WHO CARES ABOUT TWITTER?\u003c/strong>\u003cbr>\nThe class assignment focused on how technology has changed how we communicate, particularly with mobile devices and social media. They talked about the value of these tools in their everyday lives and how students could use these tools in school and as citizens of the digital world.\u003c/p>\n\u003cp>Ironically cell phones are currently not allowed at Burton. Facebook is blocked. But the teacher, Wendy Berkelman, recognizes the importance of using media to connect students to important local and global issues and gives them a voice in the conversation. The 9/11 exercise with Twitter was the first step towards that. She’s hoping that, if this experiment works, the cell phone policy may change at Burton where more teachers can use phones for learning.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Matthew Williams is the media expert at \u003ca href=\"http://www.kqed.org/education\">KQED Education\u003c/a>. He spearheaded \"\u003ca href=\"www.kqed.org/donow\">Do Now\u003c/a>,\" which encourages middle and high school students to participate in weekly topical discussions through social media tools.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "The Rise (and Fall?) of Text Messaging in Schools",
"title": "The Rise (and Fall?) of Text Messaging in Schools",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/class-turn-on-your-cell-phones-its-time-to-text/87549956-3/\" rel=\"attachment wp-att-14817\">\u003cimg class=\"size-medium wp-image-14817\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/87549956-300x193.jpg\" alt=\"\" width=\"300\" height=\"193\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp>Over the last few months, there has been \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/class-turn-on-your-cell-phones-its-time-to-text/\">increased interest\u003c/a> in using text-messaging at school. Although many schools do still have \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/to-ban-or-not-to-ban-schools-must-decide-cell-phone-policies/\">strict policies\u003c/a> that forbid using cell phones in class, more are exploring ways to use text-messaging as a communication tool to bridge home and school.\u003c/p>\n\u003cp>There's also been an explosion in new tech start-ups that offer services for just this purpose. They're taking advantage of students' and families' access to cell phones, but more importantly perhaps, they're tapping into the \u003ca href=\"http://pewresearch.org/pubs/1572/teens-cell-phones-text-messages\">popularity of text-messaging\u003c/a> among teens. They're also working to make sure that the SMS communication is safe, that both student and teacher privacy is protected, and that records are kept so that any inappropriate behavior can be identified. Some of these startups include \u003ca href=\"http://remind101.com\">Remind 101\u003c/a>, \u003ca href=\"http://cel.ly/\">Cel.ly\u003c/a>, and \u003ca href=\"http://snappschool.com/\">Snapp School\u003c/a>. (You can read more about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/class-turn-on-your-cell-phones-its-time-to-text/\">Cel.ly here\u003c/a>.)\u003c/p>\n\u003caside class=\"pullquote alignleft\">Just as text messaging may be on the cusp of widespread adoption in schools, there are rumblings in other sectors that it's dead.\u003c/aside>\n\u003cp>Interesting, at some of the most recent \u003ca href=\"http://startupweekend.org\">Startup Weekend\u003c/a> EDUs -- an event that brings together educators, engineers, and entrepreneurs to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/you-have-54-hours-quick-build-an-ed-tech-startup/\">launch education startups\u003c/a> over the course of a weekend -- winning teams have built text-messaging apps: \u003ca href=\"http://classparrot.com\">ClassParrot\u003c/a> was the winner of the recent \u003ca href=\"http://mega.startupweekend.org/\">Mega Startup Weekend\u003c/a> in Mountain View, and \u003ca href=\"http://www.text2teach.org/\">Text2Teach\u003c/a> won first prize at \u003ca href=\"http://seattleedu.startupweekend.org/\">Seattle's Startup Weekend\u003c/a>.\u003c/p>\n\u003cp>It's an indication that text-messaging is becoming recognized as a powerful tool that schools should find a way to use. It's one that can keep students engaged in class (though that idea \u003c!--more-->remains fairly controversial, as cell phones are still viewed by many as a \u003ca href=\"http://www.pbs.org/mediashift/2011/09/cell-phones-in-classrooms-no-students-need-to-pay-attention264.html\">distraction\u003c/a>). And it's one that can help bridge the communication gulf between home and school.\u003c/p>\n\u003cp>But just as text-messaging may be on the cusp of widespread adoption in schools, there are rumblings in other sectors that text-messaging is dead. Or more accurately, perhaps, that text-messaging should simply die.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Part of the call for the end of text-messaging is that it is an incredibly expensive service, one that the phone carriers profit greatly from. Although text-messaging involves sending data, the charges for SMS are separated from a cell phone user's regular data plan. Earlier this year, the technology blog \u003ca href=\"http://gizmodo.com/5832245/atts-new-text-plan-overcharges-you-by-10000000\">Gizmodo\u003c/a> did the math on how much users pay for a text versus how much they pay for the same amount of data -- assuming, that is, that the typical text is roughly 160 bytes. According to its calculations, you pay $.20 per text for a \"text.\" But when you send that same amount of data as, well, \"data,\" you pay $.000002. Ouch.\u003c/p>\n\u003cp>The cost of a text-message might seem inconsequential, but when you consider the number of text-messages that the average teen sends per day, it adds up quickly. And if you consider the number of text messages that a school might send to hundreds of students, or a teacher might send to multiple classes of 30 or so students -- during a typical week or over the course of the school year -- the cost of text-messaging starts to look like it might outweigh any argument about the benefits of better communication.\u003c/p>\n\u003cp>While there could be solutions here on the carriers' end -- discounted messaging for schools, for example -- some people are placing their bets on apps versus SMS. Take last week's release of Apple's latest mobile operating system, iOS 5, that included iMessage. This is a new messaging service that allows anyone using iOS 5 -- whether on an iPad, iPhone, or iPod Touch, to send -- to communicate with others who use the devices. You can send text messages, photos, videos. It also includes a group-messaging feature. These messages are all free (or rather, they're included as part of users' data plans, which as indicated above, comes at a cheaper per byte rate than SMS).\u003c/p>\n\u003cp>The problem here, of course, is that this only works on Apple mobile devices. It's a good solution for those with the high-end smart-phones, but a lousy solution in terms of equity -- or for those who prefer to use non-Apple devices.\u003c/p>\n\u003cp>Of course, free messaging comes with other smartphone apps too. \u003ca href=\"https://www.google.com/voice/\">Google Voice\u003c/a>, for example, allows you to send text-messages without paying texting fees, and there are a number of generic \"messaging apps.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But the beauty of SMS is that it works on any phone, whether it's an Android or an iPhone or a very basic flip phone. Text messaging is also the tool that many students already use. They're more apt to read and respond to texts -- they're comfortable communicating that way. That makes texting an important tool for reaching them and reaching families. But as schools begin to embrace SMS, it's still worth pointing out that it's an expensive way to communicate -- and one the tech world is hedging will go away.\u003c/p>\n\n",
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"description": "Getty Over the last few months, there has been increased interest in using text-messaging at school. Although many schools do still have strict policies that forbid using cell phones in class, more are exploring ways to use text-messaging as a communication tool to bridge home and school. There's also been an explosion in new tech",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/class-turn-on-your-cell-phones-its-time-to-text/87549956-3/\" rel=\"attachment wp-att-14817\">\u003cimg class=\"size-medium wp-image-14817\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/87549956-300x193.jpg\" alt=\"\" width=\"300\" height=\"193\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp>Over the last few months, there has been \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/class-turn-on-your-cell-phones-its-time-to-text/\">increased interest\u003c/a> in using text-messaging at school. Although many schools do still have \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/to-ban-or-not-to-ban-schools-must-decide-cell-phone-policies/\">strict policies\u003c/a> that forbid using cell phones in class, more are exploring ways to use text-messaging as a communication tool to bridge home and school.\u003c/p>\n\u003cp>There's also been an explosion in new tech start-ups that offer services for just this purpose. They're taking advantage of students' and families' access to cell phones, but more importantly perhaps, they're tapping into the \u003ca href=\"http://pewresearch.org/pubs/1572/teens-cell-phones-text-messages\">popularity of text-messaging\u003c/a> among teens. They're also working to make sure that the SMS communication is safe, that both student and teacher privacy is protected, and that records are kept so that any inappropriate behavior can be identified. Some of these startups include \u003ca href=\"http://remind101.com\">Remind 101\u003c/a>, \u003ca href=\"http://cel.ly/\">Cel.ly\u003c/a>, and \u003ca href=\"http://snappschool.com/\">Snapp School\u003c/a>. (You can read more about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/class-turn-on-your-cell-phones-its-time-to-text/\">Cel.ly here\u003c/a>.)\u003c/p>\n\u003caside class=\"pullquote alignleft\">Just as text messaging may be on the cusp of widespread adoption in schools, there are rumblings in other sectors that it's dead.\u003c/aside>\n\u003cp>Interesting, at some of the most recent \u003ca href=\"http://startupweekend.org\">Startup Weekend\u003c/a> EDUs -- an event that brings together educators, engineers, and entrepreneurs to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/you-have-54-hours-quick-build-an-ed-tech-startup/\">launch education startups\u003c/a> over the course of a weekend -- winning teams have built text-messaging apps: \u003ca href=\"http://classparrot.com\">ClassParrot\u003c/a> was the winner of the recent \u003ca href=\"http://mega.startupweekend.org/\">Mega Startup Weekend\u003c/a> in Mountain View, and \u003ca href=\"http://www.text2teach.org/\">Text2Teach\u003c/a> won first prize at \u003ca href=\"http://seattleedu.startupweekend.org/\">Seattle's Startup Weekend\u003c/a>.\u003c/p>\n\u003cp>It's an indication that text-messaging is becoming recognized as a powerful tool that schools should find a way to use. It's one that can keep students engaged in class (though that idea \u003c!--more-->remains fairly controversial, as cell phones are still viewed by many as a \u003ca href=\"http://www.pbs.org/mediashift/2011/09/cell-phones-in-classrooms-no-students-need-to-pay-attention264.html\">distraction\u003c/a>). And it's one that can help bridge the communication gulf between home and school.\u003c/p>\n\u003cp>But just as text-messaging may be on the cusp of widespread adoption in schools, there are rumblings in other sectors that text-messaging is dead. Or more accurately, perhaps, that text-messaging should simply die.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Part of the call for the end of text-messaging is that it is an incredibly expensive service, one that the phone carriers profit greatly from. Although text-messaging involves sending data, the charges for SMS are separated from a cell phone user's regular data plan. Earlier this year, the technology blog \u003ca href=\"http://gizmodo.com/5832245/atts-new-text-plan-overcharges-you-by-10000000\">Gizmodo\u003c/a> did the math on how much users pay for a text versus how much they pay for the same amount of data -- assuming, that is, that the typical text is roughly 160 bytes. According to its calculations, you pay $.20 per text for a \"text.\" But when you send that same amount of data as, well, \"data,\" you pay $.000002. Ouch.\u003c/p>\n\u003cp>The cost of a text-message might seem inconsequential, but when you consider the number of text-messages that the average teen sends per day, it adds up quickly. And if you consider the number of text messages that a school might send to hundreds of students, or a teacher might send to multiple classes of 30 or so students -- during a typical week or over the course of the school year -- the cost of text-messaging starts to look like it might outweigh any argument about the benefits of better communication.\u003c/p>\n\u003cp>While there could be solutions here on the carriers' end -- discounted messaging for schools, for example -- some people are placing their bets on apps versus SMS. Take last week's release of Apple's latest mobile operating system, iOS 5, that included iMessage. This is a new messaging service that allows anyone using iOS 5 -- whether on an iPad, iPhone, or iPod Touch, to send -- to communicate with others who use the devices. You can send text messages, photos, videos. It also includes a group-messaging feature. These messages are all free (or rather, they're included as part of users' data plans, which as indicated above, comes at a cheaper per byte rate than SMS).\u003c/p>\n\u003cp>The problem here, of course, is that this only works on Apple mobile devices. It's a good solution for those with the high-end smart-phones, but a lousy solution in terms of equity -- or for those who prefer to use non-Apple devices.\u003c/p>\n\u003cp>Of course, free messaging comes with other smartphone apps too. \u003ca href=\"https://www.google.com/voice/\">Google Voice\u003c/a>, for example, allows you to send text-messages without paying texting fees, and there are a number of generic \"messaging apps.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But the beauty of SMS is that it works on any phone, whether it's an Android or an iPhone or a very basic flip phone. Text messaging is also the tool that many students already use. They're more apt to read and respond to texts -- they're comfortable communicating that way. That makes texting an important tool for reaching them and reaching families. But as schools begin to embrace SMS, it's still worth pointing out that it's an expensive way to communicate -- and one the tech world is hedging will go away.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "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.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"pri-the-world": {
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"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
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"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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"reveal": {
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"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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},
"science-friday": {
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