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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-16130\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/ipad-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003ch5>By Aran Levassur\u003c/h5>\n\u003cp>\"When people learn to play video games,\" said James Paul Gee, \"they are learning a new \u003cem>literacy\u003c/em>.\"\u003c/p>\n\u003cp>This is one of the reason kids love playing them: They are learning a new interactive language that grants them access to virtual worlds that are filled with intrigue, engagement and meaningful challenges. And one that feels more congruent with the nature and trajectory of today's world.\u003c/p>\n\u003cp>As our commerce and culture migrates further into this emerging digital ecosystem it becomes more critical that we develop digital literacy, of which video games inhabit a large portion.\u003c/p>\n\u003cp>Gee, a linguist and professor of literacy studies at Arizona State University, thinks we should expand the traditional definition of literacy beyond reading and writing because language isn't the only communication system available in today's world. And there is no better example of a new form of media that communicates distinctive types of meaning than video games.\u003c/p>\n\u003cp>\u003cstrong>THE LITERACY OF PROBLEM-SOLVING\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Although games can be immensely entertaining, it would be a mistake to consider them as only a form of entertainment. Games are fun, but their real value lies in leveraging play and exploration as a mode of learning the literacy of problem-solving, which lowers the emotional stakes of failing.\u003c/p>\n\u003caside class=\"pullquote alignleft\">A critical part of being literate in the digital age means being able to solve problems through simulations and collaboration.\u003c/aside>\n\u003cp>In Sir Ken Robinson's TED talk, \u003ca href=\"http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html\">Do Schools Kill Creativity?\u003c/a>, he reminds us that our educational system has stigmatized mistakes. As a result, kids are frightened of being wrong. Yet if we are not prepared to be wrong than we won't be able to come up with anything creative or solve complex problems. Videogames, on the other hand, embed trial and error into the foundation of gameplay.\u003c/p>\n\u003cp>Kids aren't naturally great at gaming the first time. They develop mastery through disciplined practice -- a path marked by dead-ends, wrong turns and blunders. Yet gamers aren't angst-ridden \u003c!--more-->about making wrong decisions because games encourage a growth mindset. Mistakes are how one figures out what doesn't work and provides the impetus to zero in on what might.\u003c/p>\n\u003cp>Conversely, the game of modern education revolves around right and wrong answers. Now this kind of learning may be appropriate in some instances, say, when you want a student to remember the capitals of countries. That method is important, but it can only take you so far. It certainly can't penetrate more sophisticated, and I would argue, more important questions, such as: How does geography shape culture?\u003c/p>\n\u003cp>Games on the other hand, cultivate problem-solving, that, with that right kind of scaffolding, could begin to gain traction with these more exploratory questions and knowledge.\u003c/p>\n\u003cp>\u003cstrong>FOCUSING ON THE PROCESS, NOT THE CONTENT\u003c/strong>\u003c/p>\n\u003cp>Much of the critique leveled at videogames is oriented around their content. In \u003ca href=\"http://www.amazon.com/Everything-Bad-Good-You-Actually/dp/1573223077\">Everything Bad Is Good For You\u003c/a>, Steven Johnson writes of a hypothetical high school English teacher admonishing videogames' lack of content: \"There's no psychological depth here, no moral quandaries, no poetry. And he'd be right! But comparing these games to 'The Iliad' or 'The Great Gatsby' or 'Hamlet' relies on a false premise: that the intelligence of these games lies in their content, in the themes and characters they represent.\"\u003c/p>\n\u003cp>Games are based on problems to solve, not content. This doesn't mean that game-based problem-solving should eclipse learning content, but I think we are increasingly seeing that a critical part of being literate in the digital age means being able to solve problems through simulations and collaboration.\u003c/p>\n\u003cp>Videogames, and the type of learning and thinking they generate, may serve as a cornerstone for education and economies of the future.\u003c/p>\n\u003cp>In their book, \u003ca href=\"http://www.amazon.com/Rethinking-Education-Technology-Education-Connections-Education-Connections/dp/0807750026\">Rethinking Education in the Age of Technology\u003c/a>, Allan Collins and Richard Halverson state that \"policymakers interested in preparing students for success in the 21st-century economy would do well ... to appreciate how skills developed through navigating virtual environments might pay off in the workplace ... [and how] the new skills and dispositions of the gamer generation will transform the workplace. The gamer generation will push for work environments to incorporate more virtual aspects in fields, such as market analysis, and social and economic modeling. Gamers, for example, have abundant experience making big decisions, coordinating resources, and experimenting with complex strategies in game-based simulations.\"\u003c/p>\n\u003cp>\u003cstrong>MAKING THE MOST OF GAMING FOR YOUR KIDS\u003c/strong>\u003c/p>\n\u003cp>Although video games have great potential to be powerful vehicles for learning, there is no guarantee this will happen. Just as there is no guarantee that someone will understand the themes and symbols of \u003cem>The Lord of the Flies\u003c/em> by simply reading it. As a result, kids need parents, teachers and their peers to engage their gaming in thoughtful ways. While there could be a long list of recommended practice, for simplicity sake I've reduced the list to three preliminary suggestions.\u003c/p>\n\u003col start=\"1\">\n\u003cli>Play games. Otherwise how can you have meaningful conversations about them? Not learning how to play games would be akin to talking about \"The Lord of the Flies\" without having learned to read.\u003c/li>\n\u003cli>Connect games to books, movies, TV and the world around them. By thinking about games beyond their boundaries we can cultivate pattern recognition across media platforms and parlay the problem-solving of gaming into the real world.\u003c/li>\n\u003cli>Have your students or kids collaborate with other peers to analyze and interpret games, as well share strategies. There has been a raft of research in recent years that extols the wisdom of the crowd and the logic of the swarm. Through collaboration and networking kids can learn to enhance their own perspectives, ideas and, perhaps, contribute to a whole that is greater than the sum of its parts.\u003c/li>\n\u003c/ol>\n\u003cp>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/can-playing-games-teach-literacy/pbs-mediashift-logo-final-6/\" rel=\"attachment wp-att-16140\">\u003cimg class=\"alignleft size-full wp-image-16140\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/pbs-mediashift-logo-final.jpg\" alt=\"\" width=\"54\" height=\"54\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-75x75.jpg 75w\" sizes=\"(max-width: 54px) 100vw, 54px\">\u003c/a>This story was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook\u003c/a>.\u003c/em>\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>\u003cem>Aran Levasseur has an eclectic background that ranges from outdoor education to life coaching, and from habitat restoration to video production. For the last five years he's taught middle school history and science. From the beginning he's been integrating technology into his classes to enhance his teaching and student learning. He recently gave \u003ca href=\"http://vimeo.com/22398353\">a talk at TEDxSFED on videogames and learning\u003c/a>. Currently he's the Academic Technology Coordinator at San Francisco University High School.\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"description": "TB By Aran Levassur "When people learn to play video games," said James Paul Gee, "they are learning a new literacy." This is one of the reason kids love playing them: They are learning a new interactive language that grants them access to virtual worlds that are filled with intrigue, engagement and meaningful challenges. And",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Although games can be immensely entertaining, it would be a mistake to consider them as only a form of entertainment. Games are fun, but their real value lies in leveraging play and exploration as a mode of learning the literacy of problem-solving, which lowers the emotional stakes of failing.\u003c/p>\n\u003caside class=\"pullquote alignleft\">A critical part of being literate in the digital age means being able to solve problems through simulations and collaboration.\u003c/aside>\n\u003cp>In Sir Ken Robinson's TED talk, \u003ca href=\"http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html\">Do Schools Kill Creativity?\u003c/a>, he reminds us that our educational system has stigmatized mistakes. As a result, kids are frightened of being wrong. Yet if we are not prepared to be wrong than we won't be able to come up with anything creative or solve complex problems. Videogames, on the other hand, embed trial and error into the foundation of gameplay.\u003c/p>\n\u003cp>Kids aren't naturally great at gaming the first time. They develop mastery through disciplined practice -- a path marked by dead-ends, wrong turns and blunders. Yet gamers aren't angst-ridden \u003c!--more-->about making wrong decisions because games encourage a growth mindset. Mistakes are how one figures out what doesn't work and provides the impetus to zero in on what might.\u003c/p>\n\u003cp>Conversely, the game of modern education revolves around right and wrong answers. Now this kind of learning may be appropriate in some instances, say, when you want a student to remember the capitals of countries. That method is important, but it can only take you so far. It certainly can't penetrate more sophisticated, and I would argue, more important questions, such as: How does geography shape culture?\u003c/p>\n\u003cp>Games on the other hand, cultivate problem-solving, that, with that right kind of scaffolding, could begin to gain traction with these more exploratory questions and knowledge.\u003c/p>\n\u003cp>\u003cstrong>FOCUSING ON THE PROCESS, NOT THE CONTENT\u003c/strong>\u003c/p>\n\u003cp>Much of the critique leveled at videogames is oriented around their content. In \u003ca href=\"http://www.amazon.com/Everything-Bad-Good-You-Actually/dp/1573223077\">Everything Bad Is Good For You\u003c/a>, Steven Johnson writes of a hypothetical high school English teacher admonishing videogames' lack of content: \"There's no psychological depth here, no moral quandaries, no poetry. And he'd be right! But comparing these games to 'The Iliad' or 'The Great Gatsby' or 'Hamlet' relies on a false premise: that the intelligence of these games lies in their content, in the themes and characters they represent.\"\u003c/p>\n\u003cp>Games are based on problems to solve, not content. This doesn't mean that game-based problem-solving should eclipse learning content, but I think we are increasingly seeing that a critical part of being literate in the digital age means being able to solve problems through simulations and collaboration.\u003c/p>\n\u003cp>Videogames, and the type of learning and thinking they generate, may serve as a cornerstone for education and economies of the future.\u003c/p>\n\u003cp>In their book, \u003ca href=\"http://www.amazon.com/Rethinking-Education-Technology-Education-Connections-Education-Connections/dp/0807750026\">Rethinking Education in the Age of Technology\u003c/a>, Allan Collins and Richard Halverson state that \"policymakers interested in preparing students for success in the 21st-century economy would do well ... to appreciate how skills developed through navigating virtual environments might pay off in the workplace ... [and how] the new skills and dispositions of the gamer generation will transform the workplace. The gamer generation will push for work environments to incorporate more virtual aspects in fields, such as market analysis, and social and economic modeling. Gamers, for example, have abundant experience making big decisions, coordinating resources, and experimenting with complex strategies in game-based simulations.\"\u003c/p>\n\u003cp>\u003cstrong>MAKING THE MOST OF GAMING FOR YOUR KIDS\u003c/strong>\u003c/p>\n\u003cp>Although video games have great potential to be powerful vehicles for learning, there is no guarantee this will happen. Just as there is no guarantee that someone will understand the themes and symbols of \u003cem>The Lord of the Flies\u003c/em> by simply reading it. As a result, kids need parents, teachers and their peers to engage their gaming in thoughtful ways. While there could be a long list of recommended practice, for simplicity sake I've reduced the list to three preliminary suggestions.\u003c/p>\n\u003col start=\"1\">\n\u003cli>Play games. Otherwise how can you have meaningful conversations about them? Not learning how to play games would be akin to talking about \"The Lord of the Flies\" without having learned to read.\u003c/li>\n\u003cli>Connect games to books, movies, TV and the world around them. By thinking about games beyond their boundaries we can cultivate pattern recognition across media platforms and parlay the problem-solving of gaming into the real world.\u003c/li>\n\u003cli>Have your students or kids collaborate with other peers to analyze and interpret games, as well share strategies. There has been a raft of research in recent years that extols the wisdom of the crowd and the logic of the swarm. Through collaboration and networking kids can learn to enhance their own perspectives, ideas and, perhaps, contribute to a whole that is greater than the sum of its parts.\u003c/li>\n\u003c/ol>\n\u003cp>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/can-playing-games-teach-literacy/pbs-mediashift-logo-final-6/\" rel=\"attachment wp-att-16140\">\u003cimg class=\"alignleft size-full wp-image-16140\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/pbs-mediashift-logo-final.jpg\" alt=\"\" width=\"54\" height=\"54\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/pbs-mediashift-logo-final-75x75.jpg 75w\" sizes=\"(max-width: 54px) 100vw, 54px\">\u003c/a>This story was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook\u003c/a>.\u003c/em>\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>\u003cem>Aran Levasseur has an eclectic background that ranges from outdoor education to life coaching, and from habitat restoration to video production. For the last five years he's taught middle school history and science. From the beginning he's been integrating technology into his classes to enhance his teaching and student learning. He recently gave \u003ca href=\"http://vimeo.com/22398353\">a talk at TEDxSFED on videogames and learning\u003c/a>. Currently he's the Academic Technology Coordinator at San Francisco University High School.\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "How Games Can Influence Learning",
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"content": "\u003cfigure id=\"attachment_16110\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/isis_start-2.jpg\">\u003cimg class=\"size-large wp-image-16110\" title=\"isis_start-2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/isis_start-2-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students at Question to Learn school in New York use game techniques to learn about every subject.\u003c/figcaption>\u003c/figure>\n\u003ch5>\u003cstrong>By Nathan Maton\u003cbr>\n\u003c/strong>\u003cstrong>\u003c/strong>\u003c/h5>\n\u003cp>What do games have anything to do with learning? We spoke to nationally recognized researchers, teachers, game-based schools and companies that develop educational games and asked how they see games fitting into the education landscape.\u003c/p>\n\u003cp>\u003cstrong>IT'S ABOUT INTERACTION, NOT ISOLATION\u003c/strong>. “At the end of the day, a game is successful only if each individual gamer has an interaction with it that makes him or her want to come back for more,” says Nt Etuk, CEO of Dimension U, an educational games company. “Even the massively multi-player games [such as World of Warcaft] are successful only because they have tapped into a million individual need to interact, or to compete, or to form groups.”\u003c/p>\n\u003cp>\u003cstrong>GAMES CAN HELP STRUGGLING STUDENTS. \u003c/strong>“[Games] don't cause behavior problems but eliminate them,” Ananth Pai says. Pai teaches students from second to fifth grade in Parkview/Center Point Elementary school in Maplewood, Minnesota. Pai took the time to develop a game-based curricula, and says he's seen the rewards of his efforts.\u003c/p>\n\u003cp>In his gamified classroom, students who performed below proficiency contributed the most to the double-digit growth in achievement. \"These are the students that make up the whole education reform debate. Gamification helps them from falling through the ever widening achievement gap as they move forward from third grade,” he said.\u003c/p>\n\u003cp>\u003cstrong>IT'S HIGHLY PERSONALIZED. \u003c/strong>With the best games, the player is challenged at exactly the right level and in the right way to keep the player playing. “Maybe the question we need to ask is what about games causes youth to engage that our traditional approach to education lacks,” says Brian Alspach, Executive Vice President of E-Line Media, an educational games publisher well known for their game \u003ca href=\"http://gamestarmechanic.com/\">Gamestar Mechanic\u003c/a>. “Perhaps applying games to classes is hard because they work on \u003c!--more-->a different educational philosophy than our current education system. Classes are designed to get the lowest common denominator engaged, while games are an interactive, 'lean-forward' medium in which players can progress at their own pace while trying and failing in a safe environment. A well-designed game offers an intricate balance of challenges and rewards that continually pushes players to, and then beyond, the limits of their knowledge and skill.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>GAMES ARE NOT ALWAYS THE MAIN POINT\u003c/strong>. \u003ca href=\"http://q2l.org/\">Quest To Learn\u003c/a>, a school led by renowned game designer Katie Salen that integrates games across all classes and subjects, is one of the leading examples of how games fit into schools. Yet even there, according to Rebecca Rufo-Tepper, Director of Integrated Learning, none of their teachers teach exclusively through games. Even when they do use games, they’re frequently not what you’d imagine.\u003c/p>\n\u003cp>\"Games are very flexible and can be used in different ways,” Rufo-Tepper says. \"It's not like they're in the classroom playing a video game or playing cards everyday but there is this larger contextual experience that is game like. We use the word 'game-like' a lot instead of 'game.'\"\u003c/p>\n\u003cp>She gives an example of how the school's seventh-grade literacy class, in which they read a book called \u003cem>Chains\u003c/em> by Laurie Halse Anderson, about New York City during the American Revolution. Students are asked to write about the different types of power represented in the book, to give literary examples, and to write a literary essay with multiple drafts. Sounds like a typical English class, except the small twist here is that Oprah Winfrey has \"visited\" them in a video created by game designers and the teacher, and asked them to join her book club. \"There's a fictionalized game-like experience and the kids know that it isn't really Oprah but it is all couched in this game like experience,\" she said.\u003c/p>\n\u003cp>\u003cstrong>GOOD EDUCATIONAL GAMES ARE DIFFICULT TO DEVELOP. \u003c/strong>\"The fact is, many of the games out there suck,\" said Ralph Vacca, a doctoral student at New York University’s Educational Communications and Technology Program. \"They don’t tackle genuine learning needs as teachers see them, they don’t address practical limitations, as teachers see them, and they don’t live up to the hype around them, as teachers see them.\" Those who design games need to recognize the \"logistical, organizational, and cultural obstacles teachers have to deal with that underlie lots of perceived 'resistance' to innovations in the classroom.\" For busy teachers, spending days or weeks prepping to use a game in just one or two classes is not the best use of time, he said.\u003c/p>\n\u003cp>Even Quest To Learn, which hopes to be a leading example in implementing games in schools in game design, admits to the challenge of developing useful games. They’ve pulled together the best and brightest of both the teaching and game-design worlds and carefully thought through their plan. Even so, some of their games, particularly in their first year, were frequently over-designed and over-complicated.\u003c/p>\n\u003cp>“We'll have designed a board game where we realize that it has taken 45 minutes of class for the kids just to understand how to play it,” Rebecca says. “And we'll have said we'll take 15 minutes to explain it and then they'll play around and then we're in a classroom. Forty-five minutes have gone by and the kids are still trying to figure out how to play it.\" Add to that the fact that it was a Friday, by the time student return on Monday, \"they've forgotten everything that you've talked about.”\u003c/p>\n\u003cp>\u003cem>Read more about games in education:\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-gamification-boost-independent-learning/\">Can Gamification Boost Independent Learning?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/ten-surprising-truths-about-video-games-and-learning/\">Ten Surprising Truths About Video Games\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/five-reasons-why-video-games-power-up-learning/\">Why Video Games Power Up Learning\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/tag/video-games/\">MindShift series on Games\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Nathan Maton is an educational games designer and the community manager on Jane McGonigal's website \u003ca href=\"http://www.gameful.org\">Gameful.org\u003c/a>. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_16110\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/isis_start-2.jpg\">\u003cimg class=\"size-large wp-image-16110\" title=\"isis_start-2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/isis_start-2-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students at Question to Learn school in New York use game techniques to learn about every subject.\u003c/figcaption>\u003c/figure>\n\u003ch5>\u003cstrong>By Nathan Maton\u003cbr>\n\u003c/strong>\u003cstrong>\u003c/strong>\u003c/h5>\n\u003cp>What do games have anything to do with learning? We spoke to nationally recognized researchers, teachers, game-based schools and companies that develop educational games and asked how they see games fitting into the education landscape.\u003c/p>\n\u003cp>\u003cstrong>IT'S ABOUT INTERACTION, NOT ISOLATION\u003c/strong>. “At the end of the day, a game is successful only if each individual gamer has an interaction with it that makes him or her want to come back for more,” says Nt Etuk, CEO of Dimension U, an educational games company. “Even the massively multi-player games [such as World of Warcaft] are successful only because they have tapped into a million individual need to interact, or to compete, or to form groups.”\u003c/p>\n\u003cp>\u003cstrong>GAMES CAN HELP STRUGGLING STUDENTS. \u003c/strong>“[Games] don't cause behavior problems but eliminate them,” Ananth Pai says. Pai teaches students from second to fifth grade in Parkview/Center Point Elementary school in Maplewood, Minnesota. Pai took the time to develop a game-based curricula, and says he's seen the rewards of his efforts.\u003c/p>\n\u003cp>In his gamified classroom, students who performed below proficiency contributed the most to the double-digit growth in achievement. \"These are the students that make up the whole education reform debate. Gamification helps them from falling through the ever widening achievement gap as they move forward from third grade,” he said.\u003c/p>\n\u003cp>\u003cstrong>IT'S HIGHLY PERSONALIZED. \u003c/strong>With the best games, the player is challenged at exactly the right level and in the right way to keep the player playing. “Maybe the question we need to ask is what about games causes youth to engage that our traditional approach to education lacks,” says Brian Alspach, Executive Vice President of E-Line Media, an educational games publisher well known for their game \u003ca href=\"http://gamestarmechanic.com/\">Gamestar Mechanic\u003c/a>. “Perhaps applying games to classes is hard because they work on \u003c!--more-->a different educational philosophy than our current education system. Classes are designed to get the lowest common denominator engaged, while games are an interactive, 'lean-forward' medium in which players can progress at their own pace while trying and failing in a safe environment. A well-designed game offers an intricate balance of challenges and rewards that continually pushes players to, and then beyond, the limits of their knowledge and skill.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>GAMES ARE NOT ALWAYS THE MAIN POINT\u003c/strong>. \u003ca href=\"http://q2l.org/\">Quest To Learn\u003c/a>, a school led by renowned game designer Katie Salen that integrates games across all classes and subjects, is one of the leading examples of how games fit into schools. Yet even there, according to Rebecca Rufo-Tepper, Director of Integrated Learning, none of their teachers teach exclusively through games. Even when they do use games, they’re frequently not what you’d imagine.\u003c/p>\n\u003cp>\"Games are very flexible and can be used in different ways,” Rufo-Tepper says. \"It's not like they're in the classroom playing a video game or playing cards everyday but there is this larger contextual experience that is game like. We use the word 'game-like' a lot instead of 'game.'\"\u003c/p>\n\u003cp>She gives an example of how the school's seventh-grade literacy class, in which they read a book called \u003cem>Chains\u003c/em> by Laurie Halse Anderson, about New York City during the American Revolution. Students are asked to write about the different types of power represented in the book, to give literary examples, and to write a literary essay with multiple drafts. Sounds like a typical English class, except the small twist here is that Oprah Winfrey has \"visited\" them in a video created by game designers and the teacher, and asked them to join her book club. \"There's a fictionalized game-like experience and the kids know that it isn't really Oprah but it is all couched in this game like experience,\" she said.\u003c/p>\n\u003cp>\u003cstrong>GOOD EDUCATIONAL GAMES ARE DIFFICULT TO DEVELOP. \u003c/strong>\"The fact is, many of the games out there suck,\" said Ralph Vacca, a doctoral student at New York University’s Educational Communications and Technology Program. \"They don’t tackle genuine learning needs as teachers see them, they don’t address practical limitations, as teachers see them, and they don’t live up to the hype around them, as teachers see them.\" Those who design games need to recognize the \"logistical, organizational, and cultural obstacles teachers have to deal with that underlie lots of perceived 'resistance' to innovations in the classroom.\" For busy teachers, spending days or weeks prepping to use a game in just one or two classes is not the best use of time, he said.\u003c/p>\n\u003cp>Even Quest To Learn, which hopes to be a leading example in implementing games in schools in game design, admits to the challenge of developing useful games. They’ve pulled together the best and brightest of both the teaching and game-design worlds and carefully thought through their plan. Even so, some of their games, particularly in their first year, were frequently over-designed and over-complicated.\u003c/p>\n\u003cp>“We'll have designed a board game where we realize that it has taken 45 minutes of class for the kids just to understand how to play it,” Rebecca says. “And we'll have said we'll take 15 minutes to explain it and then they'll play around and then we're in a classroom. Forty-five minutes have gone by and the kids are still trying to figure out how to play it.\" Add to that the fact that it was a Friday, by the time student return on Monday, \"they've forgotten everything that you've talked about.”\u003c/p>\n\u003cp>\u003cem>Read more about games in education:\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-gamification-boost-independent-learning/\">Can Gamification Boost Independent Learning?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/ten-surprising-truths-about-video-games-and-learning/\">Ten Surprising Truths About Video Games\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/five-reasons-why-video-games-power-up-learning/\">Why Video Games Power Up Learning\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/tag/video-games/\">MindShift series on Games\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Nathan Maton is an educational games designer and the community manager on Jane McGonigal's website \u003ca href=\"http://www.gameful.org\">Gameful.org\u003c/a>. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-16057\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Screen-shot-2011-10-12-at-5.37.23-PM-300x280.png\" alt=\"\" width=\"300\" height=\"280\">\n\u003cp class=\"wp-media-credit\">PBS Kids\u003c/p>\n\u003c/div>\n\u003cp>PBS KIDS is launching a slew of new apps for kids age two to eight with hopes of building math skills.\u003c/p>\n\u003cp>The games revolve around well-known characters and stories, including Curious George, The Cat in the Hat, and the Electric Company, and each \"suite\" of games can be played both at home and at school -- on the \u003ca href=\"http://pbskids.org/lab\">PBS Kids Lab Web site\u003c/a>, on mobile devices and via Interactive whiteboards.\u003c/p>\n\u003cp>The games -- which will add up to more than 40 when they're all launched -- can be sorted by property (such as Curious George) or by age, skill, and device. For parents, the \u003ca href=\"http://pbskids.org/lab/home/\">Home Activities\u003c/a> link offers suggestions for learning about shapes, counting or spatial sense, for instance, and the \u003ca href=\"http://pbskids.org/lab/activity/buildhouse/\">Classroom Activities\u003c/a> link suggests related games, books, and projects.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We want to take what children are excited about, like Curious George and add on a layer of education.”\u003c/aside>\n\u003cp>The four suites launched today include The Cat in the Hat Knows a Lot About That!, Curious George, Sid the Science Kid, and Fizzy's Lunch Lab. In the coming weeks and months, more games, including literacy games related to Super Why and math-related games like Dinosaur Train and Fetch! with Ruff Ruffman will be rolled out.\u003c/p>\n\u003cp>PBS officials say the interactive games have been tested in classrooms and are meant to teach math and literacy concepts in different ways.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Every child absorbs information a different way, so these games target different learning styles,” said Sara Dewitt, vice president of PBS KIDS Interactive. “We want to give kids multiple\u003c!--more--> entryways into interactions with their favorite characters in a way that’s consistent. Take what children are excited about, like Curious George and add on a layer of education.”\u003c/p>\n\u003cp>She added that understanding a concept is strengthened when a child interacts with two or more media, whether it’s playing an online game, watching a video clip, playing a mobile game, or seeing it on an interactive whiteboard.\u003c/p>\n\u003cp>For learning concepts at younger ages, the introduction of the touch screen has been tremendous, Dewitt said. “It’s a revolution,” she says. “Kids motor skills aren’t refined enough to play with a clunky remote and mouse, so with this, they have immediate power to jump right in. The technology is transparent.\"\u003c/p>\n\u003cp>PBS is also interested in experimenting with augmented reality games. “We want to know if we take this very new, cutting edge piece of technology and apply it to games, does manipulating three-dimensional objects and using real space, will that help?”\u003c/p>\n\u003cp>PBS is not just working on games. According to PBS's David Lowenstein, the next phase of this initiative next year will be to create a progress tracker that will allow parents to see what skills in which games their kids have mastered. \"The hope is that the back-end system can also be prescriptive,\" he said. \"If it’s clear to us that a kid is struggling, then we can suggest a next game or other kinds of skills.\"\u003c/p>\n\u003cp>\"This is a game changer for the field,\" he said. \"Kids are playing with all this stuff everywhere but at school, so if we can use these tools in innovative ways, every new technology is an opportunity for learning.\"\u003c/p>\n\u003cp>They're also aiming to create \"open-ended play\" that's more creating than consuming. \"What kinds of things can we give kids to create a story or a version of a game that could be a skill we build on when they get older, and more cognitively advanced, in order to do some media creation on their own,\" he said.\u003c/p>\n\u003cp>But PBS is not abandoning its legendary television programming. “Just staying on top of kids media diet right now is difficult. We recognize that we can’t abandon TV, that’s still a really critical way of delivering educational content,” she said. “We know kids are still watching a lot of videos, but also picking up on the new technology so quickly, so we want to see what we can do with all of them.”\u003c/p>\n\u003cp>The PBS Kids site gets 12 million unique visitors per months, Dewitt said, and the mobile page traffic is getting “huge numbers,” too.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Every child absorbs information a different way, so these games target different learning styles,” said Sara Dewitt, vice president of PBS KIDS Interactive. “We want to give kids multiple\u003c!--more--> entryways into interactions with their favorite characters in a way that’s consistent. Take what children are excited about, like Curious George and add on a layer of education.”\u003c/p>\n\u003cp>She added that understanding a concept is strengthened when a child interacts with two or more media, whether it’s playing an online game, watching a video clip, playing a mobile game, or seeing it on an interactive whiteboard.\u003c/p>\n\u003cp>For learning concepts at younger ages, the introduction of the touch screen has been tremendous, Dewitt said. “It’s a revolution,” she says. “Kids motor skills aren’t refined enough to play with a clunky remote and mouse, so with this, they have immediate power to jump right in. The technology is transparent.\"\u003c/p>\n\u003cp>PBS is also interested in experimenting with augmented reality games. “We want to know if we take this very new, cutting edge piece of technology and apply it to games, does manipulating three-dimensional objects and using real space, will that help?”\u003c/p>\n\u003cp>PBS is not just working on games. According to PBS's David Lowenstein, the next phase of this initiative next year will be to create a progress tracker that will allow parents to see what skills in which games their kids have mastered. \"The hope is that the back-end system can also be prescriptive,\" he said. \"If it’s clear to us that a kid is struggling, then we can suggest a next game or other kinds of skills.\"\u003c/p>\n\u003cp>\"This is a game changer for the field,\" he said. \"Kids are playing with all this stuff everywhere but at school, so if we can use these tools in innovative ways, every new technology is an opportunity for learning.\"\u003c/p>\n\u003cp>They're also aiming to create \"open-ended play\" that's more creating than consuming. \"What kinds of things can we give kids to create a story or a version of a game that could be a skill we build on when they get older, and more cognitively advanced, in order to do some media creation on their own,\" he said.\u003c/p>\n\u003cp>But PBS is not abandoning its legendary television programming. “Just staying on top of kids media diet right now is difficult. We recognize that we can’t abandon TV, that’s still a really critical way of delivering educational content,” she said. “We know kids are still watching a lot of videos, but also picking up on the new technology so quickly, so we want to see what we can do with all of them.”\u003c/p>\n\u003cp>The PBS Kids site gets 12 million unique visitors per months, Dewitt said, and the mobile page traffic is getting “huge numbers,” too.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Deconstructing \"What Works\" in Education Technology",
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"headTitle": "MindShift | KQED News",
"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/applying-the-7-golden-rules-one-teachers-take-of-technology/kids-computers/\" rel=\"attachment wp-att-15750\">\u003cimg class=\"size-medium wp-image-15750\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Kids-computers-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003cp>Over the weekend, \u003cem>The New York Times\u003c/em> published the \u003ca href=\"http://www.nytimes.com/2011/10/09/technology/a-classroom-software-boom-but-mixed-results-despite-the-hype.html\">second story\u003c/a> in its series on \"Grading the Digital School.\" The \u003ca href=\"http://www.nytimes.com/2011/09/04/technology/technology-in-schools-faces-questions-on-value.html?ref=technology\">first story\u003c/a> in the series questioned the massive expenditures schools make on education technology, pointing to stagnant test scores as an indication that these investments might not be worth it. Last weekend's story extends that skeptical eye to the outcomes from educational software, again questioning whether using these tools in the classroom makes much of a difference in terms of student achievement.\u003c/p>\n\u003cp>The story focuses on the claims made by \u003ca href=\"http://www.carnegielearning.com/\">Carnegie Learning\u003c/a> that its math software provides \"revolutionary results.\" But Carnegie Learning is hardly alone in the claims it makes about the effectiveness of its products. Adjectives like \"revolutionary,\" \"innovative,\" \"feature-rich,\" \"content-rich,\" \"engaging,\" \"standards-based\" pepper the landscape. And much like the well-known advertising claim that \"4 out of 5 dentists surveyed recommend Trident gum to their patients who chew sugarless gum,\" educational software frequently touts claims about the satisfaction and success of the teachers, students or administrators that use the products.\u003c/p>\n\u003caside class=\"pullquote alignleft\">How can educators and parents identify educational software that's worth using?\u003c/aside>\n\u003cp>The\u003cem> New York Times\u003c/em> article interrogates these claims, noting that \"amid a classroom-based software boom estimated at $2.2 billion a year, debate continues to rage over the effectiveness of technology on learning and how best to measure it.\"\u003c/p>\n\u003cp>The article points to the Department of Education's \u003ca href=\"http://ies.ed.gov/ncee/wwc/\">What Works Clearinghouse\u003c/a> (WWC) as a resource for school districts to use to help make better procurement decisions. As the name \u003c!--more-->suggests, the What Works Clearinghouse is meant to be a \"central and trusted source of scientific evidence about 'what works' in education.\"\u003c/p>\n\u003cp>The WWC covers a range of educational topics -- math, literacy, science, special education, drop-out prevention, for example -- as well as for multiple age groups and different populations, such as English-language learners. The Web site contains an interface that lets schools search for the \"interventions\" it wants (that is, for the educational programs, practices, or policies) -- with options to search for specific topic areas, age groups, populations, delivery method and program types. It also lets users return search results by the \"effectiveness\" of the programs -- in other words, positive effects, potentially positive effects, mixed results, negative effects or potentially negative effects.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The WWC does not conduct research itself but rather reviews the research of others. That's a key piece here, as the WWC wants to ensure that what \"counts\" as effective educational software is really supported by rigorous research. According to its procedures and standards (\u003ca href=\"http://ies.ed.gov/ncee/wwc/pdf/reference_resources/wwc_procedures_v2_1_standards_handbook.pdf\">PDF\u003c/a>), \"the WWC only reports impacts for studies for which it has high or moderate confidence that the effect can be attributed solely to the intervention rather than to the many other factors that are at play in schools and in the lives of students.\" In other words, the WWC is supposed to offer a \"Good Housekeeping Seal of Approval,\" of sorts, for educational research as well as for the educational software and practices it examines.\u003c/p>\n\u003cp>But there are problems with this approach.\u003c/p>\n\u003cp>Even the \u003cem>Times\u003c/em> piece points out that many schools do not know about and thus do not use the research there. According to a study last year by the \u003ca href=\"http://www.gao.gov/products/GAO-10-644\">General Accounting Office\u003c/a> study, just 42% of school districts even know about the Web site; and of those that do, they say they only use it for a \"small or moderate extent\" in decision-making. That may be in part because the Web site doesn't say anything about the costs of these programs, so schools might not feel they have all the information they need in order to make a purchasing decision (the software with \"the best results\" might not be within everyone's budgets). And the research on the site often isn't quite up-to-date (the \"relevant time frame\" for research covered by the WWC includes anything from \u003cem>the past 20 years\u003c/em>).\u003c/p>\n\u003cp>Furthermore, the research actually only covers a limited number of software products. In part, of course, that's because of the site's stringent policies on \"what counts\" as research. But it's also a reflection of the types of products that get scientific research done about them -- that's often the software created by the major companies. With that limited scope, the site doesn't really help schools that want to use products from smaller companies or from app developers.\u003c/p>\n\u003cp>An article by University of California, Berkeley professor Alan Schoenfeld, a former \"senior content adviser\" for the WWC points out some of the other problems with the organization (\u003ca href=\"http://gse.berkeley.edu/faculty/ahschoenfeld/Schoenfeld_WhatDoesntWork1.pdf\">PDF\u003c/a>). Schoenfeld notes some of the very real complexities and challenges of conducting educational research and evaluating curricula. He also suggests that, despite its claims of scientific rigor, the WWC is often mired in the politics of education policy and ideology.\u003c/p>\n\u003cp>That brings us full circle, in some ways, to the \u003cem>Times\u003c/em> series on \"Grading the Digital School.\" In both stories, it's standardized test scores that are used as the measurement for what's working and what's not working in education technology. That is, after all, what the Department of Education counts as well.\u003c/p>\n\u003cp>But is that really the only or the best measure for the success of any educational effort, whether it's digital or not? And if it's not, how then can educators and parents identify educational software that's worth using? How will we measure \"what works\" in ed-tech?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>- To learn more, read:\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/why-should-schools-invest-in-software/\">Why Should Schools Invest in Software?\u003c/a>\u003c/em>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/investing-in-technology-the-public-relations-problem/\">Investing in Technology: The Public Relations Problem\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/school-will-change-with-or-without-following-rules/\">Schools Will Change, With or Without Following Rules\u003c/a>\u003c/li>\n\u003c/ul>\n\n",
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"description": "TB Over the weekend, The New York Times published the second story in its series on "Grading the Digital School." The first story in the series questioned the massive expenditures schools make on education technology, pointing to stagnant test scores as an indication that these investments might not be worth it. Last weekend's story extends",
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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/2011/10/applying-the-7-golden-rules-one-teachers-take-of-technology/kids-computers/\" rel=\"attachment wp-att-15750\">\u003cimg class=\"size-medium wp-image-15750\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Kids-computers-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003cp>Over the weekend, \u003cem>The New York Times\u003c/em> published the \u003ca href=\"http://www.nytimes.com/2011/10/09/technology/a-classroom-software-boom-but-mixed-results-despite-the-hype.html\">second story\u003c/a> in its series on \"Grading the Digital School.\" The \u003ca href=\"http://www.nytimes.com/2011/09/04/technology/technology-in-schools-faces-questions-on-value.html?ref=technology\">first story\u003c/a> in the series questioned the massive expenditures schools make on education technology, pointing to stagnant test scores as an indication that these investments might not be worth it. Last weekend's story extends that skeptical eye to the outcomes from educational software, again questioning whether using these tools in the classroom makes much of a difference in terms of student achievement.\u003c/p>\n\u003cp>The story focuses on the claims made by \u003ca href=\"http://www.carnegielearning.com/\">Carnegie Learning\u003c/a> that its math software provides \"revolutionary results.\" But Carnegie Learning is hardly alone in the claims it makes about the effectiveness of its products. Adjectives like \"revolutionary,\" \"innovative,\" \"feature-rich,\" \"content-rich,\" \"engaging,\" \"standards-based\" pepper the landscape. And much like the well-known advertising claim that \"4 out of 5 dentists surveyed recommend Trident gum to their patients who chew sugarless gum,\" educational software frequently touts claims about the satisfaction and success of the teachers, students or administrators that use the products.\u003c/p>\n\u003caside class=\"pullquote alignleft\">How can educators and parents identify educational software that's worth using?\u003c/aside>\n\u003cp>The\u003cem> New York Times\u003c/em> article interrogates these claims, noting that \"amid a classroom-based software boom estimated at $2.2 billion a year, debate continues to rage over the effectiveness of technology on learning and how best to measure it.\"\u003c/p>\n\u003cp>The article points to the Department of Education's \u003ca href=\"http://ies.ed.gov/ncee/wwc/\">What Works Clearinghouse\u003c/a> (WWC) as a resource for school districts to use to help make better procurement decisions. As the name \u003c!--more-->suggests, the What Works Clearinghouse is meant to be a \"central and trusted source of scientific evidence about 'what works' in education.\"\u003c/p>\n\u003cp>The WWC covers a range of educational topics -- math, literacy, science, special education, drop-out prevention, for example -- as well as for multiple age groups and different populations, such as English-language learners. The Web site contains an interface that lets schools search for the \"interventions\" it wants (that is, for the educational programs, practices, or policies) -- with options to search for specific topic areas, age groups, populations, delivery method and program types. It also lets users return search results by the \"effectiveness\" of the programs -- in other words, positive effects, potentially positive effects, mixed results, negative effects or potentially negative effects.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The WWC does not conduct research itself but rather reviews the research of others. That's a key piece here, as the WWC wants to ensure that what \"counts\" as effective educational software is really supported by rigorous research. According to its procedures and standards (\u003ca href=\"http://ies.ed.gov/ncee/wwc/pdf/reference_resources/wwc_procedures_v2_1_standards_handbook.pdf\">PDF\u003c/a>), \"the WWC only reports impacts for studies for which it has high or moderate confidence that the effect can be attributed solely to the intervention rather than to the many other factors that are at play in schools and in the lives of students.\" In other words, the WWC is supposed to offer a \"Good Housekeeping Seal of Approval,\" of sorts, for educational research as well as for the educational software and practices it examines.\u003c/p>\n\u003cp>But there are problems with this approach.\u003c/p>\n\u003cp>Even the \u003cem>Times\u003c/em> piece points out that many schools do not know about and thus do not use the research there. According to a study last year by the \u003ca href=\"http://www.gao.gov/products/GAO-10-644\">General Accounting Office\u003c/a> study, just 42% of school districts even know about the Web site; and of those that do, they say they only use it for a \"small or moderate extent\" in decision-making. That may be in part because the Web site doesn't say anything about the costs of these programs, so schools might not feel they have all the information they need in order to make a purchasing decision (the software with \"the best results\" might not be within everyone's budgets). And the research on the site often isn't quite up-to-date (the \"relevant time frame\" for research covered by the WWC includes anything from \u003cem>the past 20 years\u003c/em>).\u003c/p>\n\u003cp>Furthermore, the research actually only covers a limited number of software products. In part, of course, that's because of the site's stringent policies on \"what counts\" as research. But it's also a reflection of the types of products that get scientific research done about them -- that's often the software created by the major companies. With that limited scope, the site doesn't really help schools that want to use products from smaller companies or from app developers.\u003c/p>\n\u003cp>An article by University of California, Berkeley professor Alan Schoenfeld, a former \"senior content adviser\" for the WWC points out some of the other problems with the organization (\u003ca href=\"http://gse.berkeley.edu/faculty/ahschoenfeld/Schoenfeld_WhatDoesntWork1.pdf\">PDF\u003c/a>). Schoenfeld notes some of the very real complexities and challenges of conducting educational research and evaluating curricula. He also suggests that, despite its claims of scientific rigor, the WWC is often mired in the politics of education policy and ideology.\u003c/p>\n\u003cp>That brings us full circle, in some ways, to the \u003cem>Times\u003c/em> series on \"Grading the Digital School.\" In both stories, it's standardized test scores that are used as the measurement for what's working and what's not working in education technology. That is, after all, what the Department of Education counts as well.\u003c/p>\n\u003cp>But is that really the only or the best measure for the success of any educational effort, whether it's digital or not? And if it's not, how then can educators and parents identify educational software that's worth using? How will we measure \"what works\" in ed-tech?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>- To learn more, read:\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/why-should-schools-invest-in-software/\">Why Should Schools Invest in Software?\u003c/a>\u003c/em>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/investing-in-technology-the-public-relations-problem/\">Investing in Technology: The Public Relations Problem\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/school-will-change-with-or-without-following-rules/\">Schools Will Change, With or Without Following Rules\u003c/a>\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_16024\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-full wp-image-16024\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Sintia-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/10/Sintia-300x300.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/Sintia-300x300-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/Sintia-300x300-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/Sintia-300x300-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/Sintia-300x300-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/Sintia-300x300-75x75.jpg 75w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">A Rocketship student works at the Learning Lab using adaptive software.\u003c/figcaption>\u003c/figure>\n\u003cp>The question keeps coming up: What technology should schools invest their money, time, and effort in? During this fraught time in our economy, the decision to invest in tools like \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/has-the-holy-grail-of-adaptive-tech-been-discovered/\">adaptive software \u003c/a>and other tech devices is sometimes portrayed \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/investing-in-technology-the-public-relations-problem/\">as excessive or wasteful.\u003c/a>\u003c/p>\n\u003cp>In Sunday's \u003cem>New York Times\u003c/em>, Matt Richtel and Trip Gabriel wrote about software program companies \u003ca href=\"http://www.nytimes.com/2011/10/09/technology/a-classroom-software-boom-but-mixed-results-despite-the-hype.html?_r=1\">inflating their effectiveness in schools,\u003c/a> and how they \"ignore well-regarded independent studies that test their products’ effectiveness.\" In the next couple of days, we'll deconstruct the writers' sources of information -- namely the main source for their claim that the technologies are ineffective, the What Works Clearinghouse.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It shouldn't be a call to stop for investment, but a call to invest more, because we need to get it right.\"\u003c/aside>\n\u003cp>In the meantime, I spoke to Aylon Samouha, Chief Schools Officer at \u003ca href=\"http://www.rsed.org/\">Rocketship Education\u003c/a>, a network of charter schools in the Bay Area that uses software to reinforce basic skills mastery. (You can read more about their hybrid learning program and their competitive scores \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/hybrid-learning-comes-to-life-at-rocketship/\">in this MindShift series\u003c/a>). Samouha is in charge of the design and strategy of Rocketship's hybrid learning model, as well as its teacher and principal training program, among many other things.\u003c/p>\n\u003cp>Samouha, who lives and breathes educational software and is consumed with finding the best way to integrate technology into the school day, has a very different perspective than what Richtel and Gabriel portray.\u003c/p>\n\u003cp>First, the facts. In an\u003ca href=\"http://www.ednetinsight.com/news-alerts/technology-headlines/dreambox-intelligent-adaptive-learning--platform-significantly-improves-students--math-scores.html\"> independent study \u003c/a>released in August by SRI International, which \u003c!--more-->conducted a randomized controlled trial using \u003ca href=\"http://www.dreambox.com/\">DreamBox Learning\u003c/a>, those who used the program for 16 weeks scored 2.3 points higher on the \u003ca href=\"http://www.nwea.org/\">Northwest Evaluation Association\u003c/a> math test than those who didn't -- the equivalent to progressing 5.5 points in percentile ranking (for example, from 50 percent to 55.5 percent).\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It's important to note here that not all assessments are created equal, but Samouha believes that the NWEA is an adaptive diagnostic test and a dependable measure because \"millions of kids taken it,\" he said.\u003c/p>\n\u003cp>Those students' gains are not only statistically significant, he said, but the fact that they were achieved in such a short time -- 16 weeks -- indicates that using the program for an entire school year would show even greater gains.\u003c/p>\n\u003cp>But Samouha is not a tech evangelist just for the sake of using tech. \"It’s true that there’s a lot of time wasted on computers right now. There \u003cem>are\u003c/em> wrong ways of doing this. But it’s so clear that we have to figure out how to educate students in the 21\u003csup>st\u003c/sup> century in ways that go beyond the traditional classroom model, which was created in the 17\u003csup>th\u003c/sup> century in Prussia. The fact that it needs to change is not a question in my mind.\"\u003c/p>\n\u003cp>So how to make this happen? \"The more we integrate software with what’s happening in the classroom, the better results we’ll see. That \u003cem>will\u003c/em> take work and investment. Schools will have to invest time, content providers will need to invest time and energy into make it more plug-and-play and make it more integrated into the school day.\"\u003c/p>\n\u003cp>But Samouha says the \u003cem>Times\u003c/em> article proves the opposite of what the writers end up conveying. \"It shouldn't be a call to stop for investment, but a call to invest more, because we need to get it right,\" he said.\u003c/p>\n\u003cp>What \"right\" looks like can be debatable, but Samouha believes he has it nailed down -- at least in the case of elementary schools. His criteria for successful software are:\u003c/p>\n\u003cul>\n\u003cli>Aligned to common standards, \"so we're all speaking the same language.\"\u003c/li>\n\u003cli>Data needs to be seamlessly integrated and programs need to be able to talk teach other so teachers can easily make sense of the data.\u003c/li>\n\u003cli>Rather than be standalone in their environment, they need to be part of the open Web, so they can be linked to each other. \"Right now there are a lot of walls between programs, just like before Steve Jobs agreed to use Microsoft, so people using Macs couldn't open Microsoft programs,\" he said. \"Those walls exist now, if you’re trying to quilt together a number of interventions to put the right thing in front of a child at the right time, it makes it much harder when those walls exist.\u003c/li>\n\u003c/ul>\n\u003cp>That’s what Samouha is working towards. But it won't magically happen. It takes investment from schools, from vendors, from educators. \"But we can't just abandon ship and go back to the traditional school model.\"\u003c/p>\n\u003cp>At the heart of this discussion for the general public and most major media is the question \"why.\" Why should we bother to invest in all this when we (adults) all turned out just fine with the way we were schooled? Why can't just teachers keep teaching the way they have been?\u003c/p>\n\u003cp>Samouha believes that's a false dichotomy. He's not arguing that teachers should be replaced by software, but that students will benefit from an array of different learning methods. Software will help them practice drills and basic skills, but teachers will be always be the most important part of the equation.\u003c/p>\n\u003cp>\"People are arguing that it's either human beings teaching kids or computers,\" he said. \"But that’s not our answer for anything else. When I want to communicate with my wife, I talk to her in person, I use my cell phone, I e-mail and text, that’s the way of the world. But for some reason, education is exceptionally not like that.\"\u003c/p>\n\u003cp>I also spoke with Samouha about the difference in quality between math and literacy software, and I'll report back on that in the coming days.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_16024\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-full wp-image-16024\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Sintia-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/10/Sintia-300x300.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/Sintia-300x300-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/Sintia-300x300-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/Sintia-300x300-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/Sintia-300x300-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/Sintia-300x300-75x75.jpg 75w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">A Rocketship student works at the Learning Lab using adaptive software.\u003c/figcaption>\u003c/figure>\n\u003cp>The question keeps coming up: What technology should schools invest their money, time, and effort in? During this fraught time in our economy, the decision to invest in tools like \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/has-the-holy-grail-of-adaptive-tech-been-discovered/\">adaptive software \u003c/a>and other tech devices is sometimes portrayed \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/investing-in-technology-the-public-relations-problem/\">as excessive or wasteful.\u003c/a>\u003c/p>\n\u003cp>In Sunday's \u003cem>New York Times\u003c/em>, Matt Richtel and Trip Gabriel wrote about software program companies \u003ca href=\"http://www.nytimes.com/2011/10/09/technology/a-classroom-software-boom-but-mixed-results-despite-the-hype.html?_r=1\">inflating their effectiveness in schools,\u003c/a> and how they \"ignore well-regarded independent studies that test their products’ effectiveness.\" In the next couple of days, we'll deconstruct the writers' sources of information -- namely the main source for their claim that the technologies are ineffective, the What Works Clearinghouse.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It shouldn't be a call to stop for investment, but a call to invest more, because we need to get it right.\"\u003c/aside>\n\u003cp>In the meantime, I spoke to Aylon Samouha, Chief Schools Officer at \u003ca href=\"http://www.rsed.org/\">Rocketship Education\u003c/a>, a network of charter schools in the Bay Area that uses software to reinforce basic skills mastery. (You can read more about their hybrid learning program and their competitive scores \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/hybrid-learning-comes-to-life-at-rocketship/\">in this MindShift series\u003c/a>). Samouha is in charge of the design and strategy of Rocketship's hybrid learning model, as well as its teacher and principal training program, among many other things.\u003c/p>\n\u003cp>Samouha, who lives and breathes educational software and is consumed with finding the best way to integrate technology into the school day, has a very different perspective than what Richtel and Gabriel portray.\u003c/p>\n\u003cp>First, the facts. In an\u003ca href=\"http://www.ednetinsight.com/news-alerts/technology-headlines/dreambox-intelligent-adaptive-learning--platform-significantly-improves-students--math-scores.html\"> independent study \u003c/a>released in August by SRI International, which \u003c!--more-->conducted a randomized controlled trial using \u003ca href=\"http://www.dreambox.com/\">DreamBox Learning\u003c/a>, those who used the program for 16 weeks scored 2.3 points higher on the \u003ca href=\"http://www.nwea.org/\">Northwest Evaluation Association\u003c/a> math test than those who didn't -- the equivalent to progressing 5.5 points in percentile ranking (for example, from 50 percent to 55.5 percent).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It's important to note here that not all assessments are created equal, but Samouha believes that the NWEA is an adaptive diagnostic test and a dependable measure because \"millions of kids taken it,\" he said.\u003c/p>\n\u003cp>Those students' gains are not only statistically significant, he said, but the fact that they were achieved in such a short time -- 16 weeks -- indicates that using the program for an entire school year would show even greater gains.\u003c/p>\n\u003cp>But Samouha is not a tech evangelist just for the sake of using tech. \"It’s true that there’s a lot of time wasted on computers right now. There \u003cem>are\u003c/em> wrong ways of doing this. But it’s so clear that we have to figure out how to educate students in the 21\u003csup>st\u003c/sup> century in ways that go beyond the traditional classroom model, which was created in the 17\u003csup>th\u003c/sup> century in Prussia. The fact that it needs to change is not a question in my mind.\"\u003c/p>\n\u003cp>So how to make this happen? \"The more we integrate software with what’s happening in the classroom, the better results we’ll see. That \u003cem>will\u003c/em> take work and investment. Schools will have to invest time, content providers will need to invest time and energy into make it more plug-and-play and make it more integrated into the school day.\"\u003c/p>\n\u003cp>But Samouha says the \u003cem>Times\u003c/em> article proves the opposite of what the writers end up conveying. \"It shouldn't be a call to stop for investment, but a call to invest more, because we need to get it right,\" he said.\u003c/p>\n\u003cp>What \"right\" looks like can be debatable, but Samouha believes he has it nailed down -- at least in the case of elementary schools. His criteria for successful software are:\u003c/p>\n\u003cul>\n\u003cli>Aligned to common standards, \"so we're all speaking the same language.\"\u003c/li>\n\u003cli>Data needs to be seamlessly integrated and programs need to be able to talk teach other so teachers can easily make sense of the data.\u003c/li>\n\u003cli>Rather than be standalone in their environment, they need to be part of the open Web, so they can be linked to each other. \"Right now there are a lot of walls between programs, just like before Steve Jobs agreed to use Microsoft, so people using Macs couldn't open Microsoft programs,\" he said. \"Those walls exist now, if you’re trying to quilt together a number of interventions to put the right thing in front of a child at the right time, it makes it much harder when those walls exist.\u003c/li>\n\u003c/ul>\n\u003cp>That’s what Samouha is working towards. But it won't magically happen. It takes investment from schools, from vendors, from educators. \"But we can't just abandon ship and go back to the traditional school model.\"\u003c/p>\n\u003cp>At the heart of this discussion for the general public and most major media is the question \"why.\" Why should we bother to invest in all this when we (adults) all turned out just fine with the way we were schooled? Why can't just teachers keep teaching the way they have been?\u003c/p>\n\u003cp>Samouha believes that's a false dichotomy. He's not arguing that teachers should be replaced by software, but that students will benefit from an array of different learning methods. Software will help them practice drills and basic skills, but teachers will be always be the most important part of the equation.\u003c/p>\n\u003cp>\"People are arguing that it's either human beings teaching kids or computers,\" he said. \"But that’s not our answer for anything else. When I want to communicate with my wife, I talk to her in person, I use my cell phone, I e-mail and text, that’s the way of the world. But for some reason, education is exceptionally not like that.\"\u003c/p>\n\u003cp>I also spoke with Samouha about the difference in quality between math and literacy software, and I'll report back on that in the coming days.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp> \u003c/p>\n\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/can-a-35-tablet-be-as-effective-a-learning-tool-as-an-ipad/indian_tablet_akash/\" rel=\"attachment wp-att-15949\">\u003cimg class=\"size-full wp-image-15949\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Indian_tablet_Akash.jpg\" alt=\"\" width=\"300\" height=\"186\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Ubislate\u003c/p>\n\u003c/div>\n\u003cp>When Amazon unveiled its new Android tablet, the Kindle Fire last month, analysts said that its price could well make it a viable competitor to the wildly successful iPad. Indeed, while the iPad has ignited great interest in tablet computing, particularly in schools, that interest has really just been interest in iPads. The Kindle Fire's price ($199) is a lot cheaper than the iPad (which starts $499). But the price tag of the Amazon tablet still makes it a luxury item (albeit a less expensive one) and still puts it out of reach for many students.\u003c/p>\n\u003cp>Two new tablet alternatives were announced last week that make those prices seem absolutely exorbitant.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The intent is to start a price war. Let it start.\" \u003c/aside>\n\u003cp>The I-slate will be an electronic version of the hand-held blackboard slates used by many school children around the world. The device will be solar-powered for use in classrooms without electricity. While still in production, it's being developed by researchers at the Institute for Sustainable and Applied Infodynamics (ISAID) -- a joint program of Rice University and the \u003c!--more-->Nanyang Technological University in Singapore. Once mass-produced, researchers say the price should be less than $50.\u003c/p>\n\u003cp>Promises of these sorts of low-costs devices -- under development or in production -- have been ongoing for a while now. But last week marked the official launch -- and the actual distribution -- of the \u003ca href=\"http://blogs.wsj.com/indiarealtime/2011/10/05/specs-of-indias-35-tablet/\">Aakash tablet\u003c/a>, better known as the \"$35 tablet.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The Aakash tablet was developed and manufactured by a British company called \u003ca href=\"http://datawind.com/index.asp\">DataWind\u003c/a> in partnership with the Indian government. The tablet will be available commercially for around 3000 rupees. The Indian Ministry of Education is buying some 100,000 tablets, subsidizing the costs so that they are available to students for about 1500 rupees, roughly $35.\u003c/p>\n\u003cp>Despite that low price-tag, the device is actually fairly powerful. It will run Android 2.2, although it does not have access to the official Android App Store (users will be able to access \u003ca href=\"http://getjar.com\">GetJar\u003c/a>'s app store instead). It has a 7-inch screen (it's resistive and doesn't have multitouch). It has a 366 MhZ processor and 256 MB RAM. There's 2 GB of flash memory (expandable up to 32 GB) and 2 USB ports. There are options to add a 3G card, but all the devices are all WiFi capable. The battery life, however, is its downfall: just three hours.\u003c/p>\n\u003cp>Clearly this is no iPad. But at $35, the stakes have changed. The price, along with the support from the Indian government, means that the Aakash tablet will be in the hands of thousands of Indian students. This gives them access to a mobile and Internet-ready device, which means users can browse the Web, use software applications, and access e-textbooks they never would have otherwise been able to afford.\u003c/p>\n\u003cp>With access to the Internet, e-books, and learning apps, it will be interesting to watch how devices like the Fire and the iPad will fare in the price wars against these kinds of low-cost tablets. Sure, they're probably faster and fancier, but in the long run, do they enable the same kind of easily accessible learning? And isn't that the point?\u003c/p>\n\u003cp>The manufacturer Datawind says it can produce about 100,000 units a month currently; that will barely scratch the surface of the demand -- even in India, where the government says it hopes to get all 220 million children online. It's part of a larger effort to boost literacy and graduation (both high school and college) rates in the country as well. \u003ca href=\"http://www.guardian.co.uk/technology/2011/oct/06/cheap-tablet-computer-india-schoolchildren\">The Guardian\u003c/a> reports that the country has raised literacy rates to about 78% and has a goal of 30% enrollment in higher education by 2020. At this point, only about 7% of Indians graduate from high school.\u003c/p>\n\u003cp>As \u003ca href=\"http://www.thinkdigit.com/Mobiles-PDAs/Indian-tablets-compared-Aakash-vsBeetel-Magiq-vs_7707.html\">ThinkDigit\u003c/a> observes, the Indian tablet market is actually seeing quite a bit of competition for these low-cost devices. Even though the iPad remains the dominant tablet worldwide, it's clear that there's a groundswell of interest and innovation around developing these tools to be far more affordable and accessible around the world. And it's possible, particularly now that people see the $35 tablet has been achieved, that others will be able to bring the price-tag even lower. As Datawind's CEO Suneet Singh Tuli noted, his company welcomes the competition to improve the product and drive prices down further.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"The intent is to start a price war. Let it start,\" Tuli told The Guardian, challenging others to build a better, cheaper device.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp> \u003c/p>\n\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/can-a-35-tablet-be-as-effective-a-learning-tool-as-an-ipad/indian_tablet_akash/\" rel=\"attachment wp-att-15949\">\u003cimg class=\"size-full wp-image-15949\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Indian_tablet_Akash.jpg\" alt=\"\" width=\"300\" height=\"186\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Ubislate\u003c/p>\n\u003c/div>\n\u003cp>When Amazon unveiled its new Android tablet, the Kindle Fire last month, analysts said that its price could well make it a viable competitor to the wildly successful iPad. Indeed, while the iPad has ignited great interest in tablet computing, particularly in schools, that interest has really just been interest in iPads. The Kindle Fire's price ($199) is a lot cheaper than the iPad (which starts $499). But the price tag of the Amazon tablet still makes it a luxury item (albeit a less expensive one) and still puts it out of reach for many students.\u003c/p>\n\u003cp>Two new tablet alternatives were announced last week that make those prices seem absolutely exorbitant.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The intent is to start a price war. Let it start.\" \u003c/aside>\n\u003cp>The I-slate will be an electronic version of the hand-held blackboard slates used by many school children around the world. The device will be solar-powered for use in classrooms without electricity. While still in production, it's being developed by researchers at the Institute for Sustainable and Applied Infodynamics (ISAID) -- a joint program of Rice University and the \u003c!--more-->Nanyang Technological University in Singapore. Once mass-produced, researchers say the price should be less than $50.\u003c/p>\n\u003cp>Promises of these sorts of low-costs devices -- under development or in production -- have been ongoing for a while now. But last week marked the official launch -- and the actual distribution -- of the \u003ca href=\"http://blogs.wsj.com/indiarealtime/2011/10/05/specs-of-indias-35-tablet/\">Aakash tablet\u003c/a>, better known as the \"$35 tablet.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The Aakash tablet was developed and manufactured by a British company called \u003ca href=\"http://datawind.com/index.asp\">DataWind\u003c/a> in partnership with the Indian government. The tablet will be available commercially for around 3000 rupees. The Indian Ministry of Education is buying some 100,000 tablets, subsidizing the costs so that they are available to students for about 1500 rupees, roughly $35.\u003c/p>\n\u003cp>Despite that low price-tag, the device is actually fairly powerful. It will run Android 2.2, although it does not have access to the official Android App Store (users will be able to access \u003ca href=\"http://getjar.com\">GetJar\u003c/a>'s app store instead). It has a 7-inch screen (it's resistive and doesn't have multitouch). It has a 366 MhZ processor and 256 MB RAM. There's 2 GB of flash memory (expandable up to 32 GB) and 2 USB ports. There are options to add a 3G card, but all the devices are all WiFi capable. The battery life, however, is its downfall: just three hours.\u003c/p>\n\u003cp>Clearly this is no iPad. But at $35, the stakes have changed. The price, along with the support from the Indian government, means that the Aakash tablet will be in the hands of thousands of Indian students. This gives them access to a mobile and Internet-ready device, which means users can browse the Web, use software applications, and access e-textbooks they never would have otherwise been able to afford.\u003c/p>\n\u003cp>With access to the Internet, e-books, and learning apps, it will be interesting to watch how devices like the Fire and the iPad will fare in the price wars against these kinds of low-cost tablets. Sure, they're probably faster and fancier, but in the long run, do they enable the same kind of easily accessible learning? And isn't that the point?\u003c/p>\n\u003cp>The manufacturer Datawind says it can produce about 100,000 units a month currently; that will barely scratch the surface of the demand -- even in India, where the government says it hopes to get all 220 million children online. It's part of a larger effort to boost literacy and graduation (both high school and college) rates in the country as well. \u003ca href=\"http://www.guardian.co.uk/technology/2011/oct/06/cheap-tablet-computer-india-schoolchildren\">The Guardian\u003c/a> reports that the country has raised literacy rates to about 78% and has a goal of 30% enrollment in higher education by 2020. At this point, only about 7% of Indians graduate from high school.\u003c/p>\n\u003cp>As \u003ca href=\"http://www.thinkdigit.com/Mobiles-PDAs/Indian-tablets-compared-Aakash-vsBeetel-Magiq-vs_7707.html\">ThinkDigit\u003c/a> observes, the Indian tablet market is actually seeing quite a bit of competition for these low-cost devices. Even though the iPad remains the dominant tablet worldwide, it's clear that there's a groundswell of interest and innovation around developing these tools to be far more affordable and accessible around the world. And it's possible, particularly now that people see the $35 tablet has been achieved, that others will be able to bring the price-tag even lower. As Datawind's CEO Suneet Singh Tuli noted, his company welcomes the competition to improve the product and drive prices down further.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"The intent is to start a price war. Let it start,\" Tuli told The Guardian, challenging others to build a better, cheaper device.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/www_ukberri_net/6197755378/sizes/z/in/photostream/\">\u003cimg class=\"size-medium wp-image-15920\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/6197755378_c4b9fa845e_z-300x212.jpg\" alt=\"\" width=\"300\" height=\"212\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:www_ukberri_net\u003c/p>\n\u003c/div>\n\u003cp>Teachers who have been frustrated over blocked access to YouTube educational videos in school can take heart. YouTube is rolling out a pilot a program with schools that will redirect all YouTube links to educational content on \u003ca href=\"http://www.youtube.com/education\">YouTube.com/education\u003c/a>. In addition, comments will be disabled and related videos will only be educational, both of which are a source of anxiety around exposing kids to inappropriate content.\u003c/p>\n\u003cp>Each school and district has a different kind of filtering system, but this workaround allows schools that block YouTube at the domain level to access it through YouTube.com/education, according to Angela Lin, head of YouTube Edu. Schools interested in participating in the pilot program can sign up at \u003ca href=\"http://www.youtube.com/t/education\">YouTube.com/t/education\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We need to give educators and administrators the tools and resources they need and have them decide what’s best for their students.\"\u003c/aside>\n\u003cp>YouTube plans to add hundreds of thousands of more educational videos onto the /edu site (which was launched two years ago), including videos from the \u003ca href=\"http://www.youtube.com/MoMAvideos\">Museum of Modern Art\u003c/a>, \u003ca href=\"http://www.youtube.com/BBCEarth\">BBC Earth\u003c/a>, \u003ca>the Smithsonian\u003c/a>, \u003ca href=\"http://www.youtube.com/bigthink\">Big Think,\u003c/a> and many more. Until now, most of the content on /edu has revolved around higher education, with \u003ca href=\"http://www.youtube.com/education?category=University/Science\">lectures from MIT,\u003c/a> UCLA, U.C. Berkeley and other universities (with the very notable exception of the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/meet-sal-khan-the-jerry-seinfeld-of-the-education-revolution/\">Khan Academy videos, \u003c/a>which are aimed at K-12). Newly added content will be focused more on K-12 curriculum, as well as post-college content -- what's referred to as \"lifelong learning.\"\u003c/p>\n\u003cp>\"We recognize there is demand for educational video, and we’re trying to provide access to it, as well as catalyze content creation,\" Lin said.\"Ultimately we need to give educators and \u003c!--more-->administrators the tools and resources they need and have them decide what’s best for their students.\"\u003c/p>\n\u003cp>Solving the access issue, adding more educational content, and launching the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/youtube-launches-site-specifically-for-teachers/\">YouTube Teachers\u003c/a> site a few weeks ago are all part of the world's largest video site's foray into the education space.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A \"handful of school\" across the country have signed up for the pilot program, Lin said. \"As with anything at Google, this is iterative. We want to get the product right, the experience right. Any change can be onerous at schools that are already tight for time and resources,\" she said. \"We’re trying to enable more content creators and users to think about us as an educational platform.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Read more about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">blocked Web sites\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">facts about what filtering policies\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/www_ukberri_net/6197755378/sizes/z/in/photostream/\">\u003cimg class=\"size-medium wp-image-15920\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/6197755378_c4b9fa845e_z-300x212.jpg\" alt=\"\" width=\"300\" height=\"212\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:www_ukberri_net\u003c/p>\n\u003c/div>\n\u003cp>Teachers who have been frustrated over blocked access to YouTube educational videos in school can take heart. YouTube is rolling out a pilot a program with schools that will redirect all YouTube links to educational content on \u003ca href=\"http://www.youtube.com/education\">YouTube.com/education\u003c/a>. In addition, comments will be disabled and related videos will only be educational, both of which are a source of anxiety around exposing kids to inappropriate content.\u003c/p>\n\u003cp>Each school and district has a different kind of filtering system, but this workaround allows schools that block YouTube at the domain level to access it through YouTube.com/education, according to Angela Lin, head of YouTube Edu. Schools interested in participating in the pilot program can sign up at \u003ca href=\"http://www.youtube.com/t/education\">YouTube.com/t/education\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We need to give educators and administrators the tools and resources they need and have them decide what’s best for their students.\"\u003c/aside>\n\u003cp>YouTube plans to add hundreds of thousands of more educational videos onto the /edu site (which was launched two years ago), including videos from the \u003ca href=\"http://www.youtube.com/MoMAvideos\">Museum of Modern Art\u003c/a>, \u003ca href=\"http://www.youtube.com/BBCEarth\">BBC Earth\u003c/a>, \u003ca>the Smithsonian\u003c/a>, \u003ca href=\"http://www.youtube.com/bigthink\">Big Think,\u003c/a> and many more. Until now, most of the content on /edu has revolved around higher education, with \u003ca href=\"http://www.youtube.com/education?category=University/Science\">lectures from MIT,\u003c/a> UCLA, U.C. Berkeley and other universities (with the very notable exception of the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/meet-sal-khan-the-jerry-seinfeld-of-the-education-revolution/\">Khan Academy videos, \u003c/a>which are aimed at K-12). Newly added content will be focused more on K-12 curriculum, as well as post-college content -- what's referred to as \"lifelong learning.\"\u003c/p>\n\u003cp>\"We recognize there is demand for educational video, and we’re trying to provide access to it, as well as catalyze content creation,\" Lin said.\"Ultimately we need to give educators and \u003c!--more-->administrators the tools and resources they need and have them decide what’s best for their students.\"\u003c/p>\n\u003cp>Solving the access issue, adding more educational content, and launching the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/youtube-launches-site-specifically-for-teachers/\">YouTube Teachers\u003c/a> site a few weeks ago are all part of the world's largest video site's foray into the education space.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A \"handful of school\" across the country have signed up for the pilot program, Lin said. \"As with anything at Google, this is iterative. We want to get the product right, the experience right. Any change can be onerous at schools that are already tight for time and resources,\" she said. \"We’re trying to enable more content creators and users to think about us as an educational platform.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Read more about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">blocked Web sites\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">facts about what filtering policies\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/can-online-tutoring-work-as-well-as-face-to-face/tutorcloud-classroom/\" rel=\"attachment wp-att-15779\">\u003cimg class=\"alignleft size-medium wp-image-15779\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/tutorcloud-classroom-300x213.png\" alt=\"\" width=\"300\" height=\"213\">\u003c/a>There are some 40,000 tutoring companies in the U.S. While most of these are face-to-face operations, many offer online tutoring. The problem is that most of the online services don't have a particularly good reputation -- not among students, not among parents, and most damningly perhaps, not with the \u003ca href=\"http://www.bbb.org/us/article/better-business-bureau-offers-advice-on-finding-a-tutor-to-match-your-childs-needs-25687\">Better Business Bureau\u003c/a>.\u003c/p>\n\u003cp>The $8 billion-a-year industry presents a big opportunity for a smart company. Plenty of online tutoring companies are trying to find the secret sauce that creates a quality experience. First, it must provide an easy experience technologically. In other words, it can't be difficult or cumbersome to locate or request a tutor or to engage in a tutoring session, nor can the tools tutors need be antiquated. Second, and most importantly, it must offer quality tutors -- those with knowledge in the subject matter and experience teaching and tutoring.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Tutoring should be akin to mentoring, and as such, it's a relationship that benefits from more than just subject matter expertise.\u003c/aside>\n\u003cp>One young startup, \u003ca href=\"http://tutorcloud.com\">TutorCloud\u003c/a>, which just graduated from the \u003ca href=\"http://imaginek12.com\">Imagine K12\u003c/a> education start-up incubator this summer, is trying to do just that.\u003c/p>\n\u003cp>First, the technical piece: TutorCloud offers an online classroom with both video chat and a whiteboard. While some people may balk at the idea of online tutoring sessions, co-founder Blair Silverberg argues that many students are already using video chat to talk to their peers as they \u003c!--more-->study. Facetime, Skype, Google + Hangouts, and Facebook video chat are already becoming the go-to tools when students are looking for help.\u003c/p>\n\u003cp>TutorCloud also offers an intuitive interface to search for the appropriate tutors. The tutors all have profiles and reviews for parents to get further insight into who will be working with their child. The tutor's availability is also listed so that it's easy to see if it'll be possible to schedule tutoring sessions. Once a parent requests a tutor, TutorCloud sends a text message to the tutor, notifying them of the request, and TutorCloud sets up a conference call so that the tutor and the parent can talk. All this is designed to happen within 15 minutes because, as Silverberg points out, when a student needs help, she or he often needs help \u003cem>now\u003c/em>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While TutorCloud does offer a technical solution to the problem of online tutoring, the second piece -- and the bigger challenge perhaps -- is maintaining a selection of high-quality tutors. According to TutorCloud, 90% of the tutors listed on the service are students in Ivy League schools, and they have experience tutoring offline.\u003c/p>\n\u003cp>But it isn't simply a matter of finding the smartest Stanford college student to tutor your kid in calculus. As Silverberg argues, tutoring should be akin to mentoring, and as such, it's a relationship that benefits from more than just subject matter expertise. He says students are far more determined to learn when they share an interest with their teacher or tutor, so the profile information about the tutors isn't just about their college majors but also their background and their hobbies. TutorCloud also works directly with some schools, matching alumni tutors to current students. Not only do they then have this commonality, but it's possible for a struggling student to see that someone else from that high school is successfully tackling college.\u003c/p>\n\u003cp>That points to what may be the bigger mission of TutorCloud. Because tutoring can be done online and at a rate far cheaper than some of the offline options, it may open up opportunities for kids and parents to seek help who otherwise wouldn't. There's no visiting learning centers that identify you as a struggling student. Parents can feel comfortable monitoring the tutoring sessions. And the college students who tutor can set their own rates and hours.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The challenges ahead for TutorCloud are to help these college students become excellent tutors and teachers, and to help convince the public that an online tutoring experience may actually be better than one that's face-to-face.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/can-online-tutoring-work-as-well-as-face-to-face/tutorcloud-classroom/\" rel=\"attachment wp-att-15779\">\u003cimg class=\"alignleft size-medium wp-image-15779\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/tutorcloud-classroom-300x213.png\" alt=\"\" width=\"300\" height=\"213\">\u003c/a>There are some 40,000 tutoring companies in the U.S. While most of these are face-to-face operations, many offer online tutoring. The problem is that most of the online services don't have a particularly good reputation -- not among students, not among parents, and most damningly perhaps, not with the \u003ca href=\"http://www.bbb.org/us/article/better-business-bureau-offers-advice-on-finding-a-tutor-to-match-your-childs-needs-25687\">Better Business Bureau\u003c/a>.\u003c/p>\n\u003cp>The $8 billion-a-year industry presents a big opportunity for a smart company. Plenty of online tutoring companies are trying to find the secret sauce that creates a quality experience. First, it must provide an easy experience technologically. In other words, it can't be difficult or cumbersome to locate or request a tutor or to engage in a tutoring session, nor can the tools tutors need be antiquated. Second, and most importantly, it must offer quality tutors -- those with knowledge in the subject matter and experience teaching and tutoring.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Tutoring should be akin to mentoring, and as such, it's a relationship that benefits from more than just subject matter expertise.\u003c/aside>\n\u003cp>One young startup, \u003ca href=\"http://tutorcloud.com\">TutorCloud\u003c/a>, which just graduated from the \u003ca href=\"http://imaginek12.com\">Imagine K12\u003c/a> education start-up incubator this summer, is trying to do just that.\u003c/p>\n\u003cp>First, the technical piece: TutorCloud offers an online classroom with both video chat and a whiteboard. While some people may balk at the idea of online tutoring sessions, co-founder Blair Silverberg argues that many students are already using video chat to talk to their peers as they \u003c!--more-->study. Facetime, Skype, Google + Hangouts, and Facebook video chat are already becoming the go-to tools when students are looking for help.\u003c/p>\n\u003cp>TutorCloud also offers an intuitive interface to search for the appropriate tutors. The tutors all have profiles and reviews for parents to get further insight into who will be working with their child. The tutor's availability is also listed so that it's easy to see if it'll be possible to schedule tutoring sessions. Once a parent requests a tutor, TutorCloud sends a text message to the tutor, notifying them of the request, and TutorCloud sets up a conference call so that the tutor and the parent can talk. All this is designed to happen within 15 minutes because, as Silverberg points out, when a student needs help, she or he often needs help \u003cem>now\u003c/em>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While TutorCloud does offer a technical solution to the problem of online tutoring, the second piece -- and the bigger challenge perhaps -- is maintaining a selection of high-quality tutors. According to TutorCloud, 90% of the tutors listed on the service are students in Ivy League schools, and they have experience tutoring offline.\u003c/p>\n\u003cp>But it isn't simply a matter of finding the smartest Stanford college student to tutor your kid in calculus. As Silverberg argues, tutoring should be akin to mentoring, and as such, it's a relationship that benefits from more than just subject matter expertise. He says students are far more determined to learn when they share an interest with their teacher or tutor, so the profile information about the tutors isn't just about their college majors but also their background and their hobbies. TutorCloud also works directly with some schools, matching alumni tutors to current students. Not only do they then have this commonality, but it's possible for a struggling student to see that someone else from that high school is successfully tackling college.\u003c/p>\n\u003cp>That points to what may be the bigger mission of TutorCloud. Because tutoring can be done online and at a rate far cheaper than some of the offline options, it may open up opportunities for kids and parents to seek help who otherwise wouldn't. There's no visiting learning centers that identify you as a struggling student. Parents can feel comfortable monitoring the tutoring sessions. And the college students who tutor can set their own rates and hours.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The challenges ahead for TutorCloud are to help these college students become excellent tutors and teachers, and to help convince the public that an online tutoring experience may actually be better than one that's face-to-face.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>http://youtu.be/3tH2fi7rzUs\u003c/p>\n\u003ch5>[Video co-produced with Matthew Williams.]\u003c/h5>\n\u003cp>Juan Hernandez has had a life-changing summer. The 14-year-old math and science whiz got to geek out with like-minded kids for five weeks on the lush Stanford campus, learning about everything from computer programming to the infection rate of HIV.\u003c/p>\n\u003cp>Juan was among the 80 low-income, high-achieving students of color who are psyched about STEM and were chosen to participate in the \u003ca href=\"http://www.lpfi.org/smash\">SMASH program.\u003c/a> SMASH stands for Summer Math and Science Honors Academy, and it's part of the \u003ca href=\"http://www.lpfi.org\">Level Playing Field Institute\u003c/a>, a San Francisco-based nonprofit founded 10 years ago by Freada Kapor Klein. The enrichment program is held on the campuses of U.C. Berkeley and Stanford, where SMASH scholars, as they’re called, come back every summer during their high school years for an immersive college experience. And during the school year, they get SAT prep support, college counseling and financial aid workshops to make sure they stay on course.\u003c/p>\n\u003cfigure id=\"attachment_15807\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-15807\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Juan1-300x291.jpg\" alt=\"\" width=\"300\" height=\"291\">\u003cfigcaption class=\"wp-caption-text\">Juan Hernandez is hopeful he'll get into Stanford.\u003c/figcaption>\u003c/figure>\n\u003cp>If Juan and his peers are already high-achieving, ambitious students, one might wonder why they need an extra boost with this kind of program. They're not exactly at-risk kids. Juan has a 4.0 GPA, takes A.P. classes, and has set lofty goals for himself. He wants to be a surgeon or a physicist.\u003c/p>\n\u003cp>But as driven as Juan is, his future is far from guaranteed. He must be admitted to a good college (his top choices are Stanford and Berkeley). He must secure financial aid or scholarships. And those are just the initial steps. Once he's in, the level of rigor in math and science classes at top-tier universities can destabilize even the most determined superstar.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>At \u003ca href=\"http://www.leadps.org/our-schools/richmond/\">LPS\u003c/a>, the college prep charter high school he attends in Richmond, California, Juan does take A.P. classes in whatever classes are offered -- but math and science are not. So the lack of exposure to college-level academics could be an obstacle. Add to that the fact that for students of color, only 10% of those interested pursue a STEM career after their first two years of college. And for low-income, first-generation students of color, that number is significantly lower, according to Jarvis Sulcer, director of education programs \u003c!--more-->at the Level Playing Institute. (\u003ca href=\"http://www.lpfi.org/sites/default/files/dissecting_the_data_-_stem_ed_opportunity_gap_lpfi_report.pdf\">Read more\u003c/a> about the numbers behind the lack of students of color in STEM fields.)\u003c/p>\n\u003cfigure id=\"attachment_15808\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/a-future-in-math-and-science-for-students-of-color/juanstem/\" rel=\"attachment wp-att-15808\">\u003cimg class=\"size-medium wp-image-15808\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/JuanSTEM-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Juan works in groups in the SMASH program.\u003c/figcaption>\u003c/figure>\n\u003cp>And that’s the point of programs like SMASH – to make sure that bright kids like Juan are exposed to the realities of the challenges that come up when they go from big fish to little fish. Things like living away from home, being able to find like-minded people who come from the same kind of background and who are as ambitious and motivated as they are. And that’s exactly what this experience has done for Juan.\u003c/p>\n\u003cp>Juan’s future seems bright. He’s naturally smart, he’s ambitious, and he’s got the support of a formidable program with big funders backing him up. Eight years from now, we’d like to follow up and find Juan happily toiling away in a science lab or at a hospital. Stay tuned.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/a-future-in-math-and-science-for-students-of-color/myed_square-3/\" rel=\"attachment wp-att-15816\">\u003cimg class=\"alignleft size-full wp-image-15816\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/myEd_square.png\" alt=\"\" width=\"99\" height=\"99\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/10/myEd_square.png 140w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/myEd_square-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/myEd_square-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/myEd_square-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/myEd_square-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/myEd_square-75x75.png 75w\" sizes=\"(max-width: 99px) 100vw, 99px\">\u003c/a>Read more in the \u003ca href=\"http://ww2.kqed.org/mindshift/feature/my-education/\">My Education\u003c/a> series, focusing on how intervention programs influence the lives of low-income students\u003c/em>.\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/can-learning-how-to-blog-change-makeals-life/\">Can Learning How to Blog Change Makael's Life?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/how-can-an-advanced-student-move-ahead-in-public-school/\">How Blended Learning Helps Students Move Ahead in Public School\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\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/3tH2fi7rzUs'\n title='//www.youtube.com/embed/3tH2fi7rzUs'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch5>[Video co-produced with Matthew Williams.]\u003c/h5>\n\u003cp>Juan Hernandez has had a life-changing summer. The 14-year-old math and science whiz got to geek out with like-minded kids for five weeks on the lush Stanford campus, learning about everything from computer programming to the infection rate of HIV.\u003c/p>\n\u003cp>Juan was among the 80 low-income, high-achieving students of color who are psyched about STEM and were chosen to participate in the \u003ca href=\"http://www.lpfi.org/smash\">SMASH program.\u003c/a> SMASH stands for Summer Math and Science Honors Academy, and it's part of the \u003ca href=\"http://www.lpfi.org\">Level Playing Field Institute\u003c/a>, a San Francisco-based nonprofit founded 10 years ago by Freada Kapor Klein. The enrichment program is held on the campuses of U.C. Berkeley and Stanford, where SMASH scholars, as they’re called, come back every summer during their high school years for an immersive college experience. And during the school year, they get SAT prep support, college counseling and financial aid workshops to make sure they stay on course.\u003c/p>\n\u003cfigure id=\"attachment_15807\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-15807\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Juan1-300x291.jpg\" alt=\"\" width=\"300\" height=\"291\">\u003cfigcaption class=\"wp-caption-text\">Juan Hernandez is hopeful he'll get into Stanford.\u003c/figcaption>\u003c/figure>\n\u003cp>If Juan and his peers are already high-achieving, ambitious students, one might wonder why they need an extra boost with this kind of program. They're not exactly at-risk kids. Juan has a 4.0 GPA, takes A.P. classes, and has set lofty goals for himself. He wants to be a surgeon or a physicist.\u003c/p>\n\u003cp>But as driven as Juan is, his future is far from guaranteed. He must be admitted to a good college (his top choices are Stanford and Berkeley). He must secure financial aid or scholarships. And those are just the initial steps. Once he's in, the level of rigor in math and science classes at top-tier universities can destabilize even the most determined superstar.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At \u003ca href=\"http://www.leadps.org/our-schools/richmond/\">LPS\u003c/a>, the college prep charter high school he attends in Richmond, California, Juan does take A.P. classes in whatever classes are offered -- but math and science are not. So the lack of exposure to college-level academics could be an obstacle. Add to that the fact that for students of color, only 10% of those interested pursue a STEM career after their first two years of college. And for low-income, first-generation students of color, that number is significantly lower, according to Jarvis Sulcer, director of education programs \u003c!--more-->at the Level Playing Institute. (\u003ca href=\"http://www.lpfi.org/sites/default/files/dissecting_the_data_-_stem_ed_opportunity_gap_lpfi_report.pdf\">Read more\u003c/a> about the numbers behind the lack of students of color in STEM fields.)\u003c/p>\n\u003cfigure id=\"attachment_15808\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/a-future-in-math-and-science-for-students-of-color/juanstem/\" rel=\"attachment wp-att-15808\">\u003cimg class=\"size-medium wp-image-15808\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/JuanSTEM-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Juan works in groups in the SMASH program.\u003c/figcaption>\u003c/figure>\n\u003cp>And that’s the point of programs like SMASH – to make sure that bright kids like Juan are exposed to the realities of the challenges that come up when they go from big fish to little fish. Things like living away from home, being able to find like-minded people who come from the same kind of background and who are as ambitious and motivated as they are. And that’s exactly what this experience has done for Juan.\u003c/p>\n\u003cp>Juan’s future seems bright. He’s naturally smart, he’s ambitious, and he’s got the support of a formidable program with big funders backing him up. Eight years from now, we’d like to follow up and find Juan happily toiling away in a science lab or at a hospital. Stay tuned.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/a-future-in-math-and-science-for-students-of-color/myed_square-3/\" rel=\"attachment wp-att-15816\">\u003cimg class=\"alignleft size-full wp-image-15816\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/myEd_square.png\" alt=\"\" width=\"99\" height=\"99\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/10/myEd_square.png 140w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/myEd_square-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/myEd_square-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/myEd_square-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/myEd_square-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/myEd_square-75x75.png 75w\" sizes=\"(max-width: 99px) 100vw, 99px\">\u003c/a>Read more in the \u003ca href=\"http://ww2.kqed.org/mindshift/feature/my-education/\">My Education\u003c/a> series, focusing on how intervention programs influence the lives of low-income students\u003c/em>.\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/can-learning-how-to-blog-change-makeals-life/\">Can Learning How to Blog Change Makael's Life?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/how-can-an-advanced-student-move-ahead-in-public-school/\">How Blended Learning Helps Students Move Ahead in Public School\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003ch5>\u003c/h5>\n\u003cfigure id=\"attachment_15792\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/dno1967b/6043012600/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-15792\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/6043012600_0e3d783af5-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Betsy Corcoran, \u003ca href=\"http://www.edsurge.com/\">EdSurge\u003c/a>\u003c/h5>\n\u003cp>Teachers who want to use technology in the classroom to its best potential typically face a problem dealing with computers that's weirdly reminiscent of dealing with a roomful of bright but disruptive students: It can be too much of a good thing.\u003c/p>\n\u003cp>With sophisticated high-tech tools comes a deluge of data, and for a lot of teachers, finding the right resources at the right moment can be maddeningly difficult. What's more, the most sophisticated programs, which deliver detailed reports about student progress, don't share data--which means that teachers can wind up with multiple \"data dashboards.\"\u003c/p>\n\u003cp>So educational technology entrepreneurs are starting to offer up a bit of help for both of these programs, according to two reports in today's \u003ca href=\"http://www.edsurge.com/\">EdSurge newsletter\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Combining data from different programs to help teachers avoid an air-traffic-control problem as they try to mix and match the tools they use.\u003c/aside>\n\u003cp>In Mountain View, a startup nonprofit organization, \u003ca href=\"http://www.ednovo.org/\">EdNovo\u003c/a>, is doing early \"alpha\" tests of a Google-like search program for helping teachers find exactly the right digital content at the right time. And in San Francisco, a firm called \u003ca href=\"edelements.com\">EdElements\u003c/a> just got a huge boost of financing to support \u003c!--more-->its work in building a unified \"data dashboard\" that can combine data from different programs to help teachers avoid an air-traffic-control like problem as they try to mix and match the tools they use.\u003c/p>\n\u003cp>First EdNovo: with a team of almost a dozen educators and engineers, former Google executive Prasad Ram is building a free search engine he calls \"Gooru\" to retrieve digital content starting with math and science. So far, the team has tagged and organized 20,000 free resources on the web, along with 1,200 class plans and \"classbooks,\" which are effectively playlists for learning. The effort is still very much under construction. Some 300 educators, including teachers at Oakland International High School, Milpitas Unified School District and FlipSchool are providing the first feedback. But Gooru promises to deliver what educators have long dreamed of: an education-specific search engine that pulls up timely and usable material for teachers. Educators can \u003ca href=\"http://www.goorulearning.org/gooru/index.g#/classplan/search/library\">request a chance to try out the program here.\u003c/a> [Update: \u003ca href=\"http://www.goorulearning.org\">Gooru\u003c/a> is now open to any user.]\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>There are also a wide range of more comprehensive teaching programs that many schools are using to create so called \"blended learning\" models: fusions of teacher-led and computer assisted instruction. (Heather Staker of the Innosight Institute \u003ca href=\"http://www.innosightinstitute.org/media-room/publications/education-publications/the-rise-of-k-12-blended-learning/\">offers more detailed definitions of blended learning here\u003c/a>.)\u003c/p>\n\u003cp>A bevy of ed-tech programs are emerging to serve as this kind of teacher's right-hand aide: for instance, \u003ca href=\"http://www.dreambox.com/\">Dreambox Learning\u003c/a> helps K-3 students develop their math skills; \u003ca href=\"http://www.compasslearning.com/\">Compass Learning\u003c/a> offers a broad suite of K-12 programs.\u003c/p>\n\u003cp>In most cases, teachers trying these programs out want to mix and match their options like picking out a box of mixed chocolates. Why not some Dreambox for math and then a little \u003ca href=\"http://www.renlearn.com/ar/\">Accelerated Reader\u003c/a> for language arts?\u003c/p>\n\u003cp>But the nail-biting truth about mixing up these sophisticated learning programs is that each one has its own, carefully designed \"data dashboard.\" Use three programs and you'll wind up staring at three data dashboards. What's needed is a way to get the programs to talk and share data--or a way to build a single \"data dashboard,\" that can channel the reports from individual programs and portray a single, coherent report.\u003c/p>\n\u003cp>There are a handful of efforts to build such uber-dashboards. Charter school program \u003ca href=\"rocketshipeducation.org\">Rocketship Education\u003c/a> has been growing its own, supported by the Bill and Melinda Gates Foundation. The Gates Foundation is also fostering the development of common standards that could be used more broadly by any program. New York City's school district has worked with a program called \u003ca href=\"http://www.desire2learn.com/\">Desire2Learn\u003c/a> to craft a dashboard.\u003c/p>\n\u003cp>And then there's San Francisco \u003ca href=\"http://www.edelements.com/\">EdElements\u003c/a>, run by Anthony Kim. Kim is one of the country's leading blended learning consultants. He's worked with KIPP and IDEA schools to create blended learning programs in those schools. Along the way, his team has begun partnering with different ed-tech companies to wire up their programs to return data to a single dashboard--something Kim calls a \"Hybrid Learning Management System.\" So far, Kim's team works with 15 different vendors.\u003c/p>\n\u003cp>Kim's efforts got a boost this week by a $2.1 million equity investment by investors that include the \u003ca href=\"http://www.newschools.org/\">NewSchools Venture Fund\u003c/a>, \u003ca href=\"http://www.tugboatventures.com/\">Tugboat Ventures\u003c/a>, venture capitalist, Wally Hawley, and the three founders of edtech incubator, \u003ca href=\"http://www.imaginek12.com/\">ImagineK12.\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>It'll be interesting to watch how these two intriguing ways could help teachers be more incommand of the explosion of emerging digital tools.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003c/h5>\n\u003cfigure id=\"attachment_15792\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/dno1967b/6043012600/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-15792\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/6043012600_0e3d783af5-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Betsy Corcoran, \u003ca href=\"http://www.edsurge.com/\">EdSurge\u003c/a>\u003c/h5>\n\u003cp>Teachers who want to use technology in the classroom to its best potential typically face a problem dealing with computers that's weirdly reminiscent of dealing with a roomful of bright but disruptive students: It can be too much of a good thing.\u003c/p>\n\u003cp>With sophisticated high-tech tools comes a deluge of data, and for a lot of teachers, finding the right resources at the right moment can be maddeningly difficult. What's more, the most sophisticated programs, which deliver detailed reports about student progress, don't share data--which means that teachers can wind up with multiple \"data dashboards.\"\u003c/p>\n\u003cp>So educational technology entrepreneurs are starting to offer up a bit of help for both of these programs, according to two reports in today's \u003ca href=\"http://www.edsurge.com/\">EdSurge newsletter\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Combining data from different programs to help teachers avoid an air-traffic-control problem as they try to mix and match the tools they use.\u003c/aside>\n\u003cp>In Mountain View, a startup nonprofit organization, \u003ca href=\"http://www.ednovo.org/\">EdNovo\u003c/a>, is doing early \"alpha\" tests of a Google-like search program for helping teachers find exactly the right digital content at the right time. And in San Francisco, a firm called \u003ca href=\"edelements.com\">EdElements\u003c/a> just got a huge boost of financing to support \u003c!--more-->its work in building a unified \"data dashboard\" that can combine data from different programs to help teachers avoid an air-traffic-control like problem as they try to mix and match the tools they use.\u003c/p>\n\u003cp>First EdNovo: with a team of almost a dozen educators and engineers, former Google executive Prasad Ram is building a free search engine he calls \"Gooru\" to retrieve digital content starting with math and science. So far, the team has tagged and organized 20,000 free resources on the web, along with 1,200 class plans and \"classbooks,\" which are effectively playlists for learning. The effort is still very much under construction. Some 300 educators, including teachers at Oakland International High School, Milpitas Unified School District and FlipSchool are providing the first feedback. But Gooru promises to deliver what educators have long dreamed of: an education-specific search engine that pulls up timely and usable material for teachers. Educators can \u003ca href=\"http://www.goorulearning.org/gooru/index.g#/classplan/search/library\">request a chance to try out the program here.\u003c/a> [Update: \u003ca href=\"http://www.goorulearning.org\">Gooru\u003c/a> is now open to any user.]\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>There are also a wide range of more comprehensive teaching programs that many schools are using to create so called \"blended learning\" models: fusions of teacher-led and computer assisted instruction. (Heather Staker of the Innosight Institute \u003ca href=\"http://www.innosightinstitute.org/media-room/publications/education-publications/the-rise-of-k-12-blended-learning/\">offers more detailed definitions of blended learning here\u003c/a>.)\u003c/p>\n\u003cp>A bevy of ed-tech programs are emerging to serve as this kind of teacher's right-hand aide: for instance, \u003ca href=\"http://www.dreambox.com/\">Dreambox Learning\u003c/a> helps K-3 students develop their math skills; \u003ca href=\"http://www.compasslearning.com/\">Compass Learning\u003c/a> offers a broad suite of K-12 programs.\u003c/p>\n\u003cp>In most cases, teachers trying these programs out want to mix and match their options like picking out a box of mixed chocolates. Why not some Dreambox for math and then a little \u003ca href=\"http://www.renlearn.com/ar/\">Accelerated Reader\u003c/a> for language arts?\u003c/p>\n\u003cp>But the nail-biting truth about mixing up these sophisticated learning programs is that each one has its own, carefully designed \"data dashboard.\" Use three programs and you'll wind up staring at three data dashboards. What's needed is a way to get the programs to talk and share data--or a way to build a single \"data dashboard,\" that can channel the reports from individual programs and portray a single, coherent report.\u003c/p>\n\u003cp>There are a handful of efforts to build such uber-dashboards. Charter school program \u003ca href=\"rocketshipeducation.org\">Rocketship Education\u003c/a> has been growing its own, supported by the Bill and Melinda Gates Foundation. The Gates Foundation is also fostering the development of common standards that could be used more broadly by any program. New York City's school district has worked with a program called \u003ca href=\"http://www.desire2learn.com/\">Desire2Learn\u003c/a> to craft a dashboard.\u003c/p>\n\u003cp>And then there's San Francisco \u003ca href=\"http://www.edelements.com/\">EdElements\u003c/a>, run by Anthony Kim. Kim is one of the country's leading blended learning consultants. He's worked with KIPP and IDEA schools to create blended learning programs in those schools. Along the way, his team has begun partnering with different ed-tech companies to wire up their programs to return data to a single dashboard--something Kim calls a \"Hybrid Learning Management System.\" So far, Kim's team works with 15 different vendors.\u003c/p>\n\u003cp>Kim's efforts got a boost this week by a $2.1 million equity investment by investors that include the \u003ca href=\"http://www.newschools.org/\">NewSchools Venture Fund\u003c/a>, \u003ca href=\"http://www.tugboatventures.com/\">Tugboat Ventures\u003c/a>, venture capitalist, Wally Hawley, and the three founders of edtech incubator, \u003ca href=\"http://www.imaginek12.com/\">ImagineK12.\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>It'll be interesting to watch how these two intriguing ways could help teachers be more incommand of the explosion of emerging digital tools.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/tsakshaug/3384616685/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-15736\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/3384616685_e6b7911514-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Tsakshaug\u003c/p>\n\u003c/div>\n\u003ch5>By Sara Nolan\u003c/h5>\n\u003cp>A few weeks ago, the Department of Education introduced its \u003ca href=\"http://www.digitalpromise.org/\">Digital Promise\u003c/a>, an initiative to invest in “breakthrough technologies\" aimed at transforming the way teachers teach and students learn. Though the message from the top about the importance of leveraging technology seems to be clear, it's a different story on a local level.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.siia.net/visionK20/pages/progress.html\">recent SIIA study\u003c/a> indicates a decline in what had been steady progress toward schools and universities building technology and e-learning into their frameworks. Karen Billings, vice president for Education for the Software & Information Industry Association (SIIA), links this change in part to the economic climate. She notes that it's not just budget cuts, but also the emotional impact of those cuts -- and of prolonged economic hardship in general -- that's affecting how schools buy and integrate technology.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Once it hits the papers, it’s ‘They’re closing schools and adding computers.’”\u003c/aside>\n\u003cp>“I liken it to the situation that many companies are finding themselves in,” she says. “Even if they find themselves with some money in the bank, they're waiting longer before making any decisions about what to do with it. They are too nervous about the future.” Particularly when it comes to \u003c!--more-->bringing in new technology, she says, schools are taking a longer time to evaluate the products and their potential impact and long-term viability because they think “they can’t afford to make the wrong decision.”\u003c/p>\n\u003cp>In this \u003ca href=\"http://www.nytimes.com/2011/09/04/technology/technology-in-schools-faces-questions-on-value.html?_r=2&pagewanted=all\">highly charged context,\u003c/a> however, sometimes even the right decision can seem like the wrong one. “There is definitely a problem in communication of those programs,” Billings says. She's referring to the flack that schools face when community concerns – and media headlines – focus on issues like budget cuts, layoffs, and overcrowding. “Computers in the classroom might be right for one school in a district while at the same time they’re needing to close another school because it’s under-performing or under-enrolled. But once it hits the papers, it’s ‘They’re closing schools and adding computers.’”\u003c/p>\n\u003cp>As the PTO co-president from \u003ca href=\"http://www.nytimes.com/2011/09/04/technology/technology-in-schools-faces-questions-on-value.html?pagewanted=all\">tech-rich, budget-embattled Kyrene\u003c/a> recently put it in the New York Times article, “You don’t go buy a new outfit when you don’t have enough dinner to eat.” This is recession psychology, and it has a powerful hold on the way we will fund technology in education going forward.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>These aspects of recession psychology at work speak to the current state of our “animal spirits” – the human emotions and outlooks that drive economic action. In the book \u003ca href=\"http://press.princeton.edu/titles/8967.html\">\u003cem>Animal Spirits:\u003c/em>\u003cbr>\n\u003cem>How Human Psychology Drives the Economy, and Why It Matters for Global Capitalism\u003c/em>\u003c/a>, authors George Akerlof and Robert J. Shiller address “the sense of trust we have in each other, our sense of fairness in economic dealings, and our sense of the extent of corruption and bad faith.” What those animal spirits seem to need now -- if they are to be boosted in this or any other area of the economy -- are equal parts hope and hard facts.\u003c/p>\n\u003cp>In Billings’ analysis, this means that educational technology companies need to be prepared to speak to current and potential users in terms of long-term value for their investment – especially in terms of instructional and administrative efficiencies. “Some schools might choose to switch to a virtual field trip, for example” she says. “They save money on gas, buses. But that needs a lot of bandwidth, so that’s where the investment is.”\u003c/p>\n\u003cp>Take, for example, the cost of iPads. Last year, Presidio Middle School in San Francisco \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/teaching-with-a-tablet-one-educators-experience/\">piloted an algebra class using the iPad\u003c/a>, funded by the publisher of the algebra curriculum, Houghton Mifflin Harcourt. Pam Clisham, the principal, knows well that the devices are costly.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\"They’re expensive, but so are textbooks,\" she says. \"If you had one iPad and all of your textbooks were on your iPad, it would be the same cost. Right now textbooks are running $50 or $60 dollars a piece, plus supplementary materials.\" Once you add the cost of each textbook per student per year, the investment in the devices are more than justified.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But it's more than just about buying the devices. It's about the mindset around change. When it comes to deciding on priorities, former Governor \u003ca href=\"http://www.all4ed.org/about_the_alliance/bob-wise\">Bob Wise\u003c/a>, president of the Alliance of Excellent Education, said recently: “By the time you get to a consensus, that technology has leapfrogged over you. What you have to do is to provide flexibility that allows systems to move. It’s recognizing that technology is like water, it finds its levels, it moves.”\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/tsakshaug/3384616685/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-15736\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/3384616685_e6b7911514-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Tsakshaug\u003c/p>\n\u003c/div>\n\u003ch5>By Sara Nolan\u003c/h5>\n\u003cp>A few weeks ago, the Department of Education introduced its \u003ca href=\"http://www.digitalpromise.org/\">Digital Promise\u003c/a>, an initiative to invest in “breakthrough technologies\" aimed at transforming the way teachers teach and students learn. Though the message from the top about the importance of leveraging technology seems to be clear, it's a different story on a local level.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.siia.net/visionK20/pages/progress.html\">recent SIIA study\u003c/a> indicates a decline in what had been steady progress toward schools and universities building technology and e-learning into their frameworks. Karen Billings, vice president for Education for the Software & Information Industry Association (SIIA), links this change in part to the economic climate. She notes that it's not just budget cuts, but also the emotional impact of those cuts -- and of prolonged economic hardship in general -- that's affecting how schools buy and integrate technology.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Once it hits the papers, it’s ‘They’re closing schools and adding computers.’”\u003c/aside>\n\u003cp>“I liken it to the situation that many companies are finding themselves in,” she says. “Even if they find themselves with some money in the bank, they're waiting longer before making any decisions about what to do with it. They are too nervous about the future.” Particularly when it comes to \u003c!--more-->bringing in new technology, she says, schools are taking a longer time to evaluate the products and their potential impact and long-term viability because they think “they can’t afford to make the wrong decision.”\u003c/p>\n\u003cp>In this \u003ca href=\"http://www.nytimes.com/2011/09/04/technology/technology-in-schools-faces-questions-on-value.html?_r=2&pagewanted=all\">highly charged context,\u003c/a> however, sometimes even the right decision can seem like the wrong one. “There is definitely a problem in communication of those programs,” Billings says. She's referring to the flack that schools face when community concerns – and media headlines – focus on issues like budget cuts, layoffs, and overcrowding. “Computers in the classroom might be right for one school in a district while at the same time they’re needing to close another school because it’s under-performing or under-enrolled. But once it hits the papers, it’s ‘They’re closing schools and adding computers.’”\u003c/p>\n\u003cp>As the PTO co-president from \u003ca href=\"http://www.nytimes.com/2011/09/04/technology/technology-in-schools-faces-questions-on-value.html?pagewanted=all\">tech-rich, budget-embattled Kyrene\u003c/a> recently put it in the New York Times article, “You don’t go buy a new outfit when you don’t have enough dinner to eat.” This is recession psychology, and it has a powerful hold on the way we will fund technology in education going forward.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>These aspects of recession psychology at work speak to the current state of our “animal spirits” – the human emotions and outlooks that drive economic action. In the book \u003ca href=\"http://press.princeton.edu/titles/8967.html\">\u003cem>Animal Spirits:\u003c/em>\u003cbr>\n\u003cem>How Human Psychology Drives the Economy, and Why It Matters for Global Capitalism\u003c/em>\u003c/a>, authors George Akerlof and Robert J. Shiller address “the sense of trust we have in each other, our sense of fairness in economic dealings, and our sense of the extent of corruption and bad faith.” What those animal spirits seem to need now -- if they are to be boosted in this or any other area of the economy -- are equal parts hope and hard facts.\u003c/p>\n\u003cp>In Billings’ analysis, this means that educational technology companies need to be prepared to speak to current and potential users in terms of long-term value for their investment – especially in terms of instructional and administrative efficiencies. “Some schools might choose to switch to a virtual field trip, for example” she says. “They save money on gas, buses. But that needs a lot of bandwidth, so that’s where the investment is.”\u003c/p>\n\u003cp>Take, for example, the cost of iPads. Last year, Presidio Middle School in San Francisco \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/teaching-with-a-tablet-one-educators-experience/\">piloted an algebra class using the iPad\u003c/a>, funded by the publisher of the algebra curriculum, Houghton Mifflin Harcourt. Pam Clisham, the principal, knows well that the devices are costly.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\"They’re expensive, but so are textbooks,\" she says. \"If you had one iPad and all of your textbooks were on your iPad, it would be the same cost. Right now textbooks are running $50 or $60 dollars a piece, plus supplementary materials.\" Once you add the cost of each textbook per student per year, the investment in the devices are more than justified.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But it's more than just about buying the devices. It's about the mindset around change. When it comes to deciding on priorities, former Governor \u003ca href=\"http://www.all4ed.org/about_the_alliance/bob-wise\">Bob Wise\u003c/a>, president of the Alliance of Excellent Education, said recently: “By the time you get to a consensus, that technology has leapfrogged over you. What you have to do is to provide flexibility that allows systems to move. It’s recognizing that technology is like water, it finds its levels, it moves.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "10 Awesome Apps for Learning About Music, Nature, History and Math",
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"content": "\u003cp>\u003cem>Continuing our monthly \u003ca href=\"http://ww2.kqed.org/mindshift/feature/educational-apps/\">Educational Apps series\u003c/a>, a mixture of iOS, Android, and Web-based apps.\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/10-awesome-apps-for-learning-about-music-nature-history-and-math/storylines/\" rel=\"attachment wp-att-15679\">\u003cimg class=\"alignright size-full wp-image-15679\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/StoryLines.jpg\" alt=\"\" width=\"325\" height=\"431\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/09/StoryLines.jpg 325w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/StoryLines-320x424.jpg 320w\" sizes=\"(max-width: 325px) 100vw, 325px\">\u003c/a>\u003cstrong>STORYLINES\u003c/strong>: The educational games-maker \u003ca href=\"http://www.root-1.com/\">Root-1\u003c/a> has released its latest app into the iTunes store this week. \u003ca href=\"http://play.storylinesapp.com/\">StoryLines\u003c/a> (\u003ca href=\"http://itunes.apple.com/us/app/storylines/id464977336?mt=8\">iTunes\u003c/a>) is a bit like the game of \"Telephone.\" Players are given a sentence or phrase to illustrate using the touchscreen on the iPad. That illustration is given to the next person, who writes a sentence, captioning the drawing. You can determine how many \"links\" in the story you'd like to see, and when you're done, Storyline replays the illustration and writing process. The tool could be an interesting way to get students thinking about the meanings of words and phrases and about illustration and interpretation, as well as a good launching point for creative writing exercises. (Free, iPad/Web)\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cul>\n\u003cli>\u003cstrong>IFTTT\u003c/strong>: \u003ca href=\"http://ifttt.com/\">ifttt\u003c/a> is a new website that lets you hook up and automate some of the most popular Web 2.0 services -- sending your Instagram photos to Dropbox, for example. Sending starred items from your Google Reader to Instapaper. Sending Tweets to Evernote. Posting an RSS feed to your Facebook Page. Text messaging you with a weather forecast. \"ifttt\" stands for \"If This, Then That\" -- the conditional thinking that's fundamental in programming. ifttt lets you create tasks, triggered when a certain thing take place. Set up the trigger; choose the resulting action. The tool can be used \u003c!--more-->to help students think about programming and computational thinking; but it's also a smart little tool for helping automate your own Web processes. (Free, Web)\u003c/li>\n\u003cli>\u003cstrong>TONARA\u003c/strong>: \u003ca href=\"http://tonara.com/\">Tonara\u003c/a> is a new app aimed at music lovers and music students. It's described as the \"world's first interactive sheet music app.\" With Tonara, you can download sheet music and as you play, you'll be able to see your exact place on the music score. The app recognizes when you fumble -- when you miss notes or change the tempo -- and it turns the pages of the sheet music for you automatically. Tonara also lets you record and share your performances. The app is free, with a small selection of royalty-free sheet music available, and the startup plans to sell other songs soon. (\u003ca href=\"http://itunes.apple.com/us/app/tonara/id454753605?mt=8\">iTunes\u003c/a>) (Free, iPad)\u003c/li>\n\u003c/ul>\n\u003c/ul>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/10-awesome-apps-for-learning-about-music-nature-history-and-math/birds-america-flamingo-200-102442-1/\" rel=\"attachment wp-att-15688\">\u003cimg class=\"alignleft size-full wp-image-15688\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/birds-america-flamingo-200-102442-1.jpg\" alt=\"\" width=\"200\" height=\"300\">\u003c/a>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>BIRDS OF AMERICA\u003c/strong>: John James Audubon's illustrated \u003cem>The Birds of America\u003c/em> holds the distinction of being the most expensive book ever sold. (Last year, a copy sold at auction for £7.3 million.) Only 200 sets of the book were created from Audubon's hand-painted illustrations, and just 119 are known to still exist. But the \u003ca href=\"http://www.nhm.ac.uk/\">British Natural History Museum\u003c/a>, which holds two of those copies, has released the book as an iPad app for the bargain price of £9.99, with a \"digital Highlights edition\" featuring 85 illustrated plates, for £3.99. Unfortunately, the app is only available in the U.K. and Europe at this time (\u003ca href=\"http://itunes.apple.com/gb/book/birds-of-america/id452272722?mt=11\">iTunes\u003c/a>). (£9.99, iPad)\u003c/li>\n\u003cli>\u003cstrong>PAPERCUT\u003c/strong>: Describing itself as an \"enhanced reading experience,\" Papercut is a new iPad app containing three short stories from three well-known British authors: Richard Beard's 'James Joyce, EFL Teacher,' Nadifa Mohamed's 'Summer in the City' and Laura Dockrill's \"Topple\" (\u003ca href=\"http://itunes.apple.com/us/app/papercut-enhanced-reading/id459776726?mt=8\">iTunes\u003c/a>). These stories aren't aimed at children, although they'd probably be suitable for young adults. But as a lot of enhanced and animated e-books \u003cem>are\u003c/em> aimed at kids, it's interesting to see how the concept of enhanced e-books is applied to other forms of literature. In these short stories, different sounds and animations are triggered as readers swipe through the \"pages.\" ($5.99, iPad)\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/10-awesome-apps-for-learning-about-music-nature-history-and-math/back_in_time/\" rel=\"attachment wp-att-15689\">\u003cimg class=\"alignright size-full wp-image-15689\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/back_in_time.jpg\" alt=\"\" width=\"350\" height=\"259\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/09/back_in_time.jpg 350w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/back_in_time-320x237.jpg 320w\" sizes=\"(max-width: 350px) 100vw, 350px\">\u003c/a>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>BACK IN TIME\u003c/strong>: Back in Time is an animated e-book that, as the title suggests, chronicles the history of the universe. The app takes readers through various events in history -- the extinction of the dinosaurs, for example, through to the foundations of human civilizations. The app uses a 24-hour clock as an analogy to help readers grasp time -- the dinosaurs' extinction occurred seven minutes ago, and Homo sapiens have been in existence for a little under a second. (\u003ca href=\"http://itunes.apple.com/us/app/back-in-time/id450345693?mt=8&uo=4\">iTunes\u003c/a>) ($7.99, iPad)\u003c/li>\n\u003cli>\u003cstrong>METEOR MATH\u003c/strong>: Meteor Math is the latest app by educational app maker \u003ca href=\"http://mindshapes.com/\">Mindshapes\u003c/a> (\u003ca href=\"http://itunes.apple.com/us/app/meteor-math/id458612541?mt=8\">iTunes\u003c/a>). It's a blend of classic video arcade game play and math drills in multiplication, addition, subtraction, and division. As you level up, the game becomes increasingly challenging, both in terms of your math knowledge and your spaceship skills. ($2.99, iPhone/iPad)\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/10-awesome-apps-for-learning-about-music-nature-history-and-math/bobo-explores-light-3-520x390/\" rel=\"attachment wp-att-15700\">\u003cimg class=\"alignleft size-medium wp-image-15700\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/bobo-explores-light-3-520x390-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003c/a>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>BOBO EXPLORES LIGHT\u003c/strong>: Bobo Explores Light is an interactive iPad app that helps explain scientific concepts about light (\u003ca>iTunes\u003c/a>). The app is wonderfully animated and the content is engaging and rigorous, covering a fairly expansive range of topics. These include, for example, how mirages, reflection, refraction, lasers, photosynthesis, and telescopes all work. Users are guided through the app by a robot named Bobo and the app allows users to interact with the animations and virtual experiments, including manipulating holograms ($6.99, iPad)\u003c/li>\n\u003cli>\u003cstrong>MAGIC OF REALITY\u003c/strong>: Evolutionary biologist Richard Dawkins' latest book \u003cem>The Magic of Reality\u003c/em> is now available as an interactive app for the iPad (\u003ca href=\"http://itunes.apple.com/us/app/the-magic-of-reality/id461771375?mt=8\">iTunes\u003c/a>). The app contains the full text of the book, as well as illustrations, audio, and animations -- all of which are aimed to engage the reader in thinking through some of the scientific questions that Dawkins examines. Dawkins' explanations are simple and engaging enough for children, but the book is likely to be enjoyable by adults as well. ($13.99, iPad)\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/10-awesome-apps-for-learning-about-music-nature-history-and-math/glitch/\" rel=\"attachment wp-att-15701\">\u003cimg class=\"alignright size-medium wp-image-15701\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/glitch-300x198.jpg\" alt=\"\" width=\"300\" height=\"198\">\u003c/a>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>GLITCH\u003c/strong>: I can't really come up with a particular area of the curriculum that \u003ca href=\"http://glitch.com\">Glitch\u003c/a> supports, and perhaps it's a stretch here to even include it as an educational app. But the game, with its official release just this week, is simply beautiful and I think it offers an interesting entry point for those parents looking for a massively multiplayer online roleplaying game (MMORPG) for kids that doesn't involve killing things. MMOs can, of course, teach digital citizenship and cooperation, as well as promote imaginative play. Glitch is the first game released by \u003ca href=\"http://tinyspeck.com\">Tiny Speck\u003c/a>, the latest project of \u003ca href=\"http://flickr.com\">Flickr\u003c/a> co-founder Stewart Butterfield. A free, Web-based game, Glitch describes itself as set \"inside the minds of eleven peculiarly imaginative Giants. You choose how to grow and shape the world: building and developing, learning new skills, collaborating or competing with everyone else in one enormous, ever-changing, persistent world.\" (Free, Web)\u003c/li>\n\u003c/ul>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"description": "Continuing our monthly Educational Apps series, a mixture of iOS, Android, and Web-based apps. STORYLINES: The educational games-maker Root-1 has released its latest app into the iTunes store this week. StoryLines (iTunes) is a bit like the game of "Telephone." Players are given a sentence or phrase to illustrate using the touchscreen on the iPad.",
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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 series\u003c/a>, a mixture of iOS, Android, and Web-based apps.\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/10-awesome-apps-for-learning-about-music-nature-history-and-math/storylines/\" rel=\"attachment wp-att-15679\">\u003cimg class=\"alignright size-full wp-image-15679\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/StoryLines.jpg\" alt=\"\" width=\"325\" height=\"431\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/09/StoryLines.jpg 325w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/StoryLines-320x424.jpg 320w\" sizes=\"(max-width: 325px) 100vw, 325px\">\u003c/a>\u003cstrong>STORYLINES\u003c/strong>: The educational games-maker \u003ca href=\"http://www.root-1.com/\">Root-1\u003c/a> has released its latest app into the iTunes store this week. \u003ca href=\"http://play.storylinesapp.com/\">StoryLines\u003c/a> (\u003ca href=\"http://itunes.apple.com/us/app/storylines/id464977336?mt=8\">iTunes\u003c/a>) is a bit like the game of \"Telephone.\" Players are given a sentence or phrase to illustrate using the touchscreen on the iPad. That illustration is given to the next person, who writes a sentence, captioning the drawing. You can determine how many \"links\" in the story you'd like to see, and when you're done, Storyline replays the illustration and writing process. The tool could be an interesting way to get students thinking about the meanings of words and phrases and about illustration and interpretation, as well as a good launching point for creative writing exercises. (Free, iPad/Web)\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cul>\n\u003cli>\u003cstrong>IFTTT\u003c/strong>: \u003ca href=\"http://ifttt.com/\">ifttt\u003c/a> is a new website that lets you hook up and automate some of the most popular Web 2.0 services -- sending your Instagram photos to Dropbox, for example. Sending starred items from your Google Reader to Instapaper. Sending Tweets to Evernote. Posting an RSS feed to your Facebook Page. Text messaging you with a weather forecast. \"ifttt\" stands for \"If This, Then That\" -- the conditional thinking that's fundamental in programming. ifttt lets you create tasks, triggered when a certain thing take place. Set up the trigger; choose the resulting action. The tool can be used \u003c!--more-->to help students think about programming and computational thinking; but it's also a smart little tool for helping automate your own Web processes. (Free, Web)\u003c/li>\n\u003cli>\u003cstrong>TONARA\u003c/strong>: \u003ca href=\"http://tonara.com/\">Tonara\u003c/a> is a new app aimed at music lovers and music students. It's described as the \"world's first interactive sheet music app.\" With Tonara, you can download sheet music and as you play, you'll be able to see your exact place on the music score. The app recognizes when you fumble -- when you miss notes or change the tempo -- and it turns the pages of the sheet music for you automatically. Tonara also lets you record and share your performances. The app is free, with a small selection of royalty-free sheet music available, and the startup plans to sell other songs soon. (\u003ca href=\"http://itunes.apple.com/us/app/tonara/id454753605?mt=8\">iTunes\u003c/a>) (Free, iPad)\u003c/li>\n\u003c/ul>\n\u003c/ul>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/10-awesome-apps-for-learning-about-music-nature-history-and-math/birds-america-flamingo-200-102442-1/\" rel=\"attachment wp-att-15688\">\u003cimg class=\"alignleft size-full wp-image-15688\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/birds-america-flamingo-200-102442-1.jpg\" alt=\"\" width=\"200\" height=\"300\">\u003c/a>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>BIRDS OF AMERICA\u003c/strong>: John James Audubon's illustrated \u003cem>The Birds of America\u003c/em> holds the distinction of being the most expensive book ever sold. (Last year, a copy sold at auction for £7.3 million.) Only 200 sets of the book were created from Audubon's hand-painted illustrations, and just 119 are known to still exist. But the \u003ca href=\"http://www.nhm.ac.uk/\">British Natural History Museum\u003c/a>, which holds two of those copies, has released the book as an iPad app for the bargain price of £9.99, with a \"digital Highlights edition\" featuring 85 illustrated plates, for £3.99. Unfortunately, the app is only available in the U.K. and Europe at this time (\u003ca href=\"http://itunes.apple.com/gb/book/birds-of-america/id452272722?mt=11\">iTunes\u003c/a>). (£9.99, iPad)\u003c/li>\n\u003cli>\u003cstrong>PAPERCUT\u003c/strong>: Describing itself as an \"enhanced reading experience,\" Papercut is a new iPad app containing three short stories from three well-known British authors: Richard Beard's 'James Joyce, EFL Teacher,' Nadifa Mohamed's 'Summer in the City' and Laura Dockrill's \"Topple\" (\u003ca href=\"http://itunes.apple.com/us/app/papercut-enhanced-reading/id459776726?mt=8\">iTunes\u003c/a>). These stories aren't aimed at children, although they'd probably be suitable for young adults. But as a lot of enhanced and animated e-books \u003cem>are\u003c/em> aimed at kids, it's interesting to see how the concept of enhanced e-books is applied to other forms of literature. In these short stories, different sounds and animations are triggered as readers swipe through the \"pages.\" ($5.99, iPad)\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/10-awesome-apps-for-learning-about-music-nature-history-and-math/back_in_time/\" rel=\"attachment wp-att-15689\">\u003cimg class=\"alignright size-full wp-image-15689\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/back_in_time.jpg\" alt=\"\" width=\"350\" height=\"259\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/09/back_in_time.jpg 350w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/back_in_time-320x237.jpg 320w\" sizes=\"(max-width: 350px) 100vw, 350px\">\u003c/a>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>BACK IN TIME\u003c/strong>: Back in Time is an animated e-book that, as the title suggests, chronicles the history of the universe. The app takes readers through various events in history -- the extinction of the dinosaurs, for example, through to the foundations of human civilizations. The app uses a 24-hour clock as an analogy to help readers grasp time -- the dinosaurs' extinction occurred seven minutes ago, and Homo sapiens have been in existence for a little under a second. (\u003ca href=\"http://itunes.apple.com/us/app/back-in-time/id450345693?mt=8&uo=4\">iTunes\u003c/a>) ($7.99, iPad)\u003c/li>\n\u003cli>\u003cstrong>METEOR MATH\u003c/strong>: Meteor Math is the latest app by educational app maker \u003ca href=\"http://mindshapes.com/\">Mindshapes\u003c/a> (\u003ca href=\"http://itunes.apple.com/us/app/meteor-math/id458612541?mt=8\">iTunes\u003c/a>). It's a blend of classic video arcade game play and math drills in multiplication, addition, subtraction, and division. As you level up, the game becomes increasingly challenging, both in terms of your math knowledge and your spaceship skills. ($2.99, iPhone/iPad)\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/10-awesome-apps-for-learning-about-music-nature-history-and-math/bobo-explores-light-3-520x390/\" rel=\"attachment wp-att-15700\">\u003cimg class=\"alignleft size-medium wp-image-15700\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/bobo-explores-light-3-520x390-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003c/a>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>BOBO EXPLORES LIGHT\u003c/strong>: Bobo Explores Light is an interactive iPad app that helps explain scientific concepts about light (\u003ca>iTunes\u003c/a>). The app is wonderfully animated and the content is engaging and rigorous, covering a fairly expansive range of topics. These include, for example, how mirages, reflection, refraction, lasers, photosynthesis, and telescopes all work. Users are guided through the app by a robot named Bobo and the app allows users to interact with the animations and virtual experiments, including manipulating holograms ($6.99, iPad)\u003c/li>\n\u003cli>\u003cstrong>MAGIC OF REALITY\u003c/strong>: Evolutionary biologist Richard Dawkins' latest book \u003cem>The Magic of Reality\u003c/em> is now available as an interactive app for the iPad (\u003ca href=\"http://itunes.apple.com/us/app/the-magic-of-reality/id461771375?mt=8\">iTunes\u003c/a>). The app contains the full text of the book, as well as illustrations, audio, and animations -- all of which are aimed to engage the reader in thinking through some of the scientific questions that Dawkins examines. Dawkins' explanations are simple and engaging enough for children, but the book is likely to be enjoyable by adults as well. ($13.99, iPad)\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/10-awesome-apps-for-learning-about-music-nature-history-and-math/glitch/\" rel=\"attachment wp-att-15701\">\u003cimg class=\"alignright size-medium wp-image-15701\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/glitch-300x198.jpg\" alt=\"\" width=\"300\" height=\"198\">\u003c/a>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>GLITCH\u003c/strong>: I can't really come up with a particular area of the curriculum that \u003ca href=\"http://glitch.com\">Glitch\u003c/a> supports, and perhaps it's a stretch here to even include it as an educational app. But the game, with its official release just this week, is simply beautiful and I think it offers an interesting entry point for those parents looking for a massively multiplayer online roleplaying game (MMORPG) for kids that doesn't involve killing things. MMOs can, of course, teach digital citizenship and cooperation, as well as promote imaginative play. Glitch is the first game released by \u003ca href=\"http://tinyspeck.com\">Tiny Speck\u003c/a>, the latest project of \u003ca href=\"http://flickr.com\">Flickr\u003c/a> co-founder Stewart Butterfield. A free, Web-based game, Glitch describes itself as set \"inside the minds of eleven peculiarly imaginative Giants. You choose how to grow and shape the world: building and developing, learning new skills, collaborating or competing with everyone else in one enormous, ever-changing, persistent world.\" (Free, Web)\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"source": "kqed",
"order": 1
},
"link": "/podcasts/closealltabs",
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"rss": "https://feeds.megaphone.fm/KQINC6993880386",
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
"site": "radio",
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"link": "/radio/program/code-switch-life-kit",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.commonwealthclub.org/podcasts",
"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2",
"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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}
},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
"officialWebsiteLink": "/forum",
"meta": {
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"source": "kqed",
"order": 9
},
"link": "/forum",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"rss": "https://feeds.megaphone.fm/KQINC9557381633"
}
},
"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
}
},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"meta": {
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"here-and-now": {
"id": "here-and-now",
"title": "Here & Now",
"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/hiddenbrain.jpg",
"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
"site": "news",
"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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"apple": "https://itunes.apple.com/us/podcast/hidden-brain/id1028908750?mt=2",
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"rss": "https://feeds.npr.org/510308/podcast.xml"
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},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"rss": "https://feeds.npr.org/510313/podcast.xml"
}
},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
"imageAlt": "KQED Hyphenación",
"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
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"source": "kqed",
"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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"amazon": "https://music.amazon.com/podcasts/6c3dd23c-93fb-4aab-97ba-1725fa6315f1/hyphenaci%C3%B3n",
"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
"site": "news",
"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
"meta": {
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
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"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
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