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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 350px\">\u003ca href=\"http://www.mirror.co.uk/news/top-stories/2008/12/05/teddy-bears-in-space-amazing-picture-115875-20946478/\">\u003cimg class=\"size-full wp-image-15638\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/teddy_space.jpg\" alt=\"\" width=\"350\" height=\"304\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/09/teddy_space.jpg 350w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/teddy_space-320x278.jpg 320w\" sizes=\"(max-width: 350px) 100vw, 350px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Teddy bears in space, via Mirror UK\u003c/p>\n\u003c/div>\n\u003cp>With the end of the \u003ca href=\"http://www.nasa.gov/mission_pages/shuttle/main/index.html\">U.S. Space Shuttle\u003c/a> program this summer, there's been a lot of talk about the future of manned space exploration. As the name \"shuttle\" would suggest, the Space Shuttle program was supposed to mark the beginning of space missions that were more regular and less expensive, an opportunity for both scientific and commercial space travel. But now that the program has ended, we've lost what has been, arguably, one of the more glamorous occupations that could entice students into thinking about a future career in space exploration: the job of space shuttle astronaut.\u003c/p>\n\u003cp>But as \u003ca href=\"http://spacehack.org\">Spacehack\u003c/a>'s Ariel Waldman is quick to point out, we might be placing too much emphasis on the \"astronaut\" when we think about the possibilities of exploring space. After all, after 50 some-odd years of space missions, humans have only sent 500 people into space. When we think about the impact of the Internet, a technology that's just about as old as the space mission, we can see that the latter has had a far greater and far more democratizing impact.\u003c/p>\n\u003caside class=\"pullquote alignleft\">We're about to see a renaissance of citizen science, where people are able to participate more and take an active role in dictating the direction of scientific exploration.\u003c/aside>\n\u003cp>How then can we take the lessons and the opportunities of the Internet -- all its democratizing potential -- and use that to re-think space exploration? Are there ways in which we can continue to explore space even though the opportunities to send humans there seem, for the near future at \u003c!--more-->least, to have diminished?\u003c/p>\n\u003cp>Yes, there are, says Waldman, whose Spacehack website helps highlight a variety of space projects in which anyone can readily participate.\u003c/p>\n\u003cp>The projects on Spacehack range from the well-known \u003ca href=\"http://setiquest.org/\">SETIQuest\u003c/a> search for intelligent life in the universe to the \u003ca href=\"http://interorbital.com/TubeSat_1.htm\">TubeSat Personal Satellite kit\u003c/a>, which as the name suggests is a way to build your own satellite.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>With Spacehack, Waldman has compiled projects in which people can actively contribute to scientific discoveries. Some space exploration projects, like those long associated with SETI, have often involved people turning over their computing resources for scientists to use or involved people doing rather mindless, repetitive tasks that aid others in their discoveries. But Waldman is committed to promoting projects in which people get to actively participate and contribute -- and just as importantly, projects for which they get credit for their discoveries.\u003c/p>\n\u003cp>An example of this is \u003ca href=\"http://www.galaxyzoo.org/\">GalaxyZoo\u003c/a>, a site that takes data from millions of galaxies that have been imaged by space telescopes and has human volunteers assess and classify the imagery. GalaxyZoo shows you images and you're asked to identify the patterns of the stars. It's a way to crowdsource the identification of galaxies, and the citizen scientists who've participated have done just that, making several important discoveries including \u003ca href=\"http://www.sciencedaily.com/releases/2009/07/090727135527.htm\">identifying (and naming) the \"Green Peas\" galaxies\u003c/a>.\u003c/p>\n\u003cp>Participating in projects like Galaxy Zoo doesn't require an engineering or astronomy background. And as Waldman notes, it's a good reminder that there are lots of jobs associated with space exploration that don't either. After all, not everyone who works at NASA is an astronaut or astrophysicist.\u003c/p>\n\u003cp>Part of the work of Spacehack is also helping space exploration programs make their offerings more accessible and available to the public -- removing some of the barriers and jargon that make participation intimidating, if not impossible. This is important for getting kids engaged in STEM careers, but it's also just as important for keeping adults engaged in scientific work -- even if they don't themselves opt for STEM careers. As a recent \u003ca href=\"http://boingboing.net/2011/09/23/science-museums-are-failing-grown-ups.html\">BoingBoing article\u003c/a> by Maggie Koerth-Baker contends, we're failing to reach adults with science museums and science education just as much as we're failing to reach children.\u003c/p>\n\u003cp>Nonetheless, Waldman believes we're about to see a renaissance of citizen science, where people are able to participate more and, as such, take an active role in dictating the direction of scientific exploration. Pointing to the success of sites like Galaxy Zoo, Waldman argues that citizen scientists will be empowered to speak up and help actively engage in these sorts of efforts, without feeling intimidated or left out of these important discussions.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>If this sounds like something you're interested in, keep an eye out for \u003ca href=\"http://sciencehackday.com/\">Science Hack Day\u003c/a>, a weekend-long event that brings together scientists, engineers, designers, developers, geeks and enthusiasts to -- as the name suggests -- work on hands-on, DIY science projects. The next Science Hack Day in San Francisco will be November 12 and 13. Adults and kids, scientists and citizen scientists are welcome to attend.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 350px\">\u003ca href=\"http://www.mirror.co.uk/news/top-stories/2008/12/05/teddy-bears-in-space-amazing-picture-115875-20946478/\">\u003cimg class=\"size-full wp-image-15638\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/teddy_space.jpg\" alt=\"\" width=\"350\" height=\"304\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/09/teddy_space.jpg 350w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/teddy_space-320x278.jpg 320w\" sizes=\"(max-width: 350px) 100vw, 350px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Teddy bears in space, via Mirror UK\u003c/p>\n\u003c/div>\n\u003cp>With the end of the \u003ca href=\"http://www.nasa.gov/mission_pages/shuttle/main/index.html\">U.S. Space Shuttle\u003c/a> program this summer, there's been a lot of talk about the future of manned space exploration. As the name \"shuttle\" would suggest, the Space Shuttle program was supposed to mark the beginning of space missions that were more regular and less expensive, an opportunity for both scientific and commercial space travel. But now that the program has ended, we've lost what has been, arguably, one of the more glamorous occupations that could entice students into thinking about a future career in space exploration: the job of space shuttle astronaut.\u003c/p>\n\u003cp>But as \u003ca href=\"http://spacehack.org\">Spacehack\u003c/a>'s Ariel Waldman is quick to point out, we might be placing too much emphasis on the \"astronaut\" when we think about the possibilities of exploring space. After all, after 50 some-odd years of space missions, humans have only sent 500 people into space. When we think about the impact of the Internet, a technology that's just about as old as the space mission, we can see that the latter has had a far greater and far more democratizing impact.\u003c/p>\n\u003caside class=\"pullquote alignleft\">We're about to see a renaissance of citizen science, where people are able to participate more and take an active role in dictating the direction of scientific exploration.\u003c/aside>\n\u003cp>How then can we take the lessons and the opportunities of the Internet -- all its democratizing potential -- and use that to re-think space exploration? Are there ways in which we can continue to explore space even though the opportunities to send humans there seem, for the near future at \u003c!--more-->least, to have diminished?\u003c/p>\n\u003cp>Yes, there are, says Waldman, whose Spacehack website helps highlight a variety of space projects in which anyone can readily participate.\u003c/p>\n\u003cp>The projects on Spacehack range from the well-known \u003ca href=\"http://setiquest.org/\">SETIQuest\u003c/a> search for intelligent life in the universe to the \u003ca href=\"http://interorbital.com/TubeSat_1.htm\">TubeSat Personal Satellite kit\u003c/a>, which as the name suggests is a way to build your own satellite.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>With Spacehack, Waldman has compiled projects in which people can actively contribute to scientific discoveries. Some space exploration projects, like those long associated with SETI, have often involved people turning over their computing resources for scientists to use or involved people doing rather mindless, repetitive tasks that aid others in their discoveries. But Waldman is committed to promoting projects in which people get to actively participate and contribute -- and just as importantly, projects for which they get credit for their discoveries.\u003c/p>\n\u003cp>An example of this is \u003ca href=\"http://www.galaxyzoo.org/\">GalaxyZoo\u003c/a>, a site that takes data from millions of galaxies that have been imaged by space telescopes and has human volunteers assess and classify the imagery. GalaxyZoo shows you images and you're asked to identify the patterns of the stars. It's a way to crowdsource the identification of galaxies, and the citizen scientists who've participated have done just that, making several important discoveries including \u003ca href=\"http://www.sciencedaily.com/releases/2009/07/090727135527.htm\">identifying (and naming) the \"Green Peas\" galaxies\u003c/a>.\u003c/p>\n\u003cp>Participating in projects like Galaxy Zoo doesn't require an engineering or astronomy background. And as Waldman notes, it's a good reminder that there are lots of jobs associated with space exploration that don't either. After all, not everyone who works at NASA is an astronaut or astrophysicist.\u003c/p>\n\u003cp>Part of the work of Spacehack is also helping space exploration programs make their offerings more accessible and available to the public -- removing some of the barriers and jargon that make participation intimidating, if not impossible. This is important for getting kids engaged in STEM careers, but it's also just as important for keeping adults engaged in scientific work -- even if they don't themselves opt for STEM careers. As a recent \u003ca href=\"http://boingboing.net/2011/09/23/science-museums-are-failing-grown-ups.html\">BoingBoing article\u003c/a> by Maggie Koerth-Baker contends, we're failing to reach adults with science museums and science education just as much as we're failing to reach children.\u003c/p>\n\u003cp>Nonetheless, Waldman believes we're about to see a renaissance of citizen science, where people are able to participate more and, as such, take an active role in dictating the direction of scientific exploration. Pointing to the success of sites like Galaxy Zoo, Waldman argues that citizen scientists will be empowered to speak up and help actively engage in these sorts of efforts, without feeling intimidated or left out of these important discussions.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>If this sounds like something you're interested in, keep an eye out for \u003ca href=\"http://sciencehackday.com/\">Science Hack Day\u003c/a>, a weekend-long event that brings together scientists, engineers, designers, developers, geeks and enthusiasts to -- as the name suggests -- work on hands-on, DIY science projects. The next Science Hack Day in San Francisco will be November 12 and 13. Adults and kids, scientists and citizen scientists are welcome to attend.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Do You Find Good Educational Apps?",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/schnaars/3978316556/\">\u003cimg class=\"size-full wp-image-15608\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/edu_apps.jpg\" alt=\"\" width=\"300\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/09/edu_apps.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/edu_apps-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/edu_apps-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/edu_apps-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/edu_apps-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/edu_apps-75x75.jpg 75w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">schnaars\u003c/p>\n\u003c/div>\n\u003cp>There are a lot of amazing new educational apps out there, whether you're looking for native apps or Web apps, apps for your mobile phone, for your tablet, or for your laptop. There a number of app stores too where you can find and download them: Apple's iTunes and its Mac App Store, the Amazon Appstore, Google's Android Market, the Chrome Web Store, the Google Apps Marketplace, GetJar, and so on.\u003c/p>\n\u003cp>These app stores all offer products in a designated education category, ostensibly designed to make it easier to locate apps for learning and studying (as opposed to apps for productivity or for entertainment, although sometimes these categories do overlap). But having an education category doesn't necessarily make it easier to locate quality apps, as any cursory search there will quickly show you. Apps for teaching pre-schoolers the alphabet are grouped alongside those for studying calculus or human anatomy. Spanish for Beginners flash cards are found next to GRE test preparation.\u003c/p>\n\u003caside class=\"pullquote alignleft\">When you're spending money on these apps, those $1.99 charges add up.\u003c/aside>\n\u003cp>Take, for example, a look at the educational apps in iTunes. The category highlights the top paid and top free apps, that is, listing them in terms of download and sales numbers. It also features \"New and Noteworthy\" applications, as well as \"Staff Favorites.\" But these are a wide variety of \u003c!--more-->apps: Shakespeare's Midsummer Night's Dream for your iPhone and an interactive Winnie the Pooh e-book.\u003c/p>\n\u003cp>This problem with very broad categorization exists outside the education category, too. If you search, say, for \"science,\" you'll get some science magazines, some reference apps, and some not-safe-for-work results too.\u003c/p>\n\u003cp>iTunes does offer a ratings system, as do all the major app stores, whereby users can give apps zero to five stars and can write detailed reviews of their experiences with the app. But this too is frequently an unreliable way to discover new and interesting applications. Oftentimes, like websites such as Yelp, those who leave these reviews have either had terrible experiences with the app (\"It crashes every time I use it\") or rave about it uncritically (\"This is my preschooler's favorite app.\") Too often, there are so few reviews, it's hard to know whether customers' responses are typical or not.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Although sites like the Google Apps Marketplace do try to help the review process by highlighting those tools that have been reviewed by a \"Verified User\" (in other words, by a real customer rather than a fictitious account created just for the purposes of boosting ratings), these ratings aren't weighted more heavily or any differently than anonymous reviews. An app can have 20 anonymous five-star reviews, and without a closer look, it's easy to mistake that as something better than an app that's got only five reviews, but all from verified accounts.\u003c/p>\n\u003cp>The alternative, of course, to searching through App Stores and taking your best guess based on the review information there is to rely on the recommendation of people you know. Indeed, word-of-mouth remains one of the most important ways that developers can sell and buyers can find quality applications. Several educational blogs write detailed reviews of new educational apps, and sites like \u003ca href=\"http://momswithapps.com/\">Moms With Apps\u003c/a> try to showcase \"family-friendly\" developers' work. And while \"caveat emptor\" holds true in app purchases as with anything you buy, one has to wonder if there aren't better ways to help showcase quality apps.\u003c/p>\n\u003cp>It's one thing, of course, when the applications are free. If you download a new educational game and you find that it's not fun and not smart, it's easy to simply delete it. But the stakes are higher once you're looking at spending money on these apps (those $1.99 charges add up), particularly since the return policy for app marketplaces is limited: Android apps can be returned within 15 minutes, but iOS apps are non-refundable.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Readers, how do you find quality educational apps? What changes would you make to the app stores to give consumers better information, particularly when it comes to educational apps?\u003c/p>\n\n",
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"description": "schnaars There are a lot of amazing new educational apps out there, whether you're looking for native apps or Web apps, apps for your mobile phone, for your tablet, or for your laptop. There a number of app stores too where you can find and download them: Apple's iTunes and its Mac App Store, the",
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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/schnaars/3978316556/\">\u003cimg class=\"size-full wp-image-15608\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/edu_apps.jpg\" alt=\"\" width=\"300\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/09/edu_apps.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/edu_apps-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/edu_apps-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/edu_apps-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/edu_apps-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/edu_apps-75x75.jpg 75w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">schnaars\u003c/p>\n\u003c/div>\n\u003cp>There are a lot of amazing new educational apps out there, whether you're looking for native apps or Web apps, apps for your mobile phone, for your tablet, or for your laptop. There a number of app stores too where you can find and download them: Apple's iTunes and its Mac App Store, the Amazon Appstore, Google's Android Market, the Chrome Web Store, the Google Apps Marketplace, GetJar, and so on.\u003c/p>\n\u003cp>These app stores all offer products in a designated education category, ostensibly designed to make it easier to locate apps for learning and studying (as opposed to apps for productivity or for entertainment, although sometimes these categories do overlap). But having an education category doesn't necessarily make it easier to locate quality apps, as any cursory search there will quickly show you. Apps for teaching pre-schoolers the alphabet are grouped alongside those for studying calculus or human anatomy. Spanish for Beginners flash cards are found next to GRE test preparation.\u003c/p>\n\u003caside class=\"pullquote alignleft\">When you're spending money on these apps, those $1.99 charges add up.\u003c/aside>\n\u003cp>Take, for example, a look at the educational apps in iTunes. The category highlights the top paid and top free apps, that is, listing them in terms of download and sales numbers. It also features \"New and Noteworthy\" applications, as well as \"Staff Favorites.\" But these are a wide variety of \u003c!--more-->apps: Shakespeare's Midsummer Night's Dream for your iPhone and an interactive Winnie the Pooh e-book.\u003c/p>\n\u003cp>This problem with very broad categorization exists outside the education category, too. If you search, say, for \"science,\" you'll get some science magazines, some reference apps, and some not-safe-for-work results too.\u003c/p>\n\u003cp>iTunes does offer a ratings system, as do all the major app stores, whereby users can give apps zero to five stars and can write detailed reviews of their experiences with the app. But this too is frequently an unreliable way to discover new and interesting applications. Oftentimes, like websites such as Yelp, those who leave these reviews have either had terrible experiences with the app (\"It crashes every time I use it\") or rave about it uncritically (\"This is my preschooler's favorite app.\") Too often, there are so few reviews, it's hard to know whether customers' responses are typical or not.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Although sites like the Google Apps Marketplace do try to help the review process by highlighting those tools that have been reviewed by a \"Verified User\" (in other words, by a real customer rather than a fictitious account created just for the purposes of boosting ratings), these ratings aren't weighted more heavily or any differently than anonymous reviews. An app can have 20 anonymous five-star reviews, and without a closer look, it's easy to mistake that as something better than an app that's got only five reviews, but all from verified accounts.\u003c/p>\n\u003cp>The alternative, of course, to searching through App Stores and taking your best guess based on the review information there is to rely on the recommendation of people you know. Indeed, word-of-mouth remains one of the most important ways that developers can sell and buyers can find quality applications. Several educational blogs write detailed reviews of new educational apps, and sites like \u003ca href=\"http://momswithapps.com/\">Moms With Apps\u003c/a> try to showcase \"family-friendly\" developers' work. And while \"caveat emptor\" holds true in app purchases as with anything you buy, one has to wonder if there aren't better ways to help showcase quality apps.\u003c/p>\n\u003cp>It's one thing, of course, when the applications are free. If you download a new educational game and you find that it's not fun and not smart, it's easy to simply delete it. But the stakes are higher once you're looking at spending money on these apps (those $1.99 charges add up), particularly since the return policy for app marketplaces is limited: Android apps can be returned within 15 minutes, but iOS apps are non-refundable.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Readers, how do you find quality educational apps? What changes would you make to the app stores to give consumers better information, particularly when it comes to educational apps?\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "\"Gaming\" the College Admissions Process",
"title": "\"Gaming\" the College Admissions Process",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 240px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/the-first-internet-class-goes-to-college/graduation/\" rel=\"attachment wp-att-14902\">\u003cimg class=\"size-full wp-image-14902\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/graduation.jpg\" alt=\"\" width=\"240\" height=\"160\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Dave Herholz\u003c/p>\n\u003c/div>\n\u003cp>For many high school students, the fall semester means it's time to get serious about the college admissions process. While some graduating seniors have a good idea of which school they'd like to attend, many don't. And even if the student has a stellar academic record and hopes to score an acceptance letter from Harvard or Stanford, it's never a gaurantee. Grade point averages, SAT scores, extra-curricular activities, application essays -- universities have a lot of factors to weigh, and as such, a lot of things that make the application process confusing, particularly when students are urged to apply for their first choice as well as several \"back up\" schools.\u003c/p>\n\u003cp>All that confusion and uncertainty probably contributes to the fact that college counseling is a multi-million dollar industry (and that's excluding the billion-dollar test prep industry).\u003c/p>\n\u003cp>A couple of new startups -- \u003ca href=\"http://parchment.com\">Parchment\u003c/a> and \u003ca href=\"http://acceptly.com\">Acceptly\u003c/a> -- have entered the space recently, aiming to help deliver better advice and assistance for high school students and their parents -- for free.\u003c/p>\n\u003cp>Although both the startups offer guidance to students going through the college application process, they each take a different approach. Parchment helps provide data-oriented assessments to help point students towards what it calculates is a good fit, while Acceptly helps students keep \u003c!--more-->up-to-speed with the various activities they need to do to look like a \"good fit.\"\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://acceptly.com\">Acceptly\u003c/a>\u003c/strong> helps students get organized for the application process. The site uses points and badges, the latter of which can be posted to the student's Facebook profile, in order to help guide them through the various steps. It isn't simply about filling out the paperwork of the application itself; it's about helping prompt students to engage in a multitude of activities that will help boost their chances for admission to their dream schools. There's a badge for signing up for the SAT. There's a badge for doing test prep. There's a badge for participating in activities, and there's one for thinking through what those activities can (and should) be, as well as encouraging reminders to try for leadership positions. There's a badge for talking to the college counselor at school. There's a badge for signing up for the types of college-preparatory classes that are known to look good on the application. You get the point.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>All of these steps make it clear what students should do to pull together their materials, and the easy-to-use interface can also serve as a reminder or \"To Do\" list of sorts to help keep students on track.\u003c/p>\n\u003cp>Acceptly is clearly aimed at students. That's great for students who are prepared to really own their future and their direction, but perhaps less helpful for students who'll need more help and encouragement than just a virtual badge.\u003c/p>\n\u003cp>The startup is still in beta and is actively seeking feedback from its testers to help build its service.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://parchment.com\">Parchment\u003c/a>\u003c/strong> approaches the questions surrounding college admissions from a data-oriented, rather than a \"gamified\" perspective. The startup was founded by \u003ca href=\"http://blackboard.com\">Blackboard\u003c/a> co-founder Matthew Pittinsky and describes itself as an \"education data company.\"\u003c/p>\n\u003cp>Parchment taps in to \u003ca href=\"http://docufide.com\">Docufide\u003c/a>, a service through which students \u003ca href=\"http://www.hackeducation.com/2011/02/07/blackboard-co-founder-raises-4-5-million-for-new-education-startup/\">send their transcripts\u003c/a> to colleges. Parchment builds on the Docufide platform, so that students' credentials can be transferred to universities, but also so that the company can help students gauge whether or not their credentials are adequate to gain admissions into certain colleges.\u003c/p>\n\u003cp>According to Parchment, the company works much like \u003ca href=\"http://netflix.com\">Netflix\u003c/a> or \u003ca href=\"http://amazon.com\">Amazon\u003c/a> recommendations -- using vast amounts of users' data -- GPA, SAT scores, extracurricular activities and so on -- the site can assess whether former applicants with similar profiles gained admission into certain schools. Parchment also says it can help point students towards schools that match their profiles, helping them find schools that are a good fit.\u003c/p>\n\u003cp>The question with using this model is whether students would overlook or discount colleges or universities \u003cem>not\u003c/em> recommended by Parchment. It's one thing to weigh your odds and apply to schools you have a good chance of getting into, but it's another not to try for the longshot.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 240px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/the-first-internet-class-goes-to-college/graduation/\" rel=\"attachment wp-att-14902\">\u003cimg class=\"size-full wp-image-14902\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/graduation.jpg\" alt=\"\" width=\"240\" height=\"160\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Dave Herholz\u003c/p>\n\u003c/div>\n\u003cp>For many high school students, the fall semester means it's time to get serious about the college admissions process. While some graduating seniors have a good idea of which school they'd like to attend, many don't. And even if the student has a stellar academic record and hopes to score an acceptance letter from Harvard or Stanford, it's never a gaurantee. Grade point averages, SAT scores, extra-curricular activities, application essays -- universities have a lot of factors to weigh, and as such, a lot of things that make the application process confusing, particularly when students are urged to apply for their first choice as well as several \"back up\" schools.\u003c/p>\n\u003cp>All that confusion and uncertainty probably contributes to the fact that college counseling is a multi-million dollar industry (and that's excluding the billion-dollar test prep industry).\u003c/p>\n\u003cp>A couple of new startups -- \u003ca href=\"http://parchment.com\">Parchment\u003c/a> and \u003ca href=\"http://acceptly.com\">Acceptly\u003c/a> -- have entered the space recently, aiming to help deliver better advice and assistance for high school students and their parents -- for free.\u003c/p>\n\u003cp>Although both the startups offer guidance to students going through the college application process, they each take a different approach. Parchment helps provide data-oriented assessments to help point students towards what it calculates is a good fit, while Acceptly helps students keep \u003c!--more-->up-to-speed with the various activities they need to do to look like a \"good fit.\"\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://acceptly.com\">Acceptly\u003c/a>\u003c/strong> helps students get organized for the application process. The site uses points and badges, the latter of which can be posted to the student's Facebook profile, in order to help guide them through the various steps. It isn't simply about filling out the paperwork of the application itself; it's about helping prompt students to engage in a multitude of activities that will help boost their chances for admission to their dream schools. There's a badge for signing up for the SAT. There's a badge for doing test prep. There's a badge for participating in activities, and there's one for thinking through what those activities can (and should) be, as well as encouraging reminders to try for leadership positions. There's a badge for talking to the college counselor at school. There's a badge for signing up for the types of college-preparatory classes that are known to look good on the application. You get the point.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>All of these steps make it clear what students should do to pull together their materials, and the easy-to-use interface can also serve as a reminder or \"To Do\" list of sorts to help keep students on track.\u003c/p>\n\u003cp>Acceptly is clearly aimed at students. That's great for students who are prepared to really own their future and their direction, but perhaps less helpful for students who'll need more help and encouragement than just a virtual badge.\u003c/p>\n\u003cp>The startup is still in beta and is actively seeking feedback from its testers to help build its service.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://parchment.com\">Parchment\u003c/a>\u003c/strong> approaches the questions surrounding college admissions from a data-oriented, rather than a \"gamified\" perspective. The startup was founded by \u003ca href=\"http://blackboard.com\">Blackboard\u003c/a> co-founder Matthew Pittinsky and describes itself as an \"education data company.\"\u003c/p>\n\u003cp>Parchment taps in to \u003ca href=\"http://docufide.com\">Docufide\u003c/a>, a service through which students \u003ca href=\"http://www.hackeducation.com/2011/02/07/blackboard-co-founder-raises-4-5-million-for-new-education-startup/\">send their transcripts\u003c/a> to colleges. Parchment builds on the Docufide platform, so that students' credentials can be transferred to universities, but also so that the company can help students gauge whether or not their credentials are adequate to gain admissions into certain colleges.\u003c/p>\n\u003cp>According to Parchment, the company works much like \u003ca href=\"http://netflix.com\">Netflix\u003c/a> or \u003ca href=\"http://amazon.com\">Amazon\u003c/a> recommendations -- using vast amounts of users' data -- GPA, SAT scores, extracurricular activities and so on -- the site can assess whether former applicants with similar profiles gained admission into certain schools. Parchment also says it can help point students towards schools that match their profiles, helping them find schools that are a good fit.\u003c/p>\n\u003cp>The question with using this model is whether students would overlook or discount colleges or universities \u003cem>not\u003c/em> recommended by Parchment. It's one thing to weigh your odds and apply to schools you have a good chance of getting into, but it's another not to try for the longshot.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_15522\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/grockit-and-facebook-friends-at-last/screen-shot-2011-09-22-at-11-41-23-am/\" rel=\"attachment wp-att-15522\">\u003cimg class=\"size-medium wp-image-15522\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/Screen-shot-2011-09-22-at-11.41.23-AM-300x241.png\" alt=\"\" width=\"300\" height=\"241\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>On the heels of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/distractions-set-aside-facebook-as-a-study-tool/\">Monday's story about a new Facebook app\u003c/a> called Hoot.me that focuses students on lessons at hand, and away from distractions, here's some news \u003ca>from Grockit\u003c/a> in the same realm:\u003c/p>\n\u003cblockquote>\u003cp>Facebook’s developer conference, Grockit, a social learning company, announced a new integration with Facebook that will make it even easier for students around the world to create Grockit study groups with their friends. Now people using Grockit can quickly create “Study Rooms,” invite their Facebook friends and prepare together for college entrance examinations, such as the SAT, ACT, LSATs, GMATs, GREs, and more. Students can also track and share academic progress and milestone achievements towards their academic goals on their Facebook profiles.\u003c/p>\n\u003cp>“Millions of students are on Facebook, but they aren’t just socializing. They are helping each other with homework, sharing school resources, and in general hacking together a social \u003c!--more-->learning experience online,” said Farbood Nivi, founder and Chief Product Officer, Grockit. “The cool thing about our new Facebook integration is that students can create, control, and access Grockit Study Rooms right from their Facebook profiles. Study Rooms include tons of content to help with studying, from practice questions, to video lessons, and even personal tutoring.”\u003c/p>\n\u003cp>Earlier this year, Grockit released research showing that students who study together on Grockit do twice as much work — and get answers correct more often — as students who study alone.\u003c/p>\n\u003cp>In addition to creating new study groups, people using Grockit can share the total number of hours spent studying, the total number of questions attempted, and their progress studying within Grockit via their Facebook profiles. People can control how their activity is shared with friends on Facebook from their Facebook privacy settings.\u003c/p>\n\u003cp>To learn more about Grockit’s Facebook integration, please visit: Grockit.com/social\u003c/p>\u003c/blockquote>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-15439\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/Screen-shot-2011-09-21-at-10.54.51-AM-300x227.png\" alt=\"\" width=\"300\" height=\"227\">\n\u003cp class=\"wp-media-credit\">YouTube.com/teachers\u003c/p>\n\u003c/div>\n\u003cp>Educators who've been wanting to use YouTube videos in class can now find an easy way in. Today, YouTube launched its own teacher's channel: \u003ca href=\"http://www.youtube.com/teachers\">YouTube.com/Teachers\u003c/a>, a guide to using videos in class.\u003c/p>\n\u003cp>Teachers can follow tips that show everything from organizing videos to sparking lively discussions to help struggling students through videos.\u003c/p>\n\u003cp>Teachers can also sign up to become part of the YouTube Teachers Community, a mailing list that allows them to share ideas and best practices.\u003c/p>\n\u003cp>The new teachers site is part one of two big initiatives on the part of YouTube geared towards educators. In the next couple of weeks, a bigger announcement will be made about huge changes that will address many of the concerns teachers have had about using YouTube videos (you know what they are). Stay tuned for more news in two weeks.\u003c/p>\n\u003cp>Until then, check out some of the new features on the \u003ca href=\"http://www.youtube.com/teachers\">teachers site\u003c/a>, like this one, a rap video about the infamously dry subject of the Krebs cycle (that's biochemistry, for those of us unfamiliar with the term).\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>http://youtu.be/VCpNk92uswY\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-15439\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/Screen-shot-2011-09-21-at-10.54.51-AM-300x227.png\" alt=\"\" width=\"300\" height=\"227\">\n\u003cp class=\"wp-media-credit\">YouTube.com/teachers\u003c/p>\n\u003c/div>\n\u003cp>Educators who've been wanting to use YouTube videos in class can now find an easy way in. Today, YouTube launched its own teacher's channel: \u003ca href=\"http://www.youtube.com/teachers\">YouTube.com/Teachers\u003c/a>, a guide to using videos in class.\u003c/p>\n\u003cp>Teachers can follow tips that show everything from organizing videos to sparking lively discussions to help struggling students through videos.\u003c/p>\n\u003cp>Teachers can also sign up to become part of the YouTube Teachers Community, a mailing list that allows them to share ideas and best practices.\u003c/p>\n\u003cp>The new teachers site is part one of two big initiatives on the part of YouTube geared towards educators. In the next couple of weeks, a bigger announcement will be made about huge changes that will address many of the concerns teachers have had about using YouTube videos (you know what they are). Stay tuned for more news in two weeks.\u003c/p>\n\u003cp>Until then, check out some of the new features on the \u003ca href=\"http://www.youtube.com/teachers\">teachers site\u003c/a>, like this one, a rap video about the infamously dry subject of the Krebs cycle (that's biochemistry, for those of us unfamiliar with the term).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Dispelling Myths About Blocked Websites in Schools",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-full wp-image-15416\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/10_11.15_newtech_06061-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\n\u003cp class=\"wp-media-credit\">Larry Gonzalez\u003c/p>\n\u003c/div>\n\u003cp>I'm at a small gathering of education journalists, policymakers and school leaders today, and in attendance is the Department of Education's Director of Education Technology, Karen Cator.\u003c/p>\n\u003cp>Cator told me that teachers continue to thank her for outlining these important clarifications about schools blocking access to Web sites. For those who haven't seen \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">the original article, \u003c/a>which followed an article about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">surprising blocked Web sites\u003c/a>, here it is again.\u003c/p>\n\u003cp>Cator parsed the rules of the \u003ca href=\"http://www.fcc.gov/cgb/consumerfacts/cipa.html\">Childrens Internet Protection Act\u003c/a>, and provided guidance for teachers on how to proceed when it comes to interpreting the rules. To that end, here are six surprising rules that educators, administrators, parents and students might not know about website filtering in schools.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>Accessing YouTube is not violating CIPA rules.\u003c/strong> “Absolutely it’s not circumventing the rules,” Cator says. “The rule is to block inappropriate sites. All sorts of YouTube videos are helpful in explaining complex concepts or telling a story, or for hearing an expert or an authentic voice — they present learning opportunities that are really helpful.”\u003c/li>\n\u003cli>\u003cstrong>Websites don’t have to be blocked for teachers\u003c/strong>. “Some of the comments I saw online had to do with teachers wondering why they can’t access these sites,” she says. “They absolutely can. There’s nothing that says that sites have to be blocked for \u003c!--more-->adults.”\u003c/li>\n\u003cli>\u003cstrong>Broad filters are not helpful\u003c/strong>. “What we have had is what I consider brute force technologies that shut down wide swaths of the Internet, like all of YouTube, for example. Or they may shut down anything that has anything to do with social media, or anything that is a game,” she said. “These broad filters aren’t actually very helpful, because we need much more nuanced filtering.”\u003c/li>\n\u003cli>\u003cstrong>Schools will not lose \u003ca href=\"http://www.fcc.gov/learnnet/\">E-rate\u003c/a> funding by unblocking appropriate sites. \u003c/strong>Cator said she’s never heard of a school losing E-rate funding due to allowing appropriate sites blocked by filters. See the excerpt below from the \u003ca href=\"http://www.ed.gov/technology/netp-2010\">National Education Technology Plan\u003c/a>, approved by officials who dictate E-rate rules.\u003c/li>\n\u003cli>\u003cstrong>Kids need to be taught how to be responsible digital citizens. \u003c/strong>“[We need to] address the topic at school or home in the form of education,” Cator says. “How do we educate this generation of young people to be safe online, to be secure online, to protect their personal information, to understand privacy, and how that all plays out when they’re in an online space?”\u003c/li>\n\u003cli>\u003cstrong>Teachers should be trusted.\u003c/strong> “If the technology fails us and filters something appropriate and useful, and if teachers in their professional judgment think it’s appropriate, they should be able to show it,” she said. “Teachers need to impose their professional judgment on materials that are available to their students.”\u003c/li>\n\u003c/ol>\n\u003cp>Here’s the full transcript of my Q&A with Karen Cator.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Please describe what CIPA does and does not mandate.\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A. CIPA does require that any school that funds Internet access or their internal network connections with E-rate has to implement filters to block students’ access to content that could be harmful to minors.\u003c/p>\n\u003cp>The best way of thinking about this whole topic is in terms of “rules, tools and schools.”\u003cbr>\nThere are rules in place for a good reason. CIPA does require that we block or filter inappropriate sites, \u003cstrong>but if sites are found that are deemed appropriate they can be unblocked\u003c/strong>. So having the process in place for unblocking sites is definitely important.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Is it illegal for teachers to access these sites, too? \u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. These sites don’t have to be blocked for teachers. Some of the comments I saw online had to do with teachers wondering why they can’t access these sites. They absolutely can. There’s nothing that says that sites have to be blocked for adults.\u003c/p>\n\u003cp>\u003cstrong>Rules are in place to attempt to protect minors form inappropriate materials.\u003c/strong> We also need school-based rules – usually in the form of acceptable use policies that students sign that say, “I will use this computer or access the Internet, and I agree to abide by rules in my school.” Sometimes it will say that if you come across something inappropriate that you shut it down immediately and tell an adult.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>The second way to address this topic is by thinking about tools. These are technology tools that are put in place to filter sites that are inappropriate. These filters are getting better and better. What we have had is what I consider brute force technologies that shut down wide swaths of the Internet, like all of YouTube, for example. Or they may shut down anything that has anything to do with social media, or anything that is a game. These broad filters aren’t actually very helpful, because we need much more nuanced filtering. Better filters would be incredibly helpful.\u003c/p>\n\u003cp>The third way to address the topic is at school or home in the form of education.\u003cbr>\nHow do we educate this generation of young people to be safe online, to be secure online, to protect their personal information, to understand privacy, and how that all plays out when they’re in an online space. We also want students to be nice to each other, and not to engage in bullying, in an online space where their voice is amplified and persistent. We want students to grow up to be good digital citizen.\u003c/p>\n\u003cp>So there are rules that are in place, the technology tools in the form of more intelligent filters, and then it is an absolute necessity to provide good digital education for this generation of students. And that requires providing professional development for adults working with these students.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Just to be clear, are schools or teachers circumventing rules if they show YouTube videos or other blocked sites to students?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. Absolutely it’s not circumventing the rules. The rule is to block inappropriate sites. If the technology fails us and filters something appropriate and useful, and if teachers in their professional judgment think it’s appropriate, they should be able to show it. Teachers need to impose their professional judgment on materials that are available to their students.\u003c/p>\n\u003cp>All sorts of YouTube videos are helpful in explaining complex concepts or telling a story, or for hearing an expert or an authentic voice — they present learning opportunities that are really helpful.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>If a filtering system is not intelligent enough to sort sites out, then the teacher is the next best one to do so. If a site is blocked for a teacher, then the I.T. person can unblock it if that’s the way the network is set up.\u003c/p>\n\u003ch4>From the DOE’s National Education Technology Plan:\u003c/h4>\n\u003ch5>\u003cem>Balancing Connectivity and Student Safety on the Internet\u003c/em>\u003c/h5>\n\u003cblockquote>\u003cp>E-Rate is a federal program that supports connectivity in elementary and secondary schools and libraries by providing discounts on Internet access, telecommunications services, internal network connections, and basic maintenance. Schools, school districts, and consortia can receive discounts on these services ranging from 20 to 90 percent depending on their level of poverty and geographic location.\u003c/p>\n\u003cp>Schools’ eligibility for E-Rate money is contingent on compliance with several federal laws designed to ensure student privacy and safety on the Internet. The Children’s Internet Protection Act (CIPA) requires any school that funds Internet access or internal network connections with E-Rate money to implement filters that block students’ access to content that may be harmful to minors, including obscenity and pornography. CIPA also requires schools receiving E-Rate discounts to teach online safety to students and to monitor their online activities.\u003c/p>\n\u003cp>\u003cstrong>Ensuring student safety on the Internet is a critical concern, but many filters designed to protect students also block access to legitimate learning content and such tools as blogs, wikis, and social networks that have the potential to support student learning and engagement. \u003c/strong>More flexible, intelligent filtering systems can give teachers (to whom CIPA restrictions do not apply) access to educationally valuable content. On the other end of the spectrum, some schools and districts filter students’ online activities with proxy servers that meet CIPA requirements but are easy to get around, minimizing their utility for managing and monitoring students’ online activity.\u003c/p>\n\u003cp>CIPA also has posed challenges to accessing school networks through students’ own cell phones, laptop computers, and other Internet access devices to support learning activities when schools cannot afford to purchase devices for each student. Applying CIPA-required network filters to a variety of student-owned devices is a technical challenge that may take schools months or years to implement. However, districts such as Florida’s Escambia County Schools have created technical solutions and accompanying acceptable use policies (AUPs) that comply with CIPA regulations, allowing Web-based learning on student devices to run on networks supported by federal E-Rate funding.\u003c/p>\n\u003cp>Source: Universal Service Administrative Company 2008.\u003c/p>\u003c/blockquote>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-full wp-image-15416\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/10_11.15_newtech_06061-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\n\u003cp class=\"wp-media-credit\">Larry Gonzalez\u003c/p>\n\u003c/div>\n\u003cp>I'm at a small gathering of education journalists, policymakers and school leaders today, and in attendance is the Department of Education's Director of Education Technology, Karen Cator.\u003c/p>\n\u003cp>Cator told me that teachers continue to thank her for outlining these important clarifications about schools blocking access to Web sites. For those who haven't seen \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">the original article, \u003c/a>which followed an article about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">surprising blocked Web sites\u003c/a>, here it is again.\u003c/p>\n\u003cp>Cator parsed the rules of the \u003ca href=\"http://www.fcc.gov/cgb/consumerfacts/cipa.html\">Childrens Internet Protection Act\u003c/a>, and provided guidance for teachers on how to proceed when it comes to interpreting the rules. To that end, here are six surprising rules that educators, administrators, parents and students might not know about website filtering in schools.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>Accessing YouTube is not violating CIPA rules.\u003c/strong> “Absolutely it’s not circumventing the rules,” Cator says. “The rule is to block inappropriate sites. All sorts of YouTube videos are helpful in explaining complex concepts or telling a story, or for hearing an expert or an authentic voice — they present learning opportunities that are really helpful.”\u003c/li>\n\u003cli>\u003cstrong>Websites don’t have to be blocked for teachers\u003c/strong>. “Some of the comments I saw online had to do with teachers wondering why they can’t access these sites,” she says. “They absolutely can. There’s nothing that says that sites have to be blocked for \u003c!--more-->adults.”\u003c/li>\n\u003cli>\u003cstrong>Broad filters are not helpful\u003c/strong>. “What we have had is what I consider brute force technologies that shut down wide swaths of the Internet, like all of YouTube, for example. Or they may shut down anything that has anything to do with social media, or anything that is a game,” she said. “These broad filters aren’t actually very helpful, because we need much more nuanced filtering.”\u003c/li>\n\u003cli>\u003cstrong>Schools will not lose \u003ca href=\"http://www.fcc.gov/learnnet/\">E-rate\u003c/a> funding by unblocking appropriate sites. \u003c/strong>Cator said she’s never heard of a school losing E-rate funding due to allowing appropriate sites blocked by filters. See the excerpt below from the \u003ca href=\"http://www.ed.gov/technology/netp-2010\">National Education Technology Plan\u003c/a>, approved by officials who dictate E-rate rules.\u003c/li>\n\u003cli>\u003cstrong>Kids need to be taught how to be responsible digital citizens. \u003c/strong>“[We need to] address the topic at school or home in the form of education,” Cator says. “How do we educate this generation of young people to be safe online, to be secure online, to protect their personal information, to understand privacy, and how that all plays out when they’re in an online space?”\u003c/li>\n\u003cli>\u003cstrong>Teachers should be trusted.\u003c/strong> “If the technology fails us and filters something appropriate and useful, and if teachers in their professional judgment think it’s appropriate, they should be able to show it,” she said. “Teachers need to impose their professional judgment on materials that are available to their students.”\u003c/li>\n\u003c/ol>\n\u003cp>Here’s the full transcript of my Q&A with Karen Cator.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Please describe what CIPA does and does not mandate.\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A. CIPA does require that any school that funds Internet access or their internal network connections with E-rate has to implement filters to block students’ access to content that could be harmful to minors.\u003c/p>\n\u003cp>The best way of thinking about this whole topic is in terms of “rules, tools and schools.”\u003cbr>\nThere are rules in place for a good reason. CIPA does require that we block or filter inappropriate sites, \u003cstrong>but if sites are found that are deemed appropriate they can be unblocked\u003c/strong>. So having the process in place for unblocking sites is definitely important.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Is it illegal for teachers to access these sites, too? \u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. These sites don’t have to be blocked for teachers. Some of the comments I saw online had to do with teachers wondering why they can’t access these sites. They absolutely can. There’s nothing that says that sites have to be blocked for adults.\u003c/p>\n\u003cp>\u003cstrong>Rules are in place to attempt to protect minors form inappropriate materials.\u003c/strong> We also need school-based rules – usually in the form of acceptable use policies that students sign that say, “I will use this computer or access the Internet, and I agree to abide by rules in my school.” Sometimes it will say that if you come across something inappropriate that you shut it down immediately and tell an adult.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>The second way to address this topic is by thinking about tools. These are technology tools that are put in place to filter sites that are inappropriate. These filters are getting better and better. What we have had is what I consider brute force technologies that shut down wide swaths of the Internet, like all of YouTube, for example. Or they may shut down anything that has anything to do with social media, or anything that is a game. These broad filters aren’t actually very helpful, because we need much more nuanced filtering. Better filters would be incredibly helpful.\u003c/p>\n\u003cp>The third way to address the topic is at school or home in the form of education.\u003cbr>\nHow do we educate this generation of young people to be safe online, to be secure online, to protect their personal information, to understand privacy, and how that all plays out when they’re in an online space. We also want students to be nice to each other, and not to engage in bullying, in an online space where their voice is amplified and persistent. We want students to grow up to be good digital citizen.\u003c/p>\n\u003cp>So there are rules that are in place, the technology tools in the form of more intelligent filters, and then it is an absolute necessity to provide good digital education for this generation of students. And that requires providing professional development for adults working with these students.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Just to be clear, are schools or teachers circumventing rules if they show YouTube videos or other blocked sites to students?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. Absolutely it’s not circumventing the rules. The rule is to block inappropriate sites. If the technology fails us and filters something appropriate and useful, and if teachers in their professional judgment think it’s appropriate, they should be able to show it. Teachers need to impose their professional judgment on materials that are available to their students.\u003c/p>\n\u003cp>All sorts of YouTube videos are helpful in explaining complex concepts or telling a story, or for hearing an expert or an authentic voice — they present learning opportunities that are really helpful.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If a filtering system is not intelligent enough to sort sites out, then the teacher is the next best one to do so. If a site is blocked for a teacher, then the I.T. person can unblock it if that’s the way the network is set up.\u003c/p>\n\u003ch4>From the DOE’s National Education Technology Plan:\u003c/h4>\n\u003ch5>\u003cem>Balancing Connectivity and Student Safety on the Internet\u003c/em>\u003c/h5>\n\u003cblockquote>\u003cp>E-Rate is a federal program that supports connectivity in elementary and secondary schools and libraries by providing discounts on Internet access, telecommunications services, internal network connections, and basic maintenance. Schools, school districts, and consortia can receive discounts on these services ranging from 20 to 90 percent depending on their level of poverty and geographic location.\u003c/p>\n\u003cp>Schools’ eligibility for E-Rate money is contingent on compliance with several federal laws designed to ensure student privacy and safety on the Internet. The Children’s Internet Protection Act (CIPA) requires any school that funds Internet access or internal network connections with E-Rate money to implement filters that block students’ access to content that may be harmful to minors, including obscenity and pornography. CIPA also requires schools receiving E-Rate discounts to teach online safety to students and to monitor their online activities.\u003c/p>\n\u003cp>\u003cstrong>Ensuring student safety on the Internet is a critical concern, but many filters designed to protect students also block access to legitimate learning content and such tools as blogs, wikis, and social networks that have the potential to support student learning and engagement. \u003c/strong>More flexible, intelligent filtering systems can give teachers (to whom CIPA restrictions do not apply) access to educationally valuable content. On the other end of the spectrum, some schools and districts filter students’ online activities with proxy servers that meet CIPA requirements but are easy to get around, minimizing their utility for managing and monitoring students’ online activity.\u003c/p>\n\u003cp>CIPA also has posed challenges to accessing school networks through students’ own cell phones, laptop computers, and other Internet access devices to support learning activities when schools cannot afford to purchase devices for each student. Applying CIPA-required network filters to a variety of student-owned devices is a technical challenge that may take schools months or years to implement. However, districts such as Florida’s Escambia County Schools have created technical solutions and accompanying acceptable use policies (AUPs) that comply with CIPA regulations, allowing Web-based learning on student devices to run on networks supported by federal E-Rate funding.\u003c/p>\n\u003cp>Source: Universal Service Administrative Company 2008.\u003c/p>\u003c/blockquote>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/distractions-set-aside-facebook-as-a-study-tool/studysessionscreenshot/\" rel=\"attachment wp-att-15342\">\u003cimg class=\"alignleft size-full wp-image-15342\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/StudySessionScreenShot.png\" alt=\"\" width=\"350\" height=\"306\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/09/StudySessionScreenShot.png 350w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/StudySessionScreenShot-320x280.png 320w\" sizes=\"(max-width: 350px) 100vw, 350px\">\u003c/a>Protecting student safety has been the rationale behind the recent spate of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/facebook-students-and-teachers-a-question-of-free-speech/\">laws restricting teachers' and students' communication\u003c/a> via social networking. The laws call into into question once again the educational value of these sorts of online social tools: Why do teachers need to talk to students on Facebook? Shouldn't students be studying? Isn't Facebook just a waste of time?\u003c/p>\n\u003cp>There are many arguments \u003cem>for\u003c/em> using social media in education. (For example, here are \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/50-reasons-to-invite-facebook-into-your-classroom/\">50 reasons\u003c/a> to allow Facebook in your classroom.) One of the most powerful arguments is simply because Facebook is, and has been since its creation, a Web site that students want to use. Remember, though its audience has exploded to \u003ca href=\"https://www.facebook.com/press/info.php?statistics\">750 million,\u003c/a> Facebook was created exclusively for college students.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Instead of the typical Facebook prompt, \"What's on your mind?\" Hoot.me asks its users \"What are you working on?\"\u003c/p>\n\u003c/aside>\n\u003cp>The question is: how to leverage Facebook for learning purposes? There are a number of new tools that aim to blend social and studying aspects. One of them is \u003ca href=\"http://hoot.me\">Hoot.me\u003c/a>, a Facebook application that turns the social networking site into \"study mode.\"\u003c/p>\n\u003cp>Like other Facebook apps, Hoot.me keeps you inside Facebook but moves you away from your wall and news feed. Instead of the typical Facebook prompt, \"What's on your mind?\" Hoot.me asks its users \"What are you working on?\" From there, students can join the live \u003c!--more-->study sessions on that topic.\u003c/p>\n\u003cp>These sessions can use group video-conferencing, which Facebook itself doesn't yet offer, as well as the \"smart chat\" function. Smart chat allows you to type mathematical formulas in English, which are then automatically translated into mathematical notation. A screen-sharing option is coming soon, too.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Hoot.me also saves and archives the study sessions so that people can search for answers in other, older study sessions.\u003c/p>\n\u003cp>Using the Facebook \"\u003ca href=\"https://developers.facebook.com/docs/reference/api/\">social graph\u003c/a>\" (that is, the information in your Facebook profile -- where you live, where you go to school, your friends, your likes), Hoot.me tries to match students with others from the same school or from within your social network.\u003c/p>\n\u003cp>Hoot.me was initially created as a student-oriented tool: the co-founder and CEO Michael Koetting said he came up with the idea during a late-night study session at UT Austin when he couldn't solve a calculus problem, couldn't find anyone in his dorm to help and couldn't text an intricate math problem, even if he knew whom to text. But as the startup has developed, Koetting recognized that it can be useful for educators to communicate with students this way too. As such, Hoot.me has added new features that make it possible for teachers to hold \"virtual office hours\" of sorts. These sorts of sessions can be private, should participants choose, which means that they won't show up in the news feed. And Hoot.me makes study session invitations available through a short-link, so that you don't have to \"friend\" a student to invite her or him to a group.\u003c/p>\n\u003cp>Koetting says he plans to add private tutoring services through the app in the near future, and this will be the means by which the startup will monetize its efforts.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Tutoring via Facebook. Studying via Facebook. Textbooks via Facebook (a recent addition to the textbook app \u003ca href=\"http://kno.com\">Kno\u003c/a>). It's pretty clear that despite the dismissal of Facebook as a danger or a distraction, it is the place where students are turning to collaborate and communicate about their school work.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/distractions-set-aside-facebook-as-a-study-tool/studysessionscreenshot/\" rel=\"attachment wp-att-15342\">\u003cimg class=\"alignleft size-full wp-image-15342\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/StudySessionScreenShot.png\" alt=\"\" width=\"350\" height=\"306\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/09/StudySessionScreenShot.png 350w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/StudySessionScreenShot-320x280.png 320w\" sizes=\"(max-width: 350px) 100vw, 350px\">\u003c/a>Protecting student safety has been the rationale behind the recent spate of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/facebook-students-and-teachers-a-question-of-free-speech/\">laws restricting teachers' and students' communication\u003c/a> via social networking. The laws call into into question once again the educational value of these sorts of online social tools: Why do teachers need to talk to students on Facebook? Shouldn't students be studying? Isn't Facebook just a waste of time?\u003c/p>\n\u003cp>There are many arguments \u003cem>for\u003c/em> using social media in education. (For example, here are \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/50-reasons-to-invite-facebook-into-your-classroom/\">50 reasons\u003c/a> to allow Facebook in your classroom.) One of the most powerful arguments is simply because Facebook is, and has been since its creation, a Web site that students want to use. Remember, though its audience has exploded to \u003ca href=\"https://www.facebook.com/press/info.php?statistics\">750 million,\u003c/a> Facebook was created exclusively for college students.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Instead of the typical Facebook prompt, \"What's on your mind?\" Hoot.me asks its users \"What are you working on?\"\u003c/p>\n\u003c/aside>\n\u003cp>The question is: how to leverage Facebook for learning purposes? There are a number of new tools that aim to blend social and studying aspects. One of them is \u003ca href=\"http://hoot.me\">Hoot.me\u003c/a>, a Facebook application that turns the social networking site into \"study mode.\"\u003c/p>\n\u003cp>Like other Facebook apps, Hoot.me keeps you inside Facebook but moves you away from your wall and news feed. Instead of the typical Facebook prompt, \"What's on your mind?\" Hoot.me asks its users \"What are you working on?\" From there, students can join the live \u003c!--more-->study sessions on that topic.\u003c/p>\n\u003cp>These sessions can use group video-conferencing, which Facebook itself doesn't yet offer, as well as the \"smart chat\" function. Smart chat allows you to type mathematical formulas in English, which are then automatically translated into mathematical notation. A screen-sharing option is coming soon, too.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Hoot.me also saves and archives the study sessions so that people can search for answers in other, older study sessions.\u003c/p>\n\u003cp>Using the Facebook \"\u003ca href=\"https://developers.facebook.com/docs/reference/api/\">social graph\u003c/a>\" (that is, the information in your Facebook profile -- where you live, where you go to school, your friends, your likes), Hoot.me tries to match students with others from the same school or from within your social network.\u003c/p>\n\u003cp>Hoot.me was initially created as a student-oriented tool: the co-founder and CEO Michael Koetting said he came up with the idea during a late-night study session at UT Austin when he couldn't solve a calculus problem, couldn't find anyone in his dorm to help and couldn't text an intricate math problem, even if he knew whom to text. But as the startup has developed, Koetting recognized that it can be useful for educators to communicate with students this way too. As such, Hoot.me has added new features that make it possible for teachers to hold \"virtual office hours\" of sorts. These sorts of sessions can be private, should participants choose, which means that they won't show up in the news feed. And Hoot.me makes study session invitations available through a short-link, so that you don't have to \"friend\" a student to invite her or him to a group.\u003c/p>\n\u003cp>Koetting says he plans to add private tutoring services through the app in the near future, and this will be the means by which the startup will monetize its efforts.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Tutoring via Facebook. Studying via Facebook. Textbooks via Facebook (a recent addition to the textbook app \u003ca href=\"http://kno.com\">Kno\u003c/a>). It's pretty clear that despite the dismissal of Facebook as a danger or a distraction, it is the place where students are turning to collaborate and communicate about their school work.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_15310\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-15310\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/11_1.21_Ipad_Algebra_0238-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003cfigcaption class=\"wp-caption-text\">San Francisco middle school students watch instructional videos on their school-issued iPads.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Sara Nolan\u003c/h5>\n\u003cp>What do today’s students need to learn to find success and fulfillment? In a recent report on the \u003ca href=\"http://www.eschoolnews.com/2011/08/11/ten-skills-every-student-should-learn/?\">top ten skills that teachers think students need to learn\u003c/a>, the belief that “the more things change…” was front and center: things like reading, writing, and critical thinking. While some squint selectively at recent reports on \u003ca href=\"http://www.nytimes.com/2011/09/04/technology/technology-in-schools-faces-questions-on-value.html?ref=education\">standardized test scores in tech-rich schools\u003c/a>, common-sense use of technology in the classroom clearly presents opportunities for building up these essential skills. Here are just a few examples.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>HOW TO READ: \u003c/strong>“Reading is the gateway to all knowledge,” wrote one respondent to the E-School News \u003ca href=\"http://www.eschoolnews.com/2011/08/11/ten-skills-every-student-should-learn/?\">survey\u003c/a>. And technology is a gateway to reading. Basic visual and audio components like books on tape in conjunction with text or \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/boredom-busters-50-fantastic-play-and-learn-apps-sites-and-toys/\">any number of reading apps \u003c/a>supports word recognition and fluency. More specialized technology like \u003ca href=\"http://highlighter.com/\">Highlighter\u003c/a> gives students the chance to practice reading comprehension tactics, like annotating and questioning text, and allows them to start and share discussions about the text with classmates and even publishers. This kind of tech does more than help students learn how to read; it helps them read to learn.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>HOW TO WRITE:\u003c/strong> In many traditional classrooms, writing instruction is more about product than process. Limited time, resources, and energy make it hard for even the most dedicated teacher to engage students in all the different steps of the writing process, including multiple \u003c!--more-->drafts, meaningful peer and teacher review, editing, and proofreading – even formatting and layout. Using the premise of Web 2.0 – \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/jumping-into-the-21st-century-one-teachers-account/\">collaboration and peer-input \u003c/a>– places the emphasis back on process. For instance, using Google Docs for writing exercises allows teachers to use time-consuming but valuable processes without limiting the exercise to a single 50-minute class period.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>HOW TO COMMUNICATE: \u003c/strong>Walk into just about any classroom and you’re likely to find a list of school or class rules and expectations about behavior – including policies about negative comments, gossip, and bullying. Those same lessons can be taught in a way that’s relevant in kids’ lives by \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/6-ways-social-media-is-changing-education/\">using social networking sites\u003c/a>. This way, adults are able to guide students to respectful and meaningful communication – both online and off.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>HOW TO QUESTION: \u003c/strong>Questioning has become a bit more complicated for this generation of students. One reader \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/what-rules-are-worth-circumventing/#comment-295094514\">commented on a MindShift post\u003c/a> about which rules are worth circumventing for teachers that his kindergartener was instructed not to ask the question “why.” It’s a different story altogether online. Though Google makes it simple to immediately find options for answers – plural – the process of thinking about the right question to ask and spotting the best answers in a long list of choices is what critical thinking is all about. (Read \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/cracking-the-code-to-the-best-google-search/\">12 Ways to Be More Search Savvy\u003c/a>.)\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>HOW TO BE RESOURCEFUL: \u003c/strong>Ever since Mario and Luigi went after the princess in the tower, kids playing video games have known that the key – and the fun – is in finding the Easter eggs, those hidden nuggets that take the player and the game to a new level. In order to find them, players need to think like the game, creatively and with a firm grasp of both what information the game presents, and how to out-smart it. With low-risk consequences, they build their resilience to “failure,” and try harder to be more resourceful. Read more about how \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/ten-surprising-truths-about-video-games-and-learning/\">video games work as learning tools\u003c/a>.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>HOW TO BE ACCOUNTABLE\u003c/strong>. When students are held responsible for working together on online group projects and documents, there’s a noticeable shift of the center of responsibility for learning from the teacher to the students. And with responsibility comes accountability for themselves and their classmates.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>HOW TO LEARN. \u003c/strong>One of the many reasons there’s no one-size-fits-all answer to education is because there’s no one-size-fits-all way to learn. Learning is a highly personal and individualized process that’s linked to who you are, where you’re from, what you already know and your learning style. At its best, and when used in smartly, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/three-trends-that-define-the-future-of-teaching-and-learning/\">tech tools help students to learn in ways that suit them best\u003c/a>. And because they’re already comfortable and well-versed with the different media, the process of learning becomes more relevant in their lives. \u003cstrong>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>HOW TO ENJOY LEARNING:\u003c/strong> Technology is no substitute for the human connections that help build a sense of well-being and satisfaction. But as all of the tech tie-ins listed above suggest, technology creates opportunities for students to explore, try different tactics, and exercise increments of freedom. It’s just one piece of the happiness puzzle, but it’s a piece every student should have the opportunity to find.\u003c/li>\n\u003c/ul>\n\u003ch5>\u003cem>Sara Porto Nolan is a writer and Language Arts teacher who has worked with Bay Area students in high-need schools.\u003c/em>\u003c/h5>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_15310\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-15310\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/11_1.21_Ipad_Algebra_0238-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003cfigcaption class=\"wp-caption-text\">San Francisco middle school students watch instructional videos on their school-issued iPads.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Sara Nolan\u003c/h5>\n\u003cp>What do today’s students need to learn to find success and fulfillment? In a recent report on the \u003ca href=\"http://www.eschoolnews.com/2011/08/11/ten-skills-every-student-should-learn/?\">top ten skills that teachers think students need to learn\u003c/a>, the belief that “the more things change…” was front and center: things like reading, writing, and critical thinking. While some squint selectively at recent reports on \u003ca href=\"http://www.nytimes.com/2011/09/04/technology/technology-in-schools-faces-questions-on-value.html?ref=education\">standardized test scores in tech-rich schools\u003c/a>, common-sense use of technology in the classroom clearly presents opportunities for building up these essential skills. Here are just a few examples.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>HOW TO READ: \u003c/strong>“Reading is the gateway to all knowledge,” wrote one respondent to the E-School News \u003ca href=\"http://www.eschoolnews.com/2011/08/11/ten-skills-every-student-should-learn/?\">survey\u003c/a>. And technology is a gateway to reading. Basic visual and audio components like books on tape in conjunction with text or \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/boredom-busters-50-fantastic-play-and-learn-apps-sites-and-toys/\">any number of reading apps \u003c/a>supports word recognition and fluency. More specialized technology like \u003ca href=\"http://highlighter.com/\">Highlighter\u003c/a> gives students the chance to practice reading comprehension tactics, like annotating and questioning text, and allows them to start and share discussions about the text with classmates and even publishers. This kind of tech does more than help students learn how to read; it helps them read to learn.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>HOW TO WRITE:\u003c/strong> In many traditional classrooms, writing instruction is more about product than process. Limited time, resources, and energy make it hard for even the most dedicated teacher to engage students in all the different steps of the writing process, including multiple \u003c!--more-->drafts, meaningful peer and teacher review, editing, and proofreading – even formatting and layout. Using the premise of Web 2.0 – \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/jumping-into-the-21st-century-one-teachers-account/\">collaboration and peer-input \u003c/a>– places the emphasis back on process. For instance, using Google Docs for writing exercises allows teachers to use time-consuming but valuable processes without limiting the exercise to a single 50-minute class period.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>HOW TO COMMUNICATE: \u003c/strong>Walk into just about any classroom and you’re likely to find a list of school or class rules and expectations about behavior – including policies about negative comments, gossip, and bullying. Those same lessons can be taught in a way that’s relevant in kids’ lives by \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/6-ways-social-media-is-changing-education/\">using social networking sites\u003c/a>. This way, adults are able to guide students to respectful and meaningful communication – both online and off.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>HOW TO QUESTION: \u003c/strong>Questioning has become a bit more complicated for this generation of students. One reader \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/what-rules-are-worth-circumventing/#comment-295094514\">commented on a MindShift post\u003c/a> about which rules are worth circumventing for teachers that his kindergartener was instructed not to ask the question “why.” It’s a different story altogether online. Though Google makes it simple to immediately find options for answers – plural – the process of thinking about the right question to ask and spotting the best answers in a long list of choices is what critical thinking is all about. (Read \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/cracking-the-code-to-the-best-google-search/\">12 Ways to Be More Search Savvy\u003c/a>.)\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>HOW TO BE RESOURCEFUL: \u003c/strong>Ever since Mario and Luigi went after the princess in the tower, kids playing video games have known that the key – and the fun – is in finding the Easter eggs, those hidden nuggets that take the player and the game to a new level. In order to find them, players need to think like the game, creatively and with a firm grasp of both what information the game presents, and how to out-smart it. With low-risk consequences, they build their resilience to “failure,” and try harder to be more resourceful. Read more about how \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/ten-surprising-truths-about-video-games-and-learning/\">video games work as learning tools\u003c/a>.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>HOW TO BE ACCOUNTABLE\u003c/strong>. When students are held responsible for working together on online group projects and documents, there’s a noticeable shift of the center of responsibility for learning from the teacher to the students. And with responsibility comes accountability for themselves and their classmates.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>HOW TO LEARN. \u003c/strong>One of the many reasons there’s no one-size-fits-all answer to education is because there’s no one-size-fits-all way to learn. Learning is a highly personal and individualized process that’s linked to who you are, where you’re from, what you already know and your learning style. At its best, and when used in smartly, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/three-trends-that-define-the-future-of-teaching-and-learning/\">tech tools help students to learn in ways that suit them best\u003c/a>. And because they’re already comfortable and well-versed with the different media, the process of learning becomes more relevant in their lives. \u003cstrong>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>HOW TO ENJOY LEARNING:\u003c/strong> Technology is no substitute for the human connections that help build a sense of well-being and satisfaction. But as all of the tech tie-ins listed above suggest, technology creates opportunities for students to explore, try different tactics, and exercise increments of freedom. It’s just one piece of the happiness puzzle, but it’s a piece every student should have the opportunity to find.\u003c/li>\n\u003c/ul>\n\u003ch5>\u003cem>Sara Porto Nolan is a writer and Language Arts teacher who has worked with Bay Area students in high-need schools.\u003c/em>\u003c/h5>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/pstainthorp/5395846994/\">\u003cimg class=\"size-full wp-image-15293\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/e-book_library.jpg\" alt=\"\" width=\"300\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/09/e-book_library.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/e-book_library-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/e-book_library-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/e-book_library-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/e-book_library-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/e-book_library-75x75.jpg 75w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Paul Stainthorp\u003c/p>\n\u003c/div>\n\u003cp>Just as many predicted, sales figures show that more people are opting to buy e-books rather than printed copies. Sales of e-books rose 167% in June, reports \u003ca href=\"http://www.publishersweekly.com/pw/by-topic/industry-news/financial-reporting/article/48646-e-book-sales-jump-in-june-print-plunges.html\">Publishers Weekly\u003c/a>, with sales totaling $473.8 million for the first half of the year. But sales of print books -- both paperbacks and hardcovers -- continues to decline.\u003c/p>\n\u003cp>It isn't just publishers that are scrambling to adjust their business models to the growing demand for e-books; so too are libraries having to reconsider how they will provide content for their patrons.\u003c/p>\n\u003cp>Even though there's keen interest on the part of library patrons to check out e-books, making a move to digital loans is not going to be easy. That's true for all libraries, but it's especially true for school libraries, many of which already face budget woes and as such, have to weigh carefully how to invest in new books to stock the shelves.\u003c/p>\n\u003caside class=\"pullquote alignleft\">What might be good news for consumers -- your whole library on your cellphone, for example -- might be terrible news for libraries.\u003c/aside>\n\u003cp>There are lots of considerations libraries must make: which e-reader(s) will they adopt? After all, e-readers are tied to their associated bookstores: Kindle to Amazon, Nook to Barnes & Noble, iPad to iBooks (even though the latter does offer apps for the other e-readers). The e-readers not only \u003c!--more-->have different features (black-and-white screens versus color, for example, touchscreens versus keypads) but their bookstores offer different selections. That's a big consideration when you're looking specifically for children's literature rather than just for general interest (\"grownup\") fiction or non-fiction.\u003c/p>\n\u003cp>But the biggest problem, according to librarian Buffy Hamilton, author of the \u003ca href=\"http://theunquietlibrarian.wordpress.com/\">Unquiet Librarian\u003c/a> blog, is DRM. Digital Rights Management is what restricts content from being shared across devices. It means that e-books from Amazon can't be read on Nooks, and e-books from Barnes & Noble won't work on Kindles. It means, oftentimes, that kids can't bring their own devices from home to use for library check-outs.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"The biggest challenge for libraries is trying to accommodate the demand for eBooks in a world in which there is no standard DRM,\" Hamilton said in a recent interview. \"While services like \u003ca href=\"http://overdrive.com\">Overdrive\u003c/a> provide e-book checkout that's friendly to multiple devices (that could be owned by the library or by students themselves) and allows you to track circulation stats, the cost is prohibitive for many school libraries; in addition, the terms of service with Overdrive no longer provide you an option to move your purchased e-books to another platform should you decide to change from Overdrive to another vendor, which basically means you'd lose your investment in your e-book collection.\"\u003c/p>\n\u003cp>That's what the State of Kansas faced when it \u003ca href=\"http://www.libraryjournal.com/lj/home/891052-264/kansas__state_librarian_argues.html.csp\">terminated its contract with Overdrive\u003c/a>, which highlights the fact that when it comes to digital content, more often than not what we own -- both libraries and consumers -- isn't the content itself but a license to access it. Those licensing rules often restrict lending and sharing altogether, particularly between consumers. But even libraries are finding some of the new licensing policies onerous.\u003c/p>\n\u003cp>The most infamous example of this was the announcement last spring by HarperCollins, when the publisher decreed that an e-book could be checked out only \u003ca href=\"http://www.libraryjournal.com/lj/home/889452-264/harpercollins_caps_loans_on_ebook.html.csp\">26 times\u003c/a> before libraries' rights to it would be revoked and they'd have to buy another copy. That decision caused \u003ca href=\"http://www.youtube.com/watch?v=Je90XRRrruM\">outrage\u003c/a> on the part of librarians and patrons, and it highlighted that the new world of e-books: What might be good news for consumers -- your whole library on your cellphone, for example -- might be terrible news for libraries.\u003c/p>\n\u003cp>Carolyn Foote, a librarian at Westlake High School in Austin, Texas, says that she thinks about the new licensing rules less in terms of ownership and more in terms of subscriptions. Librarians are already familiar with this model when it comes to access to magazines, newspapers, and databases. Her school invested in Kindles last year and has opted to purchase iPads this year. Foote says her school uses Overdrive and points to its portal for \u003ca href=\"http://gutenberg.com\">Project Gutenberg\u003c/a> titles, particularly as these public domain books don't have licensing and DRM restrictions.\u003c/p>\n\u003cp>\"Because of our iPad rollout,\" she says, \"we are focusing on e-books (free and otherwise) that can be delivered via the library to the iPad so that students aren't having to purchase every book they would like to read.\"\u003c/p>\n\u003cp>Hamilton's school library has experimented with Kindles too, but has opted to \u003ca href=\"http://theunquietlibrarian.wordpress.com/2011/07/27/why-we-wont-purchase-more-kindles-at-the-unquiet-library/\">purchase more Nooks\u003c/a> instead of more Kindles. Hamilton says she particularly likes the Nook's \u003ca href=\"http://theunquietlibrarian.wordpress.com/2011/09/09/qa-nook-simple-touches-and-the-bn-managed-program/\">device management\u003c/a> program, something that's been designed with the K-12 environment in mind.\u003c/p>\n\u003cp>And that's probably the crux of the problem here: e-readers and e-books have been designed with consumer technology in mind. You own your e-reader. You buy the e-books that you can read on that device. You can't share the readers or the books with anyone else (yes, both the Nook and Kindle allow you to loan a book -- but only once and only for a two-week period.) It's not a system designed for libraries. And it's certainly not a system designed for school libraries.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Still, librarians are continuing to struggle to make these devices work in their libraries. They're doing so because they say the kids love them. Their patrons want e-books, and librarians want to be able to meet these kids' demands.\u003c/p>\n\n",
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"description": "Paul Stainthorp Just as many predicted, sales figures show that more people are opting to buy e-books rather than printed copies. Sales of e-books rose 167% in June, reports Publishers Weekly, with sales totaling $473.8 million for the first half of the year. But sales of print books -- both paperbacks and hardcovers -- continues",
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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/pstainthorp/5395846994/\">\u003cimg class=\"size-full wp-image-15293\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/e-book_library.jpg\" alt=\"\" width=\"300\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/09/e-book_library.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/e-book_library-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/e-book_library-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/e-book_library-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/e-book_library-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/e-book_library-75x75.jpg 75w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Paul Stainthorp\u003c/p>\n\u003c/div>\n\u003cp>Just as many predicted, sales figures show that more people are opting to buy e-books rather than printed copies. Sales of e-books rose 167% in June, reports \u003ca href=\"http://www.publishersweekly.com/pw/by-topic/industry-news/financial-reporting/article/48646-e-book-sales-jump-in-june-print-plunges.html\">Publishers Weekly\u003c/a>, with sales totaling $473.8 million for the first half of the year. But sales of print books -- both paperbacks and hardcovers -- continues to decline.\u003c/p>\n\u003cp>It isn't just publishers that are scrambling to adjust their business models to the growing demand for e-books; so too are libraries having to reconsider how they will provide content for their patrons.\u003c/p>\n\u003cp>Even though there's keen interest on the part of library patrons to check out e-books, making a move to digital loans is not going to be easy. That's true for all libraries, but it's especially true for school libraries, many of which already face budget woes and as such, have to weigh carefully how to invest in new books to stock the shelves.\u003c/p>\n\u003caside class=\"pullquote alignleft\">What might be good news for consumers -- your whole library on your cellphone, for example -- might be terrible news for libraries.\u003c/aside>\n\u003cp>There are lots of considerations libraries must make: which e-reader(s) will they adopt? After all, e-readers are tied to their associated bookstores: Kindle to Amazon, Nook to Barnes & Noble, iPad to iBooks (even though the latter does offer apps for the other e-readers). The e-readers not only \u003c!--more-->have different features (black-and-white screens versus color, for example, touchscreens versus keypads) but their bookstores offer different selections. That's a big consideration when you're looking specifically for children's literature rather than just for general interest (\"grownup\") fiction or non-fiction.\u003c/p>\n\u003cp>But the biggest problem, according to librarian Buffy Hamilton, author of the \u003ca href=\"http://theunquietlibrarian.wordpress.com/\">Unquiet Librarian\u003c/a> blog, is DRM. Digital Rights Management is what restricts content from being shared across devices. It means that e-books from Amazon can't be read on Nooks, and e-books from Barnes & Noble won't work on Kindles. It means, oftentimes, that kids can't bring their own devices from home to use for library check-outs.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"The biggest challenge for libraries is trying to accommodate the demand for eBooks in a world in which there is no standard DRM,\" Hamilton said in a recent interview. \"While services like \u003ca href=\"http://overdrive.com\">Overdrive\u003c/a> provide e-book checkout that's friendly to multiple devices (that could be owned by the library or by students themselves) and allows you to track circulation stats, the cost is prohibitive for many school libraries; in addition, the terms of service with Overdrive no longer provide you an option to move your purchased e-books to another platform should you decide to change from Overdrive to another vendor, which basically means you'd lose your investment in your e-book collection.\"\u003c/p>\n\u003cp>That's what the State of Kansas faced when it \u003ca href=\"http://www.libraryjournal.com/lj/home/891052-264/kansas__state_librarian_argues.html.csp\">terminated its contract with Overdrive\u003c/a>, which highlights the fact that when it comes to digital content, more often than not what we own -- both libraries and consumers -- isn't the content itself but a license to access it. Those licensing rules often restrict lending and sharing altogether, particularly between consumers. But even libraries are finding some of the new licensing policies onerous.\u003c/p>\n\u003cp>The most infamous example of this was the announcement last spring by HarperCollins, when the publisher decreed that an e-book could be checked out only \u003ca href=\"http://www.libraryjournal.com/lj/home/889452-264/harpercollins_caps_loans_on_ebook.html.csp\">26 times\u003c/a> before libraries' rights to it would be revoked and they'd have to buy another copy. That decision caused \u003ca href=\"http://www.youtube.com/watch?v=Je90XRRrruM\">outrage\u003c/a> on the part of librarians and patrons, and it highlighted that the new world of e-books: What might be good news for consumers -- your whole library on your cellphone, for example -- might be terrible news for libraries.\u003c/p>\n\u003cp>Carolyn Foote, a librarian at Westlake High School in Austin, Texas, says that she thinks about the new licensing rules less in terms of ownership and more in terms of subscriptions. Librarians are already familiar with this model when it comes to access to magazines, newspapers, and databases. Her school invested in Kindles last year and has opted to purchase iPads this year. Foote says her school uses Overdrive and points to its portal for \u003ca href=\"http://gutenberg.com\">Project Gutenberg\u003c/a> titles, particularly as these public domain books don't have licensing and DRM restrictions.\u003c/p>\n\u003cp>\"Because of our iPad rollout,\" she says, \"we are focusing on e-books (free and otherwise) that can be delivered via the library to the iPad so that students aren't having to purchase every book they would like to read.\"\u003c/p>\n\u003cp>Hamilton's school library has experimented with Kindles too, but has opted to \u003ca href=\"http://theunquietlibrarian.wordpress.com/2011/07/27/why-we-wont-purchase-more-kindles-at-the-unquiet-library/\">purchase more Nooks\u003c/a> instead of more Kindles. Hamilton says she particularly likes the Nook's \u003ca href=\"http://theunquietlibrarian.wordpress.com/2011/09/09/qa-nook-simple-touches-and-the-bn-managed-program/\">device management\u003c/a> program, something that's been designed with the K-12 environment in mind.\u003c/p>\n\u003cp>And that's probably the crux of the problem here: e-readers and e-books have been designed with consumer technology in mind. You own your e-reader. You buy the e-books that you can read on that device. You can't share the readers or the books with anyone else (yes, both the Nook and Kindle allow you to loan a book -- but only once and only for a two-week period.) It's not a system designed for libraries. And it's certainly not a system designed for school libraries.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Still, librarians are continuing to struggle to make these devices work in their libraries. They're doing so because they say the kids love them. Their patrons want e-books, and librarians want to be able to meet these kids' demands.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Five Reasons Why YouTube Rocks the Classroom",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/five-reasons-why-youtube-rocks-the-classroom/screen-shot-2011-09-07-at-9-54-40-pm/\" rel=\"attachment wp-att-15156\">\u003cimg class=\"alignleft size-thumbnail wp-image-15156\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/Screen-shot-2011-09-07-at-9.54.40-PM-140x140.png\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>Last month, 16 teachers from across the country got together at Google's Seattle office for the YouTube Teachers Studio -- a sort of bootcamp to learn how to best use YouTube in the classroom.\u003c/p>\n\u003cp>Jon Corippo, a Google Certified Teacher and Apple Distinguished Educator, was among the group, and came back with ideas about what YouTube was great for.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>INSPIRATION\u003c/strong>\u003cstrong>.\u003c/strong> Videos are, in effect, changing education and learning. We are now past the point of debate. Flipped teaching and the ubiquity of high-performing teachers using YouTube are clear evidence of the shift. Check out this video, which shows the profound shift caused by the digital revolution. It's gotten 14 million-plus hits -- far more than any cat videos. There are many more of these, too.\u003cbr>\nhttp://youtu.be/cL9Wu2kWwSY\u003c/p>\n\u003cp>\u003cstrong>MORE ACCESS TO STUDENTS. \u003c/strong>With flipped teaching technique, educators can be available 24/7, on smart phones any other Web-enabled devices. This use of video is changing classrooms \u003c!--more-->all across America. See how Will Kimbley does it.\u003cbr>\nhttp://www.youtube.com/watch?v=EL7WINM1iLE&playnext=1&list=PLF689EBF2CFE2DD49\u003c/p>\n\u003cp>\u003cstrong>GLOBAL CONNECTION. \u003c/strong>YouTube allows teachers to easily distribute lessons to a potential audience of millions, something that was unthinkable only a few short years ago. Educators can connect, collaborate and innovate as never before. The \u003ca href=\"http://www.khanacademy.org/\">Khan Academy\u003c/a> videos have been watched by more than 20 million people across the world. Check out Salman Khan's explanation of DNA.\u003cbr>\nhttp://youtu.be/_-vZ_g7K6P0\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>CUSTOMIZING VIDEOS. \u003c/strong>You Tube now allows online video editing, making it easy for anyone to edit without expensive software. All you need is a smartphone and an Internet connection. Here's a YouTube editing tutorial that explains the simple steps.\u003cbr>\nhttp://www.youtube.com/watch?v=klANjwTxF6s&feature=related\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>QUIZZING STUDENTS. \u003c/strong>Through the use of \u003ca href=\"http://www.youtube.com/t/annotations_about\">YouTube live annotations\u003c/a>, teachers can now create open-ended \"video quizzes,\" along the lines of a \"choose-your-own-adventure\" book, which have live links for students to choose from at the end of a short video. Picking the correct answer moves you through the activity and the \"wrong\" answer gives you more information or a review. Here's how.\u003cbr>\nhttp://youtu.be/UxnopxbOdic\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/five-reasons-why-youtube-rocks-the-classroom/screen-shot-2011-09-07-at-9-54-40-pm/\" rel=\"attachment wp-att-15156\">\u003cimg class=\"alignleft size-thumbnail wp-image-15156\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/Screen-shot-2011-09-07-at-9.54.40-PM-140x140.png\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>Last month, 16 teachers from across the country got together at Google's Seattle office for the YouTube Teachers Studio -- a sort of bootcamp to learn how to best use YouTube in the classroom.\u003c/p>\n\u003cp>Jon Corippo, a Google Certified Teacher and Apple Distinguished Educator, was among the group, and came back with ideas about what YouTube was great for.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>INSPIRATION\u003c/strong>\u003cstrong>.\u003c/strong> Videos are, in effect, changing education and learning. We are now past the point of debate. Flipped teaching and the ubiquity of high-performing teachers using YouTube are clear evidence of the shift. Check out this video, which shows the profound shift caused by the digital revolution. It's gotten 14 million-plus hits -- far more than any cat videos. There are many more of these, too.\u003cbr>\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/cL9Wu2kWwSY'\n title='//www.youtube.com/embed/cL9Wu2kWwSY'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>MORE ACCESS TO STUDENTS. \u003c/strong>With flipped teaching technique, educators can be available 24/7, on smart phones any other Web-enabled devices. This use of video is changing classrooms \u003c!--more-->all across America. See how Will Kimbley does it.\u003cbr>\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/EL7WINM1iLE'\n title='//www.youtube.com/embed/EL7WINM1iLE'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>GLOBAL CONNECTION. \u003c/strong>YouTube allows teachers to easily distribute lessons to a potential audience of millions, something that was unthinkable only a few short years ago. Educators can connect, collaborate and innovate as never before. The \u003ca href=\"http://www.khanacademy.org/\">Khan Academy\u003c/a> videos have been watched by more than 20 million people across the world. Check out Salman Khan's explanation of DNA.\u003cbr>\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/_-vZ_g7K6P0'\n title='//www.youtube.com/embed/_-vZ_g7K6P0'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/can-mobile-phones-help-teachers-manage-classroom-behavior/classdojo_image/\" rel=\"attachment wp-att-15109\">\u003cimg class=\"alignleft size-full wp-image-15109\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/ClassDojo_image.jpg\" alt=\"\" width=\"375\" height=\"164\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/09/ClassDojo_image.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/ClassDojo_image-320x140.jpg 320w\" sizes=\"(max-width: 375px) 100vw, 375px\">\u003c/a>We can talk all we want about what students should learn in the classroom. But the reality is that most teachers have to balance \"academics\" with a multitude of other lessons: how to be good students, how to be good citizens, and simply how to behave. Behavior management is actually a significant part of what teachers have to do every day, and while there's a wealth of information to help them with tips and tricks, there isn't a lot of technology in place to help them with the implementation of best practices.\u003c/p>\n\u003caside class=\"pullquote alignleft\">The startup isn't just interested in \"gamifying\" good behavior. It wants to foster instrinsic, just not extrinsic, motivations in education.\u003c/aside>\n\u003cp>There may be a solution with the use of tech -- at least that's what \u003ca href=\"http://classdojo.com\">ClassDojo\u003c/a> founder Sam Chaudhary believes. His startup is working on a Web and mobile app that will allow teachers to quickly and easily track class behavior. Those two things are key. Rather than filling out paperwork \u003cem>after\u003c/em> a disruptive incident or trying to recall values to praise come report-card time when a child has no record of disruption, ClassDojo provides real-time feedback loops. ClassDojo hopes both teachers and students will benefit from this, and parents will eventually be able to tap into it, as well.\u003c/p>\n\u003cp>Currently, ClassDojo lets teachers track students' behaviors with an easy +1 or -1 system -- you \u003c!--more-->can reward students for good behavior (participation, helping others, creativity, insight) or you can make note of negative behaviors (disruption, disrespect, tardiness). Reports can be generated per student or per class, so that teachers and students (and parents and/or administrators) can have a glimpse at what's happening in a class.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/can-mobile-phones-help-teachers-manage-classroom-behavior/classdojo_ss2/\" rel=\"attachment wp-att-15112\">\u003cimg class=\"alignright size-full wp-image-15112\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/ClassDojo_ss2.jpg\" alt=\"\" width=\"250\" height=\"199\">\u003c/a>And while tracking this sort of data is, no doubt, important for adults, its impact on the students themselves is also something that ClassDojo wants to highlight. Students respond better to feedback when it's immediate -- both when it's reinforcing positive behavior and when it's aimed at correcting disruptive behavior. Teachers can project ClassDojo onto a whiteboard or computer screen so the whole class can see their status; but in addition to updating the site via a desktop computer, teachers can also use their smartphones or other mobile devices in order to quickly flag these behaviors.\u003c/p>\n\u003cp>Each student has an avatar, and ClassDojo plans to implement levels to encourage good behavior. But as Chaudhary makes clear, the startup isn't just interested in \"gamifying\" good behavior. It wants to foster instrinsic, just not extrinsic, motivations in education. How or whether that happens will be interesting to watch.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>ClassDojo is still in beta, and the startup has a far broader vision than just this behavior management app. A former teacher himself, Chaudhary says his company isn't merely interested in tracking and monitoring behavior -- good and bad -- in the classroom. Rather, he wants to share strategies for developing students' characters. \"We want to bring the same rigor to developing character as ed-tech as an industry currently reserves for developing test scores.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>ClassDojo is currently free while in beta.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/can-mobile-phones-help-teachers-manage-classroom-behavior/classdojo_image/\" rel=\"attachment wp-att-15109\">\u003cimg class=\"alignleft size-full wp-image-15109\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/ClassDojo_image.jpg\" alt=\"\" width=\"375\" height=\"164\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/09/ClassDojo_image.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/ClassDojo_image-320x140.jpg 320w\" sizes=\"(max-width: 375px) 100vw, 375px\">\u003c/a>We can talk all we want about what students should learn in the classroom. But the reality is that most teachers have to balance \"academics\" with a multitude of other lessons: how to be good students, how to be good citizens, and simply how to behave. Behavior management is actually a significant part of what teachers have to do every day, and while there's a wealth of information to help them with tips and tricks, there isn't a lot of technology in place to help them with the implementation of best practices.\u003c/p>\n\u003caside class=\"pullquote alignleft\">The startup isn't just interested in \"gamifying\" good behavior. It wants to foster instrinsic, just not extrinsic, motivations in education.\u003c/aside>\n\u003cp>There may be a solution with the use of tech -- at least that's what \u003ca href=\"http://classdojo.com\">ClassDojo\u003c/a> founder Sam Chaudhary believes. His startup is working on a Web and mobile app that will allow teachers to quickly and easily track class behavior. Those two things are key. Rather than filling out paperwork \u003cem>after\u003c/em> a disruptive incident or trying to recall values to praise come report-card time when a child has no record of disruption, ClassDojo provides real-time feedback loops. ClassDojo hopes both teachers and students will benefit from this, and parents will eventually be able to tap into it, as well.\u003c/p>\n\u003cp>Currently, ClassDojo lets teachers track students' behaviors with an easy +1 or -1 system -- you \u003c!--more-->can reward students for good behavior (participation, helping others, creativity, insight) or you can make note of negative behaviors (disruption, disrespect, tardiness). Reports can be generated per student or per class, so that teachers and students (and parents and/or administrators) can have a glimpse at what's happening in a class.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/can-mobile-phones-help-teachers-manage-classroom-behavior/classdojo_ss2/\" rel=\"attachment wp-att-15112\">\u003cimg class=\"alignright size-full wp-image-15112\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/ClassDojo_ss2.jpg\" alt=\"\" width=\"250\" height=\"199\">\u003c/a>And while tracking this sort of data is, no doubt, important for adults, its impact on the students themselves is also something that ClassDojo wants to highlight. Students respond better to feedback when it's immediate -- both when it's reinforcing positive behavior and when it's aimed at correcting disruptive behavior. Teachers can project ClassDojo onto a whiteboard or computer screen so the whole class can see their status; but in addition to updating the site via a desktop computer, teachers can also use their smartphones or other mobile devices in order to quickly flag these behaviors.\u003c/p>\n\u003cp>Each student has an avatar, and ClassDojo plans to implement levels to encourage good behavior. But as Chaudhary makes clear, the startup isn't just interested in \"gamifying\" good behavior. It wants to foster instrinsic, just not extrinsic, motivations in education. How or whether that happens will be interesting to watch.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>ClassDojo is still in beta, and the startup has a far broader vision than just this behavior management app. A former teacher himself, Chaudhary says his company isn't merely interested in tracking and monitoring behavior -- good and bad -- in the classroom. Rather, he wants to share strategies for developing students' characters. \"We want to bring the same rigor to developing character as ed-tech as an industry currently reserves for developing test scores.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>ClassDojo is currently free while in beta.\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/quazie/578252290/sizes/z/in/photostream/\">\u003cimg class=\"size-medium wp-image-15121\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/578252290_1fc5414408_z-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Quazie\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://www.edsurge.com/team\">Betsy Corcoran\u003c/a>\u003c/h5>\n\u003cp>Georgia kindergarten teacher Deanna Jump has been teaching for 15 years, which by most people's math would mean that she has brightened the lives of something like 350 children. But in the past year, that number has gone through the schoolroom roof as Jump has sold the materials she uses to teach kindergarten via \u003ca href=\"http://www.teacherspayteachers.com/\">TeachersPayTeachers\u003c/a>. The big win: in the past year, Jump has earned more than $200,000 for her work, including a personal record of $53,000 in the month of August alone.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Teachers made over $2 million this past year via TPT, which is fast becoming a sort of \u003ca href=\"http://www.etsy.com/\">Etsy\u003c/a> for educators.\u003c/aside>\n\u003cp>Kindergarten teachers \"don't have the kinds of textbooks and materials available for grade-level teachers,\" Jump says. \"So I began creating my own.\"\u003c/p>\n\u003cp>At first, Jump shared her materials with friends and other teachers in her school, Quail Run Elementary. Two years ago, a teammate nudged her to try \u003ca href=\"http://www.teacherspayteachers.com/Store/Deanna-Jump-11\">posting some of the materials\u003c/a> on TeachersPayTeachers. She made $300 her first year. She started blogging. TPT's founder Paul Edelman, a former New York City public school teacher, liked her materials and featured her on the site. \"And then it just snowballed,\" says Jump, who now has close to 4,000 followers on the site.\u003c/p>\n\u003cp>Jump knows her audience: Every item in her 60-piece collection is priced at $10 or less. The materials feature cheery art. When the word went out that teachers would have to post copies of the Common Core standards in their rooms -- and be able to explain them all -- Jump was ready with \u003ca href=\"http://www.teacherspayteachers.com/Product/Common-Core-Standards-Posters-for-Kindergarten\">her version of the Common Core\u003c/a>. She rewrote the kindergarten standards in clean terms, sprinkling in bright illustrations. Then she made the collection available for downloading (in five \u003c!--more-->different color schemes!) with helpful hints: \"Simply print, laminate, cut out and add Velcro so that you can easily switch them out,\" she advises teachers.\u003c/p>\n\u003cp>Her customers are snapping them up and giving her four stars. \"Love it! New Hampshire is still up in the air about the CCS but I know we'll eventually end up using them; by posting this in my classroom I'm ahead of the curve! This saved me soooo much time, thank you so much for creating this!\" raved a fan.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/teachers-cash-in-on-their-own-expertise/medium-49237-1/\" rel=\"attachment wp-att-15122\">\u003cimg class=\"alignleft size-full wp-image-15122\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/medium-49237-1.jpg\" alt=\"\" width=\"80\" height=\"103\">\u003c/a>All told, teachers made over $2 million this past year via TPT, which is fast becoming a sort of \u003ca href=\"http://www.etsy.com/\">Etsy\u003c/a> for educators. Classroom activities, printable worksheets, exams even Powerpoint presentations for grades preK through 12 and across just about all disciplines are available among the thousands of items on the site, which got its start in 2006 but recently got a spiffy makeover. The pricing sweet spot for individual items seems to be around $3.50, Edelman says. Customers buy in groups, with typical customers spending about $14 per order (about three items).\u003c/p>\n\u003cp>Jump is a faithful TPT customer, too, and snaps up items from \u003ca href=\"http://edsurge.us2.list-manage.com/track/click?u=439db75adf017b97887993422&id=7cf47d947f&e=a874f8913c\">Babbling Abby\u003c/a>, \u003ca href=\"http://edsurge.us2.list-manage1.com/track/click?u=439db75adf017b97887993422&id=0351f0537e&e=a874f8913c\">Cara Carroll\u003c/a> and teammate \u003ca href=\"http://edsurge.us2.list-manage1.com/track/click?u=439db75adf017b97887993422&id=c0c3bc1517&e=a874f8913c\">Kim Adsit\u003c/a>. And the money Jump has earned from TPT is heading back into education: Jump has funded a scholarship at the private school her teenager attends and has bought tech gear such as an interactive white board for teachers at the school where she teachers.\u003c/p>\n\u003cp>By anybody's math, that adds up to huge value.\u003c/p>\n\u003cp>\u003cem>Betsy Corcoran is cofounder of \u003ca href=\"http://www.edsurge.com\">EdSurge\u003c/a>,\u003c/em>\u003cem> a free weekly newsletter on educational technology. A similar version of this story appeared on EdSurge.\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/quazie/578252290/sizes/z/in/photostream/\">\u003cimg class=\"size-medium wp-image-15121\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/578252290_1fc5414408_z-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Quazie\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://www.edsurge.com/team\">Betsy Corcoran\u003c/a>\u003c/h5>\n\u003cp>Georgia kindergarten teacher Deanna Jump has been teaching for 15 years, which by most people's math would mean that she has brightened the lives of something like 350 children. But in the past year, that number has gone through the schoolroom roof as Jump has sold the materials she uses to teach kindergarten via \u003ca href=\"http://www.teacherspayteachers.com/\">TeachersPayTeachers\u003c/a>. The big win: in the past year, Jump has earned more than $200,000 for her work, including a personal record of $53,000 in the month of August alone.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Teachers made over $2 million this past year via TPT, which is fast becoming a sort of \u003ca href=\"http://www.etsy.com/\">Etsy\u003c/a> for educators.\u003c/aside>\n\u003cp>Kindergarten teachers \"don't have the kinds of textbooks and materials available for grade-level teachers,\" Jump says. \"So I began creating my own.\"\u003c/p>\n\u003cp>At first, Jump shared her materials with friends and other teachers in her school, Quail Run Elementary. Two years ago, a teammate nudged her to try \u003ca href=\"http://www.teacherspayteachers.com/Store/Deanna-Jump-11\">posting some of the materials\u003c/a> on TeachersPayTeachers. She made $300 her first year. She started blogging. TPT's founder Paul Edelman, a former New York City public school teacher, liked her materials and featured her on the site. \"And then it just snowballed,\" says Jump, who now has close to 4,000 followers on the site.\u003c/p>\n\u003cp>Jump knows her audience: Every item in her 60-piece collection is priced at $10 or less. The materials feature cheery art. When the word went out that teachers would have to post copies of the Common Core standards in their rooms -- and be able to explain them all -- Jump was ready with \u003ca href=\"http://www.teacherspayteachers.com/Product/Common-Core-Standards-Posters-for-Kindergarten\">her version of the Common Core\u003c/a>. She rewrote the kindergarten standards in clean terms, sprinkling in bright illustrations. Then she made the collection available for downloading (in five \u003c!--more-->different color schemes!) with helpful hints: \"Simply print, laminate, cut out and add Velcro so that you can easily switch them out,\" she advises teachers.\u003c/p>\n\u003cp>Her customers are snapping them up and giving her four stars. \"Love it! New Hampshire is still up in the air about the CCS but I know we'll eventually end up using them; by posting this in my classroom I'm ahead of the curve! This saved me soooo much time, thank you so much for creating this!\" raved a fan.\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/teachers-cash-in-on-their-own-expertise/medium-49237-1/\" rel=\"attachment wp-att-15122\">\u003cimg class=\"alignleft size-full wp-image-15122\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/medium-49237-1.jpg\" alt=\"\" width=\"80\" height=\"103\">\u003c/a>All told, teachers made over $2 million this past year via TPT, which is fast becoming a sort of \u003ca href=\"http://www.etsy.com/\">Etsy\u003c/a> for educators. Classroom activities, printable worksheets, exams even Powerpoint presentations for grades preK through 12 and across just about all disciplines are available among the thousands of items on the site, which got its start in 2006 but recently got a spiffy makeover. The pricing sweet spot for individual items seems to be around $3.50, Edelman says. Customers buy in groups, with typical customers spending about $14 per order (about three items).\u003c/p>\n\u003cp>Jump is a faithful TPT customer, too, and snaps up items from \u003ca href=\"http://edsurge.us2.list-manage.com/track/click?u=439db75adf017b97887993422&id=7cf47d947f&e=a874f8913c\">Babbling Abby\u003c/a>, \u003ca href=\"http://edsurge.us2.list-manage1.com/track/click?u=439db75adf017b97887993422&id=0351f0537e&e=a874f8913c\">Cara Carroll\u003c/a> and teammate \u003ca href=\"http://edsurge.us2.list-manage1.com/track/click?u=439db75adf017b97887993422&id=c0c3bc1517&e=a874f8913c\">Kim Adsit\u003c/a>. And the money Jump has earned from TPT is heading back into education: Jump has funded a scholarship at the private school her teenager attends and has bought tech gear such as an interactive white board for teachers at the school where she teachers.\u003c/p>\n\u003cp>By anybody's math, that adds up to huge value.\u003c/p>\n\u003cp>\u003cem>Betsy Corcoran is cofounder of \u003ca href=\"http://www.edsurge.com\">EdSurge\u003c/a>,\u003c/em>\u003cem> a free weekly newsletter on educational technology. A similar version of this story appeared on EdSurge.\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"soldout": {
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"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
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"info": "",
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"title": "Tech Nation Radio Podcast",
"info": "Tech Nation is a weekly public radio program, hosted by Dr. Moira Gunn. Founded in 1993, it has grown from a simple interview show to a multi-faceted production, featuring conversations with noted technology and science leaders, and a weekly science and technology-related commentary.",
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"ted-radio-hour": {
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"title": "TED Radio Hour",
"info": "The TED Radio Hour is a journey through fascinating ideas, astonishing inventions, fresh approaches to old problems, and new ways to think and create.",
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