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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/albertogp123/5843577306/\">\u003cimg class=\"size-medium wp-image-15097\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/5843577306_06fd6132f7_z-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:AlbertoGP\u003c/p>\n\u003c/div>\n\u003cp>Sunday's \u003ca href=\"http://www.nytimes.com/2011/09/04/technology/technology-in-schools-faces-questions-on-value.html?pagewanted=all\">New York Times article,\u003c/a> \"In Classroom of Future, Stagnant Scores\" by Matt Richtel had the wrong headline.\u003c/p>\n\u003cp>When describing a classroom in Arizona's \u003ca title=\"The district Web site.\" href=\"http://www.kyrene.org/ksdportal/\">Kyrene School District\u003c/a>, which invested $33 million from a ballot initiative dedicated to technology upgrades, Richtel laments the district's \"stagnant scores\" in reading and math. He writes: \"Critics counter that, absent clear proof, schools are being motivated by a blind faith in technology and an overemphasis on digital skills — like using PowerPoint and multimedia tools — at the expense of math, reading and writing fundamentals.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">When technology is deployed thoughtfully in a way that feeds into a broader system that's not reliant on the outdated factory model of schooling, the quality of learning should not be discounted -- even if it can't be measured yet.\u003c/aside>\n\u003cp>Richtel quotes Randy Yerrick, associate dean of educational technology at the University of Buffalo, who discounts engagement as a \"fluffy term that can slide past critical analysis.\"\u003c/p>\n\u003cp>Most educators and education experts know that throwing money and technology at a school is hardly a cure-all for increasing student achievement. Devices are not the panacea. As ZDNet's \u003ca href=\"http://www.zdnet.com/blog/education/measuring-the-success-of-ed-tech-not-all-about-test-scores/4684\">Christopher Dawson writes\u003c/a>: \"There are plenty of ways to go about making a school 'technology-rich' that actually take away from the real business of learning. When rollouts are half-hearted, teachers and parents don’t completely embrace the approach, students and teachers lack accountability, and teachers aren’t provided with the right training and coaching, then schools end up buying a lot of expensive toys.\"\u003c/p>\n\u003cp>But when technology is deployed thoughtfully in a way that feeds into a broader system that's not reliant on the outdated factory model of schooling, when educators are trained how to best take advantage of devices and software and the Internet at large, the quality of learning should not be discounted -- even if it can't be measured yet.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And this is where Richtel buries the lead, in paragraph 42, about a third of the way through the article:\u003c/p>\n\u003cp>\"Karen Cator, director of the office of educational technology in the United States Department of Education, said \u003cstrong>standardized test scores were an inadequate measure of the value of \u003c!--more-->technology in schools\u003c/strong>. Ms. Cator, a former executive at Apple Computer, said that better measurement tools were needed but, in the meantime, schools knew what students needed.\"\u003c/p>\n\u003cp>Dawson carries the point further, saying that standardized tests only measure students' abilities to take tests, and can't gauge intangible skills such as collaboration and critical thinking.\u003c/p>\n\u003cp>Richtel also neglected to point out an important piece of the puzzle: that standardized assessments are \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/beyond-the-bubble-test-how-will-we-measure-learning/\">in the process of being recreated\u003c/a>. The tests will use technology in both \u003ca href=\"http://www.nytimes.com/2010/09/03/education/03testing.html?sq=arne%20duncan%20new%20assessment&st=cse&adxnnl=1&scp=1&adxnnlx=1310763760-JSsI8EOMVc+6m9EC/LH5ww\">administering and scoring\u003c/a> and will measure “performance-based tasks, designed to designed to mirror complex, real-world situations,” according to the \u003ca href=\"http://www.nytimes.com/2010/09/03/education/03testing.html?sq=arne%20duncan%20new%20assessment&st=cse&adxnnl=1&scp=1&adxnnlx=1310763760-JSsI8EOMVc+6m9EC/LH5ww\">New York Times\u003c/a>.\u003c/p>\n\u003cp>Tom Vander Ark, who was quoted in Richtel's piece, thinks the writer was not as forthcoming as he could have been. In his post on \u003ca href=\"http://gettingsmart.com/blog/2011/09/richtels-rear-view-story-mirror-missed-the-mark/\">Getting Smart\u003c/a>, Vander Ark writes about tech-savvy schools that have shown to boost students achievement, such as \u003ca href=\"http://www.cdayuma.com/\">Carpe Diem\u003c/a> and those in networks like \u003ca href=\"http://www.advancepath.com/\">AdvancePath*. \u003c/a>\u003c/p>\n\u003cp>\"Matt knows the story, he just left out the good parts: personal digital learning is transforming American public education and extending access to millions of students worldwide,\" he writes.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Richtel could have also found a better headline for the story. \"In Classroom of Future, Outdated Testing Can't Keep Up.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/albertogp123/5843577306/\">\u003cimg class=\"size-medium wp-image-15097\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/5843577306_06fd6132f7_z-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:AlbertoGP\u003c/p>\n\u003c/div>\n\u003cp>Sunday's \u003ca href=\"http://www.nytimes.com/2011/09/04/technology/technology-in-schools-faces-questions-on-value.html?pagewanted=all\">New York Times article,\u003c/a> \"In Classroom of Future, Stagnant Scores\" by Matt Richtel had the wrong headline.\u003c/p>\n\u003cp>When describing a classroom in Arizona's \u003ca title=\"The district Web site.\" href=\"http://www.kyrene.org/ksdportal/\">Kyrene School District\u003c/a>, which invested $33 million from a ballot initiative dedicated to technology upgrades, Richtel laments the district's \"stagnant scores\" in reading and math. He writes: \"Critics counter that, absent clear proof, schools are being motivated by a blind faith in technology and an overemphasis on digital skills — like using PowerPoint and multimedia tools — at the expense of math, reading and writing fundamentals.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">When technology is deployed thoughtfully in a way that feeds into a broader system that's not reliant on the outdated factory model of schooling, the quality of learning should not be discounted -- even if it can't be measured yet.\u003c/aside>\n\u003cp>Richtel quotes Randy Yerrick, associate dean of educational technology at the University of Buffalo, who discounts engagement as a \"fluffy term that can slide past critical analysis.\"\u003c/p>\n\u003cp>Most educators and education experts know that throwing money and technology at a school is hardly a cure-all for increasing student achievement. Devices are not the panacea. As ZDNet's \u003ca href=\"http://www.zdnet.com/blog/education/measuring-the-success-of-ed-tech-not-all-about-test-scores/4684\">Christopher Dawson writes\u003c/a>: \"There are plenty of ways to go about making a school 'technology-rich' that actually take away from the real business of learning. When rollouts are half-hearted, teachers and parents don’t completely embrace the approach, students and teachers lack accountability, and teachers aren’t provided with the right training and coaching, then schools end up buying a lot of expensive toys.\"\u003c/p>\n\u003cp>But when technology is deployed thoughtfully in a way that feeds into a broader system that's not reliant on the outdated factory model of schooling, when educators are trained how to best take advantage of devices and software and the Internet at large, the quality of learning should not be discounted -- even if it can't be measured yet.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And this is where Richtel buries the lead, in paragraph 42, about a third of the way through the article:\u003c/p>\n\u003cp>\"Karen Cator, director of the office of educational technology in the United States Department of Education, said \u003cstrong>standardized test scores were an inadequate measure of the value of \u003c!--more-->technology in schools\u003c/strong>. Ms. Cator, a former executive at Apple Computer, said that better measurement tools were needed but, in the meantime, schools knew what students needed.\"\u003c/p>\n\u003cp>Dawson carries the point further, saying that standardized tests only measure students' abilities to take tests, and can't gauge intangible skills such as collaboration and critical thinking.\u003c/p>\n\u003cp>Richtel also neglected to point out an important piece of the puzzle: that standardized assessments are \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/beyond-the-bubble-test-how-will-we-measure-learning/\">in the process of being recreated\u003c/a>. The tests will use technology in both \u003ca href=\"http://www.nytimes.com/2010/09/03/education/03testing.html?sq=arne%20duncan%20new%20assessment&st=cse&adxnnl=1&scp=1&adxnnlx=1310763760-JSsI8EOMVc+6m9EC/LH5ww\">administering and scoring\u003c/a> and will measure “performance-based tasks, designed to designed to mirror complex, real-world situations,” according to the \u003ca href=\"http://www.nytimes.com/2010/09/03/education/03testing.html?sq=arne%20duncan%20new%20assessment&st=cse&adxnnl=1&scp=1&adxnnlx=1310763760-JSsI8EOMVc+6m9EC/LH5ww\">New York Times\u003c/a>.\u003c/p>\n\u003cp>Tom Vander Ark, who was quoted in Richtel's piece, thinks the writer was not as forthcoming as he could have been. In his post on \u003ca href=\"http://gettingsmart.com/blog/2011/09/richtels-rear-view-story-mirror-missed-the-mark/\">Getting Smart\u003c/a>, Vander Ark writes about tech-savvy schools that have shown to boost students achievement, such as \u003ca href=\"http://www.cdayuma.com/\">Carpe Diem\u003c/a> and those in networks like \u003ca href=\"http://www.advancepath.com/\">AdvancePath*. \u003c/a>\u003c/p>\n\u003cp>\"Matt knows the story, he just left out the good parts: personal digital learning is transforming American public education and extending access to millions of students worldwide,\" he writes.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Richtel could have also found a better headline for the story. \"In Classroom of Future, Outdated Testing Can't Keep Up.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_15047\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-15047\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/88015904-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003cfigcaption class=\"wp-caption-text\">You don\u003c/figcaption>\u003c/figure>\n\u003cp>Google has made it possible for us to have instant information gratification. Just start typing the first letters of your search word and the site intuits your question and offers you the smartest choice of answers.\u003c/p>\n\u003cp>Seems simple enough. But as quick and facile as the process is, there are ways to be even more efficient, more search-savvy. And it's our responsibility to teach kids how to find and research information, how to judge its veracity, and when it's time to ask for a grownup's help. I spoke to Daniel Russell, Google's \"search anthropologist\" in charge of Search Quality and User Happiness (yes, really), who brought to light some important tips you may not have known.\u003c/p>\n\u003col>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>CONTROL F.\u003c/strong>\u003c/span> A deceptively simple tool, the Control F function (or Command F on Macs) allows you to immediately find the word you're looking for on a page. After you've typed in your search, you can jump directly to the word or phrase in the search list. According to Russell, 90 percent of Internet users don't know this, and spend valuable time scrolling through pages of information trying to find their key word. \"They're being terribly inefficient,\" Russell says.\u003c/li>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>KEEP IT SIMPLE. \u003c/strong>\u003c/span>Use search terms the way you’d like to see them on a Web site. But think of how the author would phrase it. \"It’s not about you, it’s about the author,\" Russell says. \"What would they say and how would they say it? What are some common terms and phrases they’d write? It’s the kind of thing that people over-think and are hyper-analytical about.\" Stay on topic and keep it simple.\u003c/li>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>DEFINE OPERATOR. \u003c/strong>\u003c/span>This has to be one of the best items of Google's offerings. To learn the definition of a word, just type \"Define,\" then the word.\u003c/li>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>ONE MORE SEARCH. \u003c/strong>\u003c/span>It's one thing to do a quick search for Lady Gaga's birthday. But for more important questions that have a direct implication on your life, do one more search. Go deeper and find a second corroborating source, just like a journalist would. \"We are a credulous society,\" Russell says. \"When you have something you care about, something you're going to spend a lot of money on, or an issue with your help, do one extra search. Never single-source anything.\"\u003cbr>\n\u003c!--more-->\u003c/li>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>FIND THE SOURCE. \u003c/strong>\u003c/span>Russell knows first-hand that Web sites can sometimes publish false information. Though we all know how to find contact information for an organization, confirm the phone number, look for the author's names and trustworthy hallmarks like logos, Russell says \"the bad guys know that too. They're very good at mimicking credible sources of information.\" On the site \u003ca href=\"http://www.who.is/whois/\">Who.is\u003c/a>, searchers can find details about the source: where it's located, when it was established, and the IP address.\u003c/li>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>CONFIRM CONTENT. \u003c/strong>\u003c/span>It's common to find the same phrases and sentences on different sites all over the Web because people duplicate content all the time. To determine the original source of the content, you can look at the date it was written, but that's also not entirely accurate. When authors edit an article, that changes the posting date. So even if it was originally written in 2005, the date will say 2011 if it was edited last week. Again, here's when you put on your journalist hat. Trustworthy websites typically have an \"errata column\" or something like it where mistakes or corrections are posted. Sites where you see strikethroughs (\u003cdel>it looks this\u003c/del>) publicly show where previously published information has been corrected or stricken. You'll also see \"Updates\" at the top of articles, where clarifications are published, which shows the Web site's intention of providing the most accurate information. \"Those idioms were not practicable or doable in pre-technology days,\" Russell says. \"You have to understand how the practice of writing and publishing is changing.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>LINK OPERATOR. \u003c/strong>\u003c/span>The way Google ranks sites can be confusing. Sometimes even when a site has negative comments or reviews, it still rises to the top of the search list simply because it's been mentioned the most. When you want to know what \u003cem>other\u003c/em> sites are saying about the site you're searching, type in \"Link: www.yourwebsitename.com\" and you'll see all the posts that mention that site. Whether it's following up on a debatable article or the reputation of an online shop or person, it's another incredibly useful research tool that didn't exist in \"pre-Web times,\" as Russell puts it.\u003c/li>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>DON'T USE THE + SIGN. \u003c/strong>\u003c/span>It might have negative side effects, Russell says. Adding the + sign will force the search engine to look for only that phrase and may tweak the search in a way you didn't intend. That said, it's a useful tool for looking up foreign words or very low-frequency words.\u003c/li>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>PAY ATTENTION TO \"GOOGLE INSTANT.\" \u003c/strong>\u003c/span>In most cases, Google's instant search function, which is fairly new, will accurately predict what you're searching for and offer suggestions. \"Pay attention to it,\" Russell says. \"You don't need to keep typing!\" And sometimes it'll help you come up with the right words for your search phrase. It's all part of tapping into the wisdom of the crowd, he says. \"It's good when you're stuck in a hard research problem. Like 'Which kind of hybrid vehicle should I buy?' might result in 'hybrid minivans' or other ideas you might not have known about.'\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>SWITCH ON SAFETY MODE. \u003c/strong>\u003c/span>If you've got kids in the house, Russell suggests enabling safe search. In your \u003ca href=\"http://www.google.com/preferences?hl=en\">Search Settings\u003c/a>, scroll down to SafeSearch Filtering (or use Control F to find it quickly!) and choose what level filter you want to use. You can tailor it to every computer in the house. Google offers all kinds of safe search tips and functions on \u003ca href=\"http://www.google.com/familysafety/\">Google's Family Safety Center\u003c/a>. And what to tell kids if they accidentally stumble upon an inappropriate site? \"I always tell my kids the Internet is a big, wide place, and if you find something inappropriate, hit the \"back\" button,\" he says. A teacher he knows tells her class to just instantly close the laptop when they find something objectionable. \"It's an instant signal to the teacher in a K-8 class that something is not right, and it gives the teacher the opportunity to talk about how the student got there, and how to avoid that in the future.\" The tactic might not work as well in the high school setting, though, Russell jokes.\u003c/li>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>FUNCTIONS GALORE. \u003c/strong>\u003c/span>You can use Google to do calculations (just type in \"Square root of 99\" or \"Convert 12 inches to mm\"). You can search patents, images, videos, language translations. And even if you can't remember a Google function, you can easily search it. \"I use Google to Google Google,\" Russell says. \"You don't have to remember URLs.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>LEFT-HAND SIDE TOOLS. \u003c/strong>\u003c/span>Most people don't notice these exist, but when you search a topic, a list of useful, interesting tools come up. For example, when you type in \u003ca href=\"http://www.google.com/#hl=en&sugexp=bvec&cp=6&gs_id=m&xhr=t&q=War+of+1812&qe=V2FyIG9m&qesig=owk6VkglLlTrp0yv7l52XA&pkc=AFgZ2tmRRENnxjAvBqEvHqFVsqhdYkci_eLlt_uBExXgH2jVf389SdEl-XQWmWC8-Xb-nZ1cB0LFu8IQoAMgYl4feKkCW1wGpQ&pf=p&sclient=psy&site=&source=hp&pbx=1&oq=War+of&aq=0&aqi=g5&aql=f&gs_sm=&gs_upl=&bav=on.2,or.r_gc.r_pw.r_cp.&fp=39972cc0da070512&biw=1193&bih=584\">War of 1812\u003c/a>, on the left hand side, you'll see \"Images,\" \"Videos,\" etc., but below that you'll see things like \"Timeline,\" which maps out a time sequence of events around the War of 1812 and links to each of those events. There's also a dictionary, related searches, and a slew of other helpful links.\u003c/li>\n\u003c/ol>\n\u003cp>To those who wonder if \u003ca href=\"http://www.theatlantic.com/magazine/archive/2008/07/is-google-making-us-stupid/6868/\">Google is making us stupid,\u003c/a> Russell has a pithy response: \"Plato said that about books.\"\u003c/p>\n\u003cp>I better go search that.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_15047\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-15047\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/88015904-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003cfigcaption class=\"wp-caption-text\">You don\u003c/figcaption>\u003c/figure>\n\u003cp>Google has made it possible for us to have instant information gratification. Just start typing the first letters of your search word and the site intuits your question and offers you the smartest choice of answers.\u003c/p>\n\u003cp>Seems simple enough. But as quick and facile as the process is, there are ways to be even more efficient, more search-savvy. And it's our responsibility to teach kids how to find and research information, how to judge its veracity, and when it's time to ask for a grownup's help. I spoke to Daniel Russell, Google's \"search anthropologist\" in charge of Search Quality and User Happiness (yes, really), who brought to light some important tips you may not have known.\u003c/p>\n\u003col>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>CONTROL F.\u003c/strong>\u003c/span> A deceptively simple tool, the Control F function (or Command F on Macs) allows you to immediately find the word you're looking for on a page. After you've typed in your search, you can jump directly to the word or phrase in the search list. According to Russell, 90 percent of Internet users don't know this, and spend valuable time scrolling through pages of information trying to find their key word. \"They're being terribly inefficient,\" Russell says.\u003c/li>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>KEEP IT SIMPLE. \u003c/strong>\u003c/span>Use search terms the way you’d like to see them on a Web site. But think of how the author would phrase it. \"It’s not about you, it’s about the author,\" Russell says. \"What would they say and how would they say it? What are some common terms and phrases they’d write? It’s the kind of thing that people over-think and are hyper-analytical about.\" Stay on topic and keep it simple.\u003c/li>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>DEFINE OPERATOR. \u003c/strong>\u003c/span>This has to be one of the best items of Google's offerings. To learn the definition of a word, just type \"Define,\" then the word.\u003c/li>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>ONE MORE SEARCH. \u003c/strong>\u003c/span>It's one thing to do a quick search for Lady Gaga's birthday. But for more important questions that have a direct implication on your life, do one more search. Go deeper and find a second corroborating source, just like a journalist would. \"We are a credulous society,\" Russell says. \"When you have something you care about, something you're going to spend a lot of money on, or an issue with your help, do one extra search. Never single-source anything.\"\u003cbr>\n\u003c!--more-->\u003c/li>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>FIND THE SOURCE. \u003c/strong>\u003c/span>Russell knows first-hand that Web sites can sometimes publish false information. Though we all know how to find contact information for an organization, confirm the phone number, look for the author's names and trustworthy hallmarks like logos, Russell says \"the bad guys know that too. They're very good at mimicking credible sources of information.\" On the site \u003ca href=\"http://www.who.is/whois/\">Who.is\u003c/a>, searchers can find details about the source: where it's located, when it was established, and the IP address.\u003c/li>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>CONFIRM CONTENT. \u003c/strong>\u003c/span>It's common to find the same phrases and sentences on different sites all over the Web because people duplicate content all the time. To determine the original source of the content, you can look at the date it was written, but that's also not entirely accurate. When authors edit an article, that changes the posting date. So even if it was originally written in 2005, the date will say 2011 if it was edited last week. Again, here's when you put on your journalist hat. Trustworthy websites typically have an \"errata column\" or something like it where mistakes or corrections are posted. Sites where you see strikethroughs (\u003cdel>it looks this\u003c/del>) publicly show where previously published information has been corrected or stricken. You'll also see \"Updates\" at the top of articles, where clarifications are published, which shows the Web site's intention of providing the most accurate information. \"Those idioms were not practicable or doable in pre-technology days,\" Russell says. \"You have to understand how the practice of writing and publishing is changing.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>LINK OPERATOR. \u003c/strong>\u003c/span>The way Google ranks sites can be confusing. Sometimes even when a site has negative comments or reviews, it still rises to the top of the search list simply because it's been mentioned the most. When you want to know what \u003cem>other\u003c/em> sites are saying about the site you're searching, type in \"Link: www.yourwebsitename.com\" and you'll see all the posts that mention that site. Whether it's following up on a debatable article or the reputation of an online shop or person, it's another incredibly useful research tool that didn't exist in \"pre-Web times,\" as Russell puts it.\u003c/li>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>DON'T USE THE + SIGN. \u003c/strong>\u003c/span>It might have negative side effects, Russell says. Adding the + sign will force the search engine to look for only that phrase and may tweak the search in a way you didn't intend. That said, it's a useful tool for looking up foreign words or very low-frequency words.\u003c/li>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>PAY ATTENTION TO \"GOOGLE INSTANT.\" \u003c/strong>\u003c/span>In most cases, Google's instant search function, which is fairly new, will accurately predict what you're searching for and offer suggestions. \"Pay attention to it,\" Russell says. \"You don't need to keep typing!\" And sometimes it'll help you come up with the right words for your search phrase. It's all part of tapping into the wisdom of the crowd, he says. \"It's good when you're stuck in a hard research problem. Like 'Which kind of hybrid vehicle should I buy?' might result in 'hybrid minivans' or other ideas you might not have known about.'\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>SWITCH ON SAFETY MODE. \u003c/strong>\u003c/span>If you've got kids in the house, Russell suggests enabling safe search. In your \u003ca href=\"http://www.google.com/preferences?hl=en\">Search Settings\u003c/a>, scroll down to SafeSearch Filtering (or use Control F to find it quickly!) and choose what level filter you want to use. You can tailor it to every computer in the house. Google offers all kinds of safe search tips and functions on \u003ca href=\"http://www.google.com/familysafety/\">Google's Family Safety Center\u003c/a>. And what to tell kids if they accidentally stumble upon an inappropriate site? \"I always tell my kids the Internet is a big, wide place, and if you find something inappropriate, hit the \"back\" button,\" he says. A teacher he knows tells her class to just instantly close the laptop when they find something objectionable. \"It's an instant signal to the teacher in a K-8 class that something is not right, and it gives the teacher the opportunity to talk about how the student got there, and how to avoid that in the future.\" The tactic might not work as well in the high school setting, though, Russell jokes.\u003c/li>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>FUNCTIONS GALORE. \u003c/strong>\u003c/span>You can use Google to do calculations (just type in \"Square root of 99\" or \"Convert 12 inches to mm\"). You can search patents, images, videos, language translations. And even if you can't remember a Google function, you can easily search it. \"I use Google to Google Google,\" Russell says. \"You don't have to remember URLs.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #000080\">\u003cstrong>LEFT-HAND SIDE TOOLS. \u003c/strong>\u003c/span>Most people don't notice these exist, but when you search a topic, a list of useful, interesting tools come up. For example, when you type in \u003ca href=\"http://www.google.com/#hl=en&sugexp=bvec&cp=6&gs_id=m&xhr=t&q=War+of+1812&qe=V2FyIG9m&qesig=owk6VkglLlTrp0yv7l52XA&pkc=AFgZ2tmRRENnxjAvBqEvHqFVsqhdYkci_eLlt_uBExXgH2jVf389SdEl-XQWmWC8-Xb-nZ1cB0LFu8IQoAMgYl4feKkCW1wGpQ&pf=p&sclient=psy&site=&source=hp&pbx=1&oq=War+of&aq=0&aqi=g5&aql=f&gs_sm=&gs_upl=&bav=on.2,or.r_gc.r_pw.r_cp.&fp=39972cc0da070512&biw=1193&bih=584\">War of 1812\u003c/a>, on the left hand side, you'll see \"Images,\" \"Videos,\" etc., but below that you'll see things like \"Timeline,\" which maps out a time sequence of events around the War of 1812 and links to each of those events. There's also a dictionary, related searches, and a slew of other helpful links.\u003c/li>\n\u003c/ol>\n\u003cp>To those who wonder if \u003ca href=\"http://www.theatlantic.com/magazine/archive/2008/07/is-google-making-us-stupid/6868/\">Google is making us stupid,\u003c/a> Russell has a pithy response: \"Plato said that about books.\"\u003c/p>\n\u003cp>I better go search that.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cem>At the end of each month, we review some of our favorite educational apps that have been released or updated over the last 30 days. (Read all of our \u003ca href=\"http://ww2.kqed.org/mindshift/feature/educational-apps/\">Educational Apps series\u003c/a>.) Below you’ll find a mixture of iOS, Android, and Web-based apps.\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/new-educational-apps-of-the-month-5/motionmath1-1/\" rel=\"attachment wp-att-14935\">\u003cimg class=\"alignright size-full wp-image-14935\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/motionmath1-1.jpg\" alt=\"\" width=\"325\" height=\"244\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/08/motionmath1-1.jpg 325w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/motionmath1-1-320x240.jpg 320w\" sizes=\"(max-width: 325px) 100vw, 325px\">\u003c/a>\u003cstrong>MOTION MATH ZOOM \u003c/strong>We've covered the educational apps built by \u003ca href=\"http://motionmathgames.com/\">Motion Math\u003c/a> before here on \u003ca href=\"http://ww2.kqed.org/mindshift/tag/motion-math/\">MindShift\u003c/a>. The startup's first app is a fun, interactive game that teaches fractions. The company's latest app is called Motion Math Zoom (\u003ca href=\"http://itunes.apple.com/us/app/motion-math-zoom/id451793073?mt=8\">iTunes\u003c/a>) and continues to teach the concept of the number line, but this time addressing how decimals and place values work. (Free, iOS)\u003c/li>\n\u003cli>\u003cstrong>HISTORYPIN\u003c/strong>\u003ca href=\"http://historypin.com\">\u003cstrong>. \u003c/strong>HistoryPin\u003c/a> had its official launch \u003cstrong>\u003c/strong>earlier this summer, but August brought about the release of its iPhone app. The site and the app let you view the history of a particular location, by taking historical photos and pinning them, as the name suggests, to Google Maps. You can also contribute their own photos -- both present-day and family heritage photos -- to the site. (Free, Web/iOS/Android)\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>CODECADEMY\u003c/strong>. Want to learn how to program? A newly launched site called \u003ca href=\"http://www.codecademy.com/\">Codecademy\u003c/a> can help. The free site offers browser-based instruction in JavaScript. The site is incredibly easy to use. In fact, in lieu of an initial sign-up, the site prompts you to complete a task, one that starts the first lessons on using the command line. As you proceed with the lessons -- there are currently only eight of them -- you can earn points and badges. The startup \u003ca href=\"http://venturebeat.com/2011/08/26/codecademy/\">says\u003c/a> it plans to expand to offer more lessons and more content in the coming months. (Free, Web)\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>WINKEN, BLINKEN, AND NOD\u003c/strong>. Based on the well-known poem by 19th-century writer Eugene Fields, the Winken, Blinken and Nod app (\u003ca href=\"http://itunes.apple.com/us/app/winken-blinken-and-nod/id452411793?mt=8\">iTunes\u003c/a>) provides wonderful animations to go along with the nursery rhyme about the fishing journey into the sky. The interesting feature here is the app's use of voice recognition. The words of the poem light up as the app reacts to someone reading the story aloud, encouraging early readers to read along, not just interact with the touchscreen, with the story. ($1.99, iOS)\u003c!--more-->\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>HAROLD AND THE PURPLE CRAYON\u003c/strong>. More and more children's books are making their way to a digital format, and one of the best-loved books, Crockett Johnson's \u003cem>Harold and the Purple \u003c/em>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/new-educational-apps-of-the-month-5/harold1/\" rel=\"attachment wp-att-14936\">\u003cimg class=\"alignleft size-full wp-image-14936\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/harold1.jpg\" alt=\"\" width=\"325\" height=\"213\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/08/harold1.jpg 325w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/harold1-320x210.jpg 320w\" sizes=\"(max-width: 325px) 100vw, 325px\">\u003c/a>\u003cem>Crayon\u003c/em>, now joins them. Available for iOS (\u003ca href=\"http://itunes.apple.com/us/app/harold-and-the-purple-crayon/id450829541?mt=8\">iTunes\u003c/a>), the Harold and the Purple Crayon app lets readers control that magical purple crayon. The app allows readers to simply read the book, have it read aloud to them, or interactive with a variety of animations. ($6.99, iOS)\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>KIBIN\u003c/strong>. Editing services are a dime-a-dozen (although priced a lot higher than a dime). But the recently launched startup \u003ca href=\"http://kibin.com\">Kibin\u003c/a> is doing something different. Rather than hiring copy editors, projects and papers submitted to the site are proofread by community members. You get points for reading and editing others' work, which you can then use to get your own work edited. If you don't have time to edit others' work, you can pay for the service as well. The service is currently aimed at students, and while the readers don't fix the problems they find, they will leave comments and suggested edits for you. (Free, Web)\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>THE KIDS SHOULD SEE THIS\u003c/strong>. There's a ton of great content on the Web, but it's not always easy to find. \u003ca href=\"http://thekidshouldseethis.com/\">The Kids Should See This\u003c/a> provides exactly what it sounds like -- a curated site with recommended sites, videos and the like that kids should see. Content on the site is collected by \u003ca href=\"https://twitter.com/#!/riondotnu\">Rion Nakaya\u003c/a> and her three-year-old co-curator. (Free, Web)\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/new-educational-apps-of-the-month-5/sifteo/\" rel=\"attachment wp-att-14939\">\u003cimg class=\"alignright size-full wp-image-14939\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/Sifteo.jpg\" alt=\"\" width=\"325\" height=\"204\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/08/Sifteo.jpg 325w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/Sifteo-320x201.jpg 320w\" sizes=\"(max-width: 325px) 100vw, 325px\">\u003c/a>\u003cstrong>SIFTEO. \u003c/strong>Technically, it's not an app, but the \u003ca href=\"http://sifteo.com\">Sifteo\u003c/a> cubes (which \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/where-digital-and-physical-meet/\">we wrote about last year\u003c/a>) are now available for pre-order. The cubes were featured in a popular \u003ca href=\"http://www.youtube.com/watch?v=GeJ0jDF_mCA\">TED Talk\u003c/a>, in which co-founder David Merrill explained the startup's idea of physical play. The cubes are small and white, with 128 x 128 LCD screens on one side. The cubes also contain accelerometers and NFC (near field communications) sensors, so they can sense when they're being tilted and when they're near one another. Sifteo will offer a number of games -- strategy, spatial, math, logic, for example -- when the games ship this fall. ($149)\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem>Did we miss any apps that you'd like to recommend? Leave us a note in the comments!\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>At the end of each month, we review some of our favorite educational apps that have been released or updated over the last 30 days. (Read all of our \u003ca href=\"http://ww2.kqed.org/mindshift/feature/educational-apps/\">Educational Apps series\u003c/a>.) Below you’ll find a mixture of iOS, Android, and Web-based apps.\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/new-educational-apps-of-the-month-5/motionmath1-1/\" rel=\"attachment wp-att-14935\">\u003cimg class=\"alignright size-full wp-image-14935\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/motionmath1-1.jpg\" alt=\"\" width=\"325\" height=\"244\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/08/motionmath1-1.jpg 325w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/motionmath1-1-320x240.jpg 320w\" sizes=\"(max-width: 325px) 100vw, 325px\">\u003c/a>\u003cstrong>MOTION MATH ZOOM \u003c/strong>We've covered the educational apps built by \u003ca href=\"http://motionmathgames.com/\">Motion Math\u003c/a> before here on \u003ca href=\"http://ww2.kqed.org/mindshift/tag/motion-math/\">MindShift\u003c/a>. The startup's first app is a fun, interactive game that teaches fractions. The company's latest app is called Motion Math Zoom (\u003ca href=\"http://itunes.apple.com/us/app/motion-math-zoom/id451793073?mt=8\">iTunes\u003c/a>) and continues to teach the concept of the number line, but this time addressing how decimals and place values work. (Free, iOS)\u003c/li>\n\u003cli>\u003cstrong>HISTORYPIN\u003c/strong>\u003ca href=\"http://historypin.com\">\u003cstrong>. \u003c/strong>HistoryPin\u003c/a> had its official launch \u003cstrong>\u003c/strong>earlier this summer, but August brought about the release of its iPhone app. The site and the app let you view the history of a particular location, by taking historical photos and pinning them, as the name suggests, to Google Maps. You can also contribute their own photos -- both present-day and family heritage photos -- to the site. (Free, Web/iOS/Android)\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>CODECADEMY\u003c/strong>. Want to learn how to program? A newly launched site called \u003ca href=\"http://www.codecademy.com/\">Codecademy\u003c/a> can help. The free site offers browser-based instruction in JavaScript. The site is incredibly easy to use. In fact, in lieu of an initial sign-up, the site prompts you to complete a task, one that starts the first lessons on using the command line. As you proceed with the lessons -- there are currently only eight of them -- you can earn points and badges. The startup \u003ca href=\"http://venturebeat.com/2011/08/26/codecademy/\">says\u003c/a> it plans to expand to offer more lessons and more content in the coming months. (Free, Web)\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>WINKEN, BLINKEN, AND NOD\u003c/strong>. Based on the well-known poem by 19th-century writer Eugene Fields, the Winken, Blinken and Nod app (\u003ca href=\"http://itunes.apple.com/us/app/winken-blinken-and-nod/id452411793?mt=8\">iTunes\u003c/a>) provides wonderful animations to go along with the nursery rhyme about the fishing journey into the sky. The interesting feature here is the app's use of voice recognition. The words of the poem light up as the app reacts to someone reading the story aloud, encouraging early readers to read along, not just interact with the touchscreen, with the story. ($1.99, iOS)\u003c!--more-->\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>HAROLD AND THE PURPLE CRAYON\u003c/strong>. More and more children's books are making their way to a digital format, and one of the best-loved books, Crockett Johnson's \u003cem>Harold and the Purple \u003c/em>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/new-educational-apps-of-the-month-5/harold1/\" rel=\"attachment wp-att-14936\">\u003cimg class=\"alignleft size-full wp-image-14936\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/harold1.jpg\" alt=\"\" width=\"325\" height=\"213\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/08/harold1.jpg 325w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/harold1-320x210.jpg 320w\" sizes=\"(max-width: 325px) 100vw, 325px\">\u003c/a>\u003cem>Crayon\u003c/em>, now joins them. Available for iOS (\u003ca href=\"http://itunes.apple.com/us/app/harold-and-the-purple-crayon/id450829541?mt=8\">iTunes\u003c/a>), the Harold and the Purple Crayon app lets readers control that magical purple crayon. The app allows readers to simply read the book, have it read aloud to them, or interactive with a variety of animations. ($6.99, iOS)\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>KIBIN\u003c/strong>. Editing services are a dime-a-dozen (although priced a lot higher than a dime). But the recently launched startup \u003ca href=\"http://kibin.com\">Kibin\u003c/a> is doing something different. Rather than hiring copy editors, projects and papers submitted to the site are proofread by community members. You get points for reading and editing others' work, which you can then use to get your own work edited. If you don't have time to edit others' work, you can pay for the service as well. The service is currently aimed at students, and while the readers don't fix the problems they find, they will leave comments and suggested edits for you. (Free, Web)\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>THE KIDS SHOULD SEE THIS\u003c/strong>. There's a ton of great content on the Web, but it's not always easy to find. \u003ca href=\"http://thekidshouldseethis.com/\">The Kids Should See This\u003c/a> provides exactly what it sounds like -- a curated site with recommended sites, videos and the like that kids should see. Content on the site is collected by \u003ca href=\"https://twitter.com/#!/riondotnu\">Rion Nakaya\u003c/a> and her three-year-old co-curator. (Free, Web)\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/new-educational-apps-of-the-month-5/sifteo/\" rel=\"attachment wp-att-14939\">\u003cimg class=\"alignright size-full wp-image-14939\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/Sifteo.jpg\" alt=\"\" width=\"325\" height=\"204\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/08/Sifteo.jpg 325w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/Sifteo-320x201.jpg 320w\" sizes=\"(max-width: 325px) 100vw, 325px\">\u003c/a>\u003cstrong>SIFTEO. \u003c/strong>Technically, it's not an app, but the \u003ca href=\"http://sifteo.com\">Sifteo\u003c/a> cubes (which \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/where-digital-and-physical-meet/\">we wrote about last year\u003c/a>) are now available for pre-order. The cubes were featured in a popular \u003ca href=\"http://www.youtube.com/watch?v=GeJ0jDF_mCA\">TED Talk\u003c/a>, in which co-founder David Merrill explained the startup's idea of physical play. The cubes are small and white, with 128 x 128 LCD screens on one side. The cubes also contain accelerometers and NFC (near field communications) sensors, so they can sense when they're being tilted and when they're near one another. Sifteo will offer a number of games -- strategy, spatial, math, logic, for example -- when the games ship this fall. ($149)\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem>Did we miss any apps that you'd like to recommend? Leave us a note in the comments!\u003c/em>\u003c/p>\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/pixelsrzen/6076884893/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-14922\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/6076884893_4307a19068-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Pixelsrzen\u003c/p>\n\u003c/div>\n\u003cp>In the digital age, kids need to have an understanding of what it means to be a responsible digital citizen. They need to learn the technical how-to's, as well as a more global comprehension of how to navigate the online world. To that end, Melbourne educator Jenny Luca made a commitment to help her students start blogging and to create ePortfolios. Here are six reasons why, at her school, these skills are now a high priority.\u003c/p>\n\u003ch5>By Jenny Luca\u003cstrong>\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cstrong>\u003c/strong>\u003cstrong>CREATING POSITIVE DIGITAL FOOTPRINTS\u003c/strong>. Kids need to start establishing a positive digital impression of themselves. Without question, it will be the norm for these students to be Googled when they begin to look for jobs -- even if it's part time. As young as they are, they need to cultivate their personal brand, and they can do this by posting about what they're involved in at school, learning in their classrooms, or other co-curricular activities they enjoy. We want our students to understand that they can control the message about themselves on the Web, and that they can point prospective employers, colleagues or university admissions officers\u003cstrong>.\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003caside class=\"pullquote alignleft\">\"As of August 6 my blog has had 533 visits worldwide. Amazing or what? WOW.”\u003c/aside>\n\u003cul>\n\u003cli>\u003cstrong>COMMUNICATING WITH DIGITAL TOOLS\u003c/strong>. We want our students to have a handle on how to use digital tools to communicate, and not just through networks like Facebook. Plenty of our students are Facebook users, but there is a higher order skill set required to maintain consistent posts on a blog. We’ve taught our students how to set up categories, add widgets, use the HTML editor to embed code, and how to tell the difference between a legitimate comment and a spammer. As our world moves ever closer towards the Internet as the main vehicle for communication, we feel that we are helping our students understand the language they will need to navigate this new territory.\u003cstrong>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>TRANSPARENCY FOR PARENTS AND FAMILY\u003c/strong>. Our curriculum is becoming more transparent to parents. As our students write more about what they're learning, we now have a means for their parents to feel more connected to what happens at school. Where once a child would write for an audience of one – the teacher – now they are writing for a potentially \u003c!--more-->much larger audience that includes their immediate and extended family. Students will not only have a digital archive of their learning, but will see comments from friends and family that they can revisit in years to come. Their access won’t be limited to the box of cherished school records and mementos relegated to the attic. For these kids, an Internet connection will enable them to revisit their childhood and adolescent school years.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>NEW WAYS OF THINKING ABOUT WEB TOOLS. \u003c/strong>We need a digital space to demonstrate new methods of learning how to use important Web tools. Already this year, our student ePortfolios have been used to embed Slideshare and Google Docs presentations, Glogsters, podcasts created with Garageband, Google MyMaps, Prezi, and links to Wiki pages they have edited for different subjects. Just having our students understand how to hyperlink to other people’s content, and the potential this opens for two-way conversation, has been eye-opening for them. These spaces have helped provide even more reasons for our teaching staff to use Web-based tools and teach themselves new skills in the process.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>EFFECTIVE DIGITAL CITIZENSHIP\u003c/strong>. By creating ePortfolios, or a digital collection of their work, our students learn how to conduct themselves in digital spaces in the context of their curriculum, not just in isolated lecture-style presentations that may strike a chord with some students, but miss the mark with others. When I talk to my seventh-grade students, they can clearly articulate why we're using these ePortfolios. It makes sense to them, and they know it is important for their future lives.\u003c/li>\n\u003cli>\u003cstrong>PRIDE IN THEIR WORK. \u003c/strong>For many of our students, their world view is changing as a result of posting in public spaces. Many of them have embedded \u003ca href=\"http://www.clustrmaps.com/\">clustr\u003c/a> maps into their sidebars, and they can see where people are visiting from. Recently, \u003ca href=\"http://blogs.toorakcollege.vic.edu.au/josephined1/\">one of our students\u003c/a> posted about the effect this global audience has had on her\u003cem>: “Okay- so is this is amazing.\u003c/em>\u003cem> I’ve used this blog since March 30th and so far it’s been a great resource and an amazing display of some of my work this year. It hasn’t just been my teachers, my classmates, my family and I that have looked at it -- as of August 6 my blog has had 533 visits worldwide.\u003c/em>\u003cem> Amazing or what? WOW.”\u003c/em>\u003c/li>\n\u003c/ul>\n\u003cp>Wow indeed.\u003c/p>\n\u003ch5> \u003cem>Jenny Luca contributes to PLP’s group blog \u003c/em>\u003ca href=\"http://plpnetwork.com/2011/06/24/learning-like-a-hurricane/\">\u003cem>Voices from the Learning Revolution\u003c/em>\u003c/a>\u003cem>. \u003c/em>\u003c/h5>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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We want our students to understand that they can control the message about themselves on the Web, and that they can point prospective employers, colleagues or university admissions officers\u003cstrong>.\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003caside class=\"pullquote alignleft\">\"As of August 6 my blog has had 533 visits worldwide. Amazing or what? WOW.”\u003c/aside>\n\u003cul>\n\u003cli>\u003cstrong>COMMUNICATING WITH DIGITAL TOOLS\u003c/strong>. We want our students to have a handle on how to use digital tools to communicate, and not just through networks like Facebook. Plenty of our students are Facebook users, but there is a higher order skill set required to maintain consistent posts on a blog. We’ve taught our students how to set up categories, add widgets, use the HTML editor to embed code, and how to tell the difference between a legitimate comment and a spammer. As our world moves ever closer towards the Internet as the main vehicle for communication, we feel that we are helping our students understand the language they will need to navigate this new territory.\u003cstrong>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>TRANSPARENCY FOR PARENTS AND FAMILY\u003c/strong>. Our curriculum is becoming more transparent to parents. As our students write more about what they're learning, we now have a means for their parents to feel more connected to what happens at school. Where once a child would write for an audience of one – the teacher – now they are writing for a potentially \u003c!--more-->much larger audience that includes their immediate and extended family. Students will not only have a digital archive of their learning, but will see comments from friends and family that they can revisit in years to come. Their access won’t be limited to the box of cherished school records and mementos relegated to the attic. For these kids, an Internet connection will enable them to revisit their childhood and adolescent school years.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>NEW WAYS OF THINKING ABOUT WEB TOOLS. \u003c/strong>We need a digital space to demonstrate new methods of learning how to use important Web tools. Already this year, our student ePortfolios have been used to embed Slideshare and Google Docs presentations, Glogsters, podcasts created with Garageband, Google MyMaps, Prezi, and links to Wiki pages they have edited for different subjects. Just having our students understand how to hyperlink to other people’s content, and the potential this opens for two-way conversation, has been eye-opening for them. These spaces have helped provide even more reasons for our teaching staff to use Web-based tools and teach themselves new skills in the process.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>EFFECTIVE DIGITAL CITIZENSHIP\u003c/strong>. By creating ePortfolios, or a digital collection of their work, our students learn how to conduct themselves in digital spaces in the context of their curriculum, not just in isolated lecture-style presentations that may strike a chord with some students, but miss the mark with others. When I talk to my seventh-grade students, they can clearly articulate why we're using these ePortfolios. It makes sense to them, and they know it is important for their future lives.\u003c/li>\n\u003cli>\u003cstrong>PRIDE IN THEIR WORK. \u003c/strong>For many of our students, their world view is changing as a result of posting in public spaces. Many of them have embedded \u003ca href=\"http://www.clustrmaps.com/\">clustr\u003c/a> maps into their sidebars, and they can see where people are visiting from. Recently, \u003ca href=\"http://blogs.toorakcollege.vic.edu.au/josephined1/\">one of our students\u003c/a> posted about the effect this global audience has had on her\u003cem>: “Okay- so is this is amazing.\u003c/em>\u003cem> I’ve used this blog since March 30th and so far it’s been a great resource and an amazing display of some of my work this year. It hasn’t just been my teachers, my classmates, my family and I that have looked at it -- as of August 6 my blog has had 533 visits worldwide.\u003c/em>\u003cem> Amazing or what? WOW.”\u003c/em>\u003c/li>\n\u003c/ul>\n\u003cp>Wow indeed.\u003c/p>\n\u003ch5> \u003cem>Jenny Luca contributes to PLP’s group blog \u003c/em>\u003ca href=\"http://plpnetwork.com/2011/06/24/learning-like-a-hurricane/\">\u003cem>Voices from the Learning Revolution\u003c/em>\u003c/a>\u003cem>. \u003c/em>\u003c/h5>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_14888\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-14888\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/1-300x211.jpg\" alt=\"\" width=\"300\" height=\"211\">\u003cfigcaption class=\"wp-caption-text\">A scene from the transmedia storytelling site Inanimate Alice\u003c/figcaption>\u003c/figure>\n\u003ch5>By Laura Fleming and John Connell\u003c/h5>\n\u003cp>Until just a few years ago, stories we were told mostly through a single medium – it might be a book, a movie, a radio program, a cartoon.\u003c/p>\n\u003cp>Today, we can tell stories across a wide variety of media, all at the same time. That's the premise behind the term \"transmedia.\"\u003c/p>\n\u003cp>Transmedia is a new way of thinking about how stories are told: creating and consuming stories simultaneously through text, images, the spoken word, music, video, animation. We can even bring computer games into our stories, allowing the reader to solve puzzles or choose alternative routes through the tale. Rather than just retelling the story, the different media help to extend the story. At the same time, today’s ever-expanding social networks are creating opportunities for us to interact with a story, and this, combined with all the digital tools at our disposal, enable us to play our own part in deciding how a story unfolds.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Through embedded puzzles and games, \u003cem>Inanimate Alice\u003c/em> makes the reader a direct participant in telling the story.\u003c/p>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>Take\u003ca href=\"http://www.inanimatealice.com\">\u003cem> Inanimate Alice\u003c/em>\u003c/a>, for example. Created as digital text, the transmedia story allows learners, fourth grade and up, to interact with the central character, Alice, and to help her advance her story. Text, audio, video, special effects and gaming are all used to deliver the narrative in a compelling way. \u003cem>Inanimate Alice\u003c/em> one of five resources in the \u003ca href=\"http://digitalis.nwp.org/collection/reading-and-writing-transmedia\">National Writing Project's \"Digital Is\" website,\u003c/a> which is a repository of ideas about how educators use transmedia to teach writing.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>With \u003cem>Inanimate Alice\u003c/em>, the complexity and interactivity increases with each episode, directly correlating with Alice’s personal growth as the games designer she is set to become. Through embedded puzzles and games, \u003cem>Inanimate Alice\u003c/em> makes the reader a direct participant in telling the story. Kids connect intimately with the story as they walk in the shoes of the main character.\u003c!--more-->\u003c/p>\n\u003cp>Though the website is pretty self-explanatory, educators can download the iTeach education resource pack, which is supported with lessons. Alice’s community includes a Facebook presence, where parents and teachers can share their success stories, ask questions, and find opportunities for collaboration. A number of interactive hands-on whiteboard lessons are also available.\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://edtechinsight.blogspot.com/\">Laura Fleming\u003c/a> is a media specialist and a teacher. \u003ca href=\"http://www.johnconnell.co.uk/blog/?page_id=103\">John Connell\u003c/a> is an education strategist and business development manager for Cisco.\u003c/em>\u003c/h5>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>With \u003cem>Inanimate Alice\u003c/em>, the complexity and interactivity increases with each episode, directly correlating with Alice’s personal growth as the games designer she is set to become. Through embedded puzzles and games, \u003cem>Inanimate Alice\u003c/em> makes the reader a direct participant in telling the story. Kids connect intimately with the story as they walk in the shoes of the main character.\u003c!--more-->\u003c/p>\n\u003cp>Though the website is pretty self-explanatory, educators can download the iTeach education resource pack, which is supported with lessons. Alice’s community includes a Facebook presence, where parents and teachers can share their success stories, ask questions, and find opportunities for collaboration. A number of interactive hands-on whiteboard lessons are also available.\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://edtechinsight.blogspot.com/\">Laura Fleming\u003c/a> is a media specialist and a teacher. \u003ca href=\"http://www.johnconnell.co.uk/blog/?page_id=103\">John Connell\u003c/a> is an education strategist and business development manager for Cisco.\u003c/em>\u003c/h5>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_14856\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-14856\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/coputer-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003cfigcaption class=\"wp-caption-text\">Parents are unfamiliar with new school scenarios like this fifth-grade class in Los Altos, Calif., which integrates online lessons into class time.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>by Marsha Ratzel\u003c/strong>\u003c/p>\n\u003cp>It's Back to School Night at our middle school, and as I finish my five-minute overview for parents about what their kids will learn in in my math and science classes this year, I can see the questions start bubbling up.\u003c/p>\n\u003cp>Their faces say it all. Since their kids were in kindergarten, they’ve been through half a dozen rounds of homework assignments, projects, and solving the logistics of getting things to and from school. But these parents haven’t had much experience with teaching practices that weren’t in use when they went to school. They’re concerned.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Parents' concerns revolve around safety and privacy when using Web sites in the class -- issues that seldom come up when we're just working on paper or reading out of textbooks.\u003c/aside>\n\u003cp>If I don’t handle the questions properly, the fear factor will take over and those concerns will turn into objections. My job is to paint a picture of what goes on in my classroom. I need to be both clear and reassuring about how I'll use my teacher expertise to teach the content and meet the particular learning needs of their kids.\u003c/p>\n\u003cp>\u003cstrong>PREPARING PARENTS FOR THE INTERNET\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I've dealt with this kind of trepidation before, when we introduced a new math curriculum that emphasized word problems and conceptual learning, which replaced the teach-drill-test approach that most adults with school-aged kids remembered. When I began to change my teaching to capitalize on the Internet and address important skills like collaborating online, I realized that I would once again need to engage parents, provide a sound rationale, and work through the fear factor.\u003c!--more-->\u003c/p>\n\u003cp>Sometimes teachers believe parents are overly concerned about our uses of technology, but I don’t think that’s true. I’ve learned that \u003cem>anything\u003c/em> new — whether it is a new curriculum, new support materials or a new kind of instructional strategy — is going to generate parent questions.\u003c/p>\n\u003cp>Still, when it came to the Internet, most parents didn’t use much technology in school so they don’t have a context for understanding how technology and Web-based instructional tools fit into teaching and learning. That's not too difficult to address. But many parents \u003cem>are\u003c/em> extra concerned about safety and privacy -- issues that seldom come up when we're just working on paper or reading out of textbooks. Parents want assurances that their child is safe. And who can blame them?\u003c/p>\n\u003cp>Now my Back to School Nights include a big chunk of time devoted to explaining how we use new instructional technology, some of which is based on Web 2.0 ideas. We talk about blogs, Wikis, VoiceThread, Google Docs, Diigo and more. In addition to the parent presentation, I link to examples of how these tools have been used by other students in recent years on my website. This helps parents imagine what will happen.\u003c/p>\n\u003cp>I also send home a letter that gives an overview of each tool students will use, including hyperlinks to the websites and screenshots that show how we’ll be using the tool. I even invite parents to take part in some of my lesson designing. It's another way to help them see how we're using the Internet to accelerate learning. And students get a chance to show off their growing skills by with homework assignments that require them to “teach a web tool to your parent.”\u003c/p>\n\u003cp>At the Back to School Night, one of the biggest questions is, “How can I help my student? I don’t know how to use this Web program myself.”\u003c/p>\n\u003cp>Great question! Last year, I started to migrate our classroom reading program in science to an online book club (\u003ca href=\"http://www.goodreads.com/\">Goodreads\u003c/a>) and parents had lots of questions. I told them about other teachers’ experiences who had used this free Web service and about how the local library had just finished their summer reading program using Goodreads. I think it reassures parents when you can show that you’ve been out there doing some action research and investigating the best ways to use the Web -- and that safety is always a top priority.\u003c/p>\n\u003cp>\u003cstrong>LETTING PARENTS OPT OUT\u003c/strong>\u003c/p>\n\u003cp>Whenever possible, I also think it’s important to allow parents to opt out their child. When parents choose this option, I typically ask them whether they’d be willing to revisit the decision in a month or so, when the experiences of other students can be taken into account. Sometimes that’s all it takes to overcome initial fears. Parents hear how it works, and they're welcome to come and observe. Most decide after a few weeks to let their student join in.\u003c/p>\n\u003cp>In the case of our Goodreads online book club, I suggested that anyone with concerns create a family reading account at the site where they could participate in reading student book reviews and commenting alongside their child. Parents were able to witness first-hand the process of posting, who their student encountered online, and the kinds of conversations that took place.\u003c/p>\n\u003cp>Parental fears spring from caring and concern. As teachers, we need to respond to those fears proactively and with respect. When we do, things usually work out. It’s not my place to unilaterally dictate anything. Philosophically, I believe it’s my place to use my teacher expertise to design the most engaging, learning-packed lessons I can and to use new innovations when they make learning sense. The back-and-forth dialog with parents only improves my understanding of what I’m doing in the classroom. It gives me the chance to see my work from another, very important perspective.\u003c/p>\n\u003cp>Embracing the questions – anticipating the questions – flooding the home/school communications channel with continuous information – trying to establish a two-way exchange whenever possible: these are the ways to help parents learn to trust us in our teaching role and to encourage them to learn about new tools and technologies alongside their students.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Marsha Ratzel is a National Board-certified teacher in the Blue Valley School District in Kansas, where she teaches middle school math, science, and sometimes social studies. Ratzel is also a consultant for Powerful Learning Practice LLC and contributes to PLP's group blog \u003c/em>\u003ca href=\"http://plpnetwork.com/2011/06/24/learning-like-a-hurricane/\">\u003cem>Voices from the Learning Revolution\u003c/em>\u003c/a>\u003cem>. She also writes frequently about her teaching practice at her personal blog \u003c/em>\u003ca href=\"http://teachingtechie.typepad.com/\">\u003cem>Reflections of a Techie\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I've dealt with this kind of trepidation before, when we introduced a new math curriculum that emphasized word problems and conceptual learning, which replaced the teach-drill-test approach that most adults with school-aged kids remembered. When I began to change my teaching to capitalize on the Internet and address important skills like collaborating online, I realized that I would once again need to engage parents, provide a sound rationale, and work through the fear factor.\u003c!--more-->\u003c/p>\n\u003cp>Sometimes teachers believe parents are overly concerned about our uses of technology, but I don’t think that’s true. I’ve learned that \u003cem>anything\u003c/em> new — whether it is a new curriculum, new support materials or a new kind of instructional strategy — is going to generate parent questions.\u003c/p>\n\u003cp>Still, when it came to the Internet, most parents didn’t use much technology in school so they don’t have a context for understanding how technology and Web-based instructional tools fit into teaching and learning. That's not too difficult to address. But many parents \u003cem>are\u003c/em> extra concerned about safety and privacy -- issues that seldom come up when we're just working on paper or reading out of textbooks. Parents want assurances that their child is safe. And who can blame them?\u003c/p>\n\u003cp>Now my Back to School Nights include a big chunk of time devoted to explaining how we use new instructional technology, some of which is based on Web 2.0 ideas. We talk about blogs, Wikis, VoiceThread, Google Docs, Diigo and more. 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"disqusTitle": "Back to School with Google Chromebooks",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/back-to-school-with-google-chromebooks/chromebook1-2/\" rel=\"attachment wp-att-14806\">\u003cimg class=\"alignleft size-full wp-image-14806\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/chromebook11.jpg\" alt=\"\" width=\"250\" height=\"191\">\u003c/a>Yesterday was the first day of school for \u003ca href=\"http://www.graceoshkoshwels.net/\">Grace Lutheran School\u003c/a> in Oshkosh, Wisconsin. Among the various tasks that the students had to accomplish today were establishing their \u003ca href=\"http://www.google.com/apps/intl/en/edu/\">Google accounts\u003c/a> and setting up their new Chromebooks. There's already a certain excitement that comes with a new school year, but according to principal Peter Iles, the students' reaction to the Chromebooks was \"pretty magical.\" Several told him it was their favorite part of the day and the thing they were most looking forward to using for the rest of the academic year. That's a ringing endorsement for Google's new venture into hardware, sure, but it's also a great attitude to start the school year.\u003c/p>\n\u003cp>Grace Lutheran is one of many schools that is taking advantage of the new \u003ca href=\"http://www.google.com/chromebook/business-education.html\">Chromebooks for Education\u003c/a> program, announced earlier this summer at \u003ca href=\"http://www.google.com/events/io/2011/\">Google I/O\u003c/a>. For \u003ca href=\"http://www.readwriteweb.com/archives/will_chromebooks_for_education_be_a_good_deal_for.php\">$20 per month\u003c/a> per device, schools can rent the netbook-like, Web-only devices. There have been lots of \u003ca href=\"http://www.readwriteweb.com/archives/the_chromebook_ready_for_the_web_not_ready_to_repl.php\">criticisms\u003c/a> of the Chromebooks from tech bloggers -- they are underpowered computers for the price. But according to Iles, Chromebooks were the logical choice for his school.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Critics of Chromebooks have claimed that the Web just isn't ready for people to rely solely on cloud-based apps, but some schools are proving otherwise.\u003c/aside>\n\u003cp>The Grace Lutheran computer lab was woefully out-of-date. The machines were six or seven years old. To refresh the lab with new desktop computers would have cost around $35,000, not including all the software and licensing. To replace the old desktops with laptops would have cost about $15,000, again plus software costs, according to Iles. Instead, he opted to go with the Chromebooks -- 20 of them will run his school about $14,000. But as the Chromebooks are rented, not purchased, that's a monthly bill, and Iles said that it was far easier for the school to handle a small monthly payment than come up with a big chunk of money at once.\u003c!--more-->\u003c/p>\n\u003cp>And just as importantly, perhaps, the Chromebooks were easier for Iles to administer and support. He's the principal, the seventh and eighth grade teacher, \u003cem>and\u003c/em> the school's head of technology. He describes himself as \"pretty computer savvy,\" but he confesses he just couldn't maintain a server environment. With Chromebooks plus Google Apps for Education, he doesn't have to.\u003c/p>\n\u003cp>In contrast, the staff at \u003ca href=\"http://www.fessenden.org/podium/default.aspx?t=128188\">The Fessenden School\u003c/a> in West Newton, Massachusetts operate with a bigger budget and their school's new Chromebooks will supplement rather than replace exisiting Macbooks and desktops. But the argument for the ease-of-use on the end of IT administration is the same: with Chromebooks, as with Google Apps for Education, there's no need to handle software and OS updates on each individual machine. There's no need to run a server on the premises.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The focus instead can be on using the computers for teaching and for learning. Indeed, the conversations I had with Chromebooks users today quickly became about Google Apps for Education and for the collaboration that the productivity suite enables for teachers and students.\u003c/p>\n\u003cp>\u003cstrong>THE FUTURE OF EDUCATION IS ON THE WEB\u003c/strong>\u003c/p>\n\u003cp>Some critics of Chromebooks have claimed that the Web just isn't ready for people to rely solely on cloud-based apps, the schools I spoke to today disagreed. Some of the teachers at The Fessenden School might not be ready, Curt Paine, the school's director of technology joked, but the students definitely are. And so are the Web apps. \"The Web is already where we go for great educational content,\" says Paine, and the apps -- both Google Apps for Education and others -- are getting \"more and more powerful.\"\u003c/p>\n\u003cp>There are things that Chromebooks can't do, of course. The schools say they are eager for Google to implement offline Apps, as it's promised to do by summer's end. They said that high-end video and photo editing desktop software is still superior to Web-based versions. The Chromebooks don't work with The Fessenden School's interactive whiteboards, and the USB interface isn't adequate for uploading things like photos.\u003c/p>\n\u003cp>But these drawbacks are all minor, the educators I spoke with today said, compared to the benefits that the Chromebooks would afford their schools: ease-of-use for students and staff, administrative controls to restrict what students can download in terms of extensions and apps, storage in and reliance on the cloud. The cloud, says Paine, is clearly \"the way we want to go.\" It's the future for software and for schools, the educators I talked to today all insisted.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Pointing to the older model of desktop computing -- the IT administration that came with it and the lack of customer support from other computer vendors, Grace Lutheran principal Iles says, \"I don't ever want to go back.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/back-to-school-with-google-chromebooks/chromebook1-2/\" rel=\"attachment wp-att-14806\">\u003cimg class=\"alignleft size-full wp-image-14806\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/chromebook11.jpg\" alt=\"\" width=\"250\" height=\"191\">\u003c/a>Yesterday was the first day of school for \u003ca href=\"http://www.graceoshkoshwels.net/\">Grace Lutheran School\u003c/a> in Oshkosh, Wisconsin. Among the various tasks that the students had to accomplish today were establishing their \u003ca href=\"http://www.google.com/apps/intl/en/edu/\">Google accounts\u003c/a> and setting up their new Chromebooks. There's already a certain excitement that comes with a new school year, but according to principal Peter Iles, the students' reaction to the Chromebooks was \"pretty magical.\" Several told him it was their favorite part of the day and the thing they were most looking forward to using for the rest of the academic year. That's a ringing endorsement for Google's new venture into hardware, sure, but it's also a great attitude to start the school year.\u003c/p>\n\u003cp>Grace Lutheran is one of many schools that is taking advantage of the new \u003ca href=\"http://www.google.com/chromebook/business-education.html\">Chromebooks for Education\u003c/a> program, announced earlier this summer at \u003ca href=\"http://www.google.com/events/io/2011/\">Google I/O\u003c/a>. For \u003ca href=\"http://www.readwriteweb.com/archives/will_chromebooks_for_education_be_a_good_deal_for.php\">$20 per month\u003c/a> per device, schools can rent the netbook-like, Web-only devices. There have been lots of \u003ca href=\"http://www.readwriteweb.com/archives/the_chromebook_ready_for_the_web_not_ready_to_repl.php\">criticisms\u003c/a> of the Chromebooks from tech bloggers -- they are underpowered computers for the price. But according to Iles, Chromebooks were the logical choice for his school.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Critics of Chromebooks have claimed that the Web just isn't ready for people to rely solely on cloud-based apps, but some schools are proving otherwise.\u003c/aside>\n\u003cp>The Grace Lutheran computer lab was woefully out-of-date. The machines were six or seven years old. To refresh the lab with new desktop computers would have cost around $35,000, not including all the software and licensing. To replace the old desktops with laptops would have cost about $15,000, again plus software costs, according to Iles. Instead, he opted to go with the Chromebooks -- 20 of them will run his school about $14,000. But as the Chromebooks are rented, not purchased, that's a monthly bill, and Iles said that it was far easier for the school to handle a small monthly payment than come up with a big chunk of money at once.\u003c!--more-->\u003c/p>\n\u003cp>And just as importantly, perhaps, the Chromebooks were easier for Iles to administer and support. He's the principal, the seventh and eighth grade teacher, \u003cem>and\u003c/em> the school's head of technology. He describes himself as \"pretty computer savvy,\" but he confesses he just couldn't maintain a server environment. With Chromebooks plus Google Apps for Education, he doesn't have to.\u003c/p>\n\u003cp>In contrast, the staff at \u003ca href=\"http://www.fessenden.org/podium/default.aspx?t=128188\">The Fessenden School\u003c/a> in West Newton, Massachusetts operate with a bigger budget and their school's new Chromebooks will supplement rather than replace exisiting Macbooks and desktops. But the argument for the ease-of-use on the end of IT administration is the same: with Chromebooks, as with Google Apps for Education, there's no need to handle software and OS updates on each individual machine. There's no need to run a server on the premises.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The focus instead can be on using the computers for teaching and for learning. Indeed, the conversations I had with Chromebooks users today quickly became about Google Apps for Education and for the collaboration that the productivity suite enables for teachers and students.\u003c/p>\n\u003cp>\u003cstrong>THE FUTURE OF EDUCATION IS ON THE WEB\u003c/strong>\u003c/p>\n\u003cp>Some critics of Chromebooks have claimed that the Web just isn't ready for people to rely solely on cloud-based apps, the schools I spoke to today disagreed. Some of the teachers at The Fessenden School might not be ready, Curt Paine, the school's director of technology joked, but the students definitely are. And so are the Web apps. \"The Web is already where we go for great educational content,\" says Paine, and the apps -- both Google Apps for Education and others -- are getting \"more and more powerful.\"\u003c/p>\n\u003cp>There are things that Chromebooks can't do, of course. The schools say they are eager for Google to implement offline Apps, as it's promised to do by summer's end. They said that high-end video and photo editing desktop software is still superior to Web-based versions. The Chromebooks don't work with The Fessenden School's interactive whiteboards, and the USB interface isn't adequate for uploading things like photos.\u003c/p>\n\u003cp>But these drawbacks are all minor, the educators I spoke with today said, compared to the benefits that the Chromebooks would afford their schools: ease-of-use for students and staff, administrative controls to restrict what students can download in terms of extensions and apps, storage in and reliance on the cloud. The cloud, says Paine, is clearly \"the way we want to go.\" It's the future for software and for schools, the educators I talked to today all insisted.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Pointing to the older model of desktop computing -- the IT administration that came with it and the lack of customer support from other computer vendors, Grace Lutheran principal Iles says, \"I don't ever want to go back.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Class, Turn On Your Cell Phones: It's Time to Text",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-14817\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/87549956-300x193.jpg\" alt=\"\" width=\"300\" height=\"193\">\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp>As we \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/to-ban-or-not-to-ban-schools-must-decide-cell-phone-policies/\">noted earlier this week\u003c/a>, cell phones are in the hands of the vast majority of adults and whether schools like it or not, they're in the hands of most students. While many schools still see cellphones as a distraction rather than as an educational tool, it's hard to deny that these devices are quickly becoming the primary means by which we communicate, in or out of schools.\u003c/p>\n\u003cp>For most teens, it's not the \"phone\" part of a cellphone that they use most. Rather it's text-messaging. A \u003ca href=\"http://pewresearch.org/pubs/1572/teens-cell-phones-text-messages\">Pew survey\u003c/a> from last summer found that one in three teens sends more than 100 text messages a day -- more than 3,000 messages per month. Statistics like this point to all sorts of possibilities for educational opportunities around texting, particularly if you want to tap into the tools that they're already using.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Classrooms can use the service to take quick polls and quizzes, filter messages, get news updates, take notes, and organize group study -- all in real time.\u003c/p>\n\u003c/aside>\n\u003cp>But text-messaging has other benefits as well. Unlike apps that are only available on certain smartphones or mobile websites that are only accessible on Internet-enabled devices, text-messaging is widely available. This makes it an important and accessible communication tool, one that can meet the needs of schools and communities.\u003c/p>\n\u003cp>Meeting that need is the goal of \u003ca href=\"http://cel.ly\">Celly, \u003c/a>a startup out of Portland, Oregon. A simple description of the new company: Celly offers SMS-based group messaging. Anyone can create or join a group by visiting the website or by sending a text to C-E-L-L-Y (2-3-5-5-9). And it's free to use (not counting what phone companies charge for messaging).\u003c/p>\n\u003cp>Classrooms can use the service to take quick polls and quizzes, filter messages, get news updates, take notes, and organize group study -- all in real time.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Though it might seem like a simple premise, Celly's messaging tool is actually quite multi-faceted, and the founding team -- Russell Okamoto and Greg Passmore -- aim to \u003ca href=\"http://cel.ly/forschools\">make it work for schools \u003c/a>and civic organizations.\u003c/p>\n\u003cp>In the school setting, specifically, considering the privacy and safety issues that arise around any social network, particularly a network used by teachers and students, is a top priority. Messaging via Celly happens without sharing phone numbers, for example, and there are a number of controls that allow group administrators to approve or kick people. Groups -- or as Celly calls them \"cells\" -- all have unique names and can be private or public, the latter being indexed by search engines. The cells can be configured to be open, allowing anyone to send messages; they can be moderated, so that the administrator must approve each message; or they can be alert-only, so that only the cell's administrator can message group members.\u003c/p>\n\u003cp>Messages can be accessed via cellphones (obviously), but also via the Web. Celly also has a polling feature, so that cellphones can be used in lieu of devices like \"clickers\" to poll and quiz students in class. Celly also gives users the ability to @-message themselves for quick note-taking. And with no limits on the number of people that can join a cell, small groups can use it for study groups, classes can use it for discussions, and entire schools can use it for messaging.\u003c/p>\n\u003cp>Cells can also be set up with \"receptors,\" allowing them to track any Web feed and filter messages based on certain hashtags or locations. This means that the cells can be used to organize and aggregate content, and as cells can be connected -- via these receptors -- to other cells, it could be a way for grades, schools, districts, for example, to automate information flow. A classroom's cell could get updates when a certain blog was updated, for example, or an administrator's cell could get updates summarizing activity from all the various cells and groups.\u003c/p>\n\u003cp>In other words, Celly can be used to send messages home from school -- reminders about homework assignments, for example -- but it can also be used to monitor local and relevant news and information -- all in real-time, all sent to users' cellphones.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Celly is developing Android and iPhone apps, but it's working to make sure that its tool is available to anyone, whether or not they can afford a smartphone. The startup also wants to meet the needs of its users first. Beta testers include a number of Portland area high school teachers, as well as the city's Gang Violence Task Force.\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-14817\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/87549956-300x193.jpg\" alt=\"\" width=\"300\" height=\"193\">\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp>As we \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/to-ban-or-not-to-ban-schools-must-decide-cell-phone-policies/\">noted earlier this week\u003c/a>, cell phones are in the hands of the vast majority of adults and whether schools like it or not, they're in the hands of most students. While many schools still see cellphones as a distraction rather than as an educational tool, it's hard to deny that these devices are quickly becoming the primary means by which we communicate, in or out of schools.\u003c/p>\n\u003cp>For most teens, it's not the \"phone\" part of a cellphone that they use most. Rather it's text-messaging. A \u003ca href=\"http://pewresearch.org/pubs/1572/teens-cell-phones-text-messages\">Pew survey\u003c/a> from last summer found that one in three teens sends more than 100 text messages a day -- more than 3,000 messages per month. Statistics like this point to all sorts of possibilities for educational opportunities around texting, particularly if you want to tap into the tools that they're already using.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Classrooms can use the service to take quick polls and quizzes, filter messages, get news updates, take notes, and organize group study -- all in real time.\u003c/p>\n\u003c/aside>\n\u003cp>But text-messaging has other benefits as well. Unlike apps that are only available on certain smartphones or mobile websites that are only accessible on Internet-enabled devices, text-messaging is widely available. This makes it an important and accessible communication tool, one that can meet the needs of schools and communities.\u003c/p>\n\u003cp>Meeting that need is the goal of \u003ca href=\"http://cel.ly\">Celly, \u003c/a>a startup out of Portland, Oregon. A simple description of the new company: Celly offers SMS-based group messaging. Anyone can create or join a group by visiting the website or by sending a text to C-E-L-L-Y (2-3-5-5-9). And it's free to use (not counting what phone companies charge for messaging).\u003c/p>\n\u003cp>Classrooms can use the service to take quick polls and quizzes, filter messages, get news updates, take notes, and organize group study -- all in real time.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Though it might seem like a simple premise, Celly's messaging tool is actually quite multi-faceted, and the founding team -- Russell Okamoto and Greg Passmore -- aim to \u003ca href=\"http://cel.ly/forschools\">make it work for schools \u003c/a>and civic organizations.\u003c/p>\n\u003cp>In the school setting, specifically, considering the privacy and safety issues that arise around any social network, particularly a network used by teachers and students, is a top priority. Messaging via Celly happens without sharing phone numbers, for example, and there are a number of controls that allow group administrators to approve or kick people. Groups -- or as Celly calls them \"cells\" -- all have unique names and can be private or public, the latter being indexed by search engines. The cells can be configured to be open, allowing anyone to send messages; they can be moderated, so that the administrator must approve each message; or they can be alert-only, so that only the cell's administrator can message group members.\u003c/p>\n\u003cp>Messages can be accessed via cellphones (obviously), but also via the Web. Celly also has a polling feature, so that cellphones can be used in lieu of devices like \"clickers\" to poll and quiz students in class. Celly also gives users the ability to @-message themselves for quick note-taking. And with no limits on the number of people that can join a cell, small groups can use it for study groups, classes can use it for discussions, and entire schools can use it for messaging.\u003c/p>\n\u003cp>Cells can also be set up with \"receptors,\" allowing them to track any Web feed and filter messages based on certain hashtags or locations. This means that the cells can be used to organize and aggregate content, and as cells can be connected -- via these receptors -- to other cells, it could be a way for grades, schools, districts, for example, to automate information flow. A classroom's cell could get updates when a certain blog was updated, for example, or an administrator's cell could get updates summarizing activity from all the various cells and groups.\u003c/p>\n\u003cp>In other words, Celly can be used to send messages home from school -- reminders about homework assignments, for example -- but it can also be used to monitor local and relevant news and information -- all in real-time, all sent to users' cellphones.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Celly is developing Android and iPhone apps, but it's working to make sure that its tool is available to anyone, whether or not they can afford a smartphone. The startup also wants to meet the needs of its users first. Beta testers include a number of Portland area high school teachers, as well as the city's Gang Violence Task Force.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Which Rules Are Worth Circumventing?",
"title": "Which Rules Are Worth Circumventing?",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/barkbud/4803596914/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-14795\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/4803596914_5c299f6af11-300x245.jpg\" alt=\"\" width=\"300\" height=\"245\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Bark\u003c/p>\n\u003c/div>\n\u003cp>Rules are important in any civilized society. Without them, chaos would ensue. But some rules are worth questioning, especially when the consequences negate their very purpose.\u003c/p>\n\u003cp>Teachers are grappling with how to address regulations they consider unnecessary at best and harmful at worst. There's no question that helpful guidelines can and should be put in place surrounding all of these issues, considering the privacy of both teachers and students. It's the outright banning that seems extreme, especially when many of these examples can be used in rich, educational contexts. The metaphor of throwing the baby out with the bathwater is most apropos in these scenarios.\u003c/p>\n\u003cul>\n\u003cul>\n\u003cli>\u003cstrong>FACEBOOK\u003c/strong>. As we've been hearing for the past few weeks, Missouri \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/questioning-facebook-in-school/\">has banned teachers\u003c/a> from using Facebook (and other social media) to communicate with students. A couple of days ago, \u003ca href=\"http://www.wired.com/threatlevel/2011/08/online-student-teacher-communications/\">Wired reported that\u003c/a> \"a union representing 44,000 Missouri public school teachers is challenging a state law that dramatically restricts their online speech with current and former students. The lawsuit targets the legislation as a First Amendment breach.\" Meanwhile, in many cases, teachers have found \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/50-reasons-to-invite-facebook-into-your-classroom/\">lots of ways to use Facebook in the classroom\u003c/a>.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>TWITTER. \u003c/strong>Teachers are\u003ca href=\"http://oldnortheast.patch.com/articles/teachers-banned-from-using-facebook-or-twitter-with-students\"> banned from using Twitter \u003c/a>in schools in Pinellas County, Florida. “I don’t know what information is being transmitted,” said school board attorney Jim Robinson of private communication with students in a \u003ca href=\"http://oldnortheast.patch.com/articles/teachers-banned-from-using-facebook-or-twitter-with-students\">Patch.com article\u003c/a>. But couldn't that be said of any kind of communication, including simple conversation? An article in the \u003ca href=\"http://www.guardian.co.uk/education/2009/jun/10/teacher-banned-twitter\">U.K.'s Guardian\u003c/a> reports that teachers have been banned from using Twitter after one teacher's controversial public post. In response, a teacher wrote: \"Wouldn't you love to live in a place where public workers aren't allowed to express personal opinion? You now have the choice of China or Argyll, it seems.\" Meanwhile, teachers continue to find \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/28-creative-ideas-for-teaching-with-twitter/\">creative ways for using Twitter in school.\u003c!--more-->\u003c/a>\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>CELL PHONES FOR TEACHERS.\u003c/strong> We've\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/to-ban-or-not-to-ban-schools-must-decide-cell-phone-policies/#comments\"> written about cell phone bans \u003c/a>and heard from a number of educators who express their frustrations as their individual schools try to figure out how or whether to allow students to use them. But it turns out that some schools are also banning teachers from using their own mobile phones. On\u003ca href=\"http://blogs.scholastic.com/practical_leadership/2010/08/career-questions-cellphones-for-teachers.html\"> Scholastic's Practical Leadership blog, \u003c/a>a teacher wrote in to say that \"to 'set a good example,' our principal has decided that teachers shouldn’t use [cell phones] either.\u003c/li>\n\u003c/ul>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>YOUTUBE, SKYPE, NATIONAL GEOGRAPHIC, AND MANY OTHER WEBSITES. \u003c/strong>Schools unilaterally block a long list of sites (read \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">Eight Surprising Websites Schools Can't Access\u003c/a>\") under the guise of different federal laws that are meant to protect kids. But even the Department of Education's Karen Cator counters with useful facts that support unblocking many of these educational sites (read \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">Straight from the DOE: Dispelling Myths About Blocked Sites.)\u003c/a>\"\u003c/li>\n\u003c/ul>\n\u003cp>As technologies evolve, so will school rules that define the best ways of using them. In the meantime, many teachers are flouting policy and taking it upon themselves to decide what's best for their students and for their teaching practice.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\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/barkbud/4803596914/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-14795\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/4803596914_5c299f6af11-300x245.jpg\" alt=\"\" width=\"300\" height=\"245\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Bark\u003c/p>\n\u003c/div>\n\u003cp>Rules are important in any civilized society. Without them, chaos would ensue. But some rules are worth questioning, especially when the consequences negate their very purpose.\u003c/p>\n\u003cp>Teachers are grappling with how to address regulations they consider unnecessary at best and harmful at worst. There's no question that helpful guidelines can and should be put in place surrounding all of these issues, considering the privacy of both teachers and students. It's the outright banning that seems extreme, especially when many of these examples can be used in rich, educational contexts. The metaphor of throwing the baby out with the bathwater is most apropos in these scenarios.\u003c/p>\n\u003cul>\n\u003cul>\n\u003cli>\u003cstrong>FACEBOOK\u003c/strong>. As we've been hearing for the past few weeks, Missouri \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/questioning-facebook-in-school/\">has banned teachers\u003c/a> from using Facebook (and other social media) to communicate with students. A couple of days ago, \u003ca href=\"http://www.wired.com/threatlevel/2011/08/online-student-teacher-communications/\">Wired reported that\u003c/a> \"a union representing 44,000 Missouri public school teachers is challenging a state law that dramatically restricts their online speech with current and former students. The lawsuit targets the legislation as a First Amendment breach.\" Meanwhile, in many cases, teachers have found \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/50-reasons-to-invite-facebook-into-your-classroom/\">lots of ways to use Facebook in the classroom\u003c/a>.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>TWITTER. \u003c/strong>Teachers are\u003ca href=\"http://oldnortheast.patch.com/articles/teachers-banned-from-using-facebook-or-twitter-with-students\"> banned from using Twitter \u003c/a>in schools in Pinellas County, Florida. “I don’t know what information is being transmitted,” said school board attorney Jim Robinson of private communication with students in a \u003ca href=\"http://oldnortheast.patch.com/articles/teachers-banned-from-using-facebook-or-twitter-with-students\">Patch.com article\u003c/a>. But couldn't that be said of any kind of communication, including simple conversation? An article in the \u003ca href=\"http://www.guardian.co.uk/education/2009/jun/10/teacher-banned-twitter\">U.K.'s Guardian\u003c/a> reports that teachers have been banned from using Twitter after one teacher's controversial public post. In response, a teacher wrote: \"Wouldn't you love to live in a place where public workers aren't allowed to express personal opinion? You now have the choice of China or Argyll, it seems.\" Meanwhile, teachers continue to find \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/28-creative-ideas-for-teaching-with-twitter/\">creative ways for using Twitter in school.\u003c!--more-->\u003c/a>\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>CELL PHONES FOR TEACHERS.\u003c/strong> We've\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/to-ban-or-not-to-ban-schools-must-decide-cell-phone-policies/#comments\"> written about cell phone bans \u003c/a>and heard from a number of educators who express their frustrations as their individual schools try to figure out how or whether to allow students to use them. But it turns out that some schools are also banning teachers from using their own mobile phones. On\u003ca href=\"http://blogs.scholastic.com/practical_leadership/2010/08/career-questions-cellphones-for-teachers.html\"> Scholastic's Practical Leadership blog, \u003c/a>a teacher wrote in to say that \"to 'set a good example,' our principal has decided that teachers shouldn’t use [cell phones] either.\u003c/li>\n\u003c/ul>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>YOUTUBE, SKYPE, NATIONAL GEOGRAPHIC, AND MANY OTHER WEBSITES. \u003c/strong>Schools unilaterally block a long list of sites (read \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">Eight Surprising Websites Schools Can't Access\u003c/a>\") under the guise of different federal laws that are meant to protect kids. But even the Department of Education's Karen Cator counters with useful facts that support unblocking many of these educational sites (read \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">Straight from the DOE: Dispelling Myths About Blocked Sites.)\u003c/a>\"\u003c/li>\n\u003c/ul>\n\u003cp>As technologies evolve, so will school rules that define the best ways of using them. In the meantime, many teachers are flouting policy and taking it upon themselves to decide what's best for their students and for their teaching practice.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/mobile-learning-are-we-on-the-cusp-of-something-big/1442244452_3ef578b633_z-2/\" rel=\"attachment wp-att-13875\">\u003cimg class=\"size-medium wp-image-13875\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/1442244452_3ef578b633_z-300x226.jpg\" alt=\"\" width=\"300\" height=\"226\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:From_Ko\u003c/p>\n\u003c/div>\n\u003cp>Last week, a \u003ca href=\"http://pewinternet.org/Reports/2011/Cell-Phones.aspx\"> study by the \u003c/a>\u003ca href=\"http://pewinternet.org/Reports/2011/Cell-Phones.aspx\">Pew Internet and American Life Project\u003c/a> found that cellphones have become \"near ubiquitous\": 83% of American adults own one. Over half of all adult mobile phone owners had used their phones at least once to get information they needed right away. And more than a quarter said that they had experienced a situation in the previous month in which they had trouble doing something because they did not have their phones at hand.\u003c/p>\n\u003cp>The findings of this Pew research -- the reliance of adults on their cellphones -- stands in sharp contrast to the policies of many schools, where cellphones remained banned or restricted. Students likely have these same needs as adults: to get online and find information they need right away. But often students are banned from using their cell phones in schools, something that students themselves list as \u003ca href=\"http://www.tomorrow.org/speakup/speakup_reports.html\">one of the greatest obstacles\u003c/a> they face in using technology in the classroom.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Students are \"asked to do research on a desktop computer that absolutely has less processing power than the computer in their pocket.\"\u003c/aside>\n\u003cp>For many schools, these are formal rules, written in school policy or in student handbooks. But as phones become like more extended appendages in everyone's lives, schools are rethinking their policies. \u003ca href=\"https://plus.google.com/108741250435676131889/posts/9ovYDdCZzAB\">MindShift asked\u003c/a> teachers how or whether these rules were changing and received some interesting feedback.\u003c/p>\n\u003cp>Educator Nilda Vargas reported that students can use cell phones to access their online books, while teacher Shekema Silveri replied that although she requires cell phone usage in her class, the school policy against it hasn't changed. \"Most teachers are still afraid of cell phones in the classroom because they know little about how to use them as a tool for learning,\" she wrote on \u003ca href=\"http://www.facebook.com/MindShift.KQED\">MindShift's Facebook page\u003c/a>.\u003c!--more-->\u003c/p>\n\u003cp>High school teacher Kim Ibarra said that her school has gone from a \"no cell phones in school at all -- not even in the hallways or at lunch\" policy about four to five years ago, to \"cell phone usage in the classroom \u003cem>if\u003c/em> the teacher has asked for permission ahead of time with an explanation of what will be done and why it is necessary\" about two years ago, to \"cell phones can be used in the classroom if the teacher has students using them for educational purposes\" last year, and back to the more prohibitive \"students may use cell phones in the school only at lunch in a specified area\" -- the policy for this upcoming year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Many teachers noted that written policies don't always mirror informal policies, and thatthere's a groundswell of those who recognize that cellphones need not be seen solely as distractions or as ways for students to cheat. More educators are realizing that cell phones can enhance learning.\u003c/p>\n\u003cp>High school teacher Jamie Williams describes his school's policy regarding cell phones:\u003c/p>\n\u003cblockquote>\u003cp>\"My high school's policy is cell phones should be off and out of sight. If seen, they are taken and the student is written up. Our handbook says students may use phones with teacher permission. I'm a huge tech nerd and make my students use their phones throughout my class. My biggest gripe is that most students have these great smartphones and barely use the device to a tenth of their potential.\u003c/p>\u003c/blockquote>\n\u003cp>Williams teaches art and technology classes. For his art class, he asks students to use photos they've taken on their cell phones as the basis for paintings they'll create. During tests, Williams allows his students to use both their handwritten notes and those they've saved on their phones. In his video class, most students have phones capable of shooting in high definition, and use them for projects. This year, he's hoping to make a large-scale mosaic of student life created solely from cell phone images.\u003c/p>\n\u003cp>Williams notes that it's difficult for students to have to go from one class where they're expected to make full use of their phones to another in which the phone has to be off and hidden. He also points to the irony that in a lot of these latter classes, students are \"asked to do research on a desktop computer that absolutely has less processing power than the computer in their pocket.\"\u003c/p>\n\u003cp>And that's probably one of the most important observations: many students already carry a powerful computing device in their pockets, while oftentimes much of the technology hardware at schools is woefully out-of-date. By allowing cellphones, schools may find they have equipped students with better devices -- with devices that work as calculators, cameras, video cameras, books, and notebooks, for example -- at no or low cost to the school.\u003c/p>\n\u003cp>Cellphones are, of course, just one piece of a BYOD (Bring Your Own Device) program, and this \u003ca href=\"http://byod.wikispaces.com/\">wiki\u003c/a> created by Manitoba educator Darren Kuropatwa gives some tips on how to prepare for and take advantage of cell phones and other devices brought into the classroom from home.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But the biggest obstacle remains the attitudes of those educators and administrators who still frown on the devices and fear their usage, who confiscate them from students, who see them as a distraction rather than a powerful tool for learning. It's clear that schools must come up with an acceptable use policy for cellphones in the classroom. But as more adults indicate that they're \"lost\" without their cellphones, it hardly seems acceptable that we ban students' access to the devices.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/mobile-learning-are-we-on-the-cusp-of-something-big/1442244452_3ef578b633_z-2/\" rel=\"attachment wp-att-13875\">\u003cimg class=\"size-medium wp-image-13875\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/1442244452_3ef578b633_z-300x226.jpg\" alt=\"\" width=\"300\" height=\"226\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:From_Ko\u003c/p>\n\u003c/div>\n\u003cp>Last week, a \u003ca href=\"http://pewinternet.org/Reports/2011/Cell-Phones.aspx\"> study by the \u003c/a>\u003ca href=\"http://pewinternet.org/Reports/2011/Cell-Phones.aspx\">Pew Internet and American Life Project\u003c/a> found that cellphones have become \"near ubiquitous\": 83% of American adults own one. Over half of all adult mobile phone owners had used their phones at least once to get information they needed right away. And more than a quarter said that they had experienced a situation in the previous month in which they had trouble doing something because they did not have their phones at hand.\u003c/p>\n\u003cp>The findings of this Pew research -- the reliance of adults on their cellphones -- stands in sharp contrast to the policies of many schools, where cellphones remained banned or restricted. Students likely have these same needs as adults: to get online and find information they need right away. But often students are banned from using their cell phones in schools, something that students themselves list as \u003ca href=\"http://www.tomorrow.org/speakup/speakup_reports.html\">one of the greatest obstacles\u003c/a> they face in using technology in the classroom.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Students are \"asked to do research on a desktop computer that absolutely has less processing power than the computer in their pocket.\"\u003c/aside>\n\u003cp>For many schools, these are formal rules, written in school policy or in student handbooks. But as phones become like more extended appendages in everyone's lives, schools are rethinking their policies. \u003ca href=\"https://plus.google.com/108741250435676131889/posts/9ovYDdCZzAB\">MindShift asked\u003c/a> teachers how or whether these rules were changing and received some interesting feedback.\u003c/p>\n\u003cp>Educator Nilda Vargas reported that students can use cell phones to access their online books, while teacher Shekema Silveri replied that although she requires cell phone usage in her class, the school policy against it hasn't changed. \"Most teachers are still afraid of cell phones in the classroom because they know little about how to use them as a tool for learning,\" she wrote on \u003ca href=\"http://www.facebook.com/MindShift.KQED\">MindShift's Facebook page\u003c/a>.\u003c!--more-->\u003c/p>\n\u003cp>High school teacher Kim Ibarra said that her school has gone from a \"no cell phones in school at all -- not even in the hallways or at lunch\" policy about four to five years ago, to \"cell phone usage in the classroom \u003cem>if\u003c/em> the teacher has asked for permission ahead of time with an explanation of what will be done and why it is necessary\" about two years ago, to \"cell phones can be used in the classroom if the teacher has students using them for educational purposes\" last year, and back to the more prohibitive \"students may use cell phones in the school only at lunch in a specified area\" -- the policy for this upcoming year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Many teachers noted that written policies don't always mirror informal policies, and thatthere's a groundswell of those who recognize that cellphones need not be seen solely as distractions or as ways for students to cheat. More educators are realizing that cell phones can enhance learning.\u003c/p>\n\u003cp>High school teacher Jamie Williams describes his school's policy regarding cell phones:\u003c/p>\n\u003cblockquote>\u003cp>\"My high school's policy is cell phones should be off and out of sight. If seen, they are taken and the student is written up. Our handbook says students may use phones with teacher permission. I'm a huge tech nerd and make my students use their phones throughout my class. My biggest gripe is that most students have these great smartphones and barely use the device to a tenth of their potential.\u003c/p>\u003c/blockquote>\n\u003cp>Williams teaches art and technology classes. For his art class, he asks students to use photos they've taken on their cell phones as the basis for paintings they'll create. During tests, Williams allows his students to use both their handwritten notes and those they've saved on their phones. In his video class, most students have phones capable of shooting in high definition, and use them for projects. This year, he's hoping to make a large-scale mosaic of student life created solely from cell phone images.\u003c/p>\n\u003cp>Williams notes that it's difficult for students to have to go from one class where they're expected to make full use of their phones to another in which the phone has to be off and hidden. He also points to the irony that in a lot of these latter classes, students are \"asked to do research on a desktop computer that absolutely has less processing power than the computer in their pocket.\"\u003c/p>\n\u003cp>And that's probably one of the most important observations: many students already carry a powerful computing device in their pockets, while oftentimes much of the technology hardware at schools is woefully out-of-date. By allowing cellphones, schools may find they have equipped students with better devices -- with devices that work as calculators, cameras, video cameras, books, and notebooks, for example -- at no or low cost to the school.\u003c/p>\n\u003cp>Cellphones are, of course, just one piece of a BYOD (Bring Your Own Device) program, and this \u003ca href=\"http://byod.wikispaces.com/\">wiki\u003c/a> created by Manitoba educator Darren Kuropatwa gives some tips on how to prepare for and take advantage of cell phones and other devices brought into the classroom from home.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But the biggest obstacle remains the attitudes of those educators and administrators who still frown on the devices and fear their usage, who confiscate them from students, who see them as a distraction rather than a powerful tool for learning. It's clear that schools must come up with an acceptable use policy for cellphones in the classroom. But as more adults indicate that they're \"lost\" without their cellphones, it hardly seems acceptable that we ban students' access to the devices.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Do We Prepare Our Children for What's Next?",
"title": "How Do We Prepare Our Children for What's Next?",
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"content": "\u003cfigure id=\"attachment_14661\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/pasfam/180451048/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-14661\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/grad-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">What kids learn at a young age will determine whether they're prepared for a future full of unknowns.\u003c/figcaption>\u003c/figure>\n\u003cp>When most of us were deciding what to major in at college, the word Google was not a verb. It wasn't anywhere close to being conceived at all. Neither was Wikipedia or the iPhone or YouTube. We made decisions about our future employment based on what we knew existed at the time. We would become educators, journalists, lawyers, marketing reps, engineers.\u003c/p>\n\u003cp>Fast forward a couple of decades (or more) and we see that the career landscape has changed so drastically that jobs need new definitions. Social media strategist, app developer, mobile web engineer?\u003c/p>\n\u003cp>Some of us could ask ourselves if we would have embarked upon our current careers had we predicted how the Internet would revolutionize every part of our lives? It's hard to say, but when it comes to preparing our kids for what's ahead, Cathy Davidson has a few ideas. The author of \u003ca href=\"http://www.cathydavidson.com/\">\u003cem>Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn\u003c/em>\u003c/a> (Viking), who's also a professor at Duke University, believes that, in light of the fact that \"\u003ca href=\"http://opinionator.blogs.nytimes.com/2011/08/07/education-needs-a-digital-age-upgrade/\">65 percent of today’s grade-school kids may end up doing work that hasn’t been invented yet\u003c/a>,\" we should cast aside our fear of technology, and prepare our school-aged kids with important skills, both in technical ways and other less tangible ways.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We’re 15 years into something so paradigm-changing that we have not yet adjusted our institutions of learning, work, social life, and economic life to account for the massive change.\"\u003c/aside>\n\u003cp>\"We are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose,\" Davidson said. \"Once we absorb the realization that we’ve \u003cem>already changed\u003c/em>, and that we’re actually doing pretty well despite major realignments in our lives, then we can think about how we want to take this amazing new tool [the Internet] and use it in a way that better serves our lives. It’s time to survey our lives and figure out what works, what doesn’t, and how we can make real and practical improvements in our schools, our workplace, our every day lives.\"\u003c/p>\n\u003cp>Davidson offers three can-do suggestions for parents:\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>EXPERIMENT WITH \u003ca href=\"http://scratch.mit.edu/\">SCRATCH\u003c/a>\u003c/strong>. It's a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/scratch-teaching-kids-about-programming-teaching-kids-about-remixing/\">brilliant and fun multimedia programming language\u003c/a> that allows inventive media mixing almost immediately, without any background. It is creative and fun. Even if your child has no interest in being a programmer when they grow up, familiarity with the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">building blocks of a programming language \u003c/a>will give them some skills and expertise at producing the kind of content they are already consuming. [See \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">5 Tools to Introduce Programming to Kids\u003c/a>.\"]\u003c/li>\n\u003cli>\u003cstrong>EMBARK ON A MEANINGFUL PROJECT.\u003c/strong>Help your child (at any age, really) by being willing to help out—but emphatically not to lead or rescue—in an extended, risky project that has real impact in the child’s community—school, neighborhood, church, synagogue, community center. But stay out of the way. Let the kids shape the project. Kids should find a project that will probably not succeed in all the ways they hope. Dreaming big, taking risks, and scaling back if and when you have to are fantastic skills. These skills are hardly ever taught in the school room which seems to be organized (as is much American society these days) as if some litigious personal injury lawyer is there ready to pounce at any moment.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>LEARN HOW TO BE A RESPONSIBLE DIGITAL CITIZEN. \u003c/strong>Learn how to give and take feedback in a public and responsible way. There are different software tools that can help you set up a system where each student has an online identity, for privacy. Give each student 10 stars to award over the course of, let’s say, a 10-week project. Each week, every student is required to award one star to a member of the team whom s/he deems to have done the most to move the project forward. Before students award their stars, they need to put in writing, on the class website, the reasons for the choice. They shouldn’t waste good energy on negative criticism. Critique is the easy way out, as anyone who has read the trollish comments on the Internet knows. Negative comments are a drain on everyone’s energy and negativity is not the same as high standards. If each star is awarded with a well thought out assessment of why merit has been earned, that is a far better way to train judgment than trashing. What special contribution did a classmate make that made you want to give him or her a star? Everyone will learn from the answer (and the accumulating stars). Sound easy? It’s not. But if you can learn \u003cem>judgment\u003c/em>--not silly bubble test grading, not sarcasm or bullying but clear-eyed judgment on the way to the group’s success at attaining its goals—then you are building up a repertoire of successful skills and methods that you can call upon later, in any circumstance.\u003c/li>\n\u003c/ol>\n\u003cp>Davidson believes the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/the-seven-golden-rules-of-using-technology-in-schools/\">culture of fear \u003c/a>that has dominated the public discussion around the Internet and kids is damaging at best, ruinous at worst.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Sadly, it’s a fearful time in American culture, with news focusing excessively on everything tragic, horrifying, and threatening in the world,\" she said. \"There is no evidence of an increase in such crime, just an increase in reporting.\"\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-14670\" href=\"http://ww2.kqed.org/mindshift/2011/08/how-do-we-prepare-our-children-for-whats-next/cover_large/\">\u003cimg class=\"alignright size-medium wp-image-14670\" title=\"cover_large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/cover_large-300x423.jpg\" alt=\"\" width=\"300\" height=\"423\">\u003c/a>And the notion that the Internet is ruining our brain, our attention and memory is flase, she says. \"Everything new changes our habits, makes new patterns, and there is certainly a learning curve whenever we face new challenges. But the fact is we’re doing amazingly well. Let’s have some perspective here!\" she says.\u003c/p>\n\u003cp>Davidson also believes the archaic education system -- especially when it comes to graded exams -- will inevitably change because it has to. The discrepancy between how kids learn inside the formal school environment -- complete with bell schedules and drills -- and the free-form and social nature of informal learning will invariably have to be addressed.\u003c/p>\n\u003cp>In my interview with Davidson, I ask her to enumerate practical steps schools can take to prepare students for the future, and what she considers to be the ideal school day.\u003c/p>\n\u003cp>Here's the full transcript of my interview with Davidson. I recommend reading it -- and Davidson's book -- in full. It's well worth the time.\u003c/p>\n\u003cp>\u003cstrong>Q. It seems that so much of the apprehension about bringing technology into schools is about fear. Fear of losing control of information, fear of harming children's attention spans, their learning brain. How do you think we can address or overcome these fears?\u003c/strong>\u003c/p>\n\u003cp>A. Sadly, it’s a fearful time in American culture, with news focusing excessively on everything tragic, horrifying, and threatening in the world, especially sexual crimes against children. There is no evidence of an increase in such crime, just an increase in reporting. And an exponential increase, for middle-class American parents, in limiting our children’s mobility. We know from research that a child’s world has shrunk in the last 200 years in the West from being allowed, as preteens, to wander to the next village or to roam over one’s city until now, where even “play” has to be monitored by an adult-arranged and supervised “play date.”\u003c/p>\n\u003cp>We are also fearful about ourselves—the Internet is ruining our brain, our attention, our memory. Well, it isn’t. Everything new changes our habits, makes new patterns, and there is certainly a learning curve whenever we face new challenges. But the fact is we’re doing amazingly well. Let’s have some perspective here!\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose.\"\u003c/aside>\n\u003cp>Historian Robert Darnton says there have been four great Information Ages in all human history, where a new technology has transformed how we communicate and interact—and he goes back to 4000 BC Mesopotamia for the first of these, the invention of writing. Then comes movable type, then mass steam-powered printing of the Industrial Age that makes books available to the masses for the first time in history, and now, our own Information Age where anyone can “Broadcast Yourself.” We’re 15 years into something so paradigm-changing that we have not yet adjusted our institutions of learning, work, social life, and economic life to account for the massive change. Fifteen years in is when people tend to start thinking about technological change in less fearful and more practical ways. They give up their nostalgia for the “before” and then start to focus on now, on how we can make the tools and resources available to them as productive as possible.\u003c/p>\n\u003cp>In other words, we are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose. Once we absorb the realization that we’ve \u003cem>already changed\u003c/em>, and that we’re actually doing pretty well despite major realignments in our lives, then we can think about how we want to take this amazing new tool and use it in a way that better serves our lives. Being afraid is never useful. It’s time to survey our lives and figure out what works, what doesn’t, and how we can make real and practical improvements in our schools, our workplace, our every day lives.\u003c/p>\n\u003cp>\u003cstrong>Q. What do you predict could happen if the education system continues to resist the change?\u003c/strong>\u003c/p>\n\u003cp>A. I predict the education system will change. It has to. There were enormous changes to all forms of education in the last decades of the nineteenth century. In fact, most of what we think of as “school” was developed and institutionalized about 120 years ago to teach kids regulation and efficiency, the bywords of industrialization. Farm kids and immigrant kids were streaming into the cities. To make an industrial labor force required the school bell (in literal and metaphoric terms) and lots of regimentation.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"I think we are on the verge of seeing a major change in educational policy and in how we test, how we measure, and how we teach and learn.\"\u003c/aside>\n\u003cp>We have a mismatch between the inventive ways kids learn at home online and in their game play and with their friends on social networks and the industrial age structure, division of subject matter, and ways of assessment in school. It will change—because everyone (parents, teachers, kids, principals, policy makers) know our schools are out of date. I think we are on the verge of seeing a major change in educational policy and in how we test (the first step—get rid of those End of Grade exams!), how we measure, and how we teach and learn. It \u003cem>will\u003c/em> happen because it has to.\u003c/p>\n\u003cp>\u003cstrong>Q. What do you think that \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future\">ideal school day\u003c/a> could look like? \u003c/strong>\u003c/p>\n\u003cp>A. Remember Ichabod Crane, that parody of the tiresome schoolmaster in Washington Irving’s story “The Legend of Sleep Hollow” (published in 1820). If you plunked him down in a contemporary school room, he wouldn’t have a clue what electricity was, he’d be baffled by computers, but he would know exactly where to stand and he’d know exactly where he stood: front of the class, in charge, teaching to the test!\u003c/p>\n\u003cfigure id=\"attachment_14676\" class=\"wp-caption left\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-14676\" title=\"cathy2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/cathy21-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\">Cathy Davidson\u003c/figcaption>\u003c/figure>\n\u003cp>In my ideal school, there would be no one school day because every day would be different. And it wouldn’t be a school of the future: the future is now!\u003cem> \u003c/em>In researching \u003cem>Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn\u003c/em>, I spent time with incredible teachers who, in ways large and small, inspire their students to learn. My future school would bring them together, take lessons from them. They give us heart and will because they already exist. We can learn from these three, one who taught decades ago in a rural one room school house, one senior scholar-teacher in a Manhattan school, one brand-new twenty-four year old teacher in a small urban city (in Durham, N.C.).\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"In my ideal school, there would be no one school day because every day would be different.\"\u003c/aside>\n\u003cul>\n\u003cli>\u003cstrong>\u003cem>From Inez Davidson\u003c/em>:\u003c/strong> Mrs. Davidson is a “back to the future” teacher whose Friday “challenge days” can be incorporated into any school today, right now. She taught back in the 1950s to 1980s, in a three-room school house in rural Mountain View, Alberta, Canada. She turned teaching third-, fourth-, and fifth-graders into an asset instead of a deficit, having kids teach one another what they had learned the year before. And every Friday, the third- and fourth-grade kids would be pitted against the fifth graders in a learning challenge that the kids themselves would dream up—spelling bees, math quizzes, geography tests, language tests, grammar tests, poetry and rhyming competitions. Or project challenge: Who can build the highest tower out of Popsicle sticks without glue? And then she set year-long challenges as well. My personal favorite was challenging the kids to find pen pals in as many Mountain Views as they could find anywhere in the world, researching the places where they lived, becoming pen pals, and then interviewing the pen pals for a final research paper on Mountain Views in China or New Zealand. Decades before the Internet, she made learning connect kids around the world, expanding horizons, teaching geography and languages and politics and history in a way that mattered intensely to the kids.\u003cstrong>\u003cem> \u003c/em>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>From Katie Salen\u003c/em>\u003cem>:\u003c/em>\u003c/strong>\u003cem> \u003c/em>I would take the idea of the Boss Level Challenge, a building block of the game mechanics that power \u003ca href=\"http://q2l.org/\">Quest2Learn\u003c/a>, a public school in Manhattan. Katie Salen is a professor at Parsons School of Design who was part of the \u003ca href=\"http://www.macfound.org/site/c.lkLXJ8MQKrH/b.946881/k.B85/Domestic_Grantmaking__Digital_Media__Learning.htm\">MacArthur Foundation Digital Media and Learning Initiative\u003c/a> that I’ve also been working with for several years, helping to run the annual Digital Media and Learning Competitions. Katie proposed working with the New York city school board, with teachers and parents, to create a revolutionary school within all the existing rules. Q2L works with the teachers’ unions, with the city’s lottery system of accepting pupils, with end-of-great testing, with college prep aspirations, with all of the supposed restrictions that limit teachers everywhere. I couldn’t believe she would succeed, but Katie is a gamer and she met the challenge. Q2L exists and she’s now working in Chicago to start similar schools. The specific assignment that I loved at Q2L took kids who had spent a semester building new levels for the popular digital learning game LittleBigPlanet (LBP) and challenged them to rebuild their video game level in the real world. They switched off the screens and had to calculate and plan, with blueprints and research and scissors and glue, paper and wood and paint. Brilliant! Kids need to understand the relays back and forth between real and virtual worlds and need the skills to navigate both.\u003cstrong>\u003cem> \u003c/em>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>From Duncan Germain\u003c/em>\u003cem>: \u003c/em>\u003c/strong>Duncan was a 24-year old first-year teacher when I spent time in his sixth grade class at Voyager Academy, a public charter school in Durham, North Carolina, where I live. He taught something called Creative Productions which was intended to take all the things kids were learning in other classes and give them real world application. I was there for the bridge building challenge where students self-organized into groups ranging in size from one (some kids preferred to work alone) to five. I talk about all the really remarkable skills his students were learning on the way to build the best model bridge but what most impressed me was the long sheet about collaboration that each student had to fill out, describing such things as how to “justify” the project they were doing and their methods relative to their other school studies, the habits of mind the project was instilling, and the relationship of the project to the real world. Sounds tough? They were doing it. When I asked Mr. Germain where he got the idea, he said from his father. These sixth graders were using a project-plan form that his father used as a management consultant helping businesses adjust to new global, distributed economies of work and labor.\u003c/li>\n\u003c/ul>\n\u003cp>These are just three examples. I think it's important for all of us to know that future school already exists, it is working. These great teachers and others I profile in \u003cem>Now You See It\u003c/em> inspired me and I hope they inspire other out there too.\u003c/p>\n\u003cp>\u003cstrong>Q. If you could suggest five practical applications to apply to every school in the country, what would they be?\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>End standardized EOG tests--they demotivate learning and good teaching. Instead test in challenging ways, using tough game mechanics with real-time feedback on results so kids can learn from the test---not be taught to scam the test!\u003c/li>\n\u003cli>Make all learning real, relevant, tied to communities, with real application in the kids’ lives outside of the classroom. Example: Ban research papers—unless they are published online and have an informative, persuasive, or other real purpose for others. Learning should have an impact beyond getting an “A” on the assignment.\u003c/li>\n\u003cli>Teach kids to think through, with, about, for--and create--new, interactive digital global communication. I don’t mean this as an add on. I mean rethinking all the subjects we now teach in view of the possibilities (what techies call “affordances”) of the digital age. That means getting rid of the \"two cultures\" binary. STEM subjects are impoverished without creativity, analysis, critical thinking. The Information Age is about putting back together the knowledge that the Industrial Age subdivided. A simpler way is to say have them all learn Scratch multimedia programming and think about the possibilities.\u003c/li>\n\u003cli>Restore arts, music, shop, P.E., dance: Kids need the soul-stirring learning that lets them move, make, sing, create, dream.\u003c/li>\n\u003cli>Eliminate the “college prep” and AP distinctions, and stop making college the implicit standard for all education, back to preschool. Many worthy careers don't need higher ed. Many careers that don’t need higher ed still need a liberal arts education in creative, applied, cross-disciplinary thinking, all of which are as necessary to run your whole hair salon or motorcycle repair shop as they are to get a law degree. Conversely, make college free and open to everyone, at any age. Now, that would be a game changer!\u003c/li>\n\u003c/ol>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_14661\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/pasfam/180451048/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-14661\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/grad-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">What kids learn at a young age will determine whether they're prepared for a future full of unknowns.\u003c/figcaption>\u003c/figure>\n\u003cp>When most of us were deciding what to major in at college, the word Google was not a verb. It wasn't anywhere close to being conceived at all. Neither was Wikipedia or the iPhone or YouTube. We made decisions about our future employment based on what we knew existed at the time. We would become educators, journalists, lawyers, marketing reps, engineers.\u003c/p>\n\u003cp>Fast forward a couple of decades (or more) and we see that the career landscape has changed so drastically that jobs need new definitions. Social media strategist, app developer, mobile web engineer?\u003c/p>\n\u003cp>Some of us could ask ourselves if we would have embarked upon our current careers had we predicted how the Internet would revolutionize every part of our lives? It's hard to say, but when it comes to preparing our kids for what's ahead, Cathy Davidson has a few ideas. The author of \u003ca href=\"http://www.cathydavidson.com/\">\u003cem>Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn\u003c/em>\u003c/a> (Viking), who's also a professor at Duke University, believes that, in light of the fact that \"\u003ca href=\"http://opinionator.blogs.nytimes.com/2011/08/07/education-needs-a-digital-age-upgrade/\">65 percent of today’s grade-school kids may end up doing work that hasn’t been invented yet\u003c/a>,\" we should cast aside our fear of technology, and prepare our school-aged kids with important skills, both in technical ways and other less tangible ways.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We’re 15 years into something so paradigm-changing that we have not yet adjusted our institutions of learning, work, social life, and economic life to account for the massive change.\"\u003c/aside>\n\u003cp>\"We are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose,\" Davidson said. \"Once we absorb the realization that we’ve \u003cem>already changed\u003c/em>, and that we’re actually doing pretty well despite major realignments in our lives, then we can think about how we want to take this amazing new tool [the Internet] and use it in a way that better serves our lives. It’s time to survey our lives and figure out what works, what doesn’t, and how we can make real and practical improvements in our schools, our workplace, our every day lives.\"\u003c/p>\n\u003cp>Davidson offers three can-do suggestions for parents:\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>EXPERIMENT WITH \u003ca href=\"http://scratch.mit.edu/\">SCRATCH\u003c/a>\u003c/strong>. It's a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/scratch-teaching-kids-about-programming-teaching-kids-about-remixing/\">brilliant and fun multimedia programming language\u003c/a> that allows inventive media mixing almost immediately, without any background. It is creative and fun. Even if your child has no interest in being a programmer when they grow up, familiarity with the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">building blocks of a programming language \u003c/a>will give them some skills and expertise at producing the kind of content they are already consuming. [See \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">5 Tools to Introduce Programming to Kids\u003c/a>.\"]\u003c/li>\n\u003cli>\u003cstrong>EMBARK ON A MEANINGFUL PROJECT.\u003c/strong>Help your child (at any age, really) by being willing to help out—but emphatically not to lead or rescue—in an extended, risky project that has real impact in the child’s community—school, neighborhood, church, synagogue, community center. But stay out of the way. Let the kids shape the project. Kids should find a project that will probably not succeed in all the ways they hope. Dreaming big, taking risks, and scaling back if and when you have to are fantastic skills. These skills are hardly ever taught in the school room which seems to be organized (as is much American society these days) as if some litigious personal injury lawyer is there ready to pounce at any moment.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>LEARN HOW TO BE A RESPONSIBLE DIGITAL CITIZEN. \u003c/strong>Learn how to give and take feedback in a public and responsible way. There are different software tools that can help you set up a system where each student has an online identity, for privacy. Give each student 10 stars to award over the course of, let’s say, a 10-week project. Each week, every student is required to award one star to a member of the team whom s/he deems to have done the most to move the project forward. Before students award their stars, they need to put in writing, on the class website, the reasons for the choice. They shouldn’t waste good energy on negative criticism. Critique is the easy way out, as anyone who has read the trollish comments on the Internet knows. Negative comments are a drain on everyone’s energy and negativity is not the same as high standards. If each star is awarded with a well thought out assessment of why merit has been earned, that is a far better way to train judgment than trashing. What special contribution did a classmate make that made you want to give him or her a star? Everyone will learn from the answer (and the accumulating stars). Sound easy? It’s not. But if you can learn \u003cem>judgment\u003c/em>--not silly bubble test grading, not sarcasm or bullying but clear-eyed judgment on the way to the group’s success at attaining its goals—then you are building up a repertoire of successful skills and methods that you can call upon later, in any circumstance.\u003c/li>\n\u003c/ol>\n\u003cp>Davidson believes the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/the-seven-golden-rules-of-using-technology-in-schools/\">culture of fear \u003c/a>that has dominated the public discussion around the Internet and kids is damaging at best, ruinous at worst.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Sadly, it’s a fearful time in American culture, with news focusing excessively on everything tragic, horrifying, and threatening in the world,\" she said. \"There is no evidence of an increase in such crime, just an increase in reporting.\"\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-14670\" href=\"http://ww2.kqed.org/mindshift/2011/08/how-do-we-prepare-our-children-for-whats-next/cover_large/\">\u003cimg class=\"alignright size-medium wp-image-14670\" title=\"cover_large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/cover_large-300x423.jpg\" alt=\"\" width=\"300\" height=\"423\">\u003c/a>And the notion that the Internet is ruining our brain, our attention and memory is flase, she says. \"Everything new changes our habits, makes new patterns, and there is certainly a learning curve whenever we face new challenges. But the fact is we’re doing amazingly well. Let’s have some perspective here!\" she says.\u003c/p>\n\u003cp>Davidson also believes the archaic education system -- especially when it comes to graded exams -- will inevitably change because it has to. The discrepancy between how kids learn inside the formal school environment -- complete with bell schedules and drills -- and the free-form and social nature of informal learning will invariably have to be addressed.\u003c/p>\n\u003cp>In my interview with Davidson, I ask her to enumerate practical steps schools can take to prepare students for the future, and what she considers to be the ideal school day.\u003c/p>\n\u003cp>Here's the full transcript of my interview with Davidson. I recommend reading it -- and Davidson's book -- in full. It's well worth the time.\u003c/p>\n\u003cp>\u003cstrong>Q. It seems that so much of the apprehension about bringing technology into schools is about fear. Fear of losing control of information, fear of harming children's attention spans, their learning brain. How do you think we can address or overcome these fears?\u003c/strong>\u003c/p>\n\u003cp>A. Sadly, it’s a fearful time in American culture, with news focusing excessively on everything tragic, horrifying, and threatening in the world, especially sexual crimes against children. There is no evidence of an increase in such crime, just an increase in reporting. And an exponential increase, for middle-class American parents, in limiting our children’s mobility. We know from research that a child’s world has shrunk in the last 200 years in the West from being allowed, as preteens, to wander to the next village or to roam over one’s city until now, where even “play” has to be monitored by an adult-arranged and supervised “play date.”\u003c/p>\n\u003cp>We are also fearful about ourselves—the Internet is ruining our brain, our attention, our memory. Well, it isn’t. Everything new changes our habits, makes new patterns, and there is certainly a learning curve whenever we face new challenges. But the fact is we’re doing amazingly well. Let’s have some perspective here!\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose.\"\u003c/aside>\n\u003cp>Historian Robert Darnton says there have been four great Information Ages in all human history, where a new technology has transformed how we communicate and interact—and he goes back to 4000 BC Mesopotamia for the first of these, the invention of writing. Then comes movable type, then mass steam-powered printing of the Industrial Age that makes books available to the masses for the first time in history, and now, our own Information Age where anyone can “Broadcast Yourself.” We’re 15 years into something so paradigm-changing that we have not yet adjusted our institutions of learning, work, social life, and economic life to account for the massive change. Fifteen years in is when people tend to start thinking about technological change in less fearful and more practical ways. They give up their nostalgia for the “before” and then start to focus on now, on how we can make the tools and resources available to them as productive as possible.\u003c/p>\n\u003cp>In other words, we are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose. Once we absorb the realization that we’ve \u003cem>already changed\u003c/em>, and that we’re actually doing pretty well despite major realignments in our lives, then we can think about how we want to take this amazing new tool and use it in a way that better serves our lives. Being afraid is never useful. It’s time to survey our lives and figure out what works, what doesn’t, and how we can make real and practical improvements in our schools, our workplace, our every day lives.\u003c/p>\n\u003cp>\u003cstrong>Q. What do you predict could happen if the education system continues to resist the change?\u003c/strong>\u003c/p>\n\u003cp>A. I predict the education system will change. It has to. There were enormous changes to all forms of education in the last decades of the nineteenth century. In fact, most of what we think of as “school” was developed and institutionalized about 120 years ago to teach kids regulation and efficiency, the bywords of industrialization. Farm kids and immigrant kids were streaming into the cities. To make an industrial labor force required the school bell (in literal and metaphoric terms) and lots of regimentation.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"I think we are on the verge of seeing a major change in educational policy and in how we test, how we measure, and how we teach and learn.\"\u003c/aside>\n\u003cp>We have a mismatch between the inventive ways kids learn at home online and in their game play and with their friends on social networks and the industrial age structure, division of subject matter, and ways of assessment in school. It will change—because everyone (parents, teachers, kids, principals, policy makers) know our schools are out of date. I think we are on the verge of seeing a major change in educational policy and in how we test (the first step—get rid of those End of Grade exams!), how we measure, and how we teach and learn. It \u003cem>will\u003c/em> happen because it has to.\u003c/p>\n\u003cp>\u003cstrong>Q. What do you think that \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future\">ideal school day\u003c/a> could look like? \u003c/strong>\u003c/p>\n\u003cp>A. Remember Ichabod Crane, that parody of the tiresome schoolmaster in Washington Irving’s story “The Legend of Sleep Hollow” (published in 1820). If you plunked him down in a contemporary school room, he wouldn’t have a clue what electricity was, he’d be baffled by computers, but he would know exactly where to stand and he’d know exactly where he stood: front of the class, in charge, teaching to the test!\u003c/p>\n\u003cfigure id=\"attachment_14676\" class=\"wp-caption left\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-14676\" title=\"cathy2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/cathy21-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\">Cathy Davidson\u003c/figcaption>\u003c/figure>\n\u003cp>In my ideal school, there would be no one school day because every day would be different. And it wouldn’t be a school of the future: the future is now!\u003cem> \u003c/em>In researching \u003cem>Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn\u003c/em>, I spent time with incredible teachers who, in ways large and small, inspire their students to learn. My future school would bring them together, take lessons from them. They give us heart and will because they already exist. We can learn from these three, one who taught decades ago in a rural one room school house, one senior scholar-teacher in a Manhattan school, one brand-new twenty-four year old teacher in a small urban city (in Durham, N.C.).\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"In my ideal school, there would be no one school day because every day would be different.\"\u003c/aside>\n\u003cul>\n\u003cli>\u003cstrong>\u003cem>From Inez Davidson\u003c/em>:\u003c/strong> Mrs. Davidson is a “back to the future” teacher whose Friday “challenge days” can be incorporated into any school today, right now. She taught back in the 1950s to 1980s, in a three-room school house in rural Mountain View, Alberta, Canada. She turned teaching third-, fourth-, and fifth-graders into an asset instead of a deficit, having kids teach one another what they had learned the year before. And every Friday, the third- and fourth-grade kids would be pitted against the fifth graders in a learning challenge that the kids themselves would dream up—spelling bees, math quizzes, geography tests, language tests, grammar tests, poetry and rhyming competitions. Or project challenge: Who can build the highest tower out of Popsicle sticks without glue? And then she set year-long challenges as well. My personal favorite was challenging the kids to find pen pals in as many Mountain Views as they could find anywhere in the world, researching the places where they lived, becoming pen pals, and then interviewing the pen pals for a final research paper on Mountain Views in China or New Zealand. Decades before the Internet, she made learning connect kids around the world, expanding horizons, teaching geography and languages and politics and history in a way that mattered intensely to the kids.\u003cstrong>\u003cem> \u003c/em>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>From Katie Salen\u003c/em>\u003cem>:\u003c/em>\u003c/strong>\u003cem> \u003c/em>I would take the idea of the Boss Level Challenge, a building block of the game mechanics that power \u003ca href=\"http://q2l.org/\">Quest2Learn\u003c/a>, a public school in Manhattan. Katie Salen is a professor at Parsons School of Design who was part of the \u003ca href=\"http://www.macfound.org/site/c.lkLXJ8MQKrH/b.946881/k.B85/Domestic_Grantmaking__Digital_Media__Learning.htm\">MacArthur Foundation Digital Media and Learning Initiative\u003c/a> that I’ve also been working with for several years, helping to run the annual Digital Media and Learning Competitions. Katie proposed working with the New York city school board, with teachers and parents, to create a revolutionary school within all the existing rules. Q2L works with the teachers’ unions, with the city’s lottery system of accepting pupils, with end-of-great testing, with college prep aspirations, with all of the supposed restrictions that limit teachers everywhere. I couldn’t believe she would succeed, but Katie is a gamer and she met the challenge. Q2L exists and she’s now working in Chicago to start similar schools. The specific assignment that I loved at Q2L took kids who had spent a semester building new levels for the popular digital learning game LittleBigPlanet (LBP) and challenged them to rebuild their video game level in the real world. They switched off the screens and had to calculate and plan, with blueprints and research and scissors and glue, paper and wood and paint. Brilliant! Kids need to understand the relays back and forth between real and virtual worlds and need the skills to navigate both.\u003cstrong>\u003cem> \u003c/em>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>From Duncan Germain\u003c/em>\u003cem>: \u003c/em>\u003c/strong>Duncan was a 24-year old first-year teacher when I spent time in his sixth grade class at Voyager Academy, a public charter school in Durham, North Carolina, where I live. He taught something called Creative Productions which was intended to take all the things kids were learning in other classes and give them real world application. I was there for the bridge building challenge where students self-organized into groups ranging in size from one (some kids preferred to work alone) to five. I talk about all the really remarkable skills his students were learning on the way to build the best model bridge but what most impressed me was the long sheet about collaboration that each student had to fill out, describing such things as how to “justify” the project they were doing and their methods relative to their other school studies, the habits of mind the project was instilling, and the relationship of the project to the real world. Sounds tough? They were doing it. When I asked Mr. Germain where he got the idea, he said from his father. These sixth graders were using a project-plan form that his father used as a management consultant helping businesses adjust to new global, distributed economies of work and labor.\u003c/li>\n\u003c/ul>\n\u003cp>These are just three examples. I think it's important for all of us to know that future school already exists, it is working. These great teachers and others I profile in \u003cem>Now You See It\u003c/em> inspired me and I hope they inspire other out there too.\u003c/p>\n\u003cp>\u003cstrong>Q. If you could suggest five practical applications to apply to every school in the country, what would they be?\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>End standardized EOG tests--they demotivate learning and good teaching. Instead test in challenging ways, using tough game mechanics with real-time feedback on results so kids can learn from the test---not be taught to scam the test!\u003c/li>\n\u003cli>Make all learning real, relevant, tied to communities, with real application in the kids’ lives outside of the classroom. Example: Ban research papers—unless they are published online and have an informative, persuasive, or other real purpose for others. Learning should have an impact beyond getting an “A” on the assignment.\u003c/li>\n\u003cli>Teach kids to think through, with, about, for--and create--new, interactive digital global communication. I don’t mean this as an add on. I mean rethinking all the subjects we now teach in view of the possibilities (what techies call “affordances”) of the digital age. That means getting rid of the \"two cultures\" binary. STEM subjects are impoverished without creativity, analysis, critical thinking. The Information Age is about putting back together the knowledge that the Industrial Age subdivided. A simpler way is to say have them all learn Scratch multimedia programming and think about the possibilities.\u003c/li>\n\u003cli>Restore arts, music, shop, P.E., dance: Kids need the soul-stirring learning that lets them move, make, sing, create, dream.\u003c/li>\n\u003cli>Eliminate the “college prep” and AP distinctions, and stop making college the implicit standard for all education, back to preschool. Many worthy careers don't need higher ed. Many careers that don’t need higher ed still need a liberal arts education in creative, applied, cross-disciplinary thinking, all of which are as necessary to run your whole hair salon or motorcycle repair shop as they are to get a law degree. Conversely, make college free and open to everyone, at any age. Now, that would be a game changer!\u003c/li>\n\u003c/ol>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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"masters-of-scale": {
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},
"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"on-the-media": {
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"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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},
"pbs-newshour": {
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},
"perspectives": {
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"order": 14
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
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"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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},
"link": "/radio/program/planet-money",
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},
"politicalbreakdown": {
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"order": 5
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
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},
"radiolab": {
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