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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/five-reasons-why-youtube-rocks-the-classroom/screen-shot-2011-09-07-at-9-54-40-pm/\" rel=\"attachment wp-att-15156\">\u003cimg class=\"alignleft size-thumbnail wp-image-15156\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/Screen-shot-2011-09-07-at-9.54.40-PM-140x140.png\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>Last month, 16 teachers from across the country got together at Google's Seattle office for the YouTube Teachers Studio -- a sort of bootcamp to learn how to best use YouTube in the classroom.\u003c/p>\n\u003cp>Jon Corippo, a Google Certified Teacher and Apple Distinguished Educator, was among the group, and came back with ideas about what YouTube was great for.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>INSPIRATION\u003c/strong>\u003cstrong>.\u003c/strong> Videos are, in effect, changing education and learning. We are now past the point of debate. Flipped teaching and the ubiquity of high-performing teachers using YouTube are clear evidence of the shift. Check out this video, which shows the profound shift caused by the digital revolution. It's gotten 14 million-plus hits -- far more than any cat videos. There are many more of these, too.\u003cbr>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/cL9Wu2kWwSY'\n title='//www.youtube.com/embed/cL9Wu2kWwSY'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>MORE ACCESS TO STUDENTS. \u003c/strong>With flipped teaching technique, educators can be available 24/7, on smart phones any other Web-enabled devices. This use of video is changing classrooms \u003c!--more-->all across America. See how Will Kimbley does it.\u003cbr>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/EL7WINM1iLE'\n title='//www.youtube.com/embed/EL7WINM1iLE'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>GLOBAL CONNECTION. \u003c/strong>YouTube allows teachers to easily distribute lessons to a potential audience of millions, something that was unthinkable only a few short years ago. Educators can connect, collaborate and innovate as never before. The \u003ca href=\"http://www.khanacademy.org/\">Khan Academy\u003c/a> videos have been watched by more than 20 million people across the world. Check out Salman Khan's explanation of DNA.\u003cbr>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/_-vZ_g7K6P0'\n title='//www.youtube.com/embed/_-vZ_g7K6P0'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>CUSTOMIZING VIDEOS. \u003c/strong>You Tube now allows online video editing, making it easy for anyone to edit without expensive software. All you need is a smartphone and an Internet connection. Here's a YouTube editing tutorial that explains the simple steps.\u003cbr>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/klANjwTxF6s'\n title='//www.youtube.com/embed/klANjwTxF6s'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>QUIZZING STUDENTS. \u003c/strong>Through the use of \u003ca href=\"http://www.youtube.com/t/annotations_about\">YouTube live annotations\u003c/a>, teachers can now create open-ended \"video quizzes,\" along the lines of a \"choose-your-own-adventure\" book, which have live links for students to choose from at the end of a short video. Picking the correct answer moves you through the activity and the \"wrong\" answer gives you more information or a review. Here's how.\u003cbr>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/UxnopxbOdic'\n title='//www.youtube.com/embed/UxnopxbOdic'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/can-mobile-phones-help-teachers-manage-classroom-behavior/classdojo_image/\" rel=\"attachment wp-att-15109\">\u003cimg class=\"alignleft size-full wp-image-15109\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/ClassDojo_image.jpg\" alt=\"\" width=\"375\" height=\"164\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/09/ClassDojo_image.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/ClassDojo_image-320x140.jpg 320w\" sizes=\"(max-width: 375px) 100vw, 375px\">\u003c/a>We can talk all we want about what students should learn in the classroom. But the reality is that most teachers have to balance \"academics\" with a multitude of other lessons: how to be good students, how to be good citizens, and simply how to behave. Behavior management is actually a significant part of what teachers have to do every day, and while there's a wealth of information to help them with tips and tricks, there isn't a lot of technology in place to help them with the implementation of best practices.\u003c/p>\n\u003caside class=\"pullquote alignleft\">The startup isn't just interested in \"gamifying\" good behavior. It wants to foster instrinsic, just not extrinsic, motivations in education.\u003c/aside>\n\u003cp>There may be a solution with the use of tech -- at least that's what \u003ca href=\"http://classdojo.com\">ClassDojo\u003c/a> founder Sam Chaudhary believes. His startup is working on a Web and mobile app that will allow teachers to quickly and easily track class behavior. Those two things are key. Rather than filling out paperwork \u003cem>after\u003c/em> a disruptive incident or trying to recall values to praise come report-card time when a child has no record of disruption, ClassDojo provides real-time feedback loops. ClassDojo hopes both teachers and students will benefit from this, and parents will eventually be able to tap into it, as well.\u003c/p>\n\u003cp>Currently, ClassDojo lets teachers track students' behaviors with an easy +1 or -1 system -- you \u003c!--more-->can reward students for good behavior (participation, helping others, creativity, insight) or you can make note of negative behaviors (disruption, disrespect, tardiness). Reports can be generated per student or per class, so that teachers and students (and parents and/or administrators) can have a glimpse at what's happening in a class.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/can-mobile-phones-help-teachers-manage-classroom-behavior/classdojo_ss2/\" rel=\"attachment wp-att-15112\">\u003cimg class=\"alignright size-full wp-image-15112\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/ClassDojo_ss2.jpg\" alt=\"\" width=\"250\" height=\"199\">\u003c/a>And while tracking this sort of data is, no doubt, important for adults, its impact on the students themselves is also something that ClassDojo wants to highlight. Students respond better to feedback when it's immediate -- both when it's reinforcing positive behavior and when it's aimed at correcting disruptive behavior. Teachers can project ClassDojo onto a whiteboard or computer screen so the whole class can see their status; but in addition to updating the site via a desktop computer, teachers can also use their smartphones or other mobile devices in order to quickly flag these behaviors.\u003c/p>\n\u003cp>Each student has an avatar, and ClassDojo plans to implement levels to encourage good behavior. But as Chaudhary makes clear, the startup isn't just interested in \"gamifying\" good behavior. It wants to foster instrinsic, just not extrinsic, motivations in education. How or whether that happens will be interesting to watch.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>ClassDojo is still in beta, and the startup has a far broader vision than just this behavior management app. A former teacher himself, Chaudhary says his company isn't merely interested in tracking and monitoring behavior -- good and bad -- in the classroom. Rather, he wants to share strategies for developing students' characters. \"We want to bring the same rigor to developing character as ed-tech as an industry currently reserves for developing test scores.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>ClassDojo is currently free while in beta.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/can-mobile-phones-help-teachers-manage-classroom-behavior/classdojo_image/\" rel=\"attachment wp-att-15109\">\u003cimg class=\"alignleft size-full wp-image-15109\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/ClassDojo_image.jpg\" alt=\"\" width=\"375\" height=\"164\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/09/ClassDojo_image.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2011/09/ClassDojo_image-320x140.jpg 320w\" sizes=\"(max-width: 375px) 100vw, 375px\">\u003c/a>We can talk all we want about what students should learn in the classroom. But the reality is that most teachers have to balance \"academics\" with a multitude of other lessons: how to be good students, how to be good citizens, and simply how to behave. Behavior management is actually a significant part of what teachers have to do every day, and while there's a wealth of information to help them with tips and tricks, there isn't a lot of technology in place to help them with the implementation of best practices.\u003c/p>\n\u003caside class=\"pullquote alignleft\">The startup isn't just interested in \"gamifying\" good behavior. It wants to foster instrinsic, just not extrinsic, motivations in education.\u003c/aside>\n\u003cp>There may be a solution with the use of tech -- at least that's what \u003ca href=\"http://classdojo.com\">ClassDojo\u003c/a> founder Sam Chaudhary believes. His startup is working on a Web and mobile app that will allow teachers to quickly and easily track class behavior. Those two things are key. Rather than filling out paperwork \u003cem>after\u003c/em> a disruptive incident or trying to recall values to praise come report-card time when a child has no record of disruption, ClassDojo provides real-time feedback loops. ClassDojo hopes both teachers and students will benefit from this, and parents will eventually be able to tap into it, as well.\u003c/p>\n\u003cp>Currently, ClassDojo lets teachers track students' behaviors with an easy +1 or -1 system -- you \u003c!--more-->can reward students for good behavior (participation, helping others, creativity, insight) or you can make note of negative behaviors (disruption, disrespect, tardiness). Reports can be generated per student or per class, so that teachers and students (and parents and/or administrators) can have a glimpse at what's happening in a class.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/can-mobile-phones-help-teachers-manage-classroom-behavior/classdojo_ss2/\" rel=\"attachment wp-att-15112\">\u003cimg class=\"alignright size-full wp-image-15112\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/ClassDojo_ss2.jpg\" alt=\"\" width=\"250\" height=\"199\">\u003c/a>And while tracking this sort of data is, no doubt, important for adults, its impact on the students themselves is also something that ClassDojo wants to highlight. Students respond better to feedback when it's immediate -- both when it's reinforcing positive behavior and when it's aimed at correcting disruptive behavior. Teachers can project ClassDojo onto a whiteboard or computer screen so the whole class can see their status; but in addition to updating the site via a desktop computer, teachers can also use their smartphones or other mobile devices in order to quickly flag these behaviors.\u003c/p>\n\u003cp>Each student has an avatar, and ClassDojo plans to implement levels to encourage good behavior. But as Chaudhary makes clear, the startup isn't just interested in \"gamifying\" good behavior. It wants to foster instrinsic, just not extrinsic, motivations in education. How or whether that happens will be interesting to watch.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Teachers Cash In On Their Own Expertise",
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"content": "\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/quazie/578252290/sizes/z/in/photostream/\">\u003cimg class=\"size-medium wp-image-15121\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/578252290_1fc5414408_z-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Quazie\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://www.edsurge.com/team\">Betsy Corcoran\u003c/a>\u003c/h5>\n\u003cp>Georgia kindergarten teacher Deanna Jump has been teaching for 15 years, which by most people's math would mean that she has brightened the lives of something like 350 children. But in the past year, that number has gone through the schoolroom roof as Jump has sold the materials she uses to teach kindergarten via \u003ca href=\"http://www.teacherspayteachers.com/\">TeachersPayTeachers\u003c/a>. The big win: in the past year, Jump has earned more than $200,000 for her work, including a personal record of $53,000 in the month of August alone.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Teachers made over $2 million this past year via TPT, which is fast becoming a sort of \u003ca href=\"http://www.etsy.com/\">Etsy\u003c/a> for educators.\u003c/aside>\n\u003cp>Kindergarten teachers \"don't have the kinds of textbooks and materials available for grade-level teachers,\" Jump says. \"So I began creating my own.\"\u003c/p>\n\u003cp>At first, Jump shared her materials with friends and other teachers in her school, Quail Run Elementary. Two years ago, a teammate nudged her to try \u003ca href=\"http://www.teacherspayteachers.com/Store/Deanna-Jump-11\">posting some of the materials\u003c/a> on TeachersPayTeachers. She made $300 her first year. She started blogging. TPT's founder Paul Edelman, a former New York City public school teacher, liked her materials and featured her on the site. \"And then it just snowballed,\" says Jump, who now has close to 4,000 followers on the site.\u003c/p>\n\u003cp>Jump knows her audience: Every item in her 60-piece collection is priced at $10 or less. The materials feature cheery art. When the word went out that teachers would have to post copies of the Common Core standards in their rooms -- and be able to explain them all -- Jump was ready with \u003ca href=\"http://www.teacherspayteachers.com/Product/Common-Core-Standards-Posters-for-Kindergarten\">her version of the Common Core\u003c/a>. She rewrote the kindergarten standards in clean terms, sprinkling in bright illustrations. Then she made the collection available for downloading (in five \u003c!--more-->different color schemes!) with helpful hints: \"Simply print, laminate, cut out and add Velcro so that you can easily switch them out,\" she advises teachers.\u003c/p>\n\u003cp>Her customers are snapping them up and giving her four stars. \"Love it! New Hampshire is still up in the air about the CCS but I know we'll eventually end up using them; by posting this in my classroom I'm ahead of the curve! This saved me soooo much time, thank you so much for creating this!\" raved a fan.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/teachers-cash-in-on-their-own-expertise/medium-49237-1/\" rel=\"attachment wp-att-15122\">\u003cimg class=\"alignleft size-full wp-image-15122\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/medium-49237-1.jpg\" alt=\"\" width=\"80\" height=\"103\">\u003c/a>All told, teachers made over $2 million this past year via TPT, which is fast becoming a sort of \u003ca href=\"http://www.etsy.com/\">Etsy\u003c/a> for educators. Classroom activities, printable worksheets, exams even Powerpoint presentations for grades preK through 12 and across just about all disciplines are available among the thousands of items on the site, which got its start in 2006 but recently got a spiffy makeover. The pricing sweet spot for individual items seems to be around $3.50, Edelman says. Customers buy in groups, with typical customers spending about $14 per order (about three items).\u003c/p>\n\u003cp>Jump is a faithful TPT customer, too, and snaps up items from \u003ca href=\"http://edsurge.us2.list-manage.com/track/click?u=439db75adf017b97887993422&id=7cf47d947f&e=a874f8913c\">Babbling Abby\u003c/a>, \u003ca href=\"http://edsurge.us2.list-manage1.com/track/click?u=439db75adf017b97887993422&id=0351f0537e&e=a874f8913c\">Cara Carroll\u003c/a> and teammate \u003ca href=\"http://edsurge.us2.list-manage1.com/track/click?u=439db75adf017b97887993422&id=c0c3bc1517&e=a874f8913c\">Kim Adsit\u003c/a>. And the money Jump has earned from TPT is heading back into education: Jump has funded a scholarship at the private school her teenager attends and has bought tech gear such as an interactive white board for teachers at the school where she teachers.\u003c/p>\n\u003cp>By anybody's math, that adds up to huge value.\u003c/p>\n\u003cp>\u003cem>Betsy Corcoran is cofounder of \u003ca href=\"http://www.edsurge.com\">EdSurge\u003c/a>,\u003c/em>\u003cem> a free weekly newsletter on educational technology. A similar version of this story appeared on EdSurge.\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/quazie/578252290/sizes/z/in/photostream/\">\u003cimg class=\"size-medium wp-image-15121\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/578252290_1fc5414408_z-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Quazie\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://www.edsurge.com/team\">Betsy Corcoran\u003c/a>\u003c/h5>\n\u003cp>Georgia kindergarten teacher Deanna Jump has been teaching for 15 years, which by most people's math would mean that she has brightened the lives of something like 350 children. But in the past year, that number has gone through the schoolroom roof as Jump has sold the materials she uses to teach kindergarten via \u003ca href=\"http://www.teacherspayteachers.com/\">TeachersPayTeachers\u003c/a>. The big win: in the past year, Jump has earned more than $200,000 for her work, including a personal record of $53,000 in the month of August alone.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Teachers made over $2 million this past year via TPT, which is fast becoming a sort of \u003ca href=\"http://www.etsy.com/\">Etsy\u003c/a> for educators.\u003c/aside>\n\u003cp>Kindergarten teachers \"don't have the kinds of textbooks and materials available for grade-level teachers,\" Jump says. \"So I began creating my own.\"\u003c/p>\n\u003cp>At first, Jump shared her materials with friends and other teachers in her school, Quail Run Elementary. Two years ago, a teammate nudged her to try \u003ca href=\"http://www.teacherspayteachers.com/Store/Deanna-Jump-11\">posting some of the materials\u003c/a> on TeachersPayTeachers. She made $300 her first year. She started blogging. TPT's founder Paul Edelman, a former New York City public school teacher, liked her materials and featured her on the site. \"And then it just snowballed,\" says Jump, who now has close to 4,000 followers on the site.\u003c/p>\n\u003cp>Jump knows her audience: Every item in her 60-piece collection is priced at $10 or less. The materials feature cheery art. When the word went out that teachers would have to post copies of the Common Core standards in their rooms -- and be able to explain them all -- Jump was ready with \u003ca href=\"http://www.teacherspayteachers.com/Product/Common-Core-Standards-Posters-for-Kindergarten\">her version of the Common Core\u003c/a>. She rewrote the kindergarten standards in clean terms, sprinkling in bright illustrations. Then she made the collection available for downloading (in five \u003c!--more-->different color schemes!) with helpful hints: \"Simply print, laminate, cut out and add Velcro so that you can easily switch them out,\" she advises teachers.\u003c/p>\n\u003cp>Her customers are snapping them up and giving her four stars. \"Love it! New Hampshire is still up in the air about the CCS but I know we'll eventually end up using them; by posting this in my classroom I'm ahead of the curve! This saved me soooo much time, thank you so much for creating this!\" raved a fan.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/teachers-cash-in-on-their-own-expertise/medium-49237-1/\" rel=\"attachment wp-att-15122\">\u003cimg class=\"alignleft size-full wp-image-15122\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/medium-49237-1.jpg\" alt=\"\" width=\"80\" height=\"103\">\u003c/a>All told, teachers made over $2 million this past year via TPT, which is fast becoming a sort of \u003ca href=\"http://www.etsy.com/\">Etsy\u003c/a> for educators. Classroom activities, printable worksheets, exams even Powerpoint presentations for grades preK through 12 and across just about all disciplines are available among the thousands of items on the site, which got its start in 2006 but recently got a spiffy makeover. The pricing sweet spot for individual items seems to be around $3.50, Edelman says. Customers buy in groups, with typical customers spending about $14 per order (about three items).\u003c/p>\n\u003cp>Jump is a faithful TPT customer, too, and snaps up items from \u003ca href=\"http://edsurge.us2.list-manage.com/track/click?u=439db75adf017b97887993422&id=7cf47d947f&e=a874f8913c\">Babbling Abby\u003c/a>, \u003ca href=\"http://edsurge.us2.list-manage1.com/track/click?u=439db75adf017b97887993422&id=0351f0537e&e=a874f8913c\">Cara Carroll\u003c/a> and teammate \u003ca href=\"http://edsurge.us2.list-manage1.com/track/click?u=439db75adf017b97887993422&id=c0c3bc1517&e=a874f8913c\">Kim Adsit\u003c/a>. And the money Jump has earned from TPT is heading back into education: Jump has funded a scholarship at the private school her teenager attends and has bought tech gear such as an interactive white board for teachers at the school where she teachers.\u003c/p>\n\u003cp>By anybody's math, that adds up to huge value.\u003c/p>\n\u003cp>\u003cem>Betsy Corcoran is cofounder of \u003ca href=\"http://www.edsurge.com\">EdSurge\u003c/a>,\u003c/em>\u003cem> a free weekly newsletter on educational technology. A similar version of this story appeared on EdSurge.\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "In Classroom of Future, Outdated Testing Can't Keep Up",
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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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"disqusTitle": "12 Ways To Be More Search Savvy",
"title": "12 Ways To Be More Search Savvy",
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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>Fun visual explaining a gamut of concepts, from texting stats to the evolution of technology.\u003c/p>\n\u003cp>\u003ca href=\"http://voxy.com/blog/2011/02/are-we-wired-for-mobile-learning/\">\u003cimg src=\"http://voxy.com/blog/wp-content/uploads/2011/02/112202-VOXY-MOBILE-LEARNING-565x3759.png\" alt=\"\">\u003c/a>\u003cbr>\nVia: \u003ca href=\"http://voxy.com/blog\">Voxy Blog\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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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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"description": "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 Educational Apps series.) Below you’ll find a mixture of iOS, Android, and Web-based apps. MOTION MATH ZOOM We've covered the educational apps built by Motion Math",
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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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"content": "\u003cdiv class=\"post-body\">\u003cp>\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>\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>\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>\u003c/p>\u003c/div>",
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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>\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>\u003c/p>\u003c/div>",
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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. 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>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\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\u003c/div>\u003c/p>",
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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",
"title": "Class, Turn On Your Cell Phones: It's Time to Text",
"headTitle": "MindShift | KQED News",
"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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"description": "Getty As we noted earlier this week, 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",
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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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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"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",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"pri-the-world": {
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"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
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"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
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"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"order": 16
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},
"science-friday": {
"id": "science-friday",
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"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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