window.__IS_SSR__=true
window.__INITIAL_STATE__={
"attachmentsReducer": {
"audio_0": {
"type": "attachments",
"id": "audio_0",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background0.jpg"
}
}
},
"audio_1": {
"type": "attachments",
"id": "audio_1",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background1.jpg"
}
}
},
"audio_2": {
"type": "attachments",
"id": "audio_2",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background2.jpg"
}
}
},
"audio_3": {
"type": "attachments",
"id": "audio_3",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background3.jpg"
}
}
},
"audio_4": {
"type": "attachments",
"id": "audio_4",
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/news/wp-content/themes/KQED-unified/img/audio_bgs/background4.jpg"
}
}
},
"placeholder": {
"type": "attachments",
"id": "placeholder",
"imgSizes": {
"thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-160x107.jpg",
"width": 160,
"height": 107,
"mimeType": "image/jpeg"
},
"medium": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-800x533.jpg",
"width": 800,
"height": 533,
"mimeType": "image/jpeg"
},
"medium_large": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-768x512.jpg",
"width": 768,
"height": 512,
"mimeType": "image/jpeg"
},
"large": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"1536x1536": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1536x1024.jpg",
"width": 1536,
"height": 1024,
"mimeType": "image/jpeg"
},
"fd-lrg": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1536x1024.jpg",
"width": 1536,
"height": 1024,
"mimeType": "image/jpeg"
},
"fd-med": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"fd-sm": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-800x533.jpg",
"width": 800,
"height": 533,
"mimeType": "image/jpeg"
},
"post-thumbnail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"twentyfourteen-full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1038x576.jpg",
"width": 1038,
"height": 576,
"mimeType": "image/jpeg"
},
"xxsmall": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-160x107.jpg",
"width": 160,
"height": 107,
"mimeType": "image/jpeg"
},
"xsmall": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"small": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-672x372.jpg",
"width": 672,
"height": 372,
"mimeType": "image/jpeg"
},
"xlarge": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1020x680.jpg",
"width": 1020,
"height": 680,
"mimeType": "image/jpeg"
},
"full-width": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1-1920x1280.jpg",
"width": 1920,
"height": 1280,
"mimeType": "image/jpeg"
},
"guest-author-32": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 32,
"height": 32,
"mimeType": "image/jpeg"
},
"guest-author-50": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 50,
"height": 50,
"mimeType": "image/jpeg"
},
"guest-author-64": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 64,
"height": 64,
"mimeType": "image/jpeg"
},
"guest-author-96": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 96,
"height": 96,
"mimeType": "image/jpeg"
},
"guest-author-128": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 128,
"height": 128,
"mimeType": "image/jpeg"
},
"detail": {
"file": "https://cdn.kqed.org/wp-content/uploads/2025/01/KQED-Default-Image-816638274-1333x1333-1-160x160.jpg",
"width": 160,
"height": 160,
"mimeType": "image/jpeg"
},
"kqedFullSize": {
"file": "https://cdn.kqed.org/wp-content/uploads/2024/12/KQED-Default-Image-816638274-2000x1333-1.jpg",
"width": 2000,
"height": 1333
}
}
},
"mindshift_14630": {
"type": "attachments",
"id": "mindshift_14630",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "14630",
"found": true
},
"parent": 14621,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/5916140780_fab3ee41ca_z-400x273.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 273
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/5916140780_fab3ee41ca_z-320x218.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 218
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/5916140780_fab3ee41ca_z-640x372.jpg",
"width": 640,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/5916140780_fab3ee41ca_z.jpg",
"width": 640,
"height": 436
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/5916140780_fab3ee41ca_z-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/5916140780_fab3ee41ca_z-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/5916140780_fab3ee41ca_z-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/5916140780_fab3ee41ca_z-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/5916140780_fab3ee41ca_z-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1313704648,
"modified": 1313704648,
"caption": null,
"description": null,
"title": "5916140780_fab3ee41ca_z",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_14593": {
"type": "attachments",
"id": "mindshift_14593",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "14593",
"found": true
},
"parent": 14592,
"imgSizes": {
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/esem-feg-320x267.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 267
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/esem-feg.jpg",
"width": 350,
"height": 292
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/esem-feg-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/esem-feg-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/esem-feg-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/esem-feg-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/esem-feg-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1313686379,
"modified": 1313686379,
"caption": "The FEI XL-30 ESEM FEG (right) and computer controls",
"description": null,
"title": "esem-feg",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_11302": {
"type": "attachments",
"id": "mindshift_11302",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "11302",
"found": true
},
"parent": 11301,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/05/4268896468_9befb04ca0-400x266.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 266
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/05/4268896468_9befb04ca0-320x213.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 213
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/05/4268896468_9befb04ca0.jpg",
"width": 500,
"height": 333
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/05/4268896468_9befb04ca0-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/05/4268896468_9befb04ca0-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/05/4268896468_9befb04ca0-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/05/4268896468_9befb04ca0-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/05/4268896468_9befb04ca0-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1304628468,
"modified": 1304628468,
"caption": null,
"description": ".",
"title": "Hardcover book gutter and pages",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_14565": {
"type": "attachments",
"id": "mindshift_14565",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "14565",
"found": true
},
"parent": 14556,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/getty-400x266.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 266
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/getty-320x212.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 212
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/getty.jpg",
"width": 506,
"height": 336
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/getty-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/getty-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/getty-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/getty-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/getty-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1313521151,
"modified": 1313521151,
"caption": null,
"description": "Teenagers with teacher in computer class",
"title": "getty",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_14544": {
"type": "attachments",
"id": "mindshift_14544",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "14544",
"found": true
},
"parent": 14543,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/photo-620x463-400x299.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 299
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/photo-620x463-320x239.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 239
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/photo-620x463-620x372.jpg",
"width": 620,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/photo-620x463.jpg",
"width": 620,
"height": 463
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/photo-620x463-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/photo-620x463-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/photo-620x463-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/photo-620x463-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/photo-620x463-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1313431614,
"modified": 1313431614,
"caption": null,
"description": null,
"title": "pens",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_14532": {
"type": "attachments",
"id": "mindshift_14532",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "14532",
"found": true
},
"parent": 14530,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/92406343_d3d2cb762f1-400x266.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 266
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/92406343_d3d2cb762f1-320x213.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 213
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/92406343_d3d2cb762f1.jpg",
"width": 500,
"height": 333
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/92406343_d3d2cb762f1-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/92406343_d3d2cb762f1-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/92406343_d3d2cb762f1-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/92406343_d3d2cb762f1-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/92406343_d3d2cb762f1-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1313382808,
"modified": 1313382808,
"caption": null,
"description": null,
"title": "92406343_d3d2cb762f",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_14527": {
"type": "attachments",
"id": "mindshift_14527",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "14527",
"found": true
},
"parent": 14521,
"imgSizes": {
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM.png",
"width": 287,
"height": 287
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM-96x96.png",
"width": 96,
"mimeType": "image/png",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM-64x64.png",
"width": 64,
"mimeType": "image/png",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM-75x75.png",
"width": 75,
"mimeType": "image/png",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM-32x32.png",
"width": 32,
"mimeType": "image/png",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM-128x128.png",
"width": 128,
"mimeType": "image/png",
"height": 128
}
},
"publishDate": 1313180953,
"modified": 1313180953,
"caption": "Ken-ichi Ueda and Scott Loarie demonstrated the new iNaturalist iPhone app at Stanford's Jasper Ridge Biological Preserve",
"description": null,
"title": "Screen shot 2011-08-12 at 1.28.49 PM",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_14488": {
"type": "attachments",
"id": "mindshift_14488",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "14488",
"found": true
},
"parent": 14485,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/Palette_2-400x261.png",
"width": 400,
"mimeType": "image/png",
"height": 261
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/Palette_2-320x208.png",
"width": 320,
"mimeType": "image/png",
"height": 208
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/Palette_2.png",
"width": 525,
"height": 342
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/Palette_2-96x96.png",
"width": 96,
"mimeType": "image/png",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/Palette_2-64x64.png",
"width": 64,
"mimeType": "image/png",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/Palette_2-75x75.png",
"width": 75,
"mimeType": "image/png",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/Palette_2-32x32.png",
"width": 32,
"mimeType": "image/png",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/Palette_2-128x128.png",
"width": 128,
"mimeType": "image/png",
"height": 128
}
},
"publishDate": 1313095851,
"modified": 1313095851,
"caption": null,
"description": null,
"title": "Palette_2",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_14481": {
"type": "attachments",
"id": "mindshift_14481",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "14481",
"found": true
},
"parent": 13851,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-11-at-10.16.58-AM-400x210.png",
"width": 400,
"mimeType": "image/png",
"height": 210
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-11-at-10.16.58-AM-320x168.png",
"width": 320,
"mimeType": "image/png",
"height": 168
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-11-at-10.16.58-AM.png",
"width": 628,
"height": 329
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-11-at-10.16.58-AM-96x96.png",
"width": 96,
"mimeType": "image/png",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-11-at-10.16.58-AM-64x64.png",
"width": 64,
"mimeType": "image/png",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-11-at-10.16.58-AM-75x75.png",
"width": 75,
"mimeType": "image/png",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-11-at-10.16.58-AM-32x32.png",
"width": 32,
"mimeType": "image/png",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-11-at-10.16.58-AM-128x128.png",
"width": 128,
"mimeType": "image/png",
"height": 128
}
},
"publishDate": 1313083168,
"modified": 1313083168,
"caption": null,
"description": null,
"title": "Screen shot 2011-08-11 at 10.16.58 AM",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_14422": {
"type": "attachments",
"id": "mindshift_14422",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "14422",
"found": true
},
"parent": 14421,
"imgSizes": {
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/badges350-320x320.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 320
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/badges350.jpg",
"width": 350,
"height": 350
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/badges350-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/badges350-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/badges350-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/badges350-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/badges350-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1312919831,
"modified": 1312919831,
"caption": null,
"description": null,
"title": "badges350",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_14441": {
"type": "attachments",
"id": "mindshift_14441",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "14441",
"found": true
},
"parent": 14417,
"imgSizes": {
"twentyfourteen-full-width": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/facebook-1038x576.jpg",
"width": 1038,
"mimeType": "image/jpeg",
"height": 576
},
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/facebook-400x270.jpg",
"width": 400,
"mimeType": "image/jpeg",
"height": 270
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/facebook-320x216.jpg",
"width": 320,
"mimeType": "image/jpeg",
"height": 216
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/facebook-672x372.jpg",
"width": 672,
"mimeType": "image/jpeg",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/facebook.jpg",
"width": 1166,
"height": 787
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/facebook-768x518.jpg",
"width": 768,
"mimeType": "image/jpeg",
"height": 518
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/facebook-96x96.jpg",
"width": 96,
"mimeType": "image/jpeg",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/facebook-800x540.jpg",
"width": 800,
"mimeType": "image/jpeg",
"height": 540
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/facebook-64x64.jpg",
"width": 64,
"mimeType": "image/jpeg",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/facebook-75x75.jpg",
"width": 75,
"mimeType": "image/jpeg",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/facebook-32x32.jpg",
"width": 32,
"mimeType": "image/jpeg",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/08/facebook-128x128.jpg",
"width": 128,
"mimeType": "image/jpeg",
"height": 128
}
},
"publishDate": 1312924940,
"modified": 1312924940,
"caption": null,
"description": null,
"title": "facebook",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
},
"mindshift_14266": {
"type": "attachments",
"id": "mindshift_14266",
"meta": {
"index": "attachments_1716263798",
"site": "mindshift",
"id": "14266",
"found": true
},
"parent": 14227,
"imgSizes": {
"thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/07/Screen-shot-2011-07-27-at-3.52.42-PM-400x235.png",
"width": 400,
"mimeType": "image/png",
"height": 235
},
"fd-sm": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/07/Screen-shot-2011-07-27-at-3.52.42-PM-320x188.png",
"width": 320,
"mimeType": "image/png",
"height": 188
},
"post-thumbnail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/07/Screen-shot-2011-07-27-at-3.52.42-PM-672x372.png",
"width": 672,
"mimeType": "image/png",
"height": 372
},
"kqedFullSize": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/07/Screen-shot-2011-07-27-at-3.52.42-PM.png",
"width": 878,
"height": 515
},
"fd-med": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/07/Screen-shot-2011-07-27-at-3.52.42-PM-768x450.png",
"width": 768,
"mimeType": "image/png",
"height": 450
},
"guest-author-96": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/07/Screen-shot-2011-07-27-at-3.52.42-PM-96x96.png",
"width": 96,
"mimeType": "image/png",
"height": 96
},
"medium": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/07/Screen-shot-2011-07-27-at-3.52.42-PM-800x469.png",
"width": 800,
"mimeType": "image/png",
"height": 469
},
"guest-author-64": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/07/Screen-shot-2011-07-27-at-3.52.42-PM-64x64.png",
"width": 64,
"mimeType": "image/png",
"height": 64
},
"detail": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/07/Screen-shot-2011-07-27-at-3.52.42-PM-75x75.png",
"width": 75,
"mimeType": "image/png",
"height": 75
},
"guest-author-32": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/07/Screen-shot-2011-07-27-at-3.52.42-PM-32x32.png",
"width": 32,
"mimeType": "image/png",
"height": 32
},
"guest-author-128": {
"file": "https://ww2.kqed.org/app/uploads/sites/23/2011/07/Screen-shot-2011-07-27-at-3.52.42-PM-128x128.png",
"width": 128,
"mimeType": "image/png",
"height": 128
}
},
"publishDate": 1311807197,
"modified": 1311807197,
"caption": "Highlighter Application",
"description": null,
"title": "Screen-shot-2011-07-27-at-3.52.42-PM",
"credit": null,
"status": "inherit",
"isLoading": false,
"fetchFailed": false
}
},
"audioPlayerReducer": {
"postId": "stream_live",
"isPaused": true,
"isPlaying": false,
"pfsActive": false,
"pledgeModalIsOpen": true,
"playerDrawerIsOpen": false,
"liveAudioPlayStartedAt": 0,
"liveAudioPlayContext": ""
},
"authorsReducer": {
"tbarseghian": {
"type": "authors",
"id": "180",
"meta": {
"index": "authors_1716337520",
"id": "180",
"found": true
},
"name": "Tina Barseghian",
"firstName": "Tina",
"lastName": "Barseghian",
"slug": "tbarseghian",
"email": "tbarseghian@kqed.org",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": null,
"avatar": "https://secure.gravatar.com/avatar/de7e6ced1239b7018fe4d2b61f723c90?s=600&d=blank&r=g",
"twitter": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "styleguide",
"roles": [
"contributor"
]
},
{
"site": "news",
"roles": [
"subscriber"
]
},
{
"site": "mindshift",
"roles": [
"subscriber"
]
},
{
"site": "bayareabites",
"roles": [
"subscriber"
]
}
],
"headData": {
"title": "Tina Barseghian | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/de7e6ced1239b7018fe4d2b61f723c90?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/de7e6ced1239b7018fe4d2b61f723c90?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/tbarseghian"
},
"sbernard": {
"type": "authors",
"id": "4351",
"meta": {
"index": "authors_1716337520",
"id": "4351",
"found": true
},
"name": "Sara Bernard",
"firstName": "Sara",
"lastName": "Bernard",
"slug": "sbernard",
"email": "saralacy@gmail.com",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": null,
"avatar": "https://secure.gravatar.com/avatar/69bae8afcc64ab67f6e3709cfb4bef26?s=600&d=blank&r=g",
"twitter": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "mindshift",
"roles": [
"subscriber"
]
}
],
"headData": {
"title": "Sara Bernard | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/69bae8afcc64ab67f6e3709cfb4bef26?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/69bae8afcc64ab67f6e3709cfb4bef26?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/sbernard"
},
"awatters": {
"type": "authors",
"id": "4352",
"meta": {
"index": "authors_1716337520",
"id": "4352",
"found": true
},
"name": "Audrey Watters",
"firstName": "Audrey",
"lastName": "Watters",
"slug": "awatters",
"email": "awatters@kqed.org",
"display_author_email": false,
"staff_mastheads": [],
"title": null,
"bio": null,
"avatar": "https://secure.gravatar.com/avatar/fb6ac91bb93632725bfa683c1de71bee?s=600&d=blank&r=g",
"twitter": null,
"facebook": null,
"instagram": null,
"linkedin": null,
"sites": [
{
"site": "mindshift",
"roles": [
"subscriber"
]
}
],
"headData": {
"title": "Audrey Watters | KQED",
"description": null,
"ogImgSrc": "https://secure.gravatar.com/avatar/fb6ac91bb93632725bfa683c1de71bee?s=600&d=blank&r=g",
"twImgSrc": "https://secure.gravatar.com/avatar/fb6ac91bb93632725bfa683c1de71bee?s=600&d=blank&r=g"
},
"isLoading": false,
"link": "/author/awatters"
}
},
"pagesReducer": {
"mindshift_category_digital-tools": {
"type": "terms",
"id": "mindshift_195",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "195",
"score": 14.402988
},
"featImg": null,
"name": "Digital Tools",
"description": "How devices, software, and the Internet are changing the classroom dynamic.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "How devices, software, and the Internet are changing the classroom dynamic.",
"title": "Digital Tools Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 195,
"slug": "digital-tools",
"isLoading": false,
"title": "Digital Tools",
"pageMeta": {
"site": "mindshift",
"WpPageTemplate": "page-topic-editorial",
"currentPage": 49
},
"blocks": [
{
"blockName": "kqed/company-paragraph",
"content": "How devices, software, and the Internet are changing the classroom dynamic."
},
{
"blockName": "kqed/post-list",
"attrs": {
"layout": "cardArticle2",
"query": "posts/mindshift?category=digital-tools",
"seeMore": false,
"paginated": true,
"page": 49
}
},
{
"blockName": "kqed/ad"
}
]
}
},
"pfsSessionReducer": {},
"postsReducer": {
"stream_live": {
"type": "live",
"id": "stream_live",
"audioUrl": "https://streams.kqed.org/kqedradio",
"title": "Live Stream",
"excerpt": "Live Stream information currently unavailable.",
"link": "/radio",
"featImg": "",
"label": {
"name": "KQED Live",
"link": "/"
}
},
"stream_kqedNewscast": {
"type": "posts",
"id": "stream_kqedNewscast",
"audioUrl": "https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1",
"title": "KQED Newscast",
"featImg": "",
"label": {
"name": "88.5 FM",
"link": "/"
}
},
"mindshift_14621": {
"type": "posts",
"id": "mindshift_14621",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "14621",
"score": null,
"sort": [
1313704792000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1313704792,
"format": "aside",
"disqusTitle": "Finding Money for Technology: \"Where Do I Start\"?",
"title": "Finding Money for Technology: \"Where Do I Start\"?",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_14630\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"www.SeniorLiving.Org\">\u003cimg class=\"size-medium wp-image-14630\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/5916140780_fab3ee41ca_z-300x204.jpg\" alt=\"\" width=\"300\" height=\"204\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>In the past two days, I've received a few comments and emails from readers about different articles that all point to the same problem: frustration over lack of money to take advantage of all these \u003ca href=\"http://ww2.kqed.org/mindshift/category/technology-tools/\">transformational tech tools\u003c/a> that we write about here.\u003c/p>\n\u003cp>In response to \u003cem>\u003ca href=\"../2011/08/the-most-anticipated-tech-tools-of-back-to-school-2011/\">The Most Anticipated Tech Tools of Back to School\u003c/a>\u003c/em>, reader Noi Schoch writes:\u003c/p>\n\u003cblockquote>\u003cp>\"All this tech is great! IF you have the cash for it! Most schools can't afford it, and most can't afford the staff development to train everyone how to use it and keep up with the newest uses for it.\"\u003c/p>\u003c/blockquote>\n\u003cp>In reference to the article \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/math-and-science-out-of-the-classroom-into-the-world/\">\u003cem>Math and Science: Out of the Classroom, Into the World\u003c/em>\u003c/a>, which describes why new technology makes this an exciting time to be a student, reader \"mjamerson\" says:\u003c/p>\n\u003cblockquote>\u003cp>\"This really sounds like a wonderful expansion of educational possibilities. But there is a potential downside. This new technology will depend on two things: teacher ability and access. As we know, in poor communities there are less seasoned teachers and less access, both at school and at home. So as much as I love the idea of using technology to widen the educational experience, this seems to widen the technology/educational opportunity divide at the same time. It makes me wonder; How many people will be left behind?\"\u003c/p>\u003c/blockquote>\n\u003cp>And yesterday, I received an email from Shelley Tingle, with the subject head \"Where do I start?\":\u003c/p>\n\u003cblockquote>\u003cp>\"I'm a parent of an 8th grader, 4th grader and 2nd grader. I'm also a research civil engineer at the Engineer Research and Development Center in Vicksburg, Mississippi. My junior high student goes to a school with virtually no technology! Vicksburg is an odd society since it is home to many engineers and scientists but also has an extremely high level of poverty with the majority of the students on reduced or free lunches. See our \u003ca href=\"http://www.vwsd.k12.ms.us/children_first/2010_Report.pdf\">district's report card\u003c/a>.\u003c!--more-->\u003c/p>\n\u003cp>My passion is for these children to get connected to math and science which will help in educating our low-income children out of poverty with many job opportunities in their hometown. Where do I begin to get technology into the hands of these students? We do not even have Smartboards in the classrooms. What would be your priority list? How do we go about getting the funds for pay for the technology?\"\u003c/p>\u003c/blockquote>\n\u003cp>And this is just from the past couple of days. Since the launch of MindShift almost a year ago, I've received more notes and comments than I can count asking this pressing question. And I'm not sure how to answer it.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As I wrote in a recent article \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/beyond-facebook-teaching-at-risk-youth-to-create-digital-media/\">\u003cem>For At-Risk Youth, is Learning Digital Media a Luxury?\u003c/em>\u003c/a>\" the issue is one of priority for school administrators, those in positions of power. If educators can reach out to disenfranchised kids by engaging them with tactics like using their mobiles phones and Facebook for learning in class, and by learning about topics that interest them and have direct relevance in their lives, dropout rates and truancies might actually drop. We might see kids more interested in school, regardless of their economic standing. What makes this a more urgent issue is that the “digital divide” or “participation gap”—whatever term you like—will grow even more if low-income students aren’t taught how to use important tech tools they’ll need to survive outside school.\u003c/p>\n\u003cp>But is there a way to circumvent the system with sites like \u003ca href=\"http://www.donorschoose.org/\">Donors Choose\u003c/a>? Can teachers find sources to fund their own, individual classroom projects, and if so, is that the right way? Can parents help lead the movement in their individual communities? I'd love to hear from those who've been successful.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
"disqusIdentifier": "14621 http://blogs.kqed.org/mindshift/?p=14621",
"disqusUrl": "https://ww2.kqed.org/mindshift/2011/08/18/finding-money-for-technology-where-do-i-start/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 641,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 13
},
"modified": 1313704792,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "In the past two days, I've received a few comments and emails from readers about different articles that all point to the same problem: frustration over lack of money to take advantage of all these transformational tech tools that we write about here. In response to The Most Anticipated Tech Tools of Back to School,",
"title": "Finding Money for Technology: \"Where Do I Start\"? | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Finding Money for Technology: \"Where Do I Start\"?",
"datePublished": "2011-08-18T14:59:52-07:00",
"dateModified": "2011-08-18T14:59:52-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "finding-money-for-technology-where-do-i-start",
"status": "publish",
"path": "/mindshift/14621/finding-money-for-technology-where-do-i-start",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_14630\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"www.SeniorLiving.Org\">\u003cimg class=\"size-medium wp-image-14630\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/5916140780_fab3ee41ca_z-300x204.jpg\" alt=\"\" width=\"300\" height=\"204\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>In the past two days, I've received a few comments and emails from readers about different articles that all point to the same problem: frustration over lack of money to take advantage of all these \u003ca href=\"http://ww2.kqed.org/mindshift/category/technology-tools/\">transformational tech tools\u003c/a> that we write about here.\u003c/p>\n\u003cp>In response to \u003cem>\u003ca href=\"../2011/08/the-most-anticipated-tech-tools-of-back-to-school-2011/\">The Most Anticipated Tech Tools of Back to School\u003c/a>\u003c/em>, reader Noi Schoch writes:\u003c/p>\n\u003cblockquote>\u003cp>\"All this tech is great! IF you have the cash for it! Most schools can't afford it, and most can't afford the staff development to train everyone how to use it and keep up with the newest uses for it.\"\u003c/p>\u003c/blockquote>\n\u003cp>In reference to the article \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/math-and-science-out-of-the-classroom-into-the-world/\">\u003cem>Math and Science: Out of the Classroom, Into the World\u003c/em>\u003c/a>, which describes why new technology makes this an exciting time to be a student, reader \"mjamerson\" says:\u003c/p>\n\u003cblockquote>\u003cp>\"This really sounds like a wonderful expansion of educational possibilities. But there is a potential downside. This new technology will depend on two things: teacher ability and access. As we know, in poor communities there are less seasoned teachers and less access, both at school and at home. So as much as I love the idea of using technology to widen the educational experience, this seems to widen the technology/educational opportunity divide at the same time. It makes me wonder; How many people will be left behind?\"\u003c/p>\u003c/blockquote>\n\u003cp>And yesterday, I received an email from Shelley Tingle, with the subject head \"Where do I start?\":\u003c/p>\n\u003cblockquote>\u003cp>\"I'm a parent of an 8th grader, 4th grader and 2nd grader. I'm also a research civil engineer at the Engineer Research and Development Center in Vicksburg, Mississippi. My junior high student goes to a school with virtually no technology! Vicksburg is an odd society since it is home to many engineers and scientists but also has an extremely high level of poverty with the majority of the students on reduced or free lunches. See our \u003ca href=\"http://www.vwsd.k12.ms.us/children_first/2010_Report.pdf\">district's report card\u003c/a>.\u003c!--more-->\u003c/p>\n\u003cp>My passion is for these children to get connected to math and science which will help in educating our low-income children out of poverty with many job opportunities in their hometown. Where do I begin to get technology into the hands of these students? We do not even have Smartboards in the classrooms. What would be your priority list? How do we go about getting the funds for pay for the technology?\"\u003c/p>\u003c/blockquote>\n\u003cp>And this is just from the past couple of days. Since the launch of MindShift almost a year ago, I've received more notes and comments than I can count asking this pressing question. And I'm not sure how to answer it.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As I wrote in a recent article \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/beyond-facebook-teaching-at-risk-youth-to-create-digital-media/\">\u003cem>For At-Risk Youth, is Learning Digital Media a Luxury?\u003c/em>\u003c/a>\" the issue is one of priority for school administrators, those in positions of power. If educators can reach out to disenfranchised kids by engaging them with tactics like using their mobiles phones and Facebook for learning in class, and by learning about topics that interest them and have direct relevance in their lives, dropout rates and truancies might actually drop. We might see kids more interested in school, regardless of their economic standing. What makes this a more urgent issue is that the “digital divide” or “participation gap”—whatever term you like—will grow even more if low-income students aren’t taught how to use important tech tools they’ll need to survive outside school.\u003c/p>\n\u003cp>But is there a way to circumvent the system with sites like \u003ca href=\"http://www.donorschoose.org/\">Donors Choose\u003c/a>? Can teachers find sources to fund their own, individual classroom projects, and if so, is that the right way? Can parents help lead the movement in their individual communities? I'd love to hear from those who've been successful.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/14621/finding-money-for-technology-where-do-i-start",
"authors": [
"180"
],
"categories": [
"mindshift_195"
],
"tags": [
"mindshift_179",
"mindshift_252",
"mindshift_683",
"mindshift_228"
],
"featImg": "mindshift_14630",
"label": "mindshift"
},
"mindshift_14592": {
"type": "posts",
"id": "mindshift_14592",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "14592",
"score": null,
"sort": [
1313689956000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1313689956,
"format": "aside",
"disqusTitle": "A Web-Based Microscope for the Pros is Open to All Students",
"title": "A Web-Based Microscope for the Pros is Open to All Students",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_14593\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://bugscope.beckman.uiuc.edu/img/esem-feg.JPG\">\u003cimg class=\"size-medium wp-image-14593\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/esem-feg-300x250.jpg\" alt=\"\" width=\"300\" height=\"250\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The FEI XL-30 ESEM FEG (right) and computer controls.\u003c/figcaption>\u003c/figure>\n\u003cp>One of the promises of the Internet is to put resources into the hands of those who wouldn't otherwise be able to access them. We often think of that in terms of information and data. But as the \u003ca href=\"http://itg.beckman.illinois.edu/\">Imaging Technology Group\u003c/a> at the Beckman Institute at the University of Illinois, Urbana-Champaign demonstrates, the Internet can also enable people to access hardware resources, not just software or information.\u003c/p>\n\u003cp>In the case of the Beckman Institute, it's a $600,000 electron microscope that can now be used remotely. Called \u003ca href=\"http://bugscope.beckman.uiuc.edu/\">Bugscope\u003c/a>, the project allows K-12 and undergraduate students to access and control the electron microscope from their classroom and view -- as the name suggests -- bug samples at up to a 20,000-fold magnification.\u003c/p>\n\u003cp>Classes can mail in their insect specimens or use those provided by Bugscope. Doing so allows them to examine insect anatomy that's too small for regular classroom microscopes (which typically magnify up to 1000 times).\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The whole idea is allowing a classroom to be like research investigators. The kids are the main actors. We are just support.\"\u003c/aside>\n\u003cp>And because of the design of the project, it also helps students experience other aspects of scientific research. Classes must propose their projects to Bugscope, for example, in order to use the microscope (although all legitimate proposals are accepted). And they have the opportunity to live chat with scientists during their session and ask them not just about insects or about electron microscopes but about careers in science.\u003c!--more-->\u003c/p>\n\u003cfigure id=\"attachment_14594\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://bugscope.beckman.uiuc.edu/img/esem-feg.JPG\">\u003cimg class=\"size-medium wp-image-14594\" title=\"butterfly_electron\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/butterfly_electron-300x215.gif\" alt=\"\" width=\"300\" height=\"215\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Image acquired by students (2009-154 Session)\u003c/figcaption>\u003c/figure>\n\u003cp>Bugscope hosted its first classroom session back in March of 1999, and since then there have been 580 classroom sessions with 415 schools. Bugscope has also been used in teacher education programs at several universities, helping model ways in which teachers can use technology to help foster scientific inquiry. Marquette University and California State University, East Bay, over the past 10 years (involving 870 students) have modeled strategies for use of technology to foster inquiry in a dynamic, real-time community of learners by contextualizing science content.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"My students, who experience poverty, violence, and challenging living environments, had the opportunity to control a $600,000 environmental scanning electron microscope,\" one pre-service teacher who has used Bugscope in the classroom \u003ca href=\"http://www.sciencemag.org/content/333/6042/534.full\">said.\u003c/a> \"They chatted directly with scientists …. Most students learn the functions of insects by looking at pictures or drawings in a textbook. My fifth graders observed their own once-living specimens.”\u003c/p>\n\u003cp>Last month, the journal \u003cem>Science\u003c/em> awarded the Bugscope project its \u003ca href=\"http://www.aaas.org/news/releases/2011/0729sp_spore.shtml\">SPORE Award\u003c/a>, its Science Prize for Online Resources in Education. Bugscope collaborators Michele Korb and Umesh Thakkar explain how the program works to help train future scientists in an \u003ca href=\"http://www.sciencemag.org/content/333/6042/534.full\">article in Science\u003c/a>.\u003c/p>\n\u003cp>\"The whole idea is allowing a classroom to be like research investigators,\" Thakkar told the \u003ca href=\"http://www.sacbee.com/2011/08/01/3807514/students-gain-access-to-electron.html\">Sacramento Bee\u003c/a>. \"Each session is unique. The teacher has the power. The kids are the main actors. We are just support.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Read about how a class in Palatine, Illinois \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-cell-phones-fry-your-brain-ask-student-scientists/\">uses a Geiger counter\u003c/a> on the opposite end of the world -- in Australia to test whether sleeping with a cell phone under their pillows might be harmful.\u003c/em>\u003c/p>\n\n",
"disqusIdentifier": "14592 http://blogs.kqed.org/mindshift/?p=14592",
"disqusUrl": "https://ww2.kqed.org/mindshift/2011/08/18/a-web-based-microscope-for-the-pros-is-open-to-all-students/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 536,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 11
},
"modified": 1313693343,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "One of the promises of the Internet is to put resources into the hands of those who wouldn't otherwise be able to access them. We often think of that in terms of information and data. But as the Imaging Technology Group at the Beckman Institute at the University of Illinois, Urbana-Champaign demonstrates, the Internet can",
"title": "A Web-Based Microscope for the Pros is Open to All Students | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "A Web-Based Microscope for the Pros is Open to All Students",
"datePublished": "2011-08-18T10:52:36-07:00",
"dateModified": "2011-08-18T11:49:03-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "a-web-based-microscope-for-the-pros-is-open-to-all-students",
"status": "publish",
"path": "/mindshift/14592/a-web-based-microscope-for-the-pros-is-open-to-all-students",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_14593\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://bugscope.beckman.uiuc.edu/img/esem-feg.JPG\">\u003cimg class=\"size-medium wp-image-14593\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/esem-feg-300x250.jpg\" alt=\"\" width=\"300\" height=\"250\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The FEI XL-30 ESEM FEG (right) and computer controls.\u003c/figcaption>\u003c/figure>\n\u003cp>One of the promises of the Internet is to put resources into the hands of those who wouldn't otherwise be able to access them. We often think of that in terms of information and data. But as the \u003ca href=\"http://itg.beckman.illinois.edu/\">Imaging Technology Group\u003c/a> at the Beckman Institute at the University of Illinois, Urbana-Champaign demonstrates, the Internet can also enable people to access hardware resources, not just software or information.\u003c/p>\n\u003cp>In the case of the Beckman Institute, it's a $600,000 electron microscope that can now be used remotely. Called \u003ca href=\"http://bugscope.beckman.uiuc.edu/\">Bugscope\u003c/a>, the project allows K-12 and undergraduate students to access and control the electron microscope from their classroom and view -- as the name suggests -- bug samples at up to a 20,000-fold magnification.\u003c/p>\n\u003cp>Classes can mail in their insect specimens or use those provided by Bugscope. Doing so allows them to examine insect anatomy that's too small for regular classroom microscopes (which typically magnify up to 1000 times).\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The whole idea is allowing a classroom to be like research investigators. The kids are the main actors. We are just support.\"\u003c/aside>\n\u003cp>And because of the design of the project, it also helps students experience other aspects of scientific research. Classes must propose their projects to Bugscope, for example, in order to use the microscope (although all legitimate proposals are accepted). And they have the opportunity to live chat with scientists during their session and ask them not just about insects or about electron microscopes but about careers in science.\u003c!--more-->\u003c/p>\n\u003cfigure id=\"attachment_14594\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://bugscope.beckman.uiuc.edu/img/esem-feg.JPG\">\u003cimg class=\"size-medium wp-image-14594\" title=\"butterfly_electron\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/butterfly_electron-300x215.gif\" alt=\"\" width=\"300\" height=\"215\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Image acquired by students (2009-154 Session)\u003c/figcaption>\u003c/figure>\n\u003cp>Bugscope hosted its first classroom session back in March of 1999, and since then there have been 580 classroom sessions with 415 schools. Bugscope has also been used in teacher education programs at several universities, helping model ways in which teachers can use technology to help foster scientific inquiry. Marquette University and California State University, East Bay, over the past 10 years (involving 870 students) have modeled strategies for use of technology to foster inquiry in a dynamic, real-time community of learners by contextualizing science content.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"My students, who experience poverty, violence, and challenging living environments, had the opportunity to control a $600,000 environmental scanning electron microscope,\" one pre-service teacher who has used Bugscope in the classroom \u003ca href=\"http://www.sciencemag.org/content/333/6042/534.full\">said.\u003c/a> \"They chatted directly with scientists …. Most students learn the functions of insects by looking at pictures or drawings in a textbook. My fifth graders observed their own once-living specimens.”\u003c/p>\n\u003cp>Last month, the journal \u003cem>Science\u003c/em> awarded the Bugscope project its \u003ca href=\"http://www.aaas.org/news/releases/2011/0729sp_spore.shtml\">SPORE Award\u003c/a>, its Science Prize for Online Resources in Education. Bugscope collaborators Michele Korb and Umesh Thakkar explain how the program works to help train future scientists in an \u003ca href=\"http://www.sciencemag.org/content/333/6042/534.full\">article in Science\u003c/a>.\u003c/p>\n\u003cp>\"The whole idea is allowing a classroom to be like research investigators,\" Thakkar told the \u003ca href=\"http://www.sacbee.com/2011/08/01/3807514/students-gain-access-to-electron.html\">Sacramento Bee\u003c/a>. \"Each session is unique. The teacher has the power. The kids are the main actors. We are just support.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Read about how a class in Palatine, Illinois \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-cell-phones-fry-your-brain-ask-student-scientists/\">uses a Geiger counter\u003c/a> on the opposite end of the world -- in Australia to test whether sleeping with a cell phone under their pillows might be harmful.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/14592/a-web-based-microscope-for-the-pros-is-open-to-all-students",
"authors": [
"4352"
],
"categories": [
"mindshift_195",
"mindshift_193"
],
"tags": [
"mindshift_682",
"mindshift_47"
],
"featImg": "mindshift_14593",
"label": "mindshift"
},
"mindshift_14574": {
"type": "posts",
"id": "mindshift_14574",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "14574",
"score": null,
"sort": [
1313600717000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1313600717,
"format": "aside",
"disqusTitle": "How Social Networks Might Change the Way We Read Books",
"title": "How Social Networks Might Change the Way We Read Books",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003ca rel=\"attachment wp-att-11302\" href=\"http://ww2.kqed.org/mindshift/2011/05/10-open-education-resources-you-may-not-know-about-but-should/hardcover-book-gutter-and-pages/\">\u003cimg class=\"size-medium wp-image-11302\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/4268896468_9befb04ca0-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>Reading hasn't always been seen as a solitary act. Our first experiences with books demonstrate that: before we know how to read, we often have people -- a parent, a teacher -- reading out loud to us. But once we know how to read, there's a sense that we're supposed to read silently and oftentimes, read alone. Even so, we're still compelled to share what we're reading with others -- whether we're reading for school or for pleasure.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>It's no surprise then, considering the ever-present \"social\" online world, that we've seen the rise of social reading websites, applications and features.\u003c/p>\n\u003cp>Over the last few weeks, for example, Amazon has expanded the social features connected with its \"\u003ca href=\"https://kindle.amazon.com/\">Public Notes\u003c/a>. \"Public Notes\" have been available since the beginning of the year, allowing readers to share publicly their highlights and notes from the Kindle books they're reading. Now Amazon has made it so that if you link your Twitter and Facebook accounts, you automatically follow all of your friends and followers from those networks. As \u003ca href=\"http://www.wired.com/epicenter/2011/08/amazons-newish-social-network-now-lifting-even-more-info-from-facebooktwitter/\">Wired's Tim Carmody\u003c/a> points out, it's \"a little bit creepy\" to have the default setting do this, and you have to uncheck a box that automatically broadcasts your reading status too. But there are more granular controls for making public which books you're reading, as well as the passages you highlight.\u003c/p>\n\u003caside class=\"pullquote alignleft\">The social element can add depth to the understanding of what's being read, just as book clubs do.\u003c/aside>\n\u003cp>Amazon isn't the only company to offer this connection between reading and social networks either. Last week, Google too made it easy to \u003ca href=\"http://booksearch.blogspot.com/2011/08/share-your-favorite-books-with-literary.html\">share titles of what you're reading\u003c/a> from Google Books to Google Plus. And Amazon and Google join a long list of other reading-oriented social networks, such as \u003ca href=\"http://goodreads.com\">Goodreads\u003c/a>, wherein you can keep track of what you read, as well as what others read, and of course, talk about books.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Many teachers already use sites like Goodreads in their classes, creating private groups -- \"book clubs,\" if you will -- where students can talk about their assigned reading, write reviews, take quizzes, and the like. Unlike the nascent social networks being built around the Amazon Kindle or Google Books, a site like Goodreads doesn't require that everyone have the same \"hardware\" -- the same printed edition or the same e-reader, for example.\u003c/p>\n\u003cp>But there's a lot of potential once and if students do share hardware, particularly when it comes to e-readers and e-books. As we noted in our recent coverage of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/turning-static-text-into-interactive-discussions/\">Highlighter\u003c/a>, we're seeing lots of ways to mark up content, make notes in the margins, and share or save these electronically. But there's also the potential for real-time interaction, within the e-book itself, where readers can hold discussions within the text and within the app itself.\u003c/p>\n\u003cp>That may seem like anathema to the idea of the solitary reading experience. And critics will point out that the social aspect create distractions from reading. But we can also argue that the social element can add depth to the understanding of what's being read, just as book clubs do. Peers can help define words and concepts that are sometimes hard to grasp when reading alone.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Readers: have you used any social reading sites or features, or do you plan to? We'd love to hear your thoughts on how this has changed your reading habits.\u003c/p>\n\n",
"disqusIdentifier": "14574 http://blogs.kqed.org/mindshift/?p=14574",
"disqusUrl": "https://ww2.kqed.org/mindshift/2011/08/17/how-social-networks-might-change-the-way-we-read-books/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 580,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 11
},
"modified": 1313612938,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Reading hasn't always been seen as a solitary act. Our first experiences with books demonstrate that: before we know how to read, we often have people -- a parent, a teacher -- reading out loud to us. But once we know how to read, there's a sense that we're supposed to read silently and oftentimes,",
"title": "How Social Networks Might Change the Way We Read Books | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "How Social Networks Might Change the Way We Read Books",
"datePublished": "2011-08-17T10:05:17-07:00",
"dateModified": "2011-08-17T13:28:58-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "how-social-networks-might-change-the-way-we-read-books",
"status": "publish",
"path": "/mindshift/14574/how-social-networks-might-change-the-way-we-read-books",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-11302\" href=\"http://ww2.kqed.org/mindshift/2011/05/10-open-education-resources-you-may-not-know-about-but-should/hardcover-book-gutter-and-pages/\">\u003cimg class=\"size-medium wp-image-11302\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/4268896468_9befb04ca0-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>Reading hasn't always been seen as a solitary act. Our first experiences with books demonstrate that: before we know how to read, we often have people -- a parent, a teacher -- reading out loud to us. But once we know how to read, there's a sense that we're supposed to read silently and oftentimes, read alone. Even so, we're still compelled to share what we're reading with others -- whether we're reading for school or for pleasure.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>It's no surprise then, considering the ever-present \"social\" online world, that we've seen the rise of social reading websites, applications and features.\u003c/p>\n\u003cp>Over the last few weeks, for example, Amazon has expanded the social features connected with its \"\u003ca href=\"https://kindle.amazon.com/\">Public Notes\u003c/a>. \"Public Notes\" have been available since the beginning of the year, allowing readers to share publicly their highlights and notes from the Kindle books they're reading. Now Amazon has made it so that if you link your Twitter and Facebook accounts, you automatically follow all of your friends and followers from those networks. As \u003ca href=\"http://www.wired.com/epicenter/2011/08/amazons-newish-social-network-now-lifting-even-more-info-from-facebooktwitter/\">Wired's Tim Carmody\u003c/a> points out, it's \"a little bit creepy\" to have the default setting do this, and you have to uncheck a box that automatically broadcasts your reading status too. But there are more granular controls for making public which books you're reading, as well as the passages you highlight.\u003c/p>\n\u003caside class=\"pullquote alignleft\">The social element can add depth to the understanding of what's being read, just as book clubs do.\u003c/aside>\n\u003cp>Amazon isn't the only company to offer this connection between reading and social networks either. Last week, Google too made it easy to \u003ca href=\"http://booksearch.blogspot.com/2011/08/share-your-favorite-books-with-literary.html\">share titles of what you're reading\u003c/a> from Google Books to Google Plus. And Amazon and Google join a long list of other reading-oriented social networks, such as \u003ca href=\"http://goodreads.com\">Goodreads\u003c/a>, wherein you can keep track of what you read, as well as what others read, and of course, talk about books.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Many teachers already use sites like Goodreads in their classes, creating private groups -- \"book clubs,\" if you will -- where students can talk about their assigned reading, write reviews, take quizzes, and the like. Unlike the nascent social networks being built around the Amazon Kindle or Google Books, a site like Goodreads doesn't require that everyone have the same \"hardware\" -- the same printed edition or the same e-reader, for example.\u003c/p>\n\u003cp>But there's a lot of potential once and if students do share hardware, particularly when it comes to e-readers and e-books. As we noted in our recent coverage of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/turning-static-text-into-interactive-discussions/\">Highlighter\u003c/a>, we're seeing lots of ways to mark up content, make notes in the margins, and share or save these electronically. But there's also the potential for real-time interaction, within the e-book itself, where readers can hold discussions within the text and within the app itself.\u003c/p>\n\u003cp>That may seem like anathema to the idea of the solitary reading experience. And critics will point out that the social aspect create distractions from reading. But we can also argue that the social element can add depth to the understanding of what's being read, just as book clubs do. Peers can help define words and concepts that are sometimes hard to grasp when reading alone.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Readers: have you used any social reading sites or features, or do you plan to? We'd love to hear your thoughts on how this has changed your reading habits.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/14574/how-social-networks-might-change-the-way-we-read-books",
"authors": [
"4352"
],
"categories": [
"mindshift_194",
"mindshift_195",
"mindshift_193"
],
"tags": [
"mindshift_679",
"mindshift_681",
"mindshift_680",
"mindshift_30"
],
"featImg": "mindshift_11302",
"label": "mindshift"
},
"mindshift_14556": {
"type": "posts",
"id": "mindshift_14556",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "14556",
"score": null,
"sort": [
1313521524000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1313521524,
"format": "aside",
"disqusTitle": "Where Does Disruption Begin? With Teachers Who Teach Teachers",
"title": "Where Does Disruption Begin? With Teachers Who Teach Teachers",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cimg class=\"size-medium wp-image-14565\" title=\"getty\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/getty-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/p>\n\u003cp>Disrupting the entrenched education system is daunting. There are 7.2 million teachers in the U.S., 76 million students, and more than 98,000 public schools, according to\u003ca href=\"www.census.gov/newsroom/releases/pdf/cb10ff-14_school.pdf\"> a government census\u003c/a> (as of 2008).\u003c/p>\n\u003cp>So what's the most effective way to unshackle the current archaic system from ineffective tactics that no longer work in the digital age?\u003c/p>\n\u003cp>Google, the world's go-to for answers, has an idea for the most impactful place to start. Last week, the company's educational overseers organized the Google Faculty Institute, to which they invited the faculty from California State University (CSU) schools of education. The mission: to show those who teach teachers the most effective, useful, and helpful digital tools.\u003c/p>\n\u003cp>Why the focus on CSU teachers? Simple math -- 60% of teachers in California and \u003cstrong>10% of teachers in the U.S\u003c/strong>. -- are trained through the CSU system.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"You get the attention of hundreds of these faculty members, then you make a real change in California.\"\u003c/aside>\n\u003cp>\"We want to make California a model for the rest of the country,\" said Maggie Johnson, director of education and university relations for Google. \"We wanted to find a mechanism for talking about education technology and all the ways of using it in transformational ways -- not just ways to support teaching as it’s always been done.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Over the course of three days, the 39 attendees -- mostly faculty who teach at the CSU schools of education -- were tasked with coming up with proposals that would demonstrate the use of technology in new and inventive ways. They had to show how the proposal could be scaled and how it could go viral. For its part, in addition to hosting the event and providing experts and resources at the workshop, Google will donate $20,000 to each group, which has six to nine months to implement their ideas.\u003c/p>\n\u003cp>Here's what they came up with:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>The Math of Khan: \u003c/strong>Documenting, testing and disseminating the process by which a teacher can flip their classroom using \u003ca href=\"../2010/12/salman-khan-teaches-the-world-one-youtube-video-at-a-time/\">Khan Academy videos\u003c/a>.\u003cstrong> \u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>Making Teachers 'Appy'\u003c/strong>: Encouraging a \"maker\" philosophy with pre-service educators (teachers-in-training) by teaching introduction to programming in an educational technology course.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>Birds-Eye Detective:\u003c/strong> Teaching pre-server educators how to use Google Earth, Maps and fusion tables in the context of project-based K-12 instruction.\u003c/li>\n\u003cli>\u003cstrong>Team-Teaching Classroom Innovation:\u003c/strong> Identifying a large number of pre-service teacher pairs to develop technology-rich science and math modules, test those modules in their classrooms and share with each other.\u003c/li>\n\u003cli>\u003cstrong>Transforming STEM Educators\u003c/strong>: Delivering short workshops on how to use technology to do formative assessment, while saving faculty significant time.\u003c/li>\n\u003cli>\u003cstrong>Examining Climate Change:\u003c/strong> An integrative math/science/technology approach to learning about climate change by developing a module for a methods course showing the power of technology in the context on relevant issues and to address misconceptions.\u003c/li>\n\u003c/ul>\n\u003cp>For these educators of educators, learning the tools of the trade for themselves deepened their understanding of how they can be taught to their students, and in turn used more fluidly in classrooms across California.\u003c/p>\n\u003cp>\"They now understand the ability to manage some of these tools that can make teaching more fruitful and more exciting,\" said Jaimie Tasap, Google senior education manager.\u003c/p>\n\u003cp>Though there were \"bumps in the road,\" namely legitimate obstacles that faculty would face in taking these ideas back to school to implement, Johnson said she's confident they'll follow through.\u003c/p>\n\u003cp>\"We want them to influence the rest of the faculty at their schools,\" she said. \"You get the attention of hundreds of these faculty members, then you make a real change in California.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
"disqusIdentifier": "14556 http://blogs.kqed.org/mindshift/?p=14556",
"disqusUrl": "https://ww2.kqed.org/mindshift/2011/08/16/where-does-disruption-begin-with-teachers-who-teach-teachers/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 608,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 14
},
"modified": 1313521524,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Disrupting the entrenched education system is daunting. There are 7.2 million teachers in the U.S., 76 million students, and more than 98,000 public schools, according to a government census (as of 2008). So what's the most effective way to unshackle the current archaic system from ineffective tactics that no longer work in the digital age?",
"title": "Where Does Disruption Begin? With Teachers Who Teach Teachers | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Where Does Disruption Begin? With Teachers Who Teach Teachers",
"datePublished": "2011-08-16T12:05:24-07:00",
"dateModified": "2011-08-16T12:05:24-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "where-does-disruption-begin-with-teachers-who-teach-teachers",
"status": "publish",
"path": "/mindshift/14556/where-does-disruption-begin-with-teachers-who-teach-teachers",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"size-medium wp-image-14565\" title=\"getty\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/getty-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/p>\n\u003cp>Disrupting the entrenched education system is daunting. There are 7.2 million teachers in the U.S., 76 million students, and more than 98,000 public schools, according to\u003ca href=\"www.census.gov/newsroom/releases/pdf/cb10ff-14_school.pdf\"> a government census\u003c/a> (as of 2008).\u003c/p>\n\u003cp>So what's the most effective way to unshackle the current archaic system from ineffective tactics that no longer work in the digital age?\u003c/p>\n\u003cp>Google, the world's go-to for answers, has an idea for the most impactful place to start. Last week, the company's educational overseers organized the Google Faculty Institute, to which they invited the faculty from California State University (CSU) schools of education. The mission: to show those who teach teachers the most effective, useful, and helpful digital tools.\u003c/p>\n\u003cp>Why the focus on CSU teachers? Simple math -- 60% of teachers in California and \u003cstrong>10% of teachers in the U.S\u003c/strong>. -- are trained through the CSU system.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"You get the attention of hundreds of these faculty members, then you make a real change in California.\"\u003c/aside>\n\u003cp>\"We want to make California a model for the rest of the country,\" said Maggie Johnson, director of education and university relations for Google. \"We wanted to find a mechanism for talking about education technology and all the ways of using it in transformational ways -- not just ways to support teaching as it’s always been done.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Over the course of three days, the 39 attendees -- mostly faculty who teach at the CSU schools of education -- were tasked with coming up with proposals that would demonstrate the use of technology in new and inventive ways. They had to show how the proposal could be scaled and how it could go viral. For its part, in addition to hosting the event and providing experts and resources at the workshop, Google will donate $20,000 to each group, which has six to nine months to implement their ideas.\u003c/p>\n\u003cp>Here's what they came up with:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>The Math of Khan: \u003c/strong>Documenting, testing and disseminating the process by which a teacher can flip their classroom using \u003ca href=\"../2010/12/salman-khan-teaches-the-world-one-youtube-video-at-a-time/\">Khan Academy videos\u003c/a>.\u003cstrong> \u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>Making Teachers 'Appy'\u003c/strong>: Encouraging a \"maker\" philosophy with pre-service educators (teachers-in-training) by teaching introduction to programming in an educational technology course.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>Birds-Eye Detective:\u003c/strong> Teaching pre-server educators how to use Google Earth, Maps and fusion tables in the context of project-based K-12 instruction.\u003c/li>\n\u003cli>\u003cstrong>Team-Teaching Classroom Innovation:\u003c/strong> Identifying a large number of pre-service teacher pairs to develop technology-rich science and math modules, test those modules in their classrooms and share with each other.\u003c/li>\n\u003cli>\u003cstrong>Transforming STEM Educators\u003c/strong>: Delivering short workshops on how to use technology to do formative assessment, while saving faculty significant time.\u003c/li>\n\u003cli>\u003cstrong>Examining Climate Change:\u003c/strong> An integrative math/science/technology approach to learning about climate change by developing a module for a methods course showing the power of technology in the context on relevant issues and to address misconceptions.\u003c/li>\n\u003c/ul>\n\u003cp>For these educators of educators, learning the tools of the trade for themselves deepened their understanding of how they can be taught to their students, and in turn used more fluidly in classrooms across California.\u003c/p>\n\u003cp>\"They now understand the ability to manage some of these tools that can make teaching more fruitful and more exciting,\" said Jaimie Tasap, Google senior education manager.\u003c/p>\n\u003cp>Though there were \"bumps in the road,\" namely legitimate obstacles that faculty would face in taking these ideas back to school to implement, Johnson said she's confident they'll follow through.\u003c/p>\n\u003cp>\"We want them to influence the rest of the faculty at their schools,\" she said. \"You get the attention of hundreds of these faculty members, then you make a real change in California.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/14556/where-does-disruption-begin-with-teachers-who-teach-teachers",
"authors": [
"180"
],
"categories": [
"mindshift_195",
"mindshift_193"
],
"tags": [
"mindshift_678",
"mindshift_105",
"mindshift_386",
"mindshift_295",
"mindshift_598"
],
"featImg": "mindshift_14565",
"label": "mindshift"
},
"mindshift_14543": {
"type": "posts",
"id": "mindshift_14543",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "14543",
"score": null,
"sort": [
1313442040000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1313442040,
"format": "aside",
"disqusTitle": "10 Reasons to Ban Pens and Pencils in the Class",
"title": "10 Reasons to Ban Pens and Pencils in the Class",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003ca rel=\"attachment wp-att-14544\" href=\"http://ww2.kqed.org/mindshift/2011/08/10-reasons-to-ban-pens-and-pencils-in-the-class/photo-620x463/\">\u003cimg class=\"size-medium wp-image-14544\" title=\"pens\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/photo-620x463-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003c/a>\u003c/p>\n\u003cp>A \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/10-reasons-to-ban-pens-and-pencils-in-the-classroom/\">classic tongue-in-cheek MindShift post\u003c/a> from last November is making the rounds on Twitter. For those who haven't seen it yet, I'm happy to repost here, just in time for back-to-school.\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff0000;\">\u003cstrong>[A PARODY]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch5>By Katie Stansberry\u003c/h5>\n\u003cp>According to a recent \u003ca href=\"http://www.msnbc.msn.com/id/35063840/\">MSNBC article\u003c/a>, 69% of high school currently ban cell phones. But you’d be hard-pressed to find a school anywhere that has enacted a blanket ban on pens and pencils. Here are 10 reasons to reconsider the widespread acceptance of these distracting and potentially dangerous implements.\u003c/p>\n\u003col>\n\u003cli>Pens and pencils are \u003cstrong>distracting\u003c/strong>. The tapping, clicking, flipping and rolling can drive just about any teacher around the bend. I remember a happy indoor recess spent throwing newly sharpened pencils at the classroom ceiling trying to make them stick.\u003c/li>\n\u003cli>Writing implements are \u003cstrong>dangerous.\u003c/strong> I still have a small lump of lead imbedded in the soft, fleshy area between my thumb and pointer finger. It’s a souvenir from a mini-sword fight that occurred between my close friend and I in third grade. She won.\u003c/li>\n\u003cli>Pens can be used to \u003cstrong>cheat.\u003c/strong> Now that I’m at the head of a classroom instead of behind a desk, I’ve seen some ingenious cheating techniques. One student managed to write an entire history of media studies on the bottom of their shoe. I’ve also found forearms covered with vocabulary words, ankles tattooed with definitions, and hands dyed with smeared blue ink.\u003c/li>\n\u003cli>They are incredibly \u003cstrong>messy\u003c/strong>. Dusty pencil shavings litter the floor in many elementary classrooms and pens filled with liquid ink are just disasters waiting to happen. Have you ever tried to clean a child’s backpack after a pen broke at the bottom of the bag? No amount of scrubbing can get the dye completely out.\u003c/li>\n\u003cli>Pens and pencils can be used to \u003cstrong>bully\u003c/strong> kids. Those notes that pass from hand to hand across the rows of desks are often far more sinister than they appear. Thanks to the ubiquitous use of writing implements in schools, kids have free reign to write and distribute messages that use offensive language and hateful speech. Recent high-profile cases of student bullying are just the latest examples of why we must crack down on these communication tools.\u003c!--more-->\u003c/li>\n\u003cli>Kids will just use them to \u003cstrong>play games\u003c/strong>. Hangman, Tic-Tac-Toe, word searches, crosswords, and now the latest craze: Sudoko. How can any student be expected to keep their mind on lessons when there are so many tempting distractions just a pen stroke away?\u003c/li>\n\u003cli>Fancy pens and pencils will cause \u003cstrong>jealousy\u003c/strong> and other problems. I remember in fifth grade when the girl who sat across from me came to school with a brand new pack of orange, sparkly pens that wrote in neon ink. Her father had brought them back as a souvenir from a recent trip to Florida. They were the coolest and I wanted them, but they were too expensive for me to just go out and buy. Wouldn’t it be better to nip those kinds of issue in the bud by instituting a widespread ban on pens in schools.\u003c/li>\n\u003cli>There are \u003cstrong>health\u003c/strong> concerns that can lead to bad habits. I think part of the reason I wore braces for six years stemmed from my lifelong habit of chewing pens and pencils. All that chomping in class had to affect my dental hygiene.\u003c/li>\n\u003cli>They lead to \u003cstrong>sedentary\u003c/strong> behavior. Have you ever seen a child running with a sharpened pencil? Or, writing a note while playing kickball? Writing and exercise don’t mix. The obesity crises is reaching epic levels. Let’s get pens and pencils out of our kid’s pudgy hands so they can get moving.\u003c/li>\n\u003cli>They can be used to \u003cstrong>embarrass teachers\u003c/strong>. Sure, no teacher wants to see their goofs show up on YouTube, but a skillfully done caricature can do as much or more damage than photos or video. At least cameras and video capture actual events, when students are given free reign to create images, text or stories about their teachers, there’s no limit to the damage they can do.\u003c/li>\n\u003c/ol>\n\u003cp>Let’s hope this blog post helps open people’s eyes to the danger of pens and pencils in schools. It’s high time someone spoke out in support of a ban on such hazardous tools.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
"disqusIdentifier": "14543 http://blogs.kqed.org/mindshift/?p=14543",
"disqusUrl": "https://ww2.kqed.org/mindshift/2011/08/15/10-reasons-to-ban-pens-and-pencils-in-the-class/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 740,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 7
},
"modified": 1313431829,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "A classic tongue-in-cheek MindShift post from last November is making the rounds on Twitter. For those who haven't seen it yet, I'm happy to repost here, just in time for back-to-school. By Katie Stansberry According to a recent MSNBC article, 69% of high school currently ban cell phones. But you’d be hard-pressed",
"title": "10 Reasons to Ban Pens and Pencils in the Class | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "10 Reasons to Ban Pens and Pencils in the Class",
"datePublished": "2011-08-15T14:00:40-07:00",
"dateModified": "2011-08-15T11:10:29-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "10-reasons-to-ban-pens-and-pencils-in-the-class",
"status": "publish",
"path": "/mindshift/14543/10-reasons-to-ban-pens-and-pencils-in-the-class",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-14544\" href=\"http://ww2.kqed.org/mindshift/2011/08/10-reasons-to-ban-pens-and-pencils-in-the-class/photo-620x463/\">\u003cimg class=\"size-medium wp-image-14544\" title=\"pens\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/photo-620x463-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003c/a>\u003c/p>\n\u003cp>A \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/10-reasons-to-ban-pens-and-pencils-in-the-classroom/\">classic tongue-in-cheek MindShift post\u003c/a> from last November is making the rounds on Twitter. For those who haven't seen it yet, I'm happy to repost here, just in time for back-to-school.\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff0000;\">\u003cstrong>[A PARODY]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch5>By Katie Stansberry\u003c/h5>\n\u003cp>According to a recent \u003ca href=\"http://www.msnbc.msn.com/id/35063840/\">MSNBC article\u003c/a>, 69% of high school currently ban cell phones. But you’d be hard-pressed to find a school anywhere that has enacted a blanket ban on pens and pencils. Here are 10 reasons to reconsider the widespread acceptance of these distracting and potentially dangerous implements.\u003c/p>\n\u003col>\n\u003cli>Pens and pencils are \u003cstrong>distracting\u003c/strong>. The tapping, clicking, flipping and rolling can drive just about any teacher around the bend. I remember a happy indoor recess spent throwing newly sharpened pencils at the classroom ceiling trying to make them stick.\u003c/li>\n\u003cli>Writing implements are \u003cstrong>dangerous.\u003c/strong> I still have a small lump of lead imbedded in the soft, fleshy area between my thumb and pointer finger. It’s a souvenir from a mini-sword fight that occurred between my close friend and I in third grade. She won.\u003c/li>\n\u003cli>Pens can be used to \u003cstrong>cheat.\u003c/strong> Now that I’m at the head of a classroom instead of behind a desk, I’ve seen some ingenious cheating techniques. One student managed to write an entire history of media studies on the bottom of their shoe. I’ve also found forearms covered with vocabulary words, ankles tattooed with definitions, and hands dyed with smeared blue ink.\u003c/li>\n\u003cli>They are incredibly \u003cstrong>messy\u003c/strong>. Dusty pencil shavings litter the floor in many elementary classrooms and pens filled with liquid ink are just disasters waiting to happen. Have you ever tried to clean a child’s backpack after a pen broke at the bottom of the bag? No amount of scrubbing can get the dye completely out.\u003c/li>\n\u003cli>Pens and pencils can be used to \u003cstrong>bully\u003c/strong> kids. Those notes that pass from hand to hand across the rows of desks are often far more sinister than they appear. Thanks to the ubiquitous use of writing implements in schools, kids have free reign to write and distribute messages that use offensive language and hateful speech. Recent high-profile cases of student bullying are just the latest examples of why we must crack down on these communication tools.\u003c!--more-->\u003c/li>\n\u003cli>Kids will just use them to \u003cstrong>play games\u003c/strong>. Hangman, Tic-Tac-Toe, word searches, crosswords, and now the latest craze: Sudoko. How can any student be expected to keep their mind on lessons when there are so many tempting distractions just a pen stroke away?\u003c/li>\n\u003cli>Fancy pens and pencils will cause \u003cstrong>jealousy\u003c/strong> and other problems. I remember in fifth grade when the girl who sat across from me came to school with a brand new pack of orange, sparkly pens that wrote in neon ink. Her father had brought them back as a souvenir from a recent trip to Florida. They were the coolest and I wanted them, but they were too expensive for me to just go out and buy. Wouldn’t it be better to nip those kinds of issue in the bud by instituting a widespread ban on pens in schools.\u003c/li>\n\u003cli>There are \u003cstrong>health\u003c/strong> concerns that can lead to bad habits. I think part of the reason I wore braces for six years stemmed from my lifelong habit of chewing pens and pencils. All that chomping in class had to affect my dental hygiene.\u003c/li>\n\u003cli>They lead to \u003cstrong>sedentary\u003c/strong> behavior. Have you ever seen a child running with a sharpened pencil? Or, writing a note while playing kickball? Writing and exercise don’t mix. The obesity crises is reaching epic levels. Let’s get pens and pencils out of our kid’s pudgy hands so they can get moving.\u003c/li>\n\u003cli>They can be used to \u003cstrong>embarrass teachers\u003c/strong>. Sure, no teacher wants to see their goofs show up on YouTube, but a skillfully done caricature can do as much or more damage than photos or video. At least cameras and video capture actual events, when students are given free reign to create images, text or stories about their teachers, there’s no limit to the damage they can do.\u003c/li>\n\u003c/ol>\n\u003cp>Let’s hope this blog post helps open people’s eyes to the danger of pens and pencils in schools. It’s high time someone spoke out in support of a ban on such hazardous tools.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/14543/10-reasons-to-ban-pens-and-pencils-in-the-class",
"authors": [
"180"
],
"categories": [
"mindshift_194",
"mindshift_195"
],
"featImg": "mindshift_14544",
"label": "mindshift"
},
"mindshift_14530": {
"type": "posts",
"id": "mindshift_14530",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "14530",
"score": null,
"sort": [
1313428738000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1313428738,
"format": "aside",
"disqusTitle": "The Most Anticipated Tech Tools of Back-to-School 2011",
"title": "The Most Anticipated Tech Tools of Back-to-School 2011",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/brunogirin/92406343/\">\u003cimg class=\"size-medium wp-image-14532\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/92406343_d3d2cb762f1-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>Over the course of the last few weeks, I have been asking educators to tell me which new technology tool they were most looking forward to bringing with them back-to-school this fall.\u003c/p>\n\u003cp>These didn't have to be new tools per se; just new to the survey respondent for this school year. And these didn't have to be tools that they were teaching with or that they were using with students. They could be tools for administrative purposes or for professional development, for example.\u003c/p>\n\u003cp>A couple of notes here about my methodology before I dive into the results: I created a survey as a \u003ca href=\"https://docs.google.com/spreadsheet/viewform?hl=en_US&formkey=dHUzY21xOFIzLTc5cTBNR0Y4Mjc1a0E6MQ#gid=0\">Google Form\u003c/a> and tweeted the link a couple of times. I also posted the link to \u003ca href=\"plus.google.com\">Google Plus\u003c/a>. So that makes this a highly un-scientific survey as you had to be connected to my social networks -- either through retweets or shares -- to have the chance to participate. I didn't restrict this to a particular grade level, and I invited all educators, regardless of job title, to participate.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"New gadgetry doesn't always outshine useful, functional software.\"\u003c/aside>\n\u003cp>Also of interest, each time I tweeted the link to the survey, I had 2 or 3 retweets. When I posted the survey to Google Plus as opposed to Twitter, the link was more than twice as likely to be re-shared. No one on Twitter @-replied with their tech tool of choice. But my post on Google Plus did elicit 14 some-odd comments with people discussing various technologies they'd be bringing back-to-school with them (including, of course, a couple of wry comments from those educators who worked all summer.)\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Most Anticipated Tech Tools for the 2011 School Year:\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>Google Plus\u003c/li>\n\u003cli> Edmodo\u003c/li>\n\u003cli> iPad\u003c/li>\n\u003c/ol>\n\u003cp> \u003c/p>\n\u003cp>With that high level of engagement on Google Plus, it's no surprise then that Google's nascent social network absolutely dominated the results, with more than double the replies of the next, most popular tool. Many respondents described the promise of Google Plus not so much in terms of their own \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/will-google-replace-twitter-or-facebook-for-teachers/\">personal learning networks\u003c/a>, but as a way to engage a Facebook-oriented student population. Several noted that they wished that full integration with \u003ca href=\"http://www.google.com/apps/intl/en/edu/\">Google Apps for Education\u003c/a> was in place as it would round out the \"social\" piece of the various collaboration tools (Sites, for example).\u003c!--more-->\u003c/p>\n\u003cp>That \"social\" piece seems to be incredibly important as we move into the new school year, as indicated by the second most popular tool in my survey: the education-focused social network \u003ca href=\"http://edmodo.com\">Edmodo\u003c/a>. Teachers said they looked forward to using Edmodo for handing out and receiving assignments and hoped that the social network would help encourage shy and quiet students to feel like they could have a place to express themselves.\u003c/p>\n\u003cp>When I \u003ca href=\"http://www.readwriteweb.com/archives/teachers_pick_their_top_5_back-to-school_tech_tool.php\">conducted the same survey this time last year\u003c/a>, the most popular response was the iPad. That wasn't a surprise, really, as last year would have been the first full academic year with these mobile devices at a teacher's disposal. Although classrooms have long had 1:1 laptop initiatives, the iPad seems to have rekindled (so to speak) interest in these sorts of programs. The iPad does remain popular this year, although it's dropped to third place. I don't think this marks any sort of diminished interest in the iPad, but it's an indication perhaps that new gadgetry doesn't always outshine useful, functional software -- in this case, focused around social networks.\u003c/p>\n\u003cp>Rounding out last year's most anticipated tools were Twitter, Google Apps for Education, and student blogs. None of these garnered more than a vote or two this year. Again, I don't think this means these tools aren't in use as widely any more; rather that they've been in use already and teachers are trying other new things this school year; tools like document cameras, \u003ca href=\"http://evernote.com\">Evernote\u003c/a>, \u003ca href=\"http://moodle.org\">Moodle\u003c/a>, cell phones, and \u003ca href=\"http://www.collaborizeclassroom.com/\">Collaborize Classroom\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Readers, we'd still love to hear what new technology tools you plan to bring back-to-school with you this fall. Please let us know in the comments!\u003c/p>\n\n",
"disqusIdentifier": "14530 http://blogs.kqed.org/mindshift/?p=14530",
"disqusUrl": "https://ww2.kqed.org/mindshift/2011/08/15/the-most-anticipated-tech-tools-of-back-to-school-2011/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 686,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 13
},
"modified": 1313428738,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Over the course of the last few weeks, I have been asking educators to tell me which new technology tool they were most looking forward to bringing with them back-to-school this fall. These didn't have to be new tools per se; just new to the survey respondent for this school year. And these didn't have",
"title": "The Most Anticipated Tech Tools of Back-to-School 2011 | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "The Most Anticipated Tech Tools of Back-to-School 2011",
"datePublished": "2011-08-15T10:18:58-07:00",
"dateModified": "2011-08-15T10:18:58-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "the-most-anticipated-tech-tools-of-back-to-school-2011",
"status": "publish",
"path": "/mindshift/14530/the-most-anticipated-tech-tools-of-back-to-school-2011",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/brunogirin/92406343/\">\u003cimg class=\"size-medium wp-image-14532\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/92406343_d3d2cb762f1-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>Over the course of the last few weeks, I have been asking educators to tell me which new technology tool they were most looking forward to bringing with them back-to-school this fall.\u003c/p>\n\u003cp>These didn't have to be new tools per se; just new to the survey respondent for this school year. And these didn't have to be tools that they were teaching with or that they were using with students. They could be tools for administrative purposes or for professional development, for example.\u003c/p>\n\u003cp>A couple of notes here about my methodology before I dive into the results: I created a survey as a \u003ca href=\"https://docs.google.com/spreadsheet/viewform?hl=en_US&formkey=dHUzY21xOFIzLTc5cTBNR0Y4Mjc1a0E6MQ#gid=0\">Google Form\u003c/a> and tweeted the link a couple of times. I also posted the link to \u003ca href=\"plus.google.com\">Google Plus\u003c/a>. So that makes this a highly un-scientific survey as you had to be connected to my social networks -- either through retweets or shares -- to have the chance to participate. I didn't restrict this to a particular grade level, and I invited all educators, regardless of job title, to participate.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"New gadgetry doesn't always outshine useful, functional software.\"\u003c/aside>\n\u003cp>Also of interest, each time I tweeted the link to the survey, I had 2 or 3 retweets. When I posted the survey to Google Plus as opposed to Twitter, the link was more than twice as likely to be re-shared. No one on Twitter @-replied with their tech tool of choice. But my post on Google Plus did elicit 14 some-odd comments with people discussing various technologies they'd be bringing back-to-school with them (including, of course, a couple of wry comments from those educators who worked all summer.)\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Most Anticipated Tech Tools for the 2011 School Year:\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>Google Plus\u003c/li>\n\u003cli> Edmodo\u003c/li>\n\u003cli> iPad\u003c/li>\n\u003c/ol>\n\u003cp> \u003c/p>\n\u003cp>With that high level of engagement on Google Plus, it's no surprise then that Google's nascent social network absolutely dominated the results, with more than double the replies of the next, most popular tool. Many respondents described the promise of Google Plus not so much in terms of their own \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/will-google-replace-twitter-or-facebook-for-teachers/\">personal learning networks\u003c/a>, but as a way to engage a Facebook-oriented student population. Several noted that they wished that full integration with \u003ca href=\"http://www.google.com/apps/intl/en/edu/\">Google Apps for Education\u003c/a> was in place as it would round out the \"social\" piece of the various collaboration tools (Sites, for example).\u003c!--more-->\u003c/p>\n\u003cp>That \"social\" piece seems to be incredibly important as we move into the new school year, as indicated by the second most popular tool in my survey: the education-focused social network \u003ca href=\"http://edmodo.com\">Edmodo\u003c/a>. Teachers said they looked forward to using Edmodo for handing out and receiving assignments and hoped that the social network would help encourage shy and quiet students to feel like they could have a place to express themselves.\u003c/p>\n\u003cp>When I \u003ca href=\"http://www.readwriteweb.com/archives/teachers_pick_their_top_5_back-to-school_tech_tool.php\">conducted the same survey this time last year\u003c/a>, the most popular response was the iPad. That wasn't a surprise, really, as last year would have been the first full academic year with these mobile devices at a teacher's disposal. Although classrooms have long had 1:1 laptop initiatives, the iPad seems to have rekindled (so to speak) interest in these sorts of programs. The iPad does remain popular this year, although it's dropped to third place. I don't think this marks any sort of diminished interest in the iPad, but it's an indication perhaps that new gadgetry doesn't always outshine useful, functional software -- in this case, focused around social networks.\u003c/p>\n\u003cp>Rounding out last year's most anticipated tools were Twitter, Google Apps for Education, and student blogs. None of these garnered more than a vote or two this year. Again, I don't think this means these tools aren't in use as widely any more; rather that they've been in use already and teachers are trying other new things this school year; tools like document cameras, \u003ca href=\"http://evernote.com\">Evernote\u003c/a>, \u003ca href=\"http://moodle.org\">Moodle\u003c/a>, cell phones, and \u003ca href=\"http://www.collaborizeclassroom.com/\">Collaborize Classroom\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Readers, we'd still love to hear what new technology tools you plan to bring back-to-school with you this fall. Please let us know in the comments!\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/14530/the-most-anticipated-tech-tools-of-back-to-school-2011",
"authors": [
"4352"
],
"categories": [
"mindshift_195"
],
"tags": [
"mindshift_677",
"mindshift_621",
"mindshift_81"
],
"featImg": "mindshift_14532",
"label": "mindshift"
},
"mindshift_14521": {
"type": "posts",
"id": "mindshift_14521",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "14521",
"score": null,
"sort": [
1313178764000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1313178764,
"format": "aside",
"disqusTitle": "Math and Science: Out of the Classroom, Into the World",
"title": "Math and Science: Out of the Classroom, Into the World",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_14527\" class=\"wp-caption left\" style=\"max-width: 287px\">\u003ca href=\"http://blogs.kqed.org/climatewatch/2011/01/29/citizen-science-the-iphone-app/\">\u003cimg class=\"size-full wp-image-14527\" title=\"Screen shot 2011-08-12 at 1.28.49 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM.png\" alt=\"\" width=\"287\" height=\"287\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM.png 287w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM-75x75.png 75w\" sizes=\"(max-width: 287px) 100vw, 287px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ken-ichi Ueda and Scott Loarie demonstrated the new iNaturalist iPhone app at Stanford's Jasper Ridge Biological Preserve\u003c/figcaption>\u003c/figure>\n\u003cp>It’s great to be a student these days. The opportunities to learn math, science, technology and engineering have come such a long way from the days of sitting through interminable hours of watching teachers solve equations and explain complicated theories on the chalkboard.\u003c/p>\n\u003cp>Witnessing how technology has redefined learning makes me wish I could start school all over again. Covering the subject of education innovation and the future of learning for \u003ca href=\"../\">MindShift\u003c/a>, I’m excited to see that the old model is changing. With access to a computer or mobile device, apps and websites, students can have a completely different learning experience – one that resonates within the digital world they live.\u003c/p>\n\u003cp>\u003cstrong>1. LOCAL AND GLOBAL COLLABORATION\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>The stereotypical image of a scientist is that of one who works long, solitary hours in a sealed lab sequestered from others. But most science research in the real world happens with lots of collaboration between researchers from across the globe. And the same scenario is happening in schools, too.\u003c/p>\n\u003cp>In schools like \u003ca href=\"../2011/01/napa-new-tech-school-of-the-future-is-here/\">Napa New Tech High\u003c/a> in Napa, Calif., students work in groups on projects for every subject they study. At \u003ca href=\"../2011/06/three-public-schools-a-study-in-contrast/\">Covington Elementary School\u003c/a> in Los Altos, Calif., students help each other figure out math problems they’re learning on the \u003ca href=\"http://www.khanacademy.org/\">Khan Academy\u003c/a> website. And when they’re stuck with a problem, their teacher Richard Julian steps in -- he doesn’t solve it for them, but helps them figure out how to solve it themselves.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Scientists are also collaborating with students, asking eager, young learners to help them gather data and conduct \u003ca href=\"../2011/04/can-cell-phones-fry-your-brain-ask-student-scientists/\">research\u003c/a>. So when \u003ca href=\"http://www.birds.cornell.edu/citsci/projects\">ornithologists \u003c/a>at Cornell University study breeding and nesting behavior, when \u003ca href=\"http://www.edutopia.org/charter-school-observatory-lewis\">NASA \u003c/a>researchers need an extra few thousand pairs of eyes on a telescope, and when biologists and gardeners investigate changes in \u003ca href=\"http://www.lostladybug.org/\">ladybug \u003c/a>populations, they ask K-12 students to participate in the research — often as part of their regular class curriculum.\u003c/p>\n\u003cp>Students are also working with each other and scientists across the globe on their own science projects, as with Tanya Katovich’s class in Palatine, Illinois. Katovich’s students connected to a radioactivity lab clear across the globe — a Geiger counter in Australia — to find out whether their \u003ca href=\"../2011/04/can-cell-phones-fry-your-brain-ask-student-scientists/\">cell phones\u003c/a> are frying their brains. Now that’s worth learning!\u003c/p>\n\u003cp>\u003cstrong>2) ADDRESSING REAL-WORLD CONCERNS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Studying a subject just for the sake of knowing it is no longer a viable reason to learn. Educators are realizing that connecting curriculum to what’s important to students in their daily lives, as well as to what’s meaningful in the real world, will motivate students to want to learn more.\u003c/p>\n\u003cp>That was the case with Tanya Katovich’s class, whose students were invested in learning the outcomes of whether sleeping with their cell phones under their pillows was harming them. Similarly, challenged with the task of finding engaging ways to measure asthmatic kids’ oxygen levels, a group of students at Microsoft’s \u003ca href=\"http://www.imaginecup.com/\">Imagine Cup\u003c/a> contest created a \u003ca href=\"../2011/07/a-student-built-game-attempts-to-improve-health/\">mobile game\u003c/a> that makes those annoying breathing tests more fun. The game connects the mobile phone to a spirometer, which controls Azmo, a fire-breathing dragon whose fiery breath destroys villages and castles.\u003c/p>\n\u003cp>Another student at the Imagine Cup created a \u003ca href=\"../2011/07/student-built-technology-helping-low-vision-students/\">tool \u003c/a>designed to help visually impaired students with taking notes in class.\u003c/p>\n\u003cp>With access to real data and real tools available online, students are able to draw their own conclusions and create their own problem-solving devices, giving them a glimpse into the world outside the confines of school, and making them responsible, contributing citizens of the world. Today, anyone can be an engineer.\u003c/p>\n\u003cp>\u003cstrong>3) TEXTBOOKS, BEGONE\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>There will come a day when textbooks will no longer be the predominant source of learning in schools. That time is not as far off as you might think.\u003c/p>\n\u003cp>And it’s not just a matter of \u003ca href=\"../tag/digital-textbooks/\">digitizing textbooks\u003c/a>, though that’s the very first baby-step. Subjects like math, science and engineering are becoming untethered from print books and gaining new life in apps, games and websites.\u003c/p>\n\u003cp>\u003ca href=\"../tag/citizen-science/\">Citizen science\u003c/a> apps like \u003ca href=\"http://www.projectnoah.org/\">Project Noah\u003c/a>, \u003ca href=\"http://inaturalist.org/\">iNaturalist\u003c/a> and \u003ca href=\"http://www.thewildlab.org/\">The WildLab\u003c/a> are just a few mobile phone apps that encourage learners to gather scientific data in their surrounding environment and submit it to sites that use the information for everything from geo-tagging bird species to logging plants and animals.\u003c/p>\n\u003cp>Not to mention sites that teach students how to program and \u003ca href=\"../2011/06/preventing-the-summer-slide-with-diy-tech-and-science-projects\">build robots\u003c/a>, \u003ca href=\"../tag/motion-math\">motion-sensor apps\u003c/a> that teach fractions, and apps that \u003ca href=\"../2010/10/get-a-hobby-astronomy-apps/\">chart the stars\u003c/a> for astronomy buffs.\u003c/p>\n\u003cp>With tools like \u003ca href=\"http://sketchup.google.com/\">Sketchup\u003c/a>, students can design and create anything in their imagination. With sites like Microsoft’s \u003ca href=\"http://www.worldwidetelescope.org/Home.aspx\">WorldWide Telescope\u003c/a> and \u003ca href=\"http://www.google.com/earth/index.html\">Google Earth\u003c/a>, they can virtually explore every part of the world from their own classrooms or bedrooms.\u003c/p>\n\u003cp>These examples just barely scratch the surface of the types of innovations that are happening in STEM education. As technology becomes more sophisticated, so will the young minds that harness it.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post was originally written for NBC's Education Nation blog called \u003ca href=\"http://www.educationnation.com/index.cfm?objectid=00D30BAE-C425-11E0-A76D000C296BA163&aka=0\">The Learning Curve\u003c/a>.\u003c/em>\u003c/p>\n\n",
"disqusIdentifier": "14521 http://blogs.kqed.org/mindshift/?p=14521",
"disqusUrl": "https://ww2.kqed.org/mindshift/2011/08/12/math-and-science-out-of-the-classroom-into-the-world/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 897,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 22
},
"modified": 1313180994,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "It’s great to be a student these days. The opportunities to learn math, science, technology and engineering have come such a long way from the days of sitting through interminable hours of watching teachers solve equations and explain complicated theories on the chalkboard. Witnessing how technology has redefined learning makes me wish I could start school",
"title": "Math and Science: Out of the Classroom, Into the World | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Math and Science: Out of the Classroom, Into the World",
"datePublished": "2011-08-12T12:52:44-07:00",
"dateModified": "2011-08-12T13:29:54-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "math-and-science-out-of-the-classroom-into-the-world",
"status": "publish",
"path": "/mindshift/14521/math-and-science-out-of-the-classroom-into-the-world",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_14527\" class=\"wp-caption left\" style=\"max-width: 287px\">\u003ca href=\"http://blogs.kqed.org/climatewatch/2011/01/29/citizen-science-the-iphone-app/\">\u003cimg class=\"size-full wp-image-14527\" title=\"Screen shot 2011-08-12 at 1.28.49 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM.png\" alt=\"\" width=\"287\" height=\"287\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM.png 287w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/Screen-shot-2011-08-12-at-1.28.49-PM-75x75.png 75w\" sizes=\"(max-width: 287px) 100vw, 287px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ken-ichi Ueda and Scott Loarie demonstrated the new iNaturalist iPhone app at Stanford's Jasper Ridge Biological Preserve\u003c/figcaption>\u003c/figure>\n\u003cp>It’s great to be a student these days. The opportunities to learn math, science, technology and engineering have come such a long way from the days of sitting through interminable hours of watching teachers solve equations and explain complicated theories on the chalkboard.\u003c/p>\n\u003cp>Witnessing how technology has redefined learning makes me wish I could start school all over again. Covering the subject of education innovation and the future of learning for \u003ca href=\"../\">MindShift\u003c/a>, I’m excited to see that the old model is changing. With access to a computer or mobile device, apps and websites, students can have a completely different learning experience – one that resonates within the digital world they live.\u003c/p>\n\u003cp>\u003cstrong>1. LOCAL AND GLOBAL COLLABORATION\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>The stereotypical image of a scientist is that of one who works long, solitary hours in a sealed lab sequestered from others. But most science research in the real world happens with lots of collaboration between researchers from across the globe. And the same scenario is happening in schools, too.\u003c/p>\n\u003cp>In schools like \u003ca href=\"../2011/01/napa-new-tech-school-of-the-future-is-here/\">Napa New Tech High\u003c/a> in Napa, Calif., students work in groups on projects for every subject they study. At \u003ca href=\"../2011/06/three-public-schools-a-study-in-contrast/\">Covington Elementary School\u003c/a> in Los Altos, Calif., students help each other figure out math problems they’re learning on the \u003ca href=\"http://www.khanacademy.org/\">Khan Academy\u003c/a> website. And when they’re stuck with a problem, their teacher Richard Julian steps in -- he doesn’t solve it for them, but helps them figure out how to solve it themselves.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Scientists are also collaborating with students, asking eager, young learners to help them gather data and conduct \u003ca href=\"../2011/04/can-cell-phones-fry-your-brain-ask-student-scientists/\">research\u003c/a>. So when \u003ca href=\"http://www.birds.cornell.edu/citsci/projects\">ornithologists \u003c/a>at Cornell University study breeding and nesting behavior, when \u003ca href=\"http://www.edutopia.org/charter-school-observatory-lewis\">NASA \u003c/a>researchers need an extra few thousand pairs of eyes on a telescope, and when biologists and gardeners investigate changes in \u003ca href=\"http://www.lostladybug.org/\">ladybug \u003c/a>populations, they ask K-12 students to participate in the research — often as part of their regular class curriculum.\u003c/p>\n\u003cp>Students are also working with each other and scientists across the globe on their own science projects, as with Tanya Katovich’s class in Palatine, Illinois. Katovich’s students connected to a radioactivity lab clear across the globe — a Geiger counter in Australia — to find out whether their \u003ca href=\"../2011/04/can-cell-phones-fry-your-brain-ask-student-scientists/\">cell phones\u003c/a> are frying their brains. Now that’s worth learning!\u003c/p>\n\u003cp>\u003cstrong>2) ADDRESSING REAL-WORLD CONCERNS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Studying a subject just for the sake of knowing it is no longer a viable reason to learn. Educators are realizing that connecting curriculum to what’s important to students in their daily lives, as well as to what’s meaningful in the real world, will motivate students to want to learn more.\u003c/p>\n\u003cp>That was the case with Tanya Katovich’s class, whose students were invested in learning the outcomes of whether sleeping with their cell phones under their pillows was harming them. Similarly, challenged with the task of finding engaging ways to measure asthmatic kids’ oxygen levels, a group of students at Microsoft’s \u003ca href=\"http://www.imaginecup.com/\">Imagine Cup\u003c/a> contest created a \u003ca href=\"../2011/07/a-student-built-game-attempts-to-improve-health/\">mobile game\u003c/a> that makes those annoying breathing tests more fun. The game connects the mobile phone to a spirometer, which controls Azmo, a fire-breathing dragon whose fiery breath destroys villages and castles.\u003c/p>\n\u003cp>Another student at the Imagine Cup created a \u003ca href=\"../2011/07/student-built-technology-helping-low-vision-students/\">tool \u003c/a>designed to help visually impaired students with taking notes in class.\u003c/p>\n\u003cp>With access to real data and real tools available online, students are able to draw their own conclusions and create their own problem-solving devices, giving them a glimpse into the world outside the confines of school, and making them responsible, contributing citizens of the world. Today, anyone can be an engineer.\u003c/p>\n\u003cp>\u003cstrong>3) TEXTBOOKS, BEGONE\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>There will come a day when textbooks will no longer be the predominant source of learning in schools. That time is not as far off as you might think.\u003c/p>\n\u003cp>And it’s not just a matter of \u003ca href=\"../tag/digital-textbooks/\">digitizing textbooks\u003c/a>, though that’s the very first baby-step. Subjects like math, science and engineering are becoming untethered from print books and gaining new life in apps, games and websites.\u003c/p>\n\u003cp>\u003ca href=\"../tag/citizen-science/\">Citizen science\u003c/a> apps like \u003ca href=\"http://www.projectnoah.org/\">Project Noah\u003c/a>, \u003ca href=\"http://inaturalist.org/\">iNaturalist\u003c/a> and \u003ca href=\"http://www.thewildlab.org/\">The WildLab\u003c/a> are just a few mobile phone apps that encourage learners to gather scientific data in their surrounding environment and submit it to sites that use the information for everything from geo-tagging bird species to logging plants and animals.\u003c/p>\n\u003cp>Not to mention sites that teach students how to program and \u003ca href=\"../2011/06/preventing-the-summer-slide-with-diy-tech-and-science-projects\">build robots\u003c/a>, \u003ca href=\"../tag/motion-math\">motion-sensor apps\u003c/a> that teach fractions, and apps that \u003ca href=\"../2010/10/get-a-hobby-astronomy-apps/\">chart the stars\u003c/a> for astronomy buffs.\u003c/p>\n\u003cp>With tools like \u003ca href=\"http://sketchup.google.com/\">Sketchup\u003c/a>, students can design and create anything in their imagination. With sites like Microsoft’s \u003ca href=\"http://www.worldwidetelescope.org/Home.aspx\">WorldWide Telescope\u003c/a> and \u003ca href=\"http://www.google.com/earth/index.html\">Google Earth\u003c/a>, they can virtually explore every part of the world from their own classrooms or bedrooms.\u003c/p>\n\u003cp>These examples just barely scratch the surface of the types of innovations that are happening in STEM education. As technology becomes more sophisticated, so will the young minds that harness it.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post was originally written for NBC's Education Nation blog called \u003ca href=\"http://www.educationnation.com/index.cfm?objectid=00D30BAE-C425-11E0-A76D000C296BA163&aka=0\">The Learning Curve\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/14521/math-and-science-out-of-the-classroom-into-the-world",
"authors": [
"180"
],
"categories": [
"mindshift_194",
"mindshift_195",
"mindshift_193"
],
"tags": [
"mindshift_47"
],
"featImg": "mindshift_14527",
"label": "mindshift"
},
"mindshift_14485": {
"type": "posts",
"id": "mindshift_14485",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "14485",
"score": null,
"sort": [
1313098009000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1313098009,
"format": "aside",
"disqusTitle": "Scratch: Teaching the Difference Between Creating and Remixing",
"title": "Scratch: Teaching the Difference Between Creating and Remixing",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003ca rel=\"attachment wp-att-14488\" href=\"http://ww2.kqed.org/mindshift/2011/08/scratch-teaching-kids-about-programming-teaching-kids-about-remixing/palette_2/\">\u003cimg class=\"alignleft size-medium wp-image-14488\" title=\"Palette_2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/Palette_2-300x195.png\" alt=\"\" width=\"300\" height=\"195\">\u003c/a>The introductory programming language \u003ca href=\"http://scratch.mit.edu\">Scratch\u003c/a> is on the cusp of having its 2 millionth project uploaded to its website. That's an impressive number, and one that points not just to the widespread adoption of Scratch by novice programmers, but to the growth of a vibrant community surrounding the programming language along with the stories and games that are built with it.\u003c/p>\n\u003cp>For those unfamiliar with Scratch, some background: Developed by the \u003ca href=\"media.mit.edu\">MIT Media Lab\u003c/a>, Scratch is a visual programming language for children age 6 and up. Scratch is available free of charge, and the software runs on Mac, Windows, and Linux computers. (\u003ca href=\"http://info.scratch.mit.edu/Scratch2FAQ\">Scratch 2.0\u003c/a>, which is currently under development, will bring the tool into the Web browser as opposed to being a download.)\u003c/p>\n\u003cp>\u003cstrong>TEACHING ABOUT PROGRAMMING\u003c/strong>\u003c/p>\n\u003cp>Scratch requires no programming knowledge, and as it's aimed at a young audience, its interface is, by necessity, fairly intuitive. With Scratch, users choose from a selection of \u003ca href=\"http://wiki.scratch.mit.edu/wiki/Blocks\">blocks\u003c/a> that govern motion, color, and sensors, for example and use these to built \u003ca href=\"http://wiki.scratch.mit.edu/wiki/Script\">scripts\u003c/a>. These scripts are what makes the program's objects (\u003ca href=\"http://wiki.scratch.mit.edu/wiki/Sprite\">sprites\u003c/a>) perform actions. These building blocks of the Scratch programming language all fit together -- quite literally -- making it easy for users to drag and drop the necessary pieces into their program.\u003c/p>\n\u003cp>\u003cstrong>TEACHING ABOUT CREATIVE COMMONS, REMIXING & SHARING\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Since its release in 2007, over 850,000 users have joined the Scratch website and have shared, as noted above, almost 2 million projects — from games to animations. That sharing aspect has become a fundamental part of the Scratch community. The projects that are uploaded to the site are licensed under the Creative Commons Attribution Share-Alike License. That means that other users can download the graphics and the source code from these projects and are free to reuse and remix elements from them.\u003c/p>\n\u003caside class=\"pullquote alignleft\">The importance of understanding what it means to build upon others' work and what it means to give credit to others when you do so.\u003c/aside>\n\u003cp>That sharing has led to some interesting responses from users, as Andrés Monroy-Hernández, MIT PhD Candidate and founder of Scratch's online community, has documented in his research (\u003ca href=\"http://www.aaai.org/ocs/index.php/ICWSM/ICWSM10/paper/download/1533/1836\">PDF\u003c/a>). Monroy-Hernández tracked the responses to remixes from the originators of projects, and he found a wide range of reactions: people were just as likely to leave positive comments on remixes as they were to accuse these remixes of plagiarism.\u003c/p>\n\u003cp>One solution to this, while maintaining the openly licensed element of Scratch projects, would be to have a technological solution whereby the computer program automatically included some sort of attribution when a project was downloaded and remixed. But according to Monroy-Hernández's research, members of the Scratch community seemed to respond more positively when that credit wasn't automated but was manually given -- whether it appeared in the form of credits within a program or, more likely, as part of the description of the project on the site. Indeed, in some of the follow-up interviews that were conducted, it was this act of manually crediting that made the difference in many users' minds between a project that was a remix and a project that was plagiarism. \u003c!--more-->\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-14491\" href=\"http://ww2.kqed.org/mindshift/2011/08/scratch-teaching-kids-about-programming-teaching-kids-about-remixing/remix/\">\u003cimg class=\"aligncenter size-full wp-image-14491\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/remix.jpg\" alt=\"\" width=\"525\" height=\"386\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/08/remix.jpg 525w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/remix-400x294.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/remix-320x235.jpg 320w\" sizes=\"(max-width: 525px) 100vw, 525px\">\u003c/a>\u003c/p>\n\u003cp>\"Our fundamental insight is that while both attribution and credit may be important, they are distinct concepts and that credit is, socially, worth more. A system can attribute the work of a user but credit, which is seen as much more important by users and which has a greater effect on user behavior, cannot be done automatically. Computers can attribute. Crediting, however, takes a human.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The lessons gleaned from the Scratch community are applicable to other communities as well -- to classroom projects as well as to other social media sites. Scratch offers young people an opportunity to \"imagine, program, share\" as its slogan suggests. Often when we talk about Scratch, it's that middle piece -- the programming -- that's the focus. But there are clearly other benefits to participating in the Scratch community -- understanding what it means to build upon others' work and what it means to give credit to others when you do so.\u003c/p>\n\n",
"disqusIdentifier": "14485 http://blogs.kqed.org/mindshift/?p=14485",
"disqusUrl": "https://ww2.kqed.org/mindshift/2011/08/11/scratch-teaching-kids-about-programming-teaching-kids-about-remixing/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 691,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 13
},
"modified": 1313109520,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "The introductory programming language Scratch is on the cusp of having its 2 millionth project uploaded to its website. That's an impressive number, and one that points not just to the widespread adoption of Scratch by novice programmers, but to the growth of a vibrant community surrounding the programming language along with the stories and",
"title": "Scratch: Teaching the Difference Between Creating and Remixing | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Scratch: Teaching the Difference Between Creating and Remixing",
"datePublished": "2011-08-11T14:26:49-07:00",
"dateModified": "2011-08-11T17:38:40-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "scratch-teaching-kids-about-programming-teaching-kids-about-remixing",
"status": "publish",
"path": "/mindshift/14485/scratch-teaching-kids-about-programming-teaching-kids-about-remixing",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-14488\" href=\"http://ww2.kqed.org/mindshift/2011/08/scratch-teaching-kids-about-programming-teaching-kids-about-remixing/palette_2/\">\u003cimg class=\"alignleft size-medium wp-image-14488\" title=\"Palette_2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/Palette_2-300x195.png\" alt=\"\" width=\"300\" height=\"195\">\u003c/a>The introductory programming language \u003ca href=\"http://scratch.mit.edu\">Scratch\u003c/a> is on the cusp of having its 2 millionth project uploaded to its website. That's an impressive number, and one that points not just to the widespread adoption of Scratch by novice programmers, but to the growth of a vibrant community surrounding the programming language along with the stories and games that are built with it.\u003c/p>\n\u003cp>For those unfamiliar with Scratch, some background: Developed by the \u003ca href=\"media.mit.edu\">MIT Media Lab\u003c/a>, Scratch is a visual programming language for children age 6 and up. Scratch is available free of charge, and the software runs on Mac, Windows, and Linux computers. (\u003ca href=\"http://info.scratch.mit.edu/Scratch2FAQ\">Scratch 2.0\u003c/a>, which is currently under development, will bring the tool into the Web browser as opposed to being a download.)\u003c/p>\n\u003cp>\u003cstrong>TEACHING ABOUT PROGRAMMING\u003c/strong>\u003c/p>\n\u003cp>Scratch requires no programming knowledge, and as it's aimed at a young audience, its interface is, by necessity, fairly intuitive. With Scratch, users choose from a selection of \u003ca href=\"http://wiki.scratch.mit.edu/wiki/Blocks\">blocks\u003c/a> that govern motion, color, and sensors, for example and use these to built \u003ca href=\"http://wiki.scratch.mit.edu/wiki/Script\">scripts\u003c/a>. These scripts are what makes the program's objects (\u003ca href=\"http://wiki.scratch.mit.edu/wiki/Sprite\">sprites\u003c/a>) perform actions. These building blocks of the Scratch programming language all fit together -- quite literally -- making it easy for users to drag and drop the necessary pieces into their program.\u003c/p>\n\u003cp>\u003cstrong>TEACHING ABOUT CREATIVE COMMONS, REMIXING & SHARING\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Since its release in 2007, over 850,000 users have joined the Scratch website and have shared, as noted above, almost 2 million projects — from games to animations. That sharing aspect has become a fundamental part of the Scratch community. The projects that are uploaded to the site are licensed under the Creative Commons Attribution Share-Alike License. That means that other users can download the graphics and the source code from these projects and are free to reuse and remix elements from them.\u003c/p>\n\u003caside class=\"pullquote alignleft\">The importance of understanding what it means to build upon others' work and what it means to give credit to others when you do so.\u003c/aside>\n\u003cp>That sharing has led to some interesting responses from users, as Andrés Monroy-Hernández, MIT PhD Candidate and founder of Scratch's online community, has documented in his research (\u003ca href=\"http://www.aaai.org/ocs/index.php/ICWSM/ICWSM10/paper/download/1533/1836\">PDF\u003c/a>). Monroy-Hernández tracked the responses to remixes from the originators of projects, and he found a wide range of reactions: people were just as likely to leave positive comments on remixes as they were to accuse these remixes of plagiarism.\u003c/p>\n\u003cp>One solution to this, while maintaining the openly licensed element of Scratch projects, would be to have a technological solution whereby the computer program automatically included some sort of attribution when a project was downloaded and remixed. But according to Monroy-Hernández's research, members of the Scratch community seemed to respond more positively when that credit wasn't automated but was manually given -- whether it appeared in the form of credits within a program or, more likely, as part of the description of the project on the site. Indeed, in some of the follow-up interviews that were conducted, it was this act of manually crediting that made the difference in many users' minds between a project that was a remix and a project that was plagiarism. \u003c!--more-->\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-14491\" href=\"http://ww2.kqed.org/mindshift/2011/08/scratch-teaching-kids-about-programming-teaching-kids-about-remixing/remix/\">\u003cimg class=\"aligncenter size-full wp-image-14491\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/remix.jpg\" alt=\"\" width=\"525\" height=\"386\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/08/remix.jpg 525w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/remix-400x294.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/remix-320x235.jpg 320w\" sizes=\"(max-width: 525px) 100vw, 525px\">\u003c/a>\u003c/p>\n\u003cp>\"Our fundamental insight is that while both attribution and credit may be important, they are distinct concepts and that credit is, socially, worth more. A system can attribute the work of a user but credit, which is seen as much more important by users and which has a greater effect on user behavior, cannot be done automatically. Computers can attribute. Crediting, however, takes a human.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The lessons gleaned from the Scratch community are applicable to other communities as well -- to classroom projects as well as to other social media sites. Scratch offers young people an opportunity to \"imagine, program, share\" as its slogan suggests. Often when we talk about Scratch, it's that middle piece -- the programming -- that's the focus. But there are clearly other benefits to participating in the Scratch community -- understanding what it means to build upon others' work and what it means to give credit to others when you do so.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/14485/scratch-teaching-kids-about-programming-teaching-kids-about-remixing",
"authors": [
"4352"
],
"categories": [
"mindshift_195",
"mindshift_1"
],
"tags": [
"mindshift_500"
],
"featImg": "mindshift_14488",
"label": "mindshift"
},
"mindshift_13851": {
"type": "posts",
"id": "mindshift_13851",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "13851",
"score": null,
"sort": [
1313083428000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1313083428,
"format": "aside",
"disqusTitle": "Move Over, Sal Khan: Sixth-Graders Create Their Own Math Videos!",
"title": "Move Over, Sal Khan: Sixth-Graders Create Their Own Math Videos!",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003ca href=\"http://youtu.be/_8OAfHg0CP4\">\u003cimg class=\"size-medium wp-image-14481\" title=\"Screen shot 2011-08-11 at 10.16.58 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/Screen-shot-2011-08-11-at-10.16.58-AM-300x157.png\" alt=\"\" width=\"300\" height=\"157\">\u003c/a>\u003c/p>\n\u003cp>Eric Marcos is a sixth-grade math teacher at\u003ca href=\"http://www.lincoln.smmusd.org/\" target=\"_blank\"> Lincoln Middle School\u003c/a> in Santa Monica, California. But his kids stay after school, spend hours on their homework, and accompany him to education conferences (and even sometimes lead his presentations). None of Marcos' students are doing this for extra credit. They're simply learning a lot about math and they're loving it.\u003c/p>\n\u003cp>His secret? The now-global phenomenon known as \u003ca href=\"http://mathtrain.tv/\" target=\"_blank\">MathTrain.TV\u003c/a>: kids teaching other kids through \u003ca href=\"http://mathtrain.com/\" target=\"_blank\">creating their own video tutorials\u003c/a>. Much like the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/meet-sal-khan-the-jerry-seinfeld-of-the-education-revolution/\">now-famous Khan Academy\u003c/a> -- but it's made by and for students.\u003c/p>\n\u003cp>It wasn't Marcos' idea in the beginning. \"Believe me, I'd love to take credit,\" he laughs. The breakthrough happened when, about five years ago, one of his students used their class \u003ca href=\"http://moodle.org/\" target=\"_blank\">Moodle \u003c/a>to send him a question about a homework problem. \"If you try to answer a math question in an email or a Word document, though,\" says Marcos, \"it's crazy hard to line things up, even a couple of equations.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"If you give kids a little bit of trust and let them try out some stuff, they're going to come up with fascinating things that will surprise you.\"\u003c/aside>\n\u003cp>So he turned on his newly-acquired classroom tablet PC, scribbled a few equations, pushed record, and made a \u003ca href=\"http://mashable.com/2008/02/21/screencasting-video-tutorials/\" target=\"_blank\">screencasting video\u003c/a>. \"This was at about 7 at night. The kid sent another message right away, saying, 'Thank you! I got it now. Can you make me another one for this problem?'\" Over the next few days, other students wanted to know why they didn't get a video, asking him to post it somewhere so they could all benefit.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Then one of Marcos' students asked if she could make a video, too. \"It was unbelievable,\" he says. \"I didn't give her any direction – well, because I couldn't, I didn't even really know what I was doing. But she made a little \u003ca href=\"http://mathtrain.tv/play.php?vid=91\" target=\"_blank\">video about proportions\u003c/a> that had a beginning, a middle, and an end, just like an English paper or a presentation.\" Soon enough, students weren't staying after school just to doodle on Marcos' tablet PC – they stayed to make math videos.\u003c/p>\n\u003cp>Marcos decided to house their growing archive of tutorials on a website using \u003ca href=\"http://www.phpmotion.com/\" target=\"_blank\">PHPMotion.com\u003c/a>, a free YouTube clone software (YouTube is blocked in most schools). Now, in addition to a \u003ca href=\"http://mathtrain.com/\" target=\"_blank\">website\u003c/a>, the class has a \u003ca href=\"http://mathtrain.tv/podcast/\" target=\"_blank\">podcast\u003c/a> and \u003ca href=\"http://itunes.apple.com/us/app/mathtrain/id424464054?mt=8\" target=\"_blank\">an app\u003c/a> on iTunes for the iPhone and iPad so that people can share MathTrain videos on Twitter and Facebook. \"Better than that we have an app, though,\" says Marcos, \"is that it's made by a student.\"\u003c/p>\n\u003cp>Once in a while Marcos will make a video or two, but the vast majority of MathTrain.TV is populated by student-authored tutorials. \"It's much better to have the students' voices. It's hard to hold off sometimes, but I made that choice.\"\u003c/p>\n\u003cp>Clearly, says Marcos, \"It's fun for them. They like being behind a microphone, putting a star next to something. They put their heart and soul into it.\" Because they're making a video, \"They'll spend over an hour on one math problem: 'Let's put this in blue. Now I'm going to try to put some pop-ups next to it.' Instead of listening to the teacher, they're taking an active role in their own learning.\"\u003c/p>\n\u003cp>And so often, he says, \"the best way to learn something is to teach it. I've heard kids say that when they were trying to explain how to divide fractions, they knew to flip the number over but they didn't know why.\" Because they were creating a tutorial video, \"They found out that they didn't know why\" – and then, naturally, they found out why.\u003c/p>\n\u003cp>The MathTrain word is spreading now, from Marcos' own presentations at gatherings like the\u003ca href=\"http://www.iste.org/conference.aspx\" target=\"_blank\"> ISTE conference\u003c/a> to those of ed-tech leader \u003ca href=\"http://www.youtube.com/watch?v=ebJHzpEy4bE&t=11m10s\" target=\"_blank\">Alan November\u003c/a>. \"The global audience thing is amazing,\" Marcos says. \"We have contacts from literally all over the world. And we weren't doing this for the world at the time!\" In the beginning, students \"were just doing it to help their friends. They weren't necessarily looking to help people out in Australia, but now they are.\"\u003c/p>\n\u003cp>For those interested in trying their hand at this, Marcos has created some \u003ca href=\"http://mathtrain.tv/play.php?vid=297\" target=\"_blank\">screencasts about how to make screencasts\u003c/a> that explain how his class has used tools like \u003ca href=\"http://windows.microsoft.com/en-US/windows7/Create-and-personalize-handwritten-notes-using-Windows-Journal\" target=\"_blank\">Windows Journal\u003c/a>, \u003ca href=\"http://www.techsmith.com/jing/\" target=\"_blank\">Jing\u003c/a>, \u003ca href=\"http://tuxpaint.org/\" target=\"_blank\">TuxPaint\u003c/a>, \u003ca href=\"http://office.microsoft.com/en-us/onenote/\" target=\"_blank\">OneNote\u003c/a>, and \u003ca href=\"http://www.techsmith.com/camtasia/\" target=\"_blank\">Camtasia Studio\u003c/a> to do their work.\u003c/p>\n\u003cp>Marcos' advice to other teachers? Don't put technology behind glass. \"Let them touch the computer,\" he says. \"That's my one-liner. Let them touch the computer. That's how the world changed for me, for all of us. If you give kids a little bit of trust and let them try out some stuff, they're going to come up with fascinating things that will surprise you.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Check out this fun video explaining the phenomenon.\u003cbr>\nhttp://youtu.be/_8OAfHg0CP4\u003c/p>\n\n",
"disqusIdentifier": "13851 http://blogs.kqed.org/mindshift/?p=13851",
"disqusUrl": "https://ww2.kqed.org/mindshift/2011/08/11/move-over-sal-khan-sixth-graders-create-their-own-math-videos/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 839,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 16
},
"modified": 1313166702,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Eric Marcos is a sixth-grade math teacher at Lincoln Middle School in Santa Monica, California. But his kids stay after school, spend hours on their homework, and accompany him to education conferences (and even sometimes lead his presentations). None of Marcos' students are doing this for extra credit. They're simply learning a lot about math",
"title": "Move Over, Sal Khan: Sixth-Graders Create Their Own Math Videos! | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Move Over, Sal Khan: Sixth-Graders Create Their Own Math Videos!",
"datePublished": "2011-08-11T10:23:48-07:00",
"dateModified": "2011-08-12T09:31:42-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "move-over-sal-khan-sixth-graders-create-their-own-math-videos",
"status": "publish",
"path": "/mindshift/13851/move-over-sal-khan-sixth-graders-create-their-own-math-videos",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://youtu.be/_8OAfHg0CP4\">\u003cimg class=\"size-medium wp-image-14481\" title=\"Screen shot 2011-08-11 at 10.16.58 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/Screen-shot-2011-08-11-at-10.16.58-AM-300x157.png\" alt=\"\" width=\"300\" height=\"157\">\u003c/a>\u003c/p>\n\u003cp>Eric Marcos is a sixth-grade math teacher at\u003ca href=\"http://www.lincoln.smmusd.org/\" target=\"_blank\"> Lincoln Middle School\u003c/a> in Santa Monica, California. But his kids stay after school, spend hours on their homework, and accompany him to education conferences (and even sometimes lead his presentations). None of Marcos' students are doing this for extra credit. They're simply learning a lot about math and they're loving it.\u003c/p>\n\u003cp>His secret? The now-global phenomenon known as \u003ca href=\"http://mathtrain.tv/\" target=\"_blank\">MathTrain.TV\u003c/a>: kids teaching other kids through \u003ca href=\"http://mathtrain.com/\" target=\"_blank\">creating their own video tutorials\u003c/a>. Much like the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/meet-sal-khan-the-jerry-seinfeld-of-the-education-revolution/\">now-famous Khan Academy\u003c/a> -- but it's made by and for students.\u003c/p>\n\u003cp>It wasn't Marcos' idea in the beginning. \"Believe me, I'd love to take credit,\" he laughs. The breakthrough happened when, about five years ago, one of his students used their class \u003ca href=\"http://moodle.org/\" target=\"_blank\">Moodle \u003c/a>to send him a question about a homework problem. \"If you try to answer a math question in an email or a Word document, though,\" says Marcos, \"it's crazy hard to line things up, even a couple of equations.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"If you give kids a little bit of trust and let them try out some stuff, they're going to come up with fascinating things that will surprise you.\"\u003c/aside>\n\u003cp>So he turned on his newly-acquired classroom tablet PC, scribbled a few equations, pushed record, and made a \u003ca href=\"http://mashable.com/2008/02/21/screencasting-video-tutorials/\" target=\"_blank\">screencasting video\u003c/a>. \"This was at about 7 at night. The kid sent another message right away, saying, 'Thank you! I got it now. Can you make me another one for this problem?'\" Over the next few days, other students wanted to know why they didn't get a video, asking him to post it somewhere so they could all benefit.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Then one of Marcos' students asked if she could make a video, too. \"It was unbelievable,\" he says. \"I didn't give her any direction – well, because I couldn't, I didn't even really know what I was doing. But she made a little \u003ca href=\"http://mathtrain.tv/play.php?vid=91\" target=\"_blank\">video about proportions\u003c/a> that had a beginning, a middle, and an end, just like an English paper or a presentation.\" Soon enough, students weren't staying after school just to doodle on Marcos' tablet PC – they stayed to make math videos.\u003c/p>\n\u003cp>Marcos decided to house their growing archive of tutorials on a website using \u003ca href=\"http://www.phpmotion.com/\" target=\"_blank\">PHPMotion.com\u003c/a>, a free YouTube clone software (YouTube is blocked in most schools). Now, in addition to a \u003ca href=\"http://mathtrain.com/\" target=\"_blank\">website\u003c/a>, the class has a \u003ca href=\"http://mathtrain.tv/podcast/\" target=\"_blank\">podcast\u003c/a> and \u003ca href=\"http://itunes.apple.com/us/app/mathtrain/id424464054?mt=8\" target=\"_blank\">an app\u003c/a> on iTunes for the iPhone and iPad so that people can share MathTrain videos on Twitter and Facebook. \"Better than that we have an app, though,\" says Marcos, \"is that it's made by a student.\"\u003c/p>\n\u003cp>Once in a while Marcos will make a video or two, but the vast majority of MathTrain.TV is populated by student-authored tutorials. \"It's much better to have the students' voices. It's hard to hold off sometimes, but I made that choice.\"\u003c/p>\n\u003cp>Clearly, says Marcos, \"It's fun for them. They like being behind a microphone, putting a star next to something. They put their heart and soul into it.\" Because they're making a video, \"They'll spend over an hour on one math problem: 'Let's put this in blue. Now I'm going to try to put some pop-ups next to it.' Instead of listening to the teacher, they're taking an active role in their own learning.\"\u003c/p>\n\u003cp>And so often, he says, \"the best way to learn something is to teach it. I've heard kids say that when they were trying to explain how to divide fractions, they knew to flip the number over but they didn't know why.\" Because they were creating a tutorial video, \"They found out that they didn't know why\" – and then, naturally, they found out why.\u003c/p>\n\u003cp>The MathTrain word is spreading now, from Marcos' own presentations at gatherings like the\u003ca href=\"http://www.iste.org/conference.aspx\" target=\"_blank\"> ISTE conference\u003c/a> to those of ed-tech leader \u003ca href=\"http://www.youtube.com/watch?v=ebJHzpEy4bE&t=11m10s\" target=\"_blank\">Alan November\u003c/a>. \"The global audience thing is amazing,\" Marcos says. \"We have contacts from literally all over the world. And we weren't doing this for the world at the time!\" In the beginning, students \"were just doing it to help their friends. They weren't necessarily looking to help people out in Australia, but now they are.\"\u003c/p>\n\u003cp>For those interested in trying their hand at this, Marcos has created some \u003ca href=\"http://mathtrain.tv/play.php?vid=297\" target=\"_blank\">screencasts about how to make screencasts\u003c/a> that explain how his class has used tools like \u003ca href=\"http://windows.microsoft.com/en-US/windows7/Create-and-personalize-handwritten-notes-using-Windows-Journal\" target=\"_blank\">Windows Journal\u003c/a>, \u003ca href=\"http://www.techsmith.com/jing/\" target=\"_blank\">Jing\u003c/a>, \u003ca href=\"http://tuxpaint.org/\" target=\"_blank\">TuxPaint\u003c/a>, \u003ca href=\"http://office.microsoft.com/en-us/onenote/\" target=\"_blank\">OneNote\u003c/a>, and \u003ca href=\"http://www.techsmith.com/camtasia/\" target=\"_blank\">Camtasia Studio\u003c/a> to do their work.\u003c/p>\n\u003cp>Marcos' advice to other teachers? Don't put technology behind glass. \"Let them touch the computer,\" he says. \"That's my one-liner. Let them touch the computer. That's how the world changed for me, for all of us. If you give kids a little bit of trust and let them try out some stuff, they're going to come up with fascinating things that will surprise you.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Check out this fun video explaining the phenomenon.\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/_8OAfHg0CP4'\n title='//www.youtube.com/embed/_8OAfHg0CP4'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/13851/move-over-sal-khan-sixth-graders-create-their-own-math-videos",
"authors": [
"4351"
],
"categories": [
"mindshift_195",
"mindshift_193"
],
"tags": [
"mindshift_399",
"mindshift_659",
"mindshift_660",
"mindshift_663",
"mindshift_664",
"mindshift_662"
],
"featImg": "mindshift_14481",
"label": "mindshift"
},
"mindshift_14421": {
"type": "posts",
"id": "mindshift_14421",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "14421",
"score": null,
"sort": [
1312988458000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1312988458,
"format": "aside",
"disqusTitle": "Mozilla's Open Badges Project: A New Way to Recognize Learning",
"title": "Mozilla's Open Badges Project: A New Way to Recognize Learning",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003ca rel=\"attachment wp-att-14422\" href=\"http://ww2.kqed.org/mindshift/2011/08/mozillas-open-badges-project-a-new-way-to-recognize-learning/badges350/\">\u003cimg class=\"alignleft size-full wp-image-14422\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/badges350.jpg\" alt=\"\" width=\"350\" height=\"350\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/08/badges350.jpg 350w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/badges350-320x320.jpg 320w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/badges350-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/badges350-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/badges350-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/badges350-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/badges350-75x75.jpg 75w\" sizes=\"(max-width: 350px) 100vw, 350px\">\u003c/a>The Boy Scout's badges are something we're all familiar with: accomplish a task, learn a craft, demonstrate a skill, and you're awarded a badge. It's a symbol of your achievement, and one that's recognized and recognizable by others.\u003c/p>\n\u003cp>\u003ca href=\"http://www.mozilla.org/\">The Mozilla Foundation\u003c/a> and \u003ca href=\"http://p2pu.org\">Peer-to-Peer University\u003c/a> (P2PU), among others, are working to take the idea of merit-earned badges and build a framework around which they can be used as alternative but accepted forms of certification.\u003c/p>\n\u003cp>The main premise behind this idea, the \u003ca href=\"http://erinknight.com/post/2488034871/certification-revisited-1\">argument goes, \u003c/a>is that the institutions and organizations traditionally responsible for accreditation no longer match the realities of what learning looks like today. For example, holding a bachelor's degree in computer science is not necessarily an indication that you're skilled in JavaScript, that you are an experienced project manager, that you've contributed to an open source project, or that you work well with virtual teams.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Holding a bachelor's degree in computer science is not necessarily an indication that you're skilled in JavaScript.\u003c/aside>\n\u003cp>To that end, the \u003ca href=\"https://wiki.mozilla.org/Badges\">Open Badges Project\u003c/a> is working to build a system by which all sorts of skills and competencies can be tracked, assessed, and through badges, showcased and recognized. Currently the project is under development with the open-education organization P2PU.\u003c/p>\n\u003cp>Opening up certification and accreditation this way is a massive undertaking, and as the project's lead Erin Knight notes \u003ca href=\"http://erinknight.com/post/2488034871/certification-revisited-1\">on her blog\u003c/a>, doing so raises a lot of questions: \u003c!--more-->\u003cem> \u003c/em>\u003c/p>\n\u003cblockquote>\u003cp>\u003cem>What skills should we assess? Are there skills that are better left unassessed? What do we want to encourage? How do we avoid encouraging the “wrong” behavior? Who gets to decide which skills to assess? How much influence should outside stakeholders, such as employers, have on badges? Should they be able to design assessments and badges that are relevant to them? How can we let them have a say without creating an imbalance in the system or constraining the learning? How granular should badges be? … Should badges expire? How do we deal with skills that need to be refreshed or renewed? … Will these badges translate to formal learning environments? And if so, how? What would be required to make schools or institutions value or accept badges? Can we meet those requirements without changing the nature of the learning environments?\u003c/em>\u003c/p>\u003c/blockquote>\n\u003cp>None of these are easy questions to answer. But moving forward, the Open Badges Project is focusing on making the framework as open as possible. Last week, the project announced the alpha version of its \u003ca href=\"http://erinknight.com/post/8650391369/obi-alpha\">Open Badges Infrastructure\u003c/a>. It's important that the project support badges offered by any organization across the Web, but it's also important that recipients be able to collect all their badges in one central place -- one that they control, in a format that they can take to job interviews or post online (to their blog, for example, or to their \u003ca href=\"http://linkedin.com\">LinkedIn profile).\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://linkedin.com\"> \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://linkedin.com\">\u003c/a>\u003ca rel=\"attachment wp-att-14426\" href=\"http://ww2.kqed.org/mindshift/2011/08/mozillas-open-badges-project-a-new-way-to-recognize-learning/open_badges_-_tech-diagram-_2-2-2/\">\u003cimg class=\"aligncenter size-full wp-image-14426\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/Open_Badges_-_tech-diagram-_2.21.jpg\" alt=\"\" width=\"500\" height=\"385\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/08/Open_Badges_-_tech-diagram-_2.21.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/Open_Badges_-_tech-diagram-_2.21-400x308.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/Open_Badges_-_tech-diagram-_2.21-320x246.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp>As the image above demonstrates, these badges aren't simply a graphic that you can download and past into a document. The badges contain metadata from the issuing organization (whatever that organization may be -- it needn't be a \"formal\" school) so that, while open, this badging system is verifiable and is linked to some type of assessment.\u003c/p>\n\u003cp>What this assessment will look like will surely be quite different from a \"traditional\" grading system. After all, the Open Badges Project is looking for a way to track all the various skills we gain outside the classroom, skills that don't come with an A or a B letter grade.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The Open Badges Infrastructure will be moving to beta next month and will include a \"Badge Backpack\" for badge management as well as a widget to display badges. A full public launch is expected early next year. It's a solid first step towards the goals of the larger Open Badges Project -- the creation of an ecosystem whereby assessment and accreditation can recognize the new ways in which we learn.\u003c/p>\n\n",
"disqusIdentifier": "14421 http://blogs.kqed.org/mindshift/?p=14421",
"disqusUrl": "https://ww2.kqed.org/mindshift/2011/08/10/mozillas-open-badges-project-a-new-way-to-recognize-learning/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 670,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 14
},
"modified": 1312934630,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "The Boy Scout's badges are something we're all familiar with: accomplish a task, learn a craft, demonstrate a skill, and you're awarded a badge. It's a symbol of your achievement, and one that's recognized and recognizable by others. The Mozilla Foundation and Peer-to-Peer University (P2PU), among others, are working to take the idea of merit-earned",
"title": "Mozilla's Open Badges Project: A New Way to Recognize Learning | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Mozilla's Open Badges Project: A New Way to Recognize Learning",
"datePublished": "2011-08-10T08:00:58-07:00",
"dateModified": "2011-08-09T17:03:50-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "mozillas-open-badges-project-a-new-way-to-recognize-learning",
"status": "publish",
"path": "/mindshift/14421/mozillas-open-badges-project-a-new-way-to-recognize-learning",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-14422\" href=\"http://ww2.kqed.org/mindshift/2011/08/mozillas-open-badges-project-a-new-way-to-recognize-learning/badges350/\">\u003cimg class=\"alignleft size-full wp-image-14422\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/badges350.jpg\" alt=\"\" width=\"350\" height=\"350\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/08/badges350.jpg 350w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/badges350-320x320.jpg 320w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/badges350-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/badges350-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/badges350-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/badges350-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/badges350-75x75.jpg 75w\" sizes=\"(max-width: 350px) 100vw, 350px\">\u003c/a>The Boy Scout's badges are something we're all familiar with: accomplish a task, learn a craft, demonstrate a skill, and you're awarded a badge. It's a symbol of your achievement, and one that's recognized and recognizable by others.\u003c/p>\n\u003cp>\u003ca href=\"http://www.mozilla.org/\">The Mozilla Foundation\u003c/a> and \u003ca href=\"http://p2pu.org\">Peer-to-Peer University\u003c/a> (P2PU), among others, are working to take the idea of merit-earned badges and build a framework around which they can be used as alternative but accepted forms of certification.\u003c/p>\n\u003cp>The main premise behind this idea, the \u003ca href=\"http://erinknight.com/post/2488034871/certification-revisited-1\">argument goes, \u003c/a>is that the institutions and organizations traditionally responsible for accreditation no longer match the realities of what learning looks like today. For example, holding a bachelor's degree in computer science is not necessarily an indication that you're skilled in JavaScript, that you are an experienced project manager, that you've contributed to an open source project, or that you work well with virtual teams.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Holding a bachelor's degree in computer science is not necessarily an indication that you're skilled in JavaScript.\u003c/aside>\n\u003cp>To that end, the \u003ca href=\"https://wiki.mozilla.org/Badges\">Open Badges Project\u003c/a> is working to build a system by which all sorts of skills and competencies can be tracked, assessed, and through badges, showcased and recognized. Currently the project is under development with the open-education organization P2PU.\u003c/p>\n\u003cp>Opening up certification and accreditation this way is a massive undertaking, and as the project's lead Erin Knight notes \u003ca href=\"http://erinknight.com/post/2488034871/certification-revisited-1\">on her blog\u003c/a>, doing so raises a lot of questions: \u003c!--more-->\u003cem> \u003c/em>\u003c/p>\n\u003cblockquote>\u003cp>\u003cem>What skills should we assess? Are there skills that are better left unassessed? What do we want to encourage? How do we avoid encouraging the “wrong” behavior? Who gets to decide which skills to assess? How much influence should outside stakeholders, such as employers, have on badges? Should they be able to design assessments and badges that are relevant to them? How can we let them have a say without creating an imbalance in the system or constraining the learning? How granular should badges be? … Should badges expire? How do we deal with skills that need to be refreshed or renewed? … Will these badges translate to formal learning environments? And if so, how? What would be required to make schools or institutions value or accept badges? Can we meet those requirements without changing the nature of the learning environments?\u003c/em>\u003c/p>\u003c/blockquote>\n\u003cp>None of these are easy questions to answer. But moving forward, the Open Badges Project is focusing on making the framework as open as possible. Last week, the project announced the alpha version of its \u003ca href=\"http://erinknight.com/post/8650391369/obi-alpha\">Open Badges Infrastructure\u003c/a>. It's important that the project support badges offered by any organization across the Web, but it's also important that recipients be able to collect all their badges in one central place -- one that they control, in a format that they can take to job interviews or post online (to their blog, for example, or to their \u003ca href=\"http://linkedin.com\">LinkedIn profile).\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://linkedin.com\"> \u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://linkedin.com\">\u003c/a>\u003ca rel=\"attachment wp-att-14426\" href=\"http://ww2.kqed.org/mindshift/2011/08/mozillas-open-badges-project-a-new-way-to-recognize-learning/open_badges_-_tech-diagram-_2-2-2/\">\u003cimg class=\"aligncenter size-full wp-image-14426\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/Open_Badges_-_tech-diagram-_2.21.jpg\" alt=\"\" width=\"500\" height=\"385\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/08/Open_Badges_-_tech-diagram-_2.21.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/Open_Badges_-_tech-diagram-_2.21-400x308.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/Open_Badges_-_tech-diagram-_2.21-320x246.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp>As the image above demonstrates, these badges aren't simply a graphic that you can download and past into a document. The badges contain metadata from the issuing organization (whatever that organization may be -- it needn't be a \"formal\" school) so that, while open, this badging system is verifiable and is linked to some type of assessment.\u003c/p>\n\u003cp>What this assessment will look like will surely be quite different from a \"traditional\" grading system. After all, the Open Badges Project is looking for a way to track all the various skills we gain outside the classroom, skills that don't come with an A or a B letter grade.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The Open Badges Infrastructure will be moving to beta next month and will include a \"Badge Backpack\" for badge management as well as a widget to display badges. A full public launch is expected early next year. It's a solid first step towards the goals of the larger Open Badges Project -- the creation of an ecosystem whereby assessment and accreditation can recognize the new ways in which we learn.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/14421/mozillas-open-badges-project-a-new-way-to-recognize-learning",
"authors": [
"4352"
],
"categories": [
"mindshift_195"
],
"tags": [
"mindshift_674",
"mindshift_675"
],
"featImg": "mindshift_14422",
"label": "mindshift"
},
"mindshift_14417": {
"type": "posts",
"id": "mindshift_14417",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "14417",
"score": null,
"sort": [
1312925172000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1312925172,
"format": "aside",
"disqusTitle": "Questioning Facebook in School ",
"title": "Questioning Facebook in School ",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003ca rel=\"attachment wp-att-14441\" href=\"http://ww2.kqed.org/mindshift/2011/08/questioning-facebook-in-school/facebook-3/\">\u003cimg class=\"alignleft size-thumbnail wp-image-14441\" title=\"facebook\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/facebook-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>Last week, I posted an article by OnlineCollege's Carol Brown \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/50-reasons-to-invite-facebook-into-your-classroom/\">listing reasons to bring Facebook into the classroom\u003c/a>. But as the comments reflect, educators are wary of opening what could be a Pandora's box -- and whether it's worth the tradeoff.\u003c/p>\n\u003cp>With last week's news about Missouri\u003ca href=\"http://www.senate.mo.gov/09info/BTS_Web/Bill.aspx?SessionType=R&BillID=512767\"> banning teachers from private communication \u003c/a>with students on social media sites, the issue becomes even more complicated.\u003c/p>\n\u003cp>Reader Mdcromp points out one prevailing reason why Facebook will always be a contender in this space: Because that's where most kids already live online, thus that's the best way to get their attention and become more seamlessly part of their lives. And though there may be more protected spaces for social networking, as he puts it: \"Everyone already has a Facebook account.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Many parents don't know how to teach them in this instance because they didn't grow up in the digital age.\"\u003c/aside>\n\u003cp>Except, of course, students under the age of 13, who are legally barred from signing up for an account, as reader Andrew Bills points out. (But do keep in mind that \u003ca href=\"http://www.consumerreports.org/cro/magazine-archive/2011/june/electronics-computers/state-of-the-net/facebook-concerns/index.htm\">7.5 million kids under 13\u003c/a> are already on Facebook -- for better or for worse -- according to a Consumer Reports survey.) \"While Facebook does have potential for good in the schools there is just too much about it that doesn't work,\" Bills writes.\u003c/p>\n\u003cp>But if educators don't teach students how to negotiate social networking sites, who will? Reader Eug_carizma writes: \"Unfortunately many parents don't know how to teach them in this instance because they didn't grow up in the digital age. It is our job as educators to teach children the things they won't or can't learn at home.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A recent \u003ca href=\"http://www.csmonitor.com/USA/2011/0803/Will-Missouri-Facebook-Law-spook-teachers-away-from-social-media\">Christian Science Monitor article \u003c/a>makes a similar claim, quoting \u003ca href=\"http://www.csmonitor.com/tags/topic/Michelle+Manafy\" target=\"_self\">Michelle Manafy\u003c/a>, author of \u003cem>Dancing With Digital Natives\u003c/em>. \"It's missing an opportunity, an obligation, for us to guide young people in the appropriate use of technology. I think we abandon that role as teachers, mentors and parents at our own peril and at the peril of our young people,\" Manafy said.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>Another reader takes issue with the commercial nature of Facebook, claiming that Facebook is actually not free, because it's dependent on market profiling and advertisements. Agreed -- Facebook is lousy with ads, but doesn't part of teaching online literacy include lessons about marketing and ads?\u003c/p>\n\u003cp>As for concerns over privacy and relationships between teachers and students, perhaps reader Robin Sellers' suggestion could provide a solution:\u003c/p>\n\u003cp>\"I suggest using Facebook Pages or Groups, not private profile accounts with students. This way, you don't see your students personal posts and they don't see yours.\"\u003c/p>\n\u003cp>Have any teachers tried this approach?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
"disqusIdentifier": "14417 http://blogs.kqed.org/mindshift/?p=14417",
"disqusUrl": "https://ww2.kqed.org/mindshift/2011/08/09/questioning-facebook-in-school/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 458,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 13
},
"modified": 1312925183,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Last week, I posted an article by OnlineCollege's Carol Brown listing reasons to bring Facebook into the classroom. But as the comments reflect, educators are wary of opening what could be a Pandora's box -- and whether it's worth the tradeoff. With last week's news about Missouri banning teachers from private communication with students on",
"title": "Questioning Facebook in School | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Questioning Facebook in School ",
"datePublished": "2011-08-09T14:26:12-07:00",
"dateModified": "2011-08-09T14:26:23-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "questioning-facebook-in-school",
"status": "publish",
"path": "/mindshift/14417/questioning-facebook-in-school",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-14441\" href=\"http://ww2.kqed.org/mindshift/2011/08/questioning-facebook-in-school/facebook-3/\">\u003cimg class=\"alignleft size-thumbnail wp-image-14441\" title=\"facebook\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/facebook-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>Last week, I posted an article by OnlineCollege's Carol Brown \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/50-reasons-to-invite-facebook-into-your-classroom/\">listing reasons to bring Facebook into the classroom\u003c/a>. But as the comments reflect, educators are wary of opening what could be a Pandora's box -- and whether it's worth the tradeoff.\u003c/p>\n\u003cp>With last week's news about Missouri\u003ca href=\"http://www.senate.mo.gov/09info/BTS_Web/Bill.aspx?SessionType=R&BillID=512767\"> banning teachers from private communication \u003c/a>with students on social media sites, the issue becomes even more complicated.\u003c/p>\n\u003cp>Reader Mdcromp points out one prevailing reason why Facebook will always be a contender in this space: Because that's where most kids already live online, thus that's the best way to get their attention and become more seamlessly part of their lives. And though there may be more protected spaces for social networking, as he puts it: \"Everyone already has a Facebook account.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Many parents don't know how to teach them in this instance because they didn't grow up in the digital age.\"\u003c/aside>\n\u003cp>Except, of course, students under the age of 13, who are legally barred from signing up for an account, as reader Andrew Bills points out. (But do keep in mind that \u003ca href=\"http://www.consumerreports.org/cro/magazine-archive/2011/june/electronics-computers/state-of-the-net/facebook-concerns/index.htm\">7.5 million kids under 13\u003c/a> are already on Facebook -- for better or for worse -- according to a Consumer Reports survey.) \"While Facebook does have potential for good in the schools there is just too much about it that doesn't work,\" Bills writes.\u003c/p>\n\u003cp>But if educators don't teach students how to negotiate social networking sites, who will? Reader Eug_carizma writes: \"Unfortunately many parents don't know how to teach them in this instance because they didn't grow up in the digital age. It is our job as educators to teach children the things they won't or can't learn at home.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A recent \u003ca href=\"http://www.csmonitor.com/USA/2011/0803/Will-Missouri-Facebook-Law-spook-teachers-away-from-social-media\">Christian Science Monitor article \u003c/a>makes a similar claim, quoting \u003ca href=\"http://www.csmonitor.com/tags/topic/Michelle+Manafy\" target=\"_self\">Michelle Manafy\u003c/a>, author of \u003cem>Dancing With Digital Natives\u003c/em>. \"It's missing an opportunity, an obligation, for us to guide young people in the appropriate use of technology. I think we abandon that role as teachers, mentors and parents at our own peril and at the peril of our young people,\" Manafy said.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>Another reader takes issue with the commercial nature of Facebook, claiming that Facebook is actually not free, because it's dependent on market profiling and advertisements. Agreed -- Facebook is lousy with ads, but doesn't part of teaching online literacy include lessons about marketing and ads?\u003c/p>\n\u003cp>As for concerns over privacy and relationships between teachers and students, perhaps reader Robin Sellers' suggestion could provide a solution:\u003c/p>\n\u003cp>\"I suggest using Facebook Pages or Groups, not private profile accounts with students. This way, you don't see your students personal posts and they don't see yours.\"\u003c/p>\n\u003cp>Have any teachers tried this approach?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/14417/questioning-facebook-in-school",
"authors": [
"180"
],
"categories": [
"mindshift_195",
"mindshift_193"
],
"featImg": "mindshift_14441",
"label": "mindshift"
},
"mindshift_14227": {
"type": "posts",
"id": "mindshift_14227",
"meta": {
"index": "posts_1716263798",
"site": "mindshift",
"id": "14227",
"score": null,
"sort": [
1312488054000
]
},
"parent": 0,
"labelTerm": {
"site": "mindshift"
},
"blocks": [],
"publishDate": 1312488054,
"format": "aside",
"disqusTitle": "Turning Static Text Into Interactive Discussions",
"title": "Turning Static Text Into Interactive Discussions",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_14266\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-14266\" href=\"http://ww2.kqed.org/mindshift/2011/08/turning-static-text-into-interactive-discussions/screen-shot-2011-07-27-at-3-52-42-pm/\">\u003cimg class=\"size-medium wp-image-14266\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/Screen-shot-2011-07-27-at-3.52.42-PM-300x175.png\" alt=\"\" width=\"300\" height=\"175\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Highlighter Application\u003c/figcaption>\u003c/figure>\n\u003cp>Earlier this year, Amazon announced that e-books were \u003ca href=\"http://www.nytimes.com/2011/05/20/technology/20amazon.html\">outselling\u003c/a> print books. The statistics echo those from other sources, such as the \u003ca href=\"http://www.publishers.org/press/30/\">Association of American Publishers\u003c/a>, which indicate consumers have a strong interest in digital formats.\u003c/p>\n\u003cp>But when it comes to textbooks, many students say they still \u003ca href=\"http://www.mediabistro.com/ebooknewser/75-of-college-students-prefer-print-textbooks_b4838\">prefer traditional, print copies\u003c/a>. Sure, textbooks are notoriously heavy and expensive. But print still offers one thing that digital books hasn't been able to do quite right yet: Allow the reader to take detailed notes in the margins.\u003c/p>\n\u003cp>But a new company called \u003ca href=\"http://highlighter.com\">Highlighter\u003c/a> hopes to address that problem by offering a way to help publishers enable marginalia, of sorts, on their websites. Highlighter allows readers to leave comments not just at the end of blog posts but throughout. Visitors to websites can also highlight, annotate, save and share passages and comments.\u003c/p>\n\u003cp>While the new tool can be used by any publisher (or more broadly, by anyone with a blog or a website), the startup is focusing a lot of their efforts on encouraging adoption among academics -- both publishers and professors.\u003c/p>\n\u003cp>University of Colorado biology professor Michael Klymkowsky has installed Highlighter on his \u003ca href=\"http://virtuallaboratory.colorado.edu/Biofundamentals/\">Biofundamentals\u003c/a> course website, for example. By doing so, students are able to engage fully with all the materials -- the syllabus as well as the readings. They can leave comments, ask questions, and save and share key passages.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Highlighter also offers analytics for publishers, so in this case, Klymkowsky can see what students are reading, what they're highlighting and sharing -- all metrics to help him gauge their engagement and understanding.\u003c/p>\n\u003cp>\"When we are looking for real subject mastery, it is critical that students have the opportunity to engage the hard and often counterintuitive ideas presented and to articulate and refine their understanding,\" says Klymkowsky. \"The ability to actively comment on the text, respond to questions, and each other's answers, helps them prepare for classroom discussions with their instructors -- helps them get ready for the Socratic process of learning. Unfortunately, this type of engagement is all too rare with 'static' texts and large classes.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Installing Highlighterit requires adding a simple line of JavaScript into the website's HTML. The tool, including the analytics package, is free.\u003c/p>\n\n",
"disqusIdentifier": "14227 http://blogs.kqed.org/mindshift/?p=14227",
"disqusUrl": "https://ww2.kqed.org/mindshift/2011/08/04/turning-static-text-into-interactive-discussions/",
"stats": {
"hasVideo": false,
"hasChartOrMap": false,
"hasAudio": false,
"hasPolis": false,
"wordCount": 371,
"hasGoogleForm": false,
"hasGallery": false,
"hasHearkenModule": false,
"iframeSrcs": [],
"paragraphCount": 10
},
"modified": 1311807366,
"excerpt": null,
"headData": {
"twImgId": "",
"twTitle": "",
"ogTitle": "",
"ogImgId": "",
"twDescription": "",
"description": "Earlier this year, Amazon announced that e-books were outselling print books. The statistics echo those from other sources, such as the Association of American Publishers, which indicate consumers have a strong interest in digital formats. But when it comes to textbooks, many students say they still prefer traditional, print copies. Sure, textbooks are notoriously heavy",
"title": "Turning Static Text Into Interactive Discussions | KQED",
"ogDescription": "",
"schema": {
"@context": "https://schema.org",
"@type": "Article",
"headline": "Turning Static Text Into Interactive Discussions",
"datePublished": "2011-08-04T13:00:54-07:00",
"dateModified": "2011-07-27T15:56:06-07:00",
"image": "https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"
}
},
"guestAuthors": [],
"slug": "turning-static-text-into-interactive-discussions",
"status": "publish",
"path": "/mindshift/14227/turning-static-text-into-interactive-discussions",
"audioTrackLength": null,
"parsedContent": [
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_14266\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-14266\" href=\"http://ww2.kqed.org/mindshift/2011/08/turning-static-text-into-interactive-discussions/screen-shot-2011-07-27-at-3-52-42-pm/\">\u003cimg class=\"size-medium wp-image-14266\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/Screen-shot-2011-07-27-at-3.52.42-PM-300x175.png\" alt=\"\" width=\"300\" height=\"175\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Highlighter Application\u003c/figcaption>\u003c/figure>\n\u003cp>Earlier this year, Amazon announced that e-books were \u003ca href=\"http://www.nytimes.com/2011/05/20/technology/20amazon.html\">outselling\u003c/a> print books. The statistics echo those from other sources, such as the \u003ca href=\"http://www.publishers.org/press/30/\">Association of American Publishers\u003c/a>, which indicate consumers have a strong interest in digital formats.\u003c/p>\n\u003cp>But when it comes to textbooks, many students say they still \u003ca href=\"http://www.mediabistro.com/ebooknewser/75-of-college-students-prefer-print-textbooks_b4838\">prefer traditional, print copies\u003c/a>. Sure, textbooks are notoriously heavy and expensive. But print still offers one thing that digital books hasn't been able to do quite right yet: Allow the reader to take detailed notes in the margins.\u003c/p>\n\u003cp>But a new company called \u003ca href=\"http://highlighter.com\">Highlighter\u003c/a> hopes to address that problem by offering a way to help publishers enable marginalia, of sorts, on their websites. Highlighter allows readers to leave comments not just at the end of blog posts but throughout. Visitors to websites can also highlight, annotate, save and share passages and comments.\u003c/p>\n\u003cp>While the new tool can be used by any publisher (or more broadly, by anyone with a blog or a website), the startup is focusing a lot of their efforts on encouraging adoption among academics -- both publishers and professors.\u003c/p>\n\u003cp>University of Colorado biology professor Michael Klymkowsky has installed Highlighter on his \u003ca href=\"http://virtuallaboratory.colorado.edu/Biofundamentals/\">Biofundamentals\u003c/a> course website, for example. By doing so, students are able to engage fully with all the materials -- the syllabus as well as the readings. They can leave comments, ask questions, and save and share key passages.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
"attributes": {
"named": {},
"numeric": []
}
},
{
"type": "component",
"content": "",
"name": "ad",
"attributes": {
"named": {
"label": "fullwidth"
},
"numeric": [
"fullwidth"
]
}
},
{
"type": "contentString",
"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Highlighter also offers analytics for publishers, so in this case, Klymkowsky can see what students are reading, what they're highlighting and sharing -- all metrics to help him gauge their engagement and understanding.\u003c/p>\n\u003cp>\"When we are looking for real subject mastery, it is critical that students have the opportunity to engage the hard and often counterintuitive ideas presented and to articulate and refine their understanding,\" says Klymkowsky. \"The ability to actively comment on the text, respond to questions, and each other's answers, helps them prepare for classroom discussions with their instructors -- helps them get ready for the Socratic process of learning. Unfortunately, this type of engagement is all too rare with 'static' texts and large classes.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Installing Highlighterit requires adding a simple line of JavaScript into the website's HTML. The tool, including the analytics package, is free.\u003c/p>\n\n\u003c/div>\u003c/p>",
"attributes": {
"named": {},
"numeric": []
}
}
],
"link": "/mindshift/14227/turning-static-text-into-interactive-discussions",
"authors": [
"4352"
],
"categories": [
"mindshift_195",
"mindshift_193"
],
"tags": [
"mindshift_656"
],
"featImg": "mindshift_14266",
"label": "mindshift"
}
},
"podcastsReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"podcasts": {}
},
"radioProgramsReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"radioPrograms": {}
},
"radioSearchSegmentsReducer": {},
"programsReducer": {
"all-things-considered": {
"id": "all-things-considered",
"title": "All Things Considered",
"info": "Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.",
"airtime": "MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/all-things-considered/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/all-things-considered"
},
"american-suburb-podcast": {
"id": "american-suburb-podcast",
"title": "American Suburb: The Podcast",
"tagline": "The flip side of gentrification, told through one town",
"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg",
"officialWebsiteLink": "/news/series/american-suburb-podcast",
"meta": {
"site": "news",
"source": "kqed",
"order": 19
},
"link": "/news/series/american-suburb-podcast/",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/RBrW",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328",
"tuneIn": "https://tunein.com/radio/American-Suburb-p1086805/",
"rss": "https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"
}
},
"baycurious": {
"id": "baycurious",
"title": "Bay Curious",
"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Bay Curious",
"officialWebsiteLink": "/news/series/baycurious",
"meta": {
"site": "news",
"source": "kqed",
"order": 3
},
"link": "/podcasts/baycurious",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/bay-curious/id1172473406",
"npr": "https://www.npr.org/podcasts/500557090/bay-curious",
"rss": "https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast",
"amazon": "https://music.amazon.com/podcasts/9a90d476-aa04-455d-9a4c-0871ed6216d4/bay-curious",
"stitcher": "https://www.stitcher.com/podcast/kqed/bay-curious",
"spotify": "https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"
}
},
"bbc-world-service": {
"id": "bbc-world-service",
"title": "BBC World Service",
"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
"airtime": "MON-FRI 9pm-10pm, TUE-FRI 1am-2am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.bbc.co.uk/sounds/play/live:bbc_world_service",
"meta": {
"site": "news",
"source": "BBC World Service"
},
"link": "/radio/program/bbc-world-service",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2",
"tuneIn": "https://tunein.com/radio/BBC-World-Service-p455581/",
"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The California Report",
"officialWebsiteLink": "/californiareport",
"meta": {
"site": "news",
"source": "kqed",
"order": 8
},
"link": "/californiareport",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/kqeds-the-california-report/id79681292",
"amazon": "https://music.amazon.com/podcasts/26099305-72af-4542-9dde-ac1807fe36d5/kqed-s-the-california-report",
"npr": "https://www.npr.org/podcasts/432285393/the-california-report",
"stitcher": "https://www.stitcher.com/podcast/kqedfm-kqeds-the-california-report-podcast-8838",
"rss": "https://ww2.kqed.org/news/tag/tcram/feed/podcast"
}
},
"californiareportmagazine": {
"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Magazine-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The California Report Magazine",
"officialWebsiteLink": "/californiareportmagazine",
"meta": {
"site": "news",
"source": "kqed",
"order": 10
},
"link": "/californiareportmagazine",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-california-report-magazine/id1314750545",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
"npr": "https://www.npr.org/podcasts/564733126/the-california-report-magazine",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-california-report-magazine",
"rss": "https://ww2.kqed.org/news/tag/tcrmag/feed/podcast"
}
},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
"tagline": "Your irreverent guide to the trends redefining our world",
"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/02/CAT_2_Tile-scaled.jpg",
"imageAlt": "KQED Close All Tabs",
"officialWebsiteLink": "/podcasts/closealltabs",
"meta": {
"site": "news",
"source": "kqed",
"order": 1
},
"link": "/podcasts/closealltabs",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/close-all-tabs/id214663465",
"rss": "https://feeds.megaphone.fm/KQINC6993880386",
"amazon": "https://music.amazon.com/podcasts/92d9d4ac-67a3-4eed-b10a-fb45d45b1ef2/close-all-tabs",
"spotify": "https://open.spotify.com/show/6LAJFHnGK1pYXYzv6SIol6?si=deb0cae19813417c"
}
},
"code-switch-life-kit": {
"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
"airtime": "SUN 9pm-10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/code-switch-life-kit",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
"spotify": "https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV",
"rss": "https://feeds.npr.org/510312/podcast.xml"
}
},
"commonwealth-club": {
"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.commonwealthclub.org/podcasts",
"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2",
"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
"tuneIn": "https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"
}
},
"forum": {
"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
"officialWebsiteLink": "/forum",
"meta": {
"site": "news",
"source": "kqed",
"order": 9
},
"link": "/forum",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
"npr": "https://www.npr.org/podcasts/432307980/forum",
"stitcher": "https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast",
"rss": "https://feeds.megaphone.fm/KQINC9557381633"
}
},
"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
}
},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
"airtime": "MON-FRI 7pm-8pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/fresh-air/",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/fresh-air",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Fresh-Air-p17/",
"rss": "https://feeds.npr.org/381444908/podcast.xml"
}
},
"here-and-now": {
"id": "here-and-now",
"title": "Here & Now",
"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
"airtime": "MON-THU 11am-12pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Here-And-Now-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "http://www.wbur.org/hereandnow",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/here-and-now",
"subsdcribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=426698661",
"tuneIn": "https://tunein.com/radio/Here--Now-p211/",
"rss": "https://feeds.npr.org/510051/podcast.xml"
}
},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/hiddenbrain.jpg",
"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
"site": "news",
"source": "NPR"
},
"link": "/radio/program/hidden-brain",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/hidden-brain/id1028908750?mt=2",
"tuneIn": "https://tunein.com/podcasts/Science-Podcasts/Hidden-Brain-p787503/",
"rss": "https://feeds.npr.org/510308/podcast.xml"
}
},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
"tuneIn": "https://tunein.com/podcasts/Arts--Culture-Podcasts/How-I-Built-This-p910896/",
"rss": "https://feeds.npr.org/510313/podcast.xml"
}
},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
"imageAlt": "KQED Hyphenación",
"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
"site": "news",
"source": "kqed",
"order": 15
},
"link": "/podcasts/hyphenacion",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/hyphenaci%C3%B3n/id1191591838",
"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
"youtube": "https://www.youtube.com/c/kqedarts",
"amazon": "https://music.amazon.com/podcasts/6c3dd23c-93fb-4aab-97ba-1725fa6315f1/hyphenaci%C3%B3n",
"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Political Mind of Jerry Brown",
"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
"site": "news",
"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
"subscribe": {
"npr": "https://www.npr.org/podcasts/790253322/the-political-mind-of-jerry-brown",
"apple": "https://itunes.apple.com/us/podcast/id1492194549",
"rss": "https://ww2.kqed.org/news/series/jerrybrown/feed/podcast/",
"tuneIn": "http://tun.in/pjGcK",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-political-mind-of-jerry-brown",
"spotify": "https://open.spotify.com/show/54C1dmuyFyKMFttY6X2j6r?si=K8SgRCoISNK6ZbjpXrX5-w",
"amazon": "https://music.amazon.com/podcasts/44420f75-3b0e-4301-ab3b-16da6b09e543/the-political-mind-of-jerry-brown"
}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/xtTd",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Latino-USA-p621/",
"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201853034&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/APM-Marketplace-p88/",
"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
"site": "news",
"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
"spotify": "https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"
}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
"npr": "https://rpb3r.app.goo.gl/onourwatch",
"spotify": "https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x",
"tuneIn": "https://tunein.com/radio/On-Our-Watch-p1436229/",
"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
"site": "news",
"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
"site": "news",
"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
"site": "radio",
"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/id73801135",
"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
}
},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/M4f5",
"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Political Breakdown",
"officialWebsiteLink": "/podcasts/politicalbreakdown",
"meta": {
"site": "radio",
"source": "kqed",
"order": 5
},
"link": "/podcasts/politicalbreakdown",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/political-breakdown/id1327641087",
"amazon": "https://music.amazon.com/podcasts/e0c2d153-ad36-4c8d-901d-f1da6a724824/political-breakdown",
"npr": "https://www.npr.org/podcasts/572155894/political-breakdown",
"stitcher": "https://www.stitcher.com/podcast/kqed/political-breakdown",
"spotify": "https://open.spotify.com/show/07RVyIjIdk2WDuVehvBMoN",
"rss": "https://ww2.kqed.org/news/tag/political-breakdown/feed/podcast"
}
},
"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
"meta": {
"site": "news",
"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/possible/id1677184070",
"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
}
},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pri.org/programs/the-world",
"meta": {
"site": "news",
"source": "PRI"
},
"link": "/radio/program/pri-the-world",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pris-the-world-latest-edition/id278196007?mt=2",
"tuneIn": "https://tunein.com/podcasts/News--Politics-Podcasts/PRIs-The-World-p24/",
"rss": "http://feeds.feedburner.com/pri/theworld"
}
},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"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.",
"airtime": "SUN 12am-1am, SAT 2pm-3pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/radiolab1400.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/radiolab/",
"meta": {
"site": "science",
"source": "WNYC"
},
"link": "/radio/program/radiolab",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/radiolab/id152249110?mt=2",
"tuneIn": "https://tunein.com/radio/RadioLab-p68032/",
"rss": "https://feeds.wnyc.org/radiolab"
}
},
"reveal": {
"id": "reveal",
"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.",
"airtime": "SAT 4pm-5pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png",
"officialWebsiteLink": "https://www.revealnews.org/episodes/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/reveal",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/reveal/id886009669",
"tuneIn": "https://tunein.com/radio/Reveal-p679597/",
"rss": "http://feeds.revealradio.org/revealpodcast"
}
},
"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.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Rightnowish-Podcast-Tile-500x500-1.jpg",
"imageAlt": "KQED Rightnowish with Pendarvis Harshaw",
"officialWebsiteLink": "/podcasts/rightnowish",
"meta": {
"site": "arts",
"source": "kqed",
"order": 16
},
"link": "/podcasts/rightnowish",
"subscribe": {
"npr": "https://www.npr.org/podcasts/721590300/rightnowish",
"rss": "https://ww2.kqed.org/arts/programs/rightnowish/feed/podcast",
"apple": "https://podcasts.apple.com/us/podcast/rightnowish/id1482187648",
"stitcher": "https://www.stitcher.com/podcast/kqed/rightnowish",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMxMjU5MTY3NDc4",
"spotify": "https://open.spotify.com/show/7kEJuafTzTVan7B78ttz1I"
}
},
"science-friday": {
"id": "science-friday",
"title": "Science Friday",
"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.",
"airtime": "FRI 11am-1pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Science-Friday-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/science-friday",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/science-friday",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=73329284&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Science-Friday-p394/",
"rss": "http://feeds.wnyc.org/science-friday"
}
},
"snap-judgment": {
"id": "snap-judgment",
"title": "Snap Judgment",
"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
"airtime": "SAT 1pm-2pm, 9pm-10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/05/Snap-Judgment-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Snap Judgment",
"officialWebsiteLink": "https://snapjudgment.org",
"meta": {
"site": "arts",
"source": "kqed",
"order": 4
},
"link": "https://snapjudgment.org",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/snap-judgment/id283657561",
"npr": "https://www.npr.org/podcasts/449018144/snap-judgment",
"stitcher": "https://www.pandora.com/podcast/snap-judgment/PC:241?source=stitcher-sunset",
"spotify": "https://open.spotify.com/show/3Cct7ZWmxHNAtLgBTqjC5v",
"rss": "https://snap.feed.snapjudgment.org/"
}
},
"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Sold-Out-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Sold Out: Rethinking Housing in America",
"officialWebsiteLink": "/podcasts/soldout",
"meta": {
"site": "news",
"source": "kqed",
"order": 13
},
"link": "/podcasts/soldout",
"subscribe": {
"npr": "https://www.npr.org/podcasts/911586047/s-o-l-d-o-u-t-a-new-future-for-housing",
"apple": "https://podcasts.apple.com/us/podcast/introducing-sold-out-rethinking-housing-in-america/id1531354937",
"rss": "https://feeds.megaphone.fm/soldout",
"spotify": "https://open.spotify.com/show/38dTBSk2ISFoPiyYNoKn1X",
"stitcher": "https://www.stitcher.com/podcast/kqed/sold-out-rethinking-housing-in-america",
"tunein": "https://tunein.com/radio/SOLD-OUT-Rethinking-Housing-in-America-p1365871/"
}
},
"spooked": {
"id": "spooked",
"title": "Spooked",
"tagline": "True-life supernatural stories",
"info": "",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/10/Spooked-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Spooked",
"officialWebsiteLink": "https://spookedpodcast.org/",
"meta": {
"site": "news",
"source": "kqed",
"order": 7
},
"link": "https://spookedpodcast.org/",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/spooked/id1279361017",
"npr": "https://www.npr.org/podcasts/549547848/snap-judgment-presents-spooked",
"spotify": "https://open.spotify.com/show/76571Rfl3m7PLJQZKQIGCT",
"rss": "https://feeds.simplecast.com/TBotaapn"
}
},
"tech-nation": {
"id": "tech-nation",
"title": "Tech Nation Radio Podcast",
"info": "Tech Nation is a weekly public radio program, hosted by Dr. Moira Gunn. Founded in 1993, it has grown from a simple interview show to a multi-faceted production, featuring conversations with noted technology and science leaders, and a weekly science and technology-related commentary.",
"airtime": "FRI 10pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Tech-Nation-Radio-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "http://technation.podomatic.com/",
"meta": {
"site": "science",
"source": "Tech Nation Media"
},
"link": "/radio/program/tech-nation",
"subscribe": {
"rss": "https://technation.podomatic.com/rss2.xml"
}
},
"ted-radio-hour": {
"id": "ted-radio-hour",
"title": "TED Radio Hour",
"info": "The TED Radio Hour is a journey through fascinating ideas, astonishing inventions, fresh approaches to old problems, and new ways to think and create.",
"airtime": "SUN 3pm-4pm, SAT 10pm-11pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/tedRadioHour.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/ted-radio-hour/?showDate=2018-06-22",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/ted-radio-hour",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/8vsS",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=523121474&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/TED-Radio-Hour-p418021/",
"rss": "https://feeds.npr.org/510298/podcast.xml"
}
},
"thebay": {
"id": "thebay",
"title": "The Bay",
"tagline": "Local news to keep you rooted",
"info": "Host Devin Katayama walks you through the biggest story of the day with reporters and newsmakers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Bay-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Bay",
"officialWebsiteLink": "/podcasts/thebay",
"meta": {
"site": "radio",
"source": "kqed",
"order": 2
},
"link": "/podcasts/thebay",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-bay/id1350043452",
"amazon": "https://music.amazon.com/podcasts/d800ea4c-7a2c-42f2-b861-edaf78a5db0b/the-bay",
"npr": "https://www.npr.org/podcasts/586725995/the-bay",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-bay",
"spotify": "https://open.spotify.com/show/4BIKBKIujizLHlIlBNaAqQ",
"rss": "https://feeds.megaphone.fm/KQINC8259786327"
}
},
"thelatest": {
"id": "thelatest",
"title": "The Latest",
"tagline": "Trusted local news in real time",
"info": "",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/05/The-Latest-2025-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Latest",
"officialWebsiteLink": "/thelatest",
"meta": {
"site": "news",
"source": "kqed",
"order": 6
},
"link": "/thelatest",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-latest-from-kqed/id1197721799",
"npr": "https://www.npr.org/podcasts/1257949365/the-latest-from-k-q-e-d",
"spotify": "https://open.spotify.com/show/5KIIXMgM9GTi5AepwOYvIZ?si=bd3053fec7244dba",
"rss": "https://feeds.megaphone.fm/KQINC9137121918"
}
},
"theleap": {
"id": "theleap",
"title": "The Leap",
"tagline": "What if you closed your eyes, and jumped?",
"info": "Stories about people making dramatic, risky changes, told by award-winning public radio reporter Judy Campbell.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Leap-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Leap",
"officialWebsiteLink": "/podcasts/theleap",
"meta": {
"site": "news",
"source": "kqed",
"order": 17
},
"link": "/podcasts/theleap",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/the-leap/id1046668171",
"npr": "https://www.npr.org/podcasts/447248267/the-leap",
"stitcher": "https://www.stitcher.com/podcast/kqed/the-leap",
"spotify": "https://open.spotify.com/show/3sSlVHHzU0ytLwuGs1SD1U",
"rss": "https://ww2.kqed.org/news/programs/the-leap/feed/podcast"
}
},
"the-moth-radio-hour": {
"id": "the-moth-radio-hour",
"title": "The Moth Radio Hour",
"info": "Since its launch in 1997, The Moth has presented thousands of true stories, told live and without notes, to standing-room-only crowds worldwide. Moth storytellers stand alone, under a spotlight, with only a microphone and a roomful of strangers. The storyteller and the audience embark on a high-wire act of shared experience which is both terrifying and exhilarating. Since 2008, The Moth podcast has featured many of our favorite stories told live on Moth stages around the country. For information on all of our programs and live events, visit themoth.org.",
"airtime": "SAT 8pm-9pm and SUN 11am-12pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/theMoth.jpg",
"officialWebsiteLink": "https://themoth.org/",
"meta": {
"site": "arts",
"source": "prx"
},
"link": "/radio/program/the-moth-radio-hour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/the-moth-podcast/id275699983?mt=2",
"tuneIn": "https://tunein.com/radio/The-Moth-p273888/",
"rss": "http://feeds.themoth.org/themothpodcast"
}
},
"the-new-yorker-radio-hour": {
"id": "the-new-yorker-radio-hour",
"title": "The New Yorker Radio Hour",
"info": "The New Yorker Radio Hour is a weekly program presented by the magazine's editor, David Remnick, and produced by WNYC Studios and The New Yorker. Each episode features a diverse mix of interviews, profiles, storytelling, and an occasional burst of humor inspired by the magazine, and shaped by its writers, artists, and editors. This isn't a radio version of a magazine, but something all its own, reflecting the rich possibilities of audio storytelling and conversation. Theme music for the show was composed and performed by Merrill Garbus of tUnE-YArDs.",
"airtime": "SAT 10am-11am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-New-Yorker-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/tnyradiohour",
"meta": {
"site": "arts",
"source": "WNYC"
},
"link": "/radio/program/the-new-yorker-radio-hour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/id1050430296",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/New-Yorker-Radio-Hour-p803804/",
"rss": "https://feeds.feedburner.com/newyorkerradiohour"
}
},
"the-sam-sanders-show": {
"id": "the-sam-sanders-show",
"title": "The Sam Sanders Show",
"info": "One of public radio's most dynamic voices, Sam Sanders helped launch The NPR Politics Podcast and hosted NPR's hit show It's Been A Minute. Now, the award-winning host returns with something brand new, The Sam Sanders Show. Every week, Sam Sanders and friends dig into the culture that shapes our lives: what's driving the biggest trends, how artists really think, and even the memes you can't stop scrolling past. Sam is beloved for his way of unpacking the world and bringing you up close to fresh currents and engaging conversations. The Sam Sanders Show is smart, funny and always a good time.",
"airtime": "FRI 12-1pm AND SAT 11am-12pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/11/The-Sam-Sanders-Show-Podcast-Tile-400x400-1.jpg",
"officialWebsiteLink": "https://www.kcrw.com/shows/the-sam-sanders-show/latest",
"meta": {
"site": "arts",
"source": "KCRW"
},
"link": "https://www.kcrw.com/shows/the-sam-sanders-show/latest",
"subscribe": {
"rss": "https://feed.cdnstream1.com/zjb/feed/download/ac/28/59/ac28594c-e1d0-4231-8728-61865cdc80e8.xml"
}
},
"the-splendid-table": {
"id": "the-splendid-table",
"title": "The Splendid Table",
"info": "\u003cem>The Splendid Table\u003c/em> hosts our nation's conversations about cooking, sustainability and food culture.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Splendid-Table-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.splendidtable.org/",
"airtime": "SUN 10-11 pm",
"meta": {
"site": "radio",
"source": "npr"
},
"link": "/radio/program/the-splendid-table"
},
"this-american-life": {
"id": "this-american-life",
"title": "This American Life",
"info": "This American Life is a weekly public radio show, heard by 2.2 million people on more than 500 stations. Another 2.5 million people download the weekly podcast. It is hosted by Ira Glass, produced in collaboration with Chicago Public Media, delivered to stations by PRX The Public Radio Exchange, and has won all of the major broadcasting awards.",
"airtime": "SAT 12pm-1pm, 7pm-8pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/thisAmericanLife.png",
"officialWebsiteLink": "https://www.thisamericanlife.org/",
"meta": {
"site": "news",
"source": "wbez"
},
"link": "/radio/program/this-american-life",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201671138&at=11l79Y&ct=nprdirectory",
"rss": "https://www.thisamericanlife.org/podcast/rss.xml"
}
},
"tinydeskradio": {
"id": "tinydeskradio",
"title": "Tiny Desk Radio",
"info": "We're bringing the best of Tiny Desk to the airwaves, only on public radio.",
"airtime": "SUN 8pm and SAT 9pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/04/300x300-For-Member-Station-Logo-Tiny-Desk-Radio-@2x.png",
"officialWebsiteLink": "https://www.npr.org/series/g-s1-52030/tiny-desk-radio",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/tinydeskradio",
"subscribe": {
"rss": "https://feeds.npr.org/g-s1-52030/rss.xml"
}
},
"wait-wait-dont-tell-me": {
"id": "wait-wait-dont-tell-me",
"title": "Wait Wait... Don't Tell Me!",
"info": "Peter Sagal and Bill Kurtis host the weekly NPR News quiz show alongside some of the best and brightest news and entertainment personalities.",
"airtime": "SUN 10am-11am, SAT 11am-12pm, SAT 6pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Wait-Wait-Podcast-Tile-300x300-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/wait-wait-dont-tell-me/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/wait-wait-dont-tell-me",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/Xogv",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=121493804&at=11l79Y&ct=nprdirectory",
"tuneIn": "https://tunein.com/radio/Wait-Wait-Dont-Tell-Me-p46/",
"rss": "https://feeds.npr.org/344098539/podcast.xml"
}
},
"weekend-edition-saturday": {
"id": "weekend-edition-saturday",
"title": "Weekend Edition Saturday",
"info": "Weekend Edition Saturday wraps up the week's news and offers a mix of analysis and features on a wide range of topics, including arts, sports, entertainment, and human interest stories. The two-hour program is hosted by NPR's Peabody Award-winning Scott Simon.",
"airtime": "SAT 5am-10am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/weekend-edition-saturday/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/weekend-edition-saturday"
},
"weekend-edition-sunday": {
"id": "weekend-edition-sunday",
"title": "Weekend Edition Sunday",
"info": "Weekend Edition Sunday features interviews with newsmakers, artists, scientists, politicians, musicians, writers, theologians and historians. The program has covered news events from Nelson Mandela's 1990 release from a South African prison to the capture of Saddam Hussein.",
"airtime": "SUN 5am-10am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Weekend-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/weekend-edition-sunday/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/weekend-edition-sunday"
}
},
"racesReducer": {},
"racesGenElectionReducer": {},
"racesGenElection2026Reducer": {},
"radioSchedulesReducer": {},
"listsReducer": {
"posts/mindshift?category=digital-tools": {
"isFetching": false,
"latestQuery": {
"from": 576,
"size": 12
},
"vitalsOnly": false,
"totalRequested": 12,
"isLoading": false,
"isLoadingMore": true,
"total": {
"value": 744,
"relation": "eq"
},
"items": [
"mindshift_14621",
"mindshift_14592",
"mindshift_14574",
"mindshift_14556",
"mindshift_14543",
"mindshift_14530",
"mindshift_14521",
"mindshift_14485",
"mindshift_13851",
"mindshift_14421",
"mindshift_14417",
"mindshift_14227"
],
"complete": true
}
},
"recallGuideReducer": {
"intros": {},
"policy": {},
"candidates": {}
},
"savedArticleReducer": {
"articles": [],
"status": {}
},
"newslettersReducer": {
"isFetching": false,
"fetchFailed": false,
"hasFetched": false,
"newsletters": {},
"isSubscribing": false,
"isUnsubscribing": false,
"subscribedNewsletters": {}
},
"termsReducer": {
"about": {
"name": "About",
"type": "terms",
"id": "about",
"slug": "about",
"link": "/about",
"taxonomy": "site"
},
"arts": {
"name": "Arts & Culture",
"grouping": [
"arts",
"pop",
"trulyca"
],
"description": "KQED Arts provides daily in-depth coverage of the Bay Area's music, art, film, performing arts, literature and arts news, as well as cultural commentary and criticism.",
"type": "terms",
"id": "arts",
"slug": "arts",
"link": "/arts",
"taxonomy": "site"
},
"artschool": {
"name": "Art School",
"parent": "arts",
"type": "terms",
"id": "artschool",
"slug": "artschool",
"link": "/artschool",
"taxonomy": "site"
},
"bayareabites": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"parent": "food",
"type": "terms",
"id": "bayareabites",
"slug": "bayareabites",
"link": "/food",
"taxonomy": "site"
},
"bayareahiphop": {
"name": "Bay Area Hiphop",
"type": "terms",
"id": "bayareahiphop",
"slug": "bayareahiphop",
"link": "/bayareahiphop",
"taxonomy": "site"
},
"campaign21": {
"name": "Campaign 21",
"type": "terms",
"id": "campaign21",
"slug": "campaign21",
"link": "/campaign21",
"taxonomy": "site"
},
"careers": {
"name": "Careers",
"type": "terms",
"id": "careers",
"slug": "careers",
"link": "/careers",
"taxonomy": "site"
},
"checkplease": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"parent": "food",
"type": "terms",
"id": "checkplease",
"slug": "checkplease",
"link": "/food",
"taxonomy": "site"
},
"education": {
"name": "Education",
"grouping": [
"education"
],
"type": "terms",
"id": "education",
"slug": "education",
"link": "/education",
"taxonomy": "site"
},
"elections": {
"name": "Elections",
"type": "terms",
"id": "elections",
"slug": "elections",
"link": "/elections",
"taxonomy": "site"
},
"events": {
"name": "Events",
"type": "terms",
"id": "events",
"slug": "events",
"link": "/events",
"taxonomy": "site"
},
"event": {
"name": "Event",
"alias": "events",
"type": "terms",
"id": "event",
"slug": "event",
"link": "/event",
"taxonomy": "site"
},
"filmschoolshorts": {
"name": "Film School Shorts",
"type": "terms",
"id": "filmschoolshorts",
"slug": "filmschoolshorts",
"link": "/filmschoolshorts",
"taxonomy": "site"
},
"food": {
"name": "KQED food",
"grouping": [
"food",
"bayareabites",
"checkplease"
],
"type": "terms",
"id": "food",
"slug": "food",
"link": "/food",
"taxonomy": "site"
},
"forum": {
"name": "Forum",
"relatedContentQuery": "posts/forum?",
"parent": "news",
"type": "terms",
"id": "forum",
"slug": "forum",
"link": "/forum",
"taxonomy": "site"
},
"futureofyou": {
"name": "Future of You",
"grouping": [
"science",
"futureofyou"
],
"parent": "science",
"type": "terms",
"id": "futureofyou",
"slug": "futureofyou",
"link": "/futureofyou",
"taxonomy": "site"
},
"jpepinheart": {
"name": "KQED food",
"relatedContentQuery": "posts/food,bayareabites,checkplease",
"parent": "food",
"type": "terms",
"id": "jpepinheart",
"slug": "jpepinheart",
"link": "/food",
"taxonomy": "site"
},
"liveblog": {
"name": "Live Blog",
"type": "terms",
"id": "liveblog",
"slug": "liveblog",
"link": "/liveblog",
"taxonomy": "site"
},
"livetv": {
"name": "Live TV",
"parent": "tv",
"type": "terms",
"id": "livetv",
"slug": "livetv",
"link": "/livetv",
"taxonomy": "site"
},
"lowdown": {
"name": "The Lowdown",
"relatedContentQuery": "posts/lowdown?",
"parent": "news",
"type": "terms",
"id": "lowdown",
"slug": "lowdown",
"link": "/lowdown",
"taxonomy": "site"
},
"mindshift": {
"name": "Mindshift",
"parent": "news",
"description": "MindShift explores the future of education by highlighting the innovative – and sometimes counterintuitive – ways educators and parents are helping all children succeed.",
"type": "terms",
"id": "mindshift",
"slug": "mindshift",
"link": "/mindshift",
"taxonomy": "site"
},
"news": {
"name": "News",
"grouping": [
"news",
"forum"
],
"type": "terms",
"id": "news",
"slug": "news",
"link": "/news",
"taxonomy": "site"
},
"newsletters": {
"name": "newsletters",
"type": "terms",
"id": "newsletters",
"slug": "newsletters",
"link": "/newsletters",
"taxonomy": "site"
},
"perspectives": {
"name": "Perspectives",
"parent": "radio",
"type": "terms",
"id": "perspectives",
"slug": "perspectives",
"link": "/perspectives",
"taxonomy": "site"
},
"podcasts": {
"name": "Podcasts",
"type": "terms",
"id": "podcasts",
"slug": "podcasts",
"link": "/podcasts",
"taxonomy": "site"
},
"pop": {
"name": "Pop",
"parent": "arts",
"type": "terms",
"id": "pop",
"slug": "pop",
"link": "/pop",
"taxonomy": "site"
},
"pressroom": {
"name": "Pressroom",
"type": "terms",
"id": "pressroom",
"slug": "pressroom",
"link": "/pressroom",
"taxonomy": "site"
},
"quest": {
"name": "Quest",
"parent": "science",
"type": "terms",
"id": "quest",
"slug": "quest",
"link": "/quest",
"taxonomy": "site"
},
"radio": {
"name": "Radio",
"grouping": [
"forum",
"perspectives"
],
"description": "Listen to KQED Public Radio – home of Forum and The California Report – on 88.5 FM in San Francisco, 89.3 FM in Sacramento, 88.3 FM in Santa Rosa and 88.1 FM in Martinez.",
"type": "terms",
"id": "radio",
"slug": "radio",
"link": "/radio",
"taxonomy": "site"
},
"root": {
"name": "KQED",
"image": "https://ww2.kqed.org/app/uploads/2020/02/KQED-OG-Image@1x.png",
"imageWidth": 1200,
"imageHeight": 630,
"headData": {
"title": "KQED | News, Radio, Podcasts, TV | Public Media for Northern California",
"description": "KQED provides public radio, television, and independent reporting on issues that matter to the Bay Area. We’re the NPR and PBS member station for Northern California."
},
"type": "terms",
"id": "root",
"slug": "root",
"link": "/root",
"taxonomy": "site"
},
"science": {
"name": "Science",
"grouping": [
"science",
"futureofyou"
],
"description": "KQED Science brings you award-winning science and environment coverage from the Bay Area and beyond.",
"type": "terms",
"id": "science",
"slug": "science",
"link": "/science",
"taxonomy": "site"
},
"stateofhealth": {
"name": "State of Health",
"parent": "science",
"type": "terms",
"id": "stateofhealth",
"slug": "stateofhealth",
"link": "/stateofhealth",
"taxonomy": "site"
},
"support": {
"name": "Support",
"type": "terms",
"id": "support",
"slug": "support",
"link": "/support",
"taxonomy": "site"
},
"thedolist": {
"name": "The Do List",
"parent": "arts",
"type": "terms",
"id": "thedolist",
"slug": "thedolist",
"link": "/thedolist",
"taxonomy": "site"
},
"trulyca": {
"name": "Truly CA",
"grouping": [
"arts",
"pop",
"trulyca"
],
"parent": "arts",
"type": "terms",
"id": "trulyca",
"slug": "trulyca",
"link": "/trulyca",
"taxonomy": "site"
},
"tv": {
"name": "TV",
"type": "terms",
"id": "tv",
"slug": "tv",
"link": "/tv",
"taxonomy": "site"
},
"voterguide": {
"name": "Voter Guide",
"parent": "elections",
"alias": "elections",
"type": "terms",
"id": "voterguide",
"slug": "voterguide",
"link": "/voterguide",
"taxonomy": "site"
},
"guiaelectoral": {
"name": "Guia Electoral",
"parent": "elections",
"alias": "elections",
"type": "terms",
"id": "guiaelectoral",
"slug": "guiaelectoral",
"link": "/guiaelectoral",
"taxonomy": "site"
},
"mindshift_category_digital-tools": {
"isLoading": true
},
"mindshift_195": {
"type": "terms",
"id": "mindshift_195",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "195",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Digital Tools",
"description": "How devices, software, and the Internet are changing the classroom dynamic.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "How devices, software, and the Internet are changing the classroom dynamic.",
"title": "Digital Tools Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 195,
"slug": "digital-tools",
"isLoading": false,
"link": "/mindshift/category/digital-tools"
},
"mindshift_179": {
"type": "terms",
"id": "mindshift_179",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "179",
"found": true
},
"relationships": {},
"featImg": null,
"name": "achievement gap",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "achievement gap Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 179,
"slug": "achievement-gap",
"isLoading": false,
"link": "/mindshift/tag/achievement-gap"
},
"mindshift_252": {
"type": "terms",
"id": "mindshift_252",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "252",
"found": true
},
"relationships": {},
"featImg": null,
"name": "digital-divide",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "digital-divide Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 252,
"slug": "digital-divide",
"isLoading": false,
"link": "/mindshift/tag/digital-divide"
},
"mindshift_683": {
"type": "terms",
"id": "mindshift_683",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "683",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Donors Choose",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Donors Choose Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 686,
"slug": "donors-choose",
"isLoading": false,
"link": "/mindshift/tag/donors-choose"
},
"mindshift_228": {
"type": "terms",
"id": "mindshift_228",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "228",
"found": true
},
"relationships": {},
"featImg": null,
"name": "funding",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "funding Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 228,
"slug": "funding",
"isLoading": false,
"link": "/mindshift/tag/funding"
},
"mindshift_193": {
"type": "terms",
"id": "mindshift_193",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "193",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Teaching Strategies",
"description": "Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "Innovative ideas - projects, processes, curricula, and more - that are transforming how we teach and learn.",
"title": "Teaching Strategies Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 193,
"slug": "teaching-strategies",
"isLoading": false,
"link": "/mindshift/category/teaching-strategies"
},
"mindshift_682": {
"type": "terms",
"id": "mindshift_682",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "682",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Bugscope",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Bugscope Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 685,
"slug": "bugscope",
"isLoading": false,
"link": "/mindshift/tag/bugscope"
},
"mindshift_47": {
"type": "terms",
"id": "mindshift_47",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "47",
"found": true
},
"relationships": {},
"featImg": null,
"name": "STEM",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "STEM Archives - KQED Mindshift",
"ogDescription": null
},
"ttid": 47,
"slug": "stem",
"isLoading": false,
"link": "/mindshift/tag/stem"
},
"mindshift_194": {
"type": "terms",
"id": "mindshift_194",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "194",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Culture",
"description": "How trends in technology – social networks, Internet privacy, cyberbullying – influence education.",
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": "How trends in technology – social networks, Internet privacy, cyberbullying – influence education.",
"title": "Culture Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 194,
"slug": "culture",
"isLoading": false,
"link": "/mindshift/category/culture"
},
"mindshift_679": {
"type": "terms",
"id": "mindshift_679",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "679",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Amazon",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Amazon Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 682,
"slug": "amazon",
"isLoading": false,
"link": "/mindshift/tag/amazon"
},
"mindshift_681": {
"type": "terms",
"id": "mindshift_681",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "681",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Goodreads",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Goodreads Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 684,
"slug": "goodreads",
"isLoading": false,
"link": "/mindshift/tag/goodreads"
},
"mindshift_680": {
"type": "terms",
"id": "mindshift_680",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "680",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Public Notes",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Public Notes Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 683,
"slug": "public-notes",
"isLoading": false,
"link": "/mindshift/tag/public-notes"
},
"mindshift_30": {
"type": "terms",
"id": "mindshift_30",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "30",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Social Media",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Social Media Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 30,
"slug": "social-media",
"isLoading": false,
"link": "/mindshift/tag/social-media"
},
"mindshift_678": {
"type": "terms",
"id": "mindshift_678",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "678",
"found": true
},
"relationships": {},
"featImg": null,
"name": "California State University",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "California State University Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 681,
"slug": "california-state-university",
"isLoading": false,
"link": "/mindshift/tag/california-state-university"
},
"mindshift_105": {
"type": "terms",
"id": "mindshift_105",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "105",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Google",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Google Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 105,
"slug": "google",
"isLoading": false,
"link": "/mindshift/tag/google"
},
"mindshift_386": {
"type": "terms",
"id": "mindshift_386",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "386",
"found": true
},
"relationships": {},
"featImg": null,
"name": "google apps for education",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "google apps for education Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 387,
"slug": "google-apps-for-education",
"isLoading": false,
"link": "/mindshift/tag/google-apps-for-education"
},
"mindshift_295": {
"type": "terms",
"id": "mindshift_295",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "295",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Khan Academy",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Khan Academy Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 296,
"slug": "khan-academy",
"isLoading": false,
"link": "/mindshift/tag/khan-academy"
},
"mindshift_598": {
"type": "terms",
"id": "mindshift_598",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "598",
"found": true
},
"relationships": {},
"featImg": null,
"name": "schools of education",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "schools of education Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 601,
"slug": "schools-of-education",
"isLoading": false,
"link": "/mindshift/tag/schools-of-education"
},
"mindshift_677": {
"type": "terms",
"id": "mindshift_677",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "677",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Edmodo",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Edmodo Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 680,
"slug": "edmodo",
"isLoading": false,
"link": "/mindshift/tag/edmodo"
},
"mindshift_621": {
"type": "terms",
"id": "mindshift_621",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "621",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Google Plus",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Google Plus Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 624,
"slug": "google-plus",
"isLoading": false,
"link": "/mindshift/tag/google-plus"
},
"mindshift_81": {
"type": "terms",
"id": "mindshift_81",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "81",
"found": true
},
"relationships": {},
"featImg": null,
"name": "iPad",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "iPad Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 81,
"slug": "ipad",
"isLoading": false,
"link": "/mindshift/tag/ipad"
},
"mindshift_1": {
"type": "terms",
"id": "mindshift_1",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "1",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Uncategorized",
"description": null,
"taxonomy": "category",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Uncategorized Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 1,
"slug": "uncategorized",
"isLoading": false,
"link": "/mindshift/category/uncategorized"
},
"mindshift_500": {
"type": "terms",
"id": "mindshift_500",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "500",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Scratch",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Scratch Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 503,
"slug": "scratch",
"isLoading": false,
"link": "/mindshift/tag/scratch"
},
"mindshift_399": {
"type": "terms",
"id": "mindshift_399",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "399",
"found": true
},
"relationships": {},
"featImg": null,
"name": "blended learning",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "blended learning Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 400,
"slug": "blended-learning",
"isLoading": false,
"link": "/mindshift/tag/blended-learning"
},
"mindshift_659": {
"type": "terms",
"id": "mindshift_659",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "659",
"found": true
},
"relationships": {},
"featImg": null,
"name": "MathTrain",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "MathTrain Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 662,
"slug": "mathtrain",
"isLoading": false,
"link": "/mindshift/tag/mathtrain"
},
"mindshift_660": {
"type": "terms",
"id": "mindshift_660",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "660",
"found": true
},
"relationships": {},
"featImg": null,
"name": "MathTrain.TV",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "MathTrain.TV Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 663,
"slug": "mathtrain-tv",
"isLoading": false,
"link": "/mindshift/tag/mathtrain-tv"
},
"mindshift_663": {
"type": "terms",
"id": "mindshift_663",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "663",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Moodle",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Moodle Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 666,
"slug": "moodle",
"isLoading": false,
"link": "/mindshift/tag/moodle"
},
"mindshift_664": {
"type": "terms",
"id": "mindshift_664",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "664",
"found": true
},
"relationships": {},
"featImg": null,
"name": "PHPMotion.com",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "PHPMotion.com Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 667,
"slug": "phpmotion-com",
"isLoading": false,
"link": "/mindshift/tag/phpmotion-com"
},
"mindshift_662": {
"type": "terms",
"id": "mindshift_662",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "662",
"found": true
},
"relationships": {},
"featImg": null,
"name": "screencasting",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "screencasting Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 665,
"slug": "screencasting",
"isLoading": false,
"link": "/mindshift/tag/screencasting"
},
"mindshift_674": {
"type": "terms",
"id": "mindshift_674",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "674",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Mozilla",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Mozilla Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 677,
"slug": "mozilla",
"isLoading": false,
"link": "/mindshift/tag/mozilla"
},
"mindshift_675": {
"type": "terms",
"id": "mindshift_675",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "675",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Mozilla Open Badges",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Mozilla Open Badges Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 678,
"slug": "mozilla-open-badges",
"isLoading": false,
"link": "/mindshift/tag/mozilla-open-badges"
},
"mindshift_656": {
"type": "terms",
"id": "mindshift_656",
"meta": {
"index": "terms_1716263798",
"site": "mindshift",
"id": "656",
"found": true
},
"relationships": {},
"featImg": null,
"name": "Highlighter",
"description": null,
"taxonomy": "tag",
"headData": {
"twImgId": null,
"twTitle": null,
"ogTitle": null,
"ogImgId": null,
"twDescription": null,
"description": null,
"title": "Highlighter Archives | KQED Mindshift",
"ogDescription": null
},
"ttid": 659,
"slug": "highlighter",
"isLoading": false,
"link": "/mindshift/tag/highlighter"
}
},
"userPermissionsReducer": {
"wpLoggedIn": false
},
"eventsReducer": {},
"fssReducer": {},
"tvDailyScheduleReducer": {},
"tvWeeklyScheduleReducer": {},
"tvPrimetimeScheduleReducer": {},
"tvMonthlyScheduleReducer": {},
"userAccountReducer": {
"user": {
"email": null,
"emailStatus": "EMAIL_UNVALIDATED",
"loggedStatus": "LOGGED_OUT",
"loggingChecked": false,
"articles": [],
"firstName": null,
"lastName": null,
"phoneNumber": null,
"fetchingMembership": false,
"membershipError": false,
"memberships": [
{
"id": null,
"startDate": null,
"firstName": null,
"lastName": null,
"familyNumber": null,
"memberNumber": null,
"memberSince": null,
"expirationDate": null,
"pfsEligible": false,
"isSustaining": false,
"membershipLevel": "Prospect",
"membershipStatus": "Non Member",
"lastGiftDate": null,
"renewalDate": null,
"lastDonationAmount": null
}
]
},
"authModal": {
"isOpen": false,
"view": "LANDING_VIEW"
},
"error": null
},
"youthMediaReducer": {},
"checkPleaseReducer": {
"filterData": {
"region": {
"key": "Restaurant Region",
"filters": [
"Any Region"
]
},
"cuisine": {
"key": "Restaurant Cuisine",
"filters": [
"Any Cuisine"
]
}
},
"restaurantDataById": {},
"restaurantIdsSorted": [],
"error": null
},
"userAgentReducer": {
"userAgent": "Mozilla/5.0 AppleWebKit/537.36 (KHTML, like Gecko; compatible; ClaudeBot/1.0; +claudebot@anthropic.com)",
"isBot": true
}
}
