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"content": "\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/barkbud/4803596914/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-14795\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/4803596914_5c299f6af11-300x245.jpg\" alt=\"\" width=\"300\" height=\"245\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Bark\u003c/p>\n\u003c/div>\n\u003cp>Rules are important in any civilized society. Without them, chaos would ensue. But some rules are worth questioning, especially when the consequences negate their very purpose.\u003c/p>\n\u003cp>Teachers are grappling with how to address regulations they consider unnecessary at best and harmful at worst. There's no question that helpful guidelines can and should be put in place surrounding all of these issues, considering the privacy of both teachers and students. It's the outright banning that seems extreme, especially when many of these examples can be used in rich, educational contexts. The metaphor of throwing the baby out with the bathwater is most apropos in these scenarios.\u003c/p>\n\u003cul>\n\u003cul>\n\u003cli>\u003cstrong>FACEBOOK\u003c/strong>. As we've been hearing for the past few weeks, Missouri \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/questioning-facebook-in-school/\">has banned teachers\u003c/a> from using Facebook (and other social media) to communicate with students. A couple of days ago, \u003ca href=\"http://www.wired.com/threatlevel/2011/08/online-student-teacher-communications/\">Wired reported that\u003c/a> \"a union representing 44,000 Missouri public school teachers is challenging a state law that dramatically restricts their online speech with current and former students. The lawsuit targets the legislation as a First Amendment breach.\" Meanwhile, in many cases, teachers have found \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/50-reasons-to-invite-facebook-into-your-classroom/\">lots of ways to use Facebook in the classroom\u003c/a>.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>TWITTER. \u003c/strong>Teachers are\u003ca href=\"http://oldnortheast.patch.com/articles/teachers-banned-from-using-facebook-or-twitter-with-students\"> banned from using Twitter \u003c/a>in schools in Pinellas County, Florida. “I don’t know what information is being transmitted,” said school board attorney Jim Robinson of private communication with students in a \u003ca href=\"http://oldnortheast.patch.com/articles/teachers-banned-from-using-facebook-or-twitter-with-students\">Patch.com article\u003c/a>. But couldn't that be said of any kind of communication, including simple conversation? An article in the \u003ca href=\"http://www.guardian.co.uk/education/2009/jun/10/teacher-banned-twitter\">U.K.'s Guardian\u003c/a> reports that teachers have been banned from using Twitter after one teacher's controversial public post. In response, a teacher wrote: \"Wouldn't you love to live in a place where public workers aren't allowed to express personal opinion? You now have the choice of China or Argyll, it seems.\" Meanwhile, teachers continue to find \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/28-creative-ideas-for-teaching-with-twitter/\">creative ways for using Twitter in school.\u003c!--more-->\u003c/a>\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>CELL PHONES FOR TEACHERS.\u003c/strong> We've\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/to-ban-or-not-to-ban-schools-must-decide-cell-phone-policies/#comments\"> written about cell phone bans \u003c/a>and heard from a number of educators who express their frustrations as their individual schools try to figure out how or whether to allow students to use them. But it turns out that some schools are also banning teachers from using their own mobile phones. On\u003ca href=\"http://blogs.scholastic.com/practical_leadership/2010/08/career-questions-cellphones-for-teachers.html\"> Scholastic's Practical Leadership blog, \u003c/a>a teacher wrote in to say that \"to 'set a good example,' our principal has decided that teachers shouldn’t use [cell phones] either.\u003c/li>\n\u003c/ul>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>YOUTUBE, SKYPE, NATIONAL GEOGRAPHIC, AND MANY OTHER WEBSITES. \u003c/strong>Schools unilaterally block a long list of sites (read \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">Eight Surprising Websites Schools Can't Access\u003c/a>\") under the guise of different federal laws that are meant to protect kids. But even the Department of Education's Karen Cator counters with useful facts that support unblocking many of these educational sites (read \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">Straight from the DOE: Dispelling Myths About Blocked Sites.)\u003c/a>\"\u003c/li>\n\u003c/ul>\n\u003cp>As technologies evolve, so will school rules that define the best ways of using them. In the meantime, many teachers are flouting policy and taking it upon themselves to decide what's best for their students and for their teaching practice.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/barkbud/4803596914/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-14795\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/4803596914_5c299f6af11-300x245.jpg\" alt=\"\" width=\"300\" height=\"245\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Bark\u003c/p>\n\u003c/div>\n\u003cp>Rules are important in any civilized society. Without them, chaos would ensue. But some rules are worth questioning, especially when the consequences negate their very purpose.\u003c/p>\n\u003cp>Teachers are grappling with how to address regulations they consider unnecessary at best and harmful at worst. There's no question that helpful guidelines can and should be put in place surrounding all of these issues, considering the privacy of both teachers and students. It's the outright banning that seems extreme, especially when many of these examples can be used in rich, educational contexts. The metaphor of throwing the baby out with the bathwater is most apropos in these scenarios.\u003c/p>\n\u003cul>\n\u003cul>\n\u003cli>\u003cstrong>FACEBOOK\u003c/strong>. As we've been hearing for the past few weeks, Missouri \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/questioning-facebook-in-school/\">has banned teachers\u003c/a> from using Facebook (and other social media) to communicate with students. A couple of days ago, \u003ca href=\"http://www.wired.com/threatlevel/2011/08/online-student-teacher-communications/\">Wired reported that\u003c/a> \"a union representing 44,000 Missouri public school teachers is challenging a state law that dramatically restricts their online speech with current and former students. The lawsuit targets the legislation as a First Amendment breach.\" Meanwhile, in many cases, teachers have found \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/50-reasons-to-invite-facebook-into-your-classroom/\">lots of ways to use Facebook in the classroom\u003c/a>.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>TWITTER. \u003c/strong>Teachers are\u003ca href=\"http://oldnortheast.patch.com/articles/teachers-banned-from-using-facebook-or-twitter-with-students\"> banned from using Twitter \u003c/a>in schools in Pinellas County, Florida. “I don’t know what information is being transmitted,” said school board attorney Jim Robinson of private communication with students in a \u003ca href=\"http://oldnortheast.patch.com/articles/teachers-banned-from-using-facebook-or-twitter-with-students\">Patch.com article\u003c/a>. But couldn't that be said of any kind of communication, including simple conversation? An article in the \u003ca href=\"http://www.guardian.co.uk/education/2009/jun/10/teacher-banned-twitter\">U.K.'s Guardian\u003c/a> reports that teachers have been banned from using Twitter after one teacher's controversial public post. In response, a teacher wrote: \"Wouldn't you love to live in a place where public workers aren't allowed to express personal opinion? You now have the choice of China or Argyll, it seems.\" Meanwhile, teachers continue to find \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/28-creative-ideas-for-teaching-with-twitter/\">creative ways for using Twitter in school.\u003c!--more-->\u003c/a>\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>CELL PHONES FOR TEACHERS.\u003c/strong> We've\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/to-ban-or-not-to-ban-schools-must-decide-cell-phone-policies/#comments\"> written about cell phone bans \u003c/a>and heard from a number of educators who express their frustrations as their individual schools try to figure out how or whether to allow students to use them. But it turns out that some schools are also banning teachers from using their own mobile phones. On\u003ca href=\"http://blogs.scholastic.com/practical_leadership/2010/08/career-questions-cellphones-for-teachers.html\"> Scholastic's Practical Leadership blog, \u003c/a>a teacher wrote in to say that \"to 'set a good example,' our principal has decided that teachers shouldn’t use [cell phones] either.\u003c/li>\n\u003c/ul>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>YOUTUBE, SKYPE, NATIONAL GEOGRAPHIC, AND MANY OTHER WEBSITES. \u003c/strong>Schools unilaterally block a long list of sites (read \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">Eight Surprising Websites Schools Can't Access\u003c/a>\") under the guise of different federal laws that are meant to protect kids. But even the Department of Education's Karen Cator counters with useful facts that support unblocking many of these educational sites (read \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">Straight from the DOE: Dispelling Myths About Blocked Sites.)\u003c/a>\"\u003c/li>\n\u003c/ul>\n\u003cp>As technologies evolve, so will school rules that define the best ways of using them. In the meantime, many teachers are flouting policy and taking it upon themselves to decide what's best for their students and for their teaching practice.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/mobile-learning-are-we-on-the-cusp-of-something-big/1442244452_3ef578b633_z-2/\" rel=\"attachment wp-att-13875\">\u003cimg class=\"size-medium wp-image-13875\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/1442244452_3ef578b633_z-300x226.jpg\" alt=\"\" width=\"300\" height=\"226\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:From_Ko\u003c/p>\n\u003c/div>\n\u003cp>Last week, a \u003ca href=\"http://pewinternet.org/Reports/2011/Cell-Phones.aspx\"> study by the \u003c/a>\u003ca href=\"http://pewinternet.org/Reports/2011/Cell-Phones.aspx\">Pew Internet and American Life Project\u003c/a> found that cellphones have become \"near ubiquitous\": 83% of American adults own one. Over half of all adult mobile phone owners had used their phones at least once to get information they needed right away. And more than a quarter said that they had experienced a situation in the previous month in which they had trouble doing something because they did not have their phones at hand.\u003c/p>\n\u003cp>The findings of this Pew research -- the reliance of adults on their cellphones -- stands in sharp contrast to the policies of many schools, where cellphones remained banned or restricted. Students likely have these same needs as adults: to get online and find information they need right away. But often students are banned from using their cell phones in schools, something that students themselves list as \u003ca href=\"http://www.tomorrow.org/speakup/speakup_reports.html\">one of the greatest obstacles\u003c/a> they face in using technology in the classroom.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Students are \"asked to do research on a desktop computer that absolutely has less processing power than the computer in their pocket.\"\u003c/aside>\n\u003cp>For many schools, these are formal rules, written in school policy or in student handbooks. But as phones become like more extended appendages in everyone's lives, schools are rethinking their policies. \u003ca href=\"https://plus.google.com/108741250435676131889/posts/9ovYDdCZzAB\">MindShift asked\u003c/a> teachers how or whether these rules were changing and received some interesting feedback.\u003c/p>\n\u003cp>Educator Nilda Vargas reported that students can use cell phones to access their online books, while teacher Shekema Silveri replied that although she requires cell phone usage in her class, the school policy against it hasn't changed. \"Most teachers are still afraid of cell phones in the classroom because they know little about how to use them as a tool for learning,\" she wrote on \u003ca href=\"http://www.facebook.com/MindShift.KQED\">MindShift's Facebook page\u003c/a>.\u003c!--more-->\u003c/p>\n\u003cp>High school teacher Kim Ibarra said that her school has gone from a \"no cell phones in school at all -- not even in the hallways or at lunch\" policy about four to five years ago, to \"cell phone usage in the classroom \u003cem>if\u003c/em> the teacher has asked for permission ahead of time with an explanation of what will be done and why it is necessary\" about two years ago, to \"cell phones can be used in the classroom if the teacher has students using them for educational purposes\" last year, and back to the more prohibitive \"students may use cell phones in the school only at lunch in a specified area\" -- the policy for this upcoming year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Many teachers noted that written policies don't always mirror informal policies, and thatthere's a groundswell of those who recognize that cellphones need not be seen solely as distractions or as ways for students to cheat. More educators are realizing that cell phones can enhance learning.\u003c/p>\n\u003cp>High school teacher Jamie Williams describes his school's policy regarding cell phones:\u003c/p>\n\u003cblockquote>\u003cp>\"My high school's policy is cell phones should be off and out of sight. If seen, they are taken and the student is written up. Our handbook says students may use phones with teacher permission. I'm a huge tech nerd and make my students use their phones throughout my class. My biggest gripe is that most students have these great smartphones and barely use the device to a tenth of their potential.\u003c/p>\u003c/blockquote>\n\u003cp>Williams teaches art and technology classes. For his art class, he asks students to use photos they've taken on their cell phones as the basis for paintings they'll create. During tests, Williams allows his students to use both their handwritten notes and those they've saved on their phones. In his video class, most students have phones capable of shooting in high definition, and use them for projects. This year, he's hoping to make a large-scale mosaic of student life created solely from cell phone images.\u003c/p>\n\u003cp>Williams notes that it's difficult for students to have to go from one class where they're expected to make full use of their phones to another in which the phone has to be off and hidden. He also points to the irony that in a lot of these latter classes, students are \"asked to do research on a desktop computer that absolutely has less processing power than the computer in their pocket.\"\u003c/p>\n\u003cp>And that's probably one of the most important observations: many students already carry a powerful computing device in their pockets, while oftentimes much of the technology hardware at schools is woefully out-of-date. By allowing cellphones, schools may find they have equipped students with better devices -- with devices that work as calculators, cameras, video cameras, books, and notebooks, for example -- at no or low cost to the school.\u003c/p>\n\u003cp>Cellphones are, of course, just one piece of a BYOD (Bring Your Own Device) program, and this \u003ca href=\"http://byod.wikispaces.com/\">wiki\u003c/a> created by Manitoba educator Darren Kuropatwa gives some tips on how to prepare for and take advantage of cell phones and other devices brought into the classroom from home.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But the biggest obstacle remains the attitudes of those educators and administrators who still frown on the devices and fear their usage, who confiscate them from students, who see them as a distraction rather than a powerful tool for learning. It's clear that schools must come up with an acceptable use policy for cellphones in the classroom. But as more adults indicate that they're \"lost\" without their cellphones, it hardly seems acceptable that we ban students' access to the devices.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/mobile-learning-are-we-on-the-cusp-of-something-big/1442244452_3ef578b633_z-2/\" rel=\"attachment wp-att-13875\">\u003cimg class=\"size-medium wp-image-13875\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/1442244452_3ef578b633_z-300x226.jpg\" alt=\"\" width=\"300\" height=\"226\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:From_Ko\u003c/p>\n\u003c/div>\n\u003cp>Last week, a \u003ca href=\"http://pewinternet.org/Reports/2011/Cell-Phones.aspx\"> study by the \u003c/a>\u003ca href=\"http://pewinternet.org/Reports/2011/Cell-Phones.aspx\">Pew Internet and American Life Project\u003c/a> found that cellphones have become \"near ubiquitous\": 83% of American adults own one. Over half of all adult mobile phone owners had used their phones at least once to get information they needed right away. And more than a quarter said that they had experienced a situation in the previous month in which they had trouble doing something because they did not have their phones at hand.\u003c/p>\n\u003cp>The findings of this Pew research -- the reliance of adults on their cellphones -- stands in sharp contrast to the policies of many schools, where cellphones remained banned or restricted. Students likely have these same needs as adults: to get online and find information they need right away. But often students are banned from using their cell phones in schools, something that students themselves list as \u003ca href=\"http://www.tomorrow.org/speakup/speakup_reports.html\">one of the greatest obstacles\u003c/a> they face in using technology in the classroom.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Students are \"asked to do research on a desktop computer that absolutely has less processing power than the computer in their pocket.\"\u003c/aside>\n\u003cp>For many schools, these are formal rules, written in school policy or in student handbooks. But as phones become like more extended appendages in everyone's lives, schools are rethinking their policies. \u003ca href=\"https://plus.google.com/108741250435676131889/posts/9ovYDdCZzAB\">MindShift asked\u003c/a> teachers how or whether these rules were changing and received some interesting feedback.\u003c/p>\n\u003cp>Educator Nilda Vargas reported that students can use cell phones to access their online books, while teacher Shekema Silveri replied that although she requires cell phone usage in her class, the school policy against it hasn't changed. \"Most teachers are still afraid of cell phones in the classroom because they know little about how to use them as a tool for learning,\" she wrote on \u003ca href=\"http://www.facebook.com/MindShift.KQED\">MindShift's Facebook page\u003c/a>.\u003c!--more-->\u003c/p>\n\u003cp>High school teacher Kim Ibarra said that her school has gone from a \"no cell phones in school at all -- not even in the hallways or at lunch\" policy about four to five years ago, to \"cell phone usage in the classroom \u003cem>if\u003c/em> the teacher has asked for permission ahead of time with an explanation of what will be done and why it is necessary\" about two years ago, to \"cell phones can be used in the classroom if the teacher has students using them for educational purposes\" last year, and back to the more prohibitive \"students may use cell phones in the school only at lunch in a specified area\" -- the policy for this upcoming year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Many teachers noted that written policies don't always mirror informal policies, and thatthere's a groundswell of those who recognize that cellphones need not be seen solely as distractions or as ways for students to cheat. More educators are realizing that cell phones can enhance learning.\u003c/p>\n\u003cp>High school teacher Jamie Williams describes his school's policy regarding cell phones:\u003c/p>\n\u003cblockquote>\u003cp>\"My high school's policy is cell phones should be off and out of sight. If seen, they are taken and the student is written up. Our handbook says students may use phones with teacher permission. I'm a huge tech nerd and make my students use their phones throughout my class. My biggest gripe is that most students have these great smartphones and barely use the device to a tenth of their potential.\u003c/p>\u003c/blockquote>\n\u003cp>Williams teaches art and technology classes. For his art class, he asks students to use photos they've taken on their cell phones as the basis for paintings they'll create. During tests, Williams allows his students to use both their handwritten notes and those they've saved on their phones. In his video class, most students have phones capable of shooting in high definition, and use them for projects. This year, he's hoping to make a large-scale mosaic of student life created solely from cell phone images.\u003c/p>\n\u003cp>Williams notes that it's difficult for students to have to go from one class where they're expected to make full use of their phones to another in which the phone has to be off and hidden. He also points to the irony that in a lot of these latter classes, students are \"asked to do research on a desktop computer that absolutely has less processing power than the computer in their pocket.\"\u003c/p>\n\u003cp>And that's probably one of the most important observations: many students already carry a powerful computing device in their pockets, while oftentimes much of the technology hardware at schools is woefully out-of-date. By allowing cellphones, schools may find they have equipped students with better devices -- with devices that work as calculators, cameras, video cameras, books, and notebooks, for example -- at no or low cost to the school.\u003c/p>\n\u003cp>Cellphones are, of course, just one piece of a BYOD (Bring Your Own Device) program, and this \u003ca href=\"http://byod.wikispaces.com/\">wiki\u003c/a> created by Manitoba educator Darren Kuropatwa gives some tips on how to prepare for and take advantage of cell phones and other devices brought into the classroom from home.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But the biggest obstacle remains the attitudes of those educators and administrators who still frown on the devices and fear their usage, who confiscate them from students, who see them as a distraction rather than a powerful tool for learning. It's clear that schools must come up with an acceptable use policy for cellphones in the classroom. But as more adults indicate that they're \"lost\" without their cellphones, it hardly seems acceptable that we ban students' access to the devices.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "How Do We Prepare Our Children for What's Next?",
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"content": "\u003cfigure id=\"attachment_14661\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/pasfam/180451048/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-14661\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/grad-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">What kids learn at a young age will determine whether they're prepared for a future full of unknowns.\u003c/figcaption>\u003c/figure>\n\u003cp>When most of us were deciding what to major in at college, the word Google was not a verb. It wasn't anywhere close to being conceived at all. Neither was Wikipedia or the iPhone or YouTube. We made decisions about our future employment based on what we knew existed at the time. We would become educators, journalists, lawyers, marketing reps, engineers.\u003c/p>\n\u003cp>Fast forward a couple of decades (or more) and we see that the career landscape has changed so drastically that jobs need new definitions. Social media strategist, app developer, mobile web engineer?\u003c/p>\n\u003cp>Some of us could ask ourselves if we would have embarked upon our current careers had we predicted how the Internet would revolutionize every part of our lives? It's hard to say, but when it comes to preparing our kids for what's ahead, Cathy Davidson has a few ideas. The author of \u003ca href=\"http://www.cathydavidson.com/\">\u003cem>Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn\u003c/em>\u003c/a> (Viking), who's also a professor at Duke University, believes that, in light of the fact that \"\u003ca href=\"http://opinionator.blogs.nytimes.com/2011/08/07/education-needs-a-digital-age-upgrade/\">65 percent of today’s grade-school kids may end up doing work that hasn’t been invented yet\u003c/a>,\" we should cast aside our fear of technology, and prepare our school-aged kids with important skills, both in technical ways and other less tangible ways.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We’re 15 years into something so paradigm-changing that we have not yet adjusted our institutions of learning, work, social life, and economic life to account for the massive change.\"\u003c/aside>\n\u003cp>\"We are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose,\" Davidson said. \"Once we absorb the realization that we’ve \u003cem>already changed\u003c/em>, and that we’re actually doing pretty well despite major realignments in our lives, then we can think about how we want to take this amazing new tool [the Internet] and use it in a way that better serves our lives. It’s time to survey our lives and figure out what works, what doesn’t, and how we can make real and practical improvements in our schools, our workplace, our every day lives.\"\u003c/p>\n\u003cp>Davidson offers three can-do suggestions for parents:\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>EXPERIMENT WITH \u003ca href=\"http://scratch.mit.edu/\">SCRATCH\u003c/a>\u003c/strong>. It's a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/scratch-teaching-kids-about-programming-teaching-kids-about-remixing/\">brilliant and fun multimedia programming language\u003c/a> that allows inventive media mixing almost immediately, without any background. It is creative and fun. Even if your child has no interest in being a programmer when they grow up, familiarity with the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">building blocks of a programming language \u003c/a>will give them some skills and expertise at producing the kind of content they are already consuming. [See \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">5 Tools to Introduce Programming to Kids\u003c/a>.\"]\u003c/li>\n\u003cli>\u003cstrong>EMBARK ON A MEANINGFUL PROJECT.\u003c/strong>Help your child (at any age, really) by being willing to help out—but emphatically not to lead or rescue—in an extended, risky project that has real impact in the child’s community—school, neighborhood, church, synagogue, community center. But stay out of the way. Let the kids shape the project. Kids should find a project that will probably not succeed in all the ways they hope. Dreaming big, taking risks, and scaling back if and when you have to are fantastic skills. These skills are hardly ever taught in the school room which seems to be organized (as is much American society these days) as if some litigious personal injury lawyer is there ready to pounce at any moment.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>LEARN HOW TO BE A RESPONSIBLE DIGITAL CITIZEN. \u003c/strong>Learn how to give and take feedback in a public and responsible way. There are different software tools that can help you set up a system where each student has an online identity, for privacy. Give each student 10 stars to award over the course of, let’s say, a 10-week project. Each week, every student is required to award one star to a member of the team whom s/he deems to have done the most to move the project forward. Before students award their stars, they need to put in writing, on the class website, the reasons for the choice. They shouldn’t waste good energy on negative criticism. Critique is the easy way out, as anyone who has read the trollish comments on the Internet knows. Negative comments are a drain on everyone’s energy and negativity is not the same as high standards. If each star is awarded with a well thought out assessment of why merit has been earned, that is a far better way to train judgment than trashing. What special contribution did a classmate make that made you want to give him or her a star? Everyone will learn from the answer (and the accumulating stars). Sound easy? It’s not. But if you can learn \u003cem>judgment\u003c/em>--not silly bubble test grading, not sarcasm or bullying but clear-eyed judgment on the way to the group’s success at attaining its goals—then you are building up a repertoire of successful skills and methods that you can call upon later, in any circumstance.\u003c/li>\n\u003c/ol>\n\u003cp>Davidson believes the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/the-seven-golden-rules-of-using-technology-in-schools/\">culture of fear \u003c/a>that has dominated the public discussion around the Internet and kids is damaging at best, ruinous at worst.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Sadly, it’s a fearful time in American culture, with news focusing excessively on everything tragic, horrifying, and threatening in the world,\" she said. \"There is no evidence of an increase in such crime, just an increase in reporting.\"\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-14670\" href=\"http://ww2.kqed.org/mindshift/2011/08/how-do-we-prepare-our-children-for-whats-next/cover_large/\">\u003cimg class=\"alignright size-medium wp-image-14670\" title=\"cover_large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/cover_large-300x423.jpg\" alt=\"\" width=\"300\" height=\"423\">\u003c/a>And the notion that the Internet is ruining our brain, our attention and memory is flase, she says. \"Everything new changes our habits, makes new patterns, and there is certainly a learning curve whenever we face new challenges. But the fact is we’re doing amazingly well. Let’s have some perspective here!\" she says.\u003c/p>\n\u003cp>Davidson also believes the archaic education system -- especially when it comes to graded exams -- will inevitably change because it has to. The discrepancy between how kids learn inside the formal school environment -- complete with bell schedules and drills -- and the free-form and social nature of informal learning will invariably have to be addressed.\u003c/p>\n\u003cp>In my interview with Davidson, I ask her to enumerate practical steps schools can take to prepare students for the future, and what she considers to be the ideal school day.\u003c/p>\n\u003cp>Here's the full transcript of my interview with Davidson. I recommend reading it -- and Davidson's book -- in full. It's well worth the time.\u003c/p>\n\u003cp>\u003cstrong>Q. It seems that so much of the apprehension about bringing technology into schools is about fear. Fear of losing control of information, fear of harming children's attention spans, their learning brain. How do you think we can address or overcome these fears?\u003c/strong>\u003c/p>\n\u003cp>A. Sadly, it’s a fearful time in American culture, with news focusing excessively on everything tragic, horrifying, and threatening in the world, especially sexual crimes against children. There is no evidence of an increase in such crime, just an increase in reporting. And an exponential increase, for middle-class American parents, in limiting our children’s mobility. We know from research that a child’s world has shrunk in the last 200 years in the West from being allowed, as preteens, to wander to the next village or to roam over one’s city until now, where even “play” has to be monitored by an adult-arranged and supervised “play date.”\u003c/p>\n\u003cp>We are also fearful about ourselves—the Internet is ruining our brain, our attention, our memory. Well, it isn’t. Everything new changes our habits, makes new patterns, and there is certainly a learning curve whenever we face new challenges. But the fact is we’re doing amazingly well. Let’s have some perspective here!\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose.\"\u003c/aside>\n\u003cp>Historian Robert Darnton says there have been four great Information Ages in all human history, where a new technology has transformed how we communicate and interact—and he goes back to 4000 BC Mesopotamia for the first of these, the invention of writing. Then comes movable type, then mass steam-powered printing of the Industrial Age that makes books available to the masses for the first time in history, and now, our own Information Age where anyone can “Broadcast Yourself.” We’re 15 years into something so paradigm-changing that we have not yet adjusted our institutions of learning, work, social life, and economic life to account for the massive change. Fifteen years in is when people tend to start thinking about technological change in less fearful and more practical ways. They give up their nostalgia for the “before” and then start to focus on now, on how we can make the tools and resources available to them as productive as possible.\u003c/p>\n\u003cp>In other words, we are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose. Once we absorb the realization that we’ve \u003cem>already changed\u003c/em>, and that we’re actually doing pretty well despite major realignments in our lives, then we can think about how we want to take this amazing new tool and use it in a way that better serves our lives. Being afraid is never useful. It’s time to survey our lives and figure out what works, what doesn’t, and how we can make real and practical improvements in our schools, our workplace, our every day lives.\u003c/p>\n\u003cp>\u003cstrong>Q. What do you predict could happen if the education system continues to resist the change?\u003c/strong>\u003c/p>\n\u003cp>A. I predict the education system will change. It has to. There were enormous changes to all forms of education in the last decades of the nineteenth century. In fact, most of what we think of as “school” was developed and institutionalized about 120 years ago to teach kids regulation and efficiency, the bywords of industrialization. Farm kids and immigrant kids were streaming into the cities. To make an industrial labor force required the school bell (in literal and metaphoric terms) and lots of regimentation.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"I think we are on the verge of seeing a major change in educational policy and in how we test, how we measure, and how we teach and learn.\"\u003c/aside>\n\u003cp>We have a mismatch between the inventive ways kids learn at home online and in their game play and with their friends on social networks and the industrial age structure, division of subject matter, and ways of assessment in school. It will change—because everyone (parents, teachers, kids, principals, policy makers) know our schools are out of date. I think we are on the verge of seeing a major change in educational policy and in how we test (the first step—get rid of those End of Grade exams!), how we measure, and how we teach and learn. It \u003cem>will\u003c/em> happen because it has to.\u003c/p>\n\u003cp>\u003cstrong>Q. What do you think that \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future\">ideal school day\u003c/a> could look like? \u003c/strong>\u003c/p>\n\u003cp>A. Remember Ichabod Crane, that parody of the tiresome schoolmaster in Washington Irving’s story “The Legend of Sleep Hollow” (published in 1820). If you plunked him down in a contemporary school room, he wouldn’t have a clue what electricity was, he’d be baffled by computers, but he would know exactly where to stand and he’d know exactly where he stood: front of the class, in charge, teaching to the test!\u003c/p>\n\u003cfigure id=\"attachment_14676\" class=\"wp-caption left\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-14676\" title=\"cathy2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/cathy21-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\">Cathy Davidson\u003c/figcaption>\u003c/figure>\n\u003cp>In my ideal school, there would be no one school day because every day would be different. And it wouldn’t be a school of the future: the future is now!\u003cem> \u003c/em>In researching \u003cem>Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn\u003c/em>, I spent time with incredible teachers who, in ways large and small, inspire their students to learn. My future school would bring them together, take lessons from them. They give us heart and will because they already exist. We can learn from these three, one who taught decades ago in a rural one room school house, one senior scholar-teacher in a Manhattan school, one brand-new twenty-four year old teacher in a small urban city (in Durham, N.C.).\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"In my ideal school, there would be no one school day because every day would be different.\"\u003c/aside>\n\u003cul>\n\u003cli>\u003cstrong>\u003cem>From Inez Davidson\u003c/em>:\u003c/strong> Mrs. Davidson is a “back to the future” teacher whose Friday “challenge days” can be incorporated into any school today, right now. She taught back in the 1950s to 1980s, in a three-room school house in rural Mountain View, Alberta, Canada. She turned teaching third-, fourth-, and fifth-graders into an asset instead of a deficit, having kids teach one another what they had learned the year before. And every Friday, the third- and fourth-grade kids would be pitted against the fifth graders in a learning challenge that the kids themselves would dream up—spelling bees, math quizzes, geography tests, language tests, grammar tests, poetry and rhyming competitions. Or project challenge: Who can build the highest tower out of Popsicle sticks without glue? And then she set year-long challenges as well. My personal favorite was challenging the kids to find pen pals in as many Mountain Views as they could find anywhere in the world, researching the places where they lived, becoming pen pals, and then interviewing the pen pals for a final research paper on Mountain Views in China or New Zealand. Decades before the Internet, she made learning connect kids around the world, expanding horizons, teaching geography and languages and politics and history in a way that mattered intensely to the kids.\u003cstrong>\u003cem> \u003c/em>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>From Katie Salen\u003c/em>\u003cem>:\u003c/em>\u003c/strong>\u003cem> \u003c/em>I would take the idea of the Boss Level Challenge, a building block of the game mechanics that power \u003ca href=\"http://q2l.org/\">Quest2Learn\u003c/a>, a public school in Manhattan. Katie Salen is a professor at Parsons School of Design who was part of the \u003ca href=\"http://www.macfound.org/site/c.lkLXJ8MQKrH/b.946881/k.B85/Domestic_Grantmaking__Digital_Media__Learning.htm\">MacArthur Foundation Digital Media and Learning Initiative\u003c/a> that I’ve also been working with for several years, helping to run the annual Digital Media and Learning Competitions. Katie proposed working with the New York city school board, with teachers and parents, to create a revolutionary school within all the existing rules. Q2L works with the teachers’ unions, with the city’s lottery system of accepting pupils, with end-of-great testing, with college prep aspirations, with all of the supposed restrictions that limit teachers everywhere. I couldn’t believe she would succeed, but Katie is a gamer and she met the challenge. Q2L exists and she’s now working in Chicago to start similar schools. The specific assignment that I loved at Q2L took kids who had spent a semester building new levels for the popular digital learning game LittleBigPlanet (LBP) and challenged them to rebuild their video game level in the real world. They switched off the screens and had to calculate and plan, with blueprints and research and scissors and glue, paper and wood and paint. Brilliant! Kids need to understand the relays back and forth between real and virtual worlds and need the skills to navigate both.\u003cstrong>\u003cem> \u003c/em>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>From Duncan Germain\u003c/em>\u003cem>: \u003c/em>\u003c/strong>Duncan was a 24-year old first-year teacher when I spent time in his sixth grade class at Voyager Academy, a public charter school in Durham, North Carolina, where I live. He taught something called Creative Productions which was intended to take all the things kids were learning in other classes and give them real world application. I was there for the bridge building challenge where students self-organized into groups ranging in size from one (some kids preferred to work alone) to five. I talk about all the really remarkable skills his students were learning on the way to build the best model bridge but what most impressed me was the long sheet about collaboration that each student had to fill out, describing such things as how to “justify” the project they were doing and their methods relative to their other school studies, the habits of mind the project was instilling, and the relationship of the project to the real world. Sounds tough? They were doing it. When I asked Mr. Germain where he got the idea, he said from his father. These sixth graders were using a project-plan form that his father used as a management consultant helping businesses adjust to new global, distributed economies of work and labor.\u003c/li>\n\u003c/ul>\n\u003cp>These are just three examples. I think it's important for all of us to know that future school already exists, it is working. These great teachers and others I profile in \u003cem>Now You See It\u003c/em> inspired me and I hope they inspire other out there too.\u003c/p>\n\u003cp>\u003cstrong>Q. If you could suggest five practical applications to apply to every school in the country, what would they be?\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>End standardized EOG tests--they demotivate learning and good teaching. Instead test in challenging ways, using tough game mechanics with real-time feedback on results so kids can learn from the test---not be taught to scam the test!\u003c/li>\n\u003cli>Make all learning real, relevant, tied to communities, with real application in the kids’ lives outside of the classroom. Example: Ban research papers—unless they are published online and have an informative, persuasive, or other real purpose for others. Learning should have an impact beyond getting an “A” on the assignment.\u003c/li>\n\u003cli>Teach kids to think through, with, about, for--and create--new, interactive digital global communication. I don’t mean this as an add on. I mean rethinking all the subjects we now teach in view of the possibilities (what techies call “affordances”) of the digital age. That means getting rid of the \"two cultures\" binary. STEM subjects are impoverished without creativity, analysis, critical thinking. The Information Age is about putting back together the knowledge that the Industrial Age subdivided. A simpler way is to say have them all learn Scratch multimedia programming and think about the possibilities.\u003c/li>\n\u003cli>Restore arts, music, shop, P.E., dance: Kids need the soul-stirring learning that lets them move, make, sing, create, dream.\u003c/li>\n\u003cli>Eliminate the “college prep” and AP distinctions, and stop making college the implicit standard for all education, back to preschool. Many worthy careers don't need higher ed. Many careers that don’t need higher ed still need a liberal arts education in creative, applied, cross-disciplinary thinking, all of which are as necessary to run your whole hair salon or motorcycle repair shop as they are to get a law degree. Conversely, make college free and open to everyone, at any age. Now, that would be a game changer!\u003c/li>\n\u003c/ol>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_14661\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/pasfam/180451048/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-14661\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/grad-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">What kids learn at a young age will determine whether they're prepared for a future full of unknowns.\u003c/figcaption>\u003c/figure>\n\u003cp>When most of us were deciding what to major in at college, the word Google was not a verb. It wasn't anywhere close to being conceived at all. Neither was Wikipedia or the iPhone or YouTube. We made decisions about our future employment based on what we knew existed at the time. We would become educators, journalists, lawyers, marketing reps, engineers.\u003c/p>\n\u003cp>Fast forward a couple of decades (or more) and we see that the career landscape has changed so drastically that jobs need new definitions. Social media strategist, app developer, mobile web engineer?\u003c/p>\n\u003cp>Some of us could ask ourselves if we would have embarked upon our current careers had we predicted how the Internet would revolutionize every part of our lives? It's hard to say, but when it comes to preparing our kids for what's ahead, Cathy Davidson has a few ideas. The author of \u003ca href=\"http://www.cathydavidson.com/\">\u003cem>Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn\u003c/em>\u003c/a> (Viking), who's also a professor at Duke University, believes that, in light of the fact that \"\u003ca href=\"http://opinionator.blogs.nytimes.com/2011/08/07/education-needs-a-digital-age-upgrade/\">65 percent of today’s grade-school kids may end up doing work that hasn’t been invented yet\u003c/a>,\" we should cast aside our fear of technology, and prepare our school-aged kids with important skills, both in technical ways and other less tangible ways.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We’re 15 years into something so paradigm-changing that we have not yet adjusted our institutions of learning, work, social life, and economic life to account for the massive change.\"\u003c/aside>\n\u003cp>\"We are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose,\" Davidson said. \"Once we absorb the realization that we’ve \u003cem>already changed\u003c/em>, and that we’re actually doing pretty well despite major realignments in our lives, then we can think about how we want to take this amazing new tool [the Internet] and use it in a way that better serves our lives. It’s time to survey our lives and figure out what works, what doesn’t, and how we can make real and practical improvements in our schools, our workplace, our every day lives.\"\u003c/p>\n\u003cp>Davidson offers three can-do suggestions for parents:\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>EXPERIMENT WITH \u003ca href=\"http://scratch.mit.edu/\">SCRATCH\u003c/a>\u003c/strong>. It's a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/scratch-teaching-kids-about-programming-teaching-kids-about-remixing/\">brilliant and fun multimedia programming language\u003c/a> that allows inventive media mixing almost immediately, without any background. It is creative and fun. Even if your child has no interest in being a programmer when they grow up, familiarity with the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">building blocks of a programming language \u003c/a>will give them some skills and expertise at producing the kind of content they are already consuming. [See \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">5 Tools to Introduce Programming to Kids\u003c/a>.\"]\u003c/li>\n\u003cli>\u003cstrong>EMBARK ON A MEANINGFUL PROJECT.\u003c/strong>Help your child (at any age, really) by being willing to help out—but emphatically not to lead or rescue—in an extended, risky project that has real impact in the child’s community—school, neighborhood, church, synagogue, community center. But stay out of the way. Let the kids shape the project. Kids should find a project that will probably not succeed in all the ways they hope. Dreaming big, taking risks, and scaling back if and when you have to are fantastic skills. These skills are hardly ever taught in the school room which seems to be organized (as is much American society these days) as if some litigious personal injury lawyer is there ready to pounce at any moment.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>LEARN HOW TO BE A RESPONSIBLE DIGITAL CITIZEN. \u003c/strong>Learn how to give and take feedback in a public and responsible way. There are different software tools that can help you set up a system where each student has an online identity, for privacy. Give each student 10 stars to award over the course of, let’s say, a 10-week project. Each week, every student is required to award one star to a member of the team whom s/he deems to have done the most to move the project forward. Before students award their stars, they need to put in writing, on the class website, the reasons for the choice. They shouldn’t waste good energy on negative criticism. Critique is the easy way out, as anyone who has read the trollish comments on the Internet knows. Negative comments are a drain on everyone’s energy and negativity is not the same as high standards. If each star is awarded with a well thought out assessment of why merit has been earned, that is a far better way to train judgment than trashing. What special contribution did a classmate make that made you want to give him or her a star? Everyone will learn from the answer (and the accumulating stars). Sound easy? It’s not. But if you can learn \u003cem>judgment\u003c/em>--not silly bubble test grading, not sarcasm or bullying but clear-eyed judgment on the way to the group’s success at attaining its goals—then you are building up a repertoire of successful skills and methods that you can call upon later, in any circumstance.\u003c/li>\n\u003c/ol>\n\u003cp>Davidson believes the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/the-seven-golden-rules-of-using-technology-in-schools/\">culture of fear \u003c/a>that has dominated the public discussion around the Internet and kids is damaging at best, ruinous at worst.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Sadly, it’s a fearful time in American culture, with news focusing excessively on everything tragic, horrifying, and threatening in the world,\" she said. \"There is no evidence of an increase in such crime, just an increase in reporting.\"\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-14670\" href=\"http://ww2.kqed.org/mindshift/2011/08/how-do-we-prepare-our-children-for-whats-next/cover_large/\">\u003cimg class=\"alignright size-medium wp-image-14670\" title=\"cover_large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/cover_large-300x423.jpg\" alt=\"\" width=\"300\" height=\"423\">\u003c/a>And the notion that the Internet is ruining our brain, our attention and memory is flase, she says. \"Everything new changes our habits, makes new patterns, and there is certainly a learning curve whenever we face new challenges. But the fact is we’re doing amazingly well. Let’s have some perspective here!\" she says.\u003c/p>\n\u003cp>Davidson also believes the archaic education system -- especially when it comes to graded exams -- will inevitably change because it has to. The discrepancy between how kids learn inside the formal school environment -- complete with bell schedules and drills -- and the free-form and social nature of informal learning will invariably have to be addressed.\u003c/p>\n\u003cp>In my interview with Davidson, I ask her to enumerate practical steps schools can take to prepare students for the future, and what she considers to be the ideal school day.\u003c/p>\n\u003cp>Here's the full transcript of my interview with Davidson. I recommend reading it -- and Davidson's book -- in full. It's well worth the time.\u003c/p>\n\u003cp>\u003cstrong>Q. It seems that so much of the apprehension about bringing technology into schools is about fear. Fear of losing control of information, fear of harming children's attention spans, their learning brain. How do you think we can address or overcome these fears?\u003c/strong>\u003c/p>\n\u003cp>A. Sadly, it’s a fearful time in American culture, with news focusing excessively on everything tragic, horrifying, and threatening in the world, especially sexual crimes against children. There is no evidence of an increase in such crime, just an increase in reporting. And an exponential increase, for middle-class American parents, in limiting our children’s mobility. We know from research that a child’s world has shrunk in the last 200 years in the West from being allowed, as preteens, to wander to the next village or to roam over one’s city until now, where even “play” has to be monitored by an adult-arranged and supervised “play date.”\u003c/p>\n\u003cp>We are also fearful about ourselves—the Internet is ruining our brain, our attention, our memory. Well, it isn’t. Everything new changes our habits, makes new patterns, and there is certainly a learning curve whenever we face new challenges. But the fact is we’re doing amazingly well. Let’s have some perspective here!\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose.\"\u003c/aside>\n\u003cp>Historian Robert Darnton says there have been four great Information Ages in all human history, where a new technology has transformed how we communicate and interact—and he goes back to 4000 BC Mesopotamia for the first of these, the invention of writing. Then comes movable type, then mass steam-powered printing of the Industrial Age that makes books available to the masses for the first time in history, and now, our own Information Age where anyone can “Broadcast Yourself.” We’re 15 years into something so paradigm-changing that we have not yet adjusted our institutions of learning, work, social life, and economic life to account for the massive change. Fifteen years in is when people tend to start thinking about technological change in less fearful and more practical ways. They give up their nostalgia for the “before” and then start to focus on now, on how we can make the tools and resources available to them as productive as possible.\u003c/p>\n\u003cp>In other words, we are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose. Once we absorb the realization that we’ve \u003cem>already changed\u003c/em>, and that we’re actually doing pretty well despite major realignments in our lives, then we can think about how we want to take this amazing new tool and use it in a way that better serves our lives. Being afraid is never useful. It’s time to survey our lives and figure out what works, what doesn’t, and how we can make real and practical improvements in our schools, our workplace, our every day lives.\u003c/p>\n\u003cp>\u003cstrong>Q. What do you predict could happen if the education system continues to resist the change?\u003c/strong>\u003c/p>\n\u003cp>A. I predict the education system will change. It has to. There were enormous changes to all forms of education in the last decades of the nineteenth century. In fact, most of what we think of as “school” was developed and institutionalized about 120 years ago to teach kids regulation and efficiency, the bywords of industrialization. Farm kids and immigrant kids were streaming into the cities. To make an industrial labor force required the school bell (in literal and metaphoric terms) and lots of regimentation.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"I think we are on the verge of seeing a major change in educational policy and in how we test, how we measure, and how we teach and learn.\"\u003c/aside>\n\u003cp>We have a mismatch between the inventive ways kids learn at home online and in their game play and with their friends on social networks and the industrial age structure, division of subject matter, and ways of assessment in school. It will change—because everyone (parents, teachers, kids, principals, policy makers) know our schools are out of date. I think we are on the verge of seeing a major change in educational policy and in how we test (the first step—get rid of those End of Grade exams!), how we measure, and how we teach and learn. It \u003cem>will\u003c/em> happen because it has to.\u003c/p>\n\u003cp>\u003cstrong>Q. What do you think that \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future\">ideal school day\u003c/a> could look like? \u003c/strong>\u003c/p>\n\u003cp>A. Remember Ichabod Crane, that parody of the tiresome schoolmaster in Washington Irving’s story “The Legend of Sleep Hollow” (published in 1820). If you plunked him down in a contemporary school room, he wouldn’t have a clue what electricity was, he’d be baffled by computers, but he would know exactly where to stand and he’d know exactly where he stood: front of the class, in charge, teaching to the test!\u003c/p>\n\u003cfigure id=\"attachment_14676\" class=\"wp-caption left\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-14676\" title=\"cathy2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/cathy21-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\">Cathy Davidson\u003c/figcaption>\u003c/figure>\n\u003cp>In my ideal school, there would be no one school day because every day would be different. And it wouldn’t be a school of the future: the future is now!\u003cem> \u003c/em>In researching \u003cem>Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn\u003c/em>, I spent time with incredible teachers who, in ways large and small, inspire their students to learn. My future school would bring them together, take lessons from them. They give us heart and will because they already exist. We can learn from these three, one who taught decades ago in a rural one room school house, one senior scholar-teacher in a Manhattan school, one brand-new twenty-four year old teacher in a small urban city (in Durham, N.C.).\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"In my ideal school, there would be no one school day because every day would be different.\"\u003c/aside>\n\u003cul>\n\u003cli>\u003cstrong>\u003cem>From Inez Davidson\u003c/em>:\u003c/strong> Mrs. Davidson is a “back to the future” teacher whose Friday “challenge days” can be incorporated into any school today, right now. She taught back in the 1950s to 1980s, in a three-room school house in rural Mountain View, Alberta, Canada. She turned teaching third-, fourth-, and fifth-graders into an asset instead of a deficit, having kids teach one another what they had learned the year before. And every Friday, the third- and fourth-grade kids would be pitted against the fifth graders in a learning challenge that the kids themselves would dream up—spelling bees, math quizzes, geography tests, language tests, grammar tests, poetry and rhyming competitions. Or project challenge: Who can build the highest tower out of Popsicle sticks without glue? And then she set year-long challenges as well. My personal favorite was challenging the kids to find pen pals in as many Mountain Views as they could find anywhere in the world, researching the places where they lived, becoming pen pals, and then interviewing the pen pals for a final research paper on Mountain Views in China or New Zealand. Decades before the Internet, she made learning connect kids around the world, expanding horizons, teaching geography and languages and politics and history in a way that mattered intensely to the kids.\u003cstrong>\u003cem> \u003c/em>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>From Katie Salen\u003c/em>\u003cem>:\u003c/em>\u003c/strong>\u003cem> \u003c/em>I would take the idea of the Boss Level Challenge, a building block of the game mechanics that power \u003ca href=\"http://q2l.org/\">Quest2Learn\u003c/a>, a public school in Manhattan. Katie Salen is a professor at Parsons School of Design who was part of the \u003ca href=\"http://www.macfound.org/site/c.lkLXJ8MQKrH/b.946881/k.B85/Domestic_Grantmaking__Digital_Media__Learning.htm\">MacArthur Foundation Digital Media and Learning Initiative\u003c/a> that I’ve also been working with for several years, helping to run the annual Digital Media and Learning Competitions. Katie proposed working with the New York city school board, with teachers and parents, to create a revolutionary school within all the existing rules. Q2L works with the teachers’ unions, with the city’s lottery system of accepting pupils, with end-of-great testing, with college prep aspirations, with all of the supposed restrictions that limit teachers everywhere. I couldn’t believe she would succeed, but Katie is a gamer and she met the challenge. Q2L exists and she’s now working in Chicago to start similar schools. The specific assignment that I loved at Q2L took kids who had spent a semester building new levels for the popular digital learning game LittleBigPlanet (LBP) and challenged them to rebuild their video game level in the real world. They switched off the screens and had to calculate and plan, with blueprints and research and scissors and glue, paper and wood and paint. Brilliant! Kids need to understand the relays back and forth between real and virtual worlds and need the skills to navigate both.\u003cstrong>\u003cem> \u003c/em>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>From Duncan Germain\u003c/em>\u003cem>: \u003c/em>\u003c/strong>Duncan was a 24-year old first-year teacher when I spent time in his sixth grade class at Voyager Academy, a public charter school in Durham, North Carolina, where I live. He taught something called Creative Productions which was intended to take all the things kids were learning in other classes and give them real world application. I was there for the bridge building challenge where students self-organized into groups ranging in size from one (some kids preferred to work alone) to five. I talk about all the really remarkable skills his students were learning on the way to build the best model bridge but what most impressed me was the long sheet about collaboration that each student had to fill out, describing such things as how to “justify” the project they were doing and their methods relative to their other school studies, the habits of mind the project was instilling, and the relationship of the project to the real world. Sounds tough? They were doing it. When I asked Mr. Germain where he got the idea, he said from his father. These sixth graders were using a project-plan form that his father used as a management consultant helping businesses adjust to new global, distributed economies of work and labor.\u003c/li>\n\u003c/ul>\n\u003cp>These are just three examples. I think it's important for all of us to know that future school already exists, it is working. These great teachers and others I profile in \u003cem>Now You See It\u003c/em> inspired me and I hope they inspire other out there too.\u003c/p>\n\u003cp>\u003cstrong>Q. If you could suggest five practical applications to apply to every school in the country, what would they be?\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>End standardized EOG tests--they demotivate learning and good teaching. Instead test in challenging ways, using tough game mechanics with real-time feedback on results so kids can learn from the test---not be taught to scam the test!\u003c/li>\n\u003cli>Make all learning real, relevant, tied to communities, with real application in the kids’ lives outside of the classroom. Example: Ban research papers—unless they are published online and have an informative, persuasive, or other real purpose for others. Learning should have an impact beyond getting an “A” on the assignment.\u003c/li>\n\u003cli>Teach kids to think through, with, about, for--and create--new, interactive digital global communication. I don’t mean this as an add on. I mean rethinking all the subjects we now teach in view of the possibilities (what techies call “affordances”) of the digital age. That means getting rid of the \"two cultures\" binary. STEM subjects are impoverished without creativity, analysis, critical thinking. The Information Age is about putting back together the knowledge that the Industrial Age subdivided. A simpler way is to say have them all learn Scratch multimedia programming and think about the possibilities.\u003c/li>\n\u003cli>Restore arts, music, shop, P.E., dance: Kids need the soul-stirring learning that lets them move, make, sing, create, dream.\u003c/li>\n\u003cli>Eliminate the “college prep” and AP distinctions, and stop making college the implicit standard for all education, back to preschool. Many worthy careers don't need higher ed. Many careers that don’t need higher ed still need a liberal arts education in creative, applied, cross-disciplinary thinking, all of which are as necessary to run your whole hair salon or motorcycle repair shop as they are to get a law degree. Conversely, make college free and open to everyone, at any age. Now, that would be a game changer!\u003c/li>\n\u003c/ol>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"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",
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"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>",
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"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>",
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"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",
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"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>",
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"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>",
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"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",
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"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",
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"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>",
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"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",
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"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. 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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>. 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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. 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"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",
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"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>",
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"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>",
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"disqusTitle": "Math and Science: Out of the Classroom, Into the World",
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"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",
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"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>",
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"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>",
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"disqusTitle": "Scratch: Teaching the Difference Between Creating and Remixing",
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"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",
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"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>",
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"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>",
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"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",
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"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>",
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"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>",
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"order": 1
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"id": "freakonomics-radio",
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"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
"fresh-air": {
"id": "fresh-air",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"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": {
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"link": "/radio/program/how-i-built-this",
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"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"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",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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},
"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": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
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"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"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": {
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
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"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
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},
"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": {
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"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",
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