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"content": "\u003cfigure id=\"attachment_13875\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-13875\" href=\"http://ww2.kqed.org/mindshift/2011/07/mobile-learning-are-we-on-the-cusp-of-something-big/1442244452_3ef578b633_z-2/\">\u003cimg class=\"size-medium wp-image-13875\" title=\"1442244452_3ef578b633_z\" 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>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>One of the most exciting things about living in the digital age is witnessing huge cultural changes occur in real time.\u003c/p>\n\u003cp>We're at just that point now with \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone/\">mobile learning\u003c/a>. Whether it's on an e-reader, a tablet, or a cell phone, there's great excitement -- though not a lot of research yet -- around the potential of how these devices can strengthen learning.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"There are frontiers that we’re just beginning to learn how to reach.\"\u003c/aside>\n\u003cp>\"What if your mobile device had a sixth sense?\" asked Harvard professor \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=chris_dede\">Chris Dede\u003c/a>, who's researching the diverse dimensions of mobile learning, at the recent \u003ca href=\"http://www.isteconference.org/2011/\">ISTE conference. \u003c/a>\u003c/p>\n\u003cp>When most of us consider education, we think of learning happening in isolated places -- schools. But mobile devices are upending that assumption. With innovations like augmented reality, different kinds of information and experiences can be superimposed onto the real world, complementing and adding another dimension to \"formal\" learning institutions.\u003c/p>\n\u003cp>Pilot programs are springing up all over the country (more on those soon), as educators and researchers determine what kind of learning can happen best with mobile devices.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"We know from generations of work that devices are catalysts,\" Dede said. \"The device never produces learning, but when coupled with changes in content, new forms of assessment, linking people together, \u003cem>that’s\u003c/em> what enables learning.\"\u003c/p>\n\u003cp>Mobile devices are getting more powerful with each new generation of gadgets. \"But a lot of people are frightened by them and banning them in schools where they might make the most impact,\" Dede said.\u003c/p>\n\u003cp>Dede's job, along with others in the field, is to make sense of the devices' strengths and weaknesses.\u003c/p>\n\u003cp>So what do we know so far?\u003c/p>\n\u003cp>When it comes to smart phones, some of what's powerful on larger screens doesn't relate as well to the small screen. \"I do a lot of work in virtual worlds. We can’t put virtual worlds on cell phones and have them work well,\" Dede said. \"Visual immersion works with a large screen. Sure, you can watch a movie on a small phone, but it doesn't have the same impact as watching it in an Imax theater.\"\u003c/p>\n\u003cp>Yet students who've been given the choice between Netbooks and smart phones say they prefer smart phones simply because it fits into their pockets, Dede said, referring to recent research. Does that mean they're more likely to engage in educational content on the smaller screen?\u003c/p>\n\u003cp>\"We need to figure out what's possible within that screen size and what they might be able to do if they had more screen real estate,\" Dede said. \"We want students to be able to bring their own technology to schools.\"\u003c/p>\n\u003cp>The way to find out is to pilot projects in math, science, and social studies, and build curriculum on e-readers, tablets, and cell phones. \"That way we get a feel for how learning happens,\" Dede said. \"There are frontiers that we’re just beginning to learn how to reach.\"\u003c/p>\n\u003cp>In my next post, I'll write more about the K-Nect smart phone-enabled math program.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-13832\" href=\"http://ww2.kqed.org/mindshift/2011/07/what-role-do-corporations-play-in-supporting-stem-education/smithsonian_science-2/\">\u003cimg class=\"size-full wp-image-13832\" title=\"smithsonian_science\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/smithsonian_science1.jpg\" alt=\"\" width=\"274\" height=\"274\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1.jpg 274w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-75x75.jpg 75w\" sizes=\"(max-width: 274px) 100vw, 274px\">\u003c/a>\u003c/p>\n\u003cp>Last week, as part of the \u003ca href=\"http://imaginecup.com\">Imagine Cup\u003c/a> award ceremony, Hal Plotkin, the Senior Policy Advisor in the Office of the Under Secretary of Education, praised Microsoft for its commitment to STEM education with its hosting of the global student technology competition. Plotkin encouraged other companies to step up and invest in these sorts of endeavors. As the projects submitted to the Imagine Cup must tackle the \u003ca href=\"http://www.un.org/millenniumgoals/\">UN’s Millennium Goals\u003c/a> - poverty, hunger, disease, infant mortality, environmental destruction, and so on - it’s not just good for the U.S. education system, it's good for the world.\u003c/p>\n\u003cp>Microsoft is not the only corporation involved in promoting STEM education. Earlier this year, MindShift profiled the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/can-corporate-funding-boost-stem-education/\">Change the Equation\u003c/a> non-profit, through which companies like ExxonMobil, Dell and Lockheed Martin have supported science and technology education. \u003ca href=\"http://intel.com\">Intel\u003c/a> says it's spent \u003ca href=\"http://www.hackeducation.com/2011/02/18/live-blogging-from-intel-president-obama-talks-education-and-technology/\">over $1 billion\u003c/a> on education projects. And just last week, Google announced the winners of its first \u003ca href=\"http://www.google.com/events/sciencefair/\">online global science fair\u003c/a>, just one of the many programs that the search engine giant has undertaken to help encourage budding scientists, engineers, and programmers.\u003c/p>\n\u003cp>Corporate sponsorship and funding is seen as necessary to help boost the programs that oftentimes schools can't afford. That seems to be particularly true when it comes to student competitions and science fairs, as these sorts of \"extracurricular\" projects are often on the chopping block when schools look to streamline their budgets.\u003c/p>\n\u003cp>But what are the implications of having students engaged in corporate-sponsored science? In the case of both the Imagine Cup and the Google Science Fair, participating students were required to use Microsoft and Google products respectively in their projects. Of course, students don't often have a choice when it comes to the technology they get to use in the classroom. If your school has Windows computers, you use Windows; if your school runs Macs, you use Macs.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Corporate-sponsored activities aren't anything new in education, and they certainly aren't restricted to science fairs. One need only look at sports to see how marketing and sponsorship \"plays out\" -- for better or worse.\u003c/p>\n\u003cp>Technology corporations do have a vested interest in helping support STEM education as it means a good supply of skilled workers in the future. But it's easy to see companies' involvement as marketing efforts -- producing future customers, not just future employees.\u003c/p>\n\u003cp>How then do schools distinguish STEM-as-marketing from STEM-as education? And do they need to? How do we both welcome and scrutinize these corporate efforts? What are our alternatives?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>One may be the \"maker movement,\" as exemplified by \u003ca href=\"http://makezine.com/\">Make\u003c/a> magazine and the \u003ca href=\"http://makerfaire.com/\">Maker Faire\u003c/a>. The DIY, hands-on exploration encouraged by the maker movement may be just the thing to get kids encouraged in science and technology. Not only does the maker movement encourage creativity and innovation, but it's also breaking down the walls of the schoolroom, making it clear to students that science isn't something that happens in the lab or in the classroom. It can happen in your backyard or in your garage. And it can happen without major investment from big companies.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-13832\" href=\"http://ww2.kqed.org/mindshift/2011/07/what-role-do-corporations-play-in-supporting-stem-education/smithsonian_science-2/\">\u003cimg class=\"size-full wp-image-13832\" title=\"smithsonian_science\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/smithsonian_science1.jpg\" alt=\"\" width=\"274\" height=\"274\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1.jpg 274w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/smithsonian_science1-75x75.jpg 75w\" sizes=\"(max-width: 274px) 100vw, 274px\">\u003c/a>\u003c/p>\n\u003cp>Last week, as part of the \u003ca href=\"http://imaginecup.com\">Imagine Cup\u003c/a> award ceremony, Hal Plotkin, the Senior Policy Advisor in the Office of the Under Secretary of Education, praised Microsoft for its commitment to STEM education with its hosting of the global student technology competition. Plotkin encouraged other companies to step up and invest in these sorts of endeavors. As the projects submitted to the Imagine Cup must tackle the \u003ca href=\"http://www.un.org/millenniumgoals/\">UN’s Millennium Goals\u003c/a> - poverty, hunger, disease, infant mortality, environmental destruction, and so on - it’s not just good for the U.S. education system, it's good for the world.\u003c/p>\n\u003cp>Microsoft is not the only corporation involved in promoting STEM education. Earlier this year, MindShift profiled the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/can-corporate-funding-boost-stem-education/\">Change the Equation\u003c/a> non-profit, through which companies like ExxonMobil, Dell and Lockheed Martin have supported science and technology education. \u003ca href=\"http://intel.com\">Intel\u003c/a> says it's spent \u003ca href=\"http://www.hackeducation.com/2011/02/18/live-blogging-from-intel-president-obama-talks-education-and-technology/\">over $1 billion\u003c/a> on education projects. And just last week, Google announced the winners of its first \u003ca href=\"http://www.google.com/events/sciencefair/\">online global science fair\u003c/a>, just one of the many programs that the search engine giant has undertaken to help encourage budding scientists, engineers, and programmers.\u003c/p>\n\u003cp>Corporate sponsorship and funding is seen as necessary to help boost the programs that oftentimes schools can't afford. That seems to be particularly true when it comes to student competitions and science fairs, as these sorts of \"extracurricular\" projects are often on the chopping block when schools look to streamline their budgets.\u003c/p>\n\u003cp>But what are the implications of having students engaged in corporate-sponsored science? In the case of both the Imagine Cup and the Google Science Fair, participating students were required to use Microsoft and Google products respectively in their projects. Of course, students don't often have a choice when it comes to the technology they get to use in the classroom. If your school has Windows computers, you use Windows; if your school runs Macs, you use Macs.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_13806\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/albertogp123/5843577306/\">\u003cimg class=\"size-medium wp-image-13806\" title=\"Exam\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/5843577306_06fd6132f7_z-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">New technology-based assessments will replace standardized bubble tests.\u003c/figcaption>\u003c/figure>\n\u003cp>Last September, Secretary of Education \u003ca href=\"http://www.ed.gov/news/speeches/beyond-bubble-tests-next-generation-assessments-secretary-arne-duncans-remarks-state-l\">Arne Duncan announced\u003c/a>: \"Today is a great day! I have looked forward to this day for a long time--and so have America's teachers, parents, students, and school leaders.\"\u003c/p>\n\u003cp>Duncan was excited about a new way of testing students, one that goes \"beyond the bubble test,\" the standardized assessments students take every year that have long been criticized as not only useless in measuring any kind of real learning, but actually detrimental to the entire education system.\u003c/p>\n\u003cp>Ask most teachers, and you'll hear a litany of reasons why they detest these assessments. They contend the current tests have \u003ca href=\"http://theinnovativeeducator.blogspot.com/2011/01/we-would-prefer-not-to-take-your-tests.html?spref=tw\">no bearing on student learning\u003c/a>. They waste time that could be better spent in class (the former president of United Teachers Los Angeles, \"dismisses the weeks before spring testing as 'Bubbling-In 101,'\" according \u003ca href=\"http://articles.latimes.com/2011/jul/11/local/la-me-test-prep-20110711\">to a Los Angeles Times article\u003c/a>.) They complain about \u003ca href=\"http://www.edweek.org/ew/articles/2010/11/17/12gallagher_ep.h30.html\">having to teach to the tests\u003c/a>, leaving them little time to try new ways of engaging students. And in some states, teachers are \u003ca href=\"http://cityroom.blogs.nytimes.com/2011/06/28/union-challenges-state-on-use-of-tests-in-teacher-evaluations/?scp=2&sq=teacher%20evaluation%20assessment&st=cse\">evaluated based on those very scores\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"If done incorrectly, the adoption of these assessments has the potential to lock our education system for another decade or more.\"\u003c/aside>\n\u003cp>With stakes so high, teachers, parents, and school administrators are watching the developments of the new tests closely. The actual details of what these new assessments will look like is being revealed along the way-- and it's extremely complicated. In brief, two separate groups -- Partnership for Assessment of Readiness for College and Careers, or \u003ca href=\"http://www.parcconline.org/\">PARCC\u003c/a>, and \u003ca href=\"http://www.k12.wa.us/SMARTER/default.aspx\">SMARTER Balanced Assessment Consortium\u003c/a> -- are using the federal government's Race to the Top Funds to come up with the new testing systems, which will be used by different states. (You can read much more about the details in this recent story in \u003ca href=\"http://www.edweek.org/ew/articles/2011/07/07/36parcc.h30.html?tkn=LOMFAJ3KSV%2BWVXEqMzhoTem5s8v1F8IyblOp&cmp=clp-edweek\">Education Week\u003c/a>.)\u003c/p>\n\u003cp>Both groups will create tests using technology in both administering and scoring and will measure \"performance-based tasks, designed to designed to mirror complex, real-world situations,\" according to the \u003ca href=\"http://www.nytimes.com/2010/09/03/education/03testing.html?sq=arne%20duncan%20new%20assessment&st=cse&adxnnl=1&scp=1&adxnnlx=1310763760-JSsI8EOMVc+6m9EC/LH5ww\">New York Times\u003c/a>.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"In performance-based tasks, which are increasingly common in tests administered by the military and in other fields, students are given a problem — they could be told, for example, to pretend they are a mayor who needs to reduce a city’s pollution — and must sift through a portfolio of tools and write analytically about how they would use them to solve the problem,\" the \u003ca href=\"http://www.nytimes.com/2010/09/03/education/03testing.html?sq=arne%20duncan%20new%20assessment&st=cse&adxnnl=1&scp=1&adxnnlx=1310763760-JSsI8EOMVc+6m9EC/LH5ww\">article explains\u003c/a>.\u003c/p>\n\u003cp>There are high expectations for the new tests. Last month, a who's-who of educators and education experts published \u003ca href=\"http://www.innosightinstitute.org/open_assessment_letter/\">an open letter\u003c/a> outlining what's at stake:\u003c/p>\n\u003cblockquote>\u003cp>If done correctly, the shift from pencil-and-paper to online assessments will build upon this opportunity to transform the nation’s education system and provide a platform for new approaches to learning and schooling, not just to testing. If done incorrectly, however, the adoption of these assessments also has the potential to lock our education system—for another decade or more—into its current factory-era model that has proved so inadequate to the task of meeting our nation’s education goals in the 21\u003csup>st\u003c/sup> century.\u003c/p>\n\u003cp>Some schools across the country are already moving in this innovative direction, as they shift from focusing on obsolete inputs of the past like seat time to creating new, blended schooling models that combine the best of face-to-face and online learning. An assessment framework stuck in the factory-era relic of its predecessors would not only be orthogonal to innovative efforts like these, but could also serve to stifle further innovation—literally cutting it off at the knees.\u003c/p>\u003c/blockquote>\n\u003cp>The writers make three recommendations: to create a \"dynamic testing ecosystem\" that includes a variety of platforms rather than just one test; to integrate innovation like instant feedback and real-time, adaptive assessments; and one that supports \"competency-based learning,\" not based on the school calendar, but when the student learns the subject.\u003c/p>\n\u003cp>The letter has made the rounds in education circles and has been signed by hundreds so far.\u003c/p>\n\u003cp>\u003cstrong>BEYOND TESTING\u003c/strong>\u003c/p>\n\u003cp>Apart from those lobbying for reform in testing, there's another movement afoot advocating that teachers, parents and students opt out of testing altogether. New York City educator Lisa Nielsen proposes that teachers \u003ca href=\"http://theinnovativeeducator.blogspot.com/2010/12/innovative-educators-lets-boycott.html\">boycott standardized tests\u003c/a> for all the reasons outlined above, and then some. \"Outdated assessments are driving outdated instruction,\" she writes.\u003c/p>\n\u003cp>People have created Facebook groups for \u003ca href=\"http://www.facebook.com/group.php?gid=66676141868\">opting out\u003c/a>, including one called \u003ca href=\"http://www.facebook.com/pages/Parents-Kids-Against-Standardized-Testing/117479641627357\">Parents and Kids Against Standardized Testing\u003c/a>, which has more than 1,000 fans. A recent \u003ca href=\"http://articles.cnn.com/2011-03-20/us/pennsylvania.school.testing_1_standardized-tests-schools-park-forest-elementary?_s=PM%3AUS\">CNN story\u003c/a> describes a mother who refused to have her two kids take standardized tests, while another decided to have her kids take it \"because she's afraid that holding her daughter out could harm the school's test results.\"\u003c/p>\n\u003cp>Will these new high-tech assessments fulfill everyone's high expectations? With so many ancillary issues tangled with it, as well as states' different priorities and standards, that's far from being determined.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"description": "Last September, Secretary of Education Arne Duncan announced: "Today is a great day! I have looked forward to this day for a long time--and so have America's teachers, parents, students, and school leaders." Duncan was excited about a new way of testing students, one that goes "beyond the bubble test," the standardized assessments students take",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_13806\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/albertogp123/5843577306/\">\u003cimg class=\"size-medium wp-image-13806\" title=\"Exam\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/5843577306_06fd6132f7_z-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">New technology-based assessments will replace standardized bubble tests.\u003c/figcaption>\u003c/figure>\n\u003cp>Last September, Secretary of Education \u003ca href=\"http://www.ed.gov/news/speeches/beyond-bubble-tests-next-generation-assessments-secretary-arne-duncans-remarks-state-l\">Arne Duncan announced\u003c/a>: \"Today is a great day! I have looked forward to this day for a long time--and so have America's teachers, parents, students, and school leaders.\"\u003c/p>\n\u003cp>Duncan was excited about a new way of testing students, one that goes \"beyond the bubble test,\" the standardized assessments students take every year that have long been criticized as not only useless in measuring any kind of real learning, but actually detrimental to the entire education system.\u003c/p>\n\u003cp>Ask most teachers, and you'll hear a litany of reasons why they detest these assessments. They contend the current tests have \u003ca href=\"http://theinnovativeeducator.blogspot.com/2011/01/we-would-prefer-not-to-take-your-tests.html?spref=tw\">no bearing on student learning\u003c/a>. They waste time that could be better spent in class (the former president of United Teachers Los Angeles, \"dismisses the weeks before spring testing as 'Bubbling-In 101,'\" according \u003ca href=\"http://articles.latimes.com/2011/jul/11/local/la-me-test-prep-20110711\">to a Los Angeles Times article\u003c/a>.) They complain about \u003ca href=\"http://www.edweek.org/ew/articles/2010/11/17/12gallagher_ep.h30.html\">having to teach to the tests\u003c/a>, leaving them little time to try new ways of engaging students. And in some states, teachers are \u003ca href=\"http://cityroom.blogs.nytimes.com/2011/06/28/union-challenges-state-on-use-of-tests-in-teacher-evaluations/?scp=2&sq=teacher%20evaluation%20assessment&st=cse\">evaluated based on those very scores\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"If done incorrectly, the adoption of these assessments has the potential to lock our education system for another decade or more.\"\u003c/aside>\n\u003cp>With stakes so high, teachers, parents, and school administrators are watching the developments of the new tests closely. The actual details of what these new assessments will look like is being revealed along the way-- and it's extremely complicated. In brief, two separate groups -- Partnership for Assessment of Readiness for College and Careers, or \u003ca href=\"http://www.parcconline.org/\">PARCC\u003c/a>, and \u003ca href=\"http://www.k12.wa.us/SMARTER/default.aspx\">SMARTER Balanced Assessment Consortium\u003c/a> -- are using the federal government's Race to the Top Funds to come up with the new testing systems, which will be used by different states. (You can read much more about the details in this recent story in \u003ca href=\"http://www.edweek.org/ew/articles/2011/07/07/36parcc.h30.html?tkn=LOMFAJ3KSV%2BWVXEqMzhoTem5s8v1F8IyblOp&cmp=clp-edweek\">Education Week\u003c/a>.)\u003c/p>\n\u003cp>Both groups will create tests using technology in both administering and scoring and will measure \"performance-based tasks, designed to designed to mirror complex, real-world situations,\" according to the \u003ca href=\"http://www.nytimes.com/2010/09/03/education/03testing.html?sq=arne%20duncan%20new%20assessment&st=cse&adxnnl=1&scp=1&adxnnlx=1310763760-JSsI8EOMVc+6m9EC/LH5ww\">New York Times\u003c/a>.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"In performance-based tasks, which are increasingly common in tests administered by the military and in other fields, students are given a problem — they could be told, for example, to pretend they are a mayor who needs to reduce a city’s pollution — and must sift through a portfolio of tools and write analytically about how they would use them to solve the problem,\" the \u003ca href=\"http://www.nytimes.com/2010/09/03/education/03testing.html?sq=arne%20duncan%20new%20assessment&st=cse&adxnnl=1&scp=1&adxnnlx=1310763760-JSsI8EOMVc+6m9EC/LH5ww\">article explains\u003c/a>.\u003c/p>\n\u003cp>There are high expectations for the new tests. Last month, a who's-who of educators and education experts published \u003ca href=\"http://www.innosightinstitute.org/open_assessment_letter/\">an open letter\u003c/a> outlining what's at stake:\u003c/p>\n\u003cblockquote>\u003cp>If done correctly, the shift from pencil-and-paper to online assessments will build upon this opportunity to transform the nation’s education system and provide a platform for new approaches to learning and schooling, not just to testing. If done incorrectly, however, the adoption of these assessments also has the potential to lock our education system—for another decade or more—into its current factory-era model that has proved so inadequate to the task of meeting our nation’s education goals in the 21\u003csup>st\u003c/sup> century.\u003c/p>\n\u003cp>Some schools across the country are already moving in this innovative direction, as they shift from focusing on obsolete inputs of the past like seat time to creating new, blended schooling models that combine the best of face-to-face and online learning. An assessment framework stuck in the factory-era relic of its predecessors would not only be orthogonal to innovative efforts like these, but could also serve to stifle further innovation—literally cutting it off at the knees.\u003c/p>\u003c/blockquote>\n\u003cp>The writers make three recommendations: to create a \"dynamic testing ecosystem\" that includes a variety of platforms rather than just one test; to integrate innovation like instant feedback and real-time, adaptive assessments; and one that supports \"competency-based learning,\" not based on the school calendar, but when the student learns the subject.\u003c/p>\n\u003cp>The letter has made the rounds in education circles and has been signed by hundreds so far.\u003c/p>\n\u003cp>\u003cstrong>BEYOND TESTING\u003c/strong>\u003c/p>\n\u003cp>Apart from those lobbying for reform in testing, there's another movement afoot advocating that teachers, parents and students opt out of testing altogether. New York City educator Lisa Nielsen proposes that teachers \u003ca href=\"http://theinnovativeeducator.blogspot.com/2010/12/innovative-educators-lets-boycott.html\">boycott standardized tests\u003c/a> for all the reasons outlined above, and then some. \"Outdated assessments are driving outdated instruction,\" she writes.\u003c/p>\n\u003cp>People have created Facebook groups for \u003ca href=\"http://www.facebook.com/group.php?gid=66676141868\">opting out\u003c/a>, including one called \u003ca href=\"http://www.facebook.com/pages/Parents-Kids-Against-Standardized-Testing/117479641627357\">Parents and Kids Against Standardized Testing\u003c/a>, which has more than 1,000 fans. A recent \u003ca href=\"http://articles.cnn.com/2011-03-20/us/pennsylvania.school.testing_1_standardized-tests-schools-park-forest-elementary?_s=PM%3AUS\">CNN story\u003c/a> describes a mother who refused to have her two kids take standardized tests, while another decided to have her kids take it \"because she's afraid that holding her daughter out could harm the school's test results.\"\u003c/p>\n\u003cp>Will these new high-tech assessments fulfill everyone's high expectations? With so many ancillary issues tangled with it, as well as states' different priorities and standards, that's far from being determined.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "In Digital Age, Schools That Succeed are Schools That Connect",
"title": "In Digital Age, Schools That Succeed are Schools That Connect",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_13751\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-13751\" href=\"http://ww2.kqed.org/mindshift/2011/07/in-digital-age-schools-that-succeed-are-schools-that-connect/studentandteacher-5/\">\u003cimg class=\"size-medium wp-image-13751\" title=\"StudentAndTeacher\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/StudentAndTeacher-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">School of One in New York City leverages technology throughout the school day.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>A few months ago, I posted an article by Shelly Blake-Plock called \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/21-things-that-will-be-obsolete-by-2020/\">21 Things in Education That Will be Obsolete in 2020,\u003c/a> which lists some of the ways in which the face of schools will change in less than a decade. In this op-ed, which originally appeared in the\u003ca href=\"http://www.baltimoresun.com/news/opinion/oped/bs-ed-digital-students-20110712,0,5145271.story\"> Baltimore Sun\u003c/a>, he describes what exactly needs to be done to get to there. \u003c/em>\u003c/p>\n\u003ch5>By Shelly Blake-Plock\u003c/h5>\n\u003cp>\u003ca id=\"PEPLT00007733\" title=\"Michelle Rhee\" href=\"http://www.baltimoresun.com/topic/education/schools/michelle-rhee-PEPLT00007733.topic\">Michelle Rhee\u003c/a> is back in town.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This time it is as a \"grass-roots\" activist who only wants to put children first. Surely many of her fans in the testing industry think that's really at the heart of what they are doing. They look at failing public schools and they see reason for change.\u003c/p>\n\u003cp>As a teacher and as a parent of three public school students, I look at the type of change they are advocating for and I see the future of failure.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Plenty of wealthy schools are deciding not to make the connection, while many teachers in cash-strapped schools are pursuing a real grass-roots effort to make it happen.\u003c/aside>\n\u003cp>For the last five years, I have worked in a small, independent high school program at the experimental intersection of one-to-one computing and social media in education. For the last five semesters, I have worked with teachers on bringing those ideas to Baltimore City Public Schools. Through it all, I've watched three cracks widen in the foundation of American schooling.\u003c/p>\n\u003cp>Foremost are the effects of the \"digital divide.\" Many teachers I work with each semester wonder how social technology would ever relate to their assignments in cash-strapped Baltimore schools. So, we spend a semester reimagining funding and policy. Last year, one of my students persuaded his principal to let him pilot a tablet program with money that otherwise would have been spent on a more expensive desktop computer lab. Andrew Coy, a teacher at the Digital Harbor High School, has turned an unused room and a few computers into a new media center. But individually, teachers can only do so much.\u003c/p>\n\u003cp>The second crack is evident in those classrooms with technology. The \"access divide\" is marked by the blocking of access to the very heart of what resources are available on the Internet, including \u003ca id=\"ORCRP00000211004\" title=\"YouTube\" href=\"http://www.baltimoresun.com/topic/arts-culture/internet/social-media/youtube-ORCRP00000211004.topic\">YouTube\u003c/a>, blogs, new media and anywhere a student might actually read a comment. This tends to derive from a ham-fisted approach to digital safety. At a public school conference recently, I found myself struggling to rearrange my live-web multimedia slides because so many were blocked by the district filter.\u003c!--more-->\u003c/p>\n\u003cp>The trickiest of the cracks to get our heads around is the \"connected divide,\" separating those who are proficient in collaborative, creative and connected social networks and those who are not. It is growing exponentially wider on a daily basis. From students connecting with authors and scientists via \u003ca id=\"ORCRP000017592\" title=\"Skype\" href=\"http://www.baltimoresun.com/topic/economy-business-finance/computing-information-technology/skype-ORCRP000017592.topic\">Skype\u003c/a>, to kids engaging in STEM (Science, Technology, Engineering and Mathematics) curricula via \u003ca id=\"OREDU000047\" title=\"Massachusetts Institute of Technology\" href=\"http://www.baltimoresun.com/topic/science-technology/massachusetts-institute-of-technology-OREDU000047.topic\">MIT\u003c/a> OpenCourseWare, to students tweeting and conversing with people half a world away in the midst of a revolution (as students at my own school did during the events in Egypt), to teachers participating in daily worldwide discussions on professional development via the #edchat Twitter feed, connectedness will define the value of education over the next generation.\u003c/p>\n\u003cp>A gap will emerge between those schools that can offer the capacity for network building — represented by their own network of connected teachers and administrators — and those that will not make the connection. This is not an issue of public versus private school or wealthy versus impoverished school. Plenty of wealthy schools are deciding not to make the connection, while many teachers in cash-strapped schools are pursuing a real grass-roots effort to make it happen. This is about connected schools versus not-connected schools.\u003c/p>\n\u003cp>In the same way social media has changed the face of journalism, politics and entertainment, it will change the face of schools. Just as no business can afford to ignore social media, no school will be able to ignore it. For our students, the value of social media will prove not to be how many followers one has but with how many leaders one engages.\u003c/p>\n\u003cp>For most children, the key to success will continue to be sharp critical skills, strong connections, effective communication and the nerve to be creative and entrepreneurial. The difference is that we are living at a time in which all of those skills are defined by one's proficiency in connected media. Furthermore, for students facing poverty, violence and disability, online learning networks can provide empowering educational experiences that transcend the circumstances of the classroom.\u003c/p>\n\u003cp>Ultimately, the school that ignores the connection will be the school that we will identify as a failing institution. It is therefore even crueler that policymakers obsessed with standardized test results — like Ms. Rhee and her many disciples — ignore what the connection represents.\u003c/p>\n\u003cp>There is an opportunity to fix this now. But it is going to take less \"Race to the Top\" and more \"Connect with one another\" if we are really going to put students first.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Shelly Blake-Plock is blogger-in-chief at TeachPaperless.com; he leads courses in 21st century teaching at the \u003ca id=\"OREDU0000116\" title=\"Johns Hopkins University\" href=\"http://www.baltimoresun.com/topic/education/colleges-universities/johns-hopkins-university-OREDU0000116.topic\">Johns Hopkins University\u003c/a> School of Education. He and Michelle Rhee were keynote speakers this week at \u003ca id=\"ORCRP008990\" title=\"Lenovo Group\" href=\"http://www.baltimoresun.com/topic/economy-business-finance/lenovo-group-ORCRP008990.topic\">Lenovo\u003c/a> ThinkTank 2011, bringing together visionaries from K-12 and higher education. His email is \u003ca href=\"mailto:blakeplock@gmail.com\">blakeplock@gmail.com\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_13751\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-13751\" href=\"http://ww2.kqed.org/mindshift/2011/07/in-digital-age-schools-that-succeed-are-schools-that-connect/studentandteacher-5/\">\u003cimg class=\"size-medium wp-image-13751\" title=\"StudentAndTeacher\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/StudentAndTeacher-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">School of One in New York City leverages technology throughout the school day.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>A few months ago, I posted an article by Shelly Blake-Plock called \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/21-things-that-will-be-obsolete-by-2020/\">21 Things in Education That Will be Obsolete in 2020,\u003c/a> which lists some of the ways in which the face of schools will change in less than a decade. In this op-ed, which originally appeared in the\u003ca href=\"http://www.baltimoresun.com/news/opinion/oped/bs-ed-digital-students-20110712,0,5145271.story\"> Baltimore Sun\u003c/a>, he describes what exactly needs to be done to get to there. \u003c/em>\u003c/p>\n\u003ch5>By Shelly Blake-Plock\u003c/h5>\n\u003cp>\u003ca id=\"PEPLT00007733\" title=\"Michelle Rhee\" href=\"http://www.baltimoresun.com/topic/education/schools/michelle-rhee-PEPLT00007733.topic\">Michelle Rhee\u003c/a> is back in town.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This time it is as a \"grass-roots\" activist who only wants to put children first. Surely many of her fans in the testing industry think that's really at the heart of what they are doing. They look at failing public schools and they see reason for change.\u003c/p>\n\u003cp>As a teacher and as a parent of three public school students, I look at the type of change they are advocating for and I see the future of failure.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Plenty of wealthy schools are deciding not to make the connection, while many teachers in cash-strapped schools are pursuing a real grass-roots effort to make it happen.\u003c/aside>\n\u003cp>For the last five years, I have worked in a small, independent high school program at the experimental intersection of one-to-one computing and social media in education. For the last five semesters, I have worked with teachers on bringing those ideas to Baltimore City Public Schools. Through it all, I've watched three cracks widen in the foundation of American schooling.\u003c/p>\n\u003cp>Foremost are the effects of the \"digital divide.\" Many teachers I work with each semester wonder how social technology would ever relate to their assignments in cash-strapped Baltimore schools. So, we spend a semester reimagining funding and policy. Last year, one of my students persuaded his principal to let him pilot a tablet program with money that otherwise would have been spent on a more expensive desktop computer lab. Andrew Coy, a teacher at the Digital Harbor High School, has turned an unused room and a few computers into a new media center. But individually, teachers can only do so much.\u003c/p>\n\u003cp>The second crack is evident in those classrooms with technology. The \"access divide\" is marked by the blocking of access to the very heart of what resources are available on the Internet, including \u003ca id=\"ORCRP00000211004\" title=\"YouTube\" href=\"http://www.baltimoresun.com/topic/arts-culture/internet/social-media/youtube-ORCRP00000211004.topic\">YouTube\u003c/a>, blogs, new media and anywhere a student might actually read a comment. This tends to derive from a ham-fisted approach to digital safety. At a public school conference recently, I found myself struggling to rearrange my live-web multimedia slides because so many were blocked by the district filter.\u003c!--more-->\u003c/p>\n\u003cp>The trickiest of the cracks to get our heads around is the \"connected divide,\" separating those who are proficient in collaborative, creative and connected social networks and those who are not. It is growing exponentially wider on a daily basis. From students connecting with authors and scientists via \u003ca id=\"ORCRP000017592\" title=\"Skype\" href=\"http://www.baltimoresun.com/topic/economy-business-finance/computing-information-technology/skype-ORCRP000017592.topic\">Skype\u003c/a>, to kids engaging in STEM (Science, Technology, Engineering and Mathematics) curricula via \u003ca id=\"OREDU000047\" title=\"Massachusetts Institute of Technology\" href=\"http://www.baltimoresun.com/topic/science-technology/massachusetts-institute-of-technology-OREDU000047.topic\">MIT\u003c/a> OpenCourseWare, to students tweeting and conversing with people half a world away in the midst of a revolution (as students at my own school did during the events in Egypt), to teachers participating in daily worldwide discussions on professional development via the #edchat Twitter feed, connectedness will define the value of education over the next generation.\u003c/p>\n\u003cp>A gap will emerge between those schools that can offer the capacity for network building — represented by their own network of connected teachers and administrators — and those that will not make the connection. This is not an issue of public versus private school or wealthy versus impoverished school. Plenty of wealthy schools are deciding not to make the connection, while many teachers in cash-strapped schools are pursuing a real grass-roots effort to make it happen. This is about connected schools versus not-connected schools.\u003c/p>\n\u003cp>In the same way social media has changed the face of journalism, politics and entertainment, it will change the face of schools. Just as no business can afford to ignore social media, no school will be able to ignore it. For our students, the value of social media will prove not to be how many followers one has but with how many leaders one engages.\u003c/p>\n\u003cp>For most children, the key to success will continue to be sharp critical skills, strong connections, effective communication and the nerve to be creative and entrepreneurial. The difference is that we are living at a time in which all of those skills are defined by one's proficiency in connected media. Furthermore, for students facing poverty, violence and disability, online learning networks can provide empowering educational experiences that transcend the circumstances of the classroom.\u003c/p>\n\u003cp>Ultimately, the school that ignores the connection will be the school that we will identify as a failing institution. It is therefore even crueler that policymakers obsessed with standardized test results — like Ms. Rhee and her many disciples — ignore what the connection represents.\u003c/p>\n\u003cp>There is an opportunity to fix this now. But it is going to take less \"Race to the Top\" and more \"Connect with one another\" if we are really going to put students first.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Shelly Blake-Plock is blogger-in-chief at TeachPaperless.com; he leads courses in 21st century teaching at the \u003ca id=\"OREDU0000116\" title=\"Johns Hopkins University\" href=\"http://www.baltimoresun.com/topic/education/colleges-universities/johns-hopkins-university-OREDU0000116.topic\">Johns Hopkins University\u003c/a> School of Education. He and Michelle Rhee were keynote speakers this week at \u003ca id=\"ORCRP008990\" title=\"Lenovo Group\" href=\"http://www.baltimoresun.com/topic/economy-business-finance/lenovo-group-ORCRP008990.topic\">Lenovo\u003c/a> ThinkTank 2011, bringing together visionaries from K-12 and higher education. His email is \u003ca href=\"mailto:blakeplock@gmail.com\">blakeplock@gmail.com\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cobject width=\"600\" height=\"338\">\u003cparam name=\"movie\" value=\"http://www-tc.pbs.org/video/media/swf/PBSPlayer.swf\">\u003cparam name=\"flashvars\" value=\"width=600&height=338&video=2043624210&player=viral&end=224943&lr_admap=in:pbs:0\">\u003cparam name=\"allowFullScreen\" value=\"true\">\u003cparam name=\"allowscriptaccess\" value=\"always\">\u003cparam name=\"wmode\" value=\"transparent\">\u003cembed src=\"http://www-tc.pbs.org/video/media/swf/PBSPlayer.swf\" flashvars=\"width=600&height=338&video=2043624210&player=viral&end=224943&lr_admap=in:pbs:0\" type=\"application/x-shockwave-flash\" allowscriptaccess=\"always\" wmode=\"transparent\" allowfullscreen=\"true\" width=\"600\" height=\"338\" bgcolor=\"#000000\">\u003c/embed>\u003c/object>\u003c/p>\n\u003cp>It has truly begun to blur -- the line between science fiction movies and what we can actually do on our cell phones. In this short video on \u003ca href=\"http://www.pbs.org/parents/theparentshow/will-augmented-reality-be-our-kids-reality/?contactID=170007745&gwkey=SAPUVK5V8R\">The Parent Show\u003c/a>, PBS Kids resident expert Jeremy Roberts explains how augmented reality games can teach complex ideas like gravity and fiction. How can this technology be integrated into curriculum? The possibilities are endless.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cobject width=\"600\" height=\"338\">\u003cparam name=\"movie\" value=\"http://www-tc.pbs.org/video/media/swf/PBSPlayer.swf\">\u003cparam name=\"flashvars\" value=\"width=600&height=338&video=2043624210&player=viral&end=224943&lr_admap=in:pbs:0\">\u003cparam name=\"allowFullScreen\" value=\"true\">\u003cparam name=\"allowscriptaccess\" value=\"always\">\u003cparam name=\"wmode\" value=\"transparent\">\u003cembed src=\"http://www-tc.pbs.org/video/media/swf/PBSPlayer.swf\" flashvars=\"width=600&height=338&video=2043624210&player=viral&end=224943&lr_admap=in:pbs:0\" type=\"application/x-shockwave-flash\" allowscriptaccess=\"always\" wmode=\"transparent\" allowfullscreen=\"true\" width=\"600\" height=\"338\" bgcolor=\"#000000\">\u003c/embed>\u003c/object>\u003c/p>\n\u003cp>It has truly begun to blur -- the line between science fiction movies and what we can actually do on our cell phones. In this short video on \u003ca href=\"http://www.pbs.org/parents/theparentshow/will-augmented-reality-be-our-kids-reality/?contactID=170007745&gwkey=SAPUVK5V8R\">The Parent Show\u003c/a>, PBS Kids resident expert Jeremy Roberts explains how augmented reality games can teach complex ideas like gravity and fiction. How can this technology be integrated into curriculum? The possibilities are endless.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_13668\" class=\"wp-caption left\" style=\"max-width: 209px\">\u003ca rel=\"attachment wp-att-13668\" href=\"http://ww2.kqed.org/mindshift/2011/07/students-create-games-that-focus-on-global-issues/hannah_high-res-2/\">\u003cimg class=\"size-full wp-image-13668\" title=\"Hannah_HIGH-RES\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/Hannah_HIGH-RES1.jpg\" alt=\"\" width=\"209\" height=\"209\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/07/Hannah_HIGH-RES1.jpg 209w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/Hannah_HIGH-RES1-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/Hannah_HIGH-RES1-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/Hannah_HIGH-RES1-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/Hannah_HIGH-RES1-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/Hannah_HIGH-RES1-75x75.jpg 75w\" sizes=\"(max-width: 209px) 100vw, 209px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Hannah Wyman, 10, winner of computer game prize, the Kodu Cup.\u003c/figcaption>\u003c/figure>\n\u003cp>The \u003ca href=\"http://imaginecup.com\">Imagine Cup\u003c/a> competition is aimed at college-level students, and some 400 of them are here in New York City this week for the 2011 Finals, showcasing the technology they have designed and built. These are undoubtedly some of the brightest young technologists in the world -- there are teams here from 70 countries -- and they all have varied backgrounds that have led them to become engineers.\u003c/p>\n\u003cp>For many students, college is the first opportunity they have to take computer science courses, so it can be intimidating for novice programmers to walk into classes where a good chunk of their fellow students may already have a lot of skills and knowledge. It's a bit like walking into an Introductory Spanish class and finding that, in fact, half the class has spent the last 10 years living in Mexico.\u003c/p>\n\u003cp>One solution is to start students programming earlier -- before college, and as \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">I've written about before\u003c/a>, there are numerous ways that computer science can be introduced to kids who are quite young. One of those tools is Microsoft's \u003ca href=\"http://research.microsoft.com/en-us/projects/kodu/\">Kodu\u003c/a>.\u003c/p>\n\u003cp>Kodu is a visual programming language made especially for creating games. Kodu's language is entirely icon-based, fairly easy to learn, and aimed at kids 9 to 17. It works on PCs and on the Xbox.\u003c!--more-->\u003c/p>\n\u003cp>Microsoft recently held its \u003ca href=\"https://microsoft.promo.eprize.com/kodukup/\">Kodu Cup\u003c/a>, a competition for budding young programmers and game-makers in the U.S. One of the prizes for the winners was to get to come here to New York for the Imagine Cup Finals.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I had a chance to sit down today and talk to the Grand Prize Winner, 10-year-old Hannah Wyman. Hannah's winning game is called Toxic, and with it, players collect coins and hearts while solving puzzles to help save the environment. Hannah says her game is about how the environment is getting polluted and how we need to teach kids about pollution. \"I tried to make a game that inspired kids to make the world a better place. I wanted to make it instead of just a regular game, that you could learn from it.\"\u003c/p>\n\u003cp>I asked Hannah what made her start programming, and she confessed when she was younger, she didn't like computers. \"There was just something that didn't make me excited,\" she said. But she credited her computer science teacher with showing her \"all the neat things they could do, and that's what made me really start to like computers.\" She said she started playing around with Kodu and liked building fun games.\u003c/p>\n\u003cp>But \"fun\" is only part of what interests Hannah. As her game highlights and like the students here, Hannah is interested in making a difference. Hannah said that her favorite presentation here was Azmo the Dragon, the game that we covered \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/a-student-built-game-attempts-to-improve-health/\">here yesterday\u003c/a> and that helps kids who suffer from asthma to maintain regular breathing tests with a fun and innovative mobile game. Hannah also suffers from asthma and said she liked the fact that it helped kids and saved them from trips to the doctors.\u003c/p>\n\u003cp>Hannah says she plans on continuing to build games -- she wants to work more on Toxic, making it more challenging, for example. She's interested in working with other computing tools but stressed that she was really interested in not just building things that were fun but things that helped make a difference.\u003c/p>\n\u003cp>As Hannah's interest in computing demonstrates, in order to pique kids' interest in programming, it helps to show them how their work can make a real difference.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Disclosure: Microsoft paid for my travel to the Imagine Cup\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_13668\" class=\"wp-caption left\" style=\"max-width: 209px\">\u003ca rel=\"attachment wp-att-13668\" href=\"http://ww2.kqed.org/mindshift/2011/07/students-create-games-that-focus-on-global-issues/hannah_high-res-2/\">\u003cimg class=\"size-full wp-image-13668\" title=\"Hannah_HIGH-RES\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/Hannah_HIGH-RES1.jpg\" alt=\"\" width=\"209\" height=\"209\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/07/Hannah_HIGH-RES1.jpg 209w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/Hannah_HIGH-RES1-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/Hannah_HIGH-RES1-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/Hannah_HIGH-RES1-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/Hannah_HIGH-RES1-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/Hannah_HIGH-RES1-75x75.jpg 75w\" sizes=\"(max-width: 209px) 100vw, 209px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Hannah Wyman, 10, winner of computer game prize, the Kodu Cup.\u003c/figcaption>\u003c/figure>\n\u003cp>The \u003ca href=\"http://imaginecup.com\">Imagine Cup\u003c/a> competition is aimed at college-level students, and some 400 of them are here in New York City this week for the 2011 Finals, showcasing the technology they have designed and built. These are undoubtedly some of the brightest young technologists in the world -- there are teams here from 70 countries -- and they all have varied backgrounds that have led them to become engineers.\u003c/p>\n\u003cp>For many students, college is the first opportunity they have to take computer science courses, so it can be intimidating for novice programmers to walk into classes where a good chunk of their fellow students may already have a lot of skills and knowledge. It's a bit like walking into an Introductory Spanish class and finding that, in fact, half the class has spent the last 10 years living in Mexico.\u003c/p>\n\u003cp>One solution is to start students programming earlier -- before college, and as \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">I've written about before\u003c/a>, there are numerous ways that computer science can be introduced to kids who are quite young. One of those tools is Microsoft's \u003ca href=\"http://research.microsoft.com/en-us/projects/kodu/\">Kodu\u003c/a>.\u003c/p>\n\u003cp>Kodu is a visual programming language made especially for creating games. Kodu's language is entirely icon-based, fairly easy to learn, and aimed at kids 9 to 17. It works on PCs and on the Xbox.\u003c!--more-->\u003c/p>\n\u003cp>Microsoft recently held its \u003ca href=\"https://microsoft.promo.eprize.com/kodukup/\">Kodu Cup\u003c/a>, a competition for budding young programmers and game-makers in the U.S. One of the prizes for the winners was to get to come here to New York for the Imagine Cup Finals.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I had a chance to sit down today and talk to the Grand Prize Winner, 10-year-old Hannah Wyman. Hannah's winning game is called Toxic, and with it, players collect coins and hearts while solving puzzles to help save the environment. Hannah says her game is about how the environment is getting polluted and how we need to teach kids about pollution. \"I tried to make a game that inspired kids to make the world a better place. I wanted to make it instead of just a regular game, that you could learn from it.\"\u003c/p>\n\u003cp>I asked Hannah what made her start programming, and she confessed when she was younger, she didn't like computers. \"There was just something that didn't make me excited,\" she said. But she credited her computer science teacher with showing her \"all the neat things they could do, and that's what made me really start to like computers.\" She said she started playing around with Kodu and liked building fun games.\u003c/p>\n\u003cp>But \"fun\" is only part of what interests Hannah. As her game highlights and like the students here, Hannah is interested in making a difference. Hannah said that her favorite presentation here was Azmo the Dragon, the game that we covered \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/a-student-built-game-attempts-to-improve-health/\">here yesterday\u003c/a> and that helps kids who suffer from asthma to maintain regular breathing tests with a fun and innovative mobile game. Hannah also suffers from asthma and said she liked the fact that it helped kids and saved them from trips to the doctors.\u003c/p>\n\u003cp>Hannah says she plans on continuing to build games -- she wants to work more on Toxic, making it more challenging, for example. She's interested in working with other computing tools but stressed that she was really interested in not just building things that were fun but things that helped make a difference.\u003c/p>\n\u003cp>As Hannah's interest in computing demonstrates, in order to pique kids' interest in programming, it helps to show them how their work can make a real difference.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Disclosure: Microsoft paid for my travel to the Imagine Cup\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Will Google+ Replace Twitter or Facebook for Teachers?",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-13563\" href=\"http://ww2.kqed.org/mindshift/2011/07/will-google-replace-twitter-or-facebook-for-teachers/googleplus150-1/\">\u003cimg class=\"alignleft size-full wp-image-13563\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/googleplus150-1.jpg\" alt=\"\" width=\"150\" height=\"150\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/07/googleplus150-1.jpg 150w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/googleplus150-1-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/googleplus150-1-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/googleplus150-1-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/googleplus150-1-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/googleplus150-1-75x75.jpg 75w\" sizes=\"(max-width: 150px) 100vw, 150px\">\u003c/a>It's been almost two weeks since the \u003ca href=\"http://googleblog.blogspot.com/2011/06/introducing-google-project-real-life.html\">launch\u003c/a> of the \"field trial\" of Google's new social network, \u003ca href=\"http://plus.google.com\">Google Plus\u003c/a>. As the hype grows, more and more people are receiving their invitations to the service, and in turn, there are an increasing number of discussions about how Google Plus might work for \u003ca href=\"https://docs.google.com/present/edit?id=0AclS3lrlFkCIZGhuMnZjdjVfODk5aGhjZnJnZGc&hl=en_GB\">teaching and learning\u003c/a>. (Take a look at this \u003ca href=\"https://docs.google.com/present/edit?id=0AclS3lrlFkCIZGhuMnZjdjVfODk5aGhjZnJnZGc&hl=en_GB\">collaborative Google Doc \u003c/a>that lists all the ways the social network site could work with students and teachers.)\u003c/p>\n\u003cp>The early consensus seems to be that Google Plus has a lot of potential, with services that could aid collaboration and communication in the classroom. Hangouts, for example, allow video chatting with up to 10 people, including the ability to jointly watch YouTube videos. Sparks provides a collection of posts on a particular topic, a way perhaps for students to gather research. And most notably, Circles allow users to sort their various contacts into social circles, giving them a more granular level of control with what they share.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We always encourage extending the conversation beyond Twitter. That is crucial to seeing actual change happen in our schools.\"\u003c/aside>\n\u003cp>Google has been blasted by technology observers for its recent \"social\" failures - Google Wave and Google Buzz, namely. But the reception to Google Plus has been quite positive. However as a new social network emerges here -- a successful Google network -- new questions emerge, particularly for those active on other sites: do we relocate our efforts to Google Plus? Do we replicate our efforts there? Do we have time for multiple social networks?\u003c!--more-->\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-13566\" href=\"http://ww2.kqed.org/mindshift/2011/07/will-google-replace-twitter-or-facebook-for-teachers/twitter_newbird_boxed_blueonwhite/\">\u003cimg class=\"alignright size-thumbnail wp-image-13566\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/twitter_newbird_boxed_blueonwhite-140x140.png\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>For those already active on Twitter, for example, it seems rather daunting to try to recreate that network on Google Plus. I'll speak for myself here: I follow a lot of educators on \u003ca href=\"http://twitter.com/audreywatters\">Twitter\u003c/a>; I have a lot of educator followers. I've tried to find folks on Google Plus and add them to my \"ed-techies\" circle, but that's easier said than done. I've also been added to Circles by educators I don't yet follow on Twitter, and then I feel like I should add them there too. For the time being, it feels as though I need to cover my bases and work with both networks, but I'm not sure if that's sustainable.\u003c/p>\n\u003cp>It isn't simply a matter of recreating a personal learning network of people either. Twitter has also become a site for many important events, including the weekly \u003ca href=\"http://edupln.ning.com/group/edchat\">EdChat\u003c/a> where educators discuss a particular topic on Twitter using the #edchat hashtag to gather and track the conversations.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As it currently stands, there are no hashtag-like conventions by which people could replicate this discussion on Google Plus. There's also no search and no public archives (yet). And while one of the major promises of Google Circles is to have better sharing and privacy controls, this doesn't necessarily work for a public forum like EdChat, as private circles could leave out educators who weren't \"in the know\" (or in the Circle, more precisely). Conversations on Circles could also be easily fractured as an original post is shared by people to other circles whereby follow-up comments are then in multiple locations.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/#!/shellterrell\">Shelly Terrell\u003c/a>, one of the co-coordinators of EdChat, responded to a question I posed on Google Plus about the future of PLNs with the advent of the new social networking site: \"I think Edchat has to stay on Twitter because it started there, so will stay there unless Twitter vanishes. It would be difficult to switch forums but I think Google + may be great for discussions and definitely collaboration....I see this replacing groups like Yahoo groups and Google groups because it seems effective for a smaller, more intimate collaboration. These are just initial thoughts though. Twitter anyone can chat in quick bites so it is a great forum for talking among colleagues or those we are first getting to know. Twitter isn't necessarily where I would share private information with a close group or collaborate with a small group.\"\u003c/p>\n\u003cp>Indeed, Twitter is where many educators have come together to formulate their professional learning networks (PLNs). But Twitter is still daunting to many people, and while Google Plus remains closed to the general public at this stage, it is possible that its integration with the more familiar Google suite of tools (Gmail, Google Docs) could make it a more accepted place for educators to gather to share their ideas. Of course, it's early -- too soon to tell if the initial interest and uptake by early adopters will be sustained and will spread to the rest of the population.\u003c/p>\n\u003cp>Another Edchat co-coordinator, \u003ca href=\"http://twitter.com/kylepace\">Kyle Pace\u003c/a> notes that \"#edchat wasn't designed to 'live' only in one place. We always encourage extending the conversation beyond Twitter. That is crucial to seeing actual change happen in our schools. If all we do is talk for an hour on Tuesdays, there will never be any 'walk' to match the talk.\"\u003c/p>\n\u003cp>Indeed, it's worth considering some of the implications of putting all one's effort into any one service -- whether it's Twitter, Google Plus, Facebook, Ning or a multitude of others.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Teachers, what are your plans for using Google Plus -- not just to communicate with your students, but to communicate and collaborate with one another?\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-13563\" href=\"http://ww2.kqed.org/mindshift/2011/07/will-google-replace-twitter-or-facebook-for-teachers/googleplus150-1/\">\u003cimg class=\"alignleft size-full wp-image-13563\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/googleplus150-1.jpg\" alt=\"\" width=\"150\" height=\"150\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/07/googleplus150-1.jpg 150w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/googleplus150-1-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/googleplus150-1-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/googleplus150-1-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/googleplus150-1-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/07/googleplus150-1-75x75.jpg 75w\" sizes=\"(max-width: 150px) 100vw, 150px\">\u003c/a>It's been almost two weeks since the \u003ca href=\"http://googleblog.blogspot.com/2011/06/introducing-google-project-real-life.html\">launch\u003c/a> of the \"field trial\" of Google's new social network, \u003ca href=\"http://plus.google.com\">Google Plus\u003c/a>. As the hype grows, more and more people are receiving their invitations to the service, and in turn, there are an increasing number of discussions about how Google Plus might work for \u003ca href=\"https://docs.google.com/present/edit?id=0AclS3lrlFkCIZGhuMnZjdjVfODk5aGhjZnJnZGc&hl=en_GB\">teaching and learning\u003c/a>. (Take a look at this \u003ca href=\"https://docs.google.com/present/edit?id=0AclS3lrlFkCIZGhuMnZjdjVfODk5aGhjZnJnZGc&hl=en_GB\">collaborative Google Doc \u003c/a>that lists all the ways the social network site could work with students and teachers.)\u003c/p>\n\u003cp>The early consensus seems to be that Google Plus has a lot of potential, with services that could aid collaboration and communication in the classroom. Hangouts, for example, allow video chatting with up to 10 people, including the ability to jointly watch YouTube videos. Sparks provides a collection of posts on a particular topic, a way perhaps for students to gather research. And most notably, Circles allow users to sort their various contacts into social circles, giving them a more granular level of control with what they share.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We always encourage extending the conversation beyond Twitter. That is crucial to seeing actual change happen in our schools.\"\u003c/aside>\n\u003cp>Google has been blasted by technology observers for its recent \"social\" failures - Google Wave and Google Buzz, namely. But the reception to Google Plus has been quite positive. However as a new social network emerges here -- a successful Google network -- new questions emerge, particularly for those active on other sites: do we relocate our efforts to Google Plus? Do we replicate our efforts there? Do we have time for multiple social networks?\u003c!--more-->\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-13566\" href=\"http://ww2.kqed.org/mindshift/2011/07/will-google-replace-twitter-or-facebook-for-teachers/twitter_newbird_boxed_blueonwhite/\">\u003cimg class=\"alignright size-thumbnail wp-image-13566\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/twitter_newbird_boxed_blueonwhite-140x140.png\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>For those already active on Twitter, for example, it seems rather daunting to try to recreate that network on Google Plus. I'll speak for myself here: I follow a lot of educators on \u003ca href=\"http://twitter.com/audreywatters\">Twitter\u003c/a>; I have a lot of educator followers. I've tried to find folks on Google Plus and add them to my \"ed-techies\" circle, but that's easier said than done. I've also been added to Circles by educators I don't yet follow on Twitter, and then I feel like I should add them there too. For the time being, it feels as though I need to cover my bases and work with both networks, but I'm not sure if that's sustainable.\u003c/p>\n\u003cp>It isn't simply a matter of recreating a personal learning network of people either. Twitter has also become a site for many important events, including the weekly \u003ca href=\"http://edupln.ning.com/group/edchat\">EdChat\u003c/a> where educators discuss a particular topic on Twitter using the #edchat hashtag to gather and track the conversations.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As it currently stands, there are no hashtag-like conventions by which people could replicate this discussion on Google Plus. There's also no search and no public archives (yet). And while one of the major promises of Google Circles is to have better sharing and privacy controls, this doesn't necessarily work for a public forum like EdChat, as private circles could leave out educators who weren't \"in the know\" (or in the Circle, more precisely). Conversations on Circles could also be easily fractured as an original post is shared by people to other circles whereby follow-up comments are then in multiple locations.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/#!/shellterrell\">Shelly Terrell\u003c/a>, one of the co-coordinators of EdChat, responded to a question I posed on Google Plus about the future of PLNs with the advent of the new social networking site: \"I think Edchat has to stay on Twitter because it started there, so will stay there unless Twitter vanishes. It would be difficult to switch forums but I think Google + may be great for discussions and definitely collaboration....I see this replacing groups like Yahoo groups and Google groups because it seems effective for a smaller, more intimate collaboration. These are just initial thoughts though. Twitter anyone can chat in quick bites so it is a great forum for talking among colleagues or those we are first getting to know. Twitter isn't necessarily where I would share private information with a close group or collaborate with a small group.\"\u003c/p>\n\u003cp>Indeed, Twitter is where many educators have come together to formulate their professional learning networks (PLNs). But Twitter is still daunting to many people, and while Google Plus remains closed to the general public at this stage, it is possible that its integration with the more familiar Google suite of tools (Gmail, Google Docs) could make it a more accepted place for educators to gather to share their ideas. Of course, it's early -- too soon to tell if the initial interest and uptake by early adopters will be sustained and will spread to the rest of the population.\u003c/p>\n\u003cp>Another Edchat co-coordinator, \u003ca href=\"http://twitter.com/kylepace\">Kyle Pace\u003c/a> notes that \"#edchat wasn't designed to 'live' only in one place. We always encourage extending the conversation beyond Twitter. That is crucial to seeing actual change happen in our schools. If all we do is talk for an hour on Tuesdays, there will never be any 'walk' to match the talk.\"\u003c/p>\n\u003cp>Indeed, it's worth considering some of the implications of putting all one's effort into any one service -- whether it's Twitter, Google Plus, Facebook, Ning or a multitude of others.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Teachers, what are your plans for using Google Plus -- not just to communicate with your students, but to communicate and collaborate with one another?\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "28 Creative Ideas for Teaching with Twitter ",
"title": "28 Creative Ideas for Teaching with Twitter ",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/stevegarfield/4247757731/sizes/z/in/photostream/\">\u003cimg class=\"size-medium wp-image-13557\" title=\"4247757731_8f94338cdd_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/4247757731_8f94338cdd_z-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>Enterprising educators are using Twitter in creative ways, to engage students inside and outside of class, to stay on top of education news, and keep in touch with peers and students. A recent post by \u003ca href=\"http://www.bestcollegesonline.com\">Best Online Colleges\u003c/a> enumerates 28 ways to use Twitter in class. They've asked me to repost, and I'm happy to share it.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.readwriteweb.com/archives/how_one_teacher_uses_twitter_in_the_classroom.php\" target=\"_blank\">Instant feedback\u003c/a>:\u003c/strong> ReadWriteWeb and Mashable both featured Monica Rankin, a history professor at University of Dallas, and discussed how she utilizes Twitter to gather real-time feedback. Students send questions and input to the microblog, which end up projected right there during lectures; Rankin encourages them to study one another’s insights.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://mashable.com/2010/03/01/twitter-classroom/\" target=\"_blank\">Answering questions\u003c/a>:\u003c/strong> In a similar strategy to the aforementioned information gathering, some educators streamline the process by allowing students to answer questions via Twitter rather than raising their hands. This greatly aids studying, too, as they can easily refer back via dedicated classroom hashtags.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://mashable.com/2010/03/01/twitter-classroom/\" target=\"_blank\">Enabling discussion outside of class\u003c/a>:\u003c/strong> University of Texas emerging media professor David Parry also talked Twitter with Mashable, lauding the ubiquitous microblog as an excellent way for his students to continue class discussions after they’ve already ended. And they frequently do!\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://tametheweb.com/2009/02/24/twitter-in-the-classroom-2/\" target=\"_blank\">Announcements\u003c/a>:\u003c/strong> Rather than sending out a mass e-mail, many education professionals find it far easier to tweet changes, cancellations and other important announcements. Definitely avoids the dreaded spam filter that oftentimes prevents students from receiving time-sensitive messages.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://tametheweb.com/2009/02/24/twitter-in-the-classroom-2/\" target=\"_blank\">Notifications about completed assignments\u003c/a>:\u003c/strong> Conversely, many students use Twitter now to alert their teachers about when they’ve finished their work. This strategy works especially well for online courses or classrooms taking advantage of internet-based technologies.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.nytimes.com/2011/03/20/weekinreview/20twitterature.html\" target=\"_blank\">TwitLit\u003c/a>:\u003c/strong> The 140-character limit offers a nice little challenge for students, and innovative educators and authors like have taken notice. Whether writing poetry, short stories or something else entirely, the site’s unique structure offers up some excellent ways to stimulate creativity.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://academhack.outsidethetext.com/home/2008/twitter-for-academia/\" target=\"_blank\">Word, trend or hashtag tracking\u003c/a>:\u003c/strong> Staying on top of what people are talking about opens up users to an incredibly broad spectrum of perspectives. Requiring subscriptions to specific, relevant words, hashtags or trends is a simple (and free!) way to provide such a window into the world.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://academhack.outsidethetext.com/home/2008/twitter-for-academia/\" target=\"_blank\">Follow conferences\u003c/a>:\u003c/strong> Some educators may want their students to follow certain professionals and keep track of the various happenings at relevant industry conferences. The more active feeds might even provide links to streaming video or audio!\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://academhack.outsidethetext.com/home/2008/twitter-for-academia/\" target=\"_blank\">Communicate with professionals\u003c/a>:\u003c/strong> Instead of asking students to merely follow industry insiders, ask them to actually tweet a response and open a discussion — or at least try to, anyways. For high schoolers and the college crowd, this assignment might very well help them discover some personal career goals.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://academhack.outsidethetext.com/home/2008/twitter-for-academia/\" target=\"_blank\">Take notes\u003c/a>:\u003c/strong> Similar to the example about facilitating extracurricular discussion, Twitter also provides a quick way for students and teachers alike to take notes. Keeping everyone organized in a list makes it easier than ever to supplement (not replace) reviews for tests, quizzes and assignments.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://academhack.outsidethetext.com/home/2008/twitter-for-academia/\" target=\"_blank\">Share a story\u003c/a>:\u003c/strong> Put a social media twist on an old classroom favorite by asking students to play some fun story-go-round games on the famous microblogging site. The first tweets a sentence, the next builds off of it and so forth; try assigning a hashtag to make reading everything faster.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.docstoc.com/docs/5649046/How-To-Use-Twitter-in-the-Classroom\" target=\"_blank\">Map trends\u003c/a>:\u003c/strong> Combine social media and geotracking with Twittermap, which allows users a chance to plug in and track what people are talking about where. For sociology and marketing students, such technology helps them better understand demographic needs and wants.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.docstoc.com/docs/5649046/How-To-Use-Twitter-in-the-Classroom\" target=\"_blank\">Keep parents informed\u003c/a>:\u003c/strong> When teaching the younger set, parents may like to follow along with what’s going on in their children’s day. Keep a Twitter feed updating them about the different lessons and activities as they happen for greater engagement between the home and the classroom.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.docstoc.com/docs/5649046/How-To-Use-Twitter-in-the-Classroom\" target=\"_blank\">Play a geography game\u003c/a>:\u003c/strong> Ask eager and willing tweeps to give their location, and put together a project mapping out where in the world they share. For kids just learning about distance, this makes for a lovely way to get them to know more about where everything is in relation to their own cities and towns.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.docstoc.com/docs/5649046/How-To-Use-Twitter-in-the-Classroom\" target=\"_blank\">Set up a poll\u003c/a>:\u003c/strong> Teachers might want to set up a Twitter poll for either their students or the broader microblogging community. The applications are limited only by one’s own creativity; for an added bonus, combine the poll with some sort of geotracker.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.techlearning.com/article/20896\" target=\"_blank\">______ of the day\u003c/a>:\u003c/strong> No matter the class, a vocabulary word, book, song, quote or something else \"of the day\" might very well make an excellent supplement to the day’s lesson. When teaching younger kids, tell their parents about the Twitter feed and encourage them to talk about postings at home.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.techlearning.com/article/20896\" target=\"_blank\">Start a book club\u003c/a>:\u003c/strong> Within the industry but outside the classroom, some educations band together via Twitter and host their own book clubs. A common hashtag and communicative network is all it takes to share insight and recommendations.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.cbsnews.com/stories/2011/06/05/eveningnews/main20069141.shtml\" target=\"_blank\">Follow politicians\u003c/a>:\u003c/strong> Well…ones that won’t \"treat\" the class to a faceful of wiener, anyways. All the same, though, following them on Twitter provides students with a quick glance at the lives and opinions of people shaping their countries for good or for ill.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.libraryjournal.com/article/CA6708199.html\" target=\"_blank\">Keep up with current events\u003c/a>:\u003c/strong> Similarly, educators can set up lists with different news sources, allowing their students to stay on top of current events. Separate them by field for quicker access and even more comprehensive organization.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.libraryjournal.com/article/CA6708199.html\" target=\"_blank\">Capsule reviews\u003c/a>:\u003c/strong> Challenge kids (and adults!) alike to write up reviews for books, films and other materials consumed in class. The 140-character limit teaches them how to remain concise while getting their main points across — and educates their followers in turn.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.libraryjournal.com/article/CA6708199.html\" target=\"_blank\">Communication between classes\u003c/a>:\u003c/strong> Beyond facilitating communication within the course itself, teachers may like the idea of connecting with similar ones in other cities, states or even countries. Set up a communal hastag for students and professionals alike to use and exchange their views and lessons.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://mashable.com/2009/08/18/twitter-scavenger-hunt/\" target=\"_blank\">Host a Twitter scavenger hunt\u003c/a>:\u003c/strong> For fun and education, get students moving and organize a sort of Twitter scavenger hunts — maybe even see if other classrooms or professionals want to get involved. As with many of the projects listed here, such an activity can easily be applied to a wide number of grade levels and academic subjects.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://downloadsquad.switched.com/2009/01/06/historical-tweets-twitter-posts-from-way-back/\" target=\"_blank\">Fun with historical figures\u003c/a>:\u003c/strong> Some instructors ask class participants to set up feeds roleplaying as significant figures in history, approaching microblog technology \"in character.\" Although one could easily incorporate scientists, artists, literary characters and plenty more into the fold as well.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://steve-wheeler.blogspot.com/2009/01/teaching-with-twitter.html\" target=\"_blank\">Start a meme\u003c/a>:\u003c/strong> Memes actually existed long before the internet, but the virtual world certainly played a major role in bringing the phenomenon to public attention. Anyone studying communications, sociology and psychology can certainly benefit quite a bit from tracking or creating their own examples.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://steve-wheeler.blogspot.com/2009/01/teaching-with-twitter.html\" target=\"_blank\">Supplement foreign language lessons\u003c/a>:\u003c/strong> Twitter’s unique spacing limitations make for an interesting way to nurture foreign language acquisition. Tweet a sentence in a foreign language at the beginning of the day or class and ask students to either translate or respond in kind as a quick, relatively painless supplement.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.anadominguez.org/blog/wp-content/uploads/2009/10/twitter-classroom.pdf\" target=\"_blank\">Review\u003c/a>:\u003c/strong> Nursery school teacher Ana Dominguez of Colegio de Alfragide likes using the popular microblogging tool to review the day’s activities and inform them of anything interesting other tweeps have to say. Not only does it help them reflect on their lessons and their world, but it also serves as a nice, guided introduction to social media.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.usnews.com/education/best-colleges/articles/2011/05/24/5-unique-uses-of-twitter-in-the-classroom\" target=\"_blank\">Help students get their names out\u003c/a>:\u003c/strong> College professors hoping to nurture the professional future of their juniors and seniors might like the idea of teaching them the role of social media in job hunting. Business students into the whole \"personal branding\" fad will particularly benefit from comprehensively exploring such things.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.twibes.com/\" target=\"_blank\">Create a twibe\u003c/a>:\u003c/strong> Build networks beyond Twitter itself and set up (or have students set up) a twibe, bringing together other classrooms or professionals. These networks not only serve to broaden one’s perspective, but offer an interesting lesson in how online communities come together, sustain themselves or fall apart.\u003c/li>\n\u003c/ol>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/stevegarfield/4247757731/sizes/z/in/photostream/\">\u003cimg class=\"size-medium wp-image-13557\" title=\"4247757731_8f94338cdd_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/4247757731_8f94338cdd_z-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>Enterprising educators are using Twitter in creative ways, to engage students inside and outside of class, to stay on top of education news, and keep in touch with peers and students. A recent post by \u003ca href=\"http://www.bestcollegesonline.com\">Best Online Colleges\u003c/a> enumerates 28 ways to use Twitter in class. They've asked me to repost, and I'm happy to share it.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.readwriteweb.com/archives/how_one_teacher_uses_twitter_in_the_classroom.php\" target=\"_blank\">Instant feedback\u003c/a>:\u003c/strong> ReadWriteWeb and Mashable both featured Monica Rankin, a history professor at University of Dallas, and discussed how she utilizes Twitter to gather real-time feedback. Students send questions and input to the microblog, which end up projected right there during lectures; Rankin encourages them to study one another’s insights.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://mashable.com/2010/03/01/twitter-classroom/\" target=\"_blank\">Answering questions\u003c/a>:\u003c/strong> In a similar strategy to the aforementioned information gathering, some educators streamline the process by allowing students to answer questions via Twitter rather than raising their hands. This greatly aids studying, too, as they can easily refer back via dedicated classroom hashtags.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://mashable.com/2010/03/01/twitter-classroom/\" target=\"_blank\">Enabling discussion outside of class\u003c/a>:\u003c/strong> University of Texas emerging media professor David Parry also talked Twitter with Mashable, lauding the ubiquitous microblog as an excellent way for his students to continue class discussions after they’ve already ended. And they frequently do!\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://tametheweb.com/2009/02/24/twitter-in-the-classroom-2/\" target=\"_blank\">Announcements\u003c/a>:\u003c/strong> Rather than sending out a mass e-mail, many education professionals find it far easier to tweet changes, cancellations and other important announcements. Definitely avoids the dreaded spam filter that oftentimes prevents students from receiving time-sensitive messages.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://tametheweb.com/2009/02/24/twitter-in-the-classroom-2/\" target=\"_blank\">Notifications about completed assignments\u003c/a>:\u003c/strong> Conversely, many students use Twitter now to alert their teachers about when they’ve finished their work. This strategy works especially well for online courses or classrooms taking advantage of internet-based technologies.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.nytimes.com/2011/03/20/weekinreview/20twitterature.html\" target=\"_blank\">TwitLit\u003c/a>:\u003c/strong> The 140-character limit offers a nice little challenge for students, and innovative educators and authors like have taken notice. Whether writing poetry, short stories or something else entirely, the site’s unique structure offers up some excellent ways to stimulate creativity.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://academhack.outsidethetext.com/home/2008/twitter-for-academia/\" target=\"_blank\">Word, trend or hashtag tracking\u003c/a>:\u003c/strong> Staying on top of what people are talking about opens up users to an incredibly broad spectrum of perspectives. Requiring subscriptions to specific, relevant words, hashtags or trends is a simple (and free!) way to provide such a window into the world.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://academhack.outsidethetext.com/home/2008/twitter-for-academia/\" target=\"_blank\">Follow conferences\u003c/a>:\u003c/strong> Some educators may want their students to follow certain professionals and keep track of the various happenings at relevant industry conferences. The more active feeds might even provide links to streaming video or audio!\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://academhack.outsidethetext.com/home/2008/twitter-for-academia/\" target=\"_blank\">Communicate with professionals\u003c/a>:\u003c/strong> Instead of asking students to merely follow industry insiders, ask them to actually tweet a response and open a discussion — or at least try to, anyways. For high schoolers and the college crowd, this assignment might very well help them discover some personal career goals.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://academhack.outsidethetext.com/home/2008/twitter-for-academia/\" target=\"_blank\">Take notes\u003c/a>:\u003c/strong> Similar to the example about facilitating extracurricular discussion, Twitter also provides a quick way for students and teachers alike to take notes. Keeping everyone organized in a list makes it easier than ever to supplement (not replace) reviews for tests, quizzes and assignments.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://academhack.outsidethetext.com/home/2008/twitter-for-academia/\" target=\"_blank\">Share a story\u003c/a>:\u003c/strong> Put a social media twist on an old classroom favorite by asking students to play some fun story-go-round games on the famous microblogging site. The first tweets a sentence, the next builds off of it and so forth; try assigning a hashtag to make reading everything faster.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.docstoc.com/docs/5649046/How-To-Use-Twitter-in-the-Classroom\" target=\"_blank\">Map trends\u003c/a>:\u003c/strong> Combine social media and geotracking with Twittermap, which allows users a chance to plug in and track what people are talking about where. For sociology and marketing students, such technology helps them better understand demographic needs and wants.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.docstoc.com/docs/5649046/How-To-Use-Twitter-in-the-Classroom\" target=\"_blank\">Keep parents informed\u003c/a>:\u003c/strong> When teaching the younger set, parents may like to follow along with what’s going on in their children’s day. Keep a Twitter feed updating them about the different lessons and activities as they happen for greater engagement between the home and the classroom.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.docstoc.com/docs/5649046/How-To-Use-Twitter-in-the-Classroom\" target=\"_blank\">Play a geography game\u003c/a>:\u003c/strong> Ask eager and willing tweeps to give their location, and put together a project mapping out where in the world they share. For kids just learning about distance, this makes for a lovely way to get them to know more about where everything is in relation to their own cities and towns.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.docstoc.com/docs/5649046/How-To-Use-Twitter-in-the-Classroom\" target=\"_blank\">Set up a poll\u003c/a>:\u003c/strong> Teachers might want to set up a Twitter poll for either their students or the broader microblogging community. The applications are limited only by one’s own creativity; for an added bonus, combine the poll with some sort of geotracker.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.techlearning.com/article/20896\" target=\"_blank\">______ of the day\u003c/a>:\u003c/strong> No matter the class, a vocabulary word, book, song, quote or something else \"of the day\" might very well make an excellent supplement to the day’s lesson. When teaching younger kids, tell their parents about the Twitter feed and encourage them to talk about postings at home.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.techlearning.com/article/20896\" target=\"_blank\">Start a book club\u003c/a>:\u003c/strong> Within the industry but outside the classroom, some educations band together via Twitter and host their own book clubs. A common hashtag and communicative network is all it takes to share insight and recommendations.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.cbsnews.com/stories/2011/06/05/eveningnews/main20069141.shtml\" target=\"_blank\">Follow politicians\u003c/a>:\u003c/strong> Well…ones that won’t \"treat\" the class to a faceful of wiener, anyways. All the same, though, following them on Twitter provides students with a quick glance at the lives and opinions of people shaping their countries for good or for ill.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.libraryjournal.com/article/CA6708199.html\" target=\"_blank\">Keep up with current events\u003c/a>:\u003c/strong> Similarly, educators can set up lists with different news sources, allowing their students to stay on top of current events. Separate them by field for quicker access and even more comprehensive organization.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.libraryjournal.com/article/CA6708199.html\" target=\"_blank\">Capsule reviews\u003c/a>:\u003c/strong> Challenge kids (and adults!) alike to write up reviews for books, films and other materials consumed in class. The 140-character limit teaches them how to remain concise while getting their main points across — and educates their followers in turn.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.libraryjournal.com/article/CA6708199.html\" target=\"_blank\">Communication between classes\u003c/a>:\u003c/strong> Beyond facilitating communication within the course itself, teachers may like the idea of connecting with similar ones in other cities, states or even countries. Set up a communal hastag for students and professionals alike to use and exchange their views and lessons.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://mashable.com/2009/08/18/twitter-scavenger-hunt/\" target=\"_blank\">Host a Twitter scavenger hunt\u003c/a>:\u003c/strong> For fun and education, get students moving and organize a sort of Twitter scavenger hunts — maybe even see if other classrooms or professionals want to get involved. As with many of the projects listed here, such an activity can easily be applied to a wide number of grade levels and academic subjects.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://downloadsquad.switched.com/2009/01/06/historical-tweets-twitter-posts-from-way-back/\" target=\"_blank\">Fun with historical figures\u003c/a>:\u003c/strong> Some instructors ask class participants to set up feeds roleplaying as significant figures in history, approaching microblog technology \"in character.\" Although one could easily incorporate scientists, artists, literary characters and plenty more into the fold as well.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://steve-wheeler.blogspot.com/2009/01/teaching-with-twitter.html\" target=\"_blank\">Start a meme\u003c/a>:\u003c/strong> Memes actually existed long before the internet, but the virtual world certainly played a major role in bringing the phenomenon to public attention. Anyone studying communications, sociology and psychology can certainly benefit quite a bit from tracking or creating their own examples.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://steve-wheeler.blogspot.com/2009/01/teaching-with-twitter.html\" target=\"_blank\">Supplement foreign language lessons\u003c/a>:\u003c/strong> Twitter’s unique spacing limitations make for an interesting way to nurture foreign language acquisition. Tweet a sentence in a foreign language at the beginning of the day or class and ask students to either translate or respond in kind as a quick, relatively painless supplement.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.anadominguez.org/blog/wp-content/uploads/2009/10/twitter-classroom.pdf\" target=\"_blank\">Review\u003c/a>:\u003c/strong> Nursery school teacher Ana Dominguez of Colegio de Alfragide likes using the popular microblogging tool to review the day’s activities and inform them of anything interesting other tweeps have to say. Not only does it help them reflect on their lessons and their world, but it also serves as a nice, guided introduction to social media.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.usnews.com/education/best-colleges/articles/2011/05/24/5-unique-uses-of-twitter-in-the-classroom\" target=\"_blank\">Help students get their names out\u003c/a>:\u003c/strong> College professors hoping to nurture the professional future of their juniors and seniors might like the idea of teaching them the role of social media in job hunting. Business students into the whole \"personal branding\" fad will particularly benefit from comprehensively exploring such things.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.twibes.com/\" target=\"_blank\">Create a twibe\u003c/a>:\u003c/strong> Build networks beyond Twitter itself and set up (or have students set up) a twibe, bringing together other classrooms or professionals. These networks not only serve to broaden one’s perspective, but offer an interesting lesson in how online communities come together, sustain themselves or fall apart.\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/56352515@N00/5013252383\">\u003cimg class=\"size-full wp-image-13509\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/textbooks_digital.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>South Korea's Education Ministry announced last week that it plans to replace all printed textbooks with digital versions in the next four years. It's part of a larger effort to integrate technology into all aspects of the South Korean education system, including moving all nationwide academic exams online and offering more online classes.\u003c/p>\n\u003cp>The Education Ministry says that it plans to have elementary-level content digitized by 2014, with high school level content ready by 2015.\u003c/p>\n\u003cp>But making textbooks available in an electronic format isn't a simple undertaking. Nor is it as easy as just offering digital versions of existing books. All of the supplementary material that often accompanies textbooks -- handouts, quizzes, study guides, and so on -- must also be digitized. A move to e-textbooks opens opportunities for new kinds of content as well, with more multimedia and interactivity available.\u003c/p>\n\u003cp>But there are also new challenges: how will this material be stored? Which format will it be offered? Will it be accessible to all students? What infrastructure needs to be in place -- for schools, for teachers, and for students -- to make sure that print textbooks really can be replaced?\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>According to \u003ca href=\"http://english.chosun.com/site/data/html_dir/2011/06/30/2011063001176.html\">Chosunilbo\u003c/a>, the government wants to build a cloud-based computing system for all schools that will store a massive database of all digital textbooks. It also plans to help boost the WiFi infrastructure there, so that students and teachers can all access and download the materials. Furthermore the government says it will give tablets to low-income students.\u003cimg title=\"More...\" src=\"http://ww2.kqed.org/mindshift/wp-includes/js/tinymce/plugins/wordpress/img/trans.gif\" alt=\"\">\u003c/p>\n\u003cp>\"We don't expect the shift to digital textbooks to be difficult as students today are very accustomed to the digital environment,\"said an Education Ministry official in the \u003ca href=\"http://english.chosun.com/site/data/html_dir/2011/06/30/2011063001176.html\">Chosunilbo article\u003c/a>.\u003c/p>\n\u003cp>As we covered on \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/my-teacher-is-an-avatar/\">MindShift\u003c/a> earlier this year, South Korea has been on the cutting edge with adoption of a number of educational technologies and is experimenting with telepresence and robot instructors. As \u003ca href=\"http://www.eschoolnews.com/2011/07/01/all-korean-textbooks-to-go-digital-by-2015/2/?\">e-schoolnews\u003c/a> points out, students in South Korea have scored higher than those in any other country on the Digital Reading Assessment exam -- part of the OECD's Program for International Student Assessment (PISA) tests. The Digital Reading Assessment exam measures students' ability to use and critically evaluate Web-based sources.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The commitment on the part of South Korea to go digital with its textbooks is part of a growing trend. The State of Florida, for example, has \u003ca href=\"http://www.tampabay.com/news/education/k12/florida-looks-at-taking-school-textbooks-completely-digital-by-2015/1152138\">also expressed\u003c/a> its interest in moving to a paperless classroom, and \u003ca href=\"http://www.clrn.org/fdti/\">California\u003c/a> is moving in that direction, as are other states. The South Korean plan will involve some W2.2 trillion (approximately $2.1 billion) of investment -- a hefty price tag for a school system that is already more \"wired\" than many U.S. classrooms. That begs the question, of course, as to the realities of which education systems will be able to follow the South Korean initiative.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>According to \u003ca href=\"http://english.chosun.com/site/data/html_dir/2011/06/30/2011063001176.html\">Chosunilbo\u003c/a>, the government wants to build a cloud-based computing system for all schools that will store a massive database of all digital textbooks. It also plans to help boost the WiFi infrastructure there, so that students and teachers can all access and download the materials. Furthermore the government says it will give tablets to low-income students.\u003cimg title=\"More...\" src=\"http://ww2.kqed.org/mindshift/wp-includes/js/tinymce/plugins/wordpress/img/trans.gif\" alt=\"\">\u003c/p>\n\u003cp>\"We don't expect the shift to digital textbooks to be difficult as students today are very accustomed to the digital environment,\"said an Education Ministry official in the \u003ca href=\"http://english.chosun.com/site/data/html_dir/2011/06/30/2011063001176.html\">Chosunilbo article\u003c/a>.\u003c/p>\n\u003cp>As we covered on \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/my-teacher-is-an-avatar/\">MindShift\u003c/a> earlier this year, South Korea has been on the cutting edge with adoption of a number of educational technologies and is experimenting with telepresence and robot instructors. As \u003ca href=\"http://www.eschoolnews.com/2011/07/01/all-korean-textbooks-to-go-digital-by-2015/2/?\">e-schoolnews\u003c/a> points out, students in South Korea have scored higher than those in any other country on the Digital Reading Assessment exam -- part of the OECD's Program for International Student Assessment (PISA) tests. The Digital Reading Assessment exam measures students' ability to use and critically evaluate Web-based sources.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The commitment on the part of South Korea to go digital with its textbooks is part of a growing trend. The State of Florida, for example, has \u003ca href=\"http://www.tampabay.com/news/education/k12/florida-looks-at-taking-school-textbooks-completely-digital-by-2015/1152138\">also expressed\u003c/a> its interest in moving to a paperless classroom, and \u003ca href=\"http://www.clrn.org/fdti/\">California\u003c/a> is moving in that direction, as are other states. The South Korean plan will involve some W2.2 trillion (approximately $2.1 billion) of investment -- a hefty price tag for a school system that is already more \"wired\" than many U.S. classrooms. That begs the question, of course, as to the realities of which education systems will be able to follow the South Korean initiative.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_13490\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/davidortez/5350567687/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-13490\" title=\"David Ortez\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/David-Ortez-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Sometimes teachers and administrators need a kick in the pants to see what they perceive as problems re-framed in a different way. Adam S. Bellow, author of \u003ca href=\"http://www.scribd.com/doc/19590152/The-Tech-Commandments\">The Tech Commandments\u003c/a>, and founder of \u003ca href=\"http://edutecher.net/\">eduTecher\u003c/a>, spoke to a roomful of receptive teachers at the recent\u003ca href=\"http://www.isteconference.org/2012/\"> ISTE 2011 conference\u003c/a>, and demonstrated some of the ironies and contradictions the education system is mired in. And he had some advice.\u003c/p>\n\u003cp>\u003cstrong>1) DON'T TRAP TECHNOLOGY IN A ROOM.\u003c/strong> \"When I went to school, computers were put in a room called The Lab,\" Bellow said. \"'What are they experimenting with in there, I thought.' Technology wasn't built into what we were doing. It was farmed off in a room, like it was special. Like we were learning how to code, and in case the Russians came, we'd know what to do.\" Technology should be like oxygen, Bellow said, quoting \u003ca href=\"http://www.scienceleadership.org/pages/Faculty_and_Staff\">Chris Lehmann\u003c/a>, the founding principal of Science Leadership Academy: Ubiquitous, necessary, and invisible.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We're doing kids a major disservice if we don't teach them good digital citizenship.\"\u003cstrong> \u003c/strong>\u003c/aside>\n\u003cp>\u003cstrong> \u003c/strong>\u003cstrong>2) TECHNOLOGY IS WORTHLESS WITHOUT PROFESSIONAL DEVELOPMENT. \u003c/strong>\u003cstrong> \u003c/strong>Bellow emphasized the importance of making professional development a priority, the importance of time and money being spent to educate teachers on not just an hour-long how-to session, but ways to integrate technology creatively into educators' daily teaching practice in meaningful ways. He told the story of an interactive-whiteboard training guide who made one quick appearance at a school, never to return, leaving teachers still unsure of how to use the technology. There's a world of professional development on YouTube and on Twitter, ironically sites that most schools block (see Number 4.)\u003c/p>\n\u003cp>\u003cstrong>3) MOBILE TECHNOLOGY STRETCHES A LONG WAY. \u003c/strong>\"You can get much more out of mobile tech than out of most other technology,\" Bellow said. Kids bring it to class everyday, but we tell them to turn it off as soon as they walk in. In New York City, Bellow said he watched as an agonizingly long queue of students waited for 45 minutes to pass through a metal detector and hand over their cell phones, which were then placed in individually labeled manila envelopes. \"Can we do something better with those 45 minutes?\" he asked. Cell phones can\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/\"> replace expensive reference books\u003c/a>, Flip cameras, old calculators, and the list goes on. \"Instead of buying those tools, buy an iPod Touch and it’ll be all of those things,\" he said.\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>4) THE NEW 'F WORD' IS FEAR.\u003c/strong> Not Facebook, and not the other expletive you might have expected. Schools fear everything from being replaced by gadgets (\"Any teacher who can be replaced by a robot should be,\" he said), to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/revolution-2-0-the-control-shift/\">kids knowing more about subjects than they do\u003c/a>, to collaborative Web tools\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\"> that are blocked because of a slew of acronyms \u003c/a>that haunt administrators. On one hand, \"teachers are frustrated because they feel like they're being handcuffed,\" Bellow said, due to crude filters that block out \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">all kinds of useful websites\u003c/a>. On the other hand, kids already come to school with phones that have access to everything. \"We could block Facebook, but who are we kidding? They're already on it,\" he said. \"The world is not a sterile place. Kids need to learn how to deal with it.\" And because kids have access to every kind of information at any time, they need to learn about things like \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-the-internet-affects-plagiarism/\">Creative Commons and copyright rules\u003c/a>. \"We're doing them a major disservice if we don't teach them good digital citizenship,\" he said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>5) TECH TOOLS ARE NOT JUST A PASSING FAD. \u003c/strong>Bellow said he's heard countless times from those who don’t want to take risks by finding and investing in new tools. And even when they do, they use only a fraction of the tools' potential purposes because they haven't invested enough time to figure it out (see Number 2). Bellow told the story of a school administrator who was able to buy iPads for his teachers, but is only using them to take attendance. He showed a video of a 100-year-old woman learning how to use the iPad to browse the Web, to read books, to watch videos, and how excited she was about it. \"We are natural lifelong learners,\" he said.\u003c/p>\n\u003cp>\u003cstrong>6) MONEY IS NOT THE PROBLEM. \u003c/strong>Teachers have access to thousands of free Web tools. And even if the free ones do decide to start charging, others will crop up to replace it. The point is not to be afraid of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/jumping-into-the-21st-century-one-teachers-account/\">diving in \u003c/a>(see Number 4).\u003c/p>\n\u003cp>\u003cstrong>7) INVITE EVERY STAKEHOLDER TO THE CONVERSATION. \u003c/strong>\"Who's at the table?\" Bellow asked. \"Mostly administrators, some ask teachers. But here's a novel idea. Let's have students come to the table, and parents too!\"\u003c/p>\n\u003cp>MindShift readers are familiar with these concepts, but it's great to have a tidy recap. Thanks, Mr. Bellow.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "From last year's ISTE talk by Adam Bellow that's making the rounds again: The new \"F\" word is Fear. Fear of using technology in schools, in the hands of kids. Here's why that should change.\r\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_13490\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/davidortez/5350567687/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-13490\" title=\"David Ortez\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/David-Ortez-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Sometimes teachers and administrators need a kick in the pants to see what they perceive as problems re-framed in a different way. Adam S. Bellow, author of \u003ca href=\"http://www.scribd.com/doc/19590152/The-Tech-Commandments\">The Tech Commandments\u003c/a>, and founder of \u003ca href=\"http://edutecher.net/\">eduTecher\u003c/a>, spoke to a roomful of receptive teachers at the recent\u003ca href=\"http://www.isteconference.org/2012/\"> ISTE 2011 conference\u003c/a>, and demonstrated some of the ironies and contradictions the education system is mired in. And he had some advice.\u003c/p>\n\u003cp>\u003cstrong>1) DON'T TRAP TECHNOLOGY IN A ROOM.\u003c/strong> \"When I went to school, computers were put in a room called The Lab,\" Bellow said. \"'What are they experimenting with in there, I thought.' Technology wasn't built into what we were doing. It was farmed off in a room, like it was special. Like we were learning how to code, and in case the Russians came, we'd know what to do.\" Technology should be like oxygen, Bellow said, quoting \u003ca href=\"http://www.scienceleadership.org/pages/Faculty_and_Staff\">Chris Lehmann\u003c/a>, the founding principal of Science Leadership Academy: Ubiquitous, necessary, and invisible.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We're doing kids a major disservice if we don't teach them good digital citizenship.\"\u003cstrong> \u003c/strong>\u003c/aside>\n\u003cp>\u003cstrong> \u003c/strong>\u003cstrong>2) TECHNOLOGY IS WORTHLESS WITHOUT PROFESSIONAL DEVELOPMENT. \u003c/strong>\u003cstrong> \u003c/strong>Bellow emphasized the importance of making professional development a priority, the importance of time and money being spent to educate teachers on not just an hour-long how-to session, but ways to integrate technology creatively into educators' daily teaching practice in meaningful ways. He told the story of an interactive-whiteboard training guide who made one quick appearance at a school, never to return, leaving teachers still unsure of how to use the technology. There's a world of professional development on YouTube and on Twitter, ironically sites that most schools block (see Number 4.)\u003c/p>\n\u003cp>\u003cstrong>3) MOBILE TECHNOLOGY STRETCHES A LONG WAY. \u003c/strong>\"You can get much more out of mobile tech than out of most other technology,\" Bellow said. Kids bring it to class everyday, but we tell them to turn it off as soon as they walk in. In New York City, Bellow said he watched as an agonizingly long queue of students waited for 45 minutes to pass through a metal detector and hand over their cell phones, which were then placed in individually labeled manila envelopes. \"Can we do something better with those 45 minutes?\" he asked. Cell phones can\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/\"> replace expensive reference books\u003c/a>, Flip cameras, old calculators, and the list goes on. \"Instead of buying those tools, buy an iPod Touch and it’ll be all of those things,\" he said.\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>4) THE NEW 'F WORD' IS FEAR.\u003c/strong> Not Facebook, and not the other expletive you might have expected. Schools fear everything from being replaced by gadgets (\"Any teacher who can be replaced by a robot should be,\" he said), to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/revolution-2-0-the-control-shift/\">kids knowing more about subjects than they do\u003c/a>, to collaborative Web tools\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\"> that are blocked because of a slew of acronyms \u003c/a>that haunt administrators. On one hand, \"teachers are frustrated because they feel like they're being handcuffed,\" Bellow said, due to crude filters that block out \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">all kinds of useful websites\u003c/a>. On the other hand, kids already come to school with phones that have access to everything. \"We could block Facebook, but who are we kidding? They're already on it,\" he said. \"The world is not a sterile place. Kids need to learn how to deal with it.\" And because kids have access to every kind of information at any time, they need to learn about things like \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-the-internet-affects-plagiarism/\">Creative Commons and copyright rules\u003c/a>. \"We're doing them a major disservice if we don't teach them good digital citizenship,\" he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>5) TECH TOOLS ARE NOT JUST A PASSING FAD. \u003c/strong>Bellow said he's heard countless times from those who don’t want to take risks by finding and investing in new tools. And even when they do, they use only a fraction of the tools' potential purposes because they haven't invested enough time to figure it out (see Number 2). Bellow told the story of a school administrator who was able to buy iPads for his teachers, but is only using them to take attendance. He showed a video of a 100-year-old woman learning how to use the iPad to browse the Web, to read books, to watch videos, and how excited she was about it. \"We are natural lifelong learners,\" he said.\u003c/p>\n\u003cp>\u003cstrong>6) MONEY IS NOT THE PROBLEM. \u003c/strong>Teachers have access to thousands of free Web tools. And even if the free ones do decide to start charging, others will crop up to replace it. The point is not to be afraid of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/jumping-into-the-21st-century-one-teachers-account/\">diving in \u003c/a>(see Number 4).\u003c/p>\n\u003cp>\u003cstrong>7) INVITE EVERY STAKEHOLDER TO THE CONVERSATION. \u003c/strong>\"Who's at the table?\" Bellow asked. \"Mostly administrators, some ask teachers. But here's a novel idea. Let's have students come to the table, and parents too!\"\u003c/p>\n\u003cp>MindShift readers are familiar with these concepts, but it's great to have a tidy recap. Thanks, Mr. Bellow.\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-13451\" href=\"http://ww2.kqed.org/mindshift/2011/07/with-microsoft-kinect-students-can-learn-how-to-hack/kinecthack/\">\u003cimg class=\"size-full wp-image-13451\" title=\"kinecthack\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/kinecthack.jpg\" alt=\"\" width=\"300\" height=\"168\">\u003c/a>\u003c/p>\n\u003cp>Within the first 60 days of its release, Microsoft sold some eight million \u003ca href=\"http://www.xbox.com/en-US/kinect\">Kinects\u003c/a>, making it the \u003ca href=\"http://www.huffingtonpost.com/2011/03/09/microsoft-kinect-fastest-selling-consumer-electronics_n_833706.html\">fastest selling\u003c/a> consumer electronics device in history (beating out the iPad and the VCR).\u003c/p>\n\u003cp>For those who aren't familiar with it yet, Kinect is a sensor input device for the popular Xbox gaming console that allows gamers to play without any controllers.\u003c/p>\n\u003cp>It's been less than a year since the Kinect has been available to the public, and while the rapid uptake by consumers has broken records, it still feels as though the full potential has yet to be unleashed -- particularly in the classroom.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"I want to light a fire for you and your kids,\" said computer science teacher Baker, \"because this is really cool stuff.\"\u003c/aside>\n\u003cp>We're probably just beginning to explore the possibilities for building and using \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/video-games-as-learning-tools/\">video games for learning\u003c/a>. Now, the Kinect adds even more dimensions to gaming, least of which is the physical and the auditory, bringing \"the real world\" to gaming.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The Kinect sensors include a RGB camera, a depth sensor, and a microphone -- all meaning that the physical actions taken by gamers can be captured by the Kinect and used in turn to control simulations. \"You are the controller,\" as some of the early marketing for the device contends.\u003c!--more-->\u003c/p>\n\u003cp>But it isn't just this gesture-based computing that makes the Kinect interesting for educational applications. It's the fact that the Kinect software was \u003ca href=\"http://www.adafruit.com/blog/2010/11/09/our-first-kinect-hack-hello-world-with-the-motors/\">quickly hacked\u003c/a> and that now Microsoft has released a software development kit (\u003ca href=\"http://research.microsoft.com/en-us/um/redmond/projects/kinectsdk/\">SDK\u003c/a>) so that users can hack away, but with permission and even guidance -- a big draw for both hobbyists and student hackers.\u003c/p>\n\u003cp>These user-created hacks are, quite frankly, a lot more impressive than some of the original games that came with the Kinect.\u003c/p>\n\u003cp>At the \u003ca href=\"http://isteconference.org/ISTE/2011/program/search_results_details.php?sessionid=60804032&selection_id=63854524&rownumber=45&max=317&gopage=\">ISTE 2011\u003c/a> conference, Bryan Baker, a computer science teacher at Allen High School in Allen, Texas, gave a presentation on how to use Kinect and the \u003ca href=\"http://msdn.microsoft.com/en-us/aa937791\">XNA\u003c/a> Game Studio as a way of teaching high-school-level computer science students programming and game design.\u003c/p>\n\u003cp>\"I want to light a fire for you and your kids,\" said Baker in his presentation, \"because this is really cool stuff.\"\u003c/p>\n\u003cp>It is, indeed, because SDK for Kinect helps put game development in the hands of students. It's all free, save the cost of the Kinect device itself. The official SDK allows .NET developers to write apps in C++, C# or Visual Basic. Some of the unofficial hacks do open Kinect development to other programming languages, but as these are unofficial, they do raise some questions about how teachers handle official and unofficial \"hacking.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Nonetheless, the potentials for Kinect are still exciting, and as teachers will have the summer months to play with the official SDK, I predict we see more Kinect development occur in computer science classes in the fall. Indeed, as Baker exclaimed with delight, \"Some day, this device is going to take attendance for us!\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-13451\" href=\"http://ww2.kqed.org/mindshift/2011/07/with-microsoft-kinect-students-can-learn-how-to-hack/kinecthack/\">\u003cimg class=\"size-full wp-image-13451\" title=\"kinecthack\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/kinecthack.jpg\" alt=\"\" width=\"300\" height=\"168\">\u003c/a>\u003c/p>\n\u003cp>Within the first 60 days of its release, Microsoft sold some eight million \u003ca href=\"http://www.xbox.com/en-US/kinect\">Kinects\u003c/a>, making it the \u003ca href=\"http://www.huffingtonpost.com/2011/03/09/microsoft-kinect-fastest-selling-consumer-electronics_n_833706.html\">fastest selling\u003c/a> consumer electronics device in history (beating out the iPad and the VCR).\u003c/p>\n\u003cp>For those who aren't familiar with it yet, Kinect is a sensor input device for the popular Xbox gaming console that allows gamers to play without any controllers.\u003c/p>\n\u003cp>It's been less than a year since the Kinect has been available to the public, and while the rapid uptake by consumers has broken records, it still feels as though the full potential has yet to be unleashed -- particularly in the classroom.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"I want to light a fire for you and your kids,\" said computer science teacher Baker, \"because this is really cool stuff.\"\u003c/aside>\n\u003cp>We're probably just beginning to explore the possibilities for building and using \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/video-games-as-learning-tools/\">video games for learning\u003c/a>. Now, the Kinect adds even more dimensions to gaming, least of which is the physical and the auditory, bringing \"the real world\" to gaming.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"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.",
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"order": 9
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"id": "fresh-air",
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"airtime": "SUN 7:30pm-8pm",
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"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. ",
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"order": 15
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"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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"order": 18
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"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
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"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",
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"source": "American Public Media"
},
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"masters-of-scale": {
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"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)",
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},
"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",
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"meta": {
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"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",
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"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.",
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"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",
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"order": 11
},
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"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",
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},
"link": "/radio/program/on-the-media",
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},
"pbs-newshour": {
"id": "pbs-newshour",
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"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
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"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
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},
"perspectives": {
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"order": 14
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"planet-money": {
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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},
"link": "/radio/program/planet-money",
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"order": 5
},
"link": "/podcasts/politicalbreakdown",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
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