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"content": "\u003cfigure id=\"attachment_13239\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-13239\" href=\"http://ww2.kqed.org/mindshift/2011/06/interactive-whiteboard-meets-the-ipad/mzl-xpdziwre-480x480-75/\">\u003cimg class=\"size-medium wp-image-13239\" title=\"mzl.xpdziwre.480x480-75\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/mzl.xpdziwre.480x480-75-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">ShowMe App\u003c/figcaption>\u003c/figure>\n\u003cp>Although they remain one of the most \u003ca href=\"http://www.hackeducation.com/2011/02/05/pbs_survey/\">sought-after\u003c/a> pieces of technology in many school districts, interactive whiteboards have a fair number of critics who point to their expense and lack of portability.\u003c/p>\n\u003cp>Students and teachers want access to computer devices 24-7 -- whether they're at school or at home. That means there's a demand for more mobile technology, not immobile whiteboards.\u003c/p>\n\u003cp>At the same time as many educators are rethinking the hardware involved with instruction, some are rethinking other ways in technology can change the classroom. Some are experimenting with the \"\u003ca href=\"http://www.connectedprincipals.com/archives/1534\">flipped classroom\u003c/a>\" -- the idea, made quite famous lately thanks to \u003ca href=\"http://khanacademy.org\">Khan Academy\u003c/a>, that videotaped instruction can be assigned as homework, while in-class time can be used for more personalized remediation, for collaboration among teachers and students, and for the types of exercises that have typically been seen as homework.\u003c/p>\n\u003cp>A new app taps into both of these phenomena: bringing an interactive whiteboard-like experience to the iPad and to the Web and making it easy for iPad owners to create their own instructional videos.\u003c/p>\n\u003cp>\u003ca href=\"http://www.showmeapp.com/\">ShowMe\u003c/a> is a free app that lets users record a tutorial with a voice-over that can then be shared as a video online or embedded into other websites. With the app, you can write directly onto the screen as you record your voice. You can also import various images to help illustrate your lesson.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The app is easy to use, thanks in no small part to the \u003ca href=\"http://www.readwriteweb.com/start/2011/04/making-the-most-of-your-startu.php\">beta process\u003c/a> that included teachers' and students' input. One of those things was to simply make the process of creating videos to use in a \"flipped classroom\" easier. In this case, there is minimal equipment needed -- just an iPad.\u003c/p>\n\u003cp>But the app also makes it possible to democratize that process too. It isn't simply one teacher's videotaped efforts here -- ShowMe allows teachers and students like to build and share videos. And ShowMe founder San Kim says that he hopes to be able to build a \u003ca href=\"http://www.vimeo.com\">Vimeo\u003c/a>-like community around the video content, where users can comment, review and discover quality instructional content.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Kim told me he wants to enable anyone to build their own portfolio of educational content - to build hundreds of Khan Academies. That's a goal that puts teacher- and student-generated content at the center of education, one enabled by a simple, but smoothly functioning app -- all on a portable device.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_13239\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-13239\" href=\"http://ww2.kqed.org/mindshift/2011/06/interactive-whiteboard-meets-the-ipad/mzl-xpdziwre-480x480-75/\">\u003cimg class=\"size-medium wp-image-13239\" title=\"mzl.xpdziwre.480x480-75\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/mzl.xpdziwre.480x480-75-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">ShowMe App\u003c/figcaption>\u003c/figure>\n\u003cp>Although they remain one of the most \u003ca href=\"http://www.hackeducation.com/2011/02/05/pbs_survey/\">sought-after\u003c/a> pieces of technology in many school districts, interactive whiteboards have a fair number of critics who point to their expense and lack of portability.\u003c/p>\n\u003cp>Students and teachers want access to computer devices 24-7 -- whether they're at school or at home. That means there's a demand for more mobile technology, not immobile whiteboards.\u003c/p>\n\u003cp>At the same time as many educators are rethinking the hardware involved with instruction, some are rethinking other ways in technology can change the classroom. Some are experimenting with the \"\u003ca href=\"http://www.connectedprincipals.com/archives/1534\">flipped classroom\u003c/a>\" -- the idea, made quite famous lately thanks to \u003ca href=\"http://khanacademy.org\">Khan Academy\u003c/a>, that videotaped instruction can be assigned as homework, while in-class time can be used for more personalized remediation, for collaboration among teachers and students, and for the types of exercises that have typically been seen as homework.\u003c/p>\n\u003cp>A new app taps into both of these phenomena: bringing an interactive whiteboard-like experience to the iPad and to the Web and making it easy for iPad owners to create their own instructional videos.\u003c/p>\n\u003cp>\u003ca href=\"http://www.showmeapp.com/\">ShowMe\u003c/a> is a free app that lets users record a tutorial with a voice-over that can then be shared as a video online or embedded into other websites. With the app, you can write directly onto the screen as you record your voice. You can also import various images to help illustrate your lesson.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The app is easy to use, thanks in no small part to the \u003ca href=\"http://www.readwriteweb.com/start/2011/04/making-the-most-of-your-startu.php\">beta process\u003c/a> that included teachers' and students' input. One of those things was to simply make the process of creating videos to use in a \"flipped classroom\" easier. In this case, there is minimal equipment needed -- just an iPad.\u003c/p>\n\u003cp>But the app also makes it possible to democratize that process too. It isn't simply one teacher's videotaped efforts here -- ShowMe allows teachers and students like to build and share videos. And ShowMe founder San Kim says that he hopes to be able to build a \u003ca href=\"http://www.vimeo.com\">Vimeo\u003c/a>-like community around the video content, where users can comment, review and discover quality instructional content.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Kim told me he wants to enable anyone to build their own portfolio of educational content - to build hundreds of Khan Academies. That's a goal that puts teacher- and student-generated content at the center of education, one enabled by a simple, but smoothly functioning app -- all on a portable device.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What Kids Can Learn from Playing in Virtual Worlds",
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"content": "\u003cfigure id=\"attachment_13194\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-13194\" href=\"http://ww2.kqed.org/mindshift/2011/06/what-kids-can-learn-from-playing-in-virtual-worlds/imagination/\">\u003cimg class=\"size-full wp-image-13194\" title=\"imagination\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/imagination.jpg\" alt=\"\" width=\"300\" height=\"283\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>There are over \u003ca href=\"http://www.readwriteweb.com/archives/number_of_virtual_world_users_breaks_the_1_billion.php\">1 billion users\u003c/a> of virtual worlds, online communities where users have avatars and participate in various simulated environments. Even more impressive than that number: roughly half of those virtual world users are under age 15.\u003c/p>\n\u003cp>With a number of news stories lately about \u003ca href=\"http://news.consumerreports.org/electronics/2011/05/facebooks-zuckerberg-wants-to-let-kids-under-13-onto-site.html\">kids under 13 on Facebook\u003c/a> (violating the social network's terms of service), you'd think there weren't any other social networking sites that were geared for kids or where kids wanted to be. But clearly that's hardly the case, and there are many social networks, gaming sites and virtual worlds aimed at the under 13 set: \u003ca href=\"http://www.clubpenguin.com/\">Club Penguin\u003c/a>, \u003ca href=\"http://www.whyville.net/smmk/nice\">Whyville\u003c/a>, and \u003ca href=\"http://www.webkinz.com/\">Webkinz\u003c/a> to name just a few. (Here's a list of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/8-social-media-sites-just-for-kids/\">eight social media sites \u003c/a>just for kids.)\u003c/p>\n\u003cp>Allowing children under age 13 to participate in online communities often raises questions about security and safety, and many parents fear predators and cyberbullies. Kid-oriented websites have a number of measures to prevent these dangers for their members, including logging chats and flagging questionable content and suspicious accounts.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Virtual worlds give children an opportunity to participate in a large social environment, with people from all over the world, often unsupervised by their parents.\"\u003c/aside>\n\u003cp>But there may be other problems with these sites too, including the intense commercialization of many of them. Often virtual worlds (for children as for adults) encourage not just game-play but consumption, and kids need to buy virtual goods (sometimes with real money) in order to dress their avatars and decorate their virtual homes. Purchasing in-game items often gives users more status, and that's a lesson in itself that parents may or may not wish to have imparted to their kids.\u003c!--more-->\u003c/p>\n\u003cp>Virtual worlds are often dismissed as merely games and most do not claim to be educational websites. But there are plenty of informal learning opportunities for kids in these environments, particularly as these are often their first experiences with online communities. Participating in a virtual world can help kids learn how to communicate and behave online.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>They can also be utilized to help bridge online and offline ethics. One virtual world, \u003ca href=\"http://minimonos.com\">MiniMonos\u003c/a>, for example, has an environmental theme and tries to make sustainability lessons clear to its users. If you don't keep up with the recycling around your avatar's treehouse, there are in-world consequences. The virtual world also ties this to the real world as well, rewarding users for various environmental actions they take in their own communities.\u003c/p>\n\u003cp>Here's a list of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/five-amazing-games-that-add-a-third-dimension-to-learning/\">five virtual world sites \u003c/a>that can unlock all kinds of adventures, curated by a teacher who's tested many of these sites in his classes.\u003c/p>\n\u003cp>It's this connection to community -- again, on- and offline -- that may be most one of the greatest benefits of virtual worlds. Despite fears about predators, virtual worlds do offer kids a place to experiment and expand socially. Virtual worlds give children an opportunity to participate in a large social environment, with people from all over the world, often unsupervised by their parents. That may sound scary to parents, but for kids, it can be very liberating.\u003c/p>\n\u003cp>As always, parents should make sure they know where and what their kids are doing online. The best virtual worlds offer reporting features for parents and keep in contact with them should any problems arise. They also allow parents to enter alongside their children.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Although virtual worlds may be a relatively new phenomenon, the fact that kids under 13 are embracing them suggests that we're only beginning to see the potential of these online communities.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_13194\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-13194\" href=\"http://ww2.kqed.org/mindshift/2011/06/what-kids-can-learn-from-playing-in-virtual-worlds/imagination/\">\u003cimg class=\"size-full wp-image-13194\" title=\"imagination\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/imagination.jpg\" alt=\"\" width=\"300\" height=\"283\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>There are over \u003ca href=\"http://www.readwriteweb.com/archives/number_of_virtual_world_users_breaks_the_1_billion.php\">1 billion users\u003c/a> of virtual worlds, online communities where users have avatars and participate in various simulated environments. Even more impressive than that number: roughly half of those virtual world users are under age 15.\u003c/p>\n\u003cp>With a number of news stories lately about \u003ca href=\"http://news.consumerreports.org/electronics/2011/05/facebooks-zuckerberg-wants-to-let-kids-under-13-onto-site.html\">kids under 13 on Facebook\u003c/a> (violating the social network's terms of service), you'd think there weren't any other social networking sites that were geared for kids or where kids wanted to be. But clearly that's hardly the case, and there are many social networks, gaming sites and virtual worlds aimed at the under 13 set: \u003ca href=\"http://www.clubpenguin.com/\">Club Penguin\u003c/a>, \u003ca href=\"http://www.whyville.net/smmk/nice\">Whyville\u003c/a>, and \u003ca href=\"http://www.webkinz.com/\">Webkinz\u003c/a> to name just a few. (Here's a list of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/8-social-media-sites-just-for-kids/\">eight social media sites \u003c/a>just for kids.)\u003c/p>\n\u003cp>Allowing children under age 13 to participate in online communities often raises questions about security and safety, and many parents fear predators and cyberbullies. Kid-oriented websites have a number of measures to prevent these dangers for their members, including logging chats and flagging questionable content and suspicious accounts.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Virtual worlds give children an opportunity to participate in a large social environment, with people from all over the world, often unsupervised by their parents.\"\u003c/aside>\n\u003cp>But there may be other problems with these sites too, including the intense commercialization of many of them. Often virtual worlds (for children as for adults) encourage not just game-play but consumption, and kids need to buy virtual goods (sometimes with real money) in order to dress their avatars and decorate their virtual homes. Purchasing in-game items often gives users more status, and that's a lesson in itself that parents may or may not wish to have imparted to their kids.\u003c!--more-->\u003c/p>\n\u003cp>Virtual worlds are often dismissed as merely games and most do not claim to be educational websites. But there are plenty of informal learning opportunities for kids in these environments, particularly as these are often their first experiences with online communities. Participating in a virtual world can help kids learn how to communicate and behave online.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>They can also be utilized to help bridge online and offline ethics. One virtual world, \u003ca href=\"http://minimonos.com\">MiniMonos\u003c/a>, for example, has an environmental theme and tries to make sustainability lessons clear to its users. If you don't keep up with the recycling around your avatar's treehouse, there are in-world consequences. The virtual world also ties this to the real world as well, rewarding users for various environmental actions they take in their own communities.\u003c/p>\n\u003cp>Here's a list of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/five-amazing-games-that-add-a-third-dimension-to-learning/\">five virtual world sites \u003c/a>that can unlock all kinds of adventures, curated by a teacher who's tested many of these sites in his classes.\u003c/p>\n\u003cp>It's this connection to community -- again, on- and offline -- that may be most one of the greatest benefits of virtual worlds. Despite fears about predators, virtual worlds do offer kids a place to experiment and expand socially. Virtual worlds give children an opportunity to participate in a large social environment, with people from all over the world, often unsupervised by their parents. That may sound scary to parents, but for kids, it can be very liberating.\u003c/p>\n\u003cp>As always, parents should make sure they know where and what their kids are doing online. The best virtual worlds offer reporting features for parents and keep in contact with them should any problems arise. They also allow parents to enter alongside their children.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Although virtual worlds may be a relatively new phenomenon, the fact that kids under 13 are embracing them suggests that we're only beginning to see the potential of these online communities.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What Exactly Can You Learn on a Mobile Phone? Part II",
"title": "What Exactly Can You Learn on a Mobile Phone? Part II",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_13227\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-13227\" href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone-part-ii/shlala-3/\">\u003cimg class=\"size-medium wp-image-13227\" title=\"Shlala\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/Shlala-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Here's the second part of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone/\">my original interview\u003c/a> with \u003ca href=\"http://www.itofisher.com/mito/\">Mimi Ito\u003c/a>, a cultural anthropologist who studies new media use in young people. Ito is co-author of \u003ca href=\"http://www.amazon.com/Hanging-Out-Messing-Around-Geeking/dp/0262013363\">\u003cem>Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning with New Media\u003c/em>\u003c/a>, and has been studying the subject of how kids interact with mobile devices.\u003c/p>\n\u003cp>Ito talks about whether intervention programs and educational outreach make formal schooling more interesting or relevant.\u003c/p>\n\u003cp>\"A lot of kids were doing amazing things around their interest, but very few of those kids were able to pursue that and translate that into context of adult world,\" she says regarding case studies she observed.\u003c/p>\n\u003cp>Ito also addresses the difference between letting kids experiment and figure out what they want to learn on their own versus setting them on a specific course.\u003c/p>\n\u003cp>\u003cstrong>Q. Is there any research that shows mobile phones are raising literacy or reading skills? Does it matter?\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A. I see opportunities that digital mobile devices can provide for learning in three ways: information access; social connection and peer learning; and expression and creative production.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"[A mobile phone] is much more of a connector and enabler that can bring knowledge to more settings in daily lives, but not the platform you want to rely on exclusively.\"\u003c/aside>\n\u003cp>A mobile phone does really well and delivers better in the first two than the PC does, because it’s ubiquitous and demand-driven. When we’re out somewhere with family, we have a question, whatever it might be, there’s instant ability to access information. The ability to access information within a social face-to-face context is actually a powerful enabler of learning. You don’t have to be locked into a screen in solitary mode to access this big ecosystem of information. You feel a pervasive connection to that. These devices become a way of connecting, ideally providing a social support.\u003c/p>\n\u003cp>What it doesn’t deliver as well on is the actual production of knowledge and culture and things like that. It’s not a platform that’s optimized for that. Most activated learning is making use of multiple platforms and learning opportunities in multiple settings. And the mobile phone is a device that could potentially knit together those multiple contexts. Whether it’s an iPad or a phone, it’s a stable platform that kids can carry from home to school or after school programs to cobble together resources and social networks.\u003c!--more-->\u003c/p>\n\u003cp>But they do have to have those more intensive computing kinds of spaces to do more sophisticated forms of writing and production and self expression, and that’s the problem with relying exclusively on a mobile platform. It’s much more of a connector and enabler that can bring knowledge to more settings in daily lives, but not the platform you want to rely on exclusively.\u003c/p>\n\u003cp>\u003cstrong>Q. How do you think programs like \u003ca href=\"http://www.digitalyouthnetwork.org/team_members/2-nichole-pinkard\">the Digital Youth Network\u003c/a> are making an impact on giving a leg up to low-income kids?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>A. The results are still coming in intervention, but I can speak about what we observed in our digital youth study, and the differences these programs, certain forms of access, and new media opportunities have made.\u003c/p>\n\u003cp>What I saw that was interesting is that class and privilege are incredibly important.\u003c/p>\n\u003cp>We found that middle class kids had a wealth of opportunities, but had little space for autonomy and exploration, because their lives were over-scheduled. They were on a track to do a certain thing, and were parented in the context of risk and fear about what they should and shouldn’t be doing that worked against a certain kind agency and exploration and certain kind of learning because they knew what they were supposed to learn.\u003c/p>\n\u003cp>We found that when less privileged kids were given access to the tools and trust and space to mess around with technology, and it was often incredibly transformative for them. They would do incredibly creative things, and it wasn’t necessarily getting them to fast-track to something, they were just messing around and enjoying their sense of agency.\u003c/p>\n\u003cp>\u003cstrong>Q. What do you mean by their \"sense of agency?\"\u003c/strong>\u003c/p>\n\u003cp>A. So for example, we were looking at a high school that had an open-minded computer lab teacher and a local computer kids' club. They’d get together and play network games, set up businesses on their own to refurbish computers and sell on eBay and take proceeds and do organizing and activating on multi-user games. They were doing creative and innovative and entrepreneurial activities, using new media. It was really interesting. It was a space where they could exercise a new kind of agency. And we saw quite a few of case studies.\u003c/p>\n\u003cp>\u003cstrong>Q. How is that kind of agency helpful in their lives?\u003c/strong>\u003c/p>\n\u003cp>A. It has the potential to ignite a transformative identity shift if it’s not in a context where kids are given a lot of agency in what they explore.\u003c/p>\n\u003cfigure id=\"attachment_13171\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca rel=\"attachment wp-att-13171\" href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone-part-ii/mimi-ito-2/\">\u003cimg class=\"size-thumbnail wp-image-13171\" title=\"mimi ito\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/mimi-ito-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Mimi Ito\u003c/figcaption>\u003c/figure>\n\u003cp>For kids who are alienated from mainstream structures of schooling, they don’t feel like they have choices in their own identity and trajectory, so for them to be trusted to choose and have an interest is important. This is the foundation of the model of interest-driven learning -- the voluntary nature and the fact that kids have chosen what they want to specialize in and pursue has been incredibly important in fostering an authentic learning identity for kids.\u003c/p>\n\u003cp>A lot of kids in schools that aren’t structured around this more progressive philosophy of learning are not often given opportunities to allow their own voice and choice in learning. They’re either in environments that may be specialized already that kids have chosen, or they’re in environments like a computer lab where the teacher opens doors to kid and sets baseline rule for behavior, but allows them to do what they wanted.\u003c/p>\n\u003cp>\u003cstrong>Q. Do you have any sense whether these opportunities have a lasting effect? \u003c/strong>\u003c/p>\n\u003cp>A. You have to follow kids over a longer haul. In our case studies, we had a lot of kids who were young adults telling us their retrospectives.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Often a lot of kids will have the experience of empowered learner in an area of interest, but they won’t have the support to translate that into domains that are more formal or recognized by the adult world.\"\u003c/aside>\n\u003cp>A lot of kids point to some early experiences they have in connecting with other people who they respected who share those interests, and be able to choose the interests they have and mobilize their learning, instead of what they were told to learn. Somehow that set of factors was transformative in producing an identity in them that they were able to have a sense of efficacy that’s tied to their engagement in area of interest. They could mobilize learning and knowledge acquisition that set them on a different track in terms of how they approached learning.\u003c/p>\n\u003cp>Often a lot of kids will have the experience of empowered learner in an area of interest, but they won’t have the support to translate that into domains that are more formal or recognized by the adult world.\u003c/p>\n\u003cp>That’s where we feel like there’s a gap and our educational outreach approach and ecology and meeting kids where they are, but also making those things relevant to things like formal schooling and accreditation and career relevance trajectory.\u003c/p>\n\u003cp>\u003cstrong>Q. So does their interest-driven path lead to what we define as success in adulthood?\u003c/strong>\u003c/p>\n\u003cp>A. That's the big question I’d have: a lot of kids are doing amazing things around their interest, but very few of those kids were able to pursue that and translate that into context of adult world. So that’s the question. It’s the kids who can make that translation who can become incredibly successful.\u003c/p>\n\u003cp>A lot of it is how we think of relation between play and work. I’ve also talked to passionate hobbyists who see work as something separate and want to keep it separate. It’s the characteristic of a particular cut of middle class who want to see their passions aligned with their work in a particular way.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>At the level of childhood experience, the more even within the context of K-12 trajectory, if we can use these interest-driven contexts in a way to reduce alienation with formal schooling, even putting aside work issues, that would be a huge plus for the kids.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_13227\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-13227\" href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone-part-ii/shlala-3/\">\u003cimg class=\"size-medium wp-image-13227\" title=\"Shlala\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/Shlala-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Here's the second part of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone/\">my original interview\u003c/a> with \u003ca href=\"http://www.itofisher.com/mito/\">Mimi Ito\u003c/a>, a cultural anthropologist who studies new media use in young people. Ito is co-author of \u003ca href=\"http://www.amazon.com/Hanging-Out-Messing-Around-Geeking/dp/0262013363\">\u003cem>Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning with New Media\u003c/em>\u003c/a>, and has been studying the subject of how kids interact with mobile devices.\u003c/p>\n\u003cp>Ito talks about whether intervention programs and educational outreach make formal schooling more interesting or relevant.\u003c/p>\n\u003cp>\"A lot of kids were doing amazing things around their interest, but very few of those kids were able to pursue that and translate that into context of adult world,\" she says regarding case studies she observed.\u003c/p>\n\u003cp>Ito also addresses the difference between letting kids experiment and figure out what they want to learn on their own versus setting them on a specific course.\u003c/p>\n\u003cp>\u003cstrong>Q. Is there any research that shows mobile phones are raising literacy or reading skills? Does it matter?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A. I see opportunities that digital mobile devices can provide for learning in three ways: information access; social connection and peer learning; and expression and creative production.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"[A mobile phone] is much more of a connector and enabler that can bring knowledge to more settings in daily lives, but not the platform you want to rely on exclusively.\"\u003c/aside>\n\u003cp>A mobile phone does really well and delivers better in the first two than the PC does, because it’s ubiquitous and demand-driven. When we’re out somewhere with family, we have a question, whatever it might be, there’s instant ability to access information. The ability to access information within a social face-to-face context is actually a powerful enabler of learning. You don’t have to be locked into a screen in solitary mode to access this big ecosystem of information. You feel a pervasive connection to that. These devices become a way of connecting, ideally providing a social support.\u003c/p>\n\u003cp>What it doesn’t deliver as well on is the actual production of knowledge and culture and things like that. It’s not a platform that’s optimized for that. Most activated learning is making use of multiple platforms and learning opportunities in multiple settings. And the mobile phone is a device that could potentially knit together those multiple contexts. Whether it’s an iPad or a phone, it’s a stable platform that kids can carry from home to school or after school programs to cobble together resources and social networks.\u003c!--more-->\u003c/p>\n\u003cp>But they do have to have those more intensive computing kinds of spaces to do more sophisticated forms of writing and production and self expression, and that’s the problem with relying exclusively on a mobile platform. It’s much more of a connector and enabler that can bring knowledge to more settings in daily lives, but not the platform you want to rely on exclusively.\u003c/p>\n\u003cp>\u003cstrong>Q. How do you think programs like \u003ca href=\"http://www.digitalyouthnetwork.org/team_members/2-nichole-pinkard\">the Digital Youth Network\u003c/a> are making an impact on giving a leg up to low-income kids?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>A. The results are still coming in intervention, but I can speak about what we observed in our digital youth study, and the differences these programs, certain forms of access, and new media opportunities have made.\u003c/p>\n\u003cp>What I saw that was interesting is that class and privilege are incredibly important.\u003c/p>\n\u003cp>We found that middle class kids had a wealth of opportunities, but had little space for autonomy and exploration, because their lives were over-scheduled. They were on a track to do a certain thing, and were parented in the context of risk and fear about what they should and shouldn’t be doing that worked against a certain kind agency and exploration and certain kind of learning because they knew what they were supposed to learn.\u003c/p>\n\u003cp>We found that when less privileged kids were given access to the tools and trust and space to mess around with technology, and it was often incredibly transformative for them. They would do incredibly creative things, and it wasn’t necessarily getting them to fast-track to something, they were just messing around and enjoying their sense of agency.\u003c/p>\n\u003cp>\u003cstrong>Q. What do you mean by their \"sense of agency?\"\u003c/strong>\u003c/p>\n\u003cp>A. So for example, we were looking at a high school that had an open-minded computer lab teacher and a local computer kids' club. They’d get together and play network games, set up businesses on their own to refurbish computers and sell on eBay and take proceeds and do organizing and activating on multi-user games. They were doing creative and innovative and entrepreneurial activities, using new media. It was really interesting. It was a space where they could exercise a new kind of agency. And we saw quite a few of case studies.\u003c/p>\n\u003cp>\u003cstrong>Q. How is that kind of agency helpful in their lives?\u003c/strong>\u003c/p>\n\u003cp>A. It has the potential to ignite a transformative identity shift if it’s not in a context where kids are given a lot of agency in what they explore.\u003c/p>\n\u003cfigure id=\"attachment_13171\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca rel=\"attachment wp-att-13171\" href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone-part-ii/mimi-ito-2/\">\u003cimg class=\"size-thumbnail wp-image-13171\" title=\"mimi ito\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/mimi-ito-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Mimi Ito\u003c/figcaption>\u003c/figure>\n\u003cp>For kids who are alienated from mainstream structures of schooling, they don’t feel like they have choices in their own identity and trajectory, so for them to be trusted to choose and have an interest is important. This is the foundation of the model of interest-driven learning -- the voluntary nature and the fact that kids have chosen what they want to specialize in and pursue has been incredibly important in fostering an authentic learning identity for kids.\u003c/p>\n\u003cp>A lot of kids in schools that aren’t structured around this more progressive philosophy of learning are not often given opportunities to allow their own voice and choice in learning. They’re either in environments that may be specialized already that kids have chosen, or they’re in environments like a computer lab where the teacher opens doors to kid and sets baseline rule for behavior, but allows them to do what they wanted.\u003c/p>\n\u003cp>\u003cstrong>Q. Do you have any sense whether these opportunities have a lasting effect? \u003c/strong>\u003c/p>\n\u003cp>A. You have to follow kids over a longer haul. In our case studies, we had a lot of kids who were young adults telling us their retrospectives.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Often a lot of kids will have the experience of empowered learner in an area of interest, but they won’t have the support to translate that into domains that are more formal or recognized by the adult world.\"\u003c/aside>\n\u003cp>A lot of kids point to some early experiences they have in connecting with other people who they respected who share those interests, and be able to choose the interests they have and mobilize their learning, instead of what they were told to learn. Somehow that set of factors was transformative in producing an identity in them that they were able to have a sense of efficacy that’s tied to their engagement in area of interest. They could mobilize learning and knowledge acquisition that set them on a different track in terms of how they approached learning.\u003c/p>\n\u003cp>Often a lot of kids will have the experience of empowered learner in an area of interest, but they won’t have the support to translate that into domains that are more formal or recognized by the adult world.\u003c/p>\n\u003cp>That’s where we feel like there’s a gap and our educational outreach approach and ecology and meeting kids where they are, but also making those things relevant to things like formal schooling and accreditation and career relevance trajectory.\u003c/p>\n\u003cp>\u003cstrong>Q. So does their interest-driven path lead to what we define as success in adulthood?\u003c/strong>\u003c/p>\n\u003cp>A. That's the big question I’d have: a lot of kids are doing amazing things around their interest, but very few of those kids were able to pursue that and translate that into context of adult world. So that’s the question. It’s the kids who can make that translation who can become incredibly successful.\u003c/p>\n\u003cp>A lot of it is how we think of relation between play and work. I’ve also talked to passionate hobbyists who see work as something separate and want to keep it separate. It’s the characteristic of a particular cut of middle class who want to see their passions aligned with their work in a particular way.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_13139\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-13139\" title=\"10_11.15_newtech_0654\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/10_11.15_newtech_0654-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003cfigcaption class=\"wp-caption-text\">A student at Napa New Tech High uses his mobile phone at school.\u003c/figcaption>\u003c/figure>\n\u003cp>In my quest to understand how a mobile phone can be considered a learning tool, and whether it can actually \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/can-a-smart-phone-program-really-close-the-achievement-gap/\">help bridge the digital divide\u003c/a> between low-income, at-risk kids and those with access to computers, I had an illuminating conversation with \u003ca href=\"http://www.itofisher.com/mito/\">Mimi Ito\u003c/a>, a cultural anthropologist who studies new media use in young people. Ito is co-author of \u003ca href=\"http://www.amazon.com/Hanging-Out-Messing-Around-Geeking/dp/0262013363\">\u003cem>Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning with New Media\u003c/em>\u003c/a>, and has been studying the subject of how kids interact with mobile devices.\u003c/p>\n\u003cp>My conclusion: When it comes to the traditional definition of \"learning\" -- studying a subject like chemistry or literature -- mobile phones are not necessarily the best facilitators. Though kids are remarkably facile with phones -- texting, researching, Facebooking, Tweeting -- it's hard to imagine anyone being able to focus on a complicated subject with any depth of thought using a four-inch device.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Social connections are our primary platform for learning in everyday lives.\"\u003c/aside>\n\u003cp>The potential magic of the smart phone when it comes to learning lies in its ability to provide instant access to facts and the ability to collaborate with others, as well \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/screen-time-for-kids-is-it-learning-or-a-brain-drain/\">as provide a fun, mobile platform for educational games.\u003c/a>\u003c/p>\n\u003cp>Take \u003ca href=\"http://www.projectknect.org/\" target=\"_blank\">Project K-Nect\u003c/a>, for example. The program is a \u003ca href=\"http://ww2.kqed.org/mindshift/tag/project-k-nect/\">social-media-based curriculum\u003c/a> that combines project and collaborative learning with new media learning for 3,000 high schoolers in three states. An Algebra 1 curriculum has been distilled into mini apps that include instant messaging and blogging, assessment tools for teachers, supplemental activities, project-based learning components, problem sets, and cartoon animation. \"Students [take] control of the learning process and create personalized learning communities,\" said the founder Shawn Gross.\u003c/p>\n\u003cp>But even Gross doubts that for very high-risk students — such as those who are homeless or are attending school primarily for a free lunch — the technology-integrated math class is as beneficial. In those cases, there's much more to contend with than academics, and a mobile-phone curriculum alone won’t change that.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I asked Ito to put some of these different pieces of the puzzle into perspective.\u003c/p>\n\u003cp>\u003cstrong>Q. Do you see any evidence of mobile phones being a legitimate way for low-income kids to learn?\u003c/strong>\u003c/p>\n\u003cp>Mimi Ito: It’s really too early to tell based on technology adoption trends. It’s more like a glimmer on the horizon. We’re pretty early on the research trajectory. We don’t know empirically exactly what’s happening.\u003c!--more-->\u003c/p>\n\u003cp>What we’re seeing is that things are trending a certain way in terms of tech adoption. The fact that black and Latino youth are leading the way in mobile social media is an interesting trend, because they weren’t the population who have historically led on new technology adoption. What that means for learning and development, I don’t know if there’s any research on that.\u003c/p>\n\u003cp>\u003cstrong>Q. Based on your research and expertise, do you want to make any predictions?\u003c/strong>\u003c/p>\n\u003cp>A. I do think the next big trend in the digital technology space is going to be when we see widespread adoption of mobile social media by teenagers. We’re just starting to see the adoption curve, but it's early. With Internet-enabled phones, we’re just at the tip of the iceberg for it to be affordable for kids. So we haven’t seen implications on the behaviorial level yet.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"[Mobile] systems are not open enough to allow a lot of innovation and learning from street-level knowledge that young people could be bringing to these systems, and it could bring on even more of a digital divide.\"\u003c/aside>\n\u003cp>Adoption of things like texting, when you see a marginalized group adopt and pick up new technology, you often see interesting shifts and innovations. For example, text messaging in teenage urban girls in Tokyo. They were the first to ride this wave of technology and a way of communicating that’s now really ubiquitous. But the fact that suddenly young teenage girls were the face of technology changed the tenor of what it meant to be a technology user.\u003c/p>\n\u003cfigure id=\"attachment_13171\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca rel=\"attachment wp-att-13171\" href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone-part-ii/mimi-ito-2/\">\u003cimg class=\"size-thumbnail wp-image-13171\" title=\"mimi ito\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/mimi-ito-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Mimi Ito\u003c/figcaption>\u003c/figure>\n\u003cp>You still have a very gendered landscape in terms of certain kinds of computer-based technology use. What you saw with text messaging and social network sites in the U.S., suddenly you have a high adoption of new technology that were led by girls rather than boys, and that’s changed the whole public face of what these technologies are and who these technology users are.\u003c/p>\n\u003cp>That’s where if you see technology trends defined \u003cem>not\u003c/em> by stereotypical technology users or advanced technology users in this country, which is a white, male, fairly privileged profile, it’s going to be fascinating to see how that plays out. The early trends seem to show that we’re seeing shift in these country.\u003c/p>\n\u003cp>\u003cstrong>Q. In developing countries, where computers and broadband access have been scarce, mobile phones are said to be substituting or leapfrogging that entire step in technology advancement.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>A. In countries that didn’t have existing telephone infrastructure much less universal telephone service much less Internet access, mobile phone service has been genuinely transformative in so many ways.\u003c/p>\n\u003cp>Mostly, it's based on the bedrock that it enables social connection between people. Social connections are our primary platform for learning in everyday lives. It's hugely transformative for that context of learning.\u003c/p>\n\u003cp>Because often in developing countries it’s the only portal that they have to the informational universe, people have been much more creative about using those kinds of platforms like texting and information access and retrieval and other kinds of things in the learning phase than what you’d see in countries like Japan or the U.S. or korea, where people have all these other pipelines and other avenues for information.\u003c/p>\n\u003cp>\u003cstrong>Q. Do you have any reservations about mobile devices as a learning tool?\u003c/strong>\u003c/p>\n\u003cp>A. One concern with relying heavily or exclusively on mobile platforms is that because of the structure of how mobile services are provided, it’s often more locked down than in the PC-based world. There’s much less overall opportunity for user-level reconfiguration and customization and user level control.\u003c/p>\n\u003cp>Most mobile services have the walled garden approach, and that’s my one concern with certain populations relying exclusively on mobile access and not having access to PC-based uses.\u003c/p>\n\u003cp>So the positive outcome of this phase of innovation is that we’re seeing new entrants doing creative things and developing systems that are driven by needs of populations that haven’t been historically well served by information industries.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>But the negative scenario is that these systems are not open enough to allow a lot of innovation and learning from street-level knowledge that young people could be bringing to these systems, and it could bring on even more of a digital divide. You have kids who have persistent broadband PC –based Internet access at home, doing much more creative kinds of media production, and sharing and mobilization. And the kids who are reliant exclusively on their hand-held devices let them do a lot of things, but much more on the curated, consumer level experience rather than the activate one. It could go both ways, we don’t really know.\u003c/p>\n\u003ch5>\u003cstrong>\u003cem>Read \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone-part-ii/\">Part II of my interview\u003c/a> with Mimi Ito.\u003c/em>\u003c/strong>\u003c/h5>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_13139\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-13139\" title=\"10_11.15_newtech_0654\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/10_11.15_newtech_0654-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003cfigcaption class=\"wp-caption-text\">A student at Napa New Tech High uses his mobile phone at school.\u003c/figcaption>\u003c/figure>\n\u003cp>In my quest to understand how a mobile phone can be considered a learning tool, and whether it can actually \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/can-a-smart-phone-program-really-close-the-achievement-gap/\">help bridge the digital divide\u003c/a> between low-income, at-risk kids and those with access to computers, I had an illuminating conversation with \u003ca href=\"http://www.itofisher.com/mito/\">Mimi Ito\u003c/a>, a cultural anthropologist who studies new media use in young people. Ito is co-author of \u003ca href=\"http://www.amazon.com/Hanging-Out-Messing-Around-Geeking/dp/0262013363\">\u003cem>Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning with New Media\u003c/em>\u003c/a>, and has been studying the subject of how kids interact with mobile devices.\u003c/p>\n\u003cp>My conclusion: When it comes to the traditional definition of \"learning\" -- studying a subject like chemistry or literature -- mobile phones are not necessarily the best facilitators. Though kids are remarkably facile with phones -- texting, researching, Facebooking, Tweeting -- it's hard to imagine anyone being able to focus on a complicated subject with any depth of thought using a four-inch device.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Social connections are our primary platform for learning in everyday lives.\"\u003c/aside>\n\u003cp>The potential magic of the smart phone when it comes to learning lies in its ability to provide instant access to facts and the ability to collaborate with others, as well \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/screen-time-for-kids-is-it-learning-or-a-brain-drain/\">as provide a fun, mobile platform for educational games.\u003c/a>\u003c/p>\n\u003cp>Take \u003ca href=\"http://www.projectknect.org/\" target=\"_blank\">Project K-Nect\u003c/a>, for example. The program is a \u003ca href=\"http://ww2.kqed.org/mindshift/tag/project-k-nect/\">social-media-based curriculum\u003c/a> that combines project and collaborative learning with new media learning for 3,000 high schoolers in three states. An Algebra 1 curriculum has been distilled into mini apps that include instant messaging and blogging, assessment tools for teachers, supplemental activities, project-based learning components, problem sets, and cartoon animation. \"Students [take] control of the learning process and create personalized learning communities,\" said the founder Shawn Gross.\u003c/p>\n\u003cp>But even Gross doubts that for very high-risk students — such as those who are homeless or are attending school primarily for a free lunch — the technology-integrated math class is as beneficial. In those cases, there's much more to contend with than academics, and a mobile-phone curriculum alone won’t change that.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I asked Ito to put some of these different pieces of the puzzle into perspective.\u003c/p>\n\u003cp>\u003cstrong>Q. Do you see any evidence of mobile phones being a legitimate way for low-income kids to learn?\u003c/strong>\u003c/p>\n\u003cp>Mimi Ito: It’s really too early to tell based on technology adoption trends. It’s more like a glimmer on the horizon. We’re pretty early on the research trajectory. We don’t know empirically exactly what’s happening.\u003c!--more-->\u003c/p>\n\u003cp>What we’re seeing is that things are trending a certain way in terms of tech adoption. The fact that black and Latino youth are leading the way in mobile social media is an interesting trend, because they weren’t the population who have historically led on new technology adoption. What that means for learning and development, I don’t know if there’s any research on that.\u003c/p>\n\u003cp>\u003cstrong>Q. Based on your research and expertise, do you want to make any predictions?\u003c/strong>\u003c/p>\n\u003cp>A. I do think the next big trend in the digital technology space is going to be when we see widespread adoption of mobile social media by teenagers. We’re just starting to see the adoption curve, but it's early. With Internet-enabled phones, we’re just at the tip of the iceberg for it to be affordable for kids. So we haven’t seen implications on the behaviorial level yet.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"[Mobile] systems are not open enough to allow a lot of innovation and learning from street-level knowledge that young people could be bringing to these systems, and it could bring on even more of a digital divide.\"\u003c/aside>\n\u003cp>Adoption of things like texting, when you see a marginalized group adopt and pick up new technology, you often see interesting shifts and innovations. For example, text messaging in teenage urban girls in Tokyo. They were the first to ride this wave of technology and a way of communicating that’s now really ubiquitous. But the fact that suddenly young teenage girls were the face of technology changed the tenor of what it meant to be a technology user.\u003c/p>\n\u003cfigure id=\"attachment_13171\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca rel=\"attachment wp-att-13171\" href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone-part-ii/mimi-ito-2/\">\u003cimg class=\"size-thumbnail wp-image-13171\" title=\"mimi ito\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/mimi-ito-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Mimi Ito\u003c/figcaption>\u003c/figure>\n\u003cp>You still have a very gendered landscape in terms of certain kinds of computer-based technology use. What you saw with text messaging and social network sites in the U.S., suddenly you have a high adoption of new technology that were led by girls rather than boys, and that’s changed the whole public face of what these technologies are and who these technology users are.\u003c/p>\n\u003cp>That’s where if you see technology trends defined \u003cem>not\u003c/em> by stereotypical technology users or advanced technology users in this country, which is a white, male, fairly privileged profile, it’s going to be fascinating to see how that plays out. The early trends seem to show that we’re seeing shift in these country.\u003c/p>\n\u003cp>\u003cstrong>Q. In developing countries, where computers and broadband access have been scarce, mobile phones are said to be substituting or leapfrogging that entire step in technology advancement.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>A. In countries that didn’t have existing telephone infrastructure much less universal telephone service much less Internet access, mobile phone service has been genuinely transformative in so many ways.\u003c/p>\n\u003cp>Mostly, it's based on the bedrock that it enables social connection between people. Social connections are our primary platform for learning in everyday lives. It's hugely transformative for that context of learning.\u003c/p>\n\u003cp>Because often in developing countries it’s the only portal that they have to the informational universe, people have been much more creative about using those kinds of platforms like texting and information access and retrieval and other kinds of things in the learning phase than what you’d see in countries like Japan or the U.S. or korea, where people have all these other pipelines and other avenues for information.\u003c/p>\n\u003cp>\u003cstrong>Q. Do you have any reservations about mobile devices as a learning tool?\u003c/strong>\u003c/p>\n\u003cp>A. One concern with relying heavily or exclusively on mobile platforms is that because of the structure of how mobile services are provided, it’s often more locked down than in the PC-based world. There’s much less overall opportunity for user-level reconfiguration and customization and user level control.\u003c/p>\n\u003cp>Most mobile services have the walled garden approach, and that’s my one concern with certain populations relying exclusively on mobile access and not having access to PC-based uses.\u003c/p>\n\u003cp>So the positive outcome of this phase of innovation is that we’re seeing new entrants doing creative things and developing systems that are driven by needs of populations that haven’t been historically well served by information industries.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But the negative scenario is that these systems are not open enough to allow a lot of innovation and learning from street-level knowledge that young people could be bringing to these systems, and it could bring on even more of a digital divide. You have kids who have persistent broadband PC –based Internet access at home, doing much more creative kinds of media production, and sharing and mobilization. And the kids who are reliant exclusively on their hand-held devices let them do a lot of things, but much more on the curated, consumer level experience rather than the activate one. It could go both ways, we don’t really know.\u003c/p>\n\u003ch5>\u003cstrong>\u003cem>Read \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone-part-ii/\">Part II of my interview\u003c/a> with Mimi Ito.\u003c/em>\u003c/strong>\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/from_ko/1442244452/sizes/z/in/photostream/\">\u003cimg class=\"size-medium wp-image-13079\" title=\"from_ko\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/from_ko-300x226.jpg\" alt=\"\" width=\"300\" height=\"226\">\u003c/a>\u003c/p>\n\u003cp>For those who can't afford or don't have access to computers, can smart phones serve as substitutes?\u003c/p>\n\u003cp>The question of whether mobile devices can close the digital divide between the haves and have-nots came up again yesterday with the release of a\u003ca href=\"http://www.ppic.org/main/pressrelease.asp?p=1127\"> report by the Public Policy Institute of California.\u003cbr>\n\u003c/a>\u003c/p>\n\u003cp>Among many other findings, the report concluded that \"although Latinos are the group least likely to have a computer or Internet access at home, Latinos who use their cell phones to go online are twice as likely as whites (40% to 21%) to say that they mostly access the Internet this way.\"\u003c/p>\n\u003cp>Overall, why are Californians going online? All the reasons you might imagine: checking the latest news, using social network sites, buying stuff.\u003c/p>\n\u003caside class=\"pullquote alignleft\">91% of adults said they don't use their cell phones to go online for educational purposes.\u003c/aside>\n\u003cp>What might be surprising is that 45 percent say they're going online to \"pursue educational purposes.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But when asked, \"Do you ever use your \u003cstrong>cell phone\u003c/strong> to go online for educational purposes, such as online training or for taking a class?\" 91 percent said no.\u003c!--more-->\u003c/p>\n\u003cp>Granted, the report targets adults, not kids. Still, I wonder how many kids would answer yes.\u003c/p>\n\u003cp>Furthermore, what kind of learning is best suited for mobile devices, and what's best for computers? I asked \u003ca href=\"http://www.itofisher.com/mito/\">Mimi Ito\u003c/a>, a cultural anthropologist who studies new media use in young people, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone/\">to offer her perspective.\u003c/a>\u003c/p>\n\u003cp>In the meantime, some more interesting stats to consider from the CCIP report, in regards to technology use in schools, quoted here:\u003c/p>\n\u003cul>\n\u003cli>There is a consensus about teaching computer and Internet skills in public school: an overwhelming majority of adults say it is very important (76%) or somewhat important (18%), and across political parties, demographic groups, and regions strong majorities hold this view.\u003c/li>\n\u003cli>63% of these parents report visiting their child’s school website often or sometimes (61% in 2009, 56% in 2008). Parents earning $80,000 or more (89%) are twice as likely as parents earning under $40,000 (44%) to visit their child’s school website. Among those who do not visit their child’s school website, 63 percent say the school does have a website as far as they know.\u003c/li>\n\u003cli>32% of parents say they receive their child’s homework assignments via the Internet or email (34% in 2009, 28% in 2008). Among those who do not receive their child’s assignments via the Internet or email, 71 percent say their child’s teachers do not send assignments this way as far as they know.\u003c/li>\n\u003c/ul>\n\u003cp>Read more about the report \u003ca href=\"http://www.ppic.org/main/publication.asp?i=985\">here on the PPIC site\u003c/a>.\u003c/p>\n\u003cp>And listen to \u003ca href=\"http://www.californiareport.org/archive/R201106230850/a\">The California Report's story \u003c/a>about how mobile phones might influence the digital divide.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cobject classid=\"clsid:d27cdb6e-ae6d-11cf-96b8-444553540000\" width=\"335\" height=\"85\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0\">\u003cparam name=\"flashvars\" value=\"file=http://www.kqed.org/radio/archives/R201106230850a.xml\">\u003cparam name=\"src\" value=\"http://www.kqed.org/assets/flash/kqedplayer.swf\">\u003cembed type=\"application/x-shockwave-flash\" width=\"335\" height=\"85\" src=\"http://www.kqed.org/assets/flash/kqedplayer.swf\" flashvars=\"file=http://www.kqed.org/radio/archives/R201106230850a.xml\">\u003c/embed>\u003c/object>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/from_ko/1442244452/sizes/z/in/photostream/\">\u003cimg class=\"size-medium wp-image-13079\" title=\"from_ko\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/from_ko-300x226.jpg\" alt=\"\" width=\"300\" height=\"226\">\u003c/a>\u003c/p>\n\u003cp>For those who can't afford or don't have access to computers, can smart phones serve as substitutes?\u003c/p>\n\u003cp>The question of whether mobile devices can close the digital divide between the haves and have-nots came up again yesterday with the release of a\u003ca href=\"http://www.ppic.org/main/pressrelease.asp?p=1127\"> report by the Public Policy Institute of California.\u003cbr>\n\u003c/a>\u003c/p>\n\u003cp>Among many other findings, the report concluded that \"although Latinos are the group least likely to have a computer or Internet access at home, Latinos who use their cell phones to go online are twice as likely as whites (40% to 21%) to say that they mostly access the Internet this way.\"\u003c/p>\n\u003cp>Overall, why are Californians going online? All the reasons you might imagine: checking the latest news, using social network sites, buying stuff.\u003c/p>\n\u003caside class=\"pullquote alignleft\">91% of adults said they don't use their cell phones to go online for educational purposes.\u003c/aside>\n\u003cp>What might be surprising is that 45 percent say they're going online to \"pursue educational purposes.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But when asked, \"Do you ever use your \u003cstrong>cell phone\u003c/strong> to go online for educational purposes, such as online training or for taking a class?\" 91 percent said no.\u003c!--more-->\u003c/p>\n\u003cp>Granted, the report targets adults, not kids. Still, I wonder how many kids would answer yes.\u003c/p>\n\u003cp>Furthermore, what kind of learning is best suited for mobile devices, and what's best for computers? I asked \u003ca href=\"http://www.itofisher.com/mito/\">Mimi Ito\u003c/a>, a cultural anthropologist who studies new media use in young people, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone/\">to offer her perspective.\u003c/a>\u003c/p>\n\u003cp>In the meantime, some more interesting stats to consider from the CCIP report, in regards to technology use in schools, quoted here:\u003c/p>\n\u003cul>\n\u003cli>There is a consensus about teaching computer and Internet skills in public school: an overwhelming majority of adults say it is very important (76%) or somewhat important (18%), and across political parties, demographic groups, and regions strong majorities hold this view.\u003c/li>\n\u003cli>63% of these parents report visiting their child’s school website often or sometimes (61% in 2009, 56% in 2008). Parents earning $80,000 or more (89%) are twice as likely as parents earning under $40,000 (44%) to visit their child’s school website. Among those who do not visit their child’s school website, 63 percent say the school does have a website as far as they know.\u003c/li>\n\u003cli>32% of parents say they receive their child’s homework assignments via the Internet or email (34% in 2009, 28% in 2008). Among those who do not receive their child’s assignments via the Internet or email, 71 percent say their child’s teachers do not send assignments this way as far as they know.\u003c/li>\n\u003c/ul>\n\u003cp>Read more about the report \u003ca href=\"http://www.ppic.org/main/publication.asp?i=985\">here on the PPIC site\u003c/a>.\u003c/p>\n\u003cp>And listen to \u003ca href=\"http://www.californiareport.org/archive/R201106230850/a\">The California Report's story \u003c/a>about how mobile phones might influence the digital divide.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cobject classid=\"clsid:d27cdb6e-ae6d-11cf-96b8-444553540000\" width=\"335\" height=\"85\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0\">\u003cparam name=\"flashvars\" value=\"file=http://www.kqed.org/radio/archives/R201106230850a.xml\">\u003cparam name=\"src\" value=\"http://www.kqed.org/assets/flash/kqedplayer.swf\">\u003cembed type=\"application/x-shockwave-flash\" width=\"335\" height=\"85\" src=\"http://www.kqed.org/assets/flash/kqedplayer.swf\" flashvars=\"file=http://www.kqed.org/radio/archives/R201106230850a.xml\">\u003c/embed>\u003c/object>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Video Games Built Just for Girls",
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"content": "\u003cp>\u003cimg class=\"size-medium wp-image-13051\" title=\"school26_ss\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/school26_ss1-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/p>\n\u003cp>The stereotypical video game player is a young male under age 18, but \u003ca href=\"http://www.theesa.com/facts/pdfs/ESA_EF_2011.pdf\">study\u003c/a> after \u003ca href=\"http://www.bizreport.com/2011/03/report-sheds-light-on-gamer-demographics.html\">study\u003c/a> has shown that majority of the game-playing population does not fall into that demographic. Only 18% of gamers are under age 18, and women over 18 represent a significantly greater proportion of this population (37%) than do boys age 17 or younger (13%).\u003c/p>\n\u003cp>With the explosive growth in social gaming, particularly on Facebook, more games are being targeted at women. Games like \u003ca href=\"http://www.farmville.com\">Farmville\u003c/a> and\u003ca href=\"http://www.petsociety.com\"> Pet Society\u003c/a>, while not explicitly aimed at women, have been embraced by an older and female gaming population.\u003c/p>\n\u003cp>But what about girls? As we have written about often here at MindShift, video games are increasingly considered an \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/ten-surprising-truths-about-video-games-and-learning/\">important tool for learning\u003c/a>. And even though plenty of women do play video games, there is still a sense -- particularly among girls -- that games are a \"boy thing.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">There isn't swordplay here. No princesses to rescue. No alien invaders to vanquish.\u003c/aside>\n\u003cp>That girl-gamer audience is the focus of the Vancouver, B.C.-based gaming studio \u003ca href=\"http://www.siliconsisters.ca/\">Silicon Sisters\u003c/a>. The first female-owned and run video game studio in Canada, Silicon Sisters is committed to building games for women and girls \u003cem>by\u003c/em> women and girls. Founded by former Radical Entertainment executive producer Kristen Forbes and former Deep Fried Entertainment COO Brenda Bailey Gershkovitch, the studio released their very first game, \u003ca href=\"http://www.school26.ca./\">School 26\u003c/a>, to critical acclaim back in April. (We featured the game in our April round-up of the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/new-educational-apps-of-the-month/\">best new educational apps\u003c/a> of the month.) The studio plans to release their next School 26 game -- \"Summer of Secrets\" -- next month.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The School 26 games are geared towards tweens and teens, and the storyline is built around the very complicated social hierarchy of high school. You play the game as a young girl who's a newcomer to a school. She comes from a nomadic family, which has made it difficult for her to maintain long-term friendships. As she enrolls in this, her 26th school, she strikes a bargain with her parents: If she can make friends, they'll stay put.\u003c!--more-->\u003c/p>\n\u003cp>So the player of School 26 must help the character do just that: build friendships and navigate the sticky, awkward and sometimes awful moral dilemmas of school. These range from power struggles to peer pressure, romance, betrayal, alienation, acceptance - all real and relevant situations that girls face every day.\u003c/p>\n\u003cp>The player must select appropriate emotional responses to certain scenarios and answer quizzes that provide insights into players' personalities. The emphasis here is on empathy and networking.\u003c/p>\n\u003cp>That's a very different set of goals and behaviors than what most video games encourage. There isn't swordplay here. No princesses to rescue. No alien invaders to vanquish. There isn't \"action.\" There's \"talk.\" The rewards aren't cash or weaponry. The skills honed in School 26 aren't the ability to time your jumps or dodge bullets or land killing blows. Of course, there are plenty of casual games aimed at tweens that aren't action-oriented, and there are lots aimed at girls. But unlike many games that target this girl market, there is no emphasis on shopping, fashion, or beauty in School 26.\u003c/p>\n\u003cp>Silicon Sisters says that all their games will emphasize this sort of \"social engineering\" -- an emphasis on relationships and communication. These are important skills for girls and women to develop, the studio argues, and will allow them to navigate the sometimes treacherous social situations.\u003c/p>\n\u003cp>As the female gaming population grows, it's likely that more companies will begin to cater to this market. But as it stands, there still aren't a lot of games that meet women and girl gamers' needs. A recent report by the entertainment market research firm \u003ca href=\"http://interpretllc.com/\">Interpret\u003c/a> entitled \u003cem>\"Games and Girls: Video Gaming's Ignored Audience\"\u003c/em> argues that the female gaming market is far more nuanced than some of the \"casual-centric reputation\" suggests. Indeed, 44% of those who responded to the survey say that they prefer genres other than exercise, music, and casual games -- the kind that are most often marketed to women and girls.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But making games for girls isn't simply about providing good entertainment. Some of girls' reluctance to play video games may have other repercussions: a lack of familiarity with or comfort around technology, for example, and a missed opportunity to learn more about science, technology and engineering.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"size-medium wp-image-13051\" title=\"school26_ss\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/school26_ss1-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/p>\n\u003cp>The stereotypical video game player is a young male under age 18, but \u003ca href=\"http://www.theesa.com/facts/pdfs/ESA_EF_2011.pdf\">study\u003c/a> after \u003ca href=\"http://www.bizreport.com/2011/03/report-sheds-light-on-gamer-demographics.html\">study\u003c/a> has shown that majority of the game-playing population does not fall into that demographic. Only 18% of gamers are under age 18, and women over 18 represent a significantly greater proportion of this population (37%) than do boys age 17 or younger (13%).\u003c/p>\n\u003cp>With the explosive growth in social gaming, particularly on Facebook, more games are being targeted at women. Games like \u003ca href=\"http://www.farmville.com\">Farmville\u003c/a> and\u003ca href=\"http://www.petsociety.com\"> Pet Society\u003c/a>, while not explicitly aimed at women, have been embraced by an older and female gaming population.\u003c/p>\n\u003cp>But what about girls? As we have written about often here at MindShift, video games are increasingly considered an \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/ten-surprising-truths-about-video-games-and-learning/\">important tool for learning\u003c/a>. And even though plenty of women do play video games, there is still a sense -- particularly among girls -- that games are a \"boy thing.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">There isn't swordplay here. No princesses to rescue. No alien invaders to vanquish.\u003c/aside>\n\u003cp>That girl-gamer audience is the focus of the Vancouver, B.C.-based gaming studio \u003ca href=\"http://www.siliconsisters.ca/\">Silicon Sisters\u003c/a>. The first female-owned and run video game studio in Canada, Silicon Sisters is committed to building games for women and girls \u003cem>by\u003c/em> women and girls. Founded by former Radical Entertainment executive producer Kristen Forbes and former Deep Fried Entertainment COO Brenda Bailey Gershkovitch, the studio released their very first game, \u003ca href=\"http://www.school26.ca./\">School 26\u003c/a>, to critical acclaim back in April. (We featured the game in our April round-up of the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/new-educational-apps-of-the-month/\">best new educational apps\u003c/a> of the month.) The studio plans to release their next School 26 game -- \"Summer of Secrets\" -- next month.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The School 26 games are geared towards tweens and teens, and the storyline is built around the very complicated social hierarchy of high school. You play the game as a young girl who's a newcomer to a school. She comes from a nomadic family, which has made it difficult for her to maintain long-term friendships. As she enrolls in this, her 26th school, she strikes a bargain with her parents: If she can make friends, they'll stay put.\u003c!--more-->\u003c/p>\n\u003cp>So the player of School 26 must help the character do just that: build friendships and navigate the sticky, awkward and sometimes awful moral dilemmas of school. These range from power struggles to peer pressure, romance, betrayal, alienation, acceptance - all real and relevant situations that girls face every day.\u003c/p>\n\u003cp>The player must select appropriate emotional responses to certain scenarios and answer quizzes that provide insights into players' personalities. The emphasis here is on empathy and networking.\u003c/p>\n\u003cp>That's a very different set of goals and behaviors than what most video games encourage. There isn't swordplay here. No princesses to rescue. No alien invaders to vanquish. There isn't \"action.\" There's \"talk.\" The rewards aren't cash or weaponry. The skills honed in School 26 aren't the ability to time your jumps or dodge bullets or land killing blows. Of course, there are plenty of casual games aimed at tweens that aren't action-oriented, and there are lots aimed at girls. But unlike many games that target this girl market, there is no emphasis on shopping, fashion, or beauty in School 26.\u003c/p>\n\u003cp>Silicon Sisters says that all their games will emphasize this sort of \"social engineering\" -- an emphasis on relationships and communication. These are important skills for girls and women to develop, the studio argues, and will allow them to navigate the sometimes treacherous social situations.\u003c/p>\n\u003cp>As the female gaming population grows, it's likely that more companies will begin to cater to this market. But as it stands, there still aren't a lot of games that meet women and girl gamers' needs. A recent report by the entertainment market research firm \u003ca href=\"http://interpretllc.com/\">Interpret\u003c/a> entitled \u003cem>\"Games and Girls: Video Gaming's Ignored Audience\"\u003c/em> argues that the female gaming market is far more nuanced than some of the \"casual-centric reputation\" suggests. Indeed, 44% of those who responded to the survey say that they prefer genres other than exercise, music, and casual games -- the kind that are most often marketed to women and girls.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But making games for girls isn't simply about providing good entertainment. Some of girls' reluctance to play video games may have other repercussions: a lack of familiarity with or comfort around technology, for example, and a missed opportunity to learn more about science, technology and engineering.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_12983\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/open-source-comes-to-academic-publishing/books_stacks/\" rel=\"attachment wp-att-12983\">\u003cimg class=\"size-medium wp-image-12983\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/books_stacks-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>When we talk about the upheaval in educational publishing, we often focus on what students read, via \u003ca href=\"http://ww2.kqed.org/mindshift/tag/digital-textbooks/\">digital textbooks\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/algebra-meet-the-ipad-part-ii/\">apps\u003c/a>, and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/are-tablets-made-for-the-education-market-doomed/\">e-readers and tablets\u003c/a>. But there's another side to all this, and that's the production of the scholarly works.\u003c/p>\n\u003cp>For most academics, publishing their work in scholarly journals is a part of their jobs. It's how you stake your intellectual claim. It's how your peers review and assess your work. It's how you earn tenure. Academic publishing has become high-stake for scholars.\u003c/p>\n\u003cp>Like the rest of the publishing world, the landscape of academic publishing has undergone immense changes recently -- financial pressures as well as institutional, cultural, and technological. But the academic infrastructure is slow to change. In many ways academia has yet to come to terms with the variety of informal publications that scholars are now engaged in -- blogs, for example, and other open, online journals -- while still demanding scholars publish in elite, peer-reviewed journals.\u003c/p>\n\u003cp>The \u003ca href=\"http://chnm.gmu.edu/\">Roy Rosenzweig Center for History and New Media\u003c/a> at George Mason University is unveiling a new project today -- \u003ca href=\"http://pressforward.org\">PressForward\u003c/a> -- that seeks to create a platform where some of the scholarly resources and publications scattered across the Web can be collected. With the support of the \u003ca href=\"http://sloan.org\">Alfred P. Sloan Foundation\u003c/a>, PressForward hopes to highlight some of the scholarly communities that are (publishing) online.\u003c/p>\n\u003cp>PressForward will develop ways to both collect and showcase \"orphaned or under-appreciated scholarship\" including the sorts of academic work that never would have made it to a print journal: conference papers, scholarly blogs, and online projects. While the Web has made academic self-publishing easy to create and disseminate, much of it remains scattered across the Internet. The new publishing system aims to make it easy to find trusted and relevant content. \u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>PressForward says that it will combine some of longstanding practice of peer review with new technologies like open-Web filtering as it creates this new publishing platform. That \"open\" element is important, as much published scholarship -- when available online at all -- is behind paywalls. It's also a step toward another model by which scholars can get credit for their writing -- most of it now online, not in printed journals.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>PressForward says that it will make it open source and make the data and the code available for free on the site. The Center for History and New Media has a long history of open source digital projects, including the bibliographic tool \u003ca href=\"http://www.zotero.org/\">Zotero\u003c/a> and the cultural heritage database \u003ca href=\"http://www.omeka.org\">Omeka\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_12983\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/open-source-comes-to-academic-publishing/books_stacks/\" rel=\"attachment wp-att-12983\">\u003cimg class=\"size-medium wp-image-12983\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/books_stacks-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>When we talk about the upheaval in educational publishing, we often focus on what students read, via \u003ca href=\"http://ww2.kqed.org/mindshift/tag/digital-textbooks/\">digital textbooks\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/algebra-meet-the-ipad-part-ii/\">apps\u003c/a>, and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/are-tablets-made-for-the-education-market-doomed/\">e-readers and tablets\u003c/a>. But there's another side to all this, and that's the production of the scholarly works.\u003c/p>\n\u003cp>For most academics, publishing their work in scholarly journals is a part of their jobs. It's how you stake your intellectual claim. It's how your peers review and assess your work. It's how you earn tenure. Academic publishing has become high-stake for scholars.\u003c/p>\n\u003cp>Like the rest of the publishing world, the landscape of academic publishing has undergone immense changes recently -- financial pressures as well as institutional, cultural, and technological. But the academic infrastructure is slow to change. In many ways academia has yet to come to terms with the variety of informal publications that scholars are now engaged in -- blogs, for example, and other open, online journals -- while still demanding scholars publish in elite, peer-reviewed journals.\u003c/p>\n\u003cp>The \u003ca href=\"http://chnm.gmu.edu/\">Roy Rosenzweig Center for History and New Media\u003c/a> at George Mason University is unveiling a new project today -- \u003ca href=\"http://pressforward.org\">PressForward\u003c/a> -- that seeks to create a platform where some of the scholarly resources and publications scattered across the Web can be collected. With the support of the \u003ca href=\"http://sloan.org\">Alfred P. Sloan Foundation\u003c/a>, PressForward hopes to highlight some of the scholarly communities that are (publishing) online.\u003c/p>\n\u003cp>PressForward will develop ways to both collect and showcase \"orphaned or under-appreciated scholarship\" including the sorts of academic work that never would have made it to a print journal: conference papers, scholarly blogs, and online projects. While the Web has made academic self-publishing easy to create and disseminate, much of it remains scattered across the Internet. The new publishing system aims to make it easy to find trusted and relevant content. \u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>PressForward says that it will combine some of longstanding practice of peer review with new technologies like open-Web filtering as it creates this new publishing platform. That \"open\" element is important, as much published scholarship -- when available online at all -- is behind paywalls. It's also a step toward another model by which scholars can get credit for their writing -- most of it now online, not in printed journals.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>PressForward says that it will make it open source and make the data and the code available for free on the site. The Center for History and New Media has a long history of open source digital projects, including the bibliographic tool \u003ca href=\"http://www.zotero.org/\">Zotero\u003c/a> and the cultural heritage database \u003ca href=\"http://www.omeka.org\">Omeka\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Will School of One Expand to a School of Many?",
"title": "Will School of One Expand to a School of Many?",
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"content": "\u003cfigure id=\"attachment_12943\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-12943\" href=\"http://ww2.kqed.org/mindshift/2011/06/will-school-of-one-expand-to-a-school-of-many/school-of-one-2/\">\u003cimg class=\"size-medium wp-image-12943\" title=\"School of One\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/School-of-One-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students are engaged in independent learning with software and the teacher is available to help answer questions.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Correction (6/23): Updated to note that School of One received a federal, not a state grant.\u003c/em>\u003c/p>\n\u003cp>It's a defining moment for \u003ca href=\"http://schoolofone.org/\">School of One\u003c/a>.\u003c/p>\n\u003cp>What started as an experimental after-school program two years ago has grown into a core part of three public schools in New York City, and education industry observers are watching closely how this \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/school-of-one-revolutionizes-traditional-classroom-model/\">tech-based, personalized instruction program\u003c/a> plays out in the real world -- and how or when it will expand.\u003c/p>\n\u003cp>What makes School of One a contender to watch is its re-conceptualization of the school day. Students arrive at school in the morning and receive a \"\u003ca href=\"http://schoolofone.org/concept_keyfeatures.html\">playlist\u003c/a>\" -- a schedule adapted to each student's level of progress -- of what and how they'll learn math that day. They might work in small groups, practice drills on the computer, confer with a virtual tutor, or work one-on-one with the classroom teacher, or all of the above. Based on the students' progress -- daily quizzes, other assessments, and teacher input -- a new playlist is created for the next day.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"[The community] understands the complexity of trying to innovate under the purview of a school district and trying to figure out the right way to scale that, and extend it and share it.\"\u003c/aside>\n\u003cp>So far, the overall level of progress for School of One students in math has been encouraging, according to \u003ca href=\"http://www.youtube.com/watch?v=gQNG8EzaGGo\">co-founder Christopher Rush\u003c/a>. But it's more complicated than just looking at scores. Deciding the future of the program can't be based on a single year's record, and it must be tailored to each school's needs and community.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>At the moment, School of One's future could go in one of several different directions. A few months ago, co-founder Joel Rose \u003ca href=\"http://gothamschools.org/2011/03/22/eyeing-national-expansion-school-of-one-founder-leaves-tweed/\">left the New York City Department of Education\u003c/a>, which runs School of One, in order to start a nonprofit organization to expand the program. And though School of One received a federal grant to extend it from three to seven years, those plans have been pushed back until fall 2012, not 2011 as was originally scheduled.\u003c/p>\n\u003cp>I spoke with Christopher Rush, co-founder and chief product officer of School of One about its future.\u003c/p>\n\u003cp>\u003cstrong>Q. What are the short-term and long-term plans for School of One?\u003c/strong>\u003c/p>\n\u003cp>A. School of One as a program is in the process of figuring out how to expand outside of New York City, whether or not that’ll be a partnership in New York, or whether it’s a new organization that’s unrelated to New York is yet to be determined. That’s why the other founder Joel Rose left the New York City Department of Education a few months ago. For next year, that means at minimum we’re going to focus on our current schools and focus on improving the quality of the program.\u003c!--more-->\u003c/p>\n\u003cp>We received an I-3 grant in the fall of 2010 to expand to four more schools in New York City, but we’ve delayed that grant by one year (to begin 2012-13) to figure out our long term growth strategy.\u003cbr>\nWe’re hoping to have that figured out in the next couple of months.\u003c/p>\n\u003cp>\u003cstrong>Q. What are some of the possibilities?\u003c/strong>\u003c/p>\n\u003cp>A. One way or another, this type of knowledge will expand outside of New York. It’s just whether it’s the School of One program, whether or not there’s a partnership with New York City and there’s a new organization to do that, or whether or not there are two separate initiatives that do that. Everyone is just figuring out what the right governance and legal structure is around that.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cdiv id=\"attachment_12945\" class=\"module image right mceTemp\" style=\"width: 300px;\">\u003cstrong>\u003cstrong>\u003cimg class=\"size-medium wp-image-12945\" title=\"co_dls_img2_lrg\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/co_dls_img2_lrg-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/strong>\u003c/strong>\n\u003cp class=\"credit\">\u003cstrong>\u003cstrong>School of One\u003c/strong>\u003c/strong>\u003c/p>\n\u003cp class=\"caption\">\u003cstrong>As soon as they enter the School of One math center, students look up at the large monitor to see where they're scheduled to learn.\u003c/strong>\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong> \u003c/strong>\u003cstrong>Q. New York City has been fairly forward-thinking when it comes to incubating this kind of innovation. Are other school districts and cities interested in it too?\u003c/strong>\u003c/p>\n\u003cp>A. There are a number of other cities in the country that are pushing to do something similar, and we’re in conversations with them, but they don’t want to be public. Demand has been higher than we can fill.\u003cbr>\nThat’s all part of the figuring out the right way to expand. That’s what we’re trying to work out.\u003c/p>\n\u003cp>\u003cstrong>Q. What kind of feedback have you had from the education community?\u003c/strong>\u003c/p>\n\u003cp>A. People seemed to be really embracing it, and a lot of people are coming to visit. The educational community seems to be giving us space to get this right, and not demanding that it be done right, right away, and understands the complexity of trying to innovate under the purview of a school district and trying to figure out the right way to scale that, and extend it and share it.\u003c/p>\n\u003cp>We've been impressed by how understanding and appreciative and supportive the industry at large has been. And that’s been a fairly unique experience for this project that a lot of other people haven’t experienced. Why are people so uniquely supportive of this? What made this different? We don’t claim to be the silver bullet or to be perfect, and since we’re self critical, they don’t need to attack us.\u003c/p>\n\u003cp>\u003cstrong>Q. What do you want to change or improve or tinker more with as you learn more about the progress of School of One?\u003c/strong>\u003c/p>\n\u003cp>A. We’re a model program, and we think of ourselves as an air traffic control system, and now we need put good planes in it. This means finding good content. Right now we’re subject to what content is out there. We can start to identify what good content really is, and the more we do that, we realize better content needs to be created out there and helping to drive that is important to us.\u003c/p>\n\u003cp>Different schools have different cultures. We’re starting to shift our attention away from technology and look at what are good classroom practices that make some of our learning modalities successful or not successful. Figuring out the school culture, operational, and instructional design piece is becoming more important and more interesting. It’s an input to the model. Unfortunately, the model gets measured based on both content, and teachers and everything that’s in it, and now that we have a model, we want to improve everything in it.\u003c/p>\n\u003cp>\u003cstrong>Q. Is the New York City Department of Education helping find that content?\u003c/strong>\u003c/p>\n\u003cp>A. Right now School of One is a New York City project, so we do collaborate with some other departments, but we also do a good deal of it in-house.\u003c/p>\n\u003cp>\u003cstrong>Q. Is it a possibility that School of One will create the content too?\u003c/strong>\u003c/p>\n\u003cp>A. We don’t see ourselves as the ones to build the content, but to work with our content partners on that. But we can help provide analysis and guidance on what seems to be content that works well with our program or in general.\u003c/p>\n\u003cp>\u003cstrong>Q. How did the teachers respond to the program this past school year?\u003c/strong>\u003c/p>\n\u003cp>A. We haven’t done post-mortem with teachers because the school year is still running. But we’ll start with reflection exercises with each of our schools, once they can step back and breathe a little bit. We’ll work with teachers the last week or two of school year, and go into summer to use their feedback.\u003c/p>\n\u003cp>\u003cstrong>Q. How would you describe student performance this year?\u003c/strong>\u003c/p>\n\u003cp>A. We still have to get a number of results back, but as far as students learning skills and making progress, and growth, it’s all been great. The way we measure it is by number of skills everyone learns during the course of a year because everyone has a customized curriculum.\u003c/p>\n\u003cfigure id=\"attachment_12951\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-12951\" title=\"co_dls_img8_lrg\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/co_dls_img8_lrg-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003cfigcaption class=\"wp-caption-text\">On his way out the door, a teacher hands the student the evening's homework sheet, which is customized to match his skill level.\u003c/figcaption>\u003c/figure>\n\u003cp>In a traditional classroom, every grade level has somewhere between 45 to 60 skills that is taught throughout the year, and those may include a little bit of circling back to skills that were taught before, and on top of that, teachers don’t typically make it all the way through the full 45 to 60 skills they are expected to teach. At all three of our schools, it looks like the average student who is in the program is mastering at least that number of skills (45 to 60) or more. We won’t have all the final numbers until the school year ends.\u003c/p>\n\u003cp>At the same time, there’s the state test. In our program, some kids we took backwards to earlier grade levels because that’s the level they were performing at. As a result, we don’t actually expect to have a huge spike on the state test this year, for these students who were below grade level, we might actually expect to do a little worse than year one. However, if you look at the longitudinal effects of our program – we expect that over multiple years, students will do better on the state test.\u003c/p>\n\u003cp>School of One does not focus on test prep. So if you have a seventh-grader who’s operating at a fourth-grade level, you could’ve done test prep for them to get them onto grade level content, and as a result, they possibly could earn a mediocre score on the state test. Our program instead aims to meet students where they are. A student operating on a fourth-grade level might get to fourth, fifth or sixth grade skills, but they still wouldn’t do well in a state test that tests seventh-grade skills.\u003c/p>\n\u003cp>But next year, if the student is performing at the same rate, they should do well on a state test, and have a solid foundation of skills. So depending on how far behind the student is will depend on how far they make it in a single year. We recognize that for some students that means, one step back can lead to two steps forward next year, and it depends on where they start.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>To learn more about how School of One works, read\u003ca href=\"http://www.quickanded.com/2011/06/my-visit-to-school-of-one-part-i.html\"> \u003c/a>\u003c/em>\u003cem>\u003ca href=\"http://www.quickanded.com/2011/06/my-visit-to-school-of-one-part-i.html\">Bill Tucker's recent articles\u003c/a> and \u003c/em>\u003cem>listen to the \u003ca href=\"http://www.freakonomics.com/2010/05/12/freakonomics-radio-how-is-a-bad-radio-station-like-the-public-school-system/\">Freakonomics podcast\u003c/a>\u003c/em>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_12943\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-12943\" href=\"http://ww2.kqed.org/mindshift/2011/06/will-school-of-one-expand-to-a-school-of-many/school-of-one-2/\">\u003cimg class=\"size-medium wp-image-12943\" title=\"School of One\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/School-of-One-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students are engaged in independent learning with software and the teacher is available to help answer questions.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Correction (6/23): Updated to note that School of One received a federal, not a state grant.\u003c/em>\u003c/p>\n\u003cp>It's a defining moment for \u003ca href=\"http://schoolofone.org/\">School of One\u003c/a>.\u003c/p>\n\u003cp>What started as an experimental after-school program two years ago has grown into a core part of three public schools in New York City, and education industry observers are watching closely how this \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/school-of-one-revolutionizes-traditional-classroom-model/\">tech-based, personalized instruction program\u003c/a> plays out in the real world -- and how or when it will expand.\u003c/p>\n\u003cp>What makes School of One a contender to watch is its re-conceptualization of the school day. Students arrive at school in the morning and receive a \"\u003ca href=\"http://schoolofone.org/concept_keyfeatures.html\">playlist\u003c/a>\" -- a schedule adapted to each student's level of progress -- of what and how they'll learn math that day. They might work in small groups, practice drills on the computer, confer with a virtual tutor, or work one-on-one with the classroom teacher, or all of the above. Based on the students' progress -- daily quizzes, other assessments, and teacher input -- a new playlist is created for the next day.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"[The community] understands the complexity of trying to innovate under the purview of a school district and trying to figure out the right way to scale that, and extend it and share it.\"\u003c/aside>\n\u003cp>So far, the overall level of progress for School of One students in math has been encouraging, according to \u003ca href=\"http://www.youtube.com/watch?v=gQNG8EzaGGo\">co-founder Christopher Rush\u003c/a>. But it's more complicated than just looking at scores. Deciding the future of the program can't be based on a single year's record, and it must be tailored to each school's needs and community.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At the moment, School of One's future could go in one of several different directions. A few months ago, co-founder Joel Rose \u003ca href=\"http://gothamschools.org/2011/03/22/eyeing-national-expansion-school-of-one-founder-leaves-tweed/\">left the New York City Department of Education\u003c/a>, which runs School of One, in order to start a nonprofit organization to expand the program. And though School of One received a federal grant to extend it from three to seven years, those plans have been pushed back until fall 2012, not 2011 as was originally scheduled.\u003c/p>\n\u003cp>I spoke with Christopher Rush, co-founder and chief product officer of School of One about its future.\u003c/p>\n\u003cp>\u003cstrong>Q. What are the short-term and long-term plans for School of One?\u003c/strong>\u003c/p>\n\u003cp>A. School of One as a program is in the process of figuring out how to expand outside of New York City, whether or not that’ll be a partnership in New York, or whether it’s a new organization that’s unrelated to New York is yet to be determined. That’s why the other founder Joel Rose left the New York City Department of Education a few months ago. For next year, that means at minimum we’re going to focus on our current schools and focus on improving the quality of the program.\u003c!--more-->\u003c/p>\n\u003cp>We received an I-3 grant in the fall of 2010 to expand to four more schools in New York City, but we’ve delayed that grant by one year (to begin 2012-13) to figure out our long term growth strategy.\u003cbr>\nWe’re hoping to have that figured out in the next couple of months.\u003c/p>\n\u003cp>\u003cstrong>Q. What are some of the possibilities?\u003c/strong>\u003c/p>\n\u003cp>A. One way or another, this type of knowledge will expand outside of New York. It’s just whether it’s the School of One program, whether or not there’s a partnership with New York City and there’s a new organization to do that, or whether or not there are two separate initiatives that do that. Everyone is just figuring out what the right governance and legal structure is around that.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cdiv id=\"attachment_12945\" class=\"module image right mceTemp\" style=\"width: 300px;\">\u003cstrong>\u003cstrong>\u003cimg class=\"size-medium wp-image-12945\" title=\"co_dls_img2_lrg\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/co_dls_img2_lrg-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/strong>\u003c/strong>\n\u003cp class=\"credit\">\u003cstrong>\u003cstrong>School of One\u003c/strong>\u003c/strong>\u003c/p>\n\u003cp class=\"caption\">\u003cstrong>As soon as they enter the School of One math center, students look up at the large monitor to see where they're scheduled to learn.\u003c/strong>\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong> \u003c/strong>\u003cstrong>Q. New York City has been fairly forward-thinking when it comes to incubating this kind of innovation. Are other school districts and cities interested in it too?\u003c/strong>\u003c/p>\n\u003cp>A. There are a number of other cities in the country that are pushing to do something similar, and we’re in conversations with them, but they don’t want to be public. Demand has been higher than we can fill.\u003cbr>\nThat’s all part of the figuring out the right way to expand. That’s what we’re trying to work out.\u003c/p>\n\u003cp>\u003cstrong>Q. What kind of feedback have you had from the education community?\u003c/strong>\u003c/p>\n\u003cp>A. People seemed to be really embracing it, and a lot of people are coming to visit. The educational community seems to be giving us space to get this right, and not demanding that it be done right, right away, and understands the complexity of trying to innovate under the purview of a school district and trying to figure out the right way to scale that, and extend it and share it.\u003c/p>\n\u003cp>We've been impressed by how understanding and appreciative and supportive the industry at large has been. And that’s been a fairly unique experience for this project that a lot of other people haven’t experienced. Why are people so uniquely supportive of this? What made this different? We don’t claim to be the silver bullet or to be perfect, and since we’re self critical, they don’t need to attack us.\u003c/p>\n\u003cp>\u003cstrong>Q. What do you want to change or improve or tinker more with as you learn more about the progress of School of One?\u003c/strong>\u003c/p>\n\u003cp>A. We’re a model program, and we think of ourselves as an air traffic control system, and now we need put good planes in it. This means finding good content. Right now we’re subject to what content is out there. We can start to identify what good content really is, and the more we do that, we realize better content needs to be created out there and helping to drive that is important to us.\u003c/p>\n\u003cp>Different schools have different cultures. We’re starting to shift our attention away from technology and look at what are good classroom practices that make some of our learning modalities successful or not successful. Figuring out the school culture, operational, and instructional design piece is becoming more important and more interesting. It’s an input to the model. Unfortunately, the model gets measured based on both content, and teachers and everything that’s in it, and now that we have a model, we want to improve everything in it.\u003c/p>\n\u003cp>\u003cstrong>Q. Is the New York City Department of Education helping find that content?\u003c/strong>\u003c/p>\n\u003cp>A. Right now School of One is a New York City project, so we do collaborate with some other departments, but we also do a good deal of it in-house.\u003c/p>\n\u003cp>\u003cstrong>Q. Is it a possibility that School of One will create the content too?\u003c/strong>\u003c/p>\n\u003cp>A. We don’t see ourselves as the ones to build the content, but to work with our content partners on that. But we can help provide analysis and guidance on what seems to be content that works well with our program or in general.\u003c/p>\n\u003cp>\u003cstrong>Q. How did the teachers respond to the program this past school year?\u003c/strong>\u003c/p>\n\u003cp>A. We haven’t done post-mortem with teachers because the school year is still running. But we’ll start with reflection exercises with each of our schools, once they can step back and breathe a little bit. We’ll work with teachers the last week or two of school year, and go into summer to use their feedback.\u003c/p>\n\u003cp>\u003cstrong>Q. How would you describe student performance this year?\u003c/strong>\u003c/p>\n\u003cp>A. We still have to get a number of results back, but as far as students learning skills and making progress, and growth, it’s all been great. The way we measure it is by number of skills everyone learns during the course of a year because everyone has a customized curriculum.\u003c/p>\n\u003cfigure id=\"attachment_12951\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-12951\" title=\"co_dls_img8_lrg\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/co_dls_img8_lrg-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003cfigcaption class=\"wp-caption-text\">On his way out the door, a teacher hands the student the evening's homework sheet, which is customized to match his skill level.\u003c/figcaption>\u003c/figure>\n\u003cp>In a traditional classroom, every grade level has somewhere between 45 to 60 skills that is taught throughout the year, and those may include a little bit of circling back to skills that were taught before, and on top of that, teachers don’t typically make it all the way through the full 45 to 60 skills they are expected to teach. At all three of our schools, it looks like the average student who is in the program is mastering at least that number of skills (45 to 60) or more. We won’t have all the final numbers until the school year ends.\u003c/p>\n\u003cp>At the same time, there’s the state test. In our program, some kids we took backwards to earlier grade levels because that’s the level they were performing at. As a result, we don’t actually expect to have a huge spike on the state test this year, for these students who were below grade level, we might actually expect to do a little worse than year one. However, if you look at the longitudinal effects of our program – we expect that over multiple years, students will do better on the state test.\u003c/p>\n\u003cp>School of One does not focus on test prep. So if you have a seventh-grader who’s operating at a fourth-grade level, you could’ve done test prep for them to get them onto grade level content, and as a result, they possibly could earn a mediocre score on the state test. Our program instead aims to meet students where they are. A student operating on a fourth-grade level might get to fourth, fifth or sixth grade skills, but they still wouldn’t do well in a state test that tests seventh-grade skills.\u003c/p>\n\u003cp>But next year, if the student is performing at the same rate, they should do well on a state test, and have a solid foundation of skills. So depending on how far behind the student is will depend on how far they make it in a single year. We recognize that for some students that means, one step back can lead to two steps forward next year, and it depends on where they start.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>To learn more about how School of One works, read\u003ca href=\"http://www.quickanded.com/2011/06/my-visit-to-school-of-one-part-i.html\"> \u003c/a>\u003c/em>\u003cem>\u003ca href=\"http://www.quickanded.com/2011/06/my-visit-to-school-of-one-part-i.html\">Bill Tucker's recent articles\u003c/a> and \u003c/em>\u003cem>listen to the \u003ca href=\"http://www.freakonomics.com/2010/05/12/freakonomics-radio-how-is-a-bad-radio-station-like-the-public-school-system/\">Freakonomics podcast\u003c/a>\u003c/em>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-12867\" href=\"http://ww2.kqed.org/mindshift/2011/06/free-web-based-tools-versus-goliath/desmos_ss/\">\u003cimg class=\"alignleft size-medium wp-image-12867\" title=\"desmos_ss\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/desmos_ss-300x164.jpg\" alt=\"\" width=\"300\" height=\"164\">\u003c/a>Educational technology has a reputation -- deserved or not -- for being years behind the rest of consumer tech. There are a number of reasons why this might be: entrenched interests at both the school and corporate level, for example, or fears on the part of many teachers and startups to challenge some of these big players. But things are changing, and we're seeing innovation in a number of areas, including a new company to add to the list of Davids versus Goliath: \u003ca href=\"http://www.desmos.com\">Desmos\u003c/a>.\u003c/p>\n\u003cp>The Goliath in this case would be the Graphing Calculator, a piece of hardware that, for the last 20 years, has been synonymous with one company: Texas Instruments. A required purchase for many high school students, a graphing calculator will set you back around $100, depending on the models and the features.\u003c/p>\n\u003caside class=\"pullquote alignleft\">A product that could free students and teachers from a specific piece of hardware.\u003c/aside>\n\u003cp>Enter Desmos, a startup out of Connecticut, that has built a \u003ca href=\"http://www.desmos.com/calculator/\">graphing calculator\u003c/a> alternative that may shake up the industry on two key fronts: it's Web-based, and it's free.\u003c!--more-->\u003c/p>\n\u003cp>The tool lets you plot and trace equations, and you can display multiple equations on the same graph. A menu on the sidebar makes it easy to add mathematical expressions and symbols quickly. The calculator supports the following functions: log, log2, ln, exp, sin, cos, tan, sec, csc, cot, acos, asin, atan, sinh, cosh, tanh, min, max, ceiling, and floor. There's a zoom feature, as well as the ability to share a link to your graph.\u003c/p>\n\u003cp>The one drawback to Desmos's app is that it uses Flash, which means it doesn't work on the iPad or iPhone. The company says it's working on an alternative (and suggests that, in the mean time, you let \u003ca href=\"mailto:steve@apple.com\">Steve Jobs\u003c/a> know how you feel about the lack of support for Flash on iOS).\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As amazing a potential that lies in this free, Web-based graphing calculator, it isn't actually the main product that Desmos is building -- although it's one that fits right in with the start-up's mission: build software that make hardware lock-on obsolete in education.\u003c/p>\n\u003cp>The company's core product is actually a virtual whiteboard which will allow anyone to build browser-based content that will work on a multitude of interactive whiteboards, laptops, and tablets. As with the free graphing calculator, this product could mean that students and teachers aren't stuck with content attached to one specific piece of hardware.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The team had initially built a number of math tools in order to help make these interactive whiteboard lessons \"work\" -- particularly for math and science, and one of the results is the Web-based calculator. Give it a whirl, and be sure to \u003ca href=\"mailto:calculator@desmos.com\">send the startup\u003c/a> feedback.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-12867\" href=\"http://ww2.kqed.org/mindshift/2011/06/free-web-based-tools-versus-goliath/desmos_ss/\">\u003cimg class=\"alignleft size-medium wp-image-12867\" title=\"desmos_ss\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/desmos_ss-300x164.jpg\" alt=\"\" width=\"300\" height=\"164\">\u003c/a>Educational technology has a reputation -- deserved or not -- for being years behind the rest of consumer tech. There are a number of reasons why this might be: entrenched interests at both the school and corporate level, for example, or fears on the part of many teachers and startups to challenge some of these big players. But things are changing, and we're seeing innovation in a number of areas, including a new company to add to the list of Davids versus Goliath: \u003ca href=\"http://www.desmos.com\">Desmos\u003c/a>.\u003c/p>\n\u003cp>The Goliath in this case would be the Graphing Calculator, a piece of hardware that, for the last 20 years, has been synonymous with one company: Texas Instruments. A required purchase for many high school students, a graphing calculator will set you back around $100, depending on the models and the features.\u003c/p>\n\u003caside class=\"pullquote alignleft\">A product that could free students and teachers from a specific piece of hardware.\u003c/aside>\n\u003cp>Enter Desmos, a startup out of Connecticut, that has built a \u003ca href=\"http://www.desmos.com/calculator/\">graphing calculator\u003c/a> alternative that may shake up the industry on two key fronts: it's Web-based, and it's free.\u003c!--more-->\u003c/p>\n\u003cp>The tool lets you plot and trace equations, and you can display multiple equations on the same graph. A menu on the sidebar makes it easy to add mathematical expressions and symbols quickly. The calculator supports the following functions: log, log2, ln, exp, sin, cos, tan, sec, csc, cot, acos, asin, atan, sinh, cosh, tanh, min, max, ceiling, and floor. There's a zoom feature, as well as the ability to share a link to your graph.\u003c/p>\n\u003cp>The one drawback to Desmos's app is that it uses Flash, which means it doesn't work on the iPad or iPhone. The company says it's working on an alternative (and suggests that, in the mean time, you let \u003ca href=\"mailto:steve@apple.com\">Steve Jobs\u003c/a> know how you feel about the lack of support for Flash on iOS).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As amazing a potential that lies in this free, Web-based graphing calculator, it isn't actually the main product that Desmos is building -- although it's one that fits right in with the start-up's mission: build software that make hardware lock-on obsolete in education.\u003c/p>\n\u003cp>The company's core product is actually a virtual whiteboard which will allow anyone to build browser-based content that will work on a multitude of interactive whiteboards, laptops, and tablets. As with the free graphing calculator, this product could mean that students and teachers aren't stuck with content attached to one specific piece of hardware.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The team had initially built a number of math tools in order to help make these interactive whiteboard lessons \"work\" -- particularly for math and science, and one of the results is the Web-based calculator. Give it a whirl, and be sure to \u003ca href=\"mailto:calculator@desmos.com\">send the startup\u003c/a> feedback.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-12809\" href=\"http://ww2.kqed.org/mindshift/2011/06/can-interactive-books-get-kids-to-read-more/booksurfer/\">\u003cimg class=\"alignleft size-medium wp-image-12809\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/booksurfer-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003ca href=\"http://www.booksurfers.co.uk/\">Booksurfers\u003c/a> is a new e-book adventure series aimed at children age 9 to 12. In a lot of ways, it fits squarely within the long tradition of children's adventure stories: a group of kids is thrust into a strange scenario where they must use their wits to solve a problem, where they travel to strange and exotic locations to battle evil forces. But Booksurfers takes these generic conventions and gives them a very contemporary twist.\u003c/p>\n\u003cp>The four kid characters in Booksurfers -- Ryan, Jake, Becca and Harriet -- use a digital gadget called The Nautilus in order to\"jump into\" classic adventure stories in order to steal fictional artifacts. The evil Dr. Crookshanks compels them to do so, and he's taken their parents hostage in order to force the kids' cooperation.\u003c/p>\n\u003cp>For those familiar with Mary Pope Osborne's popular \u003cem>\u003ca href=\"http://en.wikipedia.org/wiki/Magic_Tree_House_series\">Magic Tree House\u003c/a>\u003c/em> series, the notion of traveling back in time or into magic lands may sound quite familiar, and as I read through one of the two available titles -- \u003cem>\u003ca href=\"http://www.booksurfers.co.uk/#/the-wizard-of-oz/4550055961\">The Wonderful Wizard of Oz\u003c/a>\u003c/em> -- I was reminded of how much my son loved that series when he was first learning to read chapter books.\u003c/p>\n\u003cp>That's the aim, in part, of the Booksurfers series: pique children's interest in reading, and specifically in reading classic works of fiction (the two available titles so far are \u003cem>The Wonderful Wizard of Oz \u003c/em>and \u003cem>\u003ca href=\"http://www.amazon.com/Booksurfers-Treasure-Island-ebook/dp/B0052G7BHC/ref=sr_1_1?ie=UTF8&qid=1308585029&sr=8-1\">Treasure Island\u003c/a>\u003c/em>).\u003c!--more-->\u003c/p>\n\u003cp>It isn't simply that the children in Booksurfers \"jump into\" these familiar classic novels and interact with characters from them. The e-books actually contain a number of passages that are lifted out of the earlier novels. These are hyperlinked, and when you click on the pages in your Kindle, you jump to that passage in the original novel. The full copy of \u003cem>Treasure Island\u003c/em> and \u003cem>The Wizard of Oz\u003c/em> is included in the download of the e-book (Booksurfers uses public domain works).\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Harnessing the functionality of Kindle enables us to create the interactivity which we hope will draw young readers into classic books in a way which is fun, intuitive and user-friendly,\" said \u003ca href=\"http://futurebook.net/content/booksurfers-new-adventure-digital-publishing\">Zoe Watkins\u003c/a>, creative director of the series publisher FourteenFiftyFour,\u003c/p>\n\u003cp>But will this get more kids reading more of the classics?\u003c/p>\n\u003cp>Last year, \u003ca href=\"http://mediaroom.scholastic.com/node/378\">Scholastic\u003c/a> released a report stating that kids said they'd read more if they had an e-reader and access to digital books. In fact, 57% of kids age nine to 17 surveyed said they were interested in reading via e-books. And one-third said they’d read more for fun if they had more access to books on an electronic device. This response cut across demographics and included kids who read daily, once or so a week, and even those who ready rarely. In that case, Booksurfers, with its digital-only distribution, may find a way to increase interest in not only its own titles but in some of the classics.\u003c/p>\n\u003cp>On a personal note, as I read through \u003cem>The Wonderful Wizard of Oz\u003c/em>, I actually found the hyperlinks a little jarring. Although I'm accustomed to this type of reading and linking on the Web and in blog posts, it still feels a little out-of-place in a novel. I'm not sure my brain can easily flip between stories this way. That said, I was reminded of how wonderful Frank L. Baum's books are, how different the novel is from the Hollywood film -- and if that experience makes a young reader attracted to the novels in either Baum's or Booksurfers' catalog, then it's good news. Plus, a young reader's experience is sure to be different than my own, especially as e-readers increasingly become our primary source for reading.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Booksurfers plans to release more titles this year, including \u003cem>Robin Hood\u003c/em> and \u003cem>A Christmas Carol\u003c/em>. The company has also indicated that it may pursue print versions, but only if they can find the right print publishing partner to maintain that hyperlink functionality in paper form.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-12809\" href=\"http://ww2.kqed.org/mindshift/2011/06/can-interactive-books-get-kids-to-read-more/booksurfer/\">\u003cimg class=\"alignleft size-medium wp-image-12809\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/booksurfer-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003ca href=\"http://www.booksurfers.co.uk/\">Booksurfers\u003c/a> is a new e-book adventure series aimed at children age 9 to 12. In a lot of ways, it fits squarely within the long tradition of children's adventure stories: a group of kids is thrust into a strange scenario where they must use their wits to solve a problem, where they travel to strange and exotic locations to battle evil forces. But Booksurfers takes these generic conventions and gives them a very contemporary twist.\u003c/p>\n\u003cp>The four kid characters in Booksurfers -- Ryan, Jake, Becca and Harriet -- use a digital gadget called The Nautilus in order to\"jump into\" classic adventure stories in order to steal fictional artifacts. The evil Dr. Crookshanks compels them to do so, and he's taken their parents hostage in order to force the kids' cooperation.\u003c/p>\n\u003cp>For those familiar with Mary Pope Osborne's popular \u003cem>\u003ca href=\"http://en.wikipedia.org/wiki/Magic_Tree_House_series\">Magic Tree House\u003c/a>\u003c/em> series, the notion of traveling back in time or into magic lands may sound quite familiar, and as I read through one of the two available titles -- \u003cem>\u003ca href=\"http://www.booksurfers.co.uk/#/the-wizard-of-oz/4550055961\">The Wonderful Wizard of Oz\u003c/a>\u003c/em> -- I was reminded of how much my son loved that series when he was first learning to read chapter books.\u003c/p>\n\u003cp>That's the aim, in part, of the Booksurfers series: pique children's interest in reading, and specifically in reading classic works of fiction (the two available titles so far are \u003cem>The Wonderful Wizard of Oz \u003c/em>and \u003cem>\u003ca href=\"http://www.amazon.com/Booksurfers-Treasure-Island-ebook/dp/B0052G7BHC/ref=sr_1_1?ie=UTF8&qid=1308585029&sr=8-1\">Treasure Island\u003c/a>\u003c/em>).\u003c!--more-->\u003c/p>\n\u003cp>It isn't simply that the children in Booksurfers \"jump into\" these familiar classic novels and interact with characters from them. The e-books actually contain a number of passages that are lifted out of the earlier novels. These are hyperlinked, and when you click on the pages in your Kindle, you jump to that passage in the original novel. The full copy of \u003cem>Treasure Island\u003c/em> and \u003cem>The Wizard of Oz\u003c/em> is included in the download of the e-book (Booksurfers uses public domain works).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Harnessing the functionality of Kindle enables us to create the interactivity which we hope will draw young readers into classic books in a way which is fun, intuitive and user-friendly,\" said \u003ca href=\"http://futurebook.net/content/booksurfers-new-adventure-digital-publishing\">Zoe Watkins\u003c/a>, creative director of the series publisher FourteenFiftyFour,\u003c/p>\n\u003cp>But will this get more kids reading more of the classics?\u003c/p>\n\u003cp>Last year, \u003ca href=\"http://mediaroom.scholastic.com/node/378\">Scholastic\u003c/a> released a report stating that kids said they'd read more if they had an e-reader and access to digital books. In fact, 57% of kids age nine to 17 surveyed said they were interested in reading via e-books. And one-third said they’d read more for fun if they had more access to books on an electronic device. This response cut across demographics and included kids who read daily, once or so a week, and even those who ready rarely. In that case, Booksurfers, with its digital-only distribution, may find a way to increase interest in not only its own titles but in some of the classics.\u003c/p>\n\u003cp>On a personal note, as I read through \u003cem>The Wonderful Wizard of Oz\u003c/em>, I actually found the hyperlinks a little jarring. Although I'm accustomed to this type of reading and linking on the Web and in blog posts, it still feels a little out-of-place in a novel. I'm not sure my brain can easily flip between stories this way. That said, I was reminded of how wonderful Frank L. Baum's books are, how different the novel is from the Hollywood film -- and if that experience makes a young reader attracted to the novels in either Baum's or Booksurfers' catalog, then it's good news. Plus, a young reader's experience is sure to be different than my own, especially as e-readers increasingly become our primary source for reading.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Booksurfers plans to release more titles this year, including \u003cem>Robin Hood\u003c/em> and \u003cem>A Christmas Carol\u003c/em>. The company has also indicated that it may pursue print versions, but only if they can find the right print publishing partner to maintain that hyperlink functionality in paper form.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Boredom Busters: 50 Fantastic Play-and-Learn Apps, Sites, and Toys",
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"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_12767\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-12767\" href=\"http://ww2.kqed.org/mindshift/2011/06/boredom-busters-50-fantastic-play-and-learn-apps-sites-and-toys/mzl-rywfawgo-480x480-75/\">\u003cimg class=\"size-medium wp-image-12767\" title=\"mzl.rywfawgo.480x480-75\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/mzl.rywfawgo.480x480-75-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ansel & Clair's Adventure app features animations, quests, puzzles and games in scenic African locations.\u003c/figcaption>\u003c/figure>\n\u003cp>School or no school, there's a world of learning opportunities for kids. When they're not exploring outdoors, keep kids engaged in learning throughout the summer months with these enjoyable and educational apps and websites. For kids, playing these games is a cool pastime; for parents, it's another way to get kids to exercise their thinking muscles.\u003c/p>\n\u003ch4>\u003cspan style=\"color: #ff0000;\">\u003cstrong>VIRTUAL WORLDS\u003c/strong>\u003c/span>\u003c/h4>\n\u003col>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://www.minecraft.net/\">MINECRAFT\u003c/a>\u003c/strong>\u003c/span>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>.\u003c/strong>\u003c/span> This online game \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/\">lets you build\u003c/a> entire worlds out of blocks. Minecraft’s visual simplicity belies what is a completely open-ended and therefore terrifically complex world. And the best of that world: it’s up to the player to design. Minecraft is what’s known as a “sandbox” game, giving players almost complete freedom to build within it.\u003c/li>\n\u003cli>\u003ca href=\"http://caesar3.heavengames.com/strategy/\"> \u003cspan style=\"text-decoration: underline;\">\u003cstrong>CAESAR III\u003c/strong>\u003c/span>\u003c/a>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>.\u003c/strong>\u003c/span> In this simulation, you begin as a lowly citizen trying to eke out an existence in a virgin landscape. The student begins by learning about the basic needs for survival and graduates to increasingly demanding scenarios. By the end, students will have gained a very sophisticated understanding of the influence played by the environment on the development of a civilization.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://itunes.apple.com/us/app/ansel-clairs-adventures-in/id433593765?mt=8\">\u003cstrong>ANSEL & CLAIR’S ADVENTURES IN AFRICA\u003c/strong>\u003c/a>.\u003c/span> Ansel and Clair are aliens who must recover their lost spaceship parts, and as they travel the continent (the Serengheti, the Nile River Valley, and the Sahara Desert) they not only work on that mission but learn about the geography and history of the area as well. The app takes full advantage of iPad technology — audio, video, the touchscreen, “tilt the iPad” games, and so on.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://www.thinkingworlds.com/\">\u003cstrong>THINKING WORLDS\u003c/strong>\u003c/a>\u003c/strong>\u003c/span>. Kids enter a virtual world that resides on their personal computer. Their avatar can be somewhat modified, and engage in a wide variety of explorations. In the unit dealing with volcanoes and earthquakes, they not only learn about the details, they visit places such as Herculaneum, subterraneous faults, and the ruins of Kobe in Japan.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://atlantis.crlt.indiana.edu/\">QUEST ATLANTIS\u003c/a>\u003c/strong>\u003c/span>.\u003c/strong> Kids are engaged in a narrative as compelling as The Chronicles of Narnia, except not as passive spectators, but as active participants in the story. Their age and school appropriate avatars are able to explore and learn in an environment that is secure, monitored, and dynamically expansive. You can live with the First Nations people of Mesa Verde, negotiated plans to save the Black Rhino with the various stakeholders in Tanzania, taken rockets to space stations to learn about the technology they will need to deploy and use in order to deflect Near Earth Objects.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://www.wolfquest.org/\">\u003cstrong>WOLFQUEST\u003c/strong>\u003c/a>\u003c/strong>\u003c/span>. With this online game, you become a solitary wolf, struggling to find your place in the wilds of Yellowstone National Park. You learn about the challenges of life in the wild, and the need for “others.” In time, you can mate, and form a pack of your own.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://www.cybernetworlds.com/\">\u003cstrong>CYBERNETWORLDS\u003c/strong>\u003c/a>\u003c/strong>\u003c/span>. In this family-run virtual universe called Viamus, kids can build and create any type of environment, like ancient civilizations that ring the Mediterranean.\u003c/li>\n\u003ch4>\u003cspan style=\"color: #ff0000;\">\u003cstrong>STORIES AND WORD GAMES\u003c/strong>\u003c/span>\u003c/h4>\n\u003cli>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://www.mindsnacks.com/\">MINDSNACKS\u003c/a>.\u003c/span>\u003c/strong> The idea with MindSnacks is to offer a mobile gaming and learning experience to help brush up on your vocabulary. The app offers 50 levels of language content, each level featuring 25 words and phrases. The language-learning startup released an Italian language version, available for free for \u003ca href=\"http://itunes.apple.com/us/app/mindsnacks-italian-language/id433199718?mt=8\">iPhone and iPad\u003c/a>.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://itunes.apple.com/us/app/pbs-kids-video-for-ipad/id435138734?mt=8\">\u003cstrong>PBS KIDS VIDEO\u003c/strong>.\u003c/a>\u003c/span> The app gives access to more than 1,000 streaming videos from various PBS Kids’ series, including The Cat in the Hat Knows A Lot About That, Dinosaur Train, and Sesame Street. The app also includes information about local PBS stations’ TV schedules and the ability to mark series as “favorites.”\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.triplingo.com/\">\u003cspan style=\"text-decoration: underline;\">TRIPLINGO\u003c/span>.\u003c/a>\u003c/strong> For learning the most relevant foreign-language idioms and phrases, in each of these languages: Mexican Spanish, French, German, Italian, Brazilian Portugese, and Pirate (arr, yes, \u003ca href=\"http://itunes.apple.com/us/app/triplingo-pirate-edition/id437093340?mt=8\">Pirate\u003c/a>).\u003c/li>\n\u003cli>\n\u003cfigure id=\"attachment_12759\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/5-300x225.jpg\" alt=\"\" title=\"5\" width=\"300\" height=\"225\" class=\"size-medium wp-image-12759\">\u003cfigcaption class=\"wp-caption-text\">Toontastic app\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://launchpadtoys.com/toontastic/\">TOONTASTIC\u003c/a>\u003c/span>\u003c/strong>. Kids can \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/digital-storytelling-comes-to-life-on-the-ipad/\">create digital stories\u003c/a> with a variety of different characters, settings, musical backgrounds, and their own recorded voice-overs. Its most recently released version features three new space-based settings (and more space-related characters), new drawing tools, faster uploads to \u003ca href=\"http://toontube.toonlifeonline.com/\">ToonTube\u003c/a>, and the ability to save your custom-drawn characters and backgrounds so you can use them in any scene or cartoon.\u003c/p>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://itunes.apple.com/us/app/pat-the-bunny/id430902036?mt=8\">\u003cspan style=\"text-decoration: underline;\">PAT THE BUNNY\u003c/span>.\u003c/a>\u003c/strong> The perennial favorite children's book is also an iPhone and iPad app. The book is well-known for its sensory experiences, and those have been updated and transformed to work with a touchscreen device (and if you have a front-facing camera, the “mirror” page uses the camera instead). The app can be set to read aloud, with words highlighted as the text is read. Or adults can record their own voices to accompany the book.\u003c/li>\n\u003cli>\u003ca href=\"http://itunes.apple.com/us/app/goodiewords/id409516388?mt=8\">\u003cspan style=\"text-decoration: underline;\">\u003cstrong>GOODIEWORDS\u003c/strong>\u003c/span>.\u003c/a> Geared toward toddlers who are in their “What is it?” stage, this app explains words that parents might otherwise find difficult to define, like fingerprint, shadow, time, and dream. The app is colorful and engaging, with games and storybook narration.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://itunes.apple.com/us/app/scrabble/id284815117?mt=8\">SCRABBLE. \u003c/a>\u003c/strong>\u003c/span>If you’ve got a \u003ca href=\"http://www.facebook.com/\">Facebook\u003c/a> account, you can sign up for the Scrabble app and play with friends through Facebook, either on your browser or on your Facebook mobile phone app. Each time someone takes a turn, the other is notified.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://www.lexulous.com/\">LEXULOUS.\u003c/a>\u003c/strong>\u003c/span> plays very much like Scrabble, but with a bigger board. You can play the game on Facebook, but its own site also hosts games, and it’s got an iPhone app.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://itunes.apple.com/us/app/words-with-friends-hd/id364140796?mt=8\">WORDS WITH FRIENDS\u003c/a>\u003c/strong>\u003c/span>. Like Scrabble, \u003ca href=\"http://itunes.apple.com/us/app/words-with-friends-hd/id364140796?mt=8\">Word With Friends \u003c/a>works on an iTunes app, but you don’t need to be in the same wifi network to play with your friends.\u003c/li>\n\u003cli>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://itunes.apple.com/us/app/the-civil-war-today/id428812156?mt=8\">CIVIL WAR TODAY\u003c/a>\u003c/span>.\u003c/strong> Created by History and A&E, the iPad app offers daily updates, chronicling the events that occurred 150 years ago. The app includes newspaper headlines as well as personal letters and diaries. There are videos and maps (including period maps) and a daily count of casualities on both the North and the South.\u003c/li>\n\u003cli>\n\u003cul>\u003cstrong>\u003ca href=\"http://www.moving-tales.com/titles.html\">UNWANTED GUEST\u003c/a>\u003c/strong>\u003c/ul>\n\u003cp>.Many of the new and innovative examples of children’s e-books aren’t sold as books per se. They’re available as websites, such as \u003ca href=\"http://www.inanimatealice.com/\">Inanimate Alice\u003c/a>, or they’re sold as apps, such as \u003ca href=\"http://www.moving-tales.com/\">Moving Tales’\u003c/a> most recent e-book Unwanted Guest, available for the \u003ca href=\"http://itunes.apple.com/cr/app/unwanted-guest-iphone-edition/id416226661?mt=8#\">iPhone and iPad\u003c/a>. Unwanted Guest takes a traditional folktale and updates it with charming 3D animations that accompany each page of the story. You can have the app auto-turn the pages, or flip yourself, or use the iPad’s accelerometer to animate the text. The app offers a narration, but you also have the option to turn off the text and/or to add your own voice-over.\u003c/p>\u003c/li>\n\u003cli>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://itunes.apple.com/ca/app/school-26-hd/id431284898?mt=8\">SCHOOL 26\u003c/a>\u003c/span>.\u003c/strong> The female-run video game studio \u003ca href=\"http://www.siliconsisters.ca/\">Silicon Sisters\u003c/a>' first game is aimed at girls. The game is set in school and the goal is to make as many social connections as possible, navigating the sticky, awkward and sometimes awful moral dilemmas of school. These challenges range from struggles to peer pressure, romance, betrayal, alienation, acceptance – all real and relevant situations that girls face every day. The gameplay involves the player selecting the appropriate emotional responses to certain scenarios and answering quizzes that provide insights into players’ personalities. The emphasis here is on empathy and networking.\u003c/li>\n\u003cli>\u003ca href=\"http://www.booksshouldbefree.com/Top_100\">\u003cspan style=\"text-decoration: underline;\">\u003cstrong>BOOKS SHOULD BE FREE\u003c/strong>\u003c/span>.\u003c/a> Download free audiobooks and choose from your own childhood favorites like Anne of Green Gables, Pollyanna, Grimm’s Fairy Tales, or Gulliver’s Travels.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://storynory.com/\">STORYNORY\u003c/a>\u003c/span>. In this storytelling podcast, the lead storyteller is Natasha, who herself sounds like a fairytale princess with her lilting British accent narrates stories like \u003ca href=\"http://storynory.com/2010/11/15/the-old-man-and-the-figs/\">The Old Man and the Figs\u003c/a> and \u003ca href=\"http://storynory.com/2010/10/30/katies-black-friday/\">Katie’s Black Friday\u003cspan style=\"text-decoration: underline;\">.\u003c/span>\u003c/a>\u003c/li>\n\u003cli>\n\u003cfigure id=\"attachment_12756\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/alice-in-wonderland-300x400.jpg\" alt=\"\" title=\"alice in wonderland\" width=\"300\" height=\"400\" class=\"size-medium wp-image-12756\">\u003cfigcaption class=\"wp-caption-text\">Alice in Wonderland app.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://itunes.apple.com/us/app/alice-for-the-ipad/id354537426?mt=8\">\u003cspan style=\"text-decoration: underline;\">\u003cstrong>ALICE IN WONDERLAND.\u003c/strong>\u003c/span>\u003c/a> Bringing the story to life, this app lets you tilt your iPad to make Alice grow or shrink, throw tarts at the Queen of Hearts and help the caterpillar smoke his hookah pipe.\u003c/p>\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://itunes.apple.com/us/app/toy-story-read-along/id364376920?mt=8\">\u003cstrong>TOY STORY.\u003c/strong>\u003c/a> \u003c/span>\u003c/span>The movies are great, but the app is arguably more interesting. Using the same story line, there are games, movie clips, coloring pages, and sing-along songs. Kids can hear the story read aloud, or they can record their own narration, and explore at their own pace.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://www.miamiopia.com/\">MIAMIOPIA\u003c/a>.\u003c/span> Kids can customize the look of their own alien avatar (it has a striking resemblance to the Na’Vi tribe in the movie “Avatar”), then choose any type of game they want to play — as easy as counting apples that fall from the tree to finishing a musical scale using the keyboard.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://www.smithsonianeducation.org/students/\">SMITHSONIAN\u003c/a>\u003c/span>. A treasure trove of games and information presented in an engaging medium. Kids can explore the solar system by creating their own universe, become acquainted with the 142 million objects the organization has collected over the years, and take trivia quizzes, among many other fun games.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://www.funbrain.com/\">FUNBRAIN\u003c/a>.\u003c/span> Lots of interactive pieces on this site, like Mad Libs, math quizzes with insects, and easier games for the wee ones to learn how to use a mouse and keyboard.\u003c/li>\n\u003ch4>\u003cspan style=\"color: #ff0000;\"> \u003c/span>\u003c/h4>\n\u003ch4>\u003cspan style=\"color: #ff0000;\">\u003cstrong>SCIENCE & MATH\u003c/strong>\u003c/span>\u003c/h4>\n\u003cli>\u003cstrong>\u003ca href=\"http://scratch.mit.edu/\">\u003cspan style=\"text-decoration: underline;\">SCRATCH\u003c/span>. \u003c/a>\u003c/strong>Developed by the \u003ca href=\"http://www.media.mit.edu/\">MIT Media Lab\u003c/a>, Scratch is a visual programming language for children age 6 and up. Since its release in 2007, over 800,000 users have joined the Scratch website and have shared over 1.7 million projects — from games to animations. That sharing aspect is an important part of the Scratch community, so the projects that are uploaded to the site are licensed under the Creative Commons attribute and share alike license so that others can download and remix them. Scratch is available free of charge and runs on Mac, Windows, and Linux computers.\u003c/li>\n\u003cli>\u003ca href=\"http://www.alice.org/\">\u003cspan style=\"text-decoration: underline;\">ALICE\u003c/span>.\u003c/a> A free and open source 3D programming environment, Alice is designed to teach students object-oriented and event-driven programming. With Alice, students drag and drop graphic tiles in order to animate an object and create a program. A variant of Alice, \u003ca href=\"http://www.alice.org/kelleher/storytelling/\">Storytelling Alice\u003c/a> was developed by Caitlin Kelleher as part of her doctoral work in Computer Science at Carnegie Mellon University. By emphasizing animations and social interactions, this approach was found to greatly increase the level of student interest in programming.\u003c/li>\n\u003cli>\u003ca href=\"http://hackety-hack.com/\">\u003cspan style=\"text-decoration: underline;\">\u003cstrong>HACKETY HACK\u003c/strong>\u003c/span>.\u003c/a> An open-source application that teaches the basics of programming in the popular \u003ca href=\"http://www.ruby-lang.org/en/\">Ruby\u003c/a> language, Hackety Hack offers an interactive tutorial that runs on Windows, Mac, and Linux operating systems. While both Scratch and Alice use a graphical programming language with “blocks,” Hackety Hack teaches the basics of Ruby syntax. The tutorial and the text editor are well-integrated, so there isn’t any flipping back-and-forth to move between the How-To guide and the actual coding. Hackety Hack gives students a solid foundation in the language so they can quickly and easily start building their own apps in Ruby.\u003c/li>\n\u003cli>\n\u003cfigure id=\"attachment_12760\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/5843063843_8d1fe512e3-300x199.jpg\" alt=\"\" title=\"5843063843_8d1fe512e3\" width=\"300\" height=\"199\" class=\"size-medium wp-image-12760\">\u003cfigcaption class=\"wp-caption-text\">An iNaturalist spotted plant species.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.arduino.cc/\">\u003cspan style=\"text-decoration: underline;\">ARDUINO\u003c/span>\u003c/a>.\u003c/strong> Another an open-source electronics prototyping platform, but this one with both hardware and software components. Arduino’s hardware is programmed with a language similar to C++, and although it may not be the easiest of entry points for learning programming, there’s something about building things that actually move that can be pretty compelling. Projects that use Arduino to introduce children to programming include a \u003ca href=\"http://seaside.citilab.eu/scratch/arduino\">modification of Scratch\u003c/a> to support simple programming on the Arduino hardware.\u003c/p>\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://mindstorms.lego.com/en-us/Default.aspx\">LEGO MINDSTORMS\u003c/a>\u003c/span>. Technically it's not a website or app. But \u003ca href=\"http://mindstorms.lego.com/en-us/Default.aspx\">Lego Mindstorm\u003c/a>\u003ca href=\"http://mindstorms.lego.com/en-us/Default.aspx\">s\u003c/a> does enable robotics-building. Lego Mindstorms’ kits — which can be purchased in educational and consumer versions — include sensors and motors, and the programming is command-box rather than code programming. The kits come with languages supplied by Lego, but can be modified to work with third party languages. Like several of the tools on this list, Lego Mindstorms has its roots at the MIT Media Lab.\u003c/li>\n\u003cli>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://leafsnap.com/\">LEAFSNAP\u003c/a>\u003c/span>. \u003c/strong>Kids can explore local flora with this app, which is essentially an electronic field guide for both \u003ca href=\"http://itunes.apple.com/us/app/leafsnap/id430649829?mt=8\">iPhone and iPad\u003c/a> that uses visual recognition software to identify tree species based on photographs of their leaves.\u003c/li>\n\u003cli>\u003ca href=\"http://www.projectnoah.org/\">\u003cspan style=\"text-decoration: underline;\">PROJECT NOAH\u003c/span>.\u003c/a> Explore the wildlife around you with this app and help scientists with their data collection. You can post a new spotting, upload photos, tag plants and animals with location data, join missions, and earn patches. The app also contains a field guide to help you identify the wildlife you find. It’s beautifully designed, and available for free for both iPhone and Android.\u003c/li>\n\u003cli>\u003ca href=\"http://inaturalist.org/\">\u003cspan style=\"text-decoration: underline;\">iNATURALIST\u003c/span>.\u003c/a> A social network for nature-lovers, it's an online community where you can record and share your observations on the natural world. The \u003ca href=\"http://itunes.apple.com/us/app/inaturalist/id421397028?mt=8#\">iPhone app\u003c/a> allows you to log the plants and animals you come across. If you need help identifying things, the rest of the iNaturalist community can help.\u003c/li>\n\u003cli>\n\u003cfigure id=\"attachment_12763\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/mzl.vctxsuec.320x480-75-300x450.jpg\" alt=\"\" title=\"mzl.vctxsuec.320x480-75\" width=\"300\" height=\"450\" class=\"size-medium wp-image-12763\">\u003cfigcaption class=\"wp-caption-text\">SkySafari app.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.thewildlab.org/\">\u003cspan style=\"text-decoration: underline;\">THE WILDLAB\u003c/span>\u003c/a>\u003c/strong>. There are two apps currently available for the iPhone — Crab App and WildLab Bird — and you can sign up as a spotter via its website. The WildLab Bird app, as the name suggests, involves identifying and geo-tagging bird species. The Crab App helps collect information about horseshoe crabs, their numbers and their egg-laying.\u003c/p>\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://projectsquirrel.org/index.shtml\">PROJECT SQUIRREL\u003c/a>\u003c/span>. Not a mobile app, but a website, this citizen science project recognizes that almost everyone — no matter where they live — has squirrels in their neighborhood. That, along with the differences between the gray squirrel and the fox squirrel — in appearance, in habitat — make Project Squirrel a great introductory citizen science project. The website lets you record your squirrel observations and upload photos. You can even mail in your data via a printable form.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://iphone.ibird.com/product_finder.html\">iBIRD.\u003c/a>\u003c/span> Bird watching has come a long way from the time Charles Darwin began sketching species. Savvy birders use tech tools to help them identify and log their discoveries. You’ll find four or five birding apps, but the most comprehensive seems to be the iBird series. The free sampler (15 most popular birds) gives you a nice introduction to the subject that may reel you in to the wonderful world of birding, so that you might then graduate to the iBird Backyard, iBird West, as well as iBird North, South, Midwest, Canada. And of course, the mother of all apps the iBird Pro.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://itunes.apple.com/us/app/skysafari/id319159213?mt=8\">SKYSAFARI\u003c/a>\u003c/strong>\u003c/span>. Beginners should use the “lite” version, but for those deep into the cosmos, the full version of this app identifies as many as 300,000 stars and includes countless images from NASA and the ability to identify planets from where you stand. Also includes a nifty “night-vision” theme.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://itunes.apple.com/us/app/star-walk-5-stars-astronomy/id295430577?mt=8\">STARWALK\u003c/a>\u003c/strong>\u003c/span>. Lift up your phone to the dark night and you’ll be able to see what stars and planets shine above you with the Star Spotter function. Click on Time Machine and you’ll get a preview of what the sky will look like three years from now. Track the rising of the Sun, Venus, Mercury, Jupiter and Saturn. View from the Earth shows 3D perspectives from anywhere on the planet.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://itunes.apple.com/us/app/planets/id305793334?mt=8\">PLANETS\u003c/a>\u003c/strong>\u003c/span>. This app exhibits a 3D guide to the solar system, and 3D views of planets and the moon, as well as constellation names and rising and setting times for moon. You’ll also have access to a fact sheet for each planet.\u003c/li>\n\u003cli>\u003ca href=\"http://itunes.apple.com/us/app/moon-globe/id333180321?mt=8\">\u003cspan style=\"text-decoration: underline;\">\u003cstrong>MOON GLOBE.\u003c/strong>\u003c/span> \u003c/a>A close-up look at every nook and cranny of the moon, including 3D graphics and touch navigation. In globe mode, you can peek over the surface of the moon and see Earth hovering in the distance. You can also see where the moon and sun sit in relation to each other and you.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://vanished.mit.edu/\">VANISHED\u003c/a>\u003c/span>. The Smithsonian Institution and MIT offers this eight-week online/offline environmental disaster mystery game for middle-school children, meant to inspire engagement and problem solving through science. Developed by the MIT’s \u003ca href=\"http://educationarcade.org/\">Education Arcade\u003c/a> and by the Smithsonian Institution, the program encourages participants to investigate an environmental disaster by using real scientific methods, by visiting museums and collecting samples from their neighborhoods, and by participating in online challenges.\u003c/li>\n\u003cli>\n\u003cfigure id=\"attachment_12766\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/mzl.dcbffgtt.320x480-75-300x200.jpg\" alt=\"\" title=\"mzl.dcbffgtt.320x480-75\" width=\"300\" height=\"200\" class=\"size-medium wp-image-12766\">\u003cfigcaption class=\"wp-caption-text\">Park Math app.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://itunes.apple.com/us/app/park-math-by-duck-duck-moose/id391407836?mt=8\">PARK MATH.\u003c/a> \u003c/strong>\u003c/span>It’s actually hard to select just one of Duck Duck Moose’s award-winning apps to feature here. The company recently won three Parents’ Choice Awards, including a Silver Award for \u003ca href=\"http://itunes.apple.com/us/app/park-math-by-duck-duck-moose/id391407836?mt=8#\">Park Math\u003c/a>. The app contains a number of math games for preschoolers that help teach concepts like addition and subtraction and help boost counting and sorting skills.\u003c/p>\u003c/li>\n\u003cli>\u003ca href=\"http://motionmathgames.com/\">\u003cspan style=\"text-decoration: underline;\">\u003cstrong>MOTION MATH.\u003c/strong>\u003c/span>\u003c/a> The app aims to helps students develop this number sense and estimate fractions — quickly. Players control a bouncing star, and the goal is to make that star land on the right part of the number line, matching a particular fraction. To do this, the app uses the gyroscope that’s built into the Apple mobile devices, so you have to tilt your device.\u003c/li>\n\u003ch4>\u003cspan style=\"color: #ff0000;\"> \u003c/span>\u003c/h4>\n\u003ch4>\u003cspan style=\"color: #ff0000;\">\u003cstrong>ART, MUSIC & PHOTOGRAPHY\u003c/strong>\u003c/span>\u003c/h4>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.felttip.com/tunapitch/\">\u003cspan style=\"text-decoration: underline;\">LEARNING MUSIC\u003c/span>.\u003c/a>\u003c/strong> There are apps that help you \u003ca href=\"http://www.felttip.com/tunapitch/\">tune your instrument\u003c/a> and apps that help you \u003ca href=\"http://appfinder.lisisoft.com/ipad-iphone-apps/guitar-fingering.html\">learn fingering\u003c/a>. There are websites galore that offer \u003ca href=\"http://howtoplaypianoeasily.com/\">step-by-step guides\u003c/a> — online method books — and videos of how to play \u003ca href=\"http://www.youtube.com/watch?v=5dSp79TDWoc\">guitar\u003c/a>, \u003ca href=\"http://www.youtube.com/watch?v=vphWgqbF-AM\">piano\u003c/a>, and so on.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://artistworks.com/\">\u003cspan style=\"text-decoration: underline;\">ARTISTWORKS\u003c/span>. \u003c/a>\u003c/strong>This website allows you not to just watch and learn playing instruments online via video, but allows you to record and upload a recording of your music and get personalized feedback from music instructors.\u003c/li>\n\u003cli>\n\u003cfigure id=\"attachment_12769\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/photo2-300x300.jpg\" alt=\"\" title=\"photo2\" width=\"300\" height=\"300\" class=\"size-medium wp-image-12769\">\u003cfigcaption class=\"wp-caption-text\">Hipstamatic app (John S. lens)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://itunes.apple.com/us/app/shakeitphoto/id302926603?mt=8\">\u003cspan style=\"text-decoration: underline;\">\u003cstrong>SHAKE IT.\u003c/strong>\u003c/span>\u003c/a> Brightens colors, spotlights the center of the image, and adds a chunky white border around it. You can apply the app to existing images or take photos directly from the app itself.\u003c/p>\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://www.nevercenter.com/camerabag/iphone/\">CAMERABAG\u003c/a>.\u003c/strong>\u003c/span>This is a trove of photo tools. My favorite is the Helga filter (right), which creates a vignette around the image and brightens the center. But it’s got many other filters, too: silvery black-and-white, muted Polaroid, Vanity Fair-style warm and saturated are just a few others.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003cstrong>\u003ca href=\"http://artandmobile.com/tiltshift/\">TILTSHIFTGEN\u003c/a>.\u003c/strong>\u003c/strong>\u003c/span>\u003cstrong> \u003c/strong>The free version of this is good enough for me, though there are more multifaceted versions too. I can pull the focus of the photo to one specific spot by touching the screen, and blur the rest, as I did below.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://hipstamaticapp.com/\">HIPSTAMATIC\u003c/a>.\u003c/strong>\u003c/span> I cringe at the name, but the effects are amazing. Depending on which lens you choose, the photos take on a hyper-surreal quality.\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>\u003cfigure id=\"attachment_12767\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-12767\" href=\"http://ww2.kqed.org/mindshift/2011/06/boredom-busters-50-fantastic-play-and-learn-apps-sites-and-toys/mzl-rywfawgo-480x480-75/\">\u003cimg class=\"size-medium wp-image-12767\" title=\"mzl.rywfawgo.480x480-75\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/mzl.rywfawgo.480x480-75-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ansel & Clair's Adventure app features animations, quests, puzzles and games in scenic African locations.\u003c/figcaption>\u003c/figure>\n\u003cp>School or no school, there's a world of learning opportunities for kids. When they're not exploring outdoors, keep kids engaged in learning throughout the summer months with these enjoyable and educational apps and websites. For kids, playing these games is a cool pastime; for parents, it's another way to get kids to exercise their thinking muscles.\u003c/p>\n\u003ch4>\u003cspan style=\"color: #ff0000;\">\u003cstrong>VIRTUAL WORLDS\u003c/strong>\u003c/span>\u003c/h4>\n\u003col>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://www.minecraft.net/\">MINECRAFT\u003c/a>\u003c/strong>\u003c/span>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>.\u003c/strong>\u003c/span> This online game \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/\">lets you build\u003c/a> entire worlds out of blocks. Minecraft’s visual simplicity belies what is a completely open-ended and therefore terrifically complex world. And the best of that world: it’s up to the player to design. Minecraft is what’s known as a “sandbox” game, giving players almost complete freedom to build within it.\u003c/li>\n\u003cli>\u003ca href=\"http://caesar3.heavengames.com/strategy/\"> \u003cspan style=\"text-decoration: underline;\">\u003cstrong>CAESAR III\u003c/strong>\u003c/span>\u003c/a>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>.\u003c/strong>\u003c/span> In this simulation, you begin as a lowly citizen trying to eke out an existence in a virgin landscape. The student begins by learning about the basic needs for survival and graduates to increasingly demanding scenarios. By the end, students will have gained a very sophisticated understanding of the influence played by the environment on the development of a civilization.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://itunes.apple.com/us/app/ansel-clairs-adventures-in/id433593765?mt=8\">\u003cstrong>ANSEL & CLAIR’S ADVENTURES IN AFRICA\u003c/strong>\u003c/a>.\u003c/span> Ansel and Clair are aliens who must recover their lost spaceship parts, and as they travel the continent (the Serengheti, the Nile River Valley, and the Sahara Desert) they not only work on that mission but learn about the geography and history of the area as well. The app takes full advantage of iPad technology — audio, video, the touchscreen, “tilt the iPad” games, and so on.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://www.thinkingworlds.com/\">\u003cstrong>THINKING WORLDS\u003c/strong>\u003c/a>\u003c/strong>\u003c/span>. Kids enter a virtual world that resides on their personal computer. Their avatar can be somewhat modified, and engage in a wide variety of explorations. In the unit dealing with volcanoes and earthquakes, they not only learn about the details, they visit places such as Herculaneum, subterraneous faults, and the ruins of Kobe in Japan.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://atlantis.crlt.indiana.edu/\">QUEST ATLANTIS\u003c/a>\u003c/strong>\u003c/span>.\u003c/strong> Kids are engaged in a narrative as compelling as The Chronicles of Narnia, except not as passive spectators, but as active participants in the story. Their age and school appropriate avatars are able to explore and learn in an environment that is secure, monitored, and dynamically expansive. You can live with the First Nations people of Mesa Verde, negotiated plans to save the Black Rhino with the various stakeholders in Tanzania, taken rockets to space stations to learn about the technology they will need to deploy and use in order to deflect Near Earth Objects.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://www.wolfquest.org/\">\u003cstrong>WOLFQUEST\u003c/strong>\u003c/a>\u003c/strong>\u003c/span>. With this online game, you become a solitary wolf, struggling to find your place in the wilds of Yellowstone National Park. You learn about the challenges of life in the wild, and the need for “others.” In time, you can mate, and form a pack of your own.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://www.cybernetworlds.com/\">\u003cstrong>CYBERNETWORLDS\u003c/strong>\u003c/a>\u003c/strong>\u003c/span>. In this family-run virtual universe called Viamus, kids can build and create any type of environment, like ancient civilizations that ring the Mediterranean.\u003c/li>\n\u003ch4>\u003cspan style=\"color: #ff0000;\">\u003cstrong>STORIES AND WORD GAMES\u003c/strong>\u003c/span>\u003c/h4>\n\u003cli>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://www.mindsnacks.com/\">MINDSNACKS\u003c/a>.\u003c/span>\u003c/strong> The idea with MindSnacks is to offer a mobile gaming and learning experience to help brush up on your vocabulary. The app offers 50 levels of language content, each level featuring 25 words and phrases. The language-learning startup released an Italian language version, available for free for \u003ca href=\"http://itunes.apple.com/us/app/mindsnacks-italian-language/id433199718?mt=8\">iPhone and iPad\u003c/a>.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://itunes.apple.com/us/app/pbs-kids-video-for-ipad/id435138734?mt=8\">\u003cstrong>PBS KIDS VIDEO\u003c/strong>.\u003c/a>\u003c/span> The app gives access to more than 1,000 streaming videos from various PBS Kids’ series, including The Cat in the Hat Knows A Lot About That, Dinosaur Train, and Sesame Street. The app also includes information about local PBS stations’ TV schedules and the ability to mark series as “favorites.”\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.triplingo.com/\">\u003cspan style=\"text-decoration: underline;\">TRIPLINGO\u003c/span>.\u003c/a>\u003c/strong> For learning the most relevant foreign-language idioms and phrases, in each of these languages: Mexican Spanish, French, German, Italian, Brazilian Portugese, and Pirate (arr, yes, \u003ca href=\"http://itunes.apple.com/us/app/triplingo-pirate-edition/id437093340?mt=8\">Pirate\u003c/a>).\u003c/li>\n\u003cli>\n\u003cfigure id=\"attachment_12759\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/5-300x225.jpg\" alt=\"\" title=\"5\" width=\"300\" height=\"225\" class=\"size-medium wp-image-12759\">\u003cfigcaption class=\"wp-caption-text\">Toontastic app\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://launchpadtoys.com/toontastic/\">TOONTASTIC\u003c/a>\u003c/span>\u003c/strong>. Kids can \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/digital-storytelling-comes-to-life-on-the-ipad/\">create digital stories\u003c/a> with a variety of different characters, settings, musical backgrounds, and their own recorded voice-overs. Its most recently released version features three new space-based settings (and more space-related characters), new drawing tools, faster uploads to \u003ca href=\"http://toontube.toonlifeonline.com/\">ToonTube\u003c/a>, and the ability to save your custom-drawn characters and backgrounds so you can use them in any scene or cartoon.\u003c/p>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://itunes.apple.com/us/app/pat-the-bunny/id430902036?mt=8\">\u003cspan style=\"text-decoration: underline;\">PAT THE BUNNY\u003c/span>.\u003c/a>\u003c/strong> The perennial favorite children's book is also an iPhone and iPad app. The book is well-known for its sensory experiences, and those have been updated and transformed to work with a touchscreen device (and if you have a front-facing camera, the “mirror” page uses the camera instead). The app can be set to read aloud, with words highlighted as the text is read. Or adults can record their own voices to accompany the book.\u003c/li>\n\u003cli>\u003ca href=\"http://itunes.apple.com/us/app/goodiewords/id409516388?mt=8\">\u003cspan style=\"text-decoration: underline;\">\u003cstrong>GOODIEWORDS\u003c/strong>\u003c/span>.\u003c/a> Geared toward toddlers who are in their “What is it?” stage, this app explains words that parents might otherwise find difficult to define, like fingerprint, shadow, time, and dream. The app is colorful and engaging, with games and storybook narration.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://itunes.apple.com/us/app/scrabble/id284815117?mt=8\">SCRABBLE. \u003c/a>\u003c/strong>\u003c/span>If you’ve got a \u003ca href=\"http://www.facebook.com/\">Facebook\u003c/a> account, you can sign up for the Scrabble app and play with friends through Facebook, either on your browser or on your Facebook mobile phone app. Each time someone takes a turn, the other is notified.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://www.lexulous.com/\">LEXULOUS.\u003c/a>\u003c/strong>\u003c/span> plays very much like Scrabble, but with a bigger board. You can play the game on Facebook, but its own site also hosts games, and it’s got an iPhone app.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://itunes.apple.com/us/app/words-with-friends-hd/id364140796?mt=8\">WORDS WITH FRIENDS\u003c/a>\u003c/strong>\u003c/span>. Like Scrabble, \u003ca href=\"http://itunes.apple.com/us/app/words-with-friends-hd/id364140796?mt=8\">Word With Friends \u003c/a>works on an iTunes app, but you don’t need to be in the same wifi network to play with your friends.\u003c/li>\n\u003cli>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://itunes.apple.com/us/app/the-civil-war-today/id428812156?mt=8\">CIVIL WAR TODAY\u003c/a>\u003c/span>.\u003c/strong> Created by History and A&E, the iPad app offers daily updates, chronicling the events that occurred 150 years ago. The app includes newspaper headlines as well as personal letters and diaries. There are videos and maps (including period maps) and a daily count of casualities on both the North and the South.\u003c/li>\n\u003cli>\n\u003cul>\u003cstrong>\u003ca href=\"http://www.moving-tales.com/titles.html\">UNWANTED GUEST\u003c/a>\u003c/strong>\u003c/ul>\n\u003cp>.Many of the new and innovative examples of children’s e-books aren’t sold as books per se. They’re available as websites, such as \u003ca href=\"http://www.inanimatealice.com/\">Inanimate Alice\u003c/a>, or they’re sold as apps, such as \u003ca href=\"http://www.moving-tales.com/\">Moving Tales’\u003c/a> most recent e-book Unwanted Guest, available for the \u003ca href=\"http://itunes.apple.com/cr/app/unwanted-guest-iphone-edition/id416226661?mt=8#\">iPhone and iPad\u003c/a>. Unwanted Guest takes a traditional folktale and updates it with charming 3D animations that accompany each page of the story. You can have the app auto-turn the pages, or flip yourself, or use the iPad’s accelerometer to animate the text. The app offers a narration, but you also have the option to turn off the text and/or to add your own voice-over.\u003c/p>\u003c/li>\n\u003cli>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://itunes.apple.com/ca/app/school-26-hd/id431284898?mt=8\">SCHOOL 26\u003c/a>\u003c/span>.\u003c/strong> The female-run video game studio \u003ca href=\"http://www.siliconsisters.ca/\">Silicon Sisters\u003c/a>' first game is aimed at girls. The game is set in school and the goal is to make as many social connections as possible, navigating the sticky, awkward and sometimes awful moral dilemmas of school. These challenges range from struggles to peer pressure, romance, betrayal, alienation, acceptance – all real and relevant situations that girls face every day. The gameplay involves the player selecting the appropriate emotional responses to certain scenarios and answering quizzes that provide insights into players’ personalities. The emphasis here is on empathy and networking.\u003c/li>\n\u003cli>\u003ca href=\"http://www.booksshouldbefree.com/Top_100\">\u003cspan style=\"text-decoration: underline;\">\u003cstrong>BOOKS SHOULD BE FREE\u003c/strong>\u003c/span>.\u003c/a> Download free audiobooks and choose from your own childhood favorites like Anne of Green Gables, Pollyanna, Grimm’s Fairy Tales, or Gulliver’s Travels.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://storynory.com/\">STORYNORY\u003c/a>\u003c/span>. In this storytelling podcast, the lead storyteller is Natasha, who herself sounds like a fairytale princess with her lilting British accent narrates stories like \u003ca href=\"http://storynory.com/2010/11/15/the-old-man-and-the-figs/\">The Old Man and the Figs\u003c/a> and \u003ca href=\"http://storynory.com/2010/10/30/katies-black-friday/\">Katie’s Black Friday\u003cspan style=\"text-decoration: underline;\">.\u003c/span>\u003c/a>\u003c/li>\n\u003cli>\n\u003cfigure id=\"attachment_12756\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/alice-in-wonderland-300x400.jpg\" alt=\"\" title=\"alice in wonderland\" width=\"300\" height=\"400\" class=\"size-medium wp-image-12756\">\u003cfigcaption class=\"wp-caption-text\">Alice in Wonderland app.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://itunes.apple.com/us/app/alice-for-the-ipad/id354537426?mt=8\">\u003cspan style=\"text-decoration: underline;\">\u003cstrong>ALICE IN WONDERLAND.\u003c/strong>\u003c/span>\u003c/a> Bringing the story to life, this app lets you tilt your iPad to make Alice grow or shrink, throw tarts at the Queen of Hearts and help the caterpillar smoke his hookah pipe.\u003c/p>\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://itunes.apple.com/us/app/toy-story-read-along/id364376920?mt=8\">\u003cstrong>TOY STORY.\u003c/strong>\u003c/a> \u003c/span>\u003c/span>The movies are great, but the app is arguably more interesting. Using the same story line, there are games, movie clips, coloring pages, and sing-along songs. Kids can hear the story read aloud, or they can record their own narration, and explore at their own pace.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://www.miamiopia.com/\">MIAMIOPIA\u003c/a>.\u003c/span> Kids can customize the look of their own alien avatar (it has a striking resemblance to the Na’Vi tribe in the movie “Avatar”), then choose any type of game they want to play — as easy as counting apples that fall from the tree to finishing a musical scale using the keyboard.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://www.smithsonianeducation.org/students/\">SMITHSONIAN\u003c/a>\u003c/span>. A treasure trove of games and information presented in an engaging medium. Kids can explore the solar system by creating their own universe, become acquainted with the 142 million objects the organization has collected over the years, and take trivia quizzes, among many other fun games.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://www.funbrain.com/\">FUNBRAIN\u003c/a>.\u003c/span> Lots of interactive pieces on this site, like Mad Libs, math quizzes with insects, and easier games for the wee ones to learn how to use a mouse and keyboard.\u003c/li>\n\u003ch4>\u003cspan style=\"color: #ff0000;\"> \u003c/span>\u003c/h4>\n\u003ch4>\u003cspan style=\"color: #ff0000;\">\u003cstrong>SCIENCE & MATH\u003c/strong>\u003c/span>\u003c/h4>\n\u003cli>\u003cstrong>\u003ca href=\"http://scratch.mit.edu/\">\u003cspan style=\"text-decoration: underline;\">SCRATCH\u003c/span>. \u003c/a>\u003c/strong>Developed by the \u003ca href=\"http://www.media.mit.edu/\">MIT Media Lab\u003c/a>, Scratch is a visual programming language for children age 6 and up. Since its release in 2007, over 800,000 users have joined the Scratch website and have shared over 1.7 million projects — from games to animations. That sharing aspect is an important part of the Scratch community, so the projects that are uploaded to the site are licensed under the Creative Commons attribute and share alike license so that others can download and remix them. Scratch is available free of charge and runs on Mac, Windows, and Linux computers.\u003c/li>\n\u003cli>\u003ca href=\"http://www.alice.org/\">\u003cspan style=\"text-decoration: underline;\">ALICE\u003c/span>.\u003c/a> A free and open source 3D programming environment, Alice is designed to teach students object-oriented and event-driven programming. With Alice, students drag and drop graphic tiles in order to animate an object and create a program. A variant of Alice, \u003ca href=\"http://www.alice.org/kelleher/storytelling/\">Storytelling Alice\u003c/a> was developed by Caitlin Kelleher as part of her doctoral work in Computer Science at Carnegie Mellon University. By emphasizing animations and social interactions, this approach was found to greatly increase the level of student interest in programming.\u003c/li>\n\u003cli>\u003ca href=\"http://hackety-hack.com/\">\u003cspan style=\"text-decoration: underline;\">\u003cstrong>HACKETY HACK\u003c/strong>\u003c/span>.\u003c/a> An open-source application that teaches the basics of programming in the popular \u003ca href=\"http://www.ruby-lang.org/en/\">Ruby\u003c/a> language, Hackety Hack offers an interactive tutorial that runs on Windows, Mac, and Linux operating systems. While both Scratch and Alice use a graphical programming language with “blocks,” Hackety Hack teaches the basics of Ruby syntax. The tutorial and the text editor are well-integrated, so there isn’t any flipping back-and-forth to move between the How-To guide and the actual coding. Hackety Hack gives students a solid foundation in the language so they can quickly and easily start building their own apps in Ruby.\u003c/li>\n\u003cli>\n\u003cfigure id=\"attachment_12760\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/5843063843_8d1fe512e3-300x199.jpg\" alt=\"\" title=\"5843063843_8d1fe512e3\" width=\"300\" height=\"199\" class=\"size-medium wp-image-12760\">\u003cfigcaption class=\"wp-caption-text\">An iNaturalist spotted plant species.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.arduino.cc/\">\u003cspan style=\"text-decoration: underline;\">ARDUINO\u003c/span>\u003c/a>.\u003c/strong> Another an open-source electronics prototyping platform, but this one with both hardware and software components. Arduino’s hardware is programmed with a language similar to C++, and although it may not be the easiest of entry points for learning programming, there’s something about building things that actually move that can be pretty compelling. Projects that use Arduino to introduce children to programming include a \u003ca href=\"http://seaside.citilab.eu/scratch/arduino\">modification of Scratch\u003c/a> to support simple programming on the Arduino hardware.\u003c/p>\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://mindstorms.lego.com/en-us/Default.aspx\">LEGO MINDSTORMS\u003c/a>\u003c/span>. Technically it's not a website or app. But \u003ca href=\"http://mindstorms.lego.com/en-us/Default.aspx\">Lego Mindstorm\u003c/a>\u003ca href=\"http://mindstorms.lego.com/en-us/Default.aspx\">s\u003c/a> does enable robotics-building. Lego Mindstorms’ kits — which can be purchased in educational and consumer versions — include sensors and motors, and the programming is command-box rather than code programming. The kits come with languages supplied by Lego, but can be modified to work with third party languages. Like several of the tools on this list, Lego Mindstorms has its roots at the MIT Media Lab.\u003c/li>\n\u003cli>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://leafsnap.com/\">LEAFSNAP\u003c/a>\u003c/span>. \u003c/strong>Kids can explore local flora with this app, which is essentially an electronic field guide for both \u003ca href=\"http://itunes.apple.com/us/app/leafsnap/id430649829?mt=8\">iPhone and iPad\u003c/a> that uses visual recognition software to identify tree species based on photographs of their leaves.\u003c/li>\n\u003cli>\u003ca href=\"http://www.projectnoah.org/\">\u003cspan style=\"text-decoration: underline;\">PROJECT NOAH\u003c/span>.\u003c/a> Explore the wildlife around you with this app and help scientists with their data collection. You can post a new spotting, upload photos, tag plants and animals with location data, join missions, and earn patches. The app also contains a field guide to help you identify the wildlife you find. It’s beautifully designed, and available for free for both iPhone and Android.\u003c/li>\n\u003cli>\u003ca href=\"http://inaturalist.org/\">\u003cspan style=\"text-decoration: underline;\">iNATURALIST\u003c/span>.\u003c/a> A social network for nature-lovers, it's an online community where you can record and share your observations on the natural world. The \u003ca href=\"http://itunes.apple.com/us/app/inaturalist/id421397028?mt=8#\">iPhone app\u003c/a> allows you to log the plants and animals you come across. If you need help identifying things, the rest of the iNaturalist community can help.\u003c/li>\n\u003cli>\n\u003cfigure id=\"attachment_12763\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/mzl.vctxsuec.320x480-75-300x450.jpg\" alt=\"\" title=\"mzl.vctxsuec.320x480-75\" width=\"300\" height=\"450\" class=\"size-medium wp-image-12763\">\u003cfigcaption class=\"wp-caption-text\">SkySafari app.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.thewildlab.org/\">\u003cspan style=\"text-decoration: underline;\">THE WILDLAB\u003c/span>\u003c/a>\u003c/strong>. There are two apps currently available for the iPhone — Crab App and WildLab Bird — and you can sign up as a spotter via its website. The WildLab Bird app, as the name suggests, involves identifying and geo-tagging bird species. The Crab App helps collect information about horseshoe crabs, their numbers and their egg-laying.\u003c/p>\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://projectsquirrel.org/index.shtml\">PROJECT SQUIRREL\u003c/a>\u003c/span>. Not a mobile app, but a website, this citizen science project recognizes that almost everyone — no matter where they live — has squirrels in their neighborhood. That, along with the differences between the gray squirrel and the fox squirrel — in appearance, in habitat — make Project Squirrel a great introductory citizen science project. The website lets you record your squirrel observations and upload photos. You can even mail in your data via a printable form.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://iphone.ibird.com/product_finder.html\">iBIRD.\u003c/a>\u003c/span> Bird watching has come a long way from the time Charles Darwin began sketching species. Savvy birders use tech tools to help them identify and log their discoveries. You’ll find four or five birding apps, but the most comprehensive seems to be the iBird series. The free sampler (15 most popular birds) gives you a nice introduction to the subject that may reel you in to the wonderful world of birding, so that you might then graduate to the iBird Backyard, iBird West, as well as iBird North, South, Midwest, Canada. And of course, the mother of all apps the iBird Pro.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://itunes.apple.com/us/app/skysafari/id319159213?mt=8\">SKYSAFARI\u003c/a>\u003c/strong>\u003c/span>. Beginners should use the “lite” version, but for those deep into the cosmos, the full version of this app identifies as many as 300,000 stars and includes countless images from NASA and the ability to identify planets from where you stand. Also includes a nifty “night-vision” theme.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://itunes.apple.com/us/app/star-walk-5-stars-astronomy/id295430577?mt=8\">STARWALK\u003c/a>\u003c/strong>\u003c/span>. Lift up your phone to the dark night and you’ll be able to see what stars and planets shine above you with the Star Spotter function. Click on Time Machine and you’ll get a preview of what the sky will look like three years from now. Track the rising of the Sun, Venus, Mercury, Jupiter and Saturn. View from the Earth shows 3D perspectives from anywhere on the planet.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://itunes.apple.com/us/app/planets/id305793334?mt=8\">PLANETS\u003c/a>\u003c/strong>\u003c/span>. This app exhibits a 3D guide to the solar system, and 3D views of planets and the moon, as well as constellation names and rising and setting times for moon. You’ll also have access to a fact sheet for each planet.\u003c/li>\n\u003cli>\u003ca href=\"http://itunes.apple.com/us/app/moon-globe/id333180321?mt=8\">\u003cspan style=\"text-decoration: underline;\">\u003cstrong>MOON GLOBE.\u003c/strong>\u003c/span> \u003c/a>A close-up look at every nook and cranny of the moon, including 3D graphics and touch navigation. In globe mode, you can peek over the surface of the moon and see Earth hovering in the distance. You can also see where the moon and sun sit in relation to each other and you.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://vanished.mit.edu/\">VANISHED\u003c/a>\u003c/span>. The Smithsonian Institution and MIT offers this eight-week online/offline environmental disaster mystery game for middle-school children, meant to inspire engagement and problem solving through science. Developed by the MIT’s \u003ca href=\"http://educationarcade.org/\">Education Arcade\u003c/a> and by the Smithsonian Institution, the program encourages participants to investigate an environmental disaster by using real scientific methods, by visiting museums and collecting samples from their neighborhoods, and by participating in online challenges.\u003c/li>\n\u003cli>\n\u003cfigure id=\"attachment_12766\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/mzl.dcbffgtt.320x480-75-300x200.jpg\" alt=\"\" title=\"mzl.dcbffgtt.320x480-75\" width=\"300\" height=\"200\" class=\"size-medium wp-image-12766\">\u003cfigcaption class=\"wp-caption-text\">Park Math app.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://itunes.apple.com/us/app/park-math-by-duck-duck-moose/id391407836?mt=8\">PARK MATH.\u003c/a> \u003c/strong>\u003c/span>It’s actually hard to select just one of Duck Duck Moose’s award-winning apps to feature here. The company recently won three Parents’ Choice Awards, including a Silver Award for \u003ca href=\"http://itunes.apple.com/us/app/park-math-by-duck-duck-moose/id391407836?mt=8#\">Park Math\u003c/a>. The app contains a number of math games for preschoolers that help teach concepts like addition and subtraction and help boost counting and sorting skills.\u003c/p>\u003c/li>\n\u003cli>\u003ca href=\"http://motionmathgames.com/\">\u003cspan style=\"text-decoration: underline;\">\u003cstrong>MOTION MATH.\u003c/strong>\u003c/span>\u003c/a> The app aims to helps students develop this number sense and estimate fractions — quickly. Players control a bouncing star, and the goal is to make that star land on the right part of the number line, matching a particular fraction. To do this, the app uses the gyroscope that’s built into the Apple mobile devices, so you have to tilt your device.\u003c/li>\n\u003ch4>\u003cspan style=\"color: #ff0000;\"> \u003c/span>\u003c/h4>\n\u003ch4>\u003cspan style=\"color: #ff0000;\">\u003cstrong>ART, MUSIC & PHOTOGRAPHY\u003c/strong>\u003c/span>\u003c/h4>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.felttip.com/tunapitch/\">\u003cspan style=\"text-decoration: underline;\">LEARNING MUSIC\u003c/span>.\u003c/a>\u003c/strong> There are apps that help you \u003ca href=\"http://www.felttip.com/tunapitch/\">tune your instrument\u003c/a> and apps that help you \u003ca href=\"http://appfinder.lisisoft.com/ipad-iphone-apps/guitar-fingering.html\">learn fingering\u003c/a>. There are websites galore that offer \u003ca href=\"http://howtoplaypianoeasily.com/\">step-by-step guides\u003c/a> — online method books — and videos of how to play \u003ca href=\"http://www.youtube.com/watch?v=5dSp79TDWoc\">guitar\u003c/a>, \u003ca href=\"http://www.youtube.com/watch?v=vphWgqbF-AM\">piano\u003c/a>, and so on.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://artistworks.com/\">\u003cspan style=\"text-decoration: underline;\">ARTISTWORKS\u003c/span>. \u003c/a>\u003c/strong>This website allows you not to just watch and learn playing instruments online via video, but allows you to record and upload a recording of your music and get personalized feedback from music instructors.\u003c/li>\n\u003cli>\n\u003cfigure id=\"attachment_12769\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/photo2-300x300.jpg\" alt=\"\" title=\"photo2\" width=\"300\" height=\"300\" class=\"size-medium wp-image-12769\">\u003cfigcaption class=\"wp-caption-text\">Hipstamatic app (John S. lens)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://itunes.apple.com/us/app/shakeitphoto/id302926603?mt=8\">\u003cspan style=\"text-decoration: underline;\">\u003cstrong>SHAKE IT.\u003c/strong>\u003c/span>\u003c/a> Brightens colors, spotlights the center of the image, and adds a chunky white border around it. You can apply the app to existing images or take photos directly from the app itself.\u003c/p>\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://www.nevercenter.com/camerabag/iphone/\">CAMERABAG\u003c/a>.\u003c/strong>\u003c/span>This is a trove of photo tools. My favorite is the Helga filter (right), which creates a vignette around the image and brightens the center. But it’s got many other filters, too: silvery black-and-white, muted Polaroid, Vanity Fair-style warm and saturated are just a few others.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003cstrong>\u003ca href=\"http://artandmobile.com/tiltshift/\">TILTSHIFTGEN\u003c/a>.\u003c/strong>\u003c/strong>\u003c/span>\u003cstrong> \u003c/strong>The free version of this is good enough for me, though there are more multifaceted versions too. I can pull the focus of the photo to one specific spot by touching the screen, and blur the rest, as I did below.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://hipstamaticapp.com/\">HIPSTAMATIC\u003c/a>.\u003c/strong>\u003c/span> I cringe at the name, but the effects are amazing. Depending on which lens you choose, the photos take on a hyper-surreal quality.\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Has the Holy Grail of Adaptive Tech Been Discovered?",
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"content": "\u003cp>\u003cimg class=\"size-medium wp-image-12644\" title=\"Screen shot 2011-06-16 at 12.49.57 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/Screen-shot-2011-06-16-at-12.49.57-PM-300x221.png\" alt=\"\" width=\"300\" height=\"221\">\u003c/p>\n\u003cp>As students do more of their work on computers, new technology is able to track their performance in ways it couldn't before. It isn't simply a matter of which answers a student gets right or wrong, for example, but how much time they take to answer questions, how and when they hesitate or stall. Taking this data, engineers can build algorithms that are able to examine students' work and help deliver to them a personalized, or \"adaptive\" learning solution.\u003c/p>\n\u003cp>Adaptive learning technologies have long been considered a crucial component in helping students progress at their own level, and until now, it's only been used here and there in the K-12 setting and with \u003ca href=\"http://ww2.kqed.org/mindshift/tag/test-preparation/\">test preparation\u003c/a> companies that help students ace their SATs, GMATs, and the like. But one company in this space, \u003ca href=\"http://www.knewton.com\">Knewton\u003c/a>, has made big strides towards making its platform available in schools, not just at home.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The holy grail for any company is not just creating a product that gives instant feedback, but that has a truly adaptive learning engine. And there are few that really do.\"\u003c/aside>\n\u003cp>This week, Knewton announced that its adaptive learning platform had been \u003ca href=\"http://www.fastcompany.com/welcome.html?destination=http://www.fastcompany.com/1760309/knewtons-adaptive-learning-technology-spreads-to-tens-of-thousands-of-students-at-asu-penn-s\">selected by four schools\u003c/a> -- Penn State University, University of Nevada, Las Vegas, the State University of New York, and Mount St. Mary's University -- to help power \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/10-million-grants-awarded-to-help-boost-college-readiness/\">college readiness\u003c/a> courses. These online, self-paced classes are designed to help incoming students who may not be ready for college-level academics. This is an important group to help succeed in school at this crucial stage, since about \u003ca href=\"http://www.knewton.com/college-ready/\">25%\u003c/a> of students who enter college need some math remediation and about 50% of students who require remediation fail to graduate.\u003c/p>\n\u003cp>Using adaptive learning technology, these classes can identify the areas in which students need help, deliver content specific to those needs, and deliver it in such a way to help a student build on what she or he knows and how she or he learns best.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The universities that are implementing Knewton's Math College Readiness Course join Arizona State University, which has been using the technology since \u003ca href=\"http://www.hackeducation.com/2011/01/06/knewton-brings-adaptive-learning-to-arizona-state-university-math-courses/\">earlier this year\u003c/a>. An indication, perhaps, of the success of that program is ASU's announcement that it plans to add the adaptive learning technology to other classes beyond just the math mediation ones. Knewton's platform will be used in two new, blended learning classes -- MAT 117 (College Algebra) and MAT 142 (College Mathematics) -- for which the company has partnered with Pearson in order to develop the curriculum.\u003c/p>\n\u003cp>Ed tech experts, like Diana Rhoten, director of the Knowledge Institutions program and the Digital Media and Learning project at the Social Science Research Council, have been anticipating a product like this for a while.\u003c/p>\n\u003cp>“The holy grail for any company is not just creating a product that gives instant feedback, but that has a truly adaptive learning engine. And there are few that really do,” Rhoten said\u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/diana-rhoten-on-a-mission-to-fast-forward-mobile-learning/\"> in an interview last year.\u003c/a> “I don’t use the term adaptive learning loosely, but the market is starting to.” She mentioned Knewton as one of the trailblazers in the field that's working on engineering the technology to truly adapt to users’ response – collecting data over time and understanding patterns from the user’s mistakes.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>It looks as though more universities are interested in taking advantage of adaptive learning -- it might just prove to be a groundbreaking way to leverage technology for more effective learning.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The universities that are implementing Knewton's Math College Readiness Course join Arizona State University, which has been using the technology since \u003ca href=\"http://www.hackeducation.com/2011/01/06/knewton-brings-adaptive-learning-to-arizona-state-university-math-courses/\">earlier this year\u003c/a>. An indication, perhaps, of the success of that program is ASU's announcement that it plans to add the adaptive learning technology to other classes beyond just the math mediation ones. Knewton's platform will be used in two new, blended learning classes -- MAT 117 (College Algebra) and MAT 142 (College Mathematics) -- for which the company has partnered with Pearson in order to develop the curriculum.\u003c/p>\n\u003cp>Ed tech experts, like Diana Rhoten, director of the Knowledge Institutions program and the Digital Media and Learning project at the Social Science Research Council, have been anticipating a product like this for a while.\u003c/p>\n\u003cp>“The holy grail for any company is not just creating a product that gives instant feedback, but that has a truly adaptive learning engine. And there are few that really do,” Rhoten said\u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/diana-rhoten-on-a-mission-to-fast-forward-mobile-learning/\"> in an interview last year.\u003c/a> “I don’t use the term adaptive learning loosely, but the market is starting to.” She mentioned Knewton as one of the trailblazers in the field that's working on engineering the technology to truly adapt to users’ response – collecting data over time and understanding patterns from the user’s mistakes.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>It looks as though more universities are interested in taking advantage of adaptive learning -- it might just prove to be a groundbreaking way to leverage technology for more effective learning.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"soldout": {
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"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
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]
},
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"view": "LANDING_VIEW"
},
"error": null
},
"youthMediaReducer": {},
"checkPleaseReducer": {
"filterData": {
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"key": "Restaurant Region",
"filters": [
"Any Region"
]
},
"cuisine": {
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"filters": [
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}
},
"restaurantDataById": {},
"restaurantIdsSorted": [],
"error": null
},
"userAgentReducer": {
"userAgent": "Mozilla/5.0 AppleWebKit/537.36 (KHTML, like Gecko; compatible; ClaudeBot/1.0; +claudebot@anthropic.com)",
"isBot": true
}
}
