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"disqusTitle": "Five Reasons Why Video Games Power Up Learning",
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"content": "\u003ch5>\n\u003c/h5>\u003cp>\u003cimg class=\"size-medium wp-image-12599\" title=\"RodrigoFavera\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/RodrigoFavera-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/p>\n\u003cp>By \u003ca href=\"http://www.pbs.org/mediashift/aran-levasseur-1/\">Aran Levasseur\u003c/a>\n\u003c/p>\u003cp>The famous videogame designer, Shigeru Miyamoto, known for creating some of the most iconic and successful videogames in history, such as Donkey Kong, Mario Brothers and Legend of Zelda, once said, \"Videogames are bad for you? That's what they said about rock n' roll.\"\u003c/p>\n\u003cp>In retrospect, we know rock 'n roll's influence has gone beyond creating a new kind of music, shaping many other aspects of culture: lifestyles, fashion, attitudes and language. And there is compelling evidence that rock 'n roll may have even helped the civil rights movement.\u003c/p>\n\u003cp>In a similar fashion, videogames have been stigmatized by an older generation (that has largely never played them) as corrupting the moral and cognitive fiber of a generation. At best they can help develop some hand-eye coordination. At worst videogames can turn you into a sociopath.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Because games are complex, you are continually reformulating and retesting your hypothesis -- the hallmark of critical thinking.\u003c/aside>\n\u003cp>But from what I've seen in my classroom, videogames aren't bad for you at all. In fact, videogames are powerful tools for learning.\u003c!--more-->\u003c/p>\n\u003ch4>Learning about Middle East Conflict\u003c/h4>\n\u003cp>Take, for example, the game \u003ca href=\"http://www.peacemakergame.com/\">PeaceMaker\u003c/a>, which I've integrated into my 7th grade history classes.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>PeaceMaker is a simulation of the Palestinian/Israeli conflict. Players play as either the Palestinian president or the Israeli prime minister -- under calm, tense or violent circumstances. Players have to make numerous decisions in the midst and wake of challenging circumstances and events, such as suicide bombings and missile strikes.\u003c/p>\n\u003cp>When the players make decisions they are immediately assessed and converted into polls that show how the Palestinians, Israelis, Arab countries, Europeans, Americans and the United Nations think of their leadership. The goal is to make decisions that walk the middle path and reach peaceful consensus in the form of a two state solution.\u003c/p>\n\u003cp>In the process of the gameplay, players learn to think like politicians and negotiators. The game requires taking a variety of constituencies into consideration when making decisions; otherwise their decisions would be too myopic. To create a peaceful solution requires reconciling polar worldviews, which means having a working knowledge of each extreme and a sense of which series of decisions can chart a middle way that unites both sides of the conflict.\u003c/p>\n\u003ch4>The Learning Principles of Gaming\u003c/h4>\n\u003cp>What makes PeaceMaker, and videogames in general, powerful tools for learning is that a variety of effective learning principles are embedded within the game design. While there is a spectrum of learning principles embedded within good game design, I've distilled the list down to five cornerstones.\u003c/p>\n\u003cp>\u003cstrong>1. Just-in-time learning.\u003c/strong>\u003cbr>\nVideogames give you just enough information that you can usefully apply. You are not given information you'll need for level 8 at level 1, which can often be the case with schools that download files of information that are never applied. Videogames provide doable challenges that are constantly pushing the edge of a player's competence. This is similar to Russian psychologist Lev Vygotsky's \u003ca href=\"http://en.wikipedia.org/wiki/Zone_of_proximal_development\">Zone of Proximal Development\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>2. Critical thinking.\u003c/strong>\u003cbr>\nWhen you play videogames you're entering a virtual world with only the vaguest idea of what you are supposed to do. As a result, you need to explore the physics of the game and generate a hypothesis of how to navigate it. And then test it. Because games are complex, you are continually reformulating and retesting your hypothesis -- the hallmark of critical thinking.\u003c/p>\n\u003cp>\u003cstrong>3. Increased memory retention.\u003c/strong>\u003cbr>\nCognitive science has recently discovered that memory is a residue of thought. So what you think about is what you remember. As videogames make you think, they also hold the potential to increase memory retention.\u003c/p>\n\u003cp>\u003cstrong>4. Emotional interest.\u003c/strong>\u003cbr>\nVideogames are emotionally engaging. Brain research has revealed that emotional interest helps humans learn. Basically, we don't pay attention to boring things. The \u003ca href=\"http://en.wikipedia.org/wiki/Amygdala\">amygdala\u003c/a> is the emotional center of the brain and also the gateway to learning.\u003c/p>\n\u003cp>\u003cstrong>5. We learn best through images.\u003c/strong>\u003cbr>\nVision is our most dominant sense, taking up half of our brain's resources. The more visual input, the more likely it is to be recognized and recalled. Videogames meet this learning principle in spades as interactive visual simulations.\u003c/p>\n\u003ch4>The New Gold Standard of Learning\u003c/h4>\n\u003cp>Videogames are emerging as a new gold standard of learning because they effectively integrate many vital learning principles into their design.\u003c/p>\n\u003cp>Eric Hoffer, the San Francisco longshoreman and philosopher, said that \"in times of change learners inherit the Earth while the learned find themselves equipped to deal with a world that no longer exists.\"\u003c/p>\n\u003cp>We are living in such times of rapid changes, and those who are most adaptive not only survive, but thrive. I believe videogames represent one of many new powerful forms of media that are tailored to our times, and can also be leveraged as a tool for learning that cultivates critical thinking and emotional engagement.\u003c/p>\n\u003cp>Computers and videogames represent the latest possibility of turning swords into plowshares: The first computers were used for code-breaking and calculating ballistic trajectories during World War II. And now, with the right kind of scaffolding, hopefully we can use computers and computer games to connect, collaborate and create a more peaceful world.\u003c/p>\n\u003cp>\u003cem>Aran Levasseur has an eclectic background that ranges from outdoor education to life coaching, and from habitat restoration to video production. For the last five years he's taught middle school history and science. From the beginning he's been integrating technology into his classes to enhance his teaching and student learning. He recently gave \u003ca href=\"http://vimeo.com/22398353\">a talk at TEDxSFED on videogames and learning\u003c/a>. Currently he's the Academic Technology Coordinator at San Francisco University High School.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem>\u003ca rel=\"attachment wp-att-12215\" href=\"http://ww2.kqed.org/mindshift/2011/06/childrens-magazines-draw-early-adopters-with-apps/pbs-mediashift-logo-final-2/\">\u003cimg class=\"alignleft\" title=\"pbs mediashift logo final\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"50\" height=\"50\">\u003c/a>\u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#!/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"description": "By Aran Levasseur The famous videogame designer, Shigeru Miyamoto, known for creating some of the most iconic and successful videogames in history, such as Donkey Kong, Mario Brothers and Legend of Zelda, once said, "Videogames are bad for you? That's what they said about rock n' roll." In retrospect, we know rock 'n roll's influence",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\n\u003c/h5>\u003cp>\u003cimg class=\"size-medium wp-image-12599\" title=\"RodrigoFavera\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/RodrigoFavera-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/p>\n\u003cp>By \u003ca href=\"http://www.pbs.org/mediashift/aran-levasseur-1/\">Aran Levasseur\u003c/a>\n\u003c/p>\u003cp>The famous videogame designer, Shigeru Miyamoto, known for creating some of the most iconic and successful videogames in history, such as Donkey Kong, Mario Brothers and Legend of Zelda, once said, \"Videogames are bad for you? That's what they said about rock n' roll.\"\u003c/p>\n\u003cp>In retrospect, we know rock 'n roll's influence has gone beyond creating a new kind of music, shaping many other aspects of culture: lifestyles, fashion, attitudes and language. And there is compelling evidence that rock 'n roll may have even helped the civil rights movement.\u003c/p>\n\u003cp>In a similar fashion, videogames have been stigmatized by an older generation (that has largely never played them) as corrupting the moral and cognitive fiber of a generation. At best they can help develop some hand-eye coordination. At worst videogames can turn you into a sociopath.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Because games are complex, you are continually reformulating and retesting your hypothesis -- the hallmark of critical thinking.\u003c/aside>\n\u003cp>But from what I've seen in my classroom, videogames aren't bad for you at all. In fact, videogames are powerful tools for learning.\u003c!--more-->\u003c/p>\n\u003ch4>Learning about Middle East Conflict\u003c/h4>\n\u003cp>Take, for example, the game \u003ca href=\"http://www.peacemakergame.com/\">PeaceMaker\u003c/a>, which I've integrated into my 7th grade history classes.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>PeaceMaker is a simulation of the Palestinian/Israeli conflict. Players play as either the Palestinian president or the Israeli prime minister -- under calm, tense or violent circumstances. Players have to make numerous decisions in the midst and wake of challenging circumstances and events, such as suicide bombings and missile strikes.\u003c/p>\n\u003cp>When the players make decisions they are immediately assessed and converted into polls that show how the Palestinians, Israelis, Arab countries, Europeans, Americans and the United Nations think of their leadership. The goal is to make decisions that walk the middle path and reach peaceful consensus in the form of a two state solution.\u003c/p>\n\u003cp>In the process of the gameplay, players learn to think like politicians and negotiators. The game requires taking a variety of constituencies into consideration when making decisions; otherwise their decisions would be too myopic. To create a peaceful solution requires reconciling polar worldviews, which means having a working knowledge of each extreme and a sense of which series of decisions can chart a middle way that unites both sides of the conflict.\u003c/p>\n\u003ch4>The Learning Principles of Gaming\u003c/h4>\n\u003cp>What makes PeaceMaker, and videogames in general, powerful tools for learning is that a variety of effective learning principles are embedded within the game design. While there is a spectrum of learning principles embedded within good game design, I've distilled the list down to five cornerstones.\u003c/p>\n\u003cp>\u003cstrong>1. Just-in-time learning.\u003c/strong>\u003cbr>\nVideogames give you just enough information that you can usefully apply. You are not given information you'll need for level 8 at level 1, which can often be the case with schools that download files of information that are never applied. Videogames provide doable challenges that are constantly pushing the edge of a player's competence. This is similar to Russian psychologist Lev Vygotsky's \u003ca href=\"http://en.wikipedia.org/wiki/Zone_of_proximal_development\">Zone of Proximal Development\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>2. Critical thinking.\u003c/strong>\u003cbr>\nWhen you play videogames you're entering a virtual world with only the vaguest idea of what you are supposed to do. As a result, you need to explore the physics of the game and generate a hypothesis of how to navigate it. And then test it. Because games are complex, you are continually reformulating and retesting your hypothesis -- the hallmark of critical thinking.\u003c/p>\n\u003cp>\u003cstrong>3. Increased memory retention.\u003c/strong>\u003cbr>\nCognitive science has recently discovered that memory is a residue of thought. So what you think about is what you remember. As videogames make you think, they also hold the potential to increase memory retention.\u003c/p>\n\u003cp>\u003cstrong>4. Emotional interest.\u003c/strong>\u003cbr>\nVideogames are emotionally engaging. Brain research has revealed that emotional interest helps humans learn. Basically, we don't pay attention to boring things. The \u003ca href=\"http://en.wikipedia.org/wiki/Amygdala\">amygdala\u003c/a> is the emotional center of the brain and also the gateway to learning.\u003c/p>\n\u003cp>\u003cstrong>5. We learn best through images.\u003c/strong>\u003cbr>\nVision is our most dominant sense, taking up half of our brain's resources. The more visual input, the more likely it is to be recognized and recalled. Videogames meet this learning principle in spades as interactive visual simulations.\u003c/p>\n\u003ch4>The New Gold Standard of Learning\u003c/h4>\n\u003cp>Videogames are emerging as a new gold standard of learning because they effectively integrate many vital learning principles into their design.\u003c/p>\n\u003cp>Eric Hoffer, the San Francisco longshoreman and philosopher, said that \"in times of change learners inherit the Earth while the learned find themselves equipped to deal with a world that no longer exists.\"\u003c/p>\n\u003cp>We are living in such times of rapid changes, and those who are most adaptive not only survive, but thrive. I believe videogames represent one of many new powerful forms of media that are tailored to our times, and can also be leveraged as a tool for learning that cultivates critical thinking and emotional engagement.\u003c/p>\n\u003cp>Computers and videogames represent the latest possibility of turning swords into plowshares: The first computers were used for code-breaking and calculating ballistic trajectories during World War II. And now, with the right kind of scaffolding, hopefully we can use computers and computer games to connect, collaborate and create a more peaceful world.\u003c/p>\n\u003cp>\u003cem>Aran Levasseur has an eclectic background that ranges from outdoor education to life coaching, and from habitat restoration to video production. For the last five years he's taught middle school history and science. From the beginning he's been integrating technology into his classes to enhance his teaching and student learning. He recently gave \u003ca href=\"http://vimeo.com/22398353\">a talk at TEDxSFED on videogames and learning\u003c/a>. Currently he's the Academic Technology Coordinator at San Francisco University High School.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem>\u003ca rel=\"attachment wp-att-12215\" href=\"http://ww2.kqed.org/mindshift/2011/06/childrens-magazines-draw-early-adopters-with-apps/pbs-mediashift-logo-final-2/\">\u003cimg class=\"alignleft\" title=\"pbs mediashift logo final\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"50\" height=\"50\">\u003c/a>\u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#!/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_12551\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://scratch.mit.edu/projects/trackb1103/1767728\">\u003cimg class=\"size-medium wp-image-12551\" title=\"Screen shot 2011-06-14 at 10.00.16 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/Screen-shot-2011-06-14-at-10.00.16-AM-300x242.png\" alt=\"\" width=\"300\" height=\"242\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Click on the image to play this game designed by a student at a Los Altos elementary school.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Sheena Vaidyanathan\u003c/h5>\n\u003cp>\"I think I fixed it, can I upload my program?”\u003cbr>\n“Can you test my app?\"\u003cbr>\n“I just need to add a help menu.”\u003c/p>\n\u003cp>These are not remarks at a Silicon Valley technology startup, but from an animated conversation in a classroom of 10- and 11-year-olds in the Los Altos School District in California. These fifth- and sixth graders are experiencing the excitement of computer programming through \u003ca href=\"http://scratch.mit.edu/\">Scratch\u003c/a>, a tool designed by MIT. They are creating their very first fully functional program.\u003c/p>\n\u003cp>As part of a district-wide program called Digital Design that I teach, every student from fourth through sixth grade is exposed to computer programming in addition to 2D and 3D design. The first assignment this trimester was to create a drawing program – a computer version of the popular Etch-A-Sketch toy. Students learned some fundamental programming concepts, then wrote their own programs. The project was deliberately open ended and the creative results surprised me.\u003c/p>\n\u003caside class=\"pullquote alignleft\">This is a case of everyone learning programming in school, not the select few who know that they want to and can afford to take an expensive computer camp.\u003c/aside>\n\u003cp>Most of these students have never programmed before, and certainly did not think of themselves as computer experts. But in less than two hours (three classes), they created programs with help menus, keyboard shortcuts, menus to change colors, brushes, paper and more. Imagine what they could do with a little more time and experience!\u003c/p>\n\u003cp>\u003cstrong>Drawing Programs Samples\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The second project was to create a simple video game, and it was constructed in five classes. Students learned programming concepts such as iteration, conditionals, and variables in the context of game design. As before, the the students showcased their originality.\u003c!--more-->\u003c/p>\n\u003cp>Here's an example: Use arrow keys to collect bananas without touching the dino.\u003c/p>\n\u003cparam name=\"project\" value=\"../../static/projects/trackb11g3/1814535.sb\"> \u003ca href=\"http://scratch.mit.edu/projects/trackb11g3/1814535\">Learn more about this project\u003c/a>\n\u003cp>\u003cstrong>Simple games\u003c/strong>\u003c/p>\n\u003cp>About 900 students have learned programming through Scratch in the last 2 years via the Los Altos School District’s Digital Design program. The examples shown are just a small sample taken from the last trimester. More Scratch projects can be found on the \u003ca href=\"http://www.digitalartforall.com/lasd/digital-gallery/\">Digital Gallery\u003c/a> on this website.\u003c/p>\n\u003cp>What is particularly remarkable about these projects is that every student in the public school district takes this class. The projects are not just made by students who are already predisposed to computers – the \"wanna-be computer geeks.\" One student told me right at the beginning that she does not like computers. The class also includes English language learners who just transferred to the school district. There are also several special education students who are mainstreamed for this program. This is a case of everyone learning programming in school, not the select few who know that they want to and can afford to take an expensive computer camp.\u003c/p>\n\u003cp>These students may not choose to be computer scientists, but they have learned computational thinking, an important digital-age skill. (\u003ca href=\"http://www.iste.org/standards/computational-thinking.aspx\">See more on computational thinking on the ISTE website\u003c/a>). They will be able to use these skills to solve problems in a wide range of fields in the future. There has been much written about the need to go beyond teaching the \u003cem>use\u003c/em> of computer programs and to actually teach how to \u003cem>make\u003c/em> computer programs. Douglas Rushkoff makes a good case for learning programming in his book \u003cem>\u003ca href=\"http://www.orbooks.com/our-books/program/\">Program or Be Programmed: Ten Commands for a Digital Age\u003c/a>: \u003c/em> “When human beings acquired language, we learned not just how to listen but how to speak. When we gained literacy, we learned not just how to read but how to write. And as we move into an increasingly digital reality, we must learn not just how to use programs but how to make them. ”\u003c/p>\n\u003cp>The most exciting part for a computer scientist and Silicon Valley resident like myself is that some of these kids are now passionate about programming. They are working on Scratch projects during recess and at home (\u003ca href=\"http://scratch.mit.edu/\">Scratch is a free download from MIT\u003c/a>).\u003c/p>\n\u003cp>Eventually, one of these kids may go on to create the next Hewlett Packard, or the next Apple or the next Google. I like to think that the future of Silicon Valley is in good hands; this new generation of creative computer programmers will keep our innovative spirit alive.\u003c/p>\n\u003ch5>\u003cem>This article was posted on \u003ca href=\"http://www.digitalartforall.com/1482/creative-computer-programmers/\">Digital Art for All\u003c/a> by Sheena Vaidyanathan, who teaches 3D design and computer programming to students in the Los Altos School District in California.\u003c/em>\u003c/h5>\n\u003cp>\u003c/p>\n\u003cp>Watch Rushkoff's video about the importance of learning to program:\u003cbr>\nhttp://youtu.be/kgicuytCkoY\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_12551\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://scratch.mit.edu/projects/trackb1103/1767728\">\u003cimg class=\"size-medium wp-image-12551\" title=\"Screen shot 2011-06-14 at 10.00.16 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/Screen-shot-2011-06-14-at-10.00.16-AM-300x242.png\" alt=\"\" width=\"300\" height=\"242\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Click on the image to play this game designed by a student at a Los Altos elementary school.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Sheena Vaidyanathan\u003c/h5>\n\u003cp>\"I think I fixed it, can I upload my program?”\u003cbr>\n“Can you test my app?\"\u003cbr>\n“I just need to add a help menu.”\u003c/p>\n\u003cp>These are not remarks at a Silicon Valley technology startup, but from an animated conversation in a classroom of 10- and 11-year-olds in the Los Altos School District in California. These fifth- and sixth graders are experiencing the excitement of computer programming through \u003ca href=\"http://scratch.mit.edu/\">Scratch\u003c/a>, a tool designed by MIT. They are creating their very first fully functional program.\u003c/p>\n\u003cp>As part of a district-wide program called Digital Design that I teach, every student from fourth through sixth grade is exposed to computer programming in addition to 2D and 3D design. The first assignment this trimester was to create a drawing program – a computer version of the popular Etch-A-Sketch toy. Students learned some fundamental programming concepts, then wrote their own programs. The project was deliberately open ended and the creative results surprised me.\u003c/p>\n\u003caside class=\"pullquote alignleft\">This is a case of everyone learning programming in school, not the select few who know that they want to and can afford to take an expensive computer camp.\u003c/aside>\n\u003cp>Most of these students have never programmed before, and certainly did not think of themselves as computer experts. But in less than two hours (three classes), they created programs with help menus, keyboard shortcuts, menus to change colors, brushes, paper and more. Imagine what they could do with a little more time and experience!\u003c/p>\n\u003cp>\u003cstrong>Drawing Programs Samples\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The second project was to create a simple video game, and it was constructed in five classes. Students learned programming concepts such as iteration, conditionals, and variables in the context of game design. As before, the the students showcased their originality.\u003c!--more-->\u003c/p>\n\u003cp>Here's an example: Use arrow keys to collect bananas without touching the dino.\u003c/p>\n\u003cparam name=\"project\" value=\"../../static/projects/trackb11g3/1814535.sb\"> \u003ca href=\"http://scratch.mit.edu/projects/trackb11g3/1814535\">Learn more about this project\u003c/a>\n\u003cp>\u003cstrong>Simple games\u003c/strong>\u003c/p>\n\u003cp>About 900 students have learned programming through Scratch in the last 2 years via the Los Altos School District’s Digital Design program. The examples shown are just a small sample taken from the last trimester. More Scratch projects can be found on the \u003ca href=\"http://www.digitalartforall.com/lasd/digital-gallery/\">Digital Gallery\u003c/a> on this website.\u003c/p>\n\u003cp>What is particularly remarkable about these projects is that every student in the public school district takes this class. The projects are not just made by students who are already predisposed to computers – the \"wanna-be computer geeks.\" One student told me right at the beginning that she does not like computers. The class also includes English language learners who just transferred to the school district. There are also several special education students who are mainstreamed for this program. This is a case of everyone learning programming in school, not the select few who know that they want to and can afford to take an expensive computer camp.\u003c/p>\n\u003cp>These students may not choose to be computer scientists, but they have learned computational thinking, an important digital-age skill. (\u003ca href=\"http://www.iste.org/standards/computational-thinking.aspx\">See more on computational thinking on the ISTE website\u003c/a>). They will be able to use these skills to solve problems in a wide range of fields in the future. There has been much written about the need to go beyond teaching the \u003cem>use\u003c/em> of computer programs and to actually teach how to \u003cem>make\u003c/em> computer programs. Douglas Rushkoff makes a good case for learning programming in his book \u003cem>\u003ca href=\"http://www.orbooks.com/our-books/program/\">Program or Be Programmed: Ten Commands for a Digital Age\u003c/a>: \u003c/em> “When human beings acquired language, we learned not just how to listen but how to speak. When we gained literacy, we learned not just how to read but how to write. And as we move into an increasingly digital reality, we must learn not just how to use programs but how to make them. ”\u003c/p>\n\u003cp>The most exciting part for a computer scientist and Silicon Valley resident like myself is that some of these kids are now passionate about programming. They are working on Scratch projects during recess and at home (\u003ca href=\"http://scratch.mit.edu/\">Scratch is a free download from MIT\u003c/a>).\u003c/p>\n\u003cp>Eventually, one of these kids may go on to create the next Hewlett Packard, or the next Apple or the next Google. I like to think that the future of Silicon Valley is in good hands; this new generation of creative computer programmers will keep our innovative spirit alive.\u003c/p>\n\u003ch5>\u003cem>This article was posted on \u003ca href=\"http://www.digitalartforall.com/1482/creative-computer-programmers/\">Digital Art for All\u003c/a> by Sheena Vaidyanathan, who teaches 3D design and computer programming to students in the Los Altos School District in California.\u003c/em>\u003c/h5>\n\u003cp>\u003c/p>\n\u003cp>Watch Rushkoff's video about the importance of learning to program:\u003cbr>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/kgicuytCkoY'\n title='//www.youtube.com/embed/kgicuytCkoY'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_12515\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.instructables.com/id/How-to-Build-a-Robot---The-BeetleBot/\">\u003cimg class=\"size-medium wp-image-12515\" title=\"How to Build a Robot - The BeetleBot\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/How-to-Build-a-Robot-The-BeetleBot-300x221.jpg\" alt=\"\" width=\"300\" height=\"221\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Continuing our \u003ca href=\"http://ww2.kqed.org/mindshift/tag/summer-slide/\">summer slide\u003c/a> series, in which we've offered ideas on how to keep learners' \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/preventing-the-summer-slide-in-math-skills/\">math\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/preventing-the-summer-slide-in-reading/\">literacy\u003c/a> skills sharpened, we now turn our focus to science and tech-related ideas. The summer months provide a great opportunity for students to work on projects that help extend some of the ideas they might have learned during the school year or to pursue ideas that they might not have had a chance to do in the classroom.\u003c/p>\n\u003cp>Here is just a short list of projects that could help prevent the summer slide in science and technology.\u003c/p>\n\u003cp>\u003cstrong>1. BECOME A CITIZEN SCIENTIST\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Citizen science takes scientific inquiry and research out of the lab (and out of the sole purview of scientists and researchers) and puts it in the hand of those without formal scientific training -- \"citizens,\" volunteers, and, yes, students. There are a number of ways that students can engage in citizen science projects over the summer, whether they're \u003ca href=\"http://www.projectnoah.org/\">spotting animals\u003c/a> or \u003ca href=\"http://leafsnap.com/\">identifying plants\u003c/a>. Here are a few \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/four-fantastic-citizen-scientist-apps-and-sites/\">suggested apps and websites\u003c/a>\u003cstrong>.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>2. LEARN TO PROGRAM\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Despite the explosion of the number of tech jobs, very few students actually have an opportunity to learn programming at the K-12 level. Programming remains a project that many students do outside the classroom, hacking on their home computers. There are a number of tools that can help even very young children learn how to program, including \u003ca href=\"http://scratch.mit.edu\">Scratch\u003c/a> and \u003ca href=\"http://research.microsoft.com/en-us/projects/kodu/\">Kodu\u003c/a>. Here are a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">list of a few programming languages\u003c/a> that make a good place for budding computer scientist to start.\u003c/p>\n\u003cp>\u003cstrong>3. BUILD A ROBOT\u003c/strong>\u003c/p>\n\u003cp>Summer vacation is only two or three months long, so the suggestion to build a robot might seem ambitious. But in addition to the new tools that make it easier for kids to learn how to build software, you \u003c!--more-->can find tools that make it easier for them to learn how to build hardware -- things like \u003ca href=\"http://mindstorms.lego.com/en-us/Default.aspx\">LEGO Mindstorms\u003c/a> and \u003ca href=\"http://www.arduino.cc/\">Arduino\u003c/a>. But even without any programming or electrical engineering skills, building a robot can be as easy as following step-by-side \u003ca href=\"http://www.instructables.com/id/How-to-Build-a-Robot---The-BeetleBot/\">instructions from Instructables\u003c/a> or assembling do-it-yourself kits like these \u003ca href=\"http://www.amazon.com/Blinkybug-Kit-Make-Electronic-Insects/dp/0811871401/ref=sr_1_1?ie=UTF8&qid=1307986962&sr=8-1\">Blinky Bugs\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>What summer science and tech projects are on your To Do list?\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_12515\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.instructables.com/id/How-to-Build-a-Robot---The-BeetleBot/\">\u003cimg class=\"size-medium wp-image-12515\" title=\"How to Build a Robot - The BeetleBot\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/How-to-Build-a-Robot-The-BeetleBot-300x221.jpg\" alt=\"\" width=\"300\" height=\"221\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Continuing our \u003ca href=\"http://ww2.kqed.org/mindshift/tag/summer-slide/\">summer slide\u003c/a> series, in which we've offered ideas on how to keep learners' \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/preventing-the-summer-slide-in-math-skills/\">math\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/preventing-the-summer-slide-in-reading/\">literacy\u003c/a> skills sharpened, we now turn our focus to science and tech-related ideas. The summer months provide a great opportunity for students to work on projects that help extend some of the ideas they might have learned during the school year or to pursue ideas that they might not have had a chance to do in the classroom.\u003c/p>\n\u003cp>Here is just a short list of projects that could help prevent the summer slide in science and technology.\u003c/p>\n\u003cp>\u003cstrong>1. BECOME A CITIZEN SCIENTIST\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Citizen science takes scientific inquiry and research out of the lab (and out of the sole purview of scientists and researchers) and puts it in the hand of those without formal scientific training -- \"citizens,\" volunteers, and, yes, students. There are a number of ways that students can engage in citizen science projects over the summer, whether they're \u003ca href=\"http://www.projectnoah.org/\">spotting animals\u003c/a> or \u003ca href=\"http://leafsnap.com/\">identifying plants\u003c/a>. Here are a few \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/four-fantastic-citizen-scientist-apps-and-sites/\">suggested apps and websites\u003c/a>\u003cstrong>.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>2. LEARN TO PROGRAM\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Despite the explosion of the number of tech jobs, very few students actually have an opportunity to learn programming at the K-12 level. Programming remains a project that many students do outside the classroom, hacking on their home computers. There are a number of tools that can help even very young children learn how to program, including \u003ca href=\"http://scratch.mit.edu\">Scratch\u003c/a> and \u003ca href=\"http://research.microsoft.com/en-us/projects/kodu/\">Kodu\u003c/a>. Here are a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">list of a few programming languages\u003c/a> that make a good place for budding computer scientist to start.\u003c/p>\n\u003cp>\u003cstrong>3. BUILD A ROBOT\u003c/strong>\u003c/p>\n\u003cp>Summer vacation is only two or three months long, so the suggestion to build a robot might seem ambitious. But in addition to the new tools that make it easier for kids to learn how to build software, you \u003c!--more-->can find tools that make it easier for them to learn how to build hardware -- things like \u003ca href=\"http://mindstorms.lego.com/en-us/Default.aspx\">LEGO Mindstorms\u003c/a> and \u003ca href=\"http://www.arduino.cc/\">Arduino\u003c/a>. But even without any programming or electrical engineering skills, building a robot can be as easy as following step-by-side \u003ca href=\"http://www.instructables.com/id/How-to-Build-a-Robot---The-BeetleBot/\">instructions from Instructables\u003c/a> or assembling do-it-yourself kits like these \u003ca href=\"http://www.amazon.com/Blinkybug-Kit-Make-Electronic-Insects/dp/0811871401/ref=sr_1_1?ie=UTF8&qid=1307986962&sr=8-1\">Blinky Bugs\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>What summer science and tech projects are on your To Do list?\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Watch Out, Print Textbooks: Here Comes Inkling",
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"content": "\u003cp>\u003cimg class=\"size-medium wp-image-12444\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/Screen-shot-2011-06-08-at-4.34.41-PM-300x170.png\" alt=\"\" width=\"300\" height=\"170\">\u003c/p>\n\u003cp>Whether it's the iPad that will shake up the print book industry, or some other tablet, it's evident that education textbook publishers are \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/will-college-textbooks-be-obsolete/\">going to have to adapt\u003c/a> to the digital world.\u003c/p>\n\u003cp>Since the iPad is still the front-runner in the education realm, publishers have to learn to think of it not just as another medium for reading. They have to completely rethink the way content is consumed. And they’re looking to the pros – the engineers -- to show them the way.\u003c/p>\n\u003cp>At the moment, it's\u003ca href=\"http://www.inkling.com/%20\"> Inkling\u003c/a> that's trailblazing the path to re-conceptualizing the college textbook.\u003c/p>\n\u003cp>\"The iPad is not a book. Too many publishers pretend it's a book,\" \u003ca href=\"http://www.readwriteweb.com/archives/major_publisher_investment_advances_inkling_as_the.php\">said founder and CEO Matt MacInnis\u003c/a> to ReadWriteWeb. \"We have gently disassembled the textbook.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>What makes Inkling's apps unique is the fact that \"content isn't bound by pages or sections or chapters in the same linear fashion. Rather, it's hierarchical, richly illustrated and augmented. It's interactive. It's social,\" Watters writes. The \u003ca href=\"http://allthingsd.com/20110323/textbook-makers-fund-inkling-for-interactive-ipad-editions/?mod=ATD_search\">digital versions \u003c/a>include quizzes, interactive infographics, and a scrolling and searchable interface.\u003c/p>\n\u003cp>The San Francisco-based startup has grabbed the attention of the media as well as of leading publishers in the industry. In March, the company \u003ca href=\"http://allthingsd.com/20110323/textbook-makers-fund-inkling-for-interactive-ipad-editions/?mod=ATD_search\">received a round of funding\u003c/a> from Pearson and McGraw-Hill. By fall, Inkling plans to have about \u003ca href=\"http://bits.blogs.nytimes.com/2011/06/01/i-p-o-talk-demos-at-tech-confab/\">100 of the most used textbooks\u003c/a> available. The apps will cost about \u003ca href=\"http://www.nytimes.com/2011/06/06/business/media/06iht-EDUCSIDE06.html\">20 percent less \u003c/a>than print books, and students can purchase individual chapters for $2.99. The company's also planning to offer the product in an Android version, the Google operating system, \u003ca href=\"http://www.nytimes.com/2011/06/06/business/media/06iht-EDUCSIDE06.html\">according to the New York Times\u003c/a>.\u003c!--more-->\u003c/p>\n\u003cp>Here's what's \u003ca href=\"http://www.businesswire.com/news/home/20110323005569/en/Inkling-Secures-Major-Investment-Top-Education-Companies\">on the agenda for Inkling\u003c/a> next fall:\u003c/p>\n\u003cul>\n\u003cblockquote>\n\u003cli> The top 100 undergraduate titles from McGraw-Hill Higher Education\u003c/li>\n\u003cli> A comprehensive MBA curriculum, featuring 24 of the most popular business titles, from Pearson Education\u003c/li>\n\u003cli> A full line of medical textbooks, featuring Lippincott Williams & Wilkins, an imprint of Wolters Kluwer Health\u003c/li>\n\u003cli> Top undergraduate arts and sciences titles from Pearson Education\u003c/li>\n\u003cli> Top medical education and reference content from McGraw-Hill Professional\u003c/li>\n\u003c/blockquote>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>As far as how many students have crossed over to the digital side, at this point, it's a chicken-or-egg question. E-textbooks made up only 2.8 percent of total U.S. textbook sales in 2010, \u003ca href=\"http://www.nytimes.com/2011/06/06/business/media/06iht-EDUCSIDE06.html\">according to the Times\u003c/a>. Some students say \u003ca href=\"http://www.padgadget.com/2011/06/03/75-of-acu-freshmen-willing-to-buy-ipad-to-replace-textbooks/\">they'd be willing to invest in a gadget like an iPad \u003c/a>if half of their textbooks were available in digital editions, but exactly when that time will come, perhaps only Inkling has an inkling.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>What makes Inkling's apps unique is the fact that \"content isn't bound by pages or sections or chapters in the same linear fashion. Rather, it's hierarchical, richly illustrated and augmented. It's interactive. It's social,\" Watters writes. The \u003ca href=\"http://allthingsd.com/20110323/textbook-makers-fund-inkling-for-interactive-ipad-editions/?mod=ATD_search\">digital versions \u003c/a>include quizzes, interactive infographics, and a scrolling and searchable interface.\u003c/p>\n\u003cp>The San Francisco-based startup has grabbed the attention of the media as well as of leading publishers in the industry. In March, the company \u003ca href=\"http://allthingsd.com/20110323/textbook-makers-fund-inkling-for-interactive-ipad-editions/?mod=ATD_search\">received a round of funding\u003c/a> from Pearson and McGraw-Hill. By fall, Inkling plans to have about \u003ca href=\"http://bits.blogs.nytimes.com/2011/06/01/i-p-o-talk-demos-at-tech-confab/\">100 of the most used textbooks\u003c/a> available. The apps will cost about \u003ca href=\"http://www.nytimes.com/2011/06/06/business/media/06iht-EDUCSIDE06.html\">20 percent less \u003c/a>than print books, and students can purchase individual chapters for $2.99. The company's also planning to offer the product in an Android version, the Google operating system, \u003ca href=\"http://www.nytimes.com/2011/06/06/business/media/06iht-EDUCSIDE06.html\">according to the New York Times\u003c/a>.\u003c!--more-->\u003c/p>\n\u003cp>Here's what's \u003ca href=\"http://www.businesswire.com/news/home/20110323005569/en/Inkling-Secures-Major-Investment-Top-Education-Companies\">on the agenda for Inkling\u003c/a> next fall:\u003c/p>\n\u003cul>\n\u003cblockquote>\n\u003cli> The top 100 undergraduate titles from McGraw-Hill Higher Education\u003c/li>\n\u003cli> A comprehensive MBA curriculum, featuring 24 of the most popular business titles, from Pearson Education\u003c/li>\n\u003cli> A full line of medical textbooks, featuring Lippincott Williams & Wilkins, an imprint of Wolters Kluwer Health\u003c/li>\n\u003cli> Top undergraduate arts and sciences titles from Pearson Education\u003c/li>\n\u003cli> Top medical education and reference content from McGraw-Hill Professional\u003c/li>\n\u003c/blockquote>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>As far as how many students have crossed over to the digital side, at this point, it's a chicken-or-egg question. E-textbooks made up only 2.8 percent of total U.S. textbook sales in 2010, \u003ca href=\"http://www.nytimes.com/2011/06/06/business/media/06iht-EDUCSIDE06.html\">according to the Times\u003c/a>. Some students say \u003ca href=\"http://www.padgadget.com/2011/06/03/75-of-acu-freshmen-willing-to-buy-ipad-to-replace-textbooks/\">they'd be willing to invest in a gadget like an iPad \u003c/a>if half of their textbooks were available in digital editions, but exactly when that time will come, perhaps only Inkling has an inkling.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Apple is holding its big \u003ca href=\"http://developer.apple.com/wwdc/\">developers' conference\u003c/a> this week in San Francisco, and the event kicked off on Monday with a \u003ca href=\"http://events.apple.com.edgesuite.net/11piubpwiqubf06/event/\">keynote\u003c/a> unveiling some of the new products and features Apple has in store. This includes upgrades to both its \u003ca href=\"http://www.apple.com/macosx/\">Mac\u003c/a> and \u003ca href=\"http://www.apple.com/ios/ios5/\">mobile\u003c/a> operating systems.\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-12387\" href=\"http://ww2.kqed.org/mindshift/2011/06/does-apples-new-icloud-offer-anything-new-for-education/icloud/\">\u003cimg class=\"alignleft size-full wp-image-12387\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/icloud.jpg\" alt=\"\" width=\"295\" height=\"320\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/06/icloud.jpg 369w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/icloud-320x347.jpg 320w\" sizes=\"(max-width: 295px) 100vw, 295px\">\u003c/a>Apple also introduced a new product, \u003ca href=\"http://www.apple.com/icloud/\">iCloud\u003c/a> that will store users' music, photos, apps, calendars, and documents online and then push them to all Apple devices, whether they're iPhones, iPads, iPod Touches, or Macs. The service includes 5 GB of storage for free.\u003c/p>\n\u003cp>Apple is hardly the first company to make a foray into online storage. But with the popularity of Apple's products -- with consumers in general and with educators in particular -- it may be that Apple's new offering will help popularize the idea of cloud computing, a term that's familiar in tech circles but still unclear to a lot of consumers.\u003c/p>\n\u003cp>CEO Steve Jobs took to the stage at the \u003ca href=\"http://developer.apple.com/wwdc/\">World Wide Developers Conference\u003c/a> on Monday to explain Apple's new service, saying that iCloud was the company's \"next big insight.\" Contending that the PC is no longer the \"digital hub for your digital life,\" Jobs predicted that with iCloud, the company will \"demote the PC and the Mac to just be a device\" and instead that our digital hub will be \"in the cloud.\" And if nothing else, iCloud offers a way to demonstrate what cloud computing means: it's online storage, accessible anywhere from any device over the Internet. All that data will in fact be stored in massive data centers instead of locally on your hard drive.\u003c/p>\n\u003cp>But what does iCloud mean for education? \u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Syncing information across devices has great appeal. It means that students and teachers will be able to access their documents, their projects, their videos anywhere, whether they've created them at home or in the computer lab or on their mobile phones.\u003c/p>\n\u003cp>But the major problem with iCloud is that it works only with Apple products. If you use a Mac at school but have an Android mobile phone, or if you use an iPhone but have a Windows computer at school and a Mac at home, then syncing isn't so seamless. iCloud doesn't really fulfill the promise of \"access anywhere.\"\u003c/p>\n\u003cp>Furthermore, along with the need for people to move their own data across their personal devices, people are increasingly needing to share this information with others. \u003ca href=\"https://docs.google.com/#home\">Google Docs\u003c/a> and \u003ca href=\"http://www.dropbox.com\">Dropbox\u003c/a>, for example, have both seen widespread adoption in schools because of the ability to do just this -- collaborate and share -- without a restriction on device or operating system.\u003c/p>\n\u003cp>It may be that Apple has more in store with its iCloud product that will make it better suited for education. The company will have to do precisely this if it wants to be able to compete with other major technology companies that have already made advances on this front, such as \u003ca href=\"http://www.google.com/a/help/intl/en/edu/index.html\">Google Apps for Education\u003c/a> or \u003ca href=\"http://www.microsoft.com/liveatedu/free-email-accounts.aspx\">Microsoft Live@edu\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Schools are increasingly recognizing the cost savings and efficiencies associated with cloud services (no need for maintaining district servers, for example). But schools should be wary about vendor lock-in here and about selecting cloud services that restrict rather than open the possibilities for collaboration.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Apple is holding its big \u003ca href=\"http://developer.apple.com/wwdc/\">developers' conference\u003c/a> this week in San Francisco, and the event kicked off on Monday with a \u003ca href=\"http://events.apple.com.edgesuite.net/11piubpwiqubf06/event/\">keynote\u003c/a> unveiling some of the new products and features Apple has in store. This includes upgrades to both its \u003ca href=\"http://www.apple.com/macosx/\">Mac\u003c/a> and \u003ca href=\"http://www.apple.com/ios/ios5/\">mobile\u003c/a> operating systems.\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-12387\" href=\"http://ww2.kqed.org/mindshift/2011/06/does-apples-new-icloud-offer-anything-new-for-education/icloud/\">\u003cimg class=\"alignleft size-full wp-image-12387\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/icloud.jpg\" alt=\"\" width=\"295\" height=\"320\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/06/icloud.jpg 369w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/icloud-320x347.jpg 320w\" sizes=\"(max-width: 295px) 100vw, 295px\">\u003c/a>Apple also introduced a new product, \u003ca href=\"http://www.apple.com/icloud/\">iCloud\u003c/a> that will store users' music, photos, apps, calendars, and documents online and then push them to all Apple devices, whether they're iPhones, iPads, iPod Touches, or Macs. The service includes 5 GB of storage for free.\u003c/p>\n\u003cp>Apple is hardly the first company to make a foray into online storage. But with the popularity of Apple's products -- with consumers in general and with educators in particular -- it may be that Apple's new offering will help popularize the idea of cloud computing, a term that's familiar in tech circles but still unclear to a lot of consumers.\u003c/p>\n\u003cp>CEO Steve Jobs took to the stage at the \u003ca href=\"http://developer.apple.com/wwdc/\">World Wide Developers Conference\u003c/a> on Monday to explain Apple's new service, saying that iCloud was the company's \"next big insight.\" Contending that the PC is no longer the \"digital hub for your digital life,\" Jobs predicted that with iCloud, the company will \"demote the PC and the Mac to just be a device\" and instead that our digital hub will be \"in the cloud.\" And if nothing else, iCloud offers a way to demonstrate what cloud computing means: it's online storage, accessible anywhere from any device over the Internet. All that data will in fact be stored in massive data centers instead of locally on your hard drive.\u003c/p>\n\u003cp>But what does iCloud mean for education? \u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Syncing information across devices has great appeal. It means that students and teachers will be able to access their documents, their projects, their videos anywhere, whether they've created them at home or in the computer lab or on their mobile phones.\u003c/p>\n\u003cp>But the major problem with iCloud is that it works only with Apple products. If you use a Mac at school but have an Android mobile phone, or if you use an iPhone but have a Windows computer at school and a Mac at home, then syncing isn't so seamless. iCloud doesn't really fulfill the promise of \"access anywhere.\"\u003c/p>\n\u003cp>Furthermore, along with the need for people to move their own data across their personal devices, people are increasingly needing to share this information with others. \u003ca href=\"https://docs.google.com/#home\">Google Docs\u003c/a> and \u003ca href=\"http://www.dropbox.com\">Dropbox\u003c/a>, for example, have both seen widespread adoption in schools because of the ability to do just this -- collaborate and share -- without a restriction on device or operating system.\u003c/p>\n\u003cp>It may be that Apple has more in store with its iCloud product that will make it better suited for education. The company will have to do precisely this if it wants to be able to compete with other major technology companies that have already made advances on this front, such as \u003ca href=\"http://www.google.com/a/help/intl/en/edu/index.html\">Google Apps for Education\u003c/a> or \u003ca href=\"http://www.microsoft.com/liveatedu/free-email-accounts.aspx\">Microsoft Live@edu\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Schools are increasingly recognizing the cost savings and efficiencies associated with cloud services (no need for maintaining district servers, for example). But schools should be wary about vendor lock-in here and about selecting cloud services that restrict rather than open the possibilities for collaboration.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/tryingyouth/2456237/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-12378\" title=\"A Trying Youth\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/A-Trying-Youth-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>Google \"photosynthesis\" and you'll see a long list of links to everything from Wikipedia to PBS to the University of Illinois, with plenty of YouTube videos thrown into the mix.\u003c/p>\n\u003cp>To streamline this somewhat random page of results for both educators and learners, a group of education content providers is teaming up to create a better defined framework for education-related searches online.\u003c/p>\n\u003cp>In a move that brings together for the first time traditional content companies and free, open content sites, the Association of Educational Publishers (AEP) and Creative Commons (CC) are partnering to improve search results online the through the creation of a metadata framework specifically for learning resources. That means teachers looking for content -- much of it aligned to Common Core standards -- will be able to more easily find information they need. At least that's the hope.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"This can do for students what John Dewey did for readers 150 years ago when he created standardized card cataloging.\"\u003c/aside>\n\u003cp>\"Easy access to high-quality learning resources is the end goal of this project,\" said Charlene Gaynor, CEO of Association of Education Publishers at the \u003ca href=\"http://www.contentincontext.org/\">Context in Content\u003c/a> conference today.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Many of the big-hitters on both sides of the spectrum are involved, including Houghton Mifflin Harcourt, the Institute for the Study of Knowledge Management in Education (ISKME), Curriki, McGraw-Hill Education, Monterey Institute for Technology in Education (MITE), Pearson, Promethean, Scholastic Inc., and SMART Technologies, BetterLesson.\u003c/p>\n\u003cp>“Educators and students miss out on education resources available online because it is takes too long or is too hard to find appropriate content,” said Catherine Casserly, CEO of Creative Commons in a press release. \"A common metadata schema will make this search more efficient and effective so educators can quickly discover the educational resources they want, including those they can reuse under Creative Commons licenses.\"\u003c!--more-->\u003c/p>\n\u003cp>Today's announcement follows on the heels of Google, Yahoo, and Microsoft's \u003ca href=\"http://schema.org/\">Schema.org\u003c/a>, a collaboration between the three major search engines that's billed as a \"\u003ca href=\"http://www.business2community.com/online-marketing/bing-google-yahoo-tell-us-how-to-get-better-search-results-037893\">major step forward in the evolution of search\u003c/a>.\"\u003c/p>\n\u003cp>Likewise, this collaboration is meant to \"create a learning explosion,\" said Shep Ranbom of \u003ca href=\"http://www.iskme.org\">ISKME\u003c/a>. \"This can do for students what Dewey did for readers 150 years ago when he created standardized card cataloging.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The partners are hoping to have the function up and running in between six months to a year.\u003c/p>\n\n",
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"content": "\u003cp>\u003ca href=\"http://www.startupweekend.org\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://twitpic.com/photos/nickseguin\">\u003cimg class=\"size-medium wp-image-12325\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/StartUp-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003c/a>\u003c/p>\n\u003cp>Startup Weekend may sound like a crazy idea. You have 54 hours -- from Friday night until Sunday afternoon -- to pitch an idea, then assemble a team, then build and demo your product. But the intensity and creativity of the teams that come together to participate in this \u003ca href=\"http://www.kauffman.org/\">Kauffman Foundation\u003c/a>-sponsored event are always impressive. Great ideas, incredible teams, impressive execution, and yes, despite the short duration, legitimate startup ideas are hatched during Startup Weekend.\u003c/p>\n\u003cp>It was that much more exciting to hear that the most recent \u003ca href=\"http://sfedu.startupweekend.org\">San Francisco Startup Weekend\u003c/a> would be turning its focus to education technology (it was one of the very first times in the Startup Weekend's history to have a theme and a focus). And this weekend, almost a hundred people gathered in the offices of the adaptive learning startup \u003ca href=\"http://grockit.com\">Grockit\u003c/a> to hack education and to build products aimed at solving some of the real problems of the education market.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Take an idea that comes together over the course of a weekend with a group of complete strangers and turn that into a viable and influential startup.\u003c/aside>\n\u003cp>Startup Weekend typically brings together developers, designers and business people. This weekend also attracted teachers and students -- participants crucial to the task of assessing the needs and pain points in the education sector.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One of the important lessons that you learn at Startup Weekend -- educational-focused or not -- is that you need to really focus your idea on a \"minimum viable product.\" Clearly, in the case of a 54-hour event, you cannot tackle everything. That's the case outside of a Startup Weekend too, but the constraints of the time frame of the event make it clear. And so rather concocting than grandiose plans for fixing all the problems around student achievement or teacher training, for example, participants in Startup Weekend learn to reduce the scope to the most achievable but also really the most important ideas.\u003c!--more-->\u003c/p>\n\u003cp>That doesn't mean that what we saw during the pitches Sunday night were watered down or ineffectual ideas. To the contrary: some of the most exciting apps were taking on some of the most important problems we face, including college student retention and teacher turnover and hiring.\u003c/p>\n\u003cp>Thirty-eight people pitched their ideas on Friday evening, and by the time Sunday evening rolled around, there were 14 start-ups ready to pitch their products, many with functioning websites and working demos. The startups ranged from sites that would help families plan educational outings, to apps that would help students with studying and memorization, to networks that would support teacher-to-teacher mentorship.\u003c/p>\n\u003cp>The first place winner of Startup Weekend Edu was \u003ca href=\"http://demolesson.com\">Demo Lesson\u003c/a>, a site where teachers can upload videos of themselves teaching in order to not just enhance their resume, but also to give schools a better idea of how applicants function in the classroom. Runners-up awards went to \u003ca href=\"http://www.code-wars.com\">Code Wars\u003c/a>, a coding competition site (which judges from Facebook and Google both said they'd use) and to ToGraduate, an app that would help support community college students, giving college case workers a better way to identify who was struggling and at risk of dropping out.\u003c/p>\n\u003cp>It's a great leap to take an idea that comes together over the course of a weekend with a group of complete strangers and turn that into a viable and influential startup. But it's happened before out of Startup Weekend. And as the Kauffman Foundation looks to have more events that are focused solely on the education space, hopefully it will happen more often.\u003c/p>\n\u003cp>In the meantime, about 100 people left the Grockit offices after a long and grueling but thrilling weekend, realizing that building an ed-tech startup -- despite all of the trepidation that some entrepreneurs have about the space -- is indeed doable.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And there were a handful of teachers that left the event, also exhausted, and ready to head back to the classroom, knowing that there is a strong developer and business community interested in helping solve some of their problems.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.startupweekend.org\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://twitpic.com/photos/nickseguin\">\u003cimg class=\"size-medium wp-image-12325\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/StartUp-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003c/a>\u003c/p>\n\u003cp>Startup Weekend may sound like a crazy idea. You have 54 hours -- from Friday night until Sunday afternoon -- to pitch an idea, then assemble a team, then build and demo your product. But the intensity and creativity of the teams that come together to participate in this \u003ca href=\"http://www.kauffman.org/\">Kauffman Foundation\u003c/a>-sponsored event are always impressive. Great ideas, incredible teams, impressive execution, and yes, despite the short duration, legitimate startup ideas are hatched during Startup Weekend.\u003c/p>\n\u003cp>It was that much more exciting to hear that the most recent \u003ca href=\"http://sfedu.startupweekend.org\">San Francisco Startup Weekend\u003c/a> would be turning its focus to education technology (it was one of the very first times in the Startup Weekend's history to have a theme and a focus). And this weekend, almost a hundred people gathered in the offices of the adaptive learning startup \u003ca href=\"http://grockit.com\">Grockit\u003c/a> to hack education and to build products aimed at solving some of the real problems of the education market.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Take an idea that comes together over the course of a weekend with a group of complete strangers and turn that into a viable and influential startup.\u003c/aside>\n\u003cp>Startup Weekend typically brings together developers, designers and business people. This weekend also attracted teachers and students -- participants crucial to the task of assessing the needs and pain points in the education sector.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>One of the important lessons that you learn at Startup Weekend -- educational-focused or not -- is that you need to really focus your idea on a \"minimum viable product.\" Clearly, in the case of a 54-hour event, you cannot tackle everything. That's the case outside of a Startup Weekend too, but the constraints of the time frame of the event make it clear. And so rather concocting than grandiose plans for fixing all the problems around student achievement or teacher training, for example, participants in Startup Weekend learn to reduce the scope to the most achievable but also really the most important ideas.\u003c!--more-->\u003c/p>\n\u003cp>That doesn't mean that what we saw during the pitches Sunday night were watered down or ineffectual ideas. To the contrary: some of the most exciting apps were taking on some of the most important problems we face, including college student retention and teacher turnover and hiring.\u003c/p>\n\u003cp>Thirty-eight people pitched their ideas on Friday evening, and by the time Sunday evening rolled around, there were 14 start-ups ready to pitch their products, many with functioning websites and working demos. The startups ranged from sites that would help families plan educational outings, to apps that would help students with studying and memorization, to networks that would support teacher-to-teacher mentorship.\u003c/p>\n\u003cp>The first place winner of Startup Weekend Edu was \u003ca href=\"http://demolesson.com\">Demo Lesson\u003c/a>, a site where teachers can upload videos of themselves teaching in order to not just enhance their resume, but also to give schools a better idea of how applicants function in the classroom. Runners-up awards went to \u003ca href=\"http://www.code-wars.com\">Code Wars\u003c/a>, a coding competition site (which judges from Facebook and Google both said they'd use) and to ToGraduate, an app that would help support community college students, giving college case workers a better way to identify who was struggling and at risk of dropping out.\u003c/p>\n\u003cp>It's a great leap to take an idea that comes together over the course of a weekend with a group of complete strangers and turn that into a viable and influential startup. But it's happened before out of Startup Weekend. And as the Kauffman Foundation looks to have more events that are focused solely on the education space, hopefully it will happen more often.\u003c/p>\n\u003cp>In the meantime, about 100 people left the Grockit offices after a long and grueling but thrilling weekend, realizing that building an ed-tech startup -- despite all of the trepidation that some entrepreneurs have about the space -- is indeed doable.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And there were a handful of teachers that left the event, also exhausted, and ready to head back to the classroom, knowing that there is a strong developer and business community interested in helping solve some of their problems.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Children's Magazines Draw Early Adopters with Apps",
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"content": "\u003ch5>\u003cstrong>\u003cem>By Susan Currie Sivek\u003c/em>\u003c/strong>\u003c/h5>\n\u003cp>Digital magazines designed for kids are giving new meaning to the phrase \"early adopter.\"\u003c/p>\n\u003cp>Children's magazines have come a long way from those dusty print editions at the pediatrician's office. While adults struggle to join the transition to digital magazines and apps, their offspring are moving seamlessly into the new age of publishing. Kids now have a variety of digital publications and related apps at their fingertips on the iPad and other devices.\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-12229\" href=\"http://ww2.kqed.org/mindshift/2011/06/childrens-magazines-draw-early-adopters-with-apps/timbuktu-cover-3/\">\u003cimg class=\"alignright size-full wp-image-12229\" title=\"timbuktu-cover\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/timbuktu-cover2.jpg\" alt=\"\" width=\"198\" height=\"198\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/06/timbuktu-cover2.jpg 198w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/timbuktu-cover2-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/timbuktu-cover2-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/timbuktu-cover2-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/timbuktu-cover2-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/timbuktu-cover2-75x75.jpg 75w\" sizes=\"(max-width: 198px) 100vw, 198px\">\u003c/a>Both established publishers and startups are experimenting with new ways of reaching this audience, while reshaping what it means to be a young reader by creating new interfaces and social tools. Their creativity should inspire those working on digital magazine products for adults, and also shows us what today's young magazine app users may expect as they grow into sophisticated, experienced readers of digital media.\u003c/p>\n\u003ch4>Playing, Educating, Informing with Apps\u003c/h4>\n\u003cp>Though many parents are familiar with kids' games offered for mobile devices (and the easy distraction they can offer at key moments), children's magazine publishers are moving beyond them.\u003c/p>\n\u003cp>The app \u003ca href=\"http://timbuktu.me/\">Timbuktu\u003c/a>, for example, is an iPad news magazine developed for kids that offers news in fun ways. With text, videos and graphics developed by a global group of contributors, the app is cleanly designed and offers creative presentations of news for children.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Timbuktu editor in chief and founder Elena Favilli said the magazine's goal is to \"combine education and technology to display everyday news.\" She said news is typically presented only for adults.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It's not just going to be one medium or another. It's going to be a technology ecology.\"\u003c/aside>\n\u003cp>\"Children are usually completely cut off from it,\" Favilli said. \"We tend to think ... that children only like fantastic and imaginary tales, but the themes we read every day in newspapers also have great potential for [children's] personal growth and learning.\"\u003c!--more-->\u003c/p>\n\u003cp>The \u003ca href=\"http://www.cricketmag.com/home.asp\">publisher\u003c/a> of the Ladybug and Cricket print magazines for young readers is also extending those brands through the development of educational, reading-focused apps. The \u003ca href=\"http://www.cricketmag.com/iphone\">Ladybug's Bookshelf\u003c/a> iPhone app offers stories with animation and sound so that kids can either read on their own or have the story read to them, along with other interactive features.\u003c/p>\n\u003cp>\"To my mind, nothing replaces the parent at the bedside reading the story, or looking at picture books in the library, but I think more and more of these different platforms and options give children different ways of connecting with literature,\" said Alice Letvin, editorial director for the Cricket Magazine Group at parent company Carus Publishing. \"The imaginative engagement can be heightened through these apps, [as well as] the pleasure of being in control of your own learning, doing it at your own pace. It's something that can be very motivating.\"\u003c/p>\n\u003ch4>Bringing Digital Magazines into Children's Worlds\u003c/h4>\n\u003cp>Some might question whether even the best-designed children's magazine app or game can offer a valuable experience for growing minds.\u003c/p>\n\u003cp>\u003ca href=\"http://ischool.umd.edu/content/allison-druin-0\">Allison Druin\u003c/a>, associate dean for research at the College of Information Studies at the University of Maryland, College Park, researches children's use of technology. She believes that digital magazines won't even register with today's children as distinctive from reading experiences in other media.\u003c/p>\n\u003cp>\"It's not just going to be one medium or another. It's going to be a technology ecology,\" Druin said. \"Sometimes they're going to be reading on one form of media, sometimes another. Kids do not care what they're reading on, as long as they can curl up in their bed, on the floor, in a corner.\"\u003c/p>\n\u003cp>Druin suggests that the main concern in designing reading-related apps for kids is \"whether the interface gets in the way.\" Accessibility and ease of use are key, as well as maximizing the capabilities of the digital device.\u003c/p>\n\u003ch4>Making Apps Accessible for Children\u003c/h4>\n\u003cp>Publishers and developers are striving to make their magazine apps intuitive, immersive and fun for kids.\u003c/p>\n\u003cp>\u003ca href=\"http://www.portegno-apps.com/?p=245\">KidsMag\u003c/a> is a brand-new iPad app released in early May that includes a collection of informative and educational games, such as number and letter games and an interactive audio-based story about firefighters.\u003c/p>\n\u003cp>KidsMag's creator, Gabriel Pasqualini of Portegno Apps, was inspired by watching his own children, ages 1 and 3, interact with the iPad. The children test new games before they're released.\u003c/p>\n\u003cp>\"The relationship they have with the iPad is incredible, the way they handle it and play games,\" Pasqualini said. He's found that kids can do more than expected using the iPad interface, challenging assumptions about his target audience of 3- to 9-year-olds. He's also used advice from teachers to make the app age-appropriate.\u003c/p>\n\u003ch4>Translating Print Mag to Digital\u003c/h4>\n\u003cp>Finding the best way to translate an established magazine brand into the digital platform can be challenging. \u003ca href=\"http://www.highlights.com/\">Highlights for Children\u003c/a>, one of the best-known American kids' magazines, doesn't yet offer a digital edition, but has \u003ca href=\"http://www.retail-merchandiser.com/special-reports/licensing-reports/1286-highlights-for-children-promoting-potential.html\">licensed\u003c/a> its name for \u003ca href=\"http://www.highlights.com/apps\">iPhone games\u003c/a> created in collaboration with an outside developer.\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-12211\" href=\"http://ww2.kqed.org/mindshift/2011/06/childrens-magazines-draw-early-adopters-with-apps/highlights-app/\">\u003cimg class=\"size-full wp-image-12211\" title=\"highlights-app\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/highlights-app.jpg\" alt=\"\" width=\"200\" height=\"300\">\u003c/a>\u003c/p>\n\u003cp>\"Our initial apps are an extension of the magazine in that the art assets originated in print. Our focus, however, was to create the best experience we could for [the iPhone and iPod Touch],\" Christine French Cully, editor in chief of Highlights, said via email. \"It just so happens that our Hidden Pictures puzzles translate very well to this platform.\"\u003c/p>\n\u003cp>For Cricket, part of the appeal of creating apps was finding new audiences for their magazines' content. Letvin says they wanted to \"go beyond the PDF\" of digital replica editions, and capitalize on their publications' unique strengths.\u003c/p>\n\u003cp>\"We felt we had distinctive content, and a lot of fine art -- not just cartoon art or computer art,\" said Letvin. Future content for their Ladybug's Bookshelf app will include a rebus and original music based on the work of author Edward Lear.\u003c/p>\n\u003cp>Advertising is also a challenge when children are the target audience. Timbuktu, a free app, will likely begin to include more contextual advertising from carefully selected companies that fits the editorial content.\u003c/p>\n\u003cp>\"It's something that, together with editorial content, contributes to the stories, and so to the growth of children,\" Favilli said. \"Of course, advertising, and especially advertising for children, has a negative perception among people, but we think a good form of advertising can be just another instrument of communication and learning for children.\"\u003c/p>\n\u003cp>\"Our initial apps are an extension of the magazine in that the art assets originated in print. Our focus, however, was to create the best experience we could for [the iPhone and iPod Touch],\" Christine French Cully, editor in chief of Highlights, said via email. \"It just so happens that our Hidden Pictures puzzles translate very well to this platform.\"\u003c/p>\n\u003cp>For Cricket, part of the appeal of creating apps was finding new audiences for their magazines' content. Letvin says they wanted to \"go beyond the PDF\" of digital replica editions, and capitalize on their publications' unique strengths.\u003c/p>\n\u003cp>\"We felt we had distinctive content, and a lot of fine art -- not just cartoon art or computer art,\" said Letvin. Future content for their Ladybug's Bookshelf app will include a rebus and original music based on the work of author Edward Lear.\u003c/p>\n\u003cp>Advertising is also a challenge when children are the target audience. Timbuktu, a free app, will likely begin to include more contextual advertising from carefully selected companies that fits the editorial content.\u003c/p>\n\u003cp>\"It's something that, together with editorial content, contributes to the stories, and so to the growth of children,\" Favilli said. \"Of course, advertising, and especially advertising for children, has a negative perception among people, but we think a good form of advertising can be just another instrument of communication and learning for children.\"\u003c/p>\n\u003ch4>Young Readers Interact Socially, Globally\u003c/h4>\n\u003cp>One of the most exciting possibilities of kids' magazine apps is the potential for children to enjoy reading with each other. Interactive magazine apps potentially offer a new social environment for young readers, where they could discuss stories and play educational games together. The ease of circulating digital magazines globally can draw readers from many countries into the discussion.\u003c/p>\n\u003cp>Letvin of Cricket says kids love the magazines' Letterbox sections. They enjoy reading what other children have written and contributing their own thoughts.\u003c/p>\n\u003cp>\"Children's magazines are wonderful for creating a sense of community,\" Letvin said. She anticipates a time when \"digital magazines are able to do some of these things, including some social connections, particularly if it involves international contexts with other schools.\"\u003c/p>\n\u003cp>\u003cimg class=\"size-full wp-image-12212\" title=\"timbuktu-ask\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/timbuktu-ask.jpg\" alt=\"\" width=\"300\" height=\"400\">\u003c/p>\n\u003cp>Timbuktu includes a section called \"Ask Auntie Rita\" that uses letters from children. Favilli says they hope to open the section to readers' letters in the next issue, which could be written by Timbuktu's worldwide audience and submitted within the magazine app.\u003c/p>\n\u003cp>Kids are also increasingly taking control of their own digital experiences. \"When our first apps came out, they were primarily downloaded by parents and 'passed back' to children. Since then, more and more kids have been getting their own devices,\" said Cully of Highlights.\u003c/p>\n\u003cp>This means that many children now have direct access to apps developed especially for them -- apps that are offering sophisticated, interactive reading experiences, which will soon be social and globally interconnected.\u003c/p>\n\u003cp>These truly early adopters of digital magazine technology are growing up with high expectations for the media they consume. The question is whether publishers will anticipate this youthful audience's demands and fulfill them.\u003c/p>\n\u003cp>\u003cem>Susan Currie Sivek, Ph.D., is an assistant professor in the Mass Communication and Journalism Department at California State University, Fresno. Her research focuses on magazines and media communities. She also blogs at \u003ca href=\"http://sivekmedia.com/\">sivekmedia.com\u003c/a>, and is the magazine correspondent for MediaShift.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem>\u003ca rel=\"attachment wp-att-12215\" href=\"http://ww2.kqed.org/mindshift/2011/06/childrens-magazines-draw-early-adopters-with-apps/pbs-mediashift-logo-final-2/\">\u003cimg class=\"size-thumbnail wp-image-12215 alignleft\" title=\"pbs mediashift logo final\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"67\" height=\"67\">\u003c/a>\u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#!/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003cstrong>\u003cem>By Susan Currie Sivek\u003c/em>\u003c/strong>\u003c/h5>\n\u003cp>Digital magazines designed for kids are giving new meaning to the phrase \"early adopter.\"\u003c/p>\n\u003cp>Children's magazines have come a long way from those dusty print editions at the pediatrician's office. While adults struggle to join the transition to digital magazines and apps, their offspring are moving seamlessly into the new age of publishing. Kids now have a variety of digital publications and related apps at their fingertips on the iPad and other devices.\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-12229\" href=\"http://ww2.kqed.org/mindshift/2011/06/childrens-magazines-draw-early-adopters-with-apps/timbuktu-cover-3/\">\u003cimg class=\"alignright size-full wp-image-12229\" title=\"timbuktu-cover\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/timbuktu-cover2.jpg\" alt=\"\" width=\"198\" height=\"198\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/06/timbuktu-cover2.jpg 198w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/timbuktu-cover2-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/timbuktu-cover2-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/timbuktu-cover2-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/timbuktu-cover2-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/timbuktu-cover2-75x75.jpg 75w\" sizes=\"(max-width: 198px) 100vw, 198px\">\u003c/a>Both established publishers and startups are experimenting with new ways of reaching this audience, while reshaping what it means to be a young reader by creating new interfaces and social tools. Their creativity should inspire those working on digital magazine products for adults, and also shows us what today's young magazine app users may expect as they grow into sophisticated, experienced readers of digital media.\u003c/p>\n\u003ch4>Playing, Educating, Informing with Apps\u003c/h4>\n\u003cp>Though many parents are familiar with kids' games offered for mobile devices (and the easy distraction they can offer at key moments), children's magazine publishers are moving beyond them.\u003c/p>\n\u003cp>The app \u003ca href=\"http://timbuktu.me/\">Timbuktu\u003c/a>, for example, is an iPad news magazine developed for kids that offers news in fun ways. With text, videos and graphics developed by a global group of contributors, the app is cleanly designed and offers creative presentations of news for children.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Timbuktu editor in chief and founder Elena Favilli said the magazine's goal is to \"combine education and technology to display everyday news.\" She said news is typically presented only for adults.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It's not just going to be one medium or another. It's going to be a technology ecology.\"\u003c/aside>\n\u003cp>\"Children are usually completely cut off from it,\" Favilli said. \"We tend to think ... that children only like fantastic and imaginary tales, but the themes we read every day in newspapers also have great potential for [children's] personal growth and learning.\"\u003c!--more-->\u003c/p>\n\u003cp>The \u003ca href=\"http://www.cricketmag.com/home.asp\">publisher\u003c/a> of the Ladybug and Cricket print magazines for young readers is also extending those brands through the development of educational, reading-focused apps. The \u003ca href=\"http://www.cricketmag.com/iphone\">Ladybug's Bookshelf\u003c/a> iPhone app offers stories with animation and sound so that kids can either read on their own or have the story read to them, along with other interactive features.\u003c/p>\n\u003cp>\"To my mind, nothing replaces the parent at the bedside reading the story, or looking at picture books in the library, but I think more and more of these different platforms and options give children different ways of connecting with literature,\" said Alice Letvin, editorial director for the Cricket Magazine Group at parent company Carus Publishing. \"The imaginative engagement can be heightened through these apps, [as well as] the pleasure of being in control of your own learning, doing it at your own pace. It's something that can be very motivating.\"\u003c/p>\n\u003ch4>Bringing Digital Magazines into Children's Worlds\u003c/h4>\n\u003cp>Some might question whether even the best-designed children's magazine app or game can offer a valuable experience for growing minds.\u003c/p>\n\u003cp>\u003ca href=\"http://ischool.umd.edu/content/allison-druin-0\">Allison Druin\u003c/a>, associate dean for research at the College of Information Studies at the University of Maryland, College Park, researches children's use of technology. She believes that digital magazines won't even register with today's children as distinctive from reading experiences in other media.\u003c/p>\n\u003cp>\"It's not just going to be one medium or another. It's going to be a technology ecology,\" Druin said. \"Sometimes they're going to be reading on one form of media, sometimes another. Kids do not care what they're reading on, as long as they can curl up in their bed, on the floor, in a corner.\"\u003c/p>\n\u003cp>Druin suggests that the main concern in designing reading-related apps for kids is \"whether the interface gets in the way.\" Accessibility and ease of use are key, as well as maximizing the capabilities of the digital device.\u003c/p>\n\u003ch4>Making Apps Accessible for Children\u003c/h4>\n\u003cp>Publishers and developers are striving to make their magazine apps intuitive, immersive and fun for kids.\u003c/p>\n\u003cp>\u003ca href=\"http://www.portegno-apps.com/?p=245\">KidsMag\u003c/a> is a brand-new iPad app released in early May that includes a collection of informative and educational games, such as number and letter games and an interactive audio-based story about firefighters.\u003c/p>\n\u003cp>KidsMag's creator, Gabriel Pasqualini of Portegno Apps, was inspired by watching his own children, ages 1 and 3, interact with the iPad. The children test new games before they're released.\u003c/p>\n\u003cp>\"The relationship they have with the iPad is incredible, the way they handle it and play games,\" Pasqualini said. He's found that kids can do more than expected using the iPad interface, challenging assumptions about his target audience of 3- to 9-year-olds. He's also used advice from teachers to make the app age-appropriate.\u003c/p>\n\u003ch4>Translating Print Mag to Digital\u003c/h4>\n\u003cp>Finding the best way to translate an established magazine brand into the digital platform can be challenging. \u003ca href=\"http://www.highlights.com/\">Highlights for Children\u003c/a>, one of the best-known American kids' magazines, doesn't yet offer a digital edition, but has \u003ca href=\"http://www.retail-merchandiser.com/special-reports/licensing-reports/1286-highlights-for-children-promoting-potential.html\">licensed\u003c/a> its name for \u003ca href=\"http://www.highlights.com/apps\">iPhone games\u003c/a> created in collaboration with an outside developer.\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-12211\" href=\"http://ww2.kqed.org/mindshift/2011/06/childrens-magazines-draw-early-adopters-with-apps/highlights-app/\">\u003cimg class=\"size-full wp-image-12211\" title=\"highlights-app\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/highlights-app.jpg\" alt=\"\" width=\"200\" height=\"300\">\u003c/a>\u003c/p>\n\u003cp>\"Our initial apps are an extension of the magazine in that the art assets originated in print. Our focus, however, was to create the best experience we could for [the iPhone and iPod Touch],\" Christine French Cully, editor in chief of Highlights, said via email. \"It just so happens that our Hidden Pictures puzzles translate very well to this platform.\"\u003c/p>\n\u003cp>For Cricket, part of the appeal of creating apps was finding new audiences for their magazines' content. Letvin says they wanted to \"go beyond the PDF\" of digital replica editions, and capitalize on their publications' unique strengths.\u003c/p>\n\u003cp>\"We felt we had distinctive content, and a lot of fine art -- not just cartoon art or computer art,\" said Letvin. Future content for their Ladybug's Bookshelf app will include a rebus and original music based on the work of author Edward Lear.\u003c/p>\n\u003cp>Advertising is also a challenge when children are the target audience. Timbuktu, a free app, will likely begin to include more contextual advertising from carefully selected companies that fits the editorial content.\u003c/p>\n\u003cp>\"It's something that, together with editorial content, contributes to the stories, and so to the growth of children,\" Favilli said. \"Of course, advertising, and especially advertising for children, has a negative perception among people, but we think a good form of advertising can be just another instrument of communication and learning for children.\"\u003c/p>\n\u003cp>\"Our initial apps are an extension of the magazine in that the art assets originated in print. Our focus, however, was to create the best experience we could for [the iPhone and iPod Touch],\" Christine French Cully, editor in chief of Highlights, said via email. \"It just so happens that our Hidden Pictures puzzles translate very well to this platform.\"\u003c/p>\n\u003cp>For Cricket, part of the appeal of creating apps was finding new audiences for their magazines' content. Letvin says they wanted to \"go beyond the PDF\" of digital replica editions, and capitalize on their publications' unique strengths.\u003c/p>\n\u003cp>\"We felt we had distinctive content, and a lot of fine art -- not just cartoon art or computer art,\" said Letvin. Future content for their Ladybug's Bookshelf app will include a rebus and original music based on the work of author Edward Lear.\u003c/p>\n\u003cp>Advertising is also a challenge when children are the target audience. Timbuktu, a free app, will likely begin to include more contextual advertising from carefully selected companies that fits the editorial content.\u003c/p>\n\u003cp>\"It's something that, together with editorial content, contributes to the stories, and so to the growth of children,\" Favilli said. \"Of course, advertising, and especially advertising for children, has a negative perception among people, but we think a good form of advertising can be just another instrument of communication and learning for children.\"\u003c/p>\n\u003ch4>Young Readers Interact Socially, Globally\u003c/h4>\n\u003cp>One of the most exciting possibilities of kids' magazine apps is the potential for children to enjoy reading with each other. Interactive magazine apps potentially offer a new social environment for young readers, where they could discuss stories and play educational games together. The ease of circulating digital magazines globally can draw readers from many countries into the discussion.\u003c/p>\n\u003cp>Letvin of Cricket says kids love the magazines' Letterbox sections. They enjoy reading what other children have written and contributing their own thoughts.\u003c/p>\n\u003cp>\"Children's magazines are wonderful for creating a sense of community,\" Letvin said. She anticipates a time when \"digital magazines are able to do some of these things, including some social connections, particularly if it involves international contexts with other schools.\"\u003c/p>\n\u003cp>\u003cimg class=\"size-full wp-image-12212\" title=\"timbuktu-ask\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/timbuktu-ask.jpg\" alt=\"\" width=\"300\" height=\"400\">\u003c/p>\n\u003cp>Timbuktu includes a section called \"Ask Auntie Rita\" that uses letters from children. Favilli says they hope to open the section to readers' letters in the next issue, which could be written by Timbuktu's worldwide audience and submitted within the magazine app.\u003c/p>\n\u003cp>Kids are also increasingly taking control of their own digital experiences. \"When our first apps came out, they were primarily downloaded by parents and 'passed back' to children. Since then, more and more kids have been getting their own devices,\" said Cully of Highlights.\u003c/p>\n\u003cp>This means that many children now have direct access to apps developed especially for them -- apps that are offering sophisticated, interactive reading experiences, which will soon be social and globally interconnected.\u003c/p>\n\u003cp>These truly early adopters of digital magazine technology are growing up with high expectations for the media they consume. The question is whether publishers will anticipate this youthful audience's demands and fulfill them.\u003c/p>\n\u003cp>\u003cem>Susan Currie Sivek, Ph.D., is an assistant professor in the Mass Communication and Journalism Department at California State University, Fresno. Her research focuses on magazines and media communities. She also blogs at \u003ca href=\"http://sivekmedia.com/\">sivekmedia.com\u003c/a>, and is the magazine correspondent for MediaShift.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem>\u003ca rel=\"attachment wp-att-12215\" href=\"http://ww2.kqed.org/mindshift/2011/06/childrens-magazines-draw-early-adopters-with-apps/pbs-mediashift-logo-final-2/\">\u003cimg class=\"size-thumbnail wp-image-12215 alignleft\" title=\"pbs mediashift logo final\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"67\" height=\"67\">\u003c/a>\u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#!/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_12132\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-12132\" href=\"http://ww2.kqed.org/mindshift/2011/06/are-tablets-made-for-the-education-market-doomed/entourage-edge/\">\u003cimg class=\"size-medium wp-image-12132\" title=\"entourage-edge\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/entourage-edge-300x255.jpg\" alt=\"\" width=\"300\" height=\"255\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>A couple of weeks ago, tablet maker \u003ca href=\"http://www.entourageedge.com/\">enTourage\u003c/a> announced that it was ceasing production of its pocket e-reader \u003ca href=\"http://www.entourageedge.com/\">eDGe\u003c/a> and was shutting its online e-bookstore. Although a consumer electronics device, the enTourage eDGe was aimed squarely at the educational market, inking a number of deals with major textbook providers and joining the Blackboard Alliance Program, hoping to get a leg up into the sector.\u003c/p>\n\u003cp>But to no avail apparently, as the closure of the e-bookstore and the termination of the eDGe's manufacturing and sales suggest.\u003c/p>\n\u003cp>Some consumers had complained that the books available in the Entourage Student store were priced too high -- higher than the prices of e-textbooks available on sites like Amazon and Barnes & Noble. And while enTourage also had its own Android App store, it too suffered from a lack of sales and downloads.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Why make a distinction between a consumer product and one that's aimed solely at the education market?\u003c/aside>\n\u003cp>Pointing to the recent demise of another dual-screen e-reader, the \u003ca href=\"http://www.kno.com\">Kno\u003c/a>, which \u003ca href=\"http://allthingsd.com/20110407/intel-capital-conde-nast-ownerinvest-30-million-in-student-tablet-start-up-kno-intel-takes-over-hardware-biz/\">announced\u003c/a> in April that it too was ceasing production, Michael Koz from \u003ca href=\"http://goodereader.com/blog/electronic-readers/are-dual-screen-tablets-cursed-a-case-study-of-entourage-and-kno/\">Good E-Reader\u003c/a> wonders if dual-screen tablets are doomed. Despite their innovative two-screen design, both machines were largely panned by the press for being clunky, too heavy, and too expensive -- particularly in comparison with other e-readers and tablets on the market. And consumers seem to have agreed.\u003c!--more-->\u003c/p>\n\u003cp>But was it just a matter of the dual-screen design that was the problem here? Or was it that these two devices were aimed at the education market?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Last week's \u003ca href=\"http://chronicle.com/blogs/wiredcampus/education-deptartment-clarifies-e-reader-accessibility-rules/31507\">Department of Education\u003c/a> notice to campuses to ensure that new devices are available to all students serves as a reminder that there are still significant obstacles to the accessibility of many e-readers and tablets for disabled students, making it challenging for schools themselves to adopt these devices broadly.\u003c/p>\n\u003cp>Furthermore, ownership of tablets and e-readers remains low among high school seniors and college students -- the primary target of the enTourage eDGe and Kno devices. According to a recent survey by the \u003ca href=\"http://pearsonfoundation.org/pr/new-survey-students-who-own-tablets-more-likely-to-favor-digital-textbooks.html\">Pearson Foundation\u003c/a>, just 4% of college-bound high school seniors and only 7% of college students own tablets, although nearly 20% say they plan to buy one within the next 6 months. Cost is a likely the determining factor here.\u003c/p>\n\u003cp>But do these prospective tablet buyers want an education-oriented tablet? Or will they opt to buy a consumer-oriented tablet -- an iPad or an Android tablet -- and then load it with educational apps and electronic textbooks? Why make a distinction between a consumer product and one that's aimed solely at the education market, especially if the goal is to integrate the best of user-friendly, popular devices that students already want and like to use into the learning process?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The latter seems much more likely, and while analysts are predicting 2011 to be the year of the tablet, the demise of both the Kno and the enTourage eDGe doesn't make that post-PC future look terribly good for education-only devices, particularly heavy dual-screen ones.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_12132\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-12132\" href=\"http://ww2.kqed.org/mindshift/2011/06/are-tablets-made-for-the-education-market-doomed/entourage-edge/\">\u003cimg class=\"size-medium wp-image-12132\" title=\"entourage-edge\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/entourage-edge-300x255.jpg\" alt=\"\" width=\"300\" height=\"255\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>A couple of weeks ago, tablet maker \u003ca href=\"http://www.entourageedge.com/\">enTourage\u003c/a> announced that it was ceasing production of its pocket e-reader \u003ca href=\"http://www.entourageedge.com/\">eDGe\u003c/a> and was shutting its online e-bookstore. Although a consumer electronics device, the enTourage eDGe was aimed squarely at the educational market, inking a number of deals with major textbook providers and joining the Blackboard Alliance Program, hoping to get a leg up into the sector.\u003c/p>\n\u003cp>But to no avail apparently, as the closure of the e-bookstore and the termination of the eDGe's manufacturing and sales suggest.\u003c/p>\n\u003cp>Some consumers had complained that the books available in the Entourage Student store were priced too high -- higher than the prices of e-textbooks available on sites like Amazon and Barnes & Noble. And while enTourage also had its own Android App store, it too suffered from a lack of sales and downloads.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Why make a distinction between a consumer product and one that's aimed solely at the education market?\u003c/aside>\n\u003cp>Pointing to the recent demise of another dual-screen e-reader, the \u003ca href=\"http://www.kno.com\">Kno\u003c/a>, which \u003ca href=\"http://allthingsd.com/20110407/intel-capital-conde-nast-ownerinvest-30-million-in-student-tablet-start-up-kno-intel-takes-over-hardware-biz/\">announced\u003c/a> in April that it too was ceasing production, Michael Koz from \u003ca href=\"http://goodereader.com/blog/electronic-readers/are-dual-screen-tablets-cursed-a-case-study-of-entourage-and-kno/\">Good E-Reader\u003c/a> wonders if dual-screen tablets are doomed. Despite their innovative two-screen design, both machines were largely panned by the press for being clunky, too heavy, and too expensive -- particularly in comparison with other e-readers and tablets on the market. And consumers seem to have agreed.\u003c!--more-->\u003c/p>\n\u003cp>But was it just a matter of the dual-screen design that was the problem here? Or was it that these two devices were aimed at the education market?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Last week's \u003ca href=\"http://chronicle.com/blogs/wiredcampus/education-deptartment-clarifies-e-reader-accessibility-rules/31507\">Department of Education\u003c/a> notice to campuses to ensure that new devices are available to all students serves as a reminder that there are still significant obstacles to the accessibility of many e-readers and tablets for disabled students, making it challenging for schools themselves to adopt these devices broadly.\u003c/p>\n\u003cp>Furthermore, ownership of tablets and e-readers remains low among high school seniors and college students -- the primary target of the enTourage eDGe and Kno devices. According to a recent survey by the \u003ca href=\"http://pearsonfoundation.org/pr/new-survey-students-who-own-tablets-more-likely-to-favor-digital-textbooks.html\">Pearson Foundation\u003c/a>, just 4% of college-bound high school seniors and only 7% of college students own tablets, although nearly 20% say they plan to buy one within the next 6 months. Cost is a likely the determining factor here.\u003c/p>\n\u003cp>But do these prospective tablet buyers want an education-oriented tablet? Or will they opt to buy a consumer-oriented tablet -- an iPad or an Android tablet -- and then load it with educational apps and electronic textbooks? Why make a distinction between a consumer product and one that's aimed solely at the education market, especially if the goal is to integrate the best of user-friendly, popular devices that students already want and like to use into the learning process?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The latter seems much more likely, and while analysts are predicting 2011 to be the year of the tablet, the demise of both the Kno and the enTourage eDGe doesn't make that post-PC future look terribly good for education-only devices, particularly heavy dual-screen ones.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/new-educational-apps-of-the-month/\">Continuing our Apps of the Month Feature\u003c/a>, here's a round-up of some of our favorite educational apps released or updated over the course of the month, which includes Android, iPhone, and Web applications. If you want to let readers know about your favorite educational app, tell us in the comments.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>ANSEL & CLAIR'S ADVENTURES IN AFRICA\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/new-educational-apps-of-the-month-2/ansel_1/\" rel=\"attachment wp-att-12138\">\u003cimg class=\"size-medium wp-image-12138 alignleft\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/ansel_1-300x225.png\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>Ansel & Clair's Adventures in Africa is one of those rare joys that combines beautiful graphics and engaging gameplay with educational content. 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.You can have separate accounts, so different users can move through the the story at their own pace and it's suitable for a wide age range (the iTunes lists the app as 4 and up). Kids have have ample instructions on how to proceed, but it's open-ended enough for them to have their own way of interacting with the content. Lots to explore here.\u003c/p>\n\u003cp>\u003cstrong>I'MOK\u003c/strong>\u003c/p>\n\u003cp>Both parents and children say that \u003ca href=\"http://pewresearch.org/pubs/1572/teens-cell-phones-text-messages\">having cellphones\u003c/a> makes them feel safer and helps maintain communication channels. But often just texting to let parents where a child is isn't enough. So \u003ca href=\"http://www.imok.com/\">I'mOK\u003c/a> has created an app that rewards children for doing more than just sending a text message. The app lets kids flag their location, tag the friends they're with, and upload pictures -- all in the service of helping give parents a better idea where they are (and hopefully decrease the need for nagging or spying). In exchange for being forthcoming with their data, the app lets kids earn points, which in turn parents can use to reward kids. The app is still in private beta, but should be available for wider use this summer.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>LEAFSNAP\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/new-educational-apps-of-the-month-2/leafsnap_2/\" rel=\"attachment wp-att-12139\">\u003cimg class=\"alignright size-full wp-image-12139\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/leafsnap_2.jpg\" alt=\"\" width=\"166\" height=\"250\">\u003c/a>\u003ca href=\"http://leafsnap.com/\">Leafsnap\u003c/a> is 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. The app, which is being developed by researchers from Columbia University, the University of Maryland, and the Smithsonian Institution, currently includes trees from New York City and Washington DC, but the project plans to expand to include the entire United States.\u003c/p>\n\u003cp>\u003cstrong>STUDYBLUE\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.studyblue.com\">StudyBlue\u003c/a> allows students to maintain their class notes and transform them into study guides, flashcards, and practices quizzes. The site also lets students schedule text-message reminders about when and what to study next, as well as post messages to Facebook warning others that they're studying and shouldn't be disturbed. This month, the note-taking app \u003ca href=\"http://blog.evernote.com/2011/05/10/trunk-spotlight-turn-your-evernote-notes-into-flashcards-with-studyblue/\">Evernote\u003c/a> announced an integration with StudyBlue, making it easy to import your Evernote notes into your StudyBlue account so you can more easily make and share flashcards from the materials you've stored in Evernote.\u003c/p>\n\u003cp>\u003cstrong>MINDSNACKS ITALIAN\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/new-educational-apps-of-the-month-2/mindsnacks_3/\" rel=\"attachment wp-att-12140\">\u003cimg class=\"alignleft size-full wp-image-12140\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/mindsnacks_3.jpg\" alt=\"\" width=\"168\" height=\"250\">\u003c/a>The language-learning startup \u003ca href=\"http://www.mindsnacks.com\">MindSnacks\u003c/a> 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>. The idea behind MindSnacks is to offer a mobile gaming and learning experience to help you learn and brush up on your vocabulary. The app offers 50 levels of language content, each level featuring 25 Italian words and phrases. The games are meant to help students learn and memorize words and phrases with fun and challenging mini-games. MindSnacks is also available for Spanish and French.\u003c/p>\n\u003cp>\u003cstrong>PBS KIDS VIDEO FOR iPAD\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/new-educational-apps-of-the-month-2/pbs_kids_4/\" rel=\"attachment wp-att-12141\">\u003cimg class=\"alignright size-full wp-image-12141\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/pbs_kids_4.jpg\" alt=\"\" width=\"150\" height=\"148\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/05/pbs_kids_4.jpg 150w, https://ww2.kqed.org/app/uploads/sites/23/2011/05/pbs_kids_4-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/05/pbs_kids_4-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/05/pbs_kids_4-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/05/pbs_kids_4-75x75.jpg 75w\" sizes=\"(max-width: 150px) 100vw, 150px\">\u003c/a>\u003ca href=\"http://pbskids.org\">PBS KIDS\u003c/a> released an iPad app -- \u003ca href=\"http://itunes.apple.com/us/app/pbs-kids-video-for-ipad/id435138734?mt=8\">PBS KIDS Video\u003c/a> -- that gives access to over 1000 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/p>\n\u003cp>\u003cstrong>TRIPLINGO\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.triplingo.com\">TripLingo\u003c/a> released its first six iPhone apps -- 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>) versions. TripLingo offers a very unique way to learn just the words you want to and need to learn for travel. The app lets you customize your phrase list, based on your interests, your planned activities, and on any special circumstances. When you launch the app, you walk through a series of questions that lets you rate how important certain subjects are to you - do you want to know about sports lingo? Do you want to know how to flirt? Do you want to go shopping? More importantly, arguably, are you travelling with children? Are you diabetic? Are you disabled?\u003c/p>\n\u003cp>\u003cstrong>WOLFRAM ALPHA COURSE ASSISTANT\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/new-educational-apps-of-the-month-2/wolfram_5/\" rel=\"attachment wp-att-12142\">\u003cimg class=\"alignleft size-full wp-image-12142\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/wolfram_5.jpg\" alt=\"\" width=\"173\" height=\"250\">\u003c/a>Computational knowledge engine \u003ca href=\"http://www.wolframalpha.com/\">WolframAlpha\u003c/a> released several more apps in its Course Assistant series, including apps for \u003ca href=\"http://itunes.apple.com/app/wolfram-general-chemistry/id434841846\">General Chemistry\u003c/a>, \u003ca href=\"http://itunes.apple.com/app/wolfram-precalculus-course/id434839548\">Precalculus\u003c/a>, and \u003ca href=\"http://itunes.apple.com/app/wolfram-statistics-course/id439249983?mt=8%3Cbr%20/%3E\">Statistics\u003c/a>. The apps help students understand basic concepts in these subject areas and solve homework problems. Rather than \"canned answers,\" the apps will help solve specific questions. May also marks the \u003ca href=\"http://blog.wolframalpha.com/2011/05/20/wolframalpha-the-second-anniversary/\">two-year anniversary\u003c/a> of WolframAlpha, which founder Stephen Wolfram describes as an \"absurdly complex object.\"\u003c/p>\n\u003cp>\u003cstrong>BIBLION: THE BOUNDLESS LIBRARY\u003c/strong>\u003c/p>\n\u003cp>The \u003ca href=\"http://www.nypl.org/\">New York Public Library\u003c/a> released its first app, available via \u003ca href=\"http://itunes.apple.com/us/app/nypl-biblion-worlds-fair/id433418206?hpfeature=1#\">iTunes\u003c/a>: Biblion: The Boundless Library. The app is a re-launch of the library's Biblion journal, but in a format specifically designed for the iPad.\u003cbr>\nThe first issue features items from the library's collection from the 1939-1940 New York World's Fair -- documents, images, essays, film and audio that let you explore the library's stacks \"opening up hidden parts of the collections and the myriad story lines they hold and preserve.\"\u003c/p>\n\u003cp>\u003cstrong>TOONTASTIC\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The cartoon-creation tool \u003ca href=\"http://launchpadtoys.com/toontastic/\">Toontastic\u003c/a> released an updated version featuring 3 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. The app is available for \u003ca href=\"http://itunes.apple.com/us/app/toontastic/id404693282#\">iPad\u003c/a> and costs $3.99.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/new-educational-apps-of-the-month/\">Continuing our Apps of the Month Feature\u003c/a>, here's a round-up of some of our favorite educational apps released or updated over the course of the month, which includes Android, iPhone, and Web applications. If you want to let readers know about your favorite educational app, tell us in the comments.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>ANSEL & CLAIR'S ADVENTURES IN AFRICA\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/new-educational-apps-of-the-month-2/ansel_1/\" rel=\"attachment wp-att-12138\">\u003cimg class=\"size-medium wp-image-12138 alignleft\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/ansel_1-300x225.png\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>Ansel & Clair's Adventures in Africa is one of those rare joys that combines beautiful graphics and engaging gameplay with educational content. 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.You can have separate accounts, so different users can move through the the story at their own pace and it's suitable for a wide age range (the iTunes lists the app as 4 and up). Kids have have ample instructions on how to proceed, but it's open-ended enough for them to have their own way of interacting with the content. Lots to explore here.\u003c/p>\n\u003cp>\u003cstrong>I'MOK\u003c/strong>\u003c/p>\n\u003cp>Both parents and children say that \u003ca href=\"http://pewresearch.org/pubs/1572/teens-cell-phones-text-messages\">having cellphones\u003c/a> makes them feel safer and helps maintain communication channels. But often just texting to let parents where a child is isn't enough. So \u003ca href=\"http://www.imok.com/\">I'mOK\u003c/a> has created an app that rewards children for doing more than just sending a text message. The app lets kids flag their location, tag the friends they're with, and upload pictures -- all in the service of helping give parents a better idea where they are (and hopefully decrease the need for nagging or spying). In exchange for being forthcoming with their data, the app lets kids earn points, which in turn parents can use to reward kids. The app is still in private beta, but should be available for wider use this summer.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>LEAFSNAP\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/new-educational-apps-of-the-month-2/leafsnap_2/\" rel=\"attachment wp-att-12139\">\u003cimg class=\"alignright size-full wp-image-12139\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/leafsnap_2.jpg\" alt=\"\" width=\"166\" height=\"250\">\u003c/a>\u003ca href=\"http://leafsnap.com/\">Leafsnap\u003c/a> is 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. The app, which is being developed by researchers from Columbia University, the University of Maryland, and the Smithsonian Institution, currently includes trees from New York City and Washington DC, but the project plans to expand to include the entire United States.\u003c/p>\n\u003cp>\u003cstrong>STUDYBLUE\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.studyblue.com\">StudyBlue\u003c/a> allows students to maintain their class notes and transform them into study guides, flashcards, and practices quizzes. The site also lets students schedule text-message reminders about when and what to study next, as well as post messages to Facebook warning others that they're studying and shouldn't be disturbed. This month, the note-taking app \u003ca href=\"http://blog.evernote.com/2011/05/10/trunk-spotlight-turn-your-evernote-notes-into-flashcards-with-studyblue/\">Evernote\u003c/a> announced an integration with StudyBlue, making it easy to import your Evernote notes into your StudyBlue account so you can more easily make and share flashcards from the materials you've stored in Evernote.\u003c/p>\n\u003cp>\u003cstrong>MINDSNACKS ITALIAN\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/new-educational-apps-of-the-month-2/mindsnacks_3/\" rel=\"attachment wp-att-12140\">\u003cimg class=\"alignleft size-full wp-image-12140\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/mindsnacks_3.jpg\" alt=\"\" width=\"168\" height=\"250\">\u003c/a>The language-learning startup \u003ca href=\"http://www.mindsnacks.com\">MindSnacks\u003c/a> 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>. The idea behind MindSnacks is to offer a mobile gaming and learning experience to help you learn and brush up on your vocabulary. The app offers 50 levels of language content, each level featuring 25 Italian words and phrases. The games are meant to help students learn and memorize words and phrases with fun and challenging mini-games. MindSnacks is also available for Spanish and French.\u003c/p>\n\u003cp>\u003cstrong>PBS KIDS VIDEO FOR iPAD\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/new-educational-apps-of-the-month-2/pbs_kids_4/\" rel=\"attachment wp-att-12141\">\u003cimg class=\"alignright size-full wp-image-12141\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/pbs_kids_4.jpg\" alt=\"\" width=\"150\" height=\"148\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/05/pbs_kids_4.jpg 150w, https://ww2.kqed.org/app/uploads/sites/23/2011/05/pbs_kids_4-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/05/pbs_kids_4-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/05/pbs_kids_4-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/05/pbs_kids_4-75x75.jpg 75w\" sizes=\"(max-width: 150px) 100vw, 150px\">\u003c/a>\u003ca href=\"http://pbskids.org\">PBS KIDS\u003c/a> released an iPad app -- \u003ca href=\"http://itunes.apple.com/us/app/pbs-kids-video-for-ipad/id435138734?mt=8\">PBS KIDS Video\u003c/a> -- that gives access to over 1000 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/p>\n\u003cp>\u003cstrong>TRIPLINGO\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.triplingo.com\">TripLingo\u003c/a> released its first six iPhone apps -- 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>) versions. TripLingo offers a very unique way to learn just the words you want to and need to learn for travel. The app lets you customize your phrase list, based on your interests, your planned activities, and on any special circumstances. When you launch the app, you walk through a series of questions that lets you rate how important certain subjects are to you - do you want to know about sports lingo? Do you want to know how to flirt? Do you want to go shopping? More importantly, arguably, are you travelling with children? Are you diabetic? Are you disabled?\u003c/p>\n\u003cp>\u003cstrong>WOLFRAM ALPHA COURSE ASSISTANT\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/new-educational-apps-of-the-month-2/wolfram_5/\" rel=\"attachment wp-att-12142\">\u003cimg class=\"alignleft size-full wp-image-12142\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/wolfram_5.jpg\" alt=\"\" width=\"173\" height=\"250\">\u003c/a>Computational knowledge engine \u003ca href=\"http://www.wolframalpha.com/\">WolframAlpha\u003c/a> released several more apps in its Course Assistant series, including apps for \u003ca href=\"http://itunes.apple.com/app/wolfram-general-chemistry/id434841846\">General Chemistry\u003c/a>, \u003ca href=\"http://itunes.apple.com/app/wolfram-precalculus-course/id434839548\">Precalculus\u003c/a>, and \u003ca href=\"http://itunes.apple.com/app/wolfram-statistics-course/id439249983?mt=8%3Cbr%20/%3E\">Statistics\u003c/a>. The apps help students understand basic concepts in these subject areas and solve homework problems. Rather than \"canned answers,\" the apps will help solve specific questions. May also marks the \u003ca href=\"http://blog.wolframalpha.com/2011/05/20/wolframalpha-the-second-anniversary/\">two-year anniversary\u003c/a> of WolframAlpha, which founder Stephen Wolfram describes as an \"absurdly complex object.\"\u003c/p>\n\u003cp>\u003cstrong>BIBLION: THE BOUNDLESS LIBRARY\u003c/strong>\u003c/p>\n\u003cp>The \u003ca href=\"http://www.nypl.org/\">New York Public Library\u003c/a> released its first app, available via \u003ca href=\"http://itunes.apple.com/us/app/nypl-biblion-worlds-fair/id433418206?hpfeature=1#\">iTunes\u003c/a>: Biblion: The Boundless Library. The app is a re-launch of the library's Biblion journal, but in a format specifically designed for the iPad.\u003cbr>\nThe first issue features items from the library's collection from the 1939-1940 New York World's Fair -- documents, images, essays, film and audio that let you explore the library's stacks \"opening up hidden parts of the collections and the myriad story lines they hold and preserve.\"\u003c/p>\n\u003cp>\u003cstrong>TOONTASTIC\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The cartoon-creation tool \u003ca href=\"http://launchpadtoys.com/toontastic/\">Toontastic\u003c/a> released an updated version featuring 3 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. The app is available for \u003ca href=\"http://itunes.apple.com/us/app/toontastic/id404693282#\">iPad\u003c/a> and costs $3.99.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-11989\" href=\"http://ww2.kqed.org/mindshift/2011/05/its-here-a-science-book-thats-always-up-to-date/science-2/\">\u003cimg class=\"alignright size-full wp-image-11989\" title=\"science\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/science.jpg\" alt=\"\" width=\"300\" height=\"220\">\u003c/a>As much people still love their textbooks, there are inherent problems. They're expensive. They're heavy. And oftentimes, they're woefully out-of-date. The latter is particularly true when it comes to science books -- by the time a textbook hits store shelves (and appears in syllabi), new research outdates the text. Such is the changing nature of science. And such is the fixed nature of the printed textbook.\u003c/p>\n\u003cp>\u003ca href=\"http://www.nature.com/scitable\">Nature Education\u003c/a>, the educational wing of the Nature Publishing Group which also runs \u003ca href=\"http://ww2.kqed.org/mindshift/2010/09/scitable-goes-mobile/\">Scitable\u003c/a>, one of the largest science publishers in the world - is hoping to resolve this with the release its first ever science textbook.\u003c/p>\n\u003cp>It's called the \u003cem>Principles of Biology\u003c/em>, and for a $49 lifetime access, students receive a constantly-updated biology textbook, for less cost.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It's not just about providing students with the content, it's about finding a model for digital content that makes sense.\"\u003c/aside>\n\u003cp>The textbook is a result of a partnership between California State University and the Nature Publishing Group, who'll be working together to create what they're calling a \"born digital\" textbook that will be used at CSU campuses beginning in the Fall of 2011.\u003c/p>\n\u003cp>As a digital product, \u003cem>Principles of Biology\u003c/em> will be accessible to students and instructors via the Web -- both on desktops and on mobile devices. Those who buy the license will also be able to print a color copy of the textbook.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The textbook includes more than 175 interactive lessons, as well as continual assessments to help students master various fundamental concepts in biology. The book will draw on the expertise as well as on the archives of the journal \u003cem>Nature\u003c/em>.\u003c/p>\n\u003cp>The Nature Publishing Group says that it will offer more titles in the future geared to life and physical sciences. These books will also be developed in conjunction with the faculty at CSU.\u003c/p>\n\u003cp>Gerry Hanley, Senior Director for Academic Technology Services at the CSU, Office of the Chancellor, said in a statement that this book is a step towards transforming the traditional relationship between universities and textbook publishers\" Like \u003ca href=\"http://www.inkling.com/%20\">Inkling\u003c/a> books, this is entirely digital, not just a transfer of a print version to an e-book. But this sort of academic and publisher partnership is important to note -- not just because it marks a way for students to receive up-to-date content, but because they can receive that content at a discount.\u003c/p>\n\u003cp>The publishing industry at large is \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/will-college-textbooks-be-obsolete/\">going through a tremendous change due\u003c/a> to the increasing popularity of e-books. And the textbook industry, long the target of complaints from students resentful at shelling out hundreds of dollars for books they'll only use for a few weeks, is ripe for disruption.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>By offering students the ability to access the materials online, at a deeply discounted rate \u003cem>and\u003c/em> with the knowledge that this material is continually updated, the Nature Publishing Group might point the way for other publishers to follow. It's not just about providing students with the content they need, it's about finding a model for digital content that makes sense.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-11989\" href=\"http://ww2.kqed.org/mindshift/2011/05/its-here-a-science-book-thats-always-up-to-date/science-2/\">\u003cimg class=\"alignright size-full wp-image-11989\" title=\"science\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/science.jpg\" alt=\"\" width=\"300\" height=\"220\">\u003c/a>As much people still love their textbooks, there are inherent problems. They're expensive. They're heavy. And oftentimes, they're woefully out-of-date. The latter is particularly true when it comes to science books -- by the time a textbook hits store shelves (and appears in syllabi), new research outdates the text. Such is the changing nature of science. And such is the fixed nature of the printed textbook.\u003c/p>\n\u003cp>\u003ca href=\"http://www.nature.com/scitable\">Nature Education\u003c/a>, the educational wing of the Nature Publishing Group which also runs \u003ca href=\"http://ww2.kqed.org/mindshift/2010/09/scitable-goes-mobile/\">Scitable\u003c/a>, one of the largest science publishers in the world - is hoping to resolve this with the release its first ever science textbook.\u003c/p>\n\u003cp>It's called the \u003cem>Principles of Biology\u003c/em>, and for a $49 lifetime access, students receive a constantly-updated biology textbook, for less cost.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It's not just about providing students with the content, it's about finding a model for digital content that makes sense.\"\u003c/aside>\n\u003cp>The textbook is a result of a partnership between California State University and the Nature Publishing Group, who'll be working together to create what they're calling a \"born digital\" textbook that will be used at CSU campuses beginning in the Fall of 2011.\u003c/p>\n\u003cp>As a digital product, \u003cem>Principles of Biology\u003c/em> will be accessible to students and instructors via the Web -- both on desktops and on mobile devices. Those who buy the license will also be able to print a color copy of the textbook.\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 textbook includes more than 175 interactive lessons, as well as continual assessments to help students master various fundamental concepts in biology. The book will draw on the expertise as well as on the archives of the journal \u003cem>Nature\u003c/em>.\u003c/p>\n\u003cp>The Nature Publishing Group says that it will offer more titles in the future geared to life and physical sciences. These books will also be developed in conjunction with the faculty at CSU.\u003c/p>\n\u003cp>Gerry Hanley, Senior Director for Academic Technology Services at the CSU, Office of the Chancellor, said in a statement that this book is a step towards transforming the traditional relationship between universities and textbook publishers\" Like \u003ca href=\"http://www.inkling.com/%20\">Inkling\u003c/a> books, this is entirely digital, not just a transfer of a print version to an e-book. But this sort of academic and publisher partnership is important to note -- not just because it marks a way for students to receive up-to-date content, but because they can receive that content at a discount.\u003c/p>\n\u003cp>The publishing industry at large is \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/will-college-textbooks-be-obsolete/\">going through a tremendous change due\u003c/a> to the increasing popularity of e-books. And the textbook industry, long the target of complaints from students resentful at shelling out hundreds of dollars for books they'll only use for a few weeks, is ripe for disruption.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>By offering students the ability to access the materials online, at a deeply discounted rate \u003cem>and\u003c/em> with the knowledge that this material is continually updated, the Nature Publishing Group might point the way for other publishers to follow. It's not just about providing students with the content they need, it's about finding a model for digital content that makes sense.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "NextGen Journal Gives College Students' Spin on Global Events",
"title": "NextGen Journal Gives College Students' Spin on Global Events",
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"content": "\u003cfigure id=\"attachment_11964\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-11964\" href=\"http://ww2.kqed.org/mindshift/2011/05/nextgen-journal-gives-college-students-spin-on-global-events/screen-shot-2011-05-24-at-12-43-04-pm/\">\u003cimg class=\"size-medium wp-image-11964\" title=\"Screen-shot-2011-05-24-at-12.43.04-PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/Screen-shot-2011-05-24-at-12.43.04-PM-300x230.png\" alt=\"\" width=\"300\" height=\"230\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">NextGen Journal reaches out to college students.\u003c/figcaption>\u003c/figure>\n\u003cp>By \u003ca href=\"http://www.pbs.org/mediashift/dan-reimold-1/\">Dan Reimold\u003c/a>\u003c/p>\n\u003cp>Connor Toohill is attempting to break the college bubble.\u003c/p>\n\u003cp>Last fall, with the help of friends, Toohill launched \u003ca href=\"http://nextgenjournal.com/\">NextGen Journal\u003c/a>, a student-run news and commentary site, writ large. Its roughly 90 contributors are currently enrolled at colleges and universities across the U.S. and Canada.\u003c/p>\n\u003cp>In terms of sheer geography, \u003ca href=\"http://nextgenjournal.com/author/connor-toohill/\">Toohill\u003c/a> has arguably filled college media's biggest niche. At the moment, NextGen may be the only true national college news outlet by students for students.\u003c/p>\n\u003cp>It covers matters of interest and importance to students \u003ca href=\"http://nextgenjournal.com/about/\">outside the bubble\u003c/a> of their own campuses -- \"from dorm life to Darfur, and from climate change to Kid Cudi.\" Recent topics under investigation and discussion on the NextGen home page ranged from Libya, Net neutrality, and campus break-dancing clubs to college graduation rates, the deficit, and Rebecca Black.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"College students deserve their own Huffington Post.\"\u003c/aside>\n\u003cp>\"Up until now, campus media, especially in the opinion sense, has just been localized,\" said Toohill, 19, a rising sophomore at the University of Notre Dame. \"There's nothing from our generation that is influential in the national sphere. We wanted to do something that can have influence nationally, that can bring our generation into the conversation.\"\u003c/p>\n\u003ch4>The \"Osama Circus\"\u003c/h4>\n\u003cp>Amid the conversations -- and celebrations -- that have erupted in the wake of Osama Bin Laden's killing, NextGen has published more stories on more angles than any other student media outlet.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The site featured \u003ca href=\"http://nextgenjournal.com/2011/05/college-students-celebrate-bin-ladens-death/\">dispatches on student reactions\u003c/a> at roughly two dozen schools -- from West Point cadets running around in \"crazy patriotic costumes and underwear\" to Stanford University students who \"roasted s'mores, drank beer (mostly the American variety), and chanted 'U-S-A U-S-A!'\"\u003c/p>\n\u003cfigure id=\"attachment_11957\" class=\"wp-caption alignright\" style=\"max-width: 112px\">\u003ca rel=\"attachment wp-att-11957\" href=\"http://ww2.kqed.org/mindshift/2011/05/nextgen-journal-gives-college-students-spin-on-global-events/connor-toohill/\">\u003cimg class=\"size-full wp-image-11957\" title=\"connor toohill\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/connor-toohill.jpg\" alt=\"\" width=\"112\" height=\"150\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>It debated the merits of the country's celebratory mood, including a Michigan State University student \u003ca href=\"http://nextgenjournal.com/2011/05/the-osama-circus/\">who decried\u003c/a> the \"Osama circus\" atmosphere and a Tulane University student who separately described \u003ca href=\"http://nextgenjournal.com/2011/05/celebrating-bin-ladens-death/\">the national party\u003c/a> as \"perhaps the only time that I've felt proud to call myself a young college student.\"\u003c/p>\n\u003cp>NextGen also reflected on the meaning of the terror kingpin's death for current students who were in grade school when 9/11 occurred. It gauged \u003ca href=\"http://nextgenjournal.com/2011/05/bin-laden-and-the-2012-election/\">the impact\u003c/a> of the military strike on the 2012 presidential election. It ran \u003ca href=\"http://nextgenjournal.com/2011/05/terrorism-does-not-die-with-bin-laden/\">a reminder op-ed\u003c/a> that \"terrorism does not die with Osama Bin Laden.\" And it discussed \u003ca href=\"http://nextgenjournal.com/2011/05/pakistan-head-in-the-sand-digging-up-the-truth-around-bin-ladens-demise/\">the growing skepticism\u003c/a> surrounding Pakistan's alleged ignorance of Bin Laden's whereabouts.\u003c/p>\n\u003cp>Similar stories have been run throughout the professional press -- but hardly any from the student perspective.\u003c/p>\n\u003cp>As Toohill said, \"Our best pieces, our most popular pieces -- whether it's Egypt or the State of the Union or health care reform or the Super Bowl -- really look at, what is the impact here for students? What is the significance for our generation? We've seen there is really a demand for that. \u003ca href=\"http://www.huffingtonpost.com/college/\">Huffington Post College\u003c/a> is sort of established as a section to cover what's going on at college. Basically, what we're saying is that college students deserve their own Huffington Post.\"\u003c/p>\n\u003ch4>Voices of the Next Generation\u003c/h4>\n\u003cp>NextGen Journal began with 800 words and $20 trillion.\u003c/p>\n\u003cp>In early 2009, Toohill, then a 17-year-old high school senior in San Diego, came across a slew of politicians and pundits debating the impact of the growing national debt. Many of them were repeatedly imploring lawmakers and the public to think of \"the next generation\" when deciding what economic recovery tactics to take.\u003c/p>\n\u003cp>Toohill noticed one important set of voices missing from the debate. \"I was kind of frustrated about the fact that everyone was talking about the next generation and what we should do for the next generation,\" he said, \"but there were no voices of the next generation, my generation, in the conversation.\"\u003c/p>\n\u003cp>So Toohill spoke up. In an 800-word \u003ca href=\"http://www.signonsandiego.com/news/2009/apr/05/lz1e5toohill22146-debt-and-my-next-generation/\">community essay\u003c/a> published in the San Diego Union-Tribune, he discussed the need for federal government \"fiscal responsibility\" to help stave off \"a crushing and unsustainable national debt.\"\u003c/p>\n\u003cfigure id=\"attachment_11958\" class=\"wp-caption left\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-11958\" title=\"JackFitzpatrick\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/JackFitzpatrick-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\">Jack Fitzpatrick\u003c/figcaption>\u003c/figure>\n\u003cp>\"At this moment, our nation is in a deep financial hole,\" he wrote. \"We must stop digging, making the decision to leave some aspects of energy, education and health care reform to future administrations or to the private sector... As a member of the generation that will be tasked with solving these issues and paying for these proposals, I know one thing for certain: I would much rather inherit difficult policy problems than a $20 trillion national debt.\"\u003c/p>\n\u003cp>For weeks after the essay's premiere, Toohill dealt with a separate indebtedness. He felt he owed it to himself and his peers to do more. \"Basically, I wanted the conversation to continue,\" he said. \"My dream was to have many voices of our generation in the conversation -- different voices, with different perspectives, on all sorts of different topics.\"\u003c/p>\n\u003cp>The difference between Toohill and many others with similar dreams: He made his come true.\u003c/p>\n\u003ch4>Giving Writers Independence\u003c/h4>\n\u003cp>NextGen's newsroom is located at the virtual nexus of \u003ca href=\"https://docs.google.com/\">Google Docs\u003c/a>, \u003ca href=\"http://wordpress.org/\">WordPress\u003c/a>, and a mountain of email. Most staffers have never met in person. Toohill recruited a majority of the contributors himself, after stumbling across their personal blogs or other online writings.\u003c/p>\n\u003cp>So far, the site's strength is more views than news. Student opinions, in the Voices section, are published in droves, daily, an impressive feat for an enterprise that as of yet does not offer staffers money, course credit or enormous name recognition (the site's monthly readership is 12,000 and growing).\u003c/p>\n\u003cp>Instead, its attraction to student writers is independence -- the independence to be what staff writer \u003ca href=\"http://nextgenjournal.com/author/jack-fitzpatrick/\">Jack Fitzpatrick\u003c/a> called \"edgy and entertaining, and also to talk about any issue, no matter how controversial it is.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"NextGen address issues that are affecting any college student.\"\u003c/aside>\n\u003cp>This independence especially interested \u003ca href=\"http://nextgenjournal.com/author/heather-regen/\">Heather Regen\u003c/a>.\u003c/p>\n\u003cp>Growing up, Regen's family talked about all the red-button topics she said most want to avoid in polite conversation. \"To be able to hold your own at the dinner table, I really needed to know what was going on,\" said Regen, a rising sophomore at Georgetown University.\u003c/p>\n\u003cp>One night, while eating dinner at a local pizza joint, she became embroiled in such an impassioned debate with her brother about Iraq and North Korea that two gentlemen at a nearby table were drawn in as de facto judges.\u003c/p>\n\u003cp>In their estimation, she won.\u003c/p>\n\u003cp>Last fall, she joined NextGen, writing at first about college admissions, airport scanners, Four Loko, the State of the Union, and the rise in college textbook renting and downloading.\u003c/p>\n\u003ch4>One Word: Egypt\u003c/h4>\n\u003cp>Yet, as she said, \"What made me most excited about the entire process of pitching articles and writing them and keeping up with the world and being a part of the news rather than just reading the news was one word: Egypt.\"\u003c/p>\n\u003cp>At the very start of the Arab uprisings, Regen's international relations professor told her it was an incredibly exciting time to be alive \"because history is happening right in front of you.\"\u003c/p>\n\u003cp>She laughed off the comment at the time, considering it an idealistic professor's love of her subject matter. And then Tunisia's government fell; unrest escalated in Yemen; and citizens took to the streets of Cairo.\u003c/p>\n\u003cp>As Regen recalled, \"I went back to her during office hours and said, 'You know, when you first talked about Egypt, I thought you were just being nostalgic for your college years and how exciting they were. But I believe you now. I really do think we are living through a time when history is being made.' Being able to report the news while that's happening is something that's incredibly gratifying.\"\u003c/p>\n\u003cp>In early February, she wrote \u003ca href=\"http://nextgenjournal.com/2011/02/in-egypt-forget-twitter-look-to-our-generation/\">a review of the Egyptian protests\u003c/a> for NextGen, arguing that the large, disaffected youth population caused the revolution to spread much more than new media. As she declared in the headline, \"In Egypt, Forget Twitter -- Look to Our Generation.\" Five days after the piece was posted, Andrew Revkin \u003ca href=\"http://dotearth.blogs.nytimes.com/2011/02/07/egypt-inkblots-agendas-and-feeding-9-billion/\">linked to it\u003c/a> in a blog he maintains for the New York Times.\u003c/p>\n\u003cp>\"For college papers, most of what you write about focuses on the university itself,\" Regen said. \"Whereas NextGen Journal gives me a way to address more global issues, address issues that are affecting any college student, instead of college students specific to one university. I see it as an outlet to break the college bubble.\"\u003c/p>\n\u003cp>\u003cem>\u003ca rel=\"attachment wp-att-11961\" href=\"http://ww2.kqed.org/mindshift/2011/05/nextgen-journal-gives-college-students-spin-on-global-events/pbs-mediashift-logo-final/\">\u003cimg class=\"alignleft size-thumbnail wp-image-11961\" title=\"pbs mediashift logo final\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"94\" height=\"94\">\u003c/a>This story was originally published by \u003c/em>\u003ca href=\"http://www.pbs.org/mediashift\">PBS MediaShift\u003c/a>\u003cem>, covering the intersection of media and technology. Follow \u003ca href=\"http://twitter.com/#!/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"http://www.facebook.com/mediashift\">Facebook\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Dan Reimold is an assistant professor of journalism at the University of Tampa. He writes and presents frequently on the campus press and maintains the daily blog \u003ca href=\"http://www.collegemediamatters.com/\">College Media Matters\u003c/a>, affiliated with the \u003ca href=\"http://www.studentpress.org/acp/\">Associated Collegiate Press\u003c/a>. His first book on a major modern college media trend, \u003ca href=\"http://www.amazon.com/Sex-University-Controversy-Journalism-Revolution/dp/0813548063/ref=sr_1_1?s=books&ie=UTF8&qid=1282158083&sr=1-1\">Sex and the University: Celebrity, Controversy, and a Student Journalism Revolution\u003c/a>, was published this past fall by Rutgers University Press.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_11964\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-11964\" href=\"http://ww2.kqed.org/mindshift/2011/05/nextgen-journal-gives-college-students-spin-on-global-events/screen-shot-2011-05-24-at-12-43-04-pm/\">\u003cimg class=\"size-medium wp-image-11964\" title=\"Screen-shot-2011-05-24-at-12.43.04-PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/Screen-shot-2011-05-24-at-12.43.04-PM-300x230.png\" alt=\"\" width=\"300\" height=\"230\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">NextGen Journal reaches out to college students.\u003c/figcaption>\u003c/figure>\n\u003cp>By \u003ca href=\"http://www.pbs.org/mediashift/dan-reimold-1/\">Dan Reimold\u003c/a>\u003c/p>\n\u003cp>Connor Toohill is attempting to break the college bubble.\u003c/p>\n\u003cp>Last fall, with the help of friends, Toohill launched \u003ca href=\"http://nextgenjournal.com/\">NextGen Journal\u003c/a>, a student-run news and commentary site, writ large. Its roughly 90 contributors are currently enrolled at colleges and universities across the U.S. and Canada.\u003c/p>\n\u003cp>In terms of sheer geography, \u003ca href=\"http://nextgenjournal.com/author/connor-toohill/\">Toohill\u003c/a> has arguably filled college media's biggest niche. At the moment, NextGen may be the only true national college news outlet by students for students.\u003c/p>\n\u003cp>It covers matters of interest and importance to students \u003ca href=\"http://nextgenjournal.com/about/\">outside the bubble\u003c/a> of their own campuses -- \"from dorm life to Darfur, and from climate change to Kid Cudi.\" Recent topics under investigation and discussion on the NextGen home page ranged from Libya, Net neutrality, and campus break-dancing clubs to college graduation rates, the deficit, and Rebecca Black.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"College students deserve their own Huffington Post.\"\u003c/aside>\n\u003cp>\"Up until now, campus media, especially in the opinion sense, has just been localized,\" said Toohill, 19, a rising sophomore at the University of Notre Dame. \"There's nothing from our generation that is influential in the national sphere. We wanted to do something that can have influence nationally, that can bring our generation into the conversation.\"\u003c/p>\n\u003ch4>The \"Osama Circus\"\u003c/h4>\n\u003cp>Amid the conversations -- and celebrations -- that have erupted in the wake of Osama Bin Laden's killing, NextGen has published more stories on more angles than any other student media outlet.\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 site featured \u003ca href=\"http://nextgenjournal.com/2011/05/college-students-celebrate-bin-ladens-death/\">dispatches on student reactions\u003c/a> at roughly two dozen schools -- from West Point cadets running around in \"crazy patriotic costumes and underwear\" to Stanford University students who \"roasted s'mores, drank beer (mostly the American variety), and chanted 'U-S-A U-S-A!'\"\u003c/p>\n\u003cfigure id=\"attachment_11957\" class=\"wp-caption alignright\" style=\"max-width: 112px\">\u003ca rel=\"attachment wp-att-11957\" href=\"http://ww2.kqed.org/mindshift/2011/05/nextgen-journal-gives-college-students-spin-on-global-events/connor-toohill/\">\u003cimg class=\"size-full wp-image-11957\" title=\"connor toohill\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/connor-toohill.jpg\" alt=\"\" width=\"112\" height=\"150\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>It debated the merits of the country's celebratory mood, including a Michigan State University student \u003ca href=\"http://nextgenjournal.com/2011/05/the-osama-circus/\">who decried\u003c/a> the \"Osama circus\" atmosphere and a Tulane University student who separately described \u003ca href=\"http://nextgenjournal.com/2011/05/celebrating-bin-ladens-death/\">the national party\u003c/a> as \"perhaps the only time that I've felt proud to call myself a young college student.\"\u003c/p>\n\u003cp>NextGen also reflected on the meaning of the terror kingpin's death for current students who were in grade school when 9/11 occurred. It gauged \u003ca href=\"http://nextgenjournal.com/2011/05/bin-laden-and-the-2012-election/\">the impact\u003c/a> of the military strike on the 2012 presidential election. It ran \u003ca href=\"http://nextgenjournal.com/2011/05/terrorism-does-not-die-with-bin-laden/\">a reminder op-ed\u003c/a> that \"terrorism does not die with Osama Bin Laden.\" And it discussed \u003ca href=\"http://nextgenjournal.com/2011/05/pakistan-head-in-the-sand-digging-up-the-truth-around-bin-ladens-demise/\">the growing skepticism\u003c/a> surrounding Pakistan's alleged ignorance of Bin Laden's whereabouts.\u003c/p>\n\u003cp>Similar stories have been run throughout the professional press -- but hardly any from the student perspective.\u003c/p>\n\u003cp>As Toohill said, \"Our best pieces, our most popular pieces -- whether it's Egypt or the State of the Union or health care reform or the Super Bowl -- really look at, what is the impact here for students? What is the significance for our generation? We've seen there is really a demand for that. \u003ca href=\"http://www.huffingtonpost.com/college/\">Huffington Post College\u003c/a> is sort of established as a section to cover what's going on at college. Basically, what we're saying is that college students deserve their own Huffington Post.\"\u003c/p>\n\u003ch4>Voices of the Next Generation\u003c/h4>\n\u003cp>NextGen Journal began with 800 words and $20 trillion.\u003c/p>\n\u003cp>In early 2009, Toohill, then a 17-year-old high school senior in San Diego, came across a slew of politicians and pundits debating the impact of the growing national debt. Many of them were repeatedly imploring lawmakers and the public to think of \"the next generation\" when deciding what economic recovery tactics to take.\u003c/p>\n\u003cp>Toohill noticed one important set of voices missing from the debate. \"I was kind of frustrated about the fact that everyone was talking about the next generation and what we should do for the next generation,\" he said, \"but there were no voices of the next generation, my generation, in the conversation.\"\u003c/p>\n\u003cp>So Toohill spoke up. In an 800-word \u003ca href=\"http://www.signonsandiego.com/news/2009/apr/05/lz1e5toohill22146-debt-and-my-next-generation/\">community essay\u003c/a> published in the San Diego Union-Tribune, he discussed the need for federal government \"fiscal responsibility\" to help stave off \"a crushing and unsustainable national debt.\"\u003c/p>\n\u003cfigure id=\"attachment_11958\" class=\"wp-caption left\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-11958\" title=\"JackFitzpatrick\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/JackFitzpatrick-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\">Jack Fitzpatrick\u003c/figcaption>\u003c/figure>\n\u003cp>\"At this moment, our nation is in a deep financial hole,\" he wrote. \"We must stop digging, making the decision to leave some aspects of energy, education and health care reform to future administrations or to the private sector... As a member of the generation that will be tasked with solving these issues and paying for these proposals, I know one thing for certain: I would much rather inherit difficult policy problems than a $20 trillion national debt.\"\u003c/p>\n\u003cp>For weeks after the essay's premiere, Toohill dealt with a separate indebtedness. He felt he owed it to himself and his peers to do more. \"Basically, I wanted the conversation to continue,\" he said. \"My dream was to have many voices of our generation in the conversation -- different voices, with different perspectives, on all sorts of different topics.\"\u003c/p>\n\u003cp>The difference between Toohill and many others with similar dreams: He made his come true.\u003c/p>\n\u003ch4>Giving Writers Independence\u003c/h4>\n\u003cp>NextGen's newsroom is located at the virtual nexus of \u003ca href=\"https://docs.google.com/\">Google Docs\u003c/a>, \u003ca href=\"http://wordpress.org/\">WordPress\u003c/a>, and a mountain of email. Most staffers have never met in person. Toohill recruited a majority of the contributors himself, after stumbling across their personal blogs or other online writings.\u003c/p>\n\u003cp>So far, the site's strength is more views than news. Student opinions, in the Voices section, are published in droves, daily, an impressive feat for an enterprise that as of yet does not offer staffers money, course credit or enormous name recognition (the site's monthly readership is 12,000 and growing).\u003c/p>\n\u003cp>Instead, its attraction to student writers is independence -- the independence to be what staff writer \u003ca href=\"http://nextgenjournal.com/author/jack-fitzpatrick/\">Jack Fitzpatrick\u003c/a> called \"edgy and entertaining, and also to talk about any issue, no matter how controversial it is.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"NextGen address issues that are affecting any college student.\"\u003c/aside>\n\u003cp>This independence especially interested \u003ca href=\"http://nextgenjournal.com/author/heather-regen/\">Heather Regen\u003c/a>.\u003c/p>\n\u003cp>Growing up, Regen's family talked about all the red-button topics she said most want to avoid in polite conversation. \"To be able to hold your own at the dinner table, I really needed to know what was going on,\" said Regen, a rising sophomore at Georgetown University.\u003c/p>\n\u003cp>One night, while eating dinner at a local pizza joint, she became embroiled in such an impassioned debate with her brother about Iraq and North Korea that two gentlemen at a nearby table were drawn in as de facto judges.\u003c/p>\n\u003cp>In their estimation, she won.\u003c/p>\n\u003cp>Last fall, she joined NextGen, writing at first about college admissions, airport scanners, Four Loko, the State of the Union, and the rise in college textbook renting and downloading.\u003c/p>\n\u003ch4>One Word: Egypt\u003c/h4>\n\u003cp>Yet, as she said, \"What made me most excited about the entire process of pitching articles and writing them and keeping up with the world and being a part of the news rather than just reading the news was one word: Egypt.\"\u003c/p>\n\u003cp>At the very start of the Arab uprisings, Regen's international relations professor told her it was an incredibly exciting time to be alive \"because history is happening right in front of you.\"\u003c/p>\n\u003cp>She laughed off the comment at the time, considering it an idealistic professor's love of her subject matter. And then Tunisia's government fell; unrest escalated in Yemen; and citizens took to the streets of Cairo.\u003c/p>\n\u003cp>As Regen recalled, \"I went back to her during office hours and said, 'You know, when you first talked about Egypt, I thought you were just being nostalgic for your college years and how exciting they were. But I believe you now. I really do think we are living through a time when history is being made.' Being able to report the news while that's happening is something that's incredibly gratifying.\"\u003c/p>\n\u003cp>In early February, she wrote \u003ca href=\"http://nextgenjournal.com/2011/02/in-egypt-forget-twitter-look-to-our-generation/\">a review of the Egyptian protests\u003c/a> for NextGen, arguing that the large, disaffected youth population caused the revolution to spread much more than new media. As she declared in the headline, \"In Egypt, Forget Twitter -- Look to Our Generation.\" Five days after the piece was posted, Andrew Revkin \u003ca href=\"http://dotearth.blogs.nytimes.com/2011/02/07/egypt-inkblots-agendas-and-feeding-9-billion/\">linked to it\u003c/a> in a blog he maintains for the New York Times.\u003c/p>\n\u003cp>\"For college papers, most of what you write about focuses on the university itself,\" Regen said. \"Whereas NextGen Journal gives me a way to address more global issues, address issues that are affecting any college student, instead of college students specific to one university. I see it as an outlet to break the college bubble.\"\u003c/p>\n\u003cp>\u003cem>\u003ca rel=\"attachment wp-att-11961\" href=\"http://ww2.kqed.org/mindshift/2011/05/nextgen-journal-gives-college-students-spin-on-global-events/pbs-mediashift-logo-final/\">\u003cimg class=\"alignleft size-thumbnail wp-image-11961\" title=\"pbs mediashift logo final\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"94\" height=\"94\">\u003c/a>This story was originally published by \u003c/em>\u003ca href=\"http://www.pbs.org/mediashift\">PBS MediaShift\u003c/a>\u003cem>, covering the intersection of media and technology. Follow \u003ca href=\"http://twitter.com/#!/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"http://www.facebook.com/mediashift\">Facebook\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Dan Reimold is an assistant professor of journalism at the University of Tampa. He writes and presents frequently on the campus press and maintains the daily blog \u003ca href=\"http://www.collegemediamatters.com/\">College Media Matters\u003c/a>, affiliated with the \u003ca href=\"http://www.studentpress.org/acp/\">Associated Collegiate Press\u003c/a>. His first book on a major modern college media trend, \u003ca href=\"http://www.amazon.com/Sex-University-Controversy-Journalism-Revolution/dp/0813548063/ref=sr_1_1?s=books&ie=UTF8&qid=1282158083&sr=1-1\">Sex and the University: Celebrity, Controversy, and a Student Journalism Revolution\u003c/a>, was published this past fall by Rutgers University Press.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"marketplace": {
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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"masters-of-scale": {
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},
"mindshift": {
"id": "mindshift",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"morning-edition": {
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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"onourwatch": {
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"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"order": 11
},
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"on-the-media": {
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"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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},
"link": "/radio/program/on-the-media",
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},
"pbs-newshour": {
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"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
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},
"perspectives": {
"id": "perspectives",
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"order": 14
},
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"planet-money": {
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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},
"link": "/radio/program/planet-money",
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"order": 5
},
"link": "/podcasts/politicalbreakdown",
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"amazon": "https://music.amazon.com/podcasts/e0c2d153-ad36-4c8d-901d-f1da6a724824/political-breakdown",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
"meta": {
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"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
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