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"content": "\u003cp>\u003ca rel=\"attachment wp-att-10530\" href=\"http://ww2.kqed.org/mindshift/2011/04/why-wait-till-2020-the-future-is-here-in-some-schools/boys2/\">\u003cimg class=\"size-thumbnail wp-image-10530\" title=\"boys2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/boys2-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003c/p>\n\u003cp>The nonbelievers continue to express their doubts about how schools will change in the future, in response to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/21-things-that-will-be-obsolete-by-2020/\">\"21 Things That Will be Obsolete in 2020\u003c/a>.\"\u003c/p>\n\u003cp>One reader wrote:\u003c/p>\n\u003cblockquote>\u003cp>I'm sorry but this could be the 21 dumbest predictions I've ever seen. You really think that in ten years paper will be obsolete, buildings will somehow decrease in size, all students in the country will be taking algebra in middle school, all parents will somehow learn to use technology, curriculum will be entirely revamped, bioscans will take attendance, etc. I actually laughed at this. I think that most of these won't even be true in the next 50 years let alone 10. You probably believe that gasless flying cars will be the norm by 2015 too, huh?\u003c/p>\u003c/blockquote>\n\u003cp>The best response comes from a reader who's already living these predictions: Kris Storrey, from \u003ca href=\"http://www.wiseburn.k12.ca.us/new/default.html\">Wiseburn School District\u003c/a> in Los Angeles.\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>Head's up. We are a Los Angeles public low-income school. All our textbooks are online, all our tests are done online, every student has to do multiple PowerPoints a year, our gradebooks are online with parents logging in weekly, our students create yearly portfolios (some of which are digital), every teacher has a website, 90% of all students complete algebra by the end of 8th grade, the combo home-school/independent online K-8 school operates out of an office at the local charter high school, and homework only counts for max 10% of a students grade (some classes, zero). It's already here.\u003c/strong>\u003c/p>\u003c/blockquote>\n\u003cp>And just to clarify, Storrey adds that approximately 40 percent the students qualify for free or reduced lunch, and students come from surrounding low-income neighborhoods.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"It's not a wealthy district, but we are 'en-RICH-ed.'\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Any other similar stories out there that the future is here?\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-10530\" href=\"http://ww2.kqed.org/mindshift/2011/04/why-wait-till-2020-the-future-is-here-in-some-schools/boys2/\">\u003cimg class=\"size-thumbnail wp-image-10530\" title=\"boys2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/boys2-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003c/p>\n\u003cp>The nonbelievers continue to express their doubts about how schools will change in the future, in response to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/21-things-that-will-be-obsolete-by-2020/\">\"21 Things That Will be Obsolete in 2020\u003c/a>.\"\u003c/p>\n\u003cp>One reader wrote:\u003c/p>\n\u003cblockquote>\u003cp>I'm sorry but this could be the 21 dumbest predictions I've ever seen. You really think that in ten years paper will be obsolete, buildings will somehow decrease in size, all students in the country will be taking algebra in middle school, all parents will somehow learn to use technology, curriculum will be entirely revamped, bioscans will take attendance, etc. I actually laughed at this. I think that most of these won't even be true in the next 50 years let alone 10. You probably believe that gasless flying cars will be the norm by 2015 too, huh?\u003c/p>\u003c/blockquote>\n\u003cp>The best response comes from a reader who's already living these predictions: Kris Storrey, from \u003ca href=\"http://www.wiseburn.k12.ca.us/new/default.html\">Wiseburn School District\u003c/a> in Los Angeles.\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>Head's up. We are a Los Angeles public low-income school. All our textbooks are online, all our tests are done online, every student has to do multiple PowerPoints a year, our gradebooks are online with parents logging in weekly, our students create yearly portfolios (some of which are digital), every teacher has a website, 90% of all students complete algebra by the end of 8th grade, the combo home-school/independent online K-8 school operates out of an office at the local charter high school, and homework only counts for max 10% of a students grade (some classes, zero). It's already here.\u003c/strong>\u003c/p>\u003c/blockquote>\n\u003cp>And just to clarify, Storrey adds that approximately 40 percent the students qualify for free or reduced lunch, and students come from surrounding low-income neighborhoods.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Don't Forget the Fun Factor in Educational Games",
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"content": "\u003cp>\u003cimg class=\"size-full wp-image-10491\" title=\"Screen shot 2011-04-13 at 10.28.30 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/Screen-shot-2011-04-13-at-10.28.30-AM.png\" alt=\"\" width=\"512\" height=\"304\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/04/Screen-shot-2011-04-13-at-10.28.30-AM.png 512w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/Screen-shot-2011-04-13-at-10.28.30-AM-400x238.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/Screen-shot-2011-04-13-at-10.28.30-AM-320x190.png 320w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003c/p>\n\u003cp>Too often, educational games are neither fun nor educational, and there are plenty of educational games that fail on both those counts. Without an exhaustive study of games and game designers, it's hard to pinpoint why. Do those making educational games have little experience in game design? Or do those making educational games have little experience in instructional technology? Or has the bar just been set incredibly low?\u003c/p>\n\u003cp>Perhaps it's that educational game designers have been targeting school districts or teachers as their audience, and as long as they're more exciting than classroom worksheets, kids really haven't complained.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Those who grew up playing video games are now becoming the game designers and developers.\u003c/aside>\n\u003cp>But the audience is changing for educational games, in part because of the explosion of mobile and Web technologies. Parents are buying more educational games, and kids now have a larger say in what they want. And as a result, games are becoming more engaging, more whimsical -- more fun.\u003c/p>\n\u003cp>What's more, those who grew up playing video games are now becoming the game designers and developers -- and their bar for fun factor is high.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Take, for example, the creators of \u003ca href=\"http://motionmathgames.com/\">Motion Math\u003c/a>, available on the iPhone and iPad. The founders, Jacob Klein and Gabriel Adauto, graduate students in the Learning, Design, and Technology program at Stanford, are both 32 years old. They're bringing their background in education and cognitive science to the design of the game.\u003c/p>\n\u003cp>Certainly having a deeper understanding of cognition helps. But Klein and Adauto are also gamers -- \"hardcore,\" says Klein. And it's clear they've built games based on \"things we'd like.\" It's scaled down, so that the game is playable by elementary school-age children. But it's not dumbed down -- in content or in gameplay.\u003c/p>\n\u003cp>Klein says the inspiration in part came from the iconic Mario Brothers: simple yet fun. I'd add that it's a game for any age -- a third grader struggling with fractions could enjoy the game, as much as a seventh grader, or an adult. Klein also points to the design and the flow of sports-related video games. These \"flow experiences,\" says Klein, mean that the entire game keeps you continually engaged. And in the case of Motion Math, that engagement is with on-task learning.\u003c/p>\n\u003cp>At the moment, the games mostly focus on fractions, a notoriously difficult concept for children to grasp. Fractions are often taught with the pie metaphor -- how many slices are half, for example. But that graphical representation actually does little to help students understand how fractions work and how they're related to percentages and to the number line.\u003c/p>\n\u003cp>The game aims to helps students develop this number sense and estimate fractions -- and estimate quickly. It's a game, after all! This is how it works: Players control a bouncing star, and the goal is to make that star land on the right part of the number line, matching a particular fraction. To do this, the app uses the gyroscope that's built into the Apple mobile devices, so you have to tilt your device.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Motion Math has won \u003ca href=\"http://motionmathgames.com/reviews/\">rave reviews\u003c/a> from those who are watching the industry closely.\u003ca href=\"http://childrenstech.com/blog/archives/2791\"> The Children's Technology Review\u003c/a>, for instance, gave the app 4.5 stars for being able to \"bridge the concrete and the abstract.\" The creators plan to expand to other platforms, including Android soon. Klein says they'll also add new subject areas beyond fractions and even beyond math.\u003c/p>\n\n",
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"description": "Too often, educational games are neither fun nor educational, and there are plenty of educational games that fail on both those counts. Without an exhaustive study of games and game designers, it's hard to pinpoint why. Do those making educational games have little experience in game design? Or do those making educational games have little",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"size-full wp-image-10491\" title=\"Screen shot 2011-04-13 at 10.28.30 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/Screen-shot-2011-04-13-at-10.28.30-AM.png\" alt=\"\" width=\"512\" height=\"304\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/04/Screen-shot-2011-04-13-at-10.28.30-AM.png 512w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/Screen-shot-2011-04-13-at-10.28.30-AM-400x238.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/Screen-shot-2011-04-13-at-10.28.30-AM-320x190.png 320w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003c/p>\n\u003cp>Too often, educational games are neither fun nor educational, and there are plenty of educational games that fail on both those counts. Without an exhaustive study of games and game designers, it's hard to pinpoint why. Do those making educational games have little experience in game design? Or do those making educational games have little experience in instructional technology? Or has the bar just been set incredibly low?\u003c/p>\n\u003cp>Perhaps it's that educational game designers have been targeting school districts or teachers as their audience, and as long as they're more exciting than classroom worksheets, kids really haven't complained.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Those who grew up playing video games are now becoming the game designers and developers.\u003c/aside>\n\u003cp>But the audience is changing for educational games, in part because of the explosion of mobile and Web technologies. Parents are buying more educational games, and kids now have a larger say in what they want. And as a result, games are becoming more engaging, more whimsical -- more fun.\u003c/p>\n\u003cp>What's more, those who grew up playing video games are now becoming the game designers and developers -- and their bar for fun factor is high.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Take, for example, the creators of \u003ca href=\"http://motionmathgames.com/\">Motion Math\u003c/a>, available on the iPhone and iPad. The founders, Jacob Klein and Gabriel Adauto, graduate students in the Learning, Design, and Technology program at Stanford, are both 32 years old. They're bringing their background in education and cognitive science to the design of the game.\u003c/p>\n\u003cp>Certainly having a deeper understanding of cognition helps. But Klein and Adauto are also gamers -- \"hardcore,\" says Klein. And it's clear they've built games based on \"things we'd like.\" It's scaled down, so that the game is playable by elementary school-age children. But it's not dumbed down -- in content or in gameplay.\u003c/p>\n\u003cp>Klein says the inspiration in part came from the iconic Mario Brothers: simple yet fun. I'd add that it's a game for any age -- a third grader struggling with fractions could enjoy the game, as much as a seventh grader, or an adult. Klein also points to the design and the flow of sports-related video games. These \"flow experiences,\" says Klein, mean that the entire game keeps you continually engaged. And in the case of Motion Math, that engagement is with on-task learning.\u003c/p>\n\u003cp>At the moment, the games mostly focus on fractions, a notoriously difficult concept for children to grasp. Fractions are often taught with the pie metaphor -- how many slices are half, for example. But that graphical representation actually does little to help students understand how fractions work and how they're related to percentages and to the number line.\u003c/p>\n\u003cp>The game aims to helps students develop this number sense and estimate fractions -- and estimate quickly. It's a game, after all! This is how it works: Players control a bouncing star, and the goal is to make that star land on the right part of the number line, matching a particular fraction. To do this, the app uses the gyroscope that's built into the Apple mobile devices, so you have to tilt your device.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Motion Math has won \u003ca href=\"http://motionmathgames.com/reviews/\">rave reviews\u003c/a> from those who are watching the industry closely.\u003ca href=\"http://childrenstech.com/blog/archives/2791\"> The Children's Technology Review\u003c/a>, for instance, gave the app 4.5 stars for being able to \"bridge the concrete and the abstract.\" The creators plan to expand to other platforms, including Android soon. Klein says they'll also add new subject areas beyond fractions and even beyond math.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-10362\" href=\"http://ww2.kqed.org/mindshift/2011/04/my-teacher-is-an-avatar/aaron-tech-image-1-1/\">\u003cimg class=\"size-full wp-image-10362\" title=\"Aaron-Tech-Image-1-1\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/Aaron-Tech-Image-1-1.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>It may sound like the title of a children's science fiction novel -- \"My Teacher is a Robot!\" -- but advances in artificial intelligence, 3D animation, and robotics may be bringing that fiction a lot closer to reality.\u003c/p>\n\u003cp>South Korea is actively pursuing the development and implementation of robot instructors, and the country's Education Ministry has \u003ca href=\"http://singularityhub.com/2010/11/02/a-robot-in-every-korean-kindergarten-by-2013/\">stated its goal\u003c/a> of having a robot instructor in every one of its 8,400 kindergartens by the end of 2013.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Avatars can be repositories of infinite amounts of information and expertise, engage learners by taking on different personas, and serve as tutors for individual students.\u003c/aside>\n\u003cp>Trials with robot instructors have been ongoing in \u003ca href=\"http://singularityhub.com/2010/03/03/invasion-of-the-robot-teachers-video/\">both South Korea and Japan\u003c/a>. Hoping to spark an interest in science, technology, engineering, and math by discussing robotics with robots, the Japanese have placed robots in high school classrooms. The South Korean trials have been more varied and aimed at a younger audience. Some of these robots sing songs with students, and can hold scripted conversations.\u003c/p>\n\u003cp>But the operative word here is \"scripted,\" and these robots don't really allow for spontaneity on the part of students. If you deviate from the script, the robot isn't advanced enough to follow. Yet.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Other robots that are being tried in South Korea are using \u003ca href=\"http://singularityhub.com/2011/01/03/south-korea%E2%80%99s-robot-teachers-to-test-telepresence-tools-in-the-new-year/\">telepresence\u003c/a> instead of artificial intelligence to handle instruction. These egg-shaped robots, called EngKey, have been developed by the Korean Institute of Science and Technology as part of a larger effort to automate English-language instruction in the country. The EngKey robots have a video screen for a head, and they project both audio and video from real instructors. These instructors are actually based elsewhere (often in the Philippines), and while the robot does allow for real-time communication between teacher and student via audio, the image that's broadcast isn't of the instructor -- it's a computer-generated avatar.\u003c/p>\n\u003cp>But these science-fiction-meets-reality stories aren't just occuring in Asia. Avatar teachers may be coming to an American school near you. At least that's the goal of \u003ca href=\"http://www.intellitar.com\">Intellitar\u003c/a>, an Alabama-based technology company that's working to \"digitally clone\" educators and knowledge sources to make them more accessible to students at any time, from any place.\u003c/p>\n\u003cp>An \u003ca href=\"http://www.eschoolnews.com/2011/04/06/next-for-education-teacher-avatars/\">article in eSchoolNews\u003c/a> examined the company's work building \"intelligent avatars.\" These avatars look uncannily like their human counterparts, not just in appearance but in mannerisms. The company is working on an artificial intelligence engine that can capture \"thoughts, experiences, ideas, and personality traits of the person who is being cloned. Intellitar complements the avatars with 'alternate knowledge sources' to fill in gaps.\"\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-10366\" href=\"http://ww2.kqed.org/mindshift/2011/04/my-teacher-is-an-avatar/benf/\">\u003cimg class=\"size-full wp-image-10366\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/benf.jpg\" alt=\"\" width=\"300\" height=\"283\">\u003c/a>\u003c/p>\n\u003cp>The company has a \u003ca href=\"http://demo1.intellitar.com/intellitars/benfranklin/index.html\">demo version\u003c/a> with a Ben Franklin avatar who blinks and smiles and responds to inquiries about colonial America and the Declaration of Independence. The \u003ca href=\"http://en.wikipedia.org/wiki/The_Hall_of_Presidents\">Hall of Presidents\u003c/a> has long been a popular Disney destination, and this sort of mechanized and virtualized creation has a number of applications for museums.\u003c/p>\n\u003cp>But what's the purpose of a robot in a classroom?\u003c/p>\n\u003cp>According to the article, the avatars can be repositories of infinite amounts of information and expertise, they can engage learners by taking on different personas (such as Ben Franklin), serve as tutors for individual students, and even as a source of information for parents.\u003c/p>\n\u003cp>\u003ca href=\"http://www.intellitar.com/chemteach.php\">Brenda Remus\u003c/a>, a high school chemistry teacher, (and the wife of Intellitar co-founder) has begun experimenting with creating her virtual self. The avatar, under development, can deliver a scripted chemistry lesson and respond to students when they get an answer right or wrong. But she doesn't see it as a replacement of herself, Remus says in the article:\u003c/p>\n\u003cblockquote>\u003cp>“I’m excited about it,” she said. “I’m looking forward to working on it this summer for those kids who are out of school because they’re sick, or if they need possible tutoring down the line.”\u003c/p>\u003c/blockquote>\n\u003cp>Intellitar CEO Don Davidson considers the robots as helpful tools for teachers.\u003c/p>\n\u003cblockquote>\u003cp>“What we see is that the role of the teacher changes a little bit, where now the teacher becomes the content provider, the teacher becomes the one who sits and interacts with the avatar adding certain information, monitoring questions and interactions it receives from students, and then adding critical pieces of information to complement the avatar’s knowledge base.”\u003c/p>\u003c/blockquote>\n\u003cp>Of course, we're really still at the beginning of development of the artificial intelligence necessary to make this sort of avatar instruction possible. But a robot has now beat the human champions at \u003ca href=\"http://en.wikipedia.org/wiki/Deep_Blue_(chess_computer)\">chess\u003c/a> and at \u003ca href=\"http://en.wikipedia.org/wiki/Watson_(artificial_intelligence_software)\">Jeopardy\u003c/a>. How long before they become our teachers?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>To paraphrase Jeopardy champion Ken Jennings, should we welcome our robot teacher overlords?\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-10362\" href=\"http://ww2.kqed.org/mindshift/2011/04/my-teacher-is-an-avatar/aaron-tech-image-1-1/\">\u003cimg class=\"size-full wp-image-10362\" title=\"Aaron-Tech-Image-1-1\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/Aaron-Tech-Image-1-1.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>It may sound like the title of a children's science fiction novel -- \"My Teacher is a Robot!\" -- but advances in artificial intelligence, 3D animation, and robotics may be bringing that fiction a lot closer to reality.\u003c/p>\n\u003cp>South Korea is actively pursuing the development and implementation of robot instructors, and the country's Education Ministry has \u003ca href=\"http://singularityhub.com/2010/11/02/a-robot-in-every-korean-kindergarten-by-2013/\">stated its goal\u003c/a> of having a robot instructor in every one of its 8,400 kindergartens by the end of 2013.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Avatars can be repositories of infinite amounts of information and expertise, engage learners by taking on different personas, and serve as tutors for individual students.\u003c/aside>\n\u003cp>Trials with robot instructors have been ongoing in \u003ca href=\"http://singularityhub.com/2010/03/03/invasion-of-the-robot-teachers-video/\">both South Korea and Japan\u003c/a>. Hoping to spark an interest in science, technology, engineering, and math by discussing robotics with robots, the Japanese have placed robots in high school classrooms. The South Korean trials have been more varied and aimed at a younger audience. Some of these robots sing songs with students, and can hold scripted conversations.\u003c/p>\n\u003cp>But the operative word here is \"scripted,\" and these robots don't really allow for spontaneity on the part of students. If you deviate from the script, the robot isn't advanced enough to follow. Yet.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Other robots that are being tried in South Korea are using \u003ca href=\"http://singularityhub.com/2011/01/03/south-korea%E2%80%99s-robot-teachers-to-test-telepresence-tools-in-the-new-year/\">telepresence\u003c/a> instead of artificial intelligence to handle instruction. These egg-shaped robots, called EngKey, have been developed by the Korean Institute of Science and Technology as part of a larger effort to automate English-language instruction in the country. The EngKey robots have a video screen for a head, and they project both audio and video from real instructors. These instructors are actually based elsewhere (often in the Philippines), and while the robot does allow for real-time communication between teacher and student via audio, the image that's broadcast isn't of the instructor -- it's a computer-generated avatar.\u003c/p>\n\u003cp>But these science-fiction-meets-reality stories aren't just occuring in Asia. Avatar teachers may be coming to an American school near you. At least that's the goal of \u003ca href=\"http://www.intellitar.com\">Intellitar\u003c/a>, an Alabama-based technology company that's working to \"digitally clone\" educators and knowledge sources to make them more accessible to students at any time, from any place.\u003c/p>\n\u003cp>An \u003ca href=\"http://www.eschoolnews.com/2011/04/06/next-for-education-teacher-avatars/\">article in eSchoolNews\u003c/a> examined the company's work building \"intelligent avatars.\" These avatars look uncannily like their human counterparts, not just in appearance but in mannerisms. The company is working on an artificial intelligence engine that can capture \"thoughts, experiences, ideas, and personality traits of the person who is being cloned. Intellitar complements the avatars with 'alternate knowledge sources' to fill in gaps.\"\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-10366\" href=\"http://ww2.kqed.org/mindshift/2011/04/my-teacher-is-an-avatar/benf/\">\u003cimg class=\"size-full wp-image-10366\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/benf.jpg\" alt=\"\" width=\"300\" height=\"283\">\u003c/a>\u003c/p>\n\u003cp>The company has a \u003ca href=\"http://demo1.intellitar.com/intellitars/benfranklin/index.html\">demo version\u003c/a> with a Ben Franklin avatar who blinks and smiles and responds to inquiries about colonial America and the Declaration of Independence. The \u003ca href=\"http://en.wikipedia.org/wiki/The_Hall_of_Presidents\">Hall of Presidents\u003c/a> has long been a popular Disney destination, and this sort of mechanized and virtualized creation has a number of applications for museums.\u003c/p>\n\u003cp>But what's the purpose of a robot in a classroom?\u003c/p>\n\u003cp>According to the article, the avatars can be repositories of infinite amounts of information and expertise, they can engage learners by taking on different personas (such as Ben Franklin), serve as tutors for individual students, and even as a source of information for parents.\u003c/p>\n\u003cp>\u003ca href=\"http://www.intellitar.com/chemteach.php\">Brenda Remus\u003c/a>, a high school chemistry teacher, (and the wife of Intellitar co-founder) has begun experimenting with creating her virtual self. The avatar, under development, can deliver a scripted chemistry lesson and respond to students when they get an answer right or wrong. But she doesn't see it as a replacement of herself, Remus says in the article:\u003c/p>\n\u003cblockquote>\u003cp>“I’m excited about it,” she said. “I’m looking forward to working on it this summer for those kids who are out of school because they’re sick, or if they need possible tutoring down the line.”\u003c/p>\u003c/blockquote>\n\u003cp>Intellitar CEO Don Davidson considers the robots as helpful tools for teachers.\u003c/p>\n\u003cblockquote>\u003cp>“What we see is that the role of the teacher changes a little bit, where now the teacher becomes the content provider, the teacher becomes the one who sits and interacts with the avatar adding certain information, monitoring questions and interactions it receives from students, and then adding critical pieces of information to complement the avatar’s knowledge base.”\u003c/p>\u003c/blockquote>\n\u003cp>Of course, we're really still at the beginning of development of the artificial intelligence necessary to make this sort of avatar instruction possible. But a robot has now beat the human champions at \u003ca href=\"http://en.wikipedia.org/wiki/Deep_Blue_(chess_computer)\">chess\u003c/a> and at \u003ca href=\"http://en.wikipedia.org/wiki/Watson_(artificial_intelligence_software)\">Jeopardy\u003c/a>. How long before they become our teachers?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>To paraphrase Jeopardy champion Ken Jennings, should we welcome our robot teacher overlords?\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/williac/626962261/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-9447\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/weekly_roundup1-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cul>\n\u003cli>Project Tomorrow has just released the results of its \u003ca href=\"http://www.tomorrow.org/speakup/speakup_congress.html\">Speak Up 2010\u003c/a> survey that asked over 300,000 students (and 43,000 parents, 35,000 teachers, and 3,500 administrators) about their thoughts on technology and learning in the classroom. It found, no surprise, students' ownership and use of technology is on the rise, with students now saying that Internet filtering - not Internet speed - is their major obstacle at school. This week, MindShift looked at \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/students-complain-about-archaic-internet-blocking-rules/\">students'\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">teachers'\u003c/a> responses to the question of filtering.\u003c/li>\n\u003cli>Analyst firm Piper Jaffray released the results of its annual survey of teens and Apple products, suggesting that \u003ca href=\"http://www.businessinsider.com/what-your-teen-really-wants-for-her-birthday-apple-2011-4?op=1\">one third\u003c/a> of teens plan to buy an iPhone in the next six months. \u003ca href=\"http://www.zdnet.com/blog/google/skewed-survey-says-majority-of-teens-dont-want-an-iphone/2867\">Sam Diaz\u003c/a> from ZDNet questions the survey (and the headlines that followed), and asks whether teens are interested in other smart phones too.\u003c/li>\n\u003cli>Whether or not teens want iPhones or Androids or just mobile phones in general, a new study has found that what they really want is access to the Internet. And even more so, when they don't have access to it, they face symptoms of withdrawal and depression. That's the findings from a \u003ca href=\"http://arstechnica.com/gadgets/news/2011/04/hand-over-the-gadgets-students-distressed-isolated-without-internet.ars\">University of Maryland study\u003c/a> that asked 1,000 students from around the world to abstain from media for a day.\u003c/li>\n\u003cli>The Gates Foundation's new initiative Next Generation Learning Challenges announced the winners of its first round of grants this week, with $10 million in funding going to projects aimed at boosting college graduation rates. The projects tackle blended learning, student engagement, learning analytics, and open courseware initiatives. You can read the complete list of winners \u003ca href=\"http://nextgenlearning.org/\">here\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"http://www.kno.com\">Kno\u003c/a>, once the maker of a student-oriented tablet is officially getting out of the hardware business. The company has handed over the development of that technology to Intel, according to \u003ca href=\"http://kara.allthingsd.com/20110407/intel-capital-conde-nast-ownerinvest-30-million-in-student-tablet-start-up-kno-intel-takes-over-hardware-biz/\">All Things D's Kara Swisher\u003c/a>. Kno has taken another $30 million in investment to focus now on developing educational software.\u003c/li>\n\u003cli>The Department of Education \u003ca href=\"http://www.ed.gov/news/press-releases/us-education-department-launches-initiatives-safeguard-student-privacy\">announced\u003c/a> several initiatives around students' privacy, including clarification of FERPA (the Family Educational Rights and Privacy Act) and the hiring of a Chief Privacy Officer.\u003c/li>\n\u003c/ul>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/williac/626962261/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-9447\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/weekly_roundup1-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cul>\n\u003cli>Project Tomorrow has just released the results of its \u003ca href=\"http://www.tomorrow.org/speakup/speakup_congress.html\">Speak Up 2010\u003c/a> survey that asked over 300,000 students (and 43,000 parents, 35,000 teachers, and 3,500 administrators) about their thoughts on technology and learning in the classroom. It found, no surprise, students' ownership and use of technology is on the rise, with students now saying that Internet filtering - not Internet speed - is their major obstacle at school. This week, MindShift looked at \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/students-complain-about-archaic-internet-blocking-rules/\">students'\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">teachers'\u003c/a> responses to the question of filtering.\u003c/li>\n\u003cli>Analyst firm Piper Jaffray released the results of its annual survey of teens and Apple products, suggesting that \u003ca href=\"http://www.businessinsider.com/what-your-teen-really-wants-for-her-birthday-apple-2011-4?op=1\">one third\u003c/a> of teens plan to buy an iPhone in the next six months. \u003ca href=\"http://www.zdnet.com/blog/google/skewed-survey-says-majority-of-teens-dont-want-an-iphone/2867\">Sam Diaz\u003c/a> from ZDNet questions the survey (and the headlines that followed), and asks whether teens are interested in other smart phones too.\u003c/li>\n\u003cli>Whether or not teens want iPhones or Androids or just mobile phones in general, a new study has found that what they really want is access to the Internet. And even more so, when they don't have access to it, they face symptoms of withdrawal and depression. That's the findings from a \u003ca href=\"http://arstechnica.com/gadgets/news/2011/04/hand-over-the-gadgets-students-distressed-isolated-without-internet.ars\">University of Maryland study\u003c/a> that asked 1,000 students from around the world to abstain from media for a day.\u003c/li>\n\u003cli>The Gates Foundation's new initiative Next Generation Learning Challenges announced the winners of its first round of grants this week, with $10 million in funding going to projects aimed at boosting college graduation rates. The projects tackle blended learning, student engagement, learning analytics, and open courseware initiatives. You can read the complete list of winners \u003ca href=\"http://nextgenlearning.org/\">here\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"http://www.kno.com\">Kno\u003c/a>, once the maker of a student-oriented tablet is officially getting out of the hardware business. The company has handed over the development of that technology to Intel, according to \u003ca href=\"http://kara.allthingsd.com/20110407/intel-capital-conde-nast-ownerinvest-30-million-in-student-tablet-start-up-kno-intel-takes-over-hardware-biz/\">All Things D's Kara Swisher\u003c/a>. Kno has taken another $30 million in investment to focus now on developing educational software.\u003c/li>\n\u003cli>The Department of Education \u003ca href=\"http://www.ed.gov/news/press-releases/us-education-department-launches-initiatives-safeguard-student-privacy\">announced\u003c/a> several initiatives around students' privacy, including clarification of FERPA (the Family Educational Rights and Privacy Act) and the hiring of a Chief Privacy Officer.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-10260\" href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/getty-2/\">\u003cimg class=\"aligncenter size-medium wp-image-10260\" title=\"getty\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/getty-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>We know most schools block YouTube, Facebok, and social networking sites because of child protection laws. And we know students \u003ca href=\"../2011/04/students-complain-about-archaic-internet-blocking-rules/\">are unhappy about this\u003c/a>.\u003c/p>\n\u003cp>But we wondered what other sites that can potentially be rich educational resources were blocked from schools that filter the Web. We asked teachers and here's what we heard back.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.skype.com/intl/en-us/home\">\u003cstrong>SKYPE\u003c/strong>\u003c/a>. \"I think this would be wonderful in the classroom,\" the reader says. She's right. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/video-chats-takes-students-to-other-worlds/\">Lots of teachers\u003c/a> do use Skype to communicate with schools across the globe.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.nationalgeographic.com/\">NATIONAL GEOGRAPHIC\u003c/a>. \u003c/strong>The \"\u003ca href=\"http://kids.nationalgeographic.com/kids/?source=NavKidsHome\">Kids\"\u003c/a> section alone provides a huge trove of beautiful presentations about wildlife, children's literature, and cultures around the world.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://edu.glogster.com/\">GLOGSTER\u003c/a>\u003c/strong>. Educators and students can use this collaborative digital media site to create everything from videos about American presidents to interactive economics quiz.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.dropbox.com/\">DROPBOX\u003c/a> AND OTHER FILE-SHARING SITES\u003c/strong>. An easy way to send files, homework, assignments, and projects back and forth between students and teachers.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"googleblog.blogspot.com\">BLOGSPOT \u003c/a>AND OTHER PERSONAL BLOGGING PLATFORMS.\u003c/strong> One teacher says his site is flagged as \"porn,\" and another says her students use blocked access as an excuse not to do their homework. Class blogs -- most of them free and simple to set up -- are another great way for educators and students to communicate, participate in class discussions, and share information.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/salman-khan-teaches-the-world-one-youtube-video-at-a-time/\">KHAN ACADEMY\u003c/a>. \u003c/strong>By virtue of the fact that the videos are hosted on YouTube, one teacher says none of these highly informative and engaging videos that describe everything from the Pythagorean Theorem to the cause and effect of the credit crisis, are available in her school.\u003c/li>\n\u003cli>\u003ca href=\"http://www.flickr.com/\">\u003cstrong>FLICKR\u003c/strong>\u003c/a>. Want to show your photography teacher your photo assignment? Or participate in a collaborative project that includes photo-tagging? That's a rhetorical question in one teacher's case.\u003c/li>\n\u003cli>\u003ca href=\"http://www.freedom-to-tinker.com/\">\u003cstrong>FREEDOM TO TINKER\u003c/strong>.\u003c/a> This site is \"hosted by Princeton's \u003ca href=\"http://citp.princeton.edu/\">Center for Information Technology Policy\u003c/a>, a research center that studies digital technologies in public life. You'll find comment and analysis from the digital frontier, written by the Center's faculty, students, and friends.\"\u003c/li>\n\u003c/ul>\n\u003cp>Even the Department of Education realizes that blocked sites impede learning. Here's Karen Cator, the director of Education Technology at the D.O.E. in a \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/the-does-guide-to-allowing-online-access-in-schools/\">recent MindShift interview\u003c/a>:\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\"The bottom line is that we do need to figure out how kids can be safe and out of harm’s way and not exposed to inappropriate materials online. \u003cstrong>But the filtering programs we have are fairly rudimentary. We need more intelligent filtering programs, safer search environments, smarter technologies so that people aren’t just shutting down large swaths of the Internet. \u003c/strong>There’s a lot on YouTube, for example, that could be safe and really instructive, but since it’s just in one bucket, a lot of schools just shut down YouTube.\"\u003c/p>\n\u003cp>Frustrated educators are finding workarounds. Emma Dunbar, a middle school teacher in San Francisco, says she's lucky enough to have an LCD projector and an ELMO visual presenter.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"I have an iPhone, which has YouTube for video and iTunes for podcasts and doesn't have any blocked Internet sites,\" she says. \"So if I want to share something with my class, I do it through my iPhone and don't even check on my district supplied computer anymore.\"\u003c/p>\n\u003cp>And as another reader points out: \"Things are increasingly interconnected and you might end up with blocking all access in the end.\"\u003c/p>\n\u003cp>What surprising sites are blocked in your school?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[Additional reporting by Audrey Watters.]\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-10260\" href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/getty-2/\">\u003cimg class=\"aligncenter size-medium wp-image-10260\" title=\"getty\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/getty-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>We know most schools block YouTube, Facebok, and social networking sites because of child protection laws. And we know students \u003ca href=\"../2011/04/students-complain-about-archaic-internet-blocking-rules/\">are unhappy about this\u003c/a>.\u003c/p>\n\u003cp>But we wondered what other sites that can potentially be rich educational resources were blocked from schools that filter the Web. We asked teachers and here's what we heard back.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.skype.com/intl/en-us/home\">\u003cstrong>SKYPE\u003c/strong>\u003c/a>. \"I think this would be wonderful in the classroom,\" the reader says. She's right. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/video-chats-takes-students-to-other-worlds/\">Lots of teachers\u003c/a> do use Skype to communicate with schools across the globe.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.nationalgeographic.com/\">NATIONAL GEOGRAPHIC\u003c/a>. \u003c/strong>The \"\u003ca href=\"http://kids.nationalgeographic.com/kids/?source=NavKidsHome\">Kids\"\u003c/a> section alone provides a huge trove of beautiful presentations about wildlife, children's literature, and cultures around the world.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://edu.glogster.com/\">GLOGSTER\u003c/a>\u003c/strong>. Educators and students can use this collaborative digital media site to create everything from videos about American presidents to interactive economics quiz.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.dropbox.com/\">DROPBOX\u003c/a> AND OTHER FILE-SHARING SITES\u003c/strong>. An easy way to send files, homework, assignments, and projects back and forth between students and teachers.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"googleblog.blogspot.com\">BLOGSPOT \u003c/a>AND OTHER PERSONAL BLOGGING PLATFORMS.\u003c/strong> One teacher says his site is flagged as \"porn,\" and another says her students use blocked access as an excuse not to do their homework. Class blogs -- most of them free and simple to set up -- are another great way for educators and students to communicate, participate in class discussions, and share information.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/salman-khan-teaches-the-world-one-youtube-video-at-a-time/\">KHAN ACADEMY\u003c/a>. \u003c/strong>By virtue of the fact that the videos are hosted on YouTube, one teacher says none of these highly informative and engaging videos that describe everything from the Pythagorean Theorem to the cause and effect of the credit crisis, are available in her school.\u003c/li>\n\u003cli>\u003ca href=\"http://www.flickr.com/\">\u003cstrong>FLICKR\u003c/strong>\u003c/a>. Want to show your photography teacher your photo assignment? Or participate in a collaborative project that includes photo-tagging? That's a rhetorical question in one teacher's case.\u003c/li>\n\u003cli>\u003ca href=\"http://www.freedom-to-tinker.com/\">\u003cstrong>FREEDOM TO TINKER\u003c/strong>.\u003c/a> This site is \"hosted by Princeton's \u003ca href=\"http://citp.princeton.edu/\">Center for Information Technology Policy\u003c/a>, a research center that studies digital technologies in public life. You'll find comment and analysis from the digital frontier, written by the Center's faculty, students, and friends.\"\u003c/li>\n\u003c/ul>\n\u003cp>Even the Department of Education realizes that blocked sites impede learning. Here's Karen Cator, the director of Education Technology at the D.O.E. in a \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/the-does-guide-to-allowing-online-access-in-schools/\">recent MindShift interview\u003c/a>:\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\"The bottom line is that we do need to figure out how kids can be safe and out of harm’s way and not exposed to inappropriate materials online. \u003cstrong>But the filtering programs we have are fairly rudimentary. We need more intelligent filtering programs, safer search environments, smarter technologies so that people aren’t just shutting down large swaths of the Internet. \u003c/strong>There’s a lot on YouTube, for example, that could be safe and really instructive, but since it’s just in one bucket, a lot of schools just shut down YouTube.\"\u003c/p>\n\u003cp>Frustrated educators are finding workarounds. Emma Dunbar, a middle school teacher in San Francisco, says she's lucky enough to have an LCD projector and an ELMO visual presenter.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I have an iPhone, which has YouTube for video and iTunes for podcasts and doesn't have any blocked Internet sites,\" she says. \"So if I want to share something with my class, I do it through my iPhone and don't even check on my district supplied computer anymore.\"\u003c/p>\n\u003cp>And as another reader points out: \"Things are increasingly interconnected and you might end up with blocking all access in the end.\"\u003c/p>\n\u003cp>What surprising sites are blocked in your school?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[Additional reporting by Audrey Watters.]\u003c/p>\n\n\u003c/div>\u003c/p>",
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"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003ca rel=\"attachment wp-att-10217\" href=\"http://ww2.kqed.org/mindshift/2011/04/is-googles-science-fair-just-a-marketing-ploy/google_sciencefair/\">\u003cimg class=\"aligncenter size-full wp-image-10217\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/google_sciencefair.jpg\" alt=\"\" width=\"500\" height=\"119\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/04/google_sciencefair.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/google_sciencefair-400x95.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/google_sciencefair-320x76.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003ca href=\"http://www.nytimes.com/2011/04/04/technology/04fair.html\">The New York Times\u003c/a>' Claire Cain Miller published a story this weekend entitled \"Promoting Science, and Google, to Students,\" which looks with skepticism at Google's first ever \u003ca href=\"http://www.google.com/events/sciencefair/\">Global Science Fair\u003c/a>. The story is positioned, in part as a \u003ca href=\"http://www.nytimes.com/2011/02/05/us/05science.html\">follow-up to a story\u003c/a> from February documenting the decline of science fairs -- just as President Obama had called for another \"\u003ca href=\"http://www.hackeducation.com/2011/02/14/sputnik-darpa-rosa-parks-moments-metaphors-we-reform-education-by/\">Sputnik moment\u003c/a>.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\"> Is it building brand loyalty or progressing innovations in science, tech, and math education -- or both?\u003c/aside>\n\u003cp>That story noted in passing that some science fairs have seen their corporate sponsorships disappear (it primarily emphasized how increased standardized testing may have made efforts like science fairs fall to the side). But this most recent Times story implies that Google's sponsorship of a science fair is merely a marketing ploy:\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cem>\"Google’s marketing department is overseeing the science fair; Mr. Oliveri is the head of product marketing for Google Apps. “Part of this program is helping students use the apps to discover new things and develop their hypotheses,” he said. The strategy is similar to one Apple used in the 1980s and early ’90s, when it outfitted school computer labs with putty-colored computers, desktop publishing software and CD-ROM drives.\"\u003c/em>\u003c/p>\n\u003cp>Certainly Apple did make strong in-roads into schools, and arguably the company still benefits from a lot of good will when it comes to educators. While the business world has long been seen as more hospitable to Windows than to Apple, education has remained \"friendly grounds,\" even though Apple no longer has a monopoly over the machines in the computer lab. Of course, the introduction of the iPod, iPhone, and iPad has done much to shake up the whole computer market. But I'm not sure we can tie that directly to the rows of Apple IIs or iMacs in school computer labs.\u003c/p>\n\u003cp>That's not to say that getting students to use a product and to become brand loyalists isn't something that tech companies want. Of course it is. But it seems unfair to point the finger at Google -- or at its Science Fair -- and suggest that it's just an empty gesture.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The Google Science Fair does require that participating students both build and submit their projects online -- using Google Docs, Sites, and YouTube, for example -- and use Google's tools for everything from data collection to the final presentation.\u003c/p>\n\u003cp>But what the New York Times story fails to mention is that many students -- some 10 million in fact -- already use Google Apps for Education, another program by Google that offers these tools to schools for free. The article instead describes Google's other educational efforts this way:\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cem>\"Google reaches into schools in other ways, too, like offering free business-level apps to schools, recruiting college students to be campus ambassadors for Google Apps and sponsoring computer science workshops for middle and high school teachers.\"\u003c/em>\u003c/p>\n\u003cp>That's actually only a very partial list of Google's education \"marketing.\" \u003ca href=\"http://ww2.kqed.org/mindshift/tag/google-apps-for-education/\"> Educators are using\u003c/a> applications in all manner of different ways. They use Sketch-up and Google Earth. They're becoming Google Certified Instructors. Google has funded projects like \u003ca href=\"http://www.khanacademy.org\">Khan Academy\u003c/a>. And the company \u003ca href=\"http://googleblog.blogspot.com/2011/04/theres-no-place-like-home-for-math.html\">announced\u003c/a> on Tuesday that it had awarded $1 million to the Mountain View Whisman School District to help improve education (Google is headquartered in Mountain View).\u003c/p>\n\u003cp>Maybe Google's ulterior motive is to get students to identify with \"brand Google,\" or maybe the company has an authentic interest in progressing science, tech, and math education. And maybe those two things aren't mutually exclusive.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The New York Times article does beg the question then: since tech companies like Google (and Apple and Adobe and Hewlett Packard and Cisco any number of other high-tech companies) are actively promoting their tools in classrooms (for better or worse), how can we both welcome and scrutinize those efforts? Does seeding innovation come with a price?\u003c/p>\n\n",
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"description": "The New York Times' Claire Cain Miller published a story this weekend entitled "Promoting Science, and Google, to Students," which looks with skepticism at Google's first ever Global Science Fair. The story is positioned, in part as a follow-up to a story from February documenting the decline of science fairs -- just as President Obama",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-10217\" href=\"http://ww2.kqed.org/mindshift/2011/04/is-googles-science-fair-just-a-marketing-ploy/google_sciencefair/\">\u003cimg class=\"aligncenter size-full wp-image-10217\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/google_sciencefair.jpg\" alt=\"\" width=\"500\" height=\"119\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/04/google_sciencefair.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/google_sciencefair-400x95.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/google_sciencefair-320x76.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003ca href=\"http://www.nytimes.com/2011/04/04/technology/04fair.html\">The New York Times\u003c/a>' Claire Cain Miller published a story this weekend entitled \"Promoting Science, and Google, to Students,\" which looks with skepticism at Google's first ever \u003ca href=\"http://www.google.com/events/sciencefair/\">Global Science Fair\u003c/a>. The story is positioned, in part as a \u003ca href=\"http://www.nytimes.com/2011/02/05/us/05science.html\">follow-up to a story\u003c/a> from February documenting the decline of science fairs -- just as President Obama had called for another \"\u003ca href=\"http://www.hackeducation.com/2011/02/14/sputnik-darpa-rosa-parks-moments-metaphors-we-reform-education-by/\">Sputnik moment\u003c/a>.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\"> Is it building brand loyalty or progressing innovations in science, tech, and math education -- or both?\u003c/aside>\n\u003cp>That story noted in passing that some science fairs have seen their corporate sponsorships disappear (it primarily emphasized how increased standardized testing may have made efforts like science fairs fall to the side). But this most recent Times story implies that Google's sponsorship of a science fair is merely a marketing ploy:\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cem>\"Google’s marketing department is overseeing the science fair; Mr. Oliveri is the head of product marketing for Google Apps. “Part of this program is helping students use the apps to discover new things and develop their hypotheses,” he said. The strategy is similar to one Apple used in the 1980s and early ’90s, when it outfitted school computer labs with putty-colored computers, desktop publishing software and CD-ROM drives.\"\u003c/em>\u003c/p>\n\u003cp>Certainly Apple did make strong in-roads into schools, and arguably the company still benefits from a lot of good will when it comes to educators. While the business world has long been seen as more hospitable to Windows than to Apple, education has remained \"friendly grounds,\" even though Apple no longer has a monopoly over the machines in the computer lab. Of course, the introduction of the iPod, iPhone, and iPad has done much to shake up the whole computer market. But I'm not sure we can tie that directly to the rows of Apple IIs or iMacs in school computer labs.\u003c/p>\n\u003cp>That's not to say that getting students to use a product and to become brand loyalists isn't something that tech companies want. Of course it is. But it seems unfair to point the finger at Google -- or at its Science Fair -- and suggest that it's just an empty gesture.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The Google Science Fair does require that participating students both build and submit their projects online -- using Google Docs, Sites, and YouTube, for example -- and use Google's tools for everything from data collection to the final presentation.\u003c/p>\n\u003cp>But what the New York Times story fails to mention is that many students -- some 10 million in fact -- already use Google Apps for Education, another program by Google that offers these tools to schools for free. The article instead describes Google's other educational efforts this way:\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cem>\"Google reaches into schools in other ways, too, like offering free business-level apps to schools, recruiting college students to be campus ambassadors for Google Apps and sponsoring computer science workshops for middle and high school teachers.\"\u003c/em>\u003c/p>\n\u003cp>That's actually only a very partial list of Google's education \"marketing.\" \u003ca href=\"http://ww2.kqed.org/mindshift/tag/google-apps-for-education/\"> Educators are using\u003c/a> applications in all manner of different ways. They use Sketch-up and Google Earth. They're becoming Google Certified Instructors. Google has funded projects like \u003ca href=\"http://www.khanacademy.org\">Khan Academy\u003c/a>. And the company \u003ca href=\"http://googleblog.blogspot.com/2011/04/theres-no-place-like-home-for-math.html\">announced\u003c/a> on Tuesday that it had awarded $1 million to the Mountain View Whisman School District to help improve education (Google is headquartered in Mountain View).\u003c/p>\n\u003cp>Maybe Google's ulterior motive is to get students to identify with \"brand Google,\" or maybe the company has an authentic interest in progressing science, tech, and math education. And maybe those two things aren't mutually exclusive.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The New York Times article does beg the question then: since tech companies like Google (and Apple and Adobe and Hewlett Packard and Cisco any number of other high-tech companies) are actively promoting their tools in classrooms (for better or worse), how can we both welcome and scrutinize those efforts? Does seeding innovation come with a price?\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Can Cell Phones Fry Your Brain? Ask Student Scientists!",
"title": "Can Cell Phones Fry Your Brain? Ask Student Scientists!",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003ca rel=\"attachment wp-att-10208\" href=\"http://ww2.kqed.org/mindshift/2011/04/can-cell-phones-fry-your-brain-ask-student-scientists/10_11-15_newtech_0662/\">\u003cimg class=\"size-medium wp-image-10208\" title=\"10_11.15_newtech_0662\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/10_11.15_newtech_0662-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>Teenagers love to sleep with their cell phones under their pillows.\u003c/p>\n\u003cp>Knowing this, high school chemistry teacher Tanya Katovich from Palatine, Illinois, decided to leverage it as a way to get her students interested in conducting a science experiment. \"For a student, the second you bring up a cell phone, that’s fascinating to them,\" she says.\u003c/p>\n\u003cp>Connecting to a radioactivity lab clear across the globe -- a Geiger counter in Australia -- Katovich's students decided to find out whether their cell phones are frying their brains.\u003c/p>\n\u003cp>\"I want to give [my students] access to instruments that I’ll never be able to afford in my classroom,\" she says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I asked Katovich, who teaches at Schaumburg High School, her what her students found out at the recent \u003ca href=\"http://live.cyberlearningstem.org/\">Cyberlearning Tools for STEM Education\u003c/a> conference. Watch the video below, and read the entire transcript at end of the post.\u003c/p>\n\u003cp>http://www.youtube.com/watch?v=77VAGxB_-Es\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>I’ve been teaching chemistry for my entire career and I have a big interest in bringing stem curriculum into the classroom.\u003c/p>\n\u003caside class=\"pullquote alignleft\">For a student, the second you bring up a cell phone, that’s fascinating to them.\u003c/aside>\n\u003cp>My experience with cyber learning started pretty much as a result of being a teacher’s fellow at Northwestern, and I went to a leadership conference and saw Kemi Jonah from Northwestern speak and he talked about using remote labs and, to me, that was fascinating because a huge interest of mine is bringing real life instruments into the classroom. I look around my classroom and I see my kids working with beakers and graduated cylinders, and in the real world they’re working with instruments that are $100,000. And as I send them off to college, I think they’re not really getting what they’re supposed to be getting out of their public school education. I want to give them access to instruments that I’ll never be able to afford in my classroom and so if my school district, which is a very good school district, can’t afford them, how are rural school districts and inner city schools going to ever have the ability to get their kids hands-on experience with this stuff.\u003c/p>\n\u003cp>So at this leadership conference the idea of remote labs came up, and the concept behind it is students from anywhere around the world could go online and they could access an instrument remotely. So they’re able to pick the variables that they want to change. They’re able to set the parameters of the experiment and go through the process of scientific design by really accessing the instrument. It’s not a virtual lab. It’s not a canned lab. It’s not a simulation. You can see the instrument moving. You can watch your experiment running, and the kids are fascinated by it. So my students right now are working on a radioactivity lab where they access a Geiger counter in Queensland, Australia. And what they’re studying is actually nuclear chemistry and the effects of gamma rays and beta particles and alpha particles, but we do it under the subtext of is your cell phone going to fry your brain. And so for a student, the second you bring up a cell phone, that’s fascinating to them.\u003c/p>\n\u003cp>Now a cell phone doesn’t release gamma radiation. It actually works using microwave radiation, but what they learn is that all electromagnetic radiation acts in a similar way, that intensity if proportional to one over distance squared, which is a very fancy mathematical way of saying the farther you step away from a source of radiation the less intensity you’re going to receive. So we start off by asking the kids “how many of you sleep with your cell phone under your pillow?” And all of the kids raise their hands and as our lessons go on and we learn about half lives and different types of radiation and our whole nuclear chemistry curriculum, they go online eventually and they run the experiment. They set up the scientific design by themselves at home. We do not do it in the classroom, which provides a lot more time to work on other curriculum. They run their labs after school, at night, three in the morning, whenever they want to, and come back the next day.\u003c/p>\n\u003cp>We do peer review, which is something that you rarely ever get in a high school classroom where they actually get to collaborate and talk about their results and decide “was your data better than mine? What did you try to work with? What were your variables? How many distances did you select? And maybe why was yours better than mine?” There’s not one right answer, but the students really get a chance to talk about maybe where the weaknesses were in their experimental setup. Then they go back home again. They work on a second run of the experiment and what we’re seeing is their scientific design dramatically improves. The fact that they got to do peer review and the fact that they have a lot of time at home, not a 50-minute class period, but a lot of time at home to think about how to design a really good experiment. We’ve seen the proof through studies that they’re picking more distances to check. They’re looking at greater time periods. They’re running more trials, and they’re doing better science.\u003c/p>\n\u003caside class=\"pullquote alignleft\">It’s unbelievable that we could get kids to access this remotely and work it robotically and pick all the variables that they want to test.\u003c/aside>\n\u003cp>So the fact that they can access this Geiger counter remotely and watch it online is just even a greater benefit, because they can’t believe that this thing is in Australia but yet they can watch it and they’re controlling it and the idea is if we can do that, why can’t we do it with other instruments like the ICP that we are working on, which is an inductively coupled plasma optical admissions spectrometer. That’s our second instrument that we’re trying to get online right now and you can test for concentrations of trace metals and solutions. So if you had a water sample and wanted to know the parts per million of lead in it, you could find that out using this instrument but again, i\u003cstrong>t’s $100,000 instrument that you’ll find in any analytical chemistry lab that you’ll never have in a high school classroom. \u003c/strong> So it’s unbelievable that we could get kids to access this remotely and work it robotically and pick all the variables that they want to test.\u003c/p>\n\u003cp>The nice thing about what I just did a few weeks ago with my physical science kids, we actually developed a new unit that we wanted to put in. I never taught nuclear chemistry to my physical science kids before but the opportunity to use this online lab, this remote lab, was almost too good to pass up. So we brought in some curriculum for them to learn, things I had mentioned like half-life and various types of radioactive particles and how powerful they are, and that part was pretty easy. And then what makes the online lab nice is it really didn’t take time out of my classroom because they have the ability to go home and work on this at whatever time of the evening or morning that they want. The kids ran their labs at home.\u003c/p>\n\u003caside class=\"pullquote alignleft\">All of those students that had slept with their cell phones under their pillow and thought nothing had been wrong with it, not only are they not doing that anymore, they’re putting the cell phone as far away from them as possible. \u003c/aside>\n\u003cp>So I’m not using my class time to do it. I did use class time for peer review and then after they came back and did a second run of the lab, we saw tremendous improvement in their scientific design and then had a chance to sort of talk about what did we learn from this? What is the relationship between intensity of radiation and distance? And the outcome was awesome because we started this off with the question of “is my cell phone frying my brain?” and all of those students that had slept with their cell phones under their pillow and thought nothing had been wrong with it, not only are they not doing that anymore, they’re putting the cell phone as far away from them as possible. They’re not wearing their cell phone in their pockets anymore. If it’s the girls, they’re putting it in their purses. If it’s the guys, they’re turning them off until the use them.\u003c/p>\n\u003cp>And even though microwave radiation is a non-ionizing form of radiation, which is different than gamma radiation, the results of it still are unknown. The Journal of American Medical Association just published a study talking about the effects of cell phone radiation for amounts of time in 15 minutes or excess, and there are effects on your brain related to glucose and they don’t know the consequences of that and they may not know that for a very long time. But I think what my kids got out of it, for now it is safer to get the cell phone away from your brain, probably not to use any type of device that’s going to work wireless and be very, very close to their brain, in their ear, so I think that it was a topic that caught their interest and they really seemed to enjoy what they were learning.\u003c/p>\n\u003caside class=\"pullquote alignleft\">My advice for teachers that are investigating the possibility of looking into cyber learning tools is do not be afraid. There are people out there that can help you.\u003c/aside>\n\u003cp>Things that I would do to kind of reassure a teacher that it’s okay to try some new things, first, there’s a lot of people like me that are out there that will teach webinars for free to them on how to use this curriculum and how to use remote labs, so I can walk them through it in less than an hour and say this is how you access it. This is how you use the curriculum. This is how you embed it into your own curriculum and it doesn’t take that much time outside of what you’re doing. For me, I would really push them to try it because my kids were so fascinated by it, and it’s exposure to instruments that they’ll never see.\u003c/p>\n\u003cp>If we really want to prepare high school kids for college, wouldn’t it be great if they had access to these instruments before they got into the real world and had to get a job? I don’t think that beakers and graduated cylinders are preparing them for real life. I want them to have skills that can go into a career. So if that’s really what we’re trying to gain out of a high school education, you have to think outside the box and if we can get instruments all over the world set up and we can share them for free, well we just beat the biggest financial burden that there is, and that’s school districts don’t have money to buy this stuff. And even if they did have a lot of money each school is not going to be able to buy these instruments by themselves. \u003cstrong>So we need to work together and figure out what labs would best benefit our kids and we’re doing it for them. \u003c/strong>It’s not about us. You have to be willing to try and change and there are people that want to help make it easy on them.\u003c/p>\n\u003cp>My advice for teachers that are investigating the possibility of looking into cyber learning tools is do not be afraid. There are people out there that can help you and there are easy ways to integrate it into your current... One of the things I’m really looking forward to coming out from the iLab Network is the introduction of the ICPOES, which is a very fancy instrument that’s used in an analytical chemistry lab. That was something I had access to in college and I would just love to have the possibility of this very, very expensive instrument in my kids’, maybe not their hands but in their reach.\u003c/p>\n\u003caside class=\"pullquote alignleft\">I can see myself walking through a chemistry lab, it’s not really me but I can see all the chemicals on the shelf and I can reach out in the virtual lab and pick them up and do open-ended experiments where someone’s not telling me a cookbook way to do something.\u003c/aside>\n\u003cp>Looking at some of the other things at the cyber learning conference has really opened my eyes to a lot of simulations, a lot of ways to visualize chemistry, and the connections that I’ve seen here with different people who have remote telescopes and have virtual labs. It’s unbelievable. I can see myself walking through a chemistry lab, it’s not really me but I can see all the chemicals on the shelf and I can actually reach out in the virtual lab and pick them up and do experiments up, open-ended experiments where someone’s not telling me a cookbook way to do something.\u003c/p>\n\u003cp>My work at Northwestern this past summer was as a teacher fellow and we were brought in to try and create curriculum for the ICPOES, which is an instrument that can test for trace metals in solutions. For instance, if I had a water sample and it had a certain amount of lead in there, I could use this instrument to find out if it had five parts per million or fifteen parts per million, if it exceeds EPA standards, or if it’s safe.\u003c/p>\n\u003cp>So the curriculum that I wanted to create deals with the mystery of Maria and Maria is a very healthy 28-year old woman, as far as she knows, until one day she starts developing very, very serious health problems, which include kidney problems. And as the scenario unfolds, and as the kids learn about the curriculum, they learn some things about heavy metals and heavy metal poisoning. \u003cstrong>What happens when you’re exposed to arsenic or chromium six? How about mercury or lead? And they’re learning some things about heavy metals in relation to the environment. \u003c/strong> Many of you have seen Erin Brockovich, the movie which is about chromium six being basically dumped into a city’s water system and what happens because of that. And as this comes about, the kids are able to use the ICP to test this mystery sample of lake water that Maria has been exposed to because she swims in Lake Michigan. And the kids are allowed to pick many variables and they don’t’ usually have the opportunity to do this in a cookbook-style lab in a normal classroom.\u003c/p>\n\u003cp>They get to choose standards. For instance, if someone thought maybe it was mercury that was in the water that was hurting her, they could say I would like to test these standards on the instrument, maybe pick five parts per million mercury, and ten, and fifteen, and twenty parts per million. And they also get to pick wavelengths at which the electrons are going to be excited at and a lot of this is high level chemistry things that my kids really, \u003cstrong>they learn about but they don’t get the chance to experience it with a real instrument\u003c/strong>. And as it turns out, they’re able to try and figure out what is the metal, what is the concentration, and figure out what is hurting Maria.\u003c/p>\n\u003cp>It is something that hits biology, environmental chemistry, so many different fields cross it, and I think that the students really enjoy doing it. In a sense, it’s similar to forensic chemistry. \u003cstrong>My kids are fascinated by forensic chemistry. They all watch CSI: Miami, CSI: New York, and any time there’s a scenario where there’s a chemical that they have to determine what is this? Is this white chemical baking soda or is it cocaine? And within five seconds it seems like in the lab they find the results to that.\u003c/strong> I have to explain to them this is not really now forensic chemistry works. There are these very expensive instruments that my kids think are these magical instruments that they’ve never heard of before that will help you analyze the (molar) mass is of different substances. You can find out what elements like carbon and nitrogen and oxygen are in there.\u003c/p>\n\u003caside class=\"pullquote alignleft\">It’s my dream that through remote labs, through online learning we could be able to have them robotically access these instruments online and be able to control them and be able to test samples.\u003c/aside>\n\u003cp>Again, these are instruments my kids up till now have never had access to and it’s my dream that through remote labs, through online learning we could be able to have them robotically access these instruments online and be able to control them and be able to test samples. I’m sure they won’t be illegal drugs or anything but they could still test samples and learn about the composition and what elements they’re made of.\u003c/p>\n\u003cp>I think that making chemistry and making any science relevant to a student’s life is really going to bring in that interest factor. They see all these things in movies and they don’t realize sometimes that this could possibly be a career or this could be possibly something in my backyard that could be hurting me and I’m not even aware of it. So any time you can bring in that relevancy it’s great and so much of what I’ve done in the past in my classroom is something that has a known outcome. I know what the kids are going to find in the lab and in scenario like this, we could actually possibly take water samples from lakes around my area, from even Lake Michigan. Maybe in the future we could send them in and we could analyze them and really find out what’s in there. That’s an unknown. \u003cstrong> That is something that’s going to spark their interest and make them curious about learning and right now we just don’t have that capability in my classroom.\u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>My work with the iLab Network so far has been dealing with the Geiger counter that’s in Australia and now we’re trying to get the ICP at Northwestern to be remotely accessible to everyone around the world. My goal would be could we add one instrument every single year? Can we get gas chromatography available to them? Can we get (mass spec) available to them? I think within ten years, maybe we’ll even have the ability to do this in several places, different universities, different locations. Maybe it’s a school district that’s going to say I’m going to put forth the money for this instrument, maybe your school district could put for the money for this, and we’re all going to share because we don’t have the money to get it in every single school. So I think if we could add one every single year that would really, really be a great accomplishment for kids.\u003c/p>\n\n",
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"description": "Teenagers love to sleep with their cell phones under their pillows. Knowing this, high school chemistry teacher Tanya Katovich from Palatine, Illinois, decided to leverage it as a way to get her students interested in conducting a science experiment. "For a student, the second you bring up a cell phone, that’s fascinating to them," she",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-10208\" href=\"http://ww2.kqed.org/mindshift/2011/04/can-cell-phones-fry-your-brain-ask-student-scientists/10_11-15_newtech_0662/\">\u003cimg class=\"size-medium wp-image-10208\" title=\"10_11.15_newtech_0662\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/10_11.15_newtech_0662-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>Teenagers love to sleep with their cell phones under their pillows.\u003c/p>\n\u003cp>Knowing this, high school chemistry teacher Tanya Katovich from Palatine, Illinois, decided to leverage it as a way to get her students interested in conducting a science experiment. \"For a student, the second you bring up a cell phone, that’s fascinating to them,\" she says.\u003c/p>\n\u003cp>Connecting to a radioactivity lab clear across the globe -- a Geiger counter in Australia -- Katovich's students decided to find out whether their cell phones are frying their brains.\u003c/p>\n\u003cp>\"I want to give [my students] access to instruments that I’ll never be able to afford in my classroom,\" she says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I asked Katovich, who teaches at Schaumburg High School, her what her students found out at the recent \u003ca href=\"http://live.cyberlearningstem.org/\">Cyberlearning Tools for STEM Education\u003c/a> conference. Watch the video below, and read the entire transcript at end of the post.\u003c/p>\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/77VAGxB_-Es'\n title='//www.youtube.com/embed/77VAGxB_-Es'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>I’ve been teaching chemistry for my entire career and I have a big interest in bringing stem curriculum into the classroom.\u003c/p>\n\u003caside class=\"pullquote alignleft\">For a student, the second you bring up a cell phone, that’s fascinating to them.\u003c/aside>\n\u003cp>My experience with cyber learning started pretty much as a result of being a teacher’s fellow at Northwestern, and I went to a leadership conference and saw Kemi Jonah from Northwestern speak and he talked about using remote labs and, to me, that was fascinating because a huge interest of mine is bringing real life instruments into the classroom. I look around my classroom and I see my kids working with beakers and graduated cylinders, and in the real world they’re working with instruments that are $100,000. And as I send them off to college, I think they’re not really getting what they’re supposed to be getting out of their public school education. I want to give them access to instruments that I’ll never be able to afford in my classroom and so if my school district, which is a very good school district, can’t afford them, how are rural school districts and inner city schools going to ever have the ability to get their kids hands-on experience with this stuff.\u003c/p>\n\u003cp>So at this leadership conference the idea of remote labs came up, and the concept behind it is students from anywhere around the world could go online and they could access an instrument remotely. So they’re able to pick the variables that they want to change. They’re able to set the parameters of the experiment and go through the process of scientific design by really accessing the instrument. It’s not a virtual lab. It’s not a canned lab. It’s not a simulation. You can see the instrument moving. You can watch your experiment running, and the kids are fascinated by it. So my students right now are working on a radioactivity lab where they access a Geiger counter in Queensland, Australia. And what they’re studying is actually nuclear chemistry and the effects of gamma rays and beta particles and alpha particles, but we do it under the subtext of is your cell phone going to fry your brain. And so for a student, the second you bring up a cell phone, that’s fascinating to them.\u003c/p>\n\u003cp>Now a cell phone doesn’t release gamma radiation. It actually works using microwave radiation, but what they learn is that all electromagnetic radiation acts in a similar way, that intensity if proportional to one over distance squared, which is a very fancy mathematical way of saying the farther you step away from a source of radiation the less intensity you’re going to receive. So we start off by asking the kids “how many of you sleep with your cell phone under your pillow?” And all of the kids raise their hands and as our lessons go on and we learn about half lives and different types of radiation and our whole nuclear chemistry curriculum, they go online eventually and they run the experiment. They set up the scientific design by themselves at home. We do not do it in the classroom, which provides a lot more time to work on other curriculum. They run their labs after school, at night, three in the morning, whenever they want to, and come back the next day.\u003c/p>\n\u003cp>We do peer review, which is something that you rarely ever get in a high school classroom where they actually get to collaborate and talk about their results and decide “was your data better than mine? What did you try to work with? What were your variables? How many distances did you select? And maybe why was yours better than mine?” There’s not one right answer, but the students really get a chance to talk about maybe where the weaknesses were in their experimental setup. Then they go back home again. They work on a second run of the experiment and what we’re seeing is their scientific design dramatically improves. The fact that they got to do peer review and the fact that they have a lot of time at home, not a 50-minute class period, but a lot of time at home to think about how to design a really good experiment. We’ve seen the proof through studies that they’re picking more distances to check. They’re looking at greater time periods. They’re running more trials, and they’re doing better science.\u003c/p>\n\u003caside class=\"pullquote alignleft\">It’s unbelievable that we could get kids to access this remotely and work it robotically and pick all the variables that they want to test.\u003c/aside>\n\u003cp>So the fact that they can access this Geiger counter remotely and watch it online is just even a greater benefit, because they can’t believe that this thing is in Australia but yet they can watch it and they’re controlling it and the idea is if we can do that, why can’t we do it with other instruments like the ICP that we are working on, which is an inductively coupled plasma optical admissions spectrometer. That’s our second instrument that we’re trying to get online right now and you can test for concentrations of trace metals and solutions. So if you had a water sample and wanted to know the parts per million of lead in it, you could find that out using this instrument but again, i\u003cstrong>t’s $100,000 instrument that you’ll find in any analytical chemistry lab that you’ll never have in a high school classroom. \u003c/strong> So it’s unbelievable that we could get kids to access this remotely and work it robotically and pick all the variables that they want to test.\u003c/p>\n\u003cp>The nice thing about what I just did a few weeks ago with my physical science kids, we actually developed a new unit that we wanted to put in. I never taught nuclear chemistry to my physical science kids before but the opportunity to use this online lab, this remote lab, was almost too good to pass up. So we brought in some curriculum for them to learn, things I had mentioned like half-life and various types of radioactive particles and how powerful they are, and that part was pretty easy. And then what makes the online lab nice is it really didn’t take time out of my classroom because they have the ability to go home and work on this at whatever time of the evening or morning that they want. The kids ran their labs at home.\u003c/p>\n\u003caside class=\"pullquote alignleft\">All of those students that had slept with their cell phones under their pillow and thought nothing had been wrong with it, not only are they not doing that anymore, they’re putting the cell phone as far away from them as possible. \u003c/aside>\n\u003cp>So I’m not using my class time to do it. I did use class time for peer review and then after they came back and did a second run of the lab, we saw tremendous improvement in their scientific design and then had a chance to sort of talk about what did we learn from this? What is the relationship between intensity of radiation and distance? And the outcome was awesome because we started this off with the question of “is my cell phone frying my brain?” and all of those students that had slept with their cell phones under their pillow and thought nothing had been wrong with it, not only are they not doing that anymore, they’re putting the cell phone as far away from them as possible. They’re not wearing their cell phone in their pockets anymore. If it’s the girls, they’re putting it in their purses. If it’s the guys, they’re turning them off until the use them.\u003c/p>\n\u003cp>And even though microwave radiation is a non-ionizing form of radiation, which is different than gamma radiation, the results of it still are unknown. The Journal of American Medical Association just published a study talking about the effects of cell phone radiation for amounts of time in 15 minutes or excess, and there are effects on your brain related to glucose and they don’t know the consequences of that and they may not know that for a very long time. But I think what my kids got out of it, for now it is safer to get the cell phone away from your brain, probably not to use any type of device that’s going to work wireless and be very, very close to their brain, in their ear, so I think that it was a topic that caught their interest and they really seemed to enjoy what they were learning.\u003c/p>\n\u003caside class=\"pullquote alignleft\">My advice for teachers that are investigating the possibility of looking into cyber learning tools is do not be afraid. There are people out there that can help you.\u003c/aside>\n\u003cp>Things that I would do to kind of reassure a teacher that it’s okay to try some new things, first, there’s a lot of people like me that are out there that will teach webinars for free to them on how to use this curriculum and how to use remote labs, so I can walk them through it in less than an hour and say this is how you access it. This is how you use the curriculum. This is how you embed it into your own curriculum and it doesn’t take that much time outside of what you’re doing. For me, I would really push them to try it because my kids were so fascinated by it, and it’s exposure to instruments that they’ll never see.\u003c/p>\n\u003cp>If we really want to prepare high school kids for college, wouldn’t it be great if they had access to these instruments before they got into the real world and had to get a job? I don’t think that beakers and graduated cylinders are preparing them for real life. I want them to have skills that can go into a career. So if that’s really what we’re trying to gain out of a high school education, you have to think outside the box and if we can get instruments all over the world set up and we can share them for free, well we just beat the biggest financial burden that there is, and that’s school districts don’t have money to buy this stuff. And even if they did have a lot of money each school is not going to be able to buy these instruments by themselves. \u003cstrong>So we need to work together and figure out what labs would best benefit our kids and we’re doing it for them. \u003c/strong>It’s not about us. You have to be willing to try and change and there are people that want to help make it easy on them.\u003c/p>\n\u003cp>My advice for teachers that are investigating the possibility of looking into cyber learning tools is do not be afraid. There are people out there that can help you and there are easy ways to integrate it into your current... One of the things I’m really looking forward to coming out from the iLab Network is the introduction of the ICPOES, which is a very fancy instrument that’s used in an analytical chemistry lab. That was something I had access to in college and I would just love to have the possibility of this very, very expensive instrument in my kids’, maybe not their hands but in their reach.\u003c/p>\n\u003caside class=\"pullquote alignleft\">I can see myself walking through a chemistry lab, it’s not really me but I can see all the chemicals on the shelf and I can reach out in the virtual lab and pick them up and do open-ended experiments where someone’s not telling me a cookbook way to do something.\u003c/aside>\n\u003cp>Looking at some of the other things at the cyber learning conference has really opened my eyes to a lot of simulations, a lot of ways to visualize chemistry, and the connections that I’ve seen here with different people who have remote telescopes and have virtual labs. It’s unbelievable. I can see myself walking through a chemistry lab, it’s not really me but I can see all the chemicals on the shelf and I can actually reach out in the virtual lab and pick them up and do experiments up, open-ended experiments where someone’s not telling me a cookbook way to do something.\u003c/p>\n\u003cp>My work at Northwestern this past summer was as a teacher fellow and we were brought in to try and create curriculum for the ICPOES, which is an instrument that can test for trace metals in solutions. For instance, if I had a water sample and it had a certain amount of lead in there, I could use this instrument to find out if it had five parts per million or fifteen parts per million, if it exceeds EPA standards, or if it’s safe.\u003c/p>\n\u003cp>So the curriculum that I wanted to create deals with the mystery of Maria and Maria is a very healthy 28-year old woman, as far as she knows, until one day she starts developing very, very serious health problems, which include kidney problems. And as the scenario unfolds, and as the kids learn about the curriculum, they learn some things about heavy metals and heavy metal poisoning. \u003cstrong>What happens when you’re exposed to arsenic or chromium six? How about mercury or lead? And they’re learning some things about heavy metals in relation to the environment. \u003c/strong> Many of you have seen Erin Brockovich, the movie which is about chromium six being basically dumped into a city’s water system and what happens because of that. And as this comes about, the kids are able to use the ICP to test this mystery sample of lake water that Maria has been exposed to because she swims in Lake Michigan. And the kids are allowed to pick many variables and they don’t’ usually have the opportunity to do this in a cookbook-style lab in a normal classroom.\u003c/p>\n\u003cp>They get to choose standards. For instance, if someone thought maybe it was mercury that was in the water that was hurting her, they could say I would like to test these standards on the instrument, maybe pick five parts per million mercury, and ten, and fifteen, and twenty parts per million. And they also get to pick wavelengths at which the electrons are going to be excited at and a lot of this is high level chemistry things that my kids really, \u003cstrong>they learn about but they don’t get the chance to experience it with a real instrument\u003c/strong>. And as it turns out, they’re able to try and figure out what is the metal, what is the concentration, and figure out what is hurting Maria.\u003c/p>\n\u003cp>It is something that hits biology, environmental chemistry, so many different fields cross it, and I think that the students really enjoy doing it. In a sense, it’s similar to forensic chemistry. \u003cstrong>My kids are fascinated by forensic chemistry. They all watch CSI: Miami, CSI: New York, and any time there’s a scenario where there’s a chemical that they have to determine what is this? Is this white chemical baking soda or is it cocaine? And within five seconds it seems like in the lab they find the results to that.\u003c/strong> I have to explain to them this is not really now forensic chemistry works. There are these very expensive instruments that my kids think are these magical instruments that they’ve never heard of before that will help you analyze the (molar) mass is of different substances. You can find out what elements like carbon and nitrogen and oxygen are in there.\u003c/p>\n\u003caside class=\"pullquote alignleft\">It’s my dream that through remote labs, through online learning we could be able to have them robotically access these instruments online and be able to control them and be able to test samples.\u003c/aside>\n\u003cp>Again, these are instruments my kids up till now have never had access to and it’s my dream that through remote labs, through online learning we could be able to have them robotically access these instruments online and be able to control them and be able to test samples. I’m sure they won’t be illegal drugs or anything but they could still test samples and learn about the composition and what elements they’re made of.\u003c/p>\n\u003cp>I think that making chemistry and making any science relevant to a student’s life is really going to bring in that interest factor. They see all these things in movies and they don’t realize sometimes that this could possibly be a career or this could be possibly something in my backyard that could be hurting me and I’m not even aware of it. So any time you can bring in that relevancy it’s great and so much of what I’ve done in the past in my classroom is something that has a known outcome. I know what the kids are going to find in the lab and in scenario like this, we could actually possibly take water samples from lakes around my area, from even Lake Michigan. Maybe in the future we could send them in and we could analyze them and really find out what’s in there. That’s an unknown. \u003cstrong> That is something that’s going to spark their interest and make them curious about learning and right now we just don’t have that capability in my classroom.\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>My work with the iLab Network so far has been dealing with the Geiger counter that’s in Australia and now we’re trying to get the ICP at Northwestern to be remotely accessible to everyone around the world. My goal would be could we add one instrument every single year? Can we get gas chromatography available to them? Can we get (mass spec) available to them? I think within ten years, maybe we’ll even have the ability to do this in several places, different universities, different locations. Maybe it’s a school district that’s going to say I’m going to put forth the money for this instrument, maybe your school district could put for the money for this, and we’re all going to share because we don’t have the money to get it in every single school. So I think if we could add one every single year that would really, really be a great accomplishment for kids.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Should Schools Subsidize Mobile Phones for Kids?",
"title": "Should Schools Subsidize Mobile Phones for Kids?",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003ca rel=\"attachment wp-att-9494\" href=\"http://ww2.kqed.org/mindshift/2011/03/can-a-smart-phone-program-really-close-the-achievement-gap/1442244452_3ef578b633_z/\">\u003cimg class=\"size-medium wp-image-9494\" title=\"smart phone\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/1442244452_3ef578b633_z-300x226.jpg\" alt=\"\" width=\"300\" height=\"226\">\u003c/a>\u003c/p>\n\u003cp>If \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/can-a-smart-phone-program-really-close-the-achievement-gap/\">Project K-Nect\u003c/a> is proof that at-risk kids benefit from access to smart phones (many of them, the founder Shawn Gross says, have gone on to take Advanced Placement math classes), what happens to those who don't have smart phones?\u003c/p>\n\u003cp>A reader asks:\u003c/p>\n\u003cblockquote>\n\u003cp style=\"padding-left: 30px;\">My question for the group discussion is that because many of my socio-economically challenged students don't have the capability to engage in education via smart phone technology, how do I get them to ride the wave too? I am still challenged to get many of them to do any last century style pen and paper academics.\u003c/p>\n\u003c/blockquote>\n\u003cp>I asked K-Nect's Gross to elaborate, and here's his response:\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\"Statistically, teenagers rank as the fast growing segment for smart phones. As a result, we will see the disparity between the haves and have-nots begin to erode. Nevertheless, a digital divide at some level will always exist. In such cases whereby a student is not able to afford access to these types of devices, \u003cstrong>school systems need to help subsidize access\u003c/strong>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The FCC has taken the first step towards examining providing funding to school systems for use of mobile devices by students off campus. If the program is successful, schools will be able to tap into a very large funding pool to help eliminate some of the inequities.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Finally, regarding the concerning engagement, our research indicates that students feel largely disconnected in math and science when utilizing a 20th century model that encompasses paper and pencil. This is a population that seeks manipulative and multimedia and wants to use social networking as a means from which to solve instructional problems. After all, this is how they solve all of their social problems.\"\u003c/p>\n\u003cp>The FCC reference Gross is eluding to is the \u003ca href=\"http://www.readwriteweb.com/archives/9_million_program_gives_students_wireless_internet.php\">$9 million program \u003c/a>called \"\u003cstrong>Learning On-the-Go\u003c/strong>\" that will be \"piloted in 14 states and will fund wireless broadband for 10 laptop programs, two virtual schools, three handheld device programs,\" as well as one program in New Orleans that will \"give third through sixth graders access to wireless data cards,\" according to \u003ca href=\"http://www.readwriteweb.com/archives/9_million_program_gives_students_wireless_internet.php\">ReadWriteWeb\u003c/a>.\u003c/p>\n\u003cp>That's in near future. Read how teacher Bill Ferriter \u003ca href=\"../2011/04/how-do-we-address-the-needs-of-kids-without-mobile-access/\">finds ways to include \u003c/a>those who don't have the phones in his classrooms today.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Another interesting point to add to the dialogue: From the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/students-complain-about-archaic-internet-blocking-rules/\">Speak Up 2010 survey,\u003c/a> parents are willing to \u003ca href=\"http://www.youthradio.org/ymi#news-8168\">buy their kids mobile phones\u003c/a> -- if the school allowed it.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-9494\" href=\"http://ww2.kqed.org/mindshift/2011/03/can-a-smart-phone-program-really-close-the-achievement-gap/1442244452_3ef578b633_z/\">\u003cimg class=\"size-medium wp-image-9494\" title=\"smart phone\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/1442244452_3ef578b633_z-300x226.jpg\" alt=\"\" width=\"300\" height=\"226\">\u003c/a>\u003c/p>\n\u003cp>If \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/can-a-smart-phone-program-really-close-the-achievement-gap/\">Project K-Nect\u003c/a> is proof that at-risk kids benefit from access to smart phones (many of them, the founder Shawn Gross says, have gone on to take Advanced Placement math classes), what happens to those who don't have smart phones?\u003c/p>\n\u003cp>A reader asks:\u003c/p>\n\u003cblockquote>\n\u003cp style=\"padding-left: 30px;\">My question for the group discussion is that because many of my socio-economically challenged students don't have the capability to engage in education via smart phone technology, how do I get them to ride the wave too? I am still challenged to get many of them to do any last century style pen and paper academics.\u003c/p>\n\u003c/blockquote>\n\u003cp>I asked K-Nect's Gross to elaborate, and here's his response:\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\"Statistically, teenagers rank as the fast growing segment for smart phones. As a result, we will see the disparity between the haves and have-nots begin to erode. Nevertheless, a digital divide at some level will always exist. In such cases whereby a student is not able to afford access to these types of devices, \u003cstrong>school systems need to help subsidize access\u003c/strong>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The FCC has taken the first step towards examining providing funding to school systems for use of mobile devices by students off campus. If the program is successful, schools will be able to tap into a very large funding pool to help eliminate some of the inequities.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Finally, regarding the concerning engagement, our research indicates that students feel largely disconnected in math and science when utilizing a 20th century model that encompasses paper and pencil. This is a population that seeks manipulative and multimedia and wants to use social networking as a means from which to solve instructional problems. After all, this is how they solve all of their social problems.\"\u003c/p>\n\u003cp>The FCC reference Gross is eluding to is the \u003ca href=\"http://www.readwriteweb.com/archives/9_million_program_gives_students_wireless_internet.php\">$9 million program \u003c/a>called \"\u003cstrong>Learning On-the-Go\u003c/strong>\" that will be \"piloted in 14 states and will fund wireless broadband for 10 laptop programs, two virtual schools, three handheld device programs,\" as well as one program in New Orleans that will \"give third through sixth graders access to wireless data cards,\" according to \u003ca href=\"http://www.readwriteweb.com/archives/9_million_program_gives_students_wireless_internet.php\">ReadWriteWeb\u003c/a>.\u003c/p>\n\u003cp>That's in near future. Read how teacher Bill Ferriter \u003ca href=\"../2011/04/how-do-we-address-the-needs-of-kids-without-mobile-access/\">finds ways to include \u003c/a>those who don't have the phones in his classrooms today.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Another interesting point to add to the dialogue: From the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/students-complain-about-archaic-internet-blocking-rules/\">Speak Up 2010 survey,\u003c/a> parents are willing to \u003ca href=\"http://www.youthradio.org/ymi#news-8168\">buy their kids mobile phones\u003c/a> -- if the school allowed it.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cdiv id=\"attachment_10130\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 300px;\">\u003cem>\u003cem>\u003ca rel=\"attachment wp-att-10130\" href=\"http://ww2.kqed.org/mindshift/2011/04/how-do-we-address-the-needs-of-kids-without-mobile-access/shlala-2/\">\u003cimg class=\"size-medium wp-image-10130\" title=\"Shlala\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/Shlala-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/em>\u003c/em>\n\u003cp class=\"credit\">\u003cem>\u003cem>Flickr:Shlala\u003c/em>\u003c/em>\u003c/p>\n\u003cp class=\"caption\">\n\u003c/p>\u003c/div>\n\u003cp>\u003cem>The $64,000 question in education: Does \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/mobile-learning-could-be-key-in-achievement-gap/\">access to mobile technology\u003c/a> actually help \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/can-a-smart-phone-program-really-close-the-achievement-gap/\">close the achievement gap\u003c/a>?\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cem>Bill Ferriter, a sixth-grade teacher in North Carolina, has been thinking about this issue, and writing about it on his blog,\u003ca href=\"http://teacherleaders.typepad.com/the_tempered_radical/2011/03/using-cell-phones-in-schools.html\"> The Tempered Radical\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>In this recent post, he addresses a question from one of his readers, who sites Ferriter's source, about how to address the needs of the minority of kids who \u003cstrong>don\u003c/strong>'t have mobile access?\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cem>\"75% of students are good to go, but do you just leave the other 25% to \"fin for themselves\", leave them out of the equation all together, or do you do something to supplement such as the school providing a temporary cell phone\" the reader asks.\u003c/em>\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>\u003cem>Here's his response.\u003c/em>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>One of the stumbling\u003cem> \u003c/em>blocks\u003c/strong> to almost every reform initiative in schools is our stubborn refusal to move forward until the conditions are perfect for change.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The result: Change never happens.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003caside class=\"pullquote alignleft\">\"If I can have kids work in groups of three---something that I do 9 days out of 10 anyway-- I only need one student to have a cell phone with unlimited texting.\"\u003c/aside>\n\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Some of the leading thinkers on change in organizations argue that you have to take the first step somewhere. You can't let perfection stand in the way of innovation.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">For schools considering the use of cell phones, that means taking action and taking action now.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I don't care if one out of 10 students in your school has a cell phone. That's still one more device for learning than your teachers had before--and it is one more tool for learning that many schools don't have to provide.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">In most middle and high schools, though, the rates of cell phone penetration really are much higher. To ignore the fact that 3 out of every 4 kids in our middle and high schools is bringing their own device to school is just plain crazy.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Think about it this way: If you were a science teacher—which is what I teach—and I told you that I could instantly put 20 dictionaries, calculators, student responders and timers into a classroom of 30 students without costing a dime, you'd jump at it, right? If you were working in most classrooms, you would!\u003c/p>\n\u003cp style=\"padding-left: 30px;\">You see, the typical science classroom in most schools has one working computer, no calculators, no timers and about 15 antiquated dictionaries that are really hard to use. That's a resource failure on the part of schools and it keeps teachers from being effective in their classrooms.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">What's worse--almost unforgivable in my opinion--is that it is a resource failure that can be resolved if our schools didn't ban cell phones during the school day. Now as far as the nitty gritty details of equitable use go, the fact that the vast majority of kids with cell phones have unlimited texting plans is key.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003caside class=\"pullquote alignleft\">\"They can text Google for definitions and facts. They can text Poll Everywhere with responses to classroom questions so that I can gather formative assessment results. They can use timers for labs.\"\u003c/aside>\n\u003c/p>\n\u003cp style=\"padding-left: 30px;\">What that means for me as a classroom teacher is that if I can have kids work in groups of three---something that I do 9 days out of 10 anyway--then I really only need one student to have a cell phone with unlimited texting. The odds of that are pretty high in most middle schools.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">From there, groups can do anything.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">They can text Google for definitions and facts. They can text Poll Everywhere with responses to classroom questions so that I can gather formative assessment results. They can use timers for labs.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">And if I wanted every child to respond to individual questions, I'll bet that the students with unlimited text plans---and their parents---would be more than happy to let student with no cell phones use theirs as long as I explained what we were doing and why it mattered. Who is going to argue about sharing a few extra texts when you have an unlimited plan?\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I guess what I'm saying is that the majority of teachers will spend the majority of their careers working in classrooms that are under-supplied.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Take my school—which is in an affluent suburb—as an example: The budget for our entire science department---which serves almost 400 students and has to cover consumables for the labs that we like to teach---is $600 in a good year, less in most.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I've got one working computer in my room. My academic team----which includes about 120 sixth-graders----has close to 70 \"working computers\" in their lockers that we're not allowed to use because cell phones are banned during the school day—a policy that is really common in middle and high schools everywhere.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">That's got to change----especially if people are as hell bent as they say they are to hold teachers accountable for student performance.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cdiv id=\"attachment_10130\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 300px;\">\u003cem>\u003cem>\u003ca rel=\"attachment wp-att-10130\" href=\"http://ww2.kqed.org/mindshift/2011/04/how-do-we-address-the-needs-of-kids-without-mobile-access/shlala-2/\">\u003cimg class=\"size-medium wp-image-10130\" title=\"Shlala\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/Shlala-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/em>\u003c/em>\n\u003cp class=\"credit\">\u003cem>\u003cem>Flickr:Shlala\u003c/em>\u003c/em>\u003c/p>\n\u003cp class=\"caption\">\n\u003c/p>\u003c/div>\n\u003cp>\u003cem>The $64,000 question in education: Does \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/mobile-learning-could-be-key-in-achievement-gap/\">access to mobile technology\u003c/a> actually help \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/can-a-smart-phone-program-really-close-the-achievement-gap/\">close the achievement gap\u003c/a>?\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cem>Bill Ferriter, a sixth-grade teacher in North Carolina, has been thinking about this issue, and writing about it on his blog,\u003ca href=\"http://teacherleaders.typepad.com/the_tempered_radical/2011/03/using-cell-phones-in-schools.html\"> The Tempered Radical\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>In this recent post, he addresses a question from one of his readers, who sites Ferriter's source, about how to address the needs of the minority of kids who \u003cstrong>don\u003c/strong>'t have mobile access?\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cem>\"75% of students are good to go, but do you just leave the other 25% to \"fin for themselves\", leave them out of the equation all together, or do you do something to supplement such as the school providing a temporary cell phone\" the reader asks.\u003c/em>\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>\u003cem>Here's his response.\u003c/em>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>One of the stumbling\u003cem> \u003c/em>blocks\u003c/strong> to almost every reform initiative in schools is our stubborn refusal to move forward until the conditions are perfect for change.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The result: Change never happens.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003caside class=\"pullquote alignleft\">\"If I can have kids work in groups of three---something that I do 9 days out of 10 anyway-- I only need one student to have a cell phone with unlimited texting.\"\u003c/aside>\n\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Some of the leading thinkers on change in organizations argue that you have to take the first step somewhere. You can't let perfection stand in the way of innovation.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">For schools considering the use of cell phones, that means taking action and taking action now.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I don't care if one out of 10 students in your school has a cell phone. That's still one more device for learning than your teachers had before--and it is one more tool for learning that many schools don't have to provide.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">In most middle and high schools, though, the rates of cell phone penetration really are much higher. To ignore the fact that 3 out of every 4 kids in our middle and high schools is bringing their own device to school is just plain crazy.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Think about it this way: If you were a science teacher—which is what I teach—and I told you that I could instantly put 20 dictionaries, calculators, student responders and timers into a classroom of 30 students without costing a dime, you'd jump at it, right? If you were working in most classrooms, you would!\u003c/p>\n\u003cp style=\"padding-left: 30px;\">You see, the typical science classroom in most schools has one working computer, no calculators, no timers and about 15 antiquated dictionaries that are really hard to use. That's a resource failure on the part of schools and it keeps teachers from being effective in their classrooms.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">What's worse--almost unforgivable in my opinion--is that it is a resource failure that can be resolved if our schools didn't ban cell phones during the school day. Now as far as the nitty gritty details of equitable use go, the fact that the vast majority of kids with cell phones have unlimited texting plans is key.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003caside class=\"pullquote alignleft\">\"They can text Google for definitions and facts. They can text Poll Everywhere with responses to classroom questions so that I can gather formative assessment results. They can use timers for labs.\"\u003c/aside>\n\u003c/p>\n\u003cp style=\"padding-left: 30px;\">What that means for me as a classroom teacher is that if I can have kids work in groups of three---something that I do 9 days out of 10 anyway--then I really only need one student to have a cell phone with unlimited texting. The odds of that are pretty high in most middle schools.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">From there, groups can do anything.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">They can text Google for definitions and facts. They can text Poll Everywhere with responses to classroom questions so that I can gather formative assessment results. They can use timers for labs.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">And if I wanted every child to respond to individual questions, I'll bet that the students with unlimited text plans---and their parents---would be more than happy to let student with no cell phones use theirs as long as I explained what we were doing and why it mattered. Who is going to argue about sharing a few extra texts when you have an unlimited plan?\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I guess what I'm saying is that the majority of teachers will spend the majority of their careers working in classrooms that are under-supplied.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Take my school—which is in an affluent suburb—as an example: The budget for our entire science department---which serves almost 400 students and has to cover consumables for the labs that we like to teach---is $600 in a good year, less in most.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I've got one working computer in my room. My academic team----which includes about 120 sixth-graders----has close to 70 \"working computers\" in their lockers that we're not allowed to use because cell phones are banned during the school day—a policy that is really common in middle and high schools everywhere.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">That's got to change----especially if people are as hell bent as they say they are to hold teachers accountable for student performance.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_9582\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/goldendragon613/250121658/\">\u003cimg class=\"size-medium wp-image-9582\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/250121658_24dc898062_z-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\"Humans tend to use new technology in the same way they used the old technology,\" says Cleve Miller, founder and managing director of \u003ca href=\"http://english360.com/\" target=\"_blank\">English360\u003c/a>, an online learning and open source model for English language teachers.\u003c/p>\n\u003cp>\"The first television broadcasts were of a man in an armchair with a microphone -- exactly like the radio! It takes a while for things to sink in, for us to realize what the possibilities are.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\"> \"It's open and allows people to contribute, collaborate, and participate, the Web now represents one of the leading education theories out there.\"\u003c/aside>\n\u003cp>In partnership with \u003ca href=\"http://www.cambridge.org/\" target=\"_blank\">Cambridge University Press\u003c/a>, English360 gathers expert-created content and pairs it with authoring and communication tools to allow English teachers to grab what they want, piece it together as they need, and share what they make with others in their field -- all free of charge. If they enroll students for a per-student fee (who are, so far, mostly professionals learning English for business and other specific purposes), the interface helps extend the classroom beyond the school building and the school day with forums, blogs, calendars, assessments, and other tools.\u003c/p>\n\u003cp>\"When it was a Web 1.0 world, English language teaching, especially with education publishers, still followed a top-down instructional model where all the content was created somewhere by a bunch of experts,\" says Miller, who's taught English to professionals in 11 countries around the world. \"The early model was that the Web was just a delivery system. But I was running a language school in Buenos Aires and I thought, now that this stuff is digital, why does it still have to be so rigid? I should be able to repurpose, resequence, an edit it to a certain degree.\"\u003c/p>\n\u003cp>Inevitably, Miller says, \"The economy of the old model -- mass consumption course books designed for a global audience -- led to a generic content approach.\" But now, mashups are the norm, or should be, in education.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Why? Because teachers in the classroom have an understanding of a key element in education that no publisher can ever have: their students. \"They know what their students needs, strengths, and weaknesses are\" and content publishers do not,\" he says.\u003c/p>\n\u003cp>Thus, a paradigm shift: When teachers use the resources that work well for them and mix it with their own self-authored content, they can create a truly customized -- and therefore effective -- curriculum. (This is the basic premise behind the \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/teachers-customize-textbooks-online/\" target=\"_blank\">open textbook movement\u003c/a>).\u003c/p>\n\u003cp>A \u003ca href=\"../2011/03/new-york-city-schools-blended-learning-experiment/\" target=\"_blank\">blended learning\u003c/a> model is useful for language teaching, too, Miller says, because there is a rote element in learning a language and \"that's something we can do online, out of the classroom. But those repetitive, fill-in-the-gap grammar exercises are not a good use of classroom time. We need to make sure that precious face-to-face time is used for what it is best for: true communication.\"\u003c/p>\n\u003cp>And the customizable curriculum model works for teaching English to professionals, in particular, because English for medicine, law, marketing, and other fields can get incredibly specific (called ESP, or English for Special Purposes).\u003c/p>\n\u003cp>One English360 client from an amusement park in Paris, for instance, is actually teaching \"English for roller coaster maintenance\" and \"English for dolphin training,\" Miller says. No traditional textbook will ever be published on that, but this teacher can create mashups of English360 content, author her own content, and, theoretically, connect with other dolphin-trainer-English-teachers in the world (the handful that exist, anyway) and share content.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c!-- @font-face { font-family: \"Times New Roman\"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0in 0in 0.0001pt; font-size: 12pt; font-family: \"Times New Roman\"; }table.MsoNormalTable { font-size: 10pt; font-family: \"Times New Roman\"; }div.Section1 { page: Section1; } -->\"The great thing about humans is everyone’s passionate about something,\" says Miller. \"That’s the beauty of 'bottom-up,'\" -- the Wikipedia phenomenon that's springing up all over the Web. \"If it's open and allows people to contribute, collaborate, and participate,\" ultimately -- for both teachers and students -- \"the Web now represents one of the leading education theories out there.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Why? Because teachers in the classroom have an understanding of a key element in education that no publisher can ever have: their students. \"They know what their students needs, strengths, and weaknesses are\" and content publishers do not,\" he says.\u003c/p>\n\u003cp>Thus, a paradigm shift: When teachers use the resources that work well for them and mix it with their own self-authored content, they can create a truly customized -- and therefore effective -- curriculum. (This is the basic premise behind the \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/teachers-customize-textbooks-online/\" target=\"_blank\">open textbook movement\u003c/a>).\u003c/p>\n\u003cp>A \u003ca href=\"../2011/03/new-york-city-schools-blended-learning-experiment/\" target=\"_blank\">blended learning\u003c/a> model is useful for language teaching, too, Miller says, because there is a rote element in learning a language and \"that's something we can do online, out of the classroom. But those repetitive, fill-in-the-gap grammar exercises are not a good use of classroom time. We need to make sure that precious face-to-face time is used for what it is best for: true communication.\"\u003c/p>\n\u003cp>And the customizable curriculum model works for teaching English to professionals, in particular, because English for medicine, law, marketing, and other fields can get incredibly specific (called ESP, or English for Special Purposes).\u003c/p>\n\u003cp>One English360 client from an amusement park in Paris, for instance, is actually teaching \"English for roller coaster maintenance\" and \"English for dolphin training,\" Miller says. No traditional textbook will ever be published on that, but this teacher can create mashups of English360 content, author her own content, and, theoretically, connect with other dolphin-trainer-English-teachers in the world (the handful that exist, anyway) and share content.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c!-- @font-face { font-family: \"Times New Roman\"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0in 0in 0.0001pt; font-size: 12pt; font-family: \"Times New Roman\"; }table.MsoNormalTable { font-size: 10pt; font-family: \"Times New Roman\"; }div.Section1 { page: Section1; } -->\"The great thing about humans is everyone’s passionate about something,\" says Miller. \"That’s the beauty of 'bottom-up,'\" -- the Wikipedia phenomenon that's springing up all over the Web. \"If it's open and allows people to contribute, collaborate, and participate,\" ultimately -- for both teachers and students -- \"the Web now represents one of the leading education theories out there.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/williac/626962261/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-9447\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/weekly_roundup1-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cul>\n\u003cli>The VOIP service \u003ca href=\"http://www.skype.com\">Skype\u003c/a> officially launched \"\u003ca href=\"http://education.skype.com/\">Skype in the Classroom\u003c/a>,\" a directory to help connect educators with others who are using the service. Skype has recognized that teachers are already using the service to connect their classrooms, and so it wanted to make it easier for teachers to find others and to share Skype lessons and resources.\u003c/li>\n\u003cli>\u003ca href=\"http://www.google-melange.com/gsoc/homepage/google/gsoc2011\">Google Summer of Code\u003c/a> is now open for student applications. The program gives college students the opportunity to spend the summer doing real-world, open-source programming with mentor organizations. These organizations include \u003ca href=\"http://techblog.wikimedia.org/tag/google-summer-of-code/\">Wikipedia\u003c/a>, \u003ca href=\"http://docs.moodle.org/en/Projects_for_new_developers\">Moodle\u003c/a>, and many, many others. Applications are due April 8.\u003c/li>\n\u003cli>The computational knowledge engine \u003ca href=\"http://www.wolframalpha.com\">WolframAlpha\u003c/a> has launched two more of its \u003ca href=\"http://blog.wolframalpha.com/2011/03/31/wolfram-astronomy-and-multivariable-calculus-apps-come-to-ios/\">Course Assistant\u003c/a> apps: one for Astronomy and one for Multivariable Calculus. The apps are available for iPhone, cost $4.99, and beg the question: why on earth would you bring a calculator to class when you can bring WolframAlpha.\u003c/li>\n\u003cli>The ACLU has started a campaign, reports \u003ca href=\"http://www.eschoolnews.com/2011/03/28/aclu-demands-high-schools-remove-anti-gay-filters/?\">eSchoolNews\u003c/a>, demanding that high schools remove filters that block access to websites that support lesbian, gay, bisexual, and transgender (LGBT) communities. \u003c/li>\n\u003cli>Sesame Street has launched an e-book reader for \u003ca href=\"http://itunes.apple.com/us/app/sesame-street-ebooks-for-ipad/id423992365?mt=8#\">iPad\u003c/a>. The app itself is free, and books are available for subscription. \u003ca href=\"http://www.wired.com/geekdad/2011/03/sesame-street-launches-subscription-based-ipad-app/\">GeekDad\u003c/a>'s Daniel Donahoo points out, however, that there aren't any free copies for you to sample before you buy, but he does not that the quality of the content there is high. \u003c/li>\n\u003cli>Professor Dan Cohen has just released a \u003ca href=\"http://www.dancohen.org/2011/03/30/a-million-syllabi\">database\u003c/a> of over one million course syllabi, gathered from the Internet between 2002 and 2009. The data is available for people to download, and via analysis and visualization, I'm guessing this data could give us some very interesting insights into changes in college instruction. Cohen is the director for the \u003ca href=\"http://chnm.gmu.edu/\">Center for History and New Media\u003c/a> at George Mason University.\u003c/li>\n\u003c/ul>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/williac/626962261/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-9447\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/weekly_roundup1-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cul>\n\u003cli>The VOIP service \u003ca href=\"http://www.skype.com\">Skype\u003c/a> officially launched \"\u003ca href=\"http://education.skype.com/\">Skype in the Classroom\u003c/a>,\" a directory to help connect educators with others who are using the service. Skype has recognized that teachers are already using the service to connect their classrooms, and so it wanted to make it easier for teachers to find others and to share Skype lessons and resources.\u003c/li>\n\u003cli>\u003ca href=\"http://www.google-melange.com/gsoc/homepage/google/gsoc2011\">Google Summer of Code\u003c/a> is now open for student applications. The program gives college students the opportunity to spend the summer doing real-world, open-source programming with mentor organizations. These organizations include \u003ca href=\"http://techblog.wikimedia.org/tag/google-summer-of-code/\">Wikipedia\u003c/a>, \u003ca href=\"http://docs.moodle.org/en/Projects_for_new_developers\">Moodle\u003c/a>, and many, many others. Applications are due April 8.\u003c/li>\n\u003cli>The computational knowledge engine \u003ca href=\"http://www.wolframalpha.com\">WolframAlpha\u003c/a> has launched two more of its \u003ca href=\"http://blog.wolframalpha.com/2011/03/31/wolfram-astronomy-and-multivariable-calculus-apps-come-to-ios/\">Course Assistant\u003c/a> apps: one for Astronomy and one for Multivariable Calculus. The apps are available for iPhone, cost $4.99, and beg the question: why on earth would you bring a calculator to class when you can bring WolframAlpha.\u003c/li>\n\u003cli>The ACLU has started a campaign, reports \u003ca href=\"http://www.eschoolnews.com/2011/03/28/aclu-demands-high-schools-remove-anti-gay-filters/?\">eSchoolNews\u003c/a>, demanding that high schools remove filters that block access to websites that support lesbian, gay, bisexual, and transgender (LGBT) communities. \u003c/li>\n\u003cli>Sesame Street has launched an e-book reader for \u003ca href=\"http://itunes.apple.com/us/app/sesame-street-ebooks-for-ipad/id423992365?mt=8#\">iPad\u003c/a>. The app itself is free, and books are available for subscription. \u003ca href=\"http://www.wired.com/geekdad/2011/03/sesame-street-launches-subscription-based-ipad-app/\">GeekDad\u003c/a>'s Daniel Donahoo points out, however, that there aren't any free copies for you to sample before you buy, but he does not that the quality of the content there is high. \u003c/li>\n\u003cli>Professor Dan Cohen has just released a \u003ca href=\"http://www.dancohen.org/2011/03/30/a-million-syllabi\">database\u003c/a> of over one million course syllabi, gathered from the Internet between 2002 and 2009. The data is available for people to download, and via analysis and visualization, I'm guessing this data could give us some very interesting insights into changes in college instruction. Cohen is the director for the \u003ca href=\"http://chnm.gmu.edu/\">Center for History and New Media\u003c/a> at George Mason University.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>",
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"soldout": {
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"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
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