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"content": "\u003cp>\u003ca rel=\"attachment wp-att-10044\" href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/bdbne/\">\u003cimg class=\"aligncenter size-full wp-image-10044\" title=\"bdbne\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/bdbne.jpg\" alt=\"\" width=\"500\" height=\"251\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/bdbne.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/bdbne-400x201.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/bdbne-320x161.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>A confession: I am a long-time fan of video games, and as such, I'd say I have pretty high expectations when it comes to gameplay, mechanics, and animation. The latter is particularly made me pretty skeptical that I'd enjoy \u003ca href=\"http://www.minecraft.net/\">Minecraft\u003c/a>, a game that lets you build worlds out of blocks. A world built out of 3D blocks is, well, blocky, and I couldn't imagine that I'd find much pleasure -- aesthetically or otherwise.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Teachers who grew up playing games are only now hitting a stride in their careers. Many will naturally look to games as a way to engage their students.\"\u003c/aside>\n\u003cp>But I was wrong. Minecraft's visual simplicity belies what is a completely open-ended and therefore terrifically complex world. And the best of that world: it's up to the player to design. Minecraft is what's known as a \"sandbox\" game, giving players almost complete freedom to build within it.\u003c/p>\n\u003cp>And that's what makes it great for the classroom.\u003c/p>\n\u003cp>Joel Levin, a computer teacher at \u003ca href=\"http://www.cgps.org/\">Columbia Grammar and Preparatory School\u003c/a> uses Minecraft with second-grade students.\u003c/p>\n\u003cp>Minecraft can be played in single-person or in multiplayer mode, and players can join public servers, or in the case of Levin's class, the game can be run on a private server. By doing the latter, Levin is able to install certain \u003ca href=\"http://minecraftteacher.tumblr.com/post/4039013893/answers-to-your-questions\">add-ons and mods\u003c/a> suited for his students (giving him the power, for example, to place and delete blocks from a distance). But the students do play the multiplayer version, entering Minecraft's brick-building world together and, together, working through various projects that Levin assigns.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This combination of control through a private Minecraft server and the open-endedness of the game is, in Levin's words, \"exactly what is so appealing to me about Minecraft as a teaching tool. It's so open ended and extensible. I really think of it more as a canvas than a game. I'm able to construct these elaborate experiences, settings, and stories for the kids to move through. Rather than having to shoehorn a lesson around a game, I'm able to think about what I'm trying to teach and then design an entire world around that.\"\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-10041\" href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/kroih/\">\u003cimg class=\"aligncenter size-full wp-image-10041\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/krOIh.jpg\" alt=\"\" width=\"500\" height=\"251\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/krOIh.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/krOIh-400x201.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/krOIh-320x161.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp>While many video games are focused on certain goals -- level up, save the princess, destroy the aliens, for example -- Minecraft has no clear-cut missions, at least not in that way. Players in Minecraft must scavenge for resources in order to build things -- mining for stone to build buildings, mining for coal to build fire. One of the only limitations in-game is time -- the sun sets each evening and when it's dark, spiders and skeletons come out and can attack the characters. (Levin \u003ca href=\"http://minecraftteacher.tumblr.com/post/4189589042/classroom-wishlist\">admits\u003c/a> the students don't like the dark and ask him to reset the clock so that it stays light.)\u003c/p>\n\u003cp>In some ways, much like Minecraft, Levin's experiment using the game in the classroom was initially just as open-ended. He says he had no clearly defined goals, although he knew that there would be lessons -- both technical and social -- that he could impart. After running the game with his students for a while, \"I'm now trying to define real goals. I want the kids to learn to be responsible, self-reliant, innovative thinkers who are comfortable using technology to interact and create. I want them to realize that how they treat others in a game, online, or in the physical world is all really the same thing.\"\u003c/p>\n\u003cp>As a computer teacher at a school with a lot of technical resources, Levin admits that it's \"pretty easy\" for him to integrate games into his curriculum. Not every classroom or every teacher is in the same position. But Levin believes that \"as time goes by, games will creep into the classroom in more and more ways. Teachers who grew up playing games are only now hitting a stride in their careers. Many will naturally look to games as a way to engage their students.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>You can read Levin's blog \u003ca href=\"http://minecraftteacher.tumblr.com/\">The Minecraft Teacher\u003c/a> and follow him on \u003ca href=\"http://http://www.twitter.com/minecraftteachr\">Twitter\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-10044\" href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/bdbne/\">\u003cimg class=\"aligncenter size-full wp-image-10044\" title=\"bdbne\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/bdbne.jpg\" alt=\"\" width=\"500\" height=\"251\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/bdbne.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/bdbne-400x201.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/bdbne-320x161.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>A confession: I am a long-time fan of video games, and as such, I'd say I have pretty high expectations when it comes to gameplay, mechanics, and animation. The latter is particularly made me pretty skeptical that I'd enjoy \u003ca href=\"http://www.minecraft.net/\">Minecraft\u003c/a>, a game that lets you build worlds out of blocks. A world built out of 3D blocks is, well, blocky, and I couldn't imagine that I'd find much pleasure -- aesthetically or otherwise.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Teachers who grew up playing games are only now hitting a stride in their careers. Many will naturally look to games as a way to engage their students.\"\u003c/aside>\n\u003cp>But I was wrong. Minecraft's visual simplicity belies what is a completely open-ended and therefore terrifically complex world. And the best of that world: it's up to the player to design. Minecraft is what's known as a \"sandbox\" game, giving players almost complete freedom to build within it.\u003c/p>\n\u003cp>And that's what makes it great for the classroom.\u003c/p>\n\u003cp>Joel Levin, a computer teacher at \u003ca href=\"http://www.cgps.org/\">Columbia Grammar and Preparatory School\u003c/a> uses Minecraft with second-grade students.\u003c/p>\n\u003cp>Minecraft can be played in single-person or in multiplayer mode, and players can join public servers, or in the case of Levin's class, the game can be run on a private server. By doing the latter, Levin is able to install certain \u003ca href=\"http://minecraftteacher.tumblr.com/post/4039013893/answers-to-your-questions\">add-ons and mods\u003c/a> suited for his students (giving him the power, for example, to place and delete blocks from a distance). But the students do play the multiplayer version, entering Minecraft's brick-building world together and, together, working through various projects that Levin assigns.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This combination of control through a private Minecraft server and the open-endedness of the game is, in Levin's words, \"exactly what is so appealing to me about Minecraft as a teaching tool. It's so open ended and extensible. I really think of it more as a canvas than a game. I'm able to construct these elaborate experiences, settings, and stories for the kids to move through. Rather than having to shoehorn a lesson around a game, I'm able to think about what I'm trying to teach and then design an entire world around that.\"\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-10041\" href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/kroih/\">\u003cimg class=\"aligncenter size-full wp-image-10041\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/krOIh.jpg\" alt=\"\" width=\"500\" height=\"251\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/krOIh.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/krOIh-400x201.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/krOIh-320x161.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp>While many video games are focused on certain goals -- level up, save the princess, destroy the aliens, for example -- Minecraft has no clear-cut missions, at least not in that way. Players in Minecraft must scavenge for resources in order to build things -- mining for stone to build buildings, mining for coal to build fire. One of the only limitations in-game is time -- the sun sets each evening and when it's dark, spiders and skeletons come out and can attack the characters. (Levin \u003ca href=\"http://minecraftteacher.tumblr.com/post/4189589042/classroom-wishlist\">admits\u003c/a> the students don't like the dark and ask him to reset the clock so that it stays light.)\u003c/p>\n\u003cp>In some ways, much like Minecraft, Levin's experiment using the game in the classroom was initially just as open-ended. He says he had no clearly defined goals, although he knew that there would be lessons -- both technical and social -- that he could impart. After running the game with his students for a while, \"I'm now trying to define real goals. I want the kids to learn to be responsible, self-reliant, innovative thinkers who are comfortable using technology to interact and create. I want them to realize that how they treat others in a game, online, or in the physical world is all really the same thing.\"\u003c/p>\n\u003cp>As a computer teacher at a school with a lot of technical resources, Levin admits that it's \"pretty easy\" for him to integrate games into his curriculum. Not every classroom or every teacher is in the same position. But Levin believes that \"as time goes by, games will creep into the classroom in more and more ways. Teachers who grew up playing games are only now hitting a stride in their careers. Many will naturally look to games as a way to engage their students.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>You can read Levin's blog \u003ca href=\"http://minecraftteacher.tumblr.com/\">The Minecraft Teacher\u003c/a> and follow him on \u003ca href=\"http://http://www.twitter.com/minecraftteachr\">Twitter\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_10031\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-10031\" href=\"http://ww2.kqed.org/mindshift/2011/03/five-amazing-games-that-add-a-third-dimension-to-learning/qa/\">\u003cimg class=\"size-medium wp-image-10031\" title=\"QA\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/QA-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>We received lots of comments on \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>. To those who expressed doubt that any of those predictions will come to fruition, the writer Shelly Blake-Plock wrote \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/a-challenge-to-doubters-do-something-impossible/\">an elegant response\u003c/a>. But many more were intrigued by one commenter's assertion that many of those items on the list are already happening.\u003c/em>\u003c/p>\n\u003cp>\u003cem>So I asked the commenter, educator Gord Holden from Vancouver, B.C., to elaborate on those details.\u003c/em>\u003c/p>\n\u003ch5>By Gord Holden\u003c/h5>\n\u003cp>Four years ago I went from being a school teacher, to a position in distributed learning. The environment was \"cutting edge\" but many courses were still in paper format, and the online ones were largely electronic text. The cost of materials and course development translated into huge classes, and marking loads.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Each day is filled with new achievements and a growing following of engaged 'co-workers.'\"\u003c/aside>\n\u003cp>Student feedback was both inadequate and not at all timely. Worst of all, my students were not engaged and had little meaningful contact with their teacher.\u003c/p>\n\u003cp>After a year of feeling like a total failure I told the principal that I was dissatisfied with my teaching practice and needed to find a better way to engage the students in their learning. With her blessing, I began my search.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"color: #cc3300;\">\u003cstrong>1. \u003c/strong>\u003cstrong>BUILD A CIVILIZATION: \u003c/strong>\u003cstrong>CAESAR III\u003c/strong>\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">It began by resurrecting some game programs that had met with great success in my classroom practice. Although I am not a \"gamer\" I knew it was important to steer clear of the \"eye candy,\" and the \"drill and kill\" activities that call themselves games. I will recommend one here called\u003ca href=\"http://caesar3.heavengames.com/strategy/\"> Caesar III\u003c/a>. In this simulation, students begin as a lowly citizen trying to eke out an existence in a virgin landscape. The student begins by learning about the\u003cstrong> basic needs for survival and graduates to increasingly demanding scenarios.\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">By the end, students will have gained a very sophisticated understanding of the influence played by the environment on the development of a civilization. They will also have experienced the dynamics of government including infrastructure, \u003cstrong>civil service, taxation, education, healthcare, religion, trade, security,\u003c/strong> etc. Still, while games like this may have improved both the level of student engagement and learning, there was little opportunity for collaboration between students, and relationship with the teacher.\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"color: #cc3300;\">2. MEET MEDIEVAL CITIZENS, EXPLORE HISTORIC CITIES: CASPIAN LEARNING\u003c/span>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">It seemed likely that the next step would involve virtual worlds, where students and teachers could interact. The best resource I could find was put out by \u003ca href=\"http://www.thinkingworlds.com/\">\u003cstrong>Caspian Learning, called Thinking Worlds\u003c/strong>\u003c/a>. In it, a student enters into a virtual world that resides on their personal computer. Their avatar can be somewhat modified, and engage in a wide variety of explorations. In the unit dealing with volcanoes and earthquakes, they not only learn about the details, they visit places such as \u003cstrong>Herculaneum, subterraneous faults, and the ruins of Kobe in Japan.\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">There, they gather information from the people and learn about what it's like to be in an earthquake and how one should prepare for it. In other units they interact with \u003cstrong>blood cells, astronauts, computer chips, medieval citizens dealing with the Domesday Book, Dracula, Louis the XVI, Hitler,\u003c/strong> and the list goes on.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Students are able to redo these quests as many times as they need to in order to gain mastery. The feedback and marking is instantaneous, so they are able to know when they've met my minimum requirement of 90%. I hardly ever get a score of 90% though, students will invariably repeat their quests until they get 100%.\u003c/p>\n\u003cp>\u003cspan style=\"color: #cc3300;\">\u003cstrong>3. LIVE WITH INDIGENOUS CULTURES: QUEST ATLANTIS\u003c/strong>\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">And still, my quest for creating a community of learners was unmet. Until one day, when I'd all but given up, I saw a reference to a program called \u003cstrong>\u003ca href=\"http://atlantis.crlt.indiana.edu/\">Quest Atlantis\u003c/a>.\u003c/strong> In less than 15 minutes of researching this resource it was clear to me that I had found what I was looking for. In Quest Atlantis (QA), my students are engaged in a narrative as compelling as The Chronicles of Narnia, except not as passive spectators, but as active participants in the story.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Their age and school appropriate avatars are able to explore and learn in an environment that is secure, monitored, and dynamically expansive. Through QA my students have gone to\u003cstrong> live with the First Nations people of Mesa Verde, negotiated plans to save the Black Rhino with the various stakeholders in Tanzania, taken rockets to space stations\u003c/strong> to learn about the technology they will need to deploy and use in order to deflect Near Earth Objects.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">In the meantime, they \u003cstrong>learn about Internet safety and protocols, how to build virtual buildings, and most importantly how to become a better global citizen.\u003c/strong> I cannot say enough about how QA has transformed both my teaching practice, and my students. While the founders, the Faculty of Education Learning Sciences division at the University of Indiana call it transformational play, the parents call it \"Miraculous Play.\" The scope and depth of opportunities offered by QA is far too great to even attempt to do justice to it as part of an article.\u003c/p>\n\u003cp>\u003cspan style=\"color: #cc3300;\">\u003cstrong>4. SURVIVE IN THE WILD\u003c/strong>\u003cstrong>: WOLFQUEST\u003c/strong>\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The learning I was bringing to my students was still very guided and curriculum based. Now, I was looking for even more, programs that would allow the students to be creative. With their Internet safety training, I could now put them on \u003ca href=\"http://www.wolfquest.org/\">\u003cstrong>Wolfquest\u003c/strong>\u003c/a>. In Wolfquest each student becomes a solitary wolf, struggling to find their place in the wilds of Yellowstone National Park. They learn about the challenges of life in the wild, and the need for \"others.\" In time, they can mate, and form a pack of their own.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">What fun to watch the alpha males try to take down a bull elk. They cannot. They need the pack. What fun to watch as the \"quiet ones\" assume leadership of the pack, and the subsequent high fives when they successfully organize and conclude a hunt. What fun to watch my teaching colleagues attempt to do the same. We cannot.\u003c/p>\n\u003cp>\u003cspan style=\"color: #cc3300;\">\u003cstrong>5. REDESIGN LEARNING: CYBERNETWORLDS\u003c/strong>\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Where to now? Well, we've obtained virtual space on \u003ca href=\"http://www.cybernetworlds.com/\">\u003cstrong>Cybernetworlds\u003c/strong>\u003c/a>, a family-run virtual universe that I cannot say enough about. There, in Viamus, my students have been rebuilding the ancient civilizations that ring the Mediterranean. My students have also rebuilt our school virtually, as a place where they can come to pick up assignments, hang out, collaborate, even meet for classes. We have a number of other projects under development, but now, it is my students who are in charge. While they may have to run things by me, they are responsible to research what they are responsible to know, and find ways to use their newfound skills to build an environment where they can pass their knowledge on to others. Where is this going?\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The total cost of everything I've mentioned is under $700. Is the journey complete? Not a chance. I've gone from feeling completely defeated as a teacher, with students who were angry and resistant to schooling, to having each day filled with new achievements and a growing following of engaged \"co-workers.\" I'm mourning the coming of summer, as each of my students has become invaluable as a colleague and an asset to our school. Has this miracle fallen from the sky? Well, I will admit to some serendipity, but will tell you that there has been no small amount of blood, sweat, and tears that has gone into bringing this about. I truly hope that there are some schools and/or school districts out there that would like to see similar results. It can be done if the passion, dedication, and careful planning is in place. I would love to be a part of that. How about you?\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_10031\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-10031\" href=\"http://ww2.kqed.org/mindshift/2011/03/five-amazing-games-that-add-a-third-dimension-to-learning/qa/\">\u003cimg class=\"size-medium wp-image-10031\" title=\"QA\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/QA-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>We received lots of comments on \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>. To those who expressed doubt that any of those predictions will come to fruition, the writer Shelly Blake-Plock wrote \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/a-challenge-to-doubters-do-something-impossible/\">an elegant response\u003c/a>. But many more were intrigued by one commenter's assertion that many of those items on the list are already happening.\u003c/em>\u003c/p>\n\u003cp>\u003cem>So I asked the commenter, educator Gord Holden from Vancouver, B.C., to elaborate on those details.\u003c/em>\u003c/p>\n\u003ch5>By Gord Holden\u003c/h5>\n\u003cp>Four years ago I went from being a school teacher, to a position in distributed learning. The environment was \"cutting edge\" but many courses were still in paper format, and the online ones were largely electronic text. The cost of materials and course development translated into huge classes, and marking loads.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Each day is filled with new achievements and a growing following of engaged 'co-workers.'\"\u003c/aside>\n\u003cp>Student feedback was both inadequate and not at all timely. Worst of all, my students were not engaged and had little meaningful contact with their teacher.\u003c/p>\n\u003cp>After a year of feeling like a total failure I told the principal that I was dissatisfied with my teaching practice and needed to find a better way to engage the students in their learning. With her blessing, I began my search.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"color: #cc3300;\">\u003cstrong>1. \u003c/strong>\u003cstrong>BUILD A CIVILIZATION: \u003c/strong>\u003cstrong>CAESAR III\u003c/strong>\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">It began by resurrecting some game programs that had met with great success in my classroom practice. Although I am not a \"gamer\" I knew it was important to steer clear of the \"eye candy,\" and the \"drill and kill\" activities that call themselves games. I will recommend one here called\u003ca href=\"http://caesar3.heavengames.com/strategy/\"> Caesar III\u003c/a>. In this simulation, students begin as a lowly citizen trying to eke out an existence in a virgin landscape. The student begins by learning about the\u003cstrong> basic needs for survival and graduates to increasingly demanding scenarios.\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">By the end, students will have gained a very sophisticated understanding of the influence played by the environment on the development of a civilization. They will also have experienced the dynamics of government including infrastructure, \u003cstrong>civil service, taxation, education, healthcare, religion, trade, security,\u003c/strong> etc. Still, while games like this may have improved both the level of student engagement and learning, there was little opportunity for collaboration between students, and relationship with the teacher.\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"color: #cc3300;\">2. MEET MEDIEVAL CITIZENS, EXPLORE HISTORIC CITIES: CASPIAN LEARNING\u003c/span>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">It seemed likely that the next step would involve virtual worlds, where students and teachers could interact. The best resource I could find was put out by \u003ca href=\"http://www.thinkingworlds.com/\">\u003cstrong>Caspian Learning, called Thinking Worlds\u003c/strong>\u003c/a>. In it, a student enters into a virtual world that resides on their personal computer. Their avatar can be somewhat modified, and engage in a wide variety of explorations. In the unit dealing with volcanoes and earthquakes, they not only learn about the details, they visit places such as \u003cstrong>Herculaneum, subterraneous faults, and the ruins of Kobe in Japan.\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">There, they gather information from the people and learn about what it's like to be in an earthquake and how one should prepare for it. In other units they interact with \u003cstrong>blood cells, astronauts, computer chips, medieval citizens dealing with the Domesday Book, Dracula, Louis the XVI, Hitler,\u003c/strong> and the list goes on.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Students are able to redo these quests as many times as they need to in order to gain mastery. The feedback and marking is instantaneous, so they are able to know when they've met my minimum requirement of 90%. I hardly ever get a score of 90% though, students will invariably repeat their quests until they get 100%.\u003c/p>\n\u003cp>\u003cspan style=\"color: #cc3300;\">\u003cstrong>3. LIVE WITH INDIGENOUS CULTURES: QUEST ATLANTIS\u003c/strong>\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">And still, my quest for creating a community of learners was unmet. Until one day, when I'd all but given up, I saw a reference to a program called \u003cstrong>\u003ca href=\"http://atlantis.crlt.indiana.edu/\">Quest Atlantis\u003c/a>.\u003c/strong> In less than 15 minutes of researching this resource it was clear to me that I had found what I was looking for. In Quest Atlantis (QA), my students are engaged in a narrative as compelling as The Chronicles of Narnia, except not as passive spectators, but as active participants in the story.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Their age and school appropriate avatars are able to explore and learn in an environment that is secure, monitored, and dynamically expansive. 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While the founders, the Faculty of Education Learning Sciences division at the University of Indiana call it transformational play, the parents call it \"Miraculous Play.\" The scope and depth of opportunities offered by QA is far too great to even attempt to do justice to it as part of an article.\u003c/p>\n\u003cp>\u003cspan style=\"color: #cc3300;\">\u003cstrong>4. SURVIVE IN THE WILD\u003c/strong>\u003cstrong>: WOLFQUEST\u003c/strong>\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The learning I was bringing to my students was still very guided and curriculum based. Now, I was looking for even more, programs that would allow the students to be creative. With their Internet safety training, I could now put them on \u003ca href=\"http://www.wolfquest.org/\">\u003cstrong>Wolfquest\u003c/strong>\u003c/a>. In Wolfquest each student becomes a solitary wolf, struggling to find their place in the wilds of Yellowstone National Park. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The total cost of everything I've mentioned is under $700. Is the journey complete? Not a chance. I've gone from feeling completely defeated as a teacher, with students who were angry and resistant to schooling, to having each day filled with new achievements and a growing following of engaged \"co-workers.\" I'm mourning the coming of summer, as each of my students has become invaluable as a colleague and an asset to our school. Has this miracle fallen from the sky? Well, I will admit to some serendipity, but will tell you that there has been no small amount of blood, sweat, and tears that has gone into bringing this about. I truly hope that there are some schools and/or school districts out there that would like to see similar results. It can be done if the passion, dedication, and careful planning is in place. I would love to be a part of that. How about you?\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Technology: Not a Silver Bullet, But Makes Learning Relevant ",
"title": "Technology: Not a Silver Bullet, But Makes Learning Relevant ",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\"I don’t believe that cyberlearning is the silver bullet to take over schools and make us better,\" says Kenneth Eastwood, Superintendent of\t\u003ca href=\"http://www.middletowncityschools.com/\"> Middletown City School District\u003c/a> in Ohio. \"It is to make us more efficient and relevant to the process related to the learners of today, and once, I think, that everybody agrees upon that and comes together and says these are the outcomes for cyberlearning, I think that we can work and play better together in the sandbox.\u003c/p>\n\u003cp>I spoke to Eastwood at the \u003ca href=\"http://live.cyberlearningstem.org/\">Cyberlearning Tools for STEM Education Conference\u003c/a> recently, where he talked about the integration of technology in education.\u003c/p>\n\u003cp>Here's the video, and below that is the transcript of the full interview.\u003c/p>\n\u003cp>http://www.youtube.com/watch?v=7bc0rgSOaRM\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>ON THE USES OF CYBERLEARNING\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I think most importantly, from the student’s perspective, it gives a sense of relevancy to their lives and how they learn, and it connects with the things in their life that keep them active and engaged. Games, mobile devices, these types of things. One of the things that's, it's kind of taking a long time at happening, which is typical in education, is change. Change from the way we learned, and in my case, back in the '50s and '60s, to how kids are learning today in the new millennium. And we feel comfortable around how we learned and how we now teach, and we feel uncomfortable if it has to change, and we offer up criticism about those kids and their, their type of lifestyle.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So, I think all of that, the culture now, is switching around a little bit, and what we do find in cyberlearning is abilities to help teachers teach more efficiently in the classroom and then to provide very significant opportunities and experiences for kids to practice and expand upon what they learned in the classroom instructional process outside the classroom. That is what is extremely important to me, is that experience piece. Now, they learn the concepts, but now they have ways through cyberlearning to practice and expand on that knowledge base, and it's that, that experience that helps really solidify the learning process. Oftentimes, I think, in some cases, some of the researchers are looking at cyber learning as a silver bullet to take place during the school day or in the school, and I think they're missing the mark there because it, it is not…I don’t believe that cyber learning is the silver bullet to take over schools and make us better. It is to make us more efficient and relevant to the process related to the learners of today, and once, I think, that everybody agrees upon that and comes together and says these are the outcomes for cyber learning, I think that we can work and play better together in the sandbox.\u003c/p>\n\u003cp>\u003cstrong>ON THE ARGUMENT FOR OR AGAINST CYBERLEARNING\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I had had conversations with some people earlier and then yesterday again because I made a comment in defense of teachers yesterday because during the conversations at the cyberlearning conference, I got this sense of disdain against K-12. When we get into a crisis situation like we are nationally and by state, there's this tendency to throw rocks by everybody, and when you throw rocks, all you do is beat people up, and then nobody's left. Who's last standing is, is really who wins, and that's really not what we need right now.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The argument and the case around cyberlearning should be what can it produce and what can it add to the instructional process, not we need to do this because the system's broke and teachers don't teach well. That's not the argument, and, once you start the argument, as I think has happened, there's division that's going to be a long time coming to bring us back together again. I think we need to develop respect for each other and an understanding and work things out, and I, I believe that's going to take a while. I'm concerned that the crisis around education today and the loss of funding and those types of things is not going to, it's not going to bring us together. It's going to divide us even more. But I, personally, I think that cyberlearning has some very, very valuable outcomes for schools and teachers, and teachers do have the capacity to change, when it's done properly, to take that, those tools and use them properly and strengthen the learning process.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So right now, I think it's just people who are doing the research feel that they're on the bleeding edge, and they want everybody to follow, and the teachers have gone through the cycle of, oh, this another new thing, and we know that technology in the research perspective adds very little to the outcomes of students in real terms when practiced. So, you have all these people who have experience in different…and come from different frames of mind that we really need to take it and bring it together. I, I have a funny story that I learned way back when, and it's about technology and how education is so far behind, and I use it when I work with teachers all the time, and I, I say to them about how when we were growing up and teachers were using overhead projectors, we felt like we were in, at the cutting edge of things, right? But bowling alleys were using overhead projectors 15 and 20 years before schools got them. So, that we always do lag behind in this progression, but understanding that, we also need to know how, given everything that sits in front of us now, making sure that all kids are learning well, how can we take this, even if it's behind the times, for a better term, and improve instruction rather than just dive into it because it's politically sexy.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I think that right now, much of it is still in the research phase, and how I interpret it is I don’t in-, I don’t look at it as the silver bullet to education. I look at it as connecting to issues around relevancy of how kids are learning and living today, and it's that connection to relevancy that, for me, helps kids engage in, in academics. What I do think is that cyber learning is something that these kids do on a constant basis. We also know that our kids at risk, 10 years ago, they would go home and they would text on the PC, alright? A network device that connects into the wall. We find that significantly less kids now…we, we lived in an environment where around 90, 92% of our kids, even homes with poverty, 10 years ago had computers because that's how they communicated. Today, it's probably only about 10 or 15% because they all have mobile devices. So, if, if, if, in fact that's the case, and those mobile devices are so powerful now, we, as an educational institution, have to find ways of using that to help extend learning and communicate with our students and our parents, and we do that quite well.\u003c/p>\n\u003cp>\u003cstrong>ON THE VIRTUES OF VIDEO GAMES AND LEARNING\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">One of the things that I think that's, that's going on now, there's a lot of conversation around the title of games, and what I'm seeing in the concept of games here is really nothing more than what we've been doing for 10 or 15 years, which is instructional resources. It's not really a game to me, and, in a sense, they say well, we're using a different type of presentation that looks like a game, but it's not a game. A game in real sense is a device or a way of students getting experiences at something, and they do it over an extended period of time because the reinforcement schedules inside that game keep them going further and further and in more advanced ways and also helps them to learn. In other words, they're learning about the game, but the reinforcement schedules are so tight and so well designed that it pushes them and pushes them and pushes them because it, it doesn't give them so much negative that they give up. It gives them a little bit of negative to challenge them and understand that they have to keep working, but then, when they start to break, it brings them back to a success, so now they're back to the cycle again.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">From my perspective, I came here because I thought that that's what the games were all about, not instructional resources because in real games I want to learn more about the reinforcement schedules and how can I transfer that knowledge and practice into the educational classroom, the instructional program. Because if our teachers can learn how to set up instructional schedules better so kids are, in fact, engaged more and they'll do that over a longer period of time like they do in an actual game, that produces wonderful results inside the classroom. So, that's what I was hoping for, but I think that in cyber learning right now, they're really looking at instructional resources more than true games that have these strong, extended time frames of engagement with, with absolutely wonderful reinforcement schedules. So, I think we have a little, a little bit of knowledge to go there. I had looked at some of the Microsoft new products that are coming out. We are intrigued by some of those things, and Montage is also out there, which we actually had a conversation with them last night, and they're going to come into our district and take a look at how they can help us develop our, or improve our technological capacity inside the classroom in the buildings. So, there, there is some products out there that we're going to be taking a deeper look at and possibly bringing inside.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Reinforcement schedules, it's like the old Skinnerian theory. If I want you to do something, I'll give you an M&M. So, oh, I have an M&M, so now I'm going to…what, what else would you like? Well, the interesting thing about reinforcement schedules are if I just kept giving you an M&M, your behavior would change because now you know you could anything to get an M&M. Well, that's not real learning. It stops at a point, and now the kids are just playing with your head, right? So, in a real reinforcement schedules, there's also going to be some times where you're unsuccessful. So now it's indiscriminate. So now you don’t know if you're going to get one or not, so you're going to keep trying to make sure you get one. So in those indiscriminate reinforcement schedules, which I call really tight, then what happens is you never know what the outcome is going to be, and you have to keep pushing to be successful, to get, get that success.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">And in games, it's, I play on mine with my daughter all the time, Angry Birds, and we have this game. Some people look at it and say, \"You're 60 years old and you play Angry Birds?\" Well, it's fun, and the reinforcement schedules inside that are wonderful. I fail probably five out of six times. The sixth time I'm successful, and I'll move on, right? But I'll try five times to be successful like the sixth time. But inside that…and then it's a social network where I'm now playing with my daughter as well because she's 25, physical therapist, and she, she wants to make sure she beats Dad. So I mean, all those things. You have both the inside reinforcement schedules, which allow failure, but not so much failure you give up, that then the re-, the success does come. And then, once you get that success, then you keep playing again, and your skill level keeps going up, and you learn more.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Now, the interesting thing about Angry Birds is, if you really look at that game, it's also a lot about engineering because you have to look at the design, right? Or the, the…where the pigs are and figure out what is the design of that in such a way that I could create the most damage to bring it down. So, there's a lot of really creative thinking and advanced thinking inside a simplistic game like that, but, at the same time, the rein-…as I refer to it as the reinforcement schedules are, I will play that as a 60-year-old because it keeps me, the reinforcement schedule, keeps allowing me to fail, but also, eventually to be successful to the point where I'll keep playing. It is those reinforcement schedules that we know some kids, especially the at risk kids, they're going to have more opportunities at failure than most kids, but they also need the times when they're successful, so once they are successful, they can say, \"I have been successful. I worked through the failure, and now, I can move to the next step and keep working harder.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp style=\"padding-left: 30px;\">That reinforcement, or that type of reinforcement is very important inside the classroom, especially for the type of kids that I work with, which are most at risk kids because it's the per-…the issue around persistence, meaning I'm going to keep working harder, that we have to make sure that we find reinforcement schedules inside our instructional programs even though they do fail, that they persist to the successful stage. And, of course, the end product is graduation rings. They will stay, they will stick with it. They will have some failure. They work through that, but not so much that they give up, and it's those reinforcement schedules that we need to understand and make sure that our kids get so the, the graduation rates for these at most, at risk kids, they, they persist through the system, and they actually graduate.\u003c/p>\n\n",
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"description": ""I don’t believe that cyberlearning is the silver bullet to take over schools and make us better," says Kenneth Eastwood, Superintendent of Middletown City School District in Ohio. "It is to make us more efficient and relevant to the process related to the learners of today, and once, I think, that everybody agrees upon that",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\"I don’t believe that cyberlearning is the silver bullet to take over schools and make us better,\" says Kenneth Eastwood, Superintendent of\t\u003ca href=\"http://www.middletowncityschools.com/\"> Middletown City School District\u003c/a> in Ohio. \"It is to make us more efficient and relevant to the process related to the learners of today, and once, I think, that everybody agrees upon that and comes together and says these are the outcomes for cyberlearning, I think that we can work and play better together in the sandbox.\u003c/p>\n\u003cp>I spoke to Eastwood at the \u003ca href=\"http://live.cyberlearningstem.org/\">Cyberlearning Tools for STEM Education Conference\u003c/a> recently, where he talked about the integration of technology in education.\u003c/p>\n\u003cp>Here's the video, and below that is the transcript of the full interview.\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/7bc0rgSOaRM'\n title='//www.youtube.com/embed/7bc0rgSOaRM'\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>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>ON THE USES OF CYBERLEARNING\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I think most importantly, from the student’s perspective, it gives a sense of relevancy to their lives and how they learn, and it connects with the things in their life that keep them active and engaged. Games, mobile devices, these types of things. One of the things that's, it's kind of taking a long time at happening, which is typical in education, is change. Change from the way we learned, and in my case, back in the '50s and '60s, to how kids are learning today in the new millennium. And we feel comfortable around how we learned and how we now teach, and we feel uncomfortable if it has to change, and we offer up criticism about those kids and their, their type of lifestyle.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So, I think all of that, the culture now, is switching around a little bit, and what we do find in cyberlearning is abilities to help teachers teach more efficiently in the classroom and then to provide very significant opportunities and experiences for kids to practice and expand upon what they learned in the classroom instructional process outside the classroom. That is what is extremely important to me, is that experience piece. Now, they learn the concepts, but now they have ways through cyberlearning to practice and expand on that knowledge base, and it's that, that experience that helps really solidify the learning process. Oftentimes, I think, in some cases, some of the researchers are looking at cyber learning as a silver bullet to take place during the school day or in the school, and I think they're missing the mark there because it, it is not…I don’t believe that cyber learning is the silver bullet to take over schools and make us better. It is to make us more efficient and relevant to the process related to the learners of today, and once, I think, that everybody agrees upon that and comes together and says these are the outcomes for cyber learning, I think that we can work and play better together in the sandbox.\u003c/p>\n\u003cp>\u003cstrong>ON THE ARGUMENT FOR OR AGAINST CYBERLEARNING\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I had had conversations with some people earlier and then yesterday again because I made a comment in defense of teachers yesterday because during the conversations at the cyberlearning conference, I got this sense of disdain against K-12. When we get into a crisis situation like we are nationally and by state, there's this tendency to throw rocks by everybody, and when you throw rocks, all you do is beat people up, and then nobody's left. Who's last standing is, is really who wins, and that's really not what we need right now.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The argument and the case around cyberlearning should be what can it produce and what can it add to the instructional process, not we need to do this because the system's broke and teachers don't teach well. That's not the argument, and, once you start the argument, as I think has happened, there's division that's going to be a long time coming to bring us back together again. I think we need to develop respect for each other and an understanding and work things out, and I, I believe that's going to take a while. I'm concerned that the crisis around education today and the loss of funding and those types of things is not going to, it's not going to bring us together. It's going to divide us even more. But I, personally, I think that cyberlearning has some very, very valuable outcomes for schools and teachers, and teachers do have the capacity to change, when it's done properly, to take that, those tools and use them properly and strengthen the learning process.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So right now, I think it's just people who are doing the research feel that they're on the bleeding edge, and they want everybody to follow, and the teachers have gone through the cycle of, oh, this another new thing, and we know that technology in the research perspective adds very little to the outcomes of students in real terms when practiced. So, you have all these people who have experience in different…and come from different frames of mind that we really need to take it and bring it together. I, I have a funny story that I learned way back when, and it's about technology and how education is so far behind, and I use it when I work with teachers all the time, and I, I say to them about how when we were growing up and teachers were using overhead projectors, we felt like we were in, at the cutting edge of things, right? But bowling alleys were using overhead projectors 15 and 20 years before schools got them. So, that we always do lag behind in this progression, but understanding that, we also need to know how, given everything that sits in front of us now, making sure that all kids are learning well, how can we take this, even if it's behind the times, for a better term, and improve instruction rather than just dive into it because it's politically sexy.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I think that right now, much of it is still in the research phase, and how I interpret it is I don’t in-, I don’t look at it as the silver bullet to education. I look at it as connecting to issues around relevancy of how kids are learning and living today, and it's that connection to relevancy that, for me, helps kids engage in, in academics. What I do think is that cyber learning is something that these kids do on a constant basis. We also know that our kids at risk, 10 years ago, they would go home and they would text on the PC, alright? A network device that connects into the wall. We find that significantly less kids now…we, we lived in an environment where around 90, 92% of our kids, even homes with poverty, 10 years ago had computers because that's how they communicated. Today, it's probably only about 10 or 15% because they all have mobile devices. So, if, if, if, in fact that's the case, and those mobile devices are so powerful now, we, as an educational institution, have to find ways of using that to help extend learning and communicate with our students and our parents, and we do that quite well.\u003c/p>\n\u003cp>\u003cstrong>ON THE VIRTUES OF VIDEO GAMES AND LEARNING\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">One of the things that I think that's, that's going on now, there's a lot of conversation around the title of games, and what I'm seeing in the concept of games here is really nothing more than what we've been doing for 10 or 15 years, which is instructional resources. It's not really a game to me, and, in a sense, they say well, we're using a different type of presentation that looks like a game, but it's not a game. A game in real sense is a device or a way of students getting experiences at something, and they do it over an extended period of time because the reinforcement schedules inside that game keep them going further and further and in more advanced ways and also helps them to learn. In other words, they're learning about the game, but the reinforcement schedules are so tight and so well designed that it pushes them and pushes them and pushes them because it, it doesn't give them so much negative that they give up. It gives them a little bit of negative to challenge them and understand that they have to keep working, but then, when they start to break, it brings them back to a success, so now they're back to the cycle again.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">From my perspective, I came here because I thought that that's what the games were all about, not instructional resources because in real games I want to learn more about the reinforcement schedules and how can I transfer that knowledge and practice into the educational classroom, the instructional program. Because if our teachers can learn how to set up instructional schedules better so kids are, in fact, engaged more and they'll do that over a longer period of time like they do in an actual game, that produces wonderful results inside the classroom. So, that's what I was hoping for, but I think that in cyber learning right now, they're really looking at instructional resources more than true games that have these strong, extended time frames of engagement with, with absolutely wonderful reinforcement schedules. So, I think we have a little, a little bit of knowledge to go there. I had looked at some of the Microsoft new products that are coming out. We are intrigued by some of those things, and Montage is also out there, which we actually had a conversation with them last night, and they're going to come into our district and take a look at how they can help us develop our, or improve our technological capacity inside the classroom in the buildings. So, there, there is some products out there that we're going to be taking a deeper look at and possibly bringing inside.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Reinforcement schedules, it's like the old Skinnerian theory. If I want you to do something, I'll give you an M&M. So, oh, I have an M&M, so now I'm going to…what, what else would you like? Well, the interesting thing about reinforcement schedules are if I just kept giving you an M&M, your behavior would change because now you know you could anything to get an M&M. Well, that's not real learning. It stops at a point, and now the kids are just playing with your head, right? So, in a real reinforcement schedules, there's also going to be some times where you're unsuccessful. So now it's indiscriminate. So now you don’t know if you're going to get one or not, so you're going to keep trying to make sure you get one. So in those indiscriminate reinforcement schedules, which I call really tight, then what happens is you never know what the outcome is going to be, and you have to keep pushing to be successful, to get, get that success.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">And in games, it's, I play on mine with my daughter all the time, Angry Birds, and we have this game. Some people look at it and say, \"You're 60 years old and you play Angry Birds?\" Well, it's fun, and the reinforcement schedules inside that are wonderful. I fail probably five out of six times. The sixth time I'm successful, and I'll move on, right? But I'll try five times to be successful like the sixth time. But inside that…and then it's a social network where I'm now playing with my daughter as well because she's 25, physical therapist, and she, she wants to make sure she beats Dad. So I mean, all those things. You have both the inside reinforcement schedules, which allow failure, but not so much failure you give up, that then the re-, the success does come. And then, once you get that success, then you keep playing again, and your skill level keeps going up, and you learn more.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Now, the interesting thing about Angry Birds is, if you really look at that game, it's also a lot about engineering because you have to look at the design, right? Or the, the…where the pigs are and figure out what is the design of that in such a way that I could create the most damage to bring it down. So, there's a lot of really creative thinking and advanced thinking inside a simplistic game like that, but, at the same time, the rein-…as I refer to it as the reinforcement schedules are, I will play that as a 60-year-old because it keeps me, the reinforcement schedule, keeps allowing me to fail, but also, eventually to be successful to the point where I'll keep playing. It is those reinforcement schedules that we know some kids, especially the at risk kids, they're going to have more opportunities at failure than most kids, but they also need the times when they're successful, so once they are successful, they can say, \"I have been successful. I worked through the failure, and now, I can move to the next step and keep working harder.\"\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;\">That reinforcement, or that type of reinforcement is very important inside the classroom, especially for the type of kids that I work with, which are most at risk kids because it's the per-…the issue around persistence, meaning I'm going to keep working harder, that we have to make sure that we find reinforcement schedules inside our instructional programs even though they do fail, that they persist to the successful stage. And, of course, the end product is graduation rings. They will stay, they will stick with it. They will have some failure. They work through that, but not so much that they give up, and it's those reinforcement schedules that we need to understand and make sure that our kids get so the, the graduation rates for these at most, at risk kids, they, they persist through the system, and they actually graduate.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Can a Smart Phone Program Really Close the Achievement Gap?",
"title": "Can a Smart Phone Program Really Close the Achievement Gap?",
"headTitle": "MindShift | KQED News",
"content": "\u003ch5>\u003cem>\u003cstrong>Students from different geographic regions communicate socially, but also to help each other achieve the common goal of succeeding at Algebra 1.\u003c/strong>\u003c/em>\u003c/h5>\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/from_ko/1442244452/\">\u003cimg class=\"size-medium wp-image-9494\" 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>When asked what tech tools students would like to use in learning science and math, their reply was no surprise: \"They said they wanted something that would utilize social networking technology -- something portable. Overwhelmingly, they wanted to use a smart phone,\" said \u003ca href=\"http://www.projectknect.org\" target=\"_blank\">Project K-Nect\u003c/a> founder and director Shawn Gross about his interview with Washington, D.C. area- kids five years ago.\u003c/p>\n\u003cp>\"Students told us that the subject matter was too abstract, there wasn't enough [real-world] application, that they were having difficulty with the instructional methods. They thought technology might be a way to change that,\" says Gross.\u003c/p>\n\u003cp>With that directive in mind, Project K-Nect's social-media-based curriculum combines project and collaborative learning with new media learning for the 3,000 high schoolers in three states who currently participate.\u003c/p>\n\u003cp>The initial goal of the nonprofit -- launched in North Carolina in 2007 with the support of \u003ca href=\"http://www.projectknect.org/Project%20K-Nect/Sponsor.html\" target=\"_blank\">Qualcomm's Wireless Reach Initiative\u003c/a> and \u003ca href=\"http://www.projectknect.org/Project%20K-Nect/Team.html\" target=\"_blank\">other organizations\u003c/a> and now also in place in Ohio and Virginia -- was to increase student performance in STEM subjects, particularly in low-income areas. The requirement, therefore, for Project K-Nect's participating schools, is that at least 50 percent of the student body qualify for free or reduced lunch.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"\u003cstrong>The majority of the students we started with in 2007-2008 school year\u003c/strong> \u003cstrong>went on to take an AP Calculus course or are currently enrolled in AP Statistics\u003c/strong>.\"\u003c/aside>\n\u003cp>Do smart phones help low-income, at-risk student populations learn math? Yes, most definitely, says Gross. The majority of participating students scored 20 percent higher on standardized tests than their peers in the same school and 30 to 40 percent higher than students in the district and state after a single year. (Click \u003ca href=\"http://projectknect.blogspot.com/2010/10/k-nect-research-report.html\" target=\"_blank\">here\u003c/a> to see a full research report on the program in Onslow County, North Carolina).\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But for very high-risk students -- such as those who are homeless or are attending school primarily for a free lunch -- the technology-integrated math class is not as likely beneficial, Gross says. There is a lot more going on in that student's life than academia, and curriculum alone won't change that.\u003c/p>\n\u003cp>\"It's hard to just say 'at-risk students,' -- there are different categories of at-risk students,\" he says. \"The bottom line is we see increased student achievement and engagement because this is a media that students feel comfortable utilizing. It's an outlet to be able to express themselves in a totally different fashion.\"\u003c/p>\n\u003cp>\u003cstrong>ON HOW IT WORKS:\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\"Initially, we partnered with Drexel University and Florida State University to create the curriculum. We built a comprehensive set of Algebra 1 resources: all the components related to instant messaging and blogging, assessment tools for teachers, supplemental activities, project-based learning components, problem sets, and cartoon animation. There are basically mini apps for every unit of instruction that get pushed out to a student's device.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Teachers speak for 10 or 15 minutes about the fundamentals of the unit and give some instruction, then pass it to students who work in teams to create videos that describe the steps students need to take to arrive at proficiency [in Algebra 1]. Then, teachers ask the kids to apply the math to something. They post the videos up into the blogs [that all Project K-Nect's participating students share]. When they run into stumbling blocks they create a video and tag it with 'SOS.' One of the schools will pick up an SOS tag within a matter of minutes and will respond back, either using instant messaging or a video response.\u003c/p>\n\u003cp>[Visit \u003ca href=\"http://projectknect.blogspot.com/\" target=\"_blank\">Project K-Nect's blog\u003c/a> to see example videos of what students are doing.]\u003c/p>\n\u003cp>\u003cstrong>WHY IT WORKS:\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\"Social networking is heavily questioned by adults, so at first, no one thought students were going to be using blogs to actually do math. It turned out that those adults were dead wrong. \u003cstrong>Students from different geographic regions were communicating socially, sure, but they were also communicating to help each other to achieve this common goal of succeeding at Algebra 1.\u003c/strong> They were taking control of the learning process and creating personalized learning communities.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">And what has been really dramatic are the changes in instructional strategies in the classroom. Teachers have gone from lecture-style textbooks to a completely different approach: It's project-based learning design that they're doing, now.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">What's surprising -- in a good way -- is that the majority of the students we started with in 2007-2008 school year went on to take an AP Calculus course or are currently enrolled in AP Statistics. In this district [Jacksonville, North Carolina], typically only about 2 percent of Algebra 1 students will go on to take AP math course. Now, those students are sitting in an AP class in their senior year.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003cem>\u003cstrong>Students from different geographic regions communicate socially, but also to help each other achieve the common goal of succeeding at Algebra 1.\u003c/strong>\u003c/em>\u003c/h5>\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/from_ko/1442244452/\">\u003cimg class=\"size-medium wp-image-9494\" 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>When asked what tech tools students would like to use in learning science and math, their reply was no surprise: \"They said they wanted something that would utilize social networking technology -- something portable. Overwhelmingly, they wanted to use a smart phone,\" said \u003ca href=\"http://www.projectknect.org\" target=\"_blank\">Project K-Nect\u003c/a> founder and director Shawn Gross about his interview with Washington, D.C. area- kids five years ago.\u003c/p>\n\u003cp>\"Students told us that the subject matter was too abstract, there wasn't enough [real-world] application, that they were having difficulty with the instructional methods. They thought technology might be a way to change that,\" says Gross.\u003c/p>\n\u003cp>With that directive in mind, Project K-Nect's social-media-based curriculum combines project and collaborative learning with new media learning for the 3,000 high schoolers in three states who currently participate.\u003c/p>\n\u003cp>The initial goal of the nonprofit -- launched in North Carolina in 2007 with the support of \u003ca href=\"http://www.projectknect.org/Project%20K-Nect/Sponsor.html\" target=\"_blank\">Qualcomm's Wireless Reach Initiative\u003c/a> and \u003ca href=\"http://www.projectknect.org/Project%20K-Nect/Team.html\" target=\"_blank\">other organizations\u003c/a> and now also in place in Ohio and Virginia -- was to increase student performance in STEM subjects, particularly in low-income areas. The requirement, therefore, for Project K-Nect's participating schools, is that at least 50 percent of the student body qualify for free or reduced lunch.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"\u003cstrong>The majority of the students we started with in 2007-2008 school year\u003c/strong> \u003cstrong>went on to take an AP Calculus course or are currently enrolled in AP Statistics\u003c/strong>.\"\u003c/aside>\n\u003cp>Do smart phones help low-income, at-risk student populations learn math? Yes, most definitely, says Gross. The majority of participating students scored 20 percent higher on standardized tests than their peers in the same school and 30 to 40 percent higher than students in the district and state after a single year. (Click \u003ca href=\"http://projectknect.blogspot.com/2010/10/k-nect-research-report.html\" target=\"_blank\">here\u003c/a> to see a full research report on the program in Onslow County, North Carolina).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But for very high-risk students -- such as those who are homeless or are attending school primarily for a free lunch -- the technology-integrated math class is not as likely beneficial, Gross says. There is a lot more going on in that student's life than academia, and curriculum alone won't change that.\u003c/p>\n\u003cp>\"It's hard to just say 'at-risk students,' -- there are different categories of at-risk students,\" he says. \"The bottom line is we see increased student achievement and engagement because this is a media that students feel comfortable utilizing. It's an outlet to be able to express themselves in a totally different fashion.\"\u003c/p>\n\u003cp>\u003cstrong>ON HOW IT WORKS:\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\"Initially, we partnered with Drexel University and Florida State University to create the curriculum. We built a comprehensive set of Algebra 1 resources: all the components related to instant messaging and blogging, assessment tools for teachers, supplemental activities, project-based learning components, problem sets, and cartoon animation. There are basically mini apps for every unit of instruction that get pushed out to a student's device.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Teachers speak for 10 or 15 minutes about the fundamentals of the unit and give some instruction, then pass it to students who work in teams to create videos that describe the steps students need to take to arrive at proficiency [in Algebra 1]. Then, teachers ask the kids to apply the math to something. They post the videos up into the blogs [that all Project K-Nect's participating students share]. When they run into stumbling blocks they create a video and tag it with 'SOS.' One of the schools will pick up an SOS tag within a matter of minutes and will respond back, either using instant messaging or a video response.\u003c/p>\n\u003cp>[Visit \u003ca href=\"http://projectknect.blogspot.com/\" target=\"_blank\">Project K-Nect's blog\u003c/a> to see example videos of what students are doing.]\u003c/p>\n\u003cp>\u003cstrong>WHY IT WORKS:\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\"Social networking is heavily questioned by adults, so at first, no one thought students were going to be using blogs to actually do math. It turned out that those adults were dead wrong. \u003cstrong>Students from different geographic regions were communicating socially, sure, but they were also communicating to help each other to achieve this common goal of succeeding at Algebra 1.\u003c/strong> They were taking control of the learning process and creating personalized learning communities.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">And what has been really dramatic are the changes in instructional strategies in the classroom. Teachers have gone from lecture-style textbooks to a completely different approach: It's project-based learning design that they're doing, now.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">What's surprising -- in a good way -- is that the majority of the students we started with in 2007-2008 school year went on to take an AP Calculus course or are currently enrolled in AP Statistics. In this district [Jacksonville, North Carolina], typically only about 2 percent of Algebra 1 students will go on to take AP math course. Now, those students are sitting in an AP class in their senior year.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/unlocking-the-teacher-in-all-of-us/sophia_ss/\" rel=\"attachment wp-att-9926\">\u003cimg class=\"alignleft size-full wp-image-9926\" title=\"sophia_ss\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/sophia_ss.jpg\" alt=\"\" width=\"400\" height=\"286\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/sophia_ss.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/sophia_ss-320x229.jpg 320w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003c/p>\n\u003cp>We hear a lot about the importance of “social learning” -- the recognition that students’ collaboration on projects is something to praise, not a form of cheating to punish. But we tend to hear little about “social teaching,” and the idea that that collaborative process of knowledge sharing and building involves both learning and teaching.\u003c/p>\n\u003cp>Social teaching is part of the idea behind \u003ca href=\"http://www.sophia.org\">Sophia\u003c/a>, a new online platform that offers free academic content to everyone. It's described as “a mashup of Facebook, Wikipedia, and YouTube,” and lets users create and share short lessons on specific academic topics.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We’re at a point in history where it’s actually possible for anyone to teach anyone else, regardless of geography or status.\"\u003c/aside>\n\u003cp>These “learning packets” can be created and uploaded to the site by anyone, using text, images, video, audio, and/or slides. The packets can be made public or can be shared privately with select users or groups. Once uploaded, the quality of the learning packet’s content is evaluated and rated by users within the Sophia community as well as by academic experts. Before being marked as \"academically sound,\" the packets are reviewed by subject matter experts and must receive at least 3 positive reviews.\u003c/p>\n\u003cp>It works very much like Youtube's user-generated and user-ranked content. Just as YouTube has challenged our notions of who is a filmmaker, Sophia uses Web 2.0 tools to let “everyone step into the role of teacher,” Don Smithmier, Sophia’s founder and CEO.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Everyone” in this case can be instructors, but it can also be the students. Sophia is open to anyone who wants to put together learning packets to help explain something, and even learn more about the subject matter along the way.\u003c/p>\n\u003cp>“We’re at a point in history where it’s actually possible for anyone to teach anyone else, regardless of geography or status,” says Smithmier. “Each of us has the potential to be contributors, to share our knowledge to make education better and more effective.”\u003c/p>\n\u003cp>Taking a page from Salman Khan's notebook -- or in this case, video -- with his library of instructional videos on the \u003ca href=\"http://ww2.kqed.org/mindshift/wp-admin/post.php?post=9924&action=edit\">Khan Academy\u003c/a>, Smithmier wants to encourage many more Sal Khans. After all, teaching and learning styles vary widely, and Sophia hopes to be able to address that by offering learning packets on the same subject that are presented and taught in a variety of ways.\u003c/p>\n\u003cp>In addition to the learning packets, users of the site can get homework help and join study groups. Teachers are able to create private, invitation-only groups. Sophia is free to the general public, although a licensed version will be made available for schools and colleges for their own use.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Since the company launched in public beta earlier this month, Sophia has attracted interest from 250 educational institutions and 116 different countries.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/unlocking-the-teacher-in-all-of-us/sophia_ss/\" rel=\"attachment wp-att-9926\">\u003cimg class=\"alignleft size-full wp-image-9926\" title=\"sophia_ss\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/sophia_ss.jpg\" alt=\"\" width=\"400\" height=\"286\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/sophia_ss.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/sophia_ss-320x229.jpg 320w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003c/p>\n\u003cp>We hear a lot about the importance of “social learning” -- the recognition that students’ collaboration on projects is something to praise, not a form of cheating to punish. But we tend to hear little about “social teaching,” and the idea that that collaborative process of knowledge sharing and building involves both learning and teaching.\u003c/p>\n\u003cp>Social teaching is part of the idea behind \u003ca href=\"http://www.sophia.org\">Sophia\u003c/a>, a new online platform that offers free academic content to everyone. It's described as “a mashup of Facebook, Wikipedia, and YouTube,” and lets users create and share short lessons on specific academic topics.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We’re at a point in history where it’s actually possible for anyone to teach anyone else, regardless of geography or status.\"\u003c/aside>\n\u003cp>These “learning packets” can be created and uploaded to the site by anyone, using text, images, video, audio, and/or slides. The packets can be made public or can be shared privately with select users or groups. Once uploaded, the quality of the learning packet’s content is evaluated and rated by users within the Sophia community as well as by academic experts. Before being marked as \"academically sound,\" the packets are reviewed by subject matter experts and must receive at least 3 positive reviews.\u003c/p>\n\u003cp>It works very much like Youtube's user-generated and user-ranked content. Just as YouTube has challenged our notions of who is a filmmaker, Sophia uses Web 2.0 tools to let “everyone step into the role of teacher,” Don Smithmier, Sophia’s founder and CEO.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Everyone” in this case can be instructors, but it can also be the students. Sophia is open to anyone who wants to put together learning packets to help explain something, and even learn more about the subject matter along the way.\u003c/p>\n\u003cp>“We’re at a point in history where it’s actually possible for anyone to teach anyone else, regardless of geography or status,” says Smithmier. “Each of us has the potential to be contributors, to share our knowledge to make education better and more effective.”\u003c/p>\n\u003cp>Taking a page from Salman Khan's notebook -- or in this case, video -- with his library of instructional videos on the \u003ca href=\"http://ww2.kqed.org/mindshift/wp-admin/post.php?post=9924&action=edit\">Khan Academy\u003c/a>, Smithmier wants to encourage many more Sal Khans. After all, teaching and learning styles vary widely, and Sophia hopes to be able to address that by offering learning packets on the same subject that are presented and taught in a variety of ways.\u003c/p>\n\u003cp>In addition to the learning packets, users of the site can get homework help and join study groups. Teachers are able to create private, invitation-only groups. Sophia is free to the general public, although a licensed version will be made available for schools and colleges for their own use.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Since the company launched in public beta earlier this month, Sophia has attracted interest from 250 educational institutions and 116 different countries.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>Can video games really work as a learning tool? If so, what happens to the role of the teacher in this realm? \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=chris_dede\">Chris Dede\u003c/a> and his colleagues at Harvard Graduate School of Education\u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/video-game-on-yes-and-no/\"> have been working\u003c/a> on testing these theories and have come up with fascinating results. \u003c/em>\u003c/p>\n\u003cp>\u003cem>I spoke with Dede at the \u003ca href=\"http://www.cyberlearningstem.org/\">Cyberlearning Tools for STEM Education Conference\u003c/a> recently, and asked him to elaborate on his thesis. Here's the video, and the full transcript follow below. The big takeaway: \u003cstrong>When combined with challenges and assessments, along with the guidance of a teacher, video games can lead students to rich learning experiences.\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>http://www.youtube.com/watch?v=nNAZXB0DnT4&feature=channel_video_title\u003c/p>\n\u003ch5>Read the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/virtual-worlds-in-the-hands-of-student-scientists/#more-9656\">full transcript here\u003c/a>.\u003c/h5>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003ch5>\u003cspan style=\"color: #333399;\">ON THE MAGIC OF SCIENCE COMING TO LIFE\u003c/span>\u003c/h5>\n\u003cp style=\"padding-left: 30px;\">One of the big challenges of classrooms is that they're very barren places. They're isolated from the world. Teachers typically have very limited resources that they can bring to bear, and yet we know that science takes place in very rich, real world settings with lots of lab equipment and with a lot of access to technology.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So, how students learn to act like scientists is complicated, but cyberlearning is really helping us with this because through cyberlearning, we can bring immersive experiences like those that students have in games or Club Penguin or Second Life into classrooms so that they're physically in the classroom, but psychologically, they're inside of some sort of digital environment. And if it's well constructed, and we build and study environments like this, we find that students can assume the role of scientists, and they can see the kinds of challenges that scientists face, and \u003cstrong>\u003cspan style=\"color: #cc0000;\">THEY CAN LEARN A LOT OF SKILLS THAT ARE THEN IMPORTANT FOR THEM LATER WHEN THEY'RE OUT OF THE CLASSROOM, AND IN THE REAL WORLD, \u003c/span>\u003c/strong> bring science to bear on understanding problems.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003c/p>\u003ch5>\u003cspan style=\"color: #333399;\">ON THE POWER OF TEACHING WITH GAMES\u003c/span>\u003c/h5>\n\u003cp style=\"padding-left: 30px;\">We have four projects that deal with immersive virtual worlds in classrooms. One is curriculum oriented, where we're building and studying digital ecosystems. One is assessment oriented, where we put students in a challenging situation, and we ask them to use their inquiry skills to figure out what's happening. One is mathematics instead of science, and students land in the virtual world on a strange planet, and they have to use math in order to rescue their captain, and then the fourth goes back to the digital pond, and students are learning [about] social perspective taking and some skills out of social psychology and negotiating about land use.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So what we’re studying is how broad a range of 21st century skills and sophisticated kind of processes can students learn in virtual worlds. And what is the role of the teacher in all of this. How does the teacher help them interpret and reflect on these experiences that they are having in the world. So it’s fascinating to look out how these worlds can be used in different ways. And see what the strengths and limits are with each approach. So what we find is that if students simply experience a virtual world without any guidance, it’s fun for them, they are engaged, they probably learned something, but they don't learn very much. Because the virtual world is simpler than the real world. But to be authentic, it’s still pretty complicated.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So we’re not trying to create some teacher in the box experience, where kids go into a virtual world and all by themselves they learn a great deal. Instead we find \u003cspan style=\"color: #cc3300;\">\u003cstrong>COMBINING A VIRTUAL WORLD AND A SKILLED TEACHER IS VERY POWERFUL\u003c/strong>,\u003cstrong> BECAUSE THE WORLD PROVIDES THE ENGAGEMENT AND EXPERIENCE, BUT THE TEACHER PROVIDES THE INTERPRETATION AND THE ABILITY TO HELP STUDENTS PLAN.\u003c/strong>\u003c/span>\u003cstrong> \u003c/strong>So the next time they go through the magic portal and back into the virtual world, they can organize themselves more effectively. We’re also finding that collaborative learning is also very powerful in virtual worlds. It’s easy for the students to play different roles, in which each gathers another set of data. And to put their elephant together they have to combine their knowledge of the trunk and the ears and the tail. And that kind of jigsaw pedagogy is difficult to do in a standard classroom, but it works really well in a virtual environment.\u003c/p>\n\u003ch5>\u003cstrong>\u003cspan style=\"color: #333399;\">ON SEEING THE SPARK OF ENGAGEMENT\u003c/span>\u003cbr>\n\u003c/strong>\u003c/h5>\n\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">When we think about how to bring cyberlearning into more conventional forms of instruction, I think that we need to think about the beginning and the end of a curricular unit. So, often students wonder, \"Why am I learning this? I don’t see any relevance to my life,\" and if you have a cyberlearning experience that's authentic right at the beginning of a curricular unit, students see. They see why it's relevant to their lives, and they also see that they don’t know what to do, that they're confused and lost. So, now they have a reason to learn the curriculum. In the middle, I might use an assessment based on cyberlearning so that the students can see, \"Yeah. I'm making some progress here, but there's also some things that I still don’t know.\" And then at the end, as a culminating experience and as an assessment, again, some kind of authentic cyberlearning can be really powerful. So,\u003cspan style=\"color: #cc3300;\">\u003cstrong> IT'S A LITTLE LIKE A DANCE, WHERE YOU'RE WEAVING CYBERLEARNING IN AND OUT OF FORMS OF INSTRUCTION THAT WE'RE MORE FAMILIAR WITH \u003c/strong>\u003c/span>building on the strengths of each.\u003c/p>\n\n",
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"description": "Can video games really work as a learning tool? If so, what happens to the role of the teacher in this realm? Chris Dede and his colleagues at Harvard Graduate School of Education have been working on testing these theories and have come up with fascinating results. I spoke with Dede at the Cyberlearning Tools",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Can video games really work as a learning tool? If so, what happens to the role of the teacher in this realm? \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=chris_dede\">Chris Dede\u003c/a> and his colleagues at Harvard Graduate School of Education\u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/video-game-on-yes-and-no/\"> have been working\u003c/a> on testing these theories and have come up with fascinating results. \u003c/em>\u003c/p>\n\u003cp>\u003cem>I spoke with Dede at the \u003ca href=\"http://www.cyberlearningstem.org/\">Cyberlearning Tools for STEM Education Conference\u003c/a> recently, and asked him to elaborate on his thesis. Here's the video, and the full transcript follow below. The big takeaway: \u003cstrong>When combined with challenges and assessments, along with the guidance of a teacher, video games can lead students to rich learning experiences.\u003c/strong>\u003c/em>\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/nNAZXB0DnT4'\n title='//www.youtube.com/embed/nNAZXB0DnT4'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch5>Read the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/virtual-worlds-in-the-hands-of-student-scientists/#more-9656\">full transcript here\u003c/a>.\u003c/h5>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003ch5>\u003cspan style=\"color: #333399;\">ON THE MAGIC OF SCIENCE COMING TO LIFE\u003c/span>\u003c/h5>\n\u003cp style=\"padding-left: 30px;\">One of the big challenges of classrooms is that they're very barren places. They're isolated from the world. Teachers typically have very limited resources that they can bring to bear, and yet we know that science takes place in very rich, real world settings with lots of lab equipment and with a lot of access to technology.\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;\">So, how students learn to act like scientists is complicated, but cyberlearning is really helping us with this because through cyberlearning, we can bring immersive experiences like those that students have in games or Club Penguin or Second Life into classrooms so that they're physically in the classroom, but psychologically, they're inside of some sort of digital environment. And if it's well constructed, and we build and study environments like this, we find that students can assume the role of scientists, and they can see the kinds of challenges that scientists face, and \u003cstrong>\u003cspan style=\"color: #cc0000;\">THEY CAN LEARN A LOT OF SKILLS THAT ARE THEN IMPORTANT FOR THEM LATER WHEN THEY'RE OUT OF THE CLASSROOM, AND IN THE REAL WORLD, \u003c/span>\u003c/strong> bring science to bear on understanding problems.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003c/p>\u003ch5>\u003cspan style=\"color: #333399;\">ON THE POWER OF TEACHING WITH GAMES\u003c/span>\u003c/h5>\n\u003cp style=\"padding-left: 30px;\">We have four projects that deal with immersive virtual worlds in classrooms. One is curriculum oriented, where we're building and studying digital ecosystems. One is assessment oriented, where we put students in a challenging situation, and we ask them to use their inquiry skills to figure out what's happening. One is mathematics instead of science, and students land in the virtual world on a strange planet, and they have to use math in order to rescue their captain, and then the fourth goes back to the digital pond, and students are learning [about] social perspective taking and some skills out of social psychology and negotiating about land use.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So what we’re studying is how broad a range of 21st century skills and sophisticated kind of processes can students learn in virtual worlds. And what is the role of the teacher in all of this. How does the teacher help them interpret and reflect on these experiences that they are having in the world. So it’s fascinating to look out how these worlds can be used in different ways. And see what the strengths and limits are with each approach. So what we find is that if students simply experience a virtual world without any guidance, it’s fun for them, they are engaged, they probably learned something, but they don't learn very much. Because the virtual world is simpler than the real world. But to be authentic, it’s still pretty complicated.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So we’re not trying to create some teacher in the box experience, where kids go into a virtual world and all by themselves they learn a great deal. Instead we find \u003cspan style=\"color: #cc3300;\">\u003cstrong>COMBINING A VIRTUAL WORLD AND A SKILLED TEACHER IS VERY POWERFUL\u003c/strong>,\u003cstrong> BECAUSE THE WORLD PROVIDES THE ENGAGEMENT AND EXPERIENCE, BUT THE TEACHER PROVIDES THE INTERPRETATION AND THE ABILITY TO HELP STUDENTS PLAN.\u003c/strong>\u003c/span>\u003cstrong> \u003c/strong>So the next time they go through the magic portal and back into the virtual world, they can organize themselves more effectively. We’re also finding that collaborative learning is also very powerful in virtual worlds. It’s easy for the students to play different roles, in which each gathers another set of data. And to put their elephant together they have to combine their knowledge of the trunk and the ears and the tail. And that kind of jigsaw pedagogy is difficult to do in a standard classroom, but it works really well in a virtual environment.\u003c/p>\n\u003ch5>\u003cstrong>\u003cspan style=\"color: #333399;\">ON SEEING THE SPARK OF ENGAGEMENT\u003c/span>\u003cbr>\n\u003c/strong>\u003c/h5>\n\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">When we think about how to bring cyberlearning into more conventional forms of instruction, I think that we need to think about the beginning and the end of a curricular unit. So, often students wonder, \"Why am I learning this? I don’t see any relevance to my life,\" and if you have a cyberlearning experience that's authentic right at the beginning of a curricular unit, students see. They see why it's relevant to their lives, and they also see that they don’t know what to do, that they're confused and lost. So, now they have a reason to learn the curriculum. In the middle, I might use an assessment based on cyberlearning so that the students can see, \"Yeah. I'm making some progress here, but there's also some things that I still don’t know.\" And then at the end, as a culminating experience and as an assessment, again, some kind of authentic cyberlearning can be really powerful. So,\u003cspan style=\"color: #cc3300;\">\u003cstrong> IT'S A LITTLE LIKE A DANCE, WHERE YOU'RE WEAVING CYBERLEARNING IN AND OUT OF FORMS OF INSTRUCTION THAT WE'RE MORE FAMILIAR WITH \u003c/strong>\u003c/span>building on the strengths of each.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Can Video Games Help Close the Digital Divide?",
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"content": "\u003ch4>\u003cem>Applying African-American boys' passion for sports video games toward building confidence in a learning environment.\u003c/em>\u003c/h4>\n\u003cp>\u003ca rel=\"attachment wp-att-9609\" href=\"http://ww2.kqed.org/mindshift/2011/03/can-video-games-help-close-the-digital-divide/disalvo-600/\">\u003c/a>\u003c/p>\n\u003cp>\u003ca>\u003cimg class=\"size-full wp-image-9609\" title=\"DiSalvo.600\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/DiSalvo.600.jpg\" alt=\"\" width=\"600\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/DiSalvo.600.jpg 600w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/DiSalvo.600-400x240.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/DiSalvo.600-320x192.jpg 320w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399;\">\u003cem>This fascinating article by \u003ca href=\"http://dmlcentral.net/blog/liz-losh/young-black-males-learning-and-video-games\">Liz Losh on Digital Media & Learning\u003c/a> looks at how video games as learning motivator can be a completely different experience for different cultures.\u003c/em>\u003c/span>\u003c/p>\n\u003cp>A recent report on educational achievement among young black males describes a “national catastrophe” in primary, secondary, and higher education that is reinforced by policy failures and funding shortfalls. “\u003ca href=\"http://www.cgcs.org/cgcs/Call_For_Change.pdf\">A Call for Change: The Social and Educational Factors Contributing to the Outcomes of Black Males in Urban Schools\u003c/a>” uses data largely from the U.S. Department of Education to paint a grim picture of an achievement gap between black and white students, reinforcing the message of recent books like Pedro Noguera’s \u003ca href=\"http://www.amazon.com/Trouble-Black-Boys-Reflections-Education/dp/0470452080/\">\u003cem>The Trouble with Black Boys: Race, Equity, and the Future of Public Education\u003c/em>\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Game consoles often are the most powerful computational devices and the only Internet-enabled devices in our participants’ homes.”\u003c/aside>\n\u003cp style=\"padding-left: 30px;\">While the Obama White House has become known for promoting video games as a way to teach \u003ca href=\"http://www.whitehouse.gov/the-press-office/president-obama-launches-educate-innovate-campaign-excellence-science-technology-en\">science, technology, engineering, math\u003c/a>, and as a method to promote \u003ca href=\"http://www.whitehouse.gov/blog/2010/09/28/apps-healthy-kids-envelope-please\">healthier eating\u003c/a> and exercise among kids with sedentary lifestyles and pop culture habits, often the Presidential message targeted to African-American urban youth emphasizes traditional print culture literacies in reading and writing. Researcher \u003ca href=\"http://www.betsydisalvo.com/\">Betsy James DiSalvo\u003c/a> from the Georgia Institute of Technology is taking a different approach to the achievement gap. Her work is focused on understanding the role that video games play in urban African-American youth culture.\u003c!--break-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"padding-left: 30px;\">DiSalvo engages African-American teenage boys with video game design and seeks to provide them intensive college and career counseling that “A Call for Change” argues they might not be getting in school despite a desperate need for intervention. She also takes advantage of the fact that video games can bridge the digital divide in African-American homes, because “game consoles often are the most powerful computational devices and the only Internet-enabled devices in our participants’ homes.”\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>UNUSUAL APPROACH\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Unlike other after-school programs with technology labs, DiSalvo’s “\u003ca href=\"http://www.prism.gatech.edu/%7Etjohnson3/GlitchTest.html\">Glitch Game Testers\u003c/a>” treats students as paid employees rather than charity cases. Participants have part-time jobs during the school year and full-time jobs during the summer that provide economic as well as educational incentives to pursue careers in computer science and other STEM-related fields. The program makes a long-term commitment to mentoring and economic support and tries to tailor services around stated needs. According to DiSalvo, other programs “parachute-in” with a rescue mentality that shows little respect for existing attitudes in African-American communities.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003caside class=\"pullquote alignleft\">“Going to a whole classroom of people and assuming that you will find something that everyone likes” is naïve. You have to think about the culture that people come from first.”\u003c/aside>\n\u003c/p>\n\u003cp style=\"padding-left: 30px;\">DiSalvo has come up with a pragmatic series of solutions designed around symbiotic relationships between corporate products and consumer populations to foster STEM learning around sports video games that are usually not seen as particularly educational. She recruits Atlanta-area youth attending schools that are 99% African-American and where most students are well below the poverty line as play \u003ca href=\"http://www.prism.gatech.edu/%7Etjohnson3/clients.html\">testers for commercial video game companies\u003c/a> to search for bugs in new video games. Local mentors from Georgia Tech and historically black Morehouse College are also part of the Glitch Game Testers team and serve as both \u003ca href=\"http://www.prism.gatech.edu/%7Etjohnson3/staff.html\">coaches and role models\u003c/a>.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">In her work, DiSalvo finds that video game play practices such as “hacking, cheating, and modding,” which provide powerful informal learning practices among self-described “geeks” destined for careers in technology, are often treated with disdain by African-American teenagers. For many black urban youth, DiSalvo says, their notions of masculinity are defined by codes of idealized sportsmanship and pure physical embodiment, rather than the so-called “hacker ethic” that emphasizes subverting systems and authority.\u003c/p>\n\u003cp>\u003cstrong>GENDER, IDENTITY AND TECHNOLOGY\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">DiSalvo’s advisor, \u003ca href=\"http://www.cc.gatech.edu/%7Easb/\">Professor Amy Bruckman\u003c/a>, has been known for her research on gender and computer gaming that stretches back for more than a decade. (Bruckman also wrote seminal essays questioning cyber-utopianism that were written in the nineties, such as “\u003ca href=\"http://www.cc.gatech.edu/%7Easb/papers/tr-finding-ones-own.pdf\">Finding One’s Own in Cyberspace\u003c/a>” and “\u003ca href=\"http://www.cc.gatech.edu/%7Easb/papers/getty/disneyland.html\">Cyberspace is Not Disneyland\u003c/a>\").\u003c/p>\n\u003cp style=\"padding-left: 30px;\">In an interview for DML Central, Bruckman praises DiSalvo’s work because it is “specifically targeting African-American teenage boys” in a larger research environment in which the discussion about gender and technology has often been focused on “women and this, and women and that” without enough serious research on masculinity and how “cultural groups have unique challenges.”\u003c!--more-->\u003c/p>\n\u003cp style=\"padding-left: 30px;\">By thinking about “games as a motivator” rather than as a means of what \u003cem>The Chronicle of Higher Education\u003c/em> has recently called “\u003ca href=\"http://chronicle.com/article/A-Stealth-Assessment-Turns/125276/\">stealth assessment\u003c/a>,\" Bruckman argues that researchers can find out a lot more about learning and its relationship to cultural norms and that “looking at masculinity” might provide a fundamental “key to understanding.\"\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Bruckman also asserts that other researchers interested in how young people make “the transition from interest in games to an interest in computer science” should be thinking more about “theories of the body” and why an ideology that seems to devalue sports and sportsmanship might be repugnant to some groups. The stereotype of “the computer scientist who doesn’t eat and doesn’t sleep and drinks Jolt cola” represents a “denial of the body” that probably seems alien to those young people for whom “the body is first and foremost in identity” and the epitome of success is defined by “owning” people in athletic competition.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>CHALLENGING THE NARRATIVE ON GAMES AND LEARNING\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">As Bruckman puts it, “I think that the discourse on games and learning is filled with assumptions that I don’t buy.” For her, “Betsy is using games in a way that makes sense . . . to take the passion that African-American boys have for sports video games to build confidence in creating a learning environment.” According to Bruckman, DiSalvo’s work on play testing emphasizes a “different side of computer science” rather than a campaign to change African-American youth culture in transferring their interest from “entertainment to intellectual discipline.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp style=\"padding-left: 30px;\">More generally, Bruckman warns that many who are devoted to making educational games are part of a larger enterprise that is “ill-motivated and doomed,” because it is based on the simplistic assumption that “if it is fun, then they’ll love it” without asking the most basic of questions: “What is fun?” Bruckman titled one of her essays from the nineties “\u003ca href=\"http://www.cc.gatech.edu/%7Easb/papers/bruckman-gdc99.pdf\">Can Educational Be Fun?\u003c/a>” and it has been a theme in her work since then. “Going to a whole classroom of people and assuming that you will find something that everyone likes” is naïve,\" Bruckman insists. “You have to think about the culture that people come from first.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch4>\u003cem>Applying African-American boys' passion for sports video games toward building confidence in a learning environment.\u003c/em>\u003c/h4>\n\u003cp>\u003ca rel=\"attachment wp-att-9609\" href=\"http://ww2.kqed.org/mindshift/2011/03/can-video-games-help-close-the-digital-divide/disalvo-600/\">\u003c/a>\u003c/p>\n\u003cp>\u003ca>\u003cimg class=\"size-full wp-image-9609\" title=\"DiSalvo.600\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/DiSalvo.600.jpg\" alt=\"\" width=\"600\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/DiSalvo.600.jpg 600w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/DiSalvo.600-400x240.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/DiSalvo.600-320x192.jpg 320w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399;\">\u003cem>This fascinating article by \u003ca href=\"http://dmlcentral.net/blog/liz-losh/young-black-males-learning-and-video-games\">Liz Losh on Digital Media & Learning\u003c/a> looks at how video games as learning motivator can be a completely different experience for different cultures.\u003c/em>\u003c/span>\u003c/p>\n\u003cp>A recent report on educational achievement among young black males describes a “national catastrophe” in primary, secondary, and higher education that is reinforced by policy failures and funding shortfalls. “\u003ca href=\"http://www.cgcs.org/cgcs/Call_For_Change.pdf\">A Call for Change: The Social and Educational Factors Contributing to the Outcomes of Black Males in Urban Schools\u003c/a>” uses data largely from the U.S. Department of Education to paint a grim picture of an achievement gap between black and white students, reinforcing the message of recent books like Pedro Noguera’s \u003ca href=\"http://www.amazon.com/Trouble-Black-Boys-Reflections-Education/dp/0470452080/\">\u003cem>The Trouble with Black Boys: Race, Equity, and the Future of Public Education\u003c/em>\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Game consoles often are the most powerful computational devices and the only Internet-enabled devices in our participants’ homes.”\u003c/aside>\n\u003cp style=\"padding-left: 30px;\">While the Obama White House has become known for promoting video games as a way to teach \u003ca href=\"http://www.whitehouse.gov/the-press-office/president-obama-launches-educate-innovate-campaign-excellence-science-technology-en\">science, technology, engineering, math\u003c/a>, and as a method to promote \u003ca href=\"http://www.whitehouse.gov/blog/2010/09/28/apps-healthy-kids-envelope-please\">healthier eating\u003c/a> and exercise among kids with sedentary lifestyles and pop culture habits, often the Presidential message targeted to African-American urban youth emphasizes traditional print culture literacies in reading and writing. Researcher \u003ca href=\"http://www.betsydisalvo.com/\">Betsy James DiSalvo\u003c/a> from the Georgia Institute of Technology is taking a different approach to the achievement gap. Her work is focused on understanding the role that video games play in urban African-American youth culture.\u003c!--break-->\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;\">DiSalvo engages African-American teenage boys with video game design and seeks to provide them intensive college and career counseling that “A Call for Change” argues they might not be getting in school despite a desperate need for intervention. She also takes advantage of the fact that video games can bridge the digital divide in African-American homes, because “game consoles often are the most powerful computational devices and the only Internet-enabled devices in our participants’ homes.”\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>UNUSUAL APPROACH\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Unlike other after-school programs with technology labs, DiSalvo’s “\u003ca href=\"http://www.prism.gatech.edu/%7Etjohnson3/GlitchTest.html\">Glitch Game Testers\u003c/a>” treats students as paid employees rather than charity cases. Participants have part-time jobs during the school year and full-time jobs during the summer that provide economic as well as educational incentives to pursue careers in computer science and other STEM-related fields. The program makes a long-term commitment to mentoring and economic support and tries to tailor services around stated needs. According to DiSalvo, other programs “parachute-in” with a rescue mentality that shows little respect for existing attitudes in African-American communities.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003caside class=\"pullquote alignleft\">“Going to a whole classroom of people and assuming that you will find something that everyone likes” is naïve. You have to think about the culture that people come from first.”\u003c/aside>\n\u003c/p>\n\u003cp style=\"padding-left: 30px;\">DiSalvo has come up with a pragmatic series of solutions designed around symbiotic relationships between corporate products and consumer populations to foster STEM learning around sports video games that are usually not seen as particularly educational. She recruits Atlanta-area youth attending schools that are 99% African-American and where most students are well below the poverty line as play \u003ca href=\"http://www.prism.gatech.edu/%7Etjohnson3/clients.html\">testers for commercial video game companies\u003c/a> to search for bugs in new video games. Local mentors from Georgia Tech and historically black Morehouse College are also part of the Glitch Game Testers team and serve as both \u003ca href=\"http://www.prism.gatech.edu/%7Etjohnson3/staff.html\">coaches and role models\u003c/a>.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">In her work, DiSalvo finds that video game play practices such as “hacking, cheating, and modding,” which provide powerful informal learning practices among self-described “geeks” destined for careers in technology, are often treated with disdain by African-American teenagers. For many black urban youth, DiSalvo says, their notions of masculinity are defined by codes of idealized sportsmanship and pure physical embodiment, rather than the so-called “hacker ethic” that emphasizes subverting systems and authority.\u003c/p>\n\u003cp>\u003cstrong>GENDER, IDENTITY AND TECHNOLOGY\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">DiSalvo’s advisor, \u003ca href=\"http://www.cc.gatech.edu/%7Easb/\">Professor Amy Bruckman\u003c/a>, has been known for her research on gender and computer gaming that stretches back for more than a decade. (Bruckman also wrote seminal essays questioning cyber-utopianism that were written in the nineties, such as “\u003ca href=\"http://www.cc.gatech.edu/%7Easb/papers/tr-finding-ones-own.pdf\">Finding One’s Own in Cyberspace\u003c/a>” and “\u003ca href=\"http://www.cc.gatech.edu/%7Easb/papers/getty/disneyland.html\">Cyberspace is Not Disneyland\u003c/a>\").\u003c/p>\n\u003cp style=\"padding-left: 30px;\">In an interview for DML Central, Bruckman praises DiSalvo’s work because it is “specifically targeting African-American teenage boys” in a larger research environment in which the discussion about gender and technology has often been focused on “women and this, and women and that” without enough serious research on masculinity and how “cultural groups have unique challenges.”\u003c!--more-->\u003c/p>\n\u003cp style=\"padding-left: 30px;\">By thinking about “games as a motivator” rather than as a means of what \u003cem>The Chronicle of Higher Education\u003c/em> has recently called “\u003ca href=\"http://chronicle.com/article/A-Stealth-Assessment-Turns/125276/\">stealth assessment\u003c/a>,\" Bruckman argues that researchers can find out a lot more about learning and its relationship to cultural norms and that “looking at masculinity” might provide a fundamental “key to understanding.\"\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Bruckman also asserts that other researchers interested in how young people make “the transition from interest in games to an interest in computer science” should be thinking more about “theories of the body” and why an ideology that seems to devalue sports and sportsmanship might be repugnant to some groups. The stereotype of “the computer scientist who doesn’t eat and doesn’t sleep and drinks Jolt cola” represents a “denial of the body” that probably seems alien to those young people for whom “the body is first and foremost in identity” and the epitome of success is defined by “owning” people in athletic competition.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>CHALLENGING THE NARRATIVE ON GAMES AND LEARNING\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">As Bruckman puts it, “I think that the discourse on games and learning is filled with assumptions that I don’t buy.” For her, “Betsy is using games in a way that makes sense . . . to take the passion that African-American boys have for sports video games to build confidence in creating a learning environment.” According to Bruckman, DiSalvo’s work on play testing emphasizes a “different side of computer science” rather than a campaign to change African-American youth culture in transferring their interest from “entertainment to intellectual discipline.”\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;\">More generally, Bruckman warns that many who are devoted to making educational games are part of a larger enterprise that is “ill-motivated and doomed,” because it is based on the simplistic assumption that “if it is fun, then they’ll love it” without asking the most basic of questions: “What is fun?” Bruckman titled one of her essays from the nineties “\u003ca href=\"http://www.cc.gatech.edu/%7Easb/papers/bruckman-gdc99.pdf\">Can Educational Be Fun?\u003c/a>” and it has been a theme in her work since then. “Going to a whole classroom of people and assuming that you will find something that everyone likes” is naïve,\" Bruckman insists. “You have to think about the culture that people come from first.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Where Can Teachers Start? Step 1: Look to Your Peers",
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"content": "\u003cp>\u003cimg class=\"size-medium wp-image-9563\" title=\"getty\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/getty-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/p>\n\u003cp>I'm in awe of what great educators do on a daily basis -- inspire kids to learn and feed their curiosity. With so much on their plate, they still push themselves to do more with mountains of obstacles stacked against them.\u003c/p>\n\u003cp>Take, for instance, the reader who recently sent me a note.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cspan style=\"color: #666699;\">\u003cem>I am a middle level educator that thought he was on top of the technology wave. I use web-based tools like Google docs and Moodle, have my kids computing daily, and have a Promethean board going all day long. Recently, my principal (who is also on the tech wagon) encouraged me to follow some Twitter feeds. The incredible mass of people that are looking way beyond the next 6 months has me reeling! I'm excited, giddy, and as eager as a puppy to dive into this stuff. Problem is that I don't know exactly where to start. \u003c/em>\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cspan style=\"color: #666699;\">\u003cem>In reading your article about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/21-things-that-will-be-obsolete-by-2020/\">what won't be in schools ten years from now,\u003c/a> I found great thoughts. Now I want to know how to make them happen. Are there places I can turn to see what is going on in classrooms more advanced technology-wise than mine? For instance, I can almost see how we can personalize learning for all in one to one computing setups, but is anyone doing that? I know I can figure it out, but I'm pretty busy, here. Any chance you can point me in some directions? \u003c/em>\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I've been wondering that myself. For educators who want to dig in, where do they start? The vast amounts of information can be overwhelming. Is there a central repository that guides busy teachers step-by-step?\u003c/p>\n\u003cp>Unfortunately, no.\u003c/p>\n\u003cp>Eric Sheninger, the principal of New Milford High School in Bergen County, New Jersey, who up until two years ago, was completely unplugged from web 2.0, says his learning curve was steep. \"You have to start small,\" Sheninger said. \"There are so many different tools. Just take it one step at a time.\"\u003c/p>\n\u003cp>Here's a start:\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #ff0000;\">Powerful Learning Practice (PLP)\u003c/span> is a professional networking site for teachers, and apart from moral support, they offer specific ways to dive in. In fact, this post is called \"\u003cspan style=\"color: #ff0000;\">\u003ca href=\"http://plpnetwork.com/2011/03/18/connected-teaching-practice-makes-perfect/\">Some Tips for Getting Started\u003c/a>\u003c/span>\" written by a teacher in Oslo, Norway, shows that it doesn't matter where you live or teach -- the world is tightly connected.\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff0000;\">Larry Ferlazzo's\u003c/span> \u003cspan style=\"color: #ff0000;\">\u003cspan style=\"color: #ff0000;\">\u003ca href=\"http://larryferlazzo.edublogs.org/about/my-best-of-series/\">useful list of websites\u003c/a>\u003c/span> \u003c/span>and resources for teachers.\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff0000;\">\u003cspan style=\"color: #ff0000;\">Edutopia's\u003c/span> \u003ca href=\"http://www.edutopia.org/groups\">thriving community\u003c/a>\u003c/span> is categorized by grades and subjects, so teachers can easily find like-minded peers and ask for advice.\u003c/li>\n\u003cli>Start your own \u003cspan style=\"color: #ff0000;\">social community online\u003c/span> or follow one, such as \u003cspan style=\"color: #ff0000;\">\u003cspan style=\"color: #ff0000;\">\u003ca href=\"http://edupln.ning.com/\">Educators PLN\u003c/a>\u003c/span> \u003c/span>or \u003cspan style=\"color: #ff0000;\">\u003ca href=\"http://www.classroom20.com/\">Classroom 2.0\u003c/a>\u003c/span>.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>I'd love to hear from other educators who recently embarked on the path to transforming their teaching practice. What was your first step?\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"size-medium wp-image-9563\" title=\"getty\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/getty-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/p>\n\u003cp>I'm in awe of what great educators do on a daily basis -- inspire kids to learn and feed their curiosity. With so much on their plate, they still push themselves to do more with mountains of obstacles stacked against them.\u003c/p>\n\u003cp>Take, for instance, the reader who recently sent me a note.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cspan style=\"color: #666699;\">\u003cem>I am a middle level educator that thought he was on top of the technology wave. I use web-based tools like Google docs and Moodle, have my kids computing daily, and have a Promethean board going all day long. Recently, my principal (who is also on the tech wagon) encouraged me to follow some Twitter feeds. The incredible mass of people that are looking way beyond the next 6 months has me reeling! I'm excited, giddy, and as eager as a puppy to dive into this stuff. Problem is that I don't know exactly where to start. \u003c/em>\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cspan style=\"color: #666699;\">\u003cem>In reading your article about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/21-things-that-will-be-obsolete-by-2020/\">what won't be in schools ten years from now,\u003c/a> I found great thoughts. Now I want to know how to make them happen. Are there places I can turn to see what is going on in classrooms more advanced technology-wise than mine? For instance, I can almost see how we can personalize learning for all in one to one computing setups, but is anyone doing that? I know I can figure it out, but I'm pretty busy, here. Any chance you can point me in some directions? \u003c/em>\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I've been wondering that myself. For educators who want to dig in, where do they start? The vast amounts of information can be overwhelming. Is there a central repository that guides busy teachers step-by-step?\u003c/p>\n\u003cp>Unfortunately, no.\u003c/p>\n\u003cp>Eric Sheninger, the principal of New Milford High School in Bergen County, New Jersey, who up until two years ago, was completely unplugged from web 2.0, says his learning curve was steep. \"You have to start small,\" Sheninger said. \"There are so many different tools. Just take it one step at a time.\"\u003c/p>\n\u003cp>Here's a start:\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #ff0000;\">Powerful Learning Practice (PLP)\u003c/span> is a professional networking site for teachers, and apart from moral support, they offer specific ways to dive in. In fact, this post is called \"\u003cspan style=\"color: #ff0000;\">\u003ca href=\"http://plpnetwork.com/2011/03/18/connected-teaching-practice-makes-perfect/\">Some Tips for Getting Started\u003c/a>\u003c/span>\" written by a teacher in Oslo, Norway, shows that it doesn't matter where you live or teach -- the world is tightly connected.\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff0000;\">Larry Ferlazzo's\u003c/span> \u003cspan style=\"color: #ff0000;\">\u003cspan style=\"color: #ff0000;\">\u003ca href=\"http://larryferlazzo.edublogs.org/about/my-best-of-series/\">useful list of websites\u003c/a>\u003c/span> \u003c/span>and resources for teachers.\u003c/li>\n\u003cli>\u003cspan style=\"color: #ff0000;\">\u003cspan style=\"color: #ff0000;\">Edutopia's\u003c/span> \u003ca href=\"http://www.edutopia.org/groups\">thriving community\u003c/a>\u003c/span> is categorized by grades and subjects, so teachers can easily find like-minded peers and ask for advice.\u003c/li>\n\u003cli>Start your own \u003cspan style=\"color: #ff0000;\">social community online\u003c/span> or follow one, such as \u003cspan style=\"color: #ff0000;\">\u003cspan style=\"color: #ff0000;\">\u003ca href=\"http://edupln.ning.com/\">Educators PLN\u003c/a>\u003c/span> \u003c/span>or \u003cspan style=\"color: #ff0000;\">\u003ca href=\"http://www.classroom20.com/\">Classroom 2.0\u003c/a>\u003c/span>.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>I'd love to hear from other educators who recently embarked on the path to transforming their teaching practice. What was your first step?\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Video Chats Take Students to Other Worlds",
"title": "Video Chats Take Students to Other Worlds",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-9043\" href=\"http://ww2.kqed.org/mindshift/2011/03/video-chats-takes-students-to-other-worlds/3314284967_5bae16e293_z/\">\u003cimg class=\"size-medium wp-image-9043\" title=\"kids videoconferencing\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/3314284967_5bae16e293_z-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>As Skyping becomes part of our daily vocabulary -- like \"googling\" and \"friending,\" it's also being used more in schools. As a way to connect students to valuable resources across the world, schools are embracing \u003ca href=\"http://www.skype.com/intl/en-us/home\" target=\"_blank\">Skype\u003c/a>, \u003ca href=\"http://www.webex.com/\" target=\"_blank\">WebEx\u003c/a>, \u003ca href=\"http://www.google.com/chat/video\" target=\"_blank\">Google video chat\u003c/a>, and other tools as an alternative the chalkboard generation could only dream of: conversations with astronauts, field trips to the zoo, and connecting with kids across the globe, for instance -- all from the comfort of their own classrooms.\u003c/p>\n\u003cp>Grant funding for videoconferencing equipment in schools is becoming more prevalent, too (often, that money is federal; \u003ca href=\"http://www.tandberg.com/services/video-conferencing-federal-government-grant-services.jsp\" target=\"_blank\">Tandberg\u003c/a>, for example, is one resource). This means that more kids might get to \u003ca href=\"http://www.wickedlocal.com/acton/news/education/x1596407867/Acton-schools-Discovery-Museums-connect-with-El-Salvador#axzz1FynEulXt\" target=\"_blank\">meet peers in El Salvador\u003c/a>, and \u003ca href=\"http://www.martinsvillebulletin.com/article.cfm?ID=27092\" target=\"_blank\">snow days\u003c/a> could be a thing of the past.\u003c/p>\n\u003cp>\u003cstrong>1) DISTANCE LEARNING. \u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">In Tennessee, instructors at Dyersburg State Community College 11 interactive TV classrooms can \u003ca href=\"http://www.wmctv.com/Global/story.asp?S=14076032\" target=\"_blank\">teach students more than an hour's drive away\u003c/a>, thanks to a $800,000 USDA grant. A \u003ca href=\"http://blog.al.com/spotnews/2011/02/distance_learning_connects_cla.html\" target=\"_blank\">distance learning program in Alabama\u003c/a> that uses webcams, big-screen televisions, and interactive whiteboards has been lauded for its ability to bring Advanced Placement (AP) classes to students who wouldn't otherwise have access. And the \u003ca href=\"http://www.abqjournal.com/abqnews/abqnewseeker-mainmenu-39/26639-feds-provide-money-to-gallup-mckinley-county-jemez-valley-school-districts.html\" target=\"_blank\">Gallup-McKinley and Jemez Valley School Districts in New Mexico\u003c/a> are each receiving $500,000 in federal grants to create a videoconferencing system that will enable students to take AP and foreign language classes as well as facilitate professional development for teachers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>2) KIDS COLLABORATING WITH KIDS. \u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Some of the greatest potential for learning exists with kids meeting friends across the world or across town to discuss class topics or to collaborate on long-term projects. Kids can \u003ca href=\"http://www.edutopia.org/poetry-slam-global-writes\" target=\"_blank\">perform in slam poetry competitions\u003c/a> with one another through an arts program called \u003ca href=\"http://www.globalwrites.org/Global_WRITeS.org/Welcome_to_Global_WRITeS.html\" target=\"_blank\">Global Writes\u003c/a>; a \u003ca href=\"http://www.wickedlocal.com/acton/news/education/x1596407867/Acton-schools-Discovery-Museums-connect-with-El-Salvador#axzz1FynEulXt\" target=\"_blank\">Discovery Museums science and culture exchange program\u003c/a> allows third-graders in Acton, Massachusetts to videoconference with students from El Salvador and learn about one another's local ecosystems; and sixth graders in Hillburn, New York are \u003ca href=\"http://suffernvideoconferencing.org/2011/02/17/chinese-student-teachers/\" target=\"_blank\">teaching kindergartners beginning Mandarin Chinese\u003c/a>. And sometimes, student videoconferences are, in fact, conferences, like \u003ca href=\"http://baldwin-whitehall.patch.com/articles/technology-links-bhs-students-to-international-discussion\" target=\"_blank\">this international conference on the global response to natural disasters\u003c/a> based out of Pittsburgh or a \u003ca href=\"http://enidnews.com/localnews/x892852901/Waller-students-participate-in-book-club-conference\" target=\"_blank\">virtual book club meeting\u003c/a> between middle school students in Oklahoma.\u003c/p>\n\u003cp>\u003cstrong>3) LEARNING FROM PROFESSIONALS\u003c/strong>.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">In Orangeville, Ontario, a Canadian Space Agency astronaut told kids about his experiences in outer space via Skype -- things like \u003ca href=\"http://www.orangeville.com/community/life/article/963256--students-speak-to-spaceman\" target=\"_blank\">you can't burp in space\u003c/a>. Through the \u003ca href=\"http://www.wvpubcast.org/newsarticle.aspx?id=19227\" target=\"_blank\">NASA Explorer Schools Program\u003c/a>, schools videoconference with astronauts at the International Space Station. In New York, kids have connected with health professionals at the \u003ca href=\"http://suffernvideoconferencing.org/2011/02/10/578/\" target=\"_blank\">McMillen Center for Health Education\u003c/a> to learn about eating disorders, while elementary school students in Ottawa got to \u003ca href=\"http://mywebtimes.com/archives/ottawa/display.php?id=425517\" target=\"_blank\">ask questions of the author of the book they were reading\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>4) VIRTUAL FIELD TRIPS.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong> \u003c/strong>Videoconferencing means going places -- real places -- without having to pay for transportation or juggle logistics. Students can visit \"the heart of Madagascar\" through a videoconference \u003ca href=\"http://bronxzoo.com/educators/distance-learning.aspx\" target=\"_blank\">tour of an exhibit at the Bronx Zoo\u003c/a>, for example, watch an \u003ca href=\"http://ww4.fsusd.k12.ca.us/education/science/VideoConferencing/index.htm\" target=\"_blank\">autopsy procedure\u003c/a> at the \u003ca href=\"http://www.cosi.org/\" target=\"_blank\">Center of Science & Industry\u003c/a> in Columbus, Ohio, or even chase thunderstorms (or at least learn about them) through \u003ca href=\"http://www.oudaily.com/news/2011/mar/02/virtual-class-bring-storm-chasing-texas-schools/\" target=\"_blank\">a tour of the National Weather Center\u003c/a> with Discovery Channel's Reed Timmer. Check out this video of Center of Science & Industry's COSI's Storm Spotter \u003ca href=\"http://www.cosi.org/educators/videoconferencing/weather-watch/#ixzz1HFrQa2cU\">videoconference\u003c/a> session, in which students learn to take and use readings from barometers and thermometers to help them predict basic weather patterns and much more.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cobject id=\"viddler\" classid=\"clsid:d27cdb6e-ae6d-11cf-96b8-444553540000\" width=\"437\" height=\"347\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0\">\u003cparam name=\"allowScriptAccess\" value=\"always\">\u003cparam name=\"allowFullScreen\" value=\"true\">\u003cparam name=\"flashvars\" value=\"fake=1\">\u003cparam name=\"src\" value=\"http://www.viddler.com/simple_on_site/5918b904\">\u003cparam name=\"name\" value=\"viddler\">\u003cparam name=\"allowfullscreen\" value=\"true\">\u003cembed id=\"viddler\" type=\"application/x-shockwave-flash\" width=\"437\" height=\"347\" src=\"http://www.viddler.com/simple_on_site/5918b904\" name=\"viddler\" flashvars=\"fake=1\" allowfullscreen=\"true\" allowscriptaccess=\"always\">\u003c/embed>\u003c/object>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-9043\" href=\"http://ww2.kqed.org/mindshift/2011/03/video-chats-takes-students-to-other-worlds/3314284967_5bae16e293_z/\">\u003cimg class=\"size-medium wp-image-9043\" title=\"kids videoconferencing\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/3314284967_5bae16e293_z-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>As Skyping becomes part of our daily vocabulary -- like \"googling\" and \"friending,\" it's also being used more in schools. As a way to connect students to valuable resources across the world, schools are embracing \u003ca href=\"http://www.skype.com/intl/en-us/home\" target=\"_blank\">Skype\u003c/a>, \u003ca href=\"http://www.webex.com/\" target=\"_blank\">WebEx\u003c/a>, \u003ca href=\"http://www.google.com/chat/video\" target=\"_blank\">Google video chat\u003c/a>, and other tools as an alternative the chalkboard generation could only dream of: conversations with astronauts, field trips to the zoo, and connecting with kids across the globe, for instance -- all from the comfort of their own classrooms.\u003c/p>\n\u003cp>Grant funding for videoconferencing equipment in schools is becoming more prevalent, too (often, that money is federal; \u003ca href=\"http://www.tandberg.com/services/video-conferencing-federal-government-grant-services.jsp\" target=\"_blank\">Tandberg\u003c/a>, for example, is one resource). This means that more kids might get to \u003ca href=\"http://www.wickedlocal.com/acton/news/education/x1596407867/Acton-schools-Discovery-Museums-connect-with-El-Salvador#axzz1FynEulXt\" target=\"_blank\">meet peers in El Salvador\u003c/a>, and \u003ca href=\"http://www.martinsvillebulletin.com/article.cfm?ID=27092\" target=\"_blank\">snow days\u003c/a> could be a thing of the past.\u003c/p>\n\u003cp>\u003cstrong>1) DISTANCE LEARNING. \u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">In Tennessee, instructors at Dyersburg State Community College 11 interactive TV classrooms can \u003ca href=\"http://www.wmctv.com/Global/story.asp?S=14076032\" target=\"_blank\">teach students more than an hour's drive away\u003c/a>, thanks to a $800,000 USDA grant. A \u003ca href=\"http://blog.al.com/spotnews/2011/02/distance_learning_connects_cla.html\" target=\"_blank\">distance learning program in Alabama\u003c/a> that uses webcams, big-screen televisions, and interactive whiteboards has been lauded for its ability to bring Advanced Placement (AP) classes to students who wouldn't otherwise have access. And the \u003ca href=\"http://www.abqjournal.com/abqnews/abqnewseeker-mainmenu-39/26639-feds-provide-money-to-gallup-mckinley-county-jemez-valley-school-districts.html\" target=\"_blank\">Gallup-McKinley and Jemez Valley School Districts in New Mexico\u003c/a> are each receiving $500,000 in federal grants to create a videoconferencing system that will enable students to take AP and foreign language classes as well as facilitate professional development for teachers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>2) KIDS COLLABORATING WITH KIDS. \u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Some of the greatest potential for learning exists with kids meeting friends across the world or across town to discuss class topics or to collaborate on long-term projects. Kids can \u003ca href=\"http://www.edutopia.org/poetry-slam-global-writes\" target=\"_blank\">perform in slam poetry competitions\u003c/a> with one another through an arts program called \u003ca href=\"http://www.globalwrites.org/Global_WRITeS.org/Welcome_to_Global_WRITeS.html\" target=\"_blank\">Global Writes\u003c/a>; a \u003ca href=\"http://www.wickedlocal.com/acton/news/education/x1596407867/Acton-schools-Discovery-Museums-connect-with-El-Salvador#axzz1FynEulXt\" target=\"_blank\">Discovery Museums science and culture exchange program\u003c/a> allows third-graders in Acton, Massachusetts to videoconference with students from El Salvador and learn about one another's local ecosystems; and sixth graders in Hillburn, New York are \u003ca href=\"http://suffernvideoconferencing.org/2011/02/17/chinese-student-teachers/\" target=\"_blank\">teaching kindergartners beginning Mandarin Chinese\u003c/a>. And sometimes, student videoconferences are, in fact, conferences, like \u003ca href=\"http://baldwin-whitehall.patch.com/articles/technology-links-bhs-students-to-international-discussion\" target=\"_blank\">this international conference on the global response to natural disasters\u003c/a> based out of Pittsburgh or a \u003ca href=\"http://enidnews.com/localnews/x892852901/Waller-students-participate-in-book-club-conference\" target=\"_blank\">virtual book club meeting\u003c/a> between middle school students in Oklahoma.\u003c/p>\n\u003cp>\u003cstrong>3) LEARNING FROM PROFESSIONALS\u003c/strong>.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">In Orangeville, Ontario, a Canadian Space Agency astronaut told kids about his experiences in outer space via Skype -- things like \u003ca href=\"http://www.orangeville.com/community/life/article/963256--students-speak-to-spaceman\" target=\"_blank\">you can't burp in space\u003c/a>. Through the \u003ca href=\"http://www.wvpubcast.org/newsarticle.aspx?id=19227\" target=\"_blank\">NASA Explorer Schools Program\u003c/a>, schools videoconference with astronauts at the International Space Station. In New York, kids have connected with health professionals at the \u003ca href=\"http://suffernvideoconferencing.org/2011/02/10/578/\" target=\"_blank\">McMillen Center for Health Education\u003c/a> to learn about eating disorders, while elementary school students in Ottawa got to \u003ca href=\"http://mywebtimes.com/archives/ottawa/display.php?id=425517\" target=\"_blank\">ask questions of the author of the book they were reading\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>4) VIRTUAL FIELD TRIPS.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong> \u003c/strong>Videoconferencing means going places -- real places -- without having to pay for transportation or juggle logistics. Students can visit \"the heart of Madagascar\" through a videoconference \u003ca href=\"http://bronxzoo.com/educators/distance-learning.aspx\" target=\"_blank\">tour of an exhibit at the Bronx Zoo\u003c/a>, for example, watch an \u003ca href=\"http://ww4.fsusd.k12.ca.us/education/science/VideoConferencing/index.htm\" target=\"_blank\">autopsy procedure\u003c/a> at the \u003ca href=\"http://www.cosi.org/\" target=\"_blank\">Center of Science & Industry\u003c/a> in Columbus, Ohio, or even chase thunderstorms (or at least learn about them) through \u003ca href=\"http://www.oudaily.com/news/2011/mar/02/virtual-class-bring-storm-chasing-texas-schools/\" target=\"_blank\">a tour of the National Weather Center\u003c/a> with Discovery Channel's Reed Timmer. Check out this video of Center of Science & Industry's COSI's Storm Spotter \u003ca href=\"http://www.cosi.org/educators/videoconferencing/weather-watch/#ixzz1HFrQa2cU\">videoconference\u003c/a> session, in which students learn to take and use readings from barometers and thermometers to help them predict basic weather patterns and much more.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cobject id=\"viddler\" classid=\"clsid:d27cdb6e-ae6d-11cf-96b8-444553540000\" width=\"437\" height=\"347\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0\">\u003cparam name=\"allowScriptAccess\" value=\"always\">\u003cparam name=\"allowFullScreen\" value=\"true\">\u003cparam name=\"flashvars\" value=\"fake=1\">\u003cparam name=\"src\" value=\"http://www.viddler.com/simple_on_site/5918b904\">\u003cparam name=\"name\" value=\"viddler\">\u003cparam name=\"allowfullscreen\" value=\"true\">\u003cembed id=\"viddler\" type=\"application/x-shockwave-flash\" width=\"437\" height=\"347\" src=\"http://www.viddler.com/simple_on_site/5918b904\" name=\"viddler\" flashvars=\"fake=1\" allowfullscreen=\"true\" allowscriptaccess=\"always\">\u003c/embed>\u003c/object>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp id=\"postSingleSubTitle\">\u003cem>\u003ca href=\"http://educationnext.org/future-schools/\">Education Next's report\u003c/a> on five schools that exemplify the model of the future school includes the Denver School of Science and Technology and Carpe Diem Collegiate High School. Here's an excerpt from the comprehensive article written by\u003cem> \u003ca title=\"Posts by Jonathan Schorr\" href=\"http://educationnext.org/author/jschorr/\">Jonathan Schorr\u003c/a> and \u003ca title=\"Posts by Deborah McGriff\" href=\"http://educationnext.org/author/dmcgriff/\">Deborah McGriff.\u003c/a>\u003c/em>\u003c/em>\u003c/p>\n\u003ch4>Future Schools\u003cem>: Blending face-to-face and online learning\u003c/em>\u003c/h4>\n\u003cp>\u003cstrong>DSST Public Schools\u003c/strong>\u003c/p>\n\u003cp>The constant, real-time stream of student assessment data is a crucial element of the most promising tech-enabled schools, including some high flyers that don’t fit neatly under the blended label. One of the most interesting is charter school network \u003ca href=\"http://dsstpublicschools.org/\">DSST Public Schools\u003c/a>, named for its flagship, the Denver School of Science and Technology. DSST enrolls a mostly-minority, 47 percent low-income student population and has achieved national renown for its extraordinary results, including the second-highest longitudinal growth rate in student test scores statewide. Among graduates, 100 percent have been accepted to four-year colleges, where an astonishing 1 percent require remedial courses, in comparison to 56 percent for the Denver district. Technology is everywhere as one strolls through DSST’s Stapleton campus in northeast Denver, just barely within sight of peaks of the Front Range of the Rocky Mountains. In a 6th-grade social studies class recently, students used collaborative user-made web sites called wikis to access and respond to in-class and homework assignments. The teacher projected a map of Asia and posted prompts on the wiki for students to respond to as they learned about the geography of the region.\u003c!--more-->\u003c/p>\n\u003cp>DSST’s assessment system provides real-time, instant feedback to teachers and students on students’ progress, measured through quick assessments that students take on netbooks. Teachers at DSST have been developing these informal assessments and in the 2010–11 school year are working with a consultant to review the validity of the assessment items and gather feedback that will in turn make teachers better item writers. The data enable teachers to differentiate instruction and connect instructional strategies with student results. As at School of One, both teachers and students at DSST can track mastery on a particular standard. Teachers can quickly adjust groups and/or identify topics for re-teaching. Through these assessments and classroom observations, teachers identify students in need of extra support, who are then assigned to afterschool tutoring the same day. Teachers use the information to plan lessons, deciding whether to spend more class time on a certain area or focus on individual tutoring based on class scores. DSST is also using data to analyze teacher performance. “The technology enables us to collect good data on our school performance, which is used to drive and motivate student achievement,” says founder and CEO Bill Kurtz. “We believe that education innovation will be driven by common data.”\u003c/p>\n\u003cp>\u003cstrong>Carpe Diem Collegiate High School\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Elsewhere in the charter universe, schools are incorporating hybrid and blended structures into already successful school organizations, which increasingly seek efficiency, even as they expand and work to maintain excellent student achievement. The impact has been dramatic, for example, at Carpe Diem Collegiate High School of Yuma, Arizona. Carpe Diem represents what will likely be a crucial chapter in the story of blended schools: a turn to a blended model because of financial or facilities challenges. The charter school, which serves 250 mostly low-income students in 6th through 12th grades, faced a crisis after losing its lease on a church building. Its founders radically transformed it from a traditional structure to one heavily dependent on online instruction. In the reinvented school, small groups take classes directly from teachers, while most students take online classes in a learning center that features 300 low-sided cubicles in one brightly painted room. Student cubicles have a desktop computer and monitor; many have been personalized and decorated with artwork. The learning center is staffed by the principal, two instructional assistants, and a course manager, who also talks with students about their progress.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Students begin their day by logging onto a software system called e2020 and accessing the calendar, selecting a subject area, and looking at their lists of assignments for the week. On any given day, based on the data, teachers may gather an entire grade or a subset of students, sometimes in groups as small as one or two. Some students work through all subjects each day, while others focus on math for the week on one day, science for the week on another day. Carpe Diem has been a state leader in student growth for the past two years.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp id=\"postSingleSubTitle\">\u003cem>\u003ca href=\"http://educationnext.org/future-schools/\">Education Next's report\u003c/a> on five schools that exemplify the model of the future school includes the Denver School of Science and Technology and Carpe Diem Collegiate High School. Here's an excerpt from the comprehensive article written by\u003cem> \u003ca title=\"Posts by Jonathan Schorr\" href=\"http://educationnext.org/author/jschorr/\">Jonathan Schorr\u003c/a> and \u003ca title=\"Posts by Deborah McGriff\" href=\"http://educationnext.org/author/dmcgriff/\">Deborah McGriff.\u003c/a>\u003c/em>\u003c/em>\u003c/p>\n\u003ch4>Future Schools\u003cem>: Blending face-to-face and online learning\u003c/em>\u003c/h4>\n\u003cp>\u003cstrong>DSST Public Schools\u003c/strong>\u003c/p>\n\u003cp>The constant, real-time stream of student assessment data is a crucial element of the most promising tech-enabled schools, including some high flyers that don’t fit neatly under the blended label. One of the most interesting is charter school network \u003ca href=\"http://dsstpublicschools.org/\">DSST Public Schools\u003c/a>, named for its flagship, the Denver School of Science and Technology. DSST enrolls a mostly-minority, 47 percent low-income student population and has achieved national renown for its extraordinary results, including the second-highest longitudinal growth rate in student test scores statewide. Among graduates, 100 percent have been accepted to four-year colleges, where an astonishing 1 percent require remedial courses, in comparison to 56 percent for the Denver district. Technology is everywhere as one strolls through DSST’s Stapleton campus in northeast Denver, just barely within sight of peaks of the Front Range of the Rocky Mountains. In a 6th-grade social studies class recently, students used collaborative user-made web sites called wikis to access and respond to in-class and homework assignments. The teacher projected a map of Asia and posted prompts on the wiki for students to respond to as they learned about the geography of the region.\u003c!--more-->\u003c/p>\n\u003cp>DSST’s assessment system provides real-time, instant feedback to teachers and students on students’ progress, measured through quick assessments that students take on netbooks. Teachers at DSST have been developing these informal assessments and in the 2010–11 school year are working with a consultant to review the validity of the assessment items and gather feedback that will in turn make teachers better item writers. The data enable teachers to differentiate instruction and connect instructional strategies with student results. As at School of One, both teachers and students at DSST can track mastery on a particular standard. Teachers can quickly adjust groups and/or identify topics for re-teaching. Through these assessments and classroom observations, teachers identify students in need of extra support, who are then assigned to afterschool tutoring the same day. Teachers use the information to plan lessons, deciding whether to spend more class time on a certain area or focus on individual tutoring based on class scores. DSST is also using data to analyze teacher performance. “The technology enables us to collect good data on our school performance, which is used to drive and motivate student achievement,” says founder and CEO Bill Kurtz. “We believe that education innovation will be driven by common data.”\u003c/p>\n\u003cp>\u003cstrong>Carpe Diem Collegiate High School\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Elsewhere in the charter universe, schools are incorporating hybrid and blended structures into already successful school organizations, which increasingly seek efficiency, even as they expand and work to maintain excellent student achievement. The impact has been dramatic, for example, at Carpe Diem Collegiate High School of Yuma, Arizona. Carpe Diem represents what will likely be a crucial chapter in the story of blended schools: a turn to a blended model because of financial or facilities challenges. The charter school, which serves 250 mostly low-income students in 6th through 12th grades, faced a crisis after losing its lease on a church building. Its founders radically transformed it from a traditional structure to one heavily dependent on online instruction. In the reinvented school, small groups take classes directly from teachers, while most students take online classes in a learning center that features 300 low-sided cubicles in one brightly painted room. Student cubicles have a desktop computer and monitor; many have been personalized and decorated with artwork. The learning center is staffed by the principal, two instructional assistants, and a course manager, who also talks with students about their progress.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Students begin their day by logging onto a software system called e2020 and accessing the calendar, selecting a subject area, and looking at their lists of assignments for the week. On any given day, based on the data, teachers may gather an entire grade or a subset of students, sometimes in groups as small as one or two. Some students work through all subjects each day, while others focus on math for the week on one day, science for the week on another day. Carpe Diem has been a state leader in student growth for the past two years.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-9463\" href=\"http://ww2.kqed.org/mindshift/2011/03/5-ways-twitter-has-changed-education/twittr_jack/\">\u003cimg class=\"size-medium wp-image-9463 alignleft\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/twittr_jack-300x172.png\" alt=\"\" width=\"300\" height=\"172\">\u003c/a>The microblogging platform \u003ca href=\"http://www.twitter.com\">Twitter\u003c/a> turns 5 today, as it was on March 21, 2006, that co-founder Jack Dorsey sent the world's first tweet: \"just setting up my twttr.\" Billions of tweets later, Twitter has changed the way many of us communicate and get information online.\u003c/p>\n\u003cp>The short, 140-character-or-less messages were once dismissed as recording solely the banalities of life, but Twitter has become an important tool for\u003ca href=\"http://mashable.com/2011/03/07/tweets-from-tahrir/\"> breaking news and sharing information\u003c/a>.\u003c/p>\n\u003cp>The real-time communication provided by Twitter has had profound implications for education, and while it may not be fully integrated into everyone's academic toolbox yet, it is finding a place there more and more.\u003c/p>\n\u003cp>So in honor of Twitter's 5th birthday, here's a list of the 5 ways in which Twitter has changed (and probably still can change) education:\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>BRINGS THE WORLD INTO THE CLASSROOM\u003c/strong>: Internet resources like Twitter give students access to information -- more importantly, perhaps -- to people beyond the classroom walls. Students can post inquiries online and receive responses in real- or near real-time, such as this example from \u003ca href=\"http://langwitches.org/blog/2009/12/04/csi-twitter-crime-scene-investigation/\">Sylvia Tolisano\u003c/a> who used Twitter to help identify an animal skeleton that her third-grade students had found on the playground.\u003c/li>\n\u003cli>\u003cstrong>HELPS COMMUNICATION BETWEEN SCHOOL AND HOME\u003c/strong>: A Twitter account for a school or a teacher can be another means (and a paperless one at that) to communicate information to parents on things like \u003ca href=\"http://www.oregonlive.com/education/index.ssf/2009/09/schools_turn_to_facebook_twitt.html\">events, school closures, and deadlines\u003c/a>.\u003c/li>\n\u003cli>\u003cstrong>GIVES EDUCATORS REAL-TIME PROFESSIONAL DEVELOPMENT\u003c/strong>: Rather than waiting for school-sanctioned PD events and rather than having to locate experts on their own, Twitter gives educators access to a vast social network of other like-minded professionals. Questions posed to Twitter are often answered quickly, and special hashtags, such as \u003ca href=\"http://edchat.pbworks.com/w/page/219908/FrontPage\">#edchat\u003c/a>, provide a forum for where teachers to address specific topics at scheduled times.\u003c/li>\n\u003cli>\u003cstrong>CREATES CUSTOMIZED PROFESSIONAL NETWORK\u003c/strong>: It isn't just educators that are using Twitter to expand their access to experts. Twitter has become a key tool for creating personal learning networks, enabling anyone to build their own connections with other Twitter users, sharing learning resources and support. This support has been shown in several studies to help \u003ca href=\"http://www.springerlink.com/content/b8m6t51v83732308/\">boost student achievement\u003c/a>.\u003c/li>\n\u003cli>\u003cstrong>CAPTURES CONVERSATIONS\u003c/strong>: The twitters in the back of the classroom used to be seen as distractions and disruptions. By using Twitter, many educators are finding ways to capture these \"\u003ca href=\"http://themobilelearner.wordpress.com/2010/03/17/the-back-channel-effect-are-educators-ready-for-real-time-feedback/\">backchannel\u003c/a>\" conversations, harnessing rather than silencing conversations that occur during lectures and presentations by taking instant polls and asking for feedback through Twitter.\u003c/li>\n\u003c/ol>\n\u003cp>Educators, we'd love to hear how you're using Twitter for teaching and learning.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-9463\" href=\"http://ww2.kqed.org/mindshift/2011/03/5-ways-twitter-has-changed-education/twittr_jack/\">\u003cimg class=\"size-medium wp-image-9463 alignleft\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/twittr_jack-300x172.png\" alt=\"\" width=\"300\" height=\"172\">\u003c/a>The microblogging platform \u003ca href=\"http://www.twitter.com\">Twitter\u003c/a> turns 5 today, as it was on March 21, 2006, that co-founder Jack Dorsey sent the world's first tweet: \"just setting up my twttr.\" Billions of tweets later, Twitter has changed the way many of us communicate and get information online.\u003c/p>\n\u003cp>The short, 140-character-or-less messages were once dismissed as recording solely the banalities of life, but Twitter has become an important tool for\u003ca href=\"http://mashable.com/2011/03/07/tweets-from-tahrir/\"> breaking news and sharing information\u003c/a>.\u003c/p>\n\u003cp>The real-time communication provided by Twitter has had profound implications for education, and while it may not be fully integrated into everyone's academic toolbox yet, it is finding a place there more and more.\u003c/p>\n\u003cp>So in honor of Twitter's 5th birthday, here's a list of the 5 ways in which Twitter has changed (and probably still can change) education:\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>BRINGS THE WORLD INTO THE CLASSROOM\u003c/strong>: Internet resources like Twitter give students access to information -- more importantly, perhaps -- to people beyond the classroom walls. Students can post inquiries online and receive responses in real- or near real-time, such as this example from \u003ca href=\"http://langwitches.org/blog/2009/12/04/csi-twitter-crime-scene-investigation/\">Sylvia Tolisano\u003c/a> who used Twitter to help identify an animal skeleton that her third-grade students had found on the playground.\u003c/li>\n\u003cli>\u003cstrong>HELPS COMMUNICATION BETWEEN SCHOOL AND HOME\u003c/strong>: A Twitter account for a school or a teacher can be another means (and a paperless one at that) to communicate information to parents on things like \u003ca href=\"http://www.oregonlive.com/education/index.ssf/2009/09/schools_turn_to_facebook_twitt.html\">events, school closures, and deadlines\u003c/a>.\u003c/li>\n\u003cli>\u003cstrong>GIVES EDUCATORS REAL-TIME PROFESSIONAL DEVELOPMENT\u003c/strong>: Rather than waiting for school-sanctioned PD events and rather than having to locate experts on their own, Twitter gives educators access to a vast social network of other like-minded professionals. Questions posed to Twitter are often answered quickly, and special hashtags, such as \u003ca href=\"http://edchat.pbworks.com/w/page/219908/FrontPage\">#edchat\u003c/a>, provide a forum for where teachers to address specific topics at scheduled times.\u003c/li>\n\u003cli>\u003cstrong>CREATES CUSTOMIZED PROFESSIONAL NETWORK\u003c/strong>: It isn't just educators that are using Twitter to expand their access to experts. Twitter has become a key tool for creating personal learning networks, enabling anyone to build their own connections with other Twitter users, sharing learning resources and support. This support has been shown in several studies to help \u003ca href=\"http://www.springerlink.com/content/b8m6t51v83732308/\">boost student achievement\u003c/a>.\u003c/li>\n\u003cli>\u003cstrong>CAPTURES CONVERSATIONS\u003c/strong>: The twitters in the back of the classroom used to be seen as distractions and disruptions. By using Twitter, many educators are finding ways to capture these \"\u003ca href=\"http://themobilelearner.wordpress.com/2010/03/17/the-back-channel-effect-are-educators-ready-for-real-time-feedback/\">backchannel\u003c/a>\" conversations, harnessing rather than silencing conversations that occur during lectures and presentations by taking instant polls and asking for feedback through Twitter.\u003c/li>\n\u003c/ol>\n\u003cp>Educators, we'd love to hear how you're using Twitter for teaching and learning.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "New York City Schools' Blended Learning Experiment",
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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/31324062@N08/5110325875/\">\u003cimg class=\"size-medium wp-image-9404\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/5110325875_19577a6c3b_z-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003c/p>\n\u003cp>Online learning is on the rise, particularly in \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/how-learning-environments-are-changing/\" target=\"_blank\">blended learning environments\u003c/a>, as educators find ways to leverage the specific advantages of both virtual and traditional classrooms.\u003c/p>\n\u003cp>New York City Department of Education's \u003ca href=\"http://schools.nyc.gov/community/innovation/izone/Innovations/default.htm\" target=\"_blank\">iZone\u003c/a> is taking the lead with \u003ca href=\"http://www.ilearnnyc.net/\" target=\"_blank\">iLearnNYC\u003c/a>, a virtual learning pilot program that allows participating students to take Advanced Placement (AP) classes and recover missed credits online (using certified, NYC public school teachers certified in their subject areas), as well as experiment with \u003ca href=\"http://www.ilearnnyc.net/community/innovation/iLearnNYC/news/TeachersPrepare.htm\" target=\"_blank\">digital technologies\u003c/a> in a mix of face-to-face and online platforms.\u003c/p>\n\u003cp>\u003ca href=\"http://www.ilearnnyc.net/community/innovation/iLearnNYC/about/default.htm\" target=\"_blank\">Forty-two of the city's public schools\u003c/a> are currently trying it out, and that number will jump to 125 for the 2011-2012 academic year.\u003c/p>\n\u003cp>I spoke with Arthur VanderVeen, CEO of the iZone, who sees iLearnNYC as a key component of the iZone's effort to \"redesign schools around the needs, motivation, and strengths of individual students.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Still, he stresses, this is a program that the New York City Department of Education is \u003ca href=\"http://schools.nyc.gov/community/innovation/izone/ResearchEvaluation/default.htm\" target=\"_blank\">tracking vigorously\u003c/a>. While online learning sounds convenient and exciting, it's important that schools and districts interested in launching similar pilots do it with care.\u003c/p>\n\u003cp>“Online and blended learning are growing at a tremendous pace, and have a high potential for accelerating student learning through personalization,\" explains VanderVeen. \"They combine the ability to allow students to move at their own pace while bringing them together around engaging projects. But it's a district's responsibility to ensure that it's being implemented in a thoughtful, planned way.”\u003c/p>\n\u003cp>Other points he made about iLearnNYC:\u003c/p>\n\u003cp>\u003cstrong>It increases student access to advanced courses.\u003c/strong> \"In many cases, schools don't have the staff or resources to offer many AP courses or electives, like foreign languages. This is a way for us to meet student needs more flexibly. Several schools are now sharing AP teachers, for instance. When one school has a resource and another school doesn’t, we can equalize access to quality. \u003ca href=\"http://schools.nyc.gov/SchoolPortals/12/X271/default.htm\" target=\"_blank\">East Bronx Academy\u003c/a> has a very strong AP English teacher who's teaching about 12 students face-to-face using\u003cstrong> \u003c/strong>an online course blended model. The \u003ca href=\"http://nycischool.org/\" target=\"_blank\">iSchool\u003c/a>, in Manhattan, has 8 students who are synchronously meeting via Skype with the Bronx school twice a week.\"\u003c/p>\n\u003cp>\u003cstrong>It creates alternatives for students to recover credits from failed courses.\u003c/strong>\u003cem> \u003c/em> \"The benefit of online credit recovery is that allows you to be much more flexible and proactive with students who aren't successful in traditional models. During the school day, students are working on courses they've previously failed. They have regular access to that teacher for support for that course. We're looking at ways to have online instructors support students at more than one school, and, if a student is clearly failing a third of the way into the year, putting them into an online credit recovery course to focus on their areas of need before the year is over.\u003c/p>\n\u003cp>Some students perform better when there's less distraction. When we go out to schools and talk to these kids, we hear that in traditional classrooms, they're impacted by disruptions, distractions, and how they get along with a teacher. It's not always an environment for success. Now, they can focus, and they do -- at their own pace.\"\u003c/p>\n\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Teacher training and school support is vital to the success of these kinds of programs.\u003c/strong> \"This is a significant shift in the instructional model. We have to invest in developing teachers' abilities to use these tools effectively. Participants in iLearnNYC go through an application process; schools have to articulate how will this will help them achieve their goals for students. [Once a school has been selected], managers are assigned to networks of schools to engage with the principal and leadership team of each school to align the program to strategic goals, the professional development needs of their teachers, and identifying the right students for each course.\u003c/p>\n\u003cp>\u003cstrong>These programs are replicable, but not a panacea.\u003c/strong>\u003cem> \u003c/em> \"[iLearnNYC] is definitely replicable, especially since the technology is getting more accessible and interoperable. A big piece we're pushing with all of our vendor partners is developing common standards for sharing content across platforms; I think that’s going to be a critical change in the industry. But districts can't assume this is a panacea in times of hard budgets. Online courses still require strong teachers with new media instructional skills.\u003c/p>\n\u003cp>Cost savings are not the first appeal here. In fact, they're not that real. The highest cost in education is your staff. If student-teacher ratios are the same, then costs are the same. But a school that might offer a class to a small number of students because they're committed to offering a range of courses can now aggregate students from across schools. There are also efficiencies to be gained around content, as digital resources become cheaper (as opposed to textbooks).\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>iLearnNYC will publish results of the pilot in order to support and advise programs like this in New York and elsewhere. \u003c/strong>\u003cem> \u003c/em>\"We are implementing this within a very strong evaluation framework. We are carefully tracking the students who are taking these courses, whether blended or online. We’ll be comparing their outcomes on state tests, AP tests, college-going rates, and qualitative measures, like student engagement, comfort with technology, and other impacts of the program on students, and will quickly adjust where we need to change our practice. To share more widely with the field, we'll be \u003ca href=\"http://schools.nyc.gov/community/innovation/izone/ResearchEvaluation/default.htm\" target=\"_blank\">publishing our results regularly\u003c/a>. We're committed to doing this right and understanding whats working and what's not.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/31324062@N08/5110325875/\">\u003cimg class=\"size-medium wp-image-9404\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/5110325875_19577a6c3b_z-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003c/p>\n\u003cp>Online learning is on the rise, particularly in \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/how-learning-environments-are-changing/\" target=\"_blank\">blended learning environments\u003c/a>, as educators find ways to leverage the specific advantages of both virtual and traditional classrooms.\u003c/p>\n\u003cp>New York City Department of Education's \u003ca href=\"http://schools.nyc.gov/community/innovation/izone/Innovations/default.htm\" target=\"_blank\">iZone\u003c/a> is taking the lead with \u003ca href=\"http://www.ilearnnyc.net/\" target=\"_blank\">iLearnNYC\u003c/a>, a virtual learning pilot program that allows participating students to take Advanced Placement (AP) classes and recover missed credits online (using certified, NYC public school teachers certified in their subject areas), as well as experiment with \u003ca href=\"http://www.ilearnnyc.net/community/innovation/iLearnNYC/news/TeachersPrepare.htm\" target=\"_blank\">digital technologies\u003c/a> in a mix of face-to-face and online platforms.\u003c/p>\n\u003cp>\u003ca href=\"http://www.ilearnnyc.net/community/innovation/iLearnNYC/about/default.htm\" target=\"_blank\">Forty-two of the city's public schools\u003c/a> are currently trying it out, and that number will jump to 125 for the 2011-2012 academic year.\u003c/p>\n\u003cp>I spoke with Arthur VanderVeen, CEO of the iZone, who sees iLearnNYC as a key component of the iZone's effort to \"redesign schools around the needs, motivation, and strengths of individual students.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Still, he stresses, this is a program that the New York City Department of Education is \u003ca href=\"http://schools.nyc.gov/community/innovation/izone/ResearchEvaluation/default.htm\" target=\"_blank\">tracking vigorously\u003c/a>. While online learning sounds convenient and exciting, it's important that schools and districts interested in launching similar pilots do it with care.\u003c/p>\n\u003cp>“Online and blended learning are growing at a tremendous pace, and have a high potential for accelerating student learning through personalization,\" explains VanderVeen. \"They combine the ability to allow students to move at their own pace while bringing them together around engaging projects. But it's a district's responsibility to ensure that it's being implemented in a thoughtful, planned way.”\u003c/p>\n\u003cp>Other points he made about iLearnNYC:\u003c/p>\n\u003cp>\u003cstrong>It increases student access to advanced courses.\u003c/strong> \"In many cases, schools don't have the staff or resources to offer many AP courses or electives, like foreign languages. This is a way for us to meet student needs more flexibly. Several schools are now sharing AP teachers, for instance. When one school has a resource and another school doesn’t, we can equalize access to quality. \u003ca href=\"http://schools.nyc.gov/SchoolPortals/12/X271/default.htm\" target=\"_blank\">East Bronx Academy\u003c/a> has a very strong AP English teacher who's teaching about 12 students face-to-face using\u003cstrong> \u003c/strong>an online course blended model. The \u003ca href=\"http://nycischool.org/\" target=\"_blank\">iSchool\u003c/a>, in Manhattan, has 8 students who are synchronously meeting via Skype with the Bronx school twice a week.\"\u003c/p>\n\u003cp>\u003cstrong>It creates alternatives for students to recover credits from failed courses.\u003c/strong>\u003cem> \u003c/em> \"The benefit of online credit recovery is that allows you to be much more flexible and proactive with students who aren't successful in traditional models. During the school day, students are working on courses they've previously failed. They have regular access to that teacher for support for that course. We're looking at ways to have online instructors support students at more than one school, and, if a student is clearly failing a third of the way into the year, putting them into an online credit recovery course to focus on their areas of need before the year is over.\u003c/p>\n\u003cp>Some students perform better when there's less distraction. When we go out to schools and talk to these kids, we hear that in traditional classrooms, they're impacted by disruptions, distractions, and how they get along with a teacher. It's not always an environment for success. Now, they can focus, and they do -- at their own pace.\"\u003c/p>\n\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Teacher training and school support is vital to the success of these kinds of programs.\u003c/strong> \"This is a significant shift in the instructional model. We have to invest in developing teachers' abilities to use these tools effectively. Participants in iLearnNYC go through an application process; schools have to articulate how will this will help them achieve their goals for students. [Once a school has been selected], managers are assigned to networks of schools to engage with the principal and leadership team of each school to align the program to strategic goals, the professional development needs of their teachers, and identifying the right students for each course.\u003c/p>\n\u003cp>\u003cstrong>These programs are replicable, but not a panacea.\u003c/strong>\u003cem> \u003c/em> \"[iLearnNYC] is definitely replicable, especially since the technology is getting more accessible and interoperable. A big piece we're pushing with all of our vendor partners is developing common standards for sharing content across platforms; I think that’s going to be a critical change in the industry. But districts can't assume this is a panacea in times of hard budgets. Online courses still require strong teachers with new media instructional skills.\u003c/p>\n\u003cp>Cost savings are not the first appeal here. In fact, they're not that real. The highest cost in education is your staff. If student-teacher ratios are the same, then costs are the same. But a school that might offer a class to a small number of students because they're committed to offering a range of courses can now aggregate students from across schools. There are also efficiencies to be gained around content, as digital resources become cheaper (as opposed to textbooks).\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>iLearnNYC will publish results of the pilot in order to support and advise programs like this in New York and elsewhere. \u003c/strong>\u003cem> \u003c/em>\"We are implementing this within a very strong evaluation framework. We are carefully tracking the students who are taking these courses, whether blended or online. We’ll be comparing their outcomes on state tests, AP tests, college-going rates, and qualitative measures, like student engagement, comfort with technology, and other impacts of the program on students, and will quickly adjust where we need to change our practice. To share more widely with the field, we'll be \u003ca href=\"http://schools.nyc.gov/community/innovation/izone/ResearchEvaluation/default.htm\" target=\"_blank\">publishing our results regularly\u003c/a>. We're committed to doing this right and understanding whats working and what's not.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"marketplace": {
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"pri-the-world": {
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"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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"radiolab": {
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"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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"reveal": {
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"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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},
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"id": "science-friday",
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"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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"snap-judgment": {
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"title": "Snap Judgment",
"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
"airtime": "SAT 1pm-2pm, 9pm-10pm",
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