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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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"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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"content": "\u003ch5>\n\u003cdiv id=\"attachment_9395\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 300px;\">\u003ca href=\"http://www.flickr.com/photos/61181002@N00/2467308286\">\u003cimg class=\"size-medium wp-image-9395\" title=\"nzgabriel\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/nzgabriel-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"credit\">Flickr:NZGabriel\u003c/p>\n\u003c/div>\n\u003c/h5>\u003cp>By Audrey Watters\n\u003c/p>\u003cp>In his remarks at \u003ca href=\"http://tedxnyed.com/2011/\">TEDxNYED\u003c/a> a couple of weeks ago, education activitist \u003ca href=\"http://weblogg-ed.com/\">Will Richardson \u003c/a>shared an anecdote about coming home one day to the sound of \"Don't Stop Believin'\" on the piano. It was his daughter, a novice pianist, who'd placed Will's laptop next to her and taught herself the song based on a video on YouTube.\u003c/p>\n\u003cp>It was a testament, Richardson said, to the fact that it's a great time to be a learner, that anything you want to know about can be found online.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Record and upload a recording of your music and get personalized feedback from music instructors.\u003c/aside>\n\u003cp>But watching a video on how to play a song is just one small part of learning to play an instrument. And it's just one of many opportunities that music students have now. There are abundant YouTube videos (so your repertoire needn't just be the classics of the eighties, as awesome as Journey is). There are apps that help you \u003ca href=\"http://www.felttip.com/tunapitch/\">tune your instrument\u003c/a> and apps that help you \u003ca href=\"http://appfinder.lisisoft.com/ipad-iphone-apps/guitar-fingering.html\">learn fingering\u003c/a>. There are websites galore that offer \u003ca href=\"http://howtoplaypianoeasily.com/\">step-by-step guides\u003c/a> -- online method books, if you will -- and videos of how to play guitar, \u003ca href=\"http://www.youtube.com/watch?v=vphWgqbF-AM\">piano\u003c/a>, and so on.\u003c/p>\n\u003cp>\u003ca href=\"http://artistworks.com/\">ArtistWorks\u003c/a>, for example, lets you not just watch and learn online via video, but allows you to record and upload a recording of your music and get personalized feedback from music instructors.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The list of instructors at ArtistWorks is pretty impressive: jazz and gypsy guitarist Andreas Oberg, harmonicist and founding member of Bela Fleck and the Flecktones Howard Levy, guitarist Martin Taylor, banjo player Tony Trischka, pianist Christie Perry, and \"scratcher\" DJ Qbert.\u003c/p>\n\u003cp>ArtistWorks offers a basic series of video lessons, but the company also facilitates what it calls a \"video exchange.\" Students upload a three- to six-minute video of their practice lessons, along with any questions or problem areas they're working through. Teachers then respond with their own three- to 12-minute video, helping address particular areas. Both students' and teachers' are made available online -- to search through and to watch, so that students have a library of instructional material.\u003c/p>\n\u003cp>ArtistWorks' Chris DeNatale says the company is eager for the release of the iPad 2 with its built-in video camera as the tablet device is much more mobile and will make the students' video recording a lot easier. The company is working on building a custom uploader for the iPad 2 so students can easily transfer their video.\u003c/p>\n\u003cp>ArtistWorks isn't real-time music instruction. But that's not necessarily a drawback. This enables students to move at their own pace and it allows the teachers -- many of whom are traveling, performing artists -- to respond when and where they can.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://www.flickr.com/photos/61181002@N00/2467308286\">\u003cbr>\n\u003c/a>\u003c/em>\u003c/p>\n\n",
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"description": "Flickr:NZGabriel By Audrey Watters In his remarks at TEDxNYED a couple of weeks ago, education activitist Will Richardson shared an anecdote about coming home one day to the sound of "Don't Stop Believin'" on the piano. It was his daughter, a novice pianist, who'd placed Will's laptop next to her and taught herself the song",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\n\u003cdiv id=\"attachment_9395\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 300px;\">\u003ca href=\"http://www.flickr.com/photos/61181002@N00/2467308286\">\u003cimg class=\"size-medium wp-image-9395\" title=\"nzgabriel\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/nzgabriel-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"credit\">Flickr:NZGabriel\u003c/p>\n\u003c/div>\n\u003c/h5>\u003cp>By Audrey Watters\n\u003c/p>\u003cp>In his remarks at \u003ca href=\"http://tedxnyed.com/2011/\">TEDxNYED\u003c/a> a couple of weeks ago, education activitist \u003ca href=\"http://weblogg-ed.com/\">Will Richardson \u003c/a>shared an anecdote about coming home one day to the sound of \"Don't Stop Believin'\" on the piano. It was his daughter, a novice pianist, who'd placed Will's laptop next to her and taught herself the song based on a video on YouTube.\u003c/p>\n\u003cp>It was a testament, Richardson said, to the fact that it's a great time to be a learner, that anything you want to know about can be found online.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Record and upload a recording of your music and get personalized feedback from music instructors.\u003c/aside>\n\u003cp>But watching a video on how to play a song is just one small part of learning to play an instrument. And it's just one of many opportunities that music students have now. There are abundant YouTube videos (so your repertoire needn't just be the classics of the eighties, as awesome as Journey is). There are apps that help you \u003ca href=\"http://www.felttip.com/tunapitch/\">tune your instrument\u003c/a> and apps that help you \u003ca href=\"http://appfinder.lisisoft.com/ipad-iphone-apps/guitar-fingering.html\">learn fingering\u003c/a>. There are websites galore that offer \u003ca href=\"http://howtoplaypianoeasily.com/\">step-by-step guides\u003c/a> -- online method books, if you will -- and videos of how to play guitar, \u003ca href=\"http://www.youtube.com/watch?v=vphWgqbF-AM\">piano\u003c/a>, and so on.\u003c/p>\n\u003cp>\u003ca href=\"http://artistworks.com/\">ArtistWorks\u003c/a>, for example, lets you not just watch and learn online via video, but allows you to record and upload a recording of your music and get personalized feedback from music instructors.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The list of instructors at ArtistWorks is pretty impressive: jazz and gypsy guitarist Andreas Oberg, harmonicist and founding member of Bela Fleck and the Flecktones Howard Levy, guitarist Martin Taylor, banjo player Tony Trischka, pianist Christie Perry, and \"scratcher\" DJ Qbert.\u003c/p>\n\u003cp>ArtistWorks offers a basic series of video lessons, but the company also facilitates what it calls a \"video exchange.\" Students upload a three- to six-minute video of their practice lessons, along with any questions or problem areas they're working through. Teachers then respond with their own three- to 12-minute video, helping address particular areas. Both students' and teachers' are made available online -- to search through and to watch, so that students have a library of instructional material.\u003c/p>\n\u003cp>ArtistWorks' Chris DeNatale says the company is eager for the release of the iPad 2 with its built-in video camera as the tablet device is much more mobile and will make the students' video recording a lot easier. The company is working on building a custom uploader for the iPad 2 so students can easily transfer their video.\u003c/p>\n\u003cp>ArtistWorks isn't real-time music instruction. But that's not necessarily a drawback. This enables students to move at their own pace and it allows the teachers -- many of whom are traveling, performing artists -- to respond when and where they can.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://www.flickr.com/photos/61181002@N00/2467308286\">\u003cbr>\n\u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/amagill/26273015/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-9375\" title=\"AMagill\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/AMagill-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003ch3>Context is as important as content. Time, place and purpose matter.\u003c/h3>\n\u003cp>\u003cem>Pushing forward our discussion about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/screen-time-for-kids-is-it-learning-or-a-brain-drain/\">value of games and apps\u003c/a>, David Kleeman wrote in response to the article: \"Every screen has benefits and cautions, quality content and junk.\" In this essay on the Huffington Post, Kleeman, who's the president \u003c/em>o\u003cem>f the American Center for Children and Media \u003ca href=\"http://www.huffingtonpost.com/david-kleeman/a-screen-is-a-screen-is-a_b_792742.html\">elaborates further.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By David Kleeman\u003c/strong>\u003c/p>\n\u003cp>\"A Screen is a Screen is a Meme\"\u003c/p>\n\u003cp>Children's television has been a playground for memes for as long as it's existed (much longer than \"meme\" has been a word!). Most are light and from pop culture -- from Davy Crockett coonskin caps to rumors of gay Teletubbies. Others grow from more dire murmurs about media's effects on children -- sit too close and you'll ruin your vision, short segments decrease attention span, digital kids can't write standard English.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Recently, I've noticed an emerging meme -- \"a screen is a screen is a screen.\" This or similar phrases suggest that only total time matters in children's relationship with media, not what's being viewed or used by whom, nor how and why. As used, it's a facile way to tar all media and absolve parents or activists from doing the hard work of addressing specific content or context.\u003c/p>\n\u003cp>For example, last month the American Academy of Pediatrics released its updated policy on children and media. Not surprisingly, the AAP's new guidelines reiterate its \"no screen time for under twos\" position; dismayingly, they also treat enormous technology evolution almost coincidentally and entirely negatively (the \"new technology\" section addresses only sexting, porn and pro-anorexia websites). In a \u003cem>New York Times\u003c/em> \u003ca href=\"http://www.nytimes.com/2010/10/17/fashion/17TODDLERS.html\" target=\"_hplink\">article\u003c/a> on young children and mobile media, a member of the AAP's Council on Communications suggests the current landscape was just too difficult to parse in its revisions, saying \"at the moment, we seem to feel it's the same as TV.\"\u003c!--more-->\u003c/p>\n\u003cp>Around the same time, \u003ca href=\"http://www.commonsensemedia.org/whats-better-kids-computers-tv-or-games\" target=\"_hplink\">an article\u003c/a> on the trusted content review site Common Sense Media advised parents that \"as long as you limit the total screen time and choose age-appropriate shows, games, and websites, a screen is a screen is a screen.\" Quality content depends on far more than being age specific, but more important, it's absurd to suggest that one platform could be \"better\" than others, agnostic of content.\u003c/p>\n\u003cp>Back when children's media options were primarily storytelling delivery systems (TV, CDs, VHS/DVD, movies), equating screens might have been acceptable. Today, by contrast, kids encounter \"lean back\" media like TV and \"lean forward\" platforms like the web; touch, tap and tilt mobile media and the new \u003cem>sine qua non\u003c/em> of active, whole-body engagement, the Kinect (the \u003cem>New York Times'\u003c/em> David Pogue \u003ca href=\"http://www.nytimes.com/2010/11/04/technology/personaltech/04pogue.html\" target=\"_hplink\">says\u003c/a>, \"You can't play Kinect sitting down, and that's a plus\").\u003c/p>\n\u003cp>This is why it's frustrating when a blogger for Kidglue, a site that claims to help parents \"engage their kids through popular culture,\" not only says \u003ca href=\"http://www.kidglue.com/2009/09/24/silly-rabbit-video-games-are-now-shockingly-for-toddlers/\" target=\"_hplink\">all screens are equal\u003c/a> (and none necessary), but also that electronic devices only \"frustrate\" small children. She would need only to see \u003ca href=\"http://www.youtube.com/watch?v=TO80404kKvQ\" target=\"_hplink\">this remarkable video\u003c/a> of toddlers with iPhones/iPads (compiled by \u003cem>Children's Technology Review\u003c/em> editor Warren Buckleitner) to understand that, in tiny hands, the direct response of a multi-touch screen is day and night from the hand-eye coordination required to wield a mouse.\u003c/p>\n\u003cp>Debates about whether \"a screen is a screen is a screen\" range and rage, from \u003ca href=\"http://www.mediapost.com/publications/index.cfm?fa=Articles.showArticle&art_aid=116301\" target=\"_hplink\">marketing\u003c/a> to \u003ca href=\"http://abcnews.go.com/Technology/toddlers-tech-screens-created-equal/story?id=11910667\" target=\"_hplink\">early learning\u003c/a>. Moving beyond the hyperbole, though, here are a few thoughts that might help parents make smart use of the many media options available.\u003c/p>\n\u003cp>There's no transitive property of screens. You can watch video on an iPad, but you can't run apps on a TV, so while young people's TV viewing increasingly is time-shifted or done on devices other than the 42-inch flatscreen, many other gratifications young people seek from media can exist only on specific screens. Given the findings of the Kaiser Family Foundation's \"Generation M2\" \u003ca href=\"http://kff.org/entmedia/upload/8010.pdf\" target=\"_hplink\">study\u003c/a> -- that young people multi-screen, multi-task and add new devices without displacing old ones -- they themselves appears to view different screens as having unique and parallel, not identical, functions.\u003c/p>\n\u003cp>Context is as important as content. Time, place and purpose matter. Screens can be fixed or mobile; some excel at storytelling and others at gaming; different media are solitary or social; devices may be self-contained and may around the world. A PSP to relieve anxiety at the doctor's office is different from taking pictures with an iPhone on a walk, which is not the same as channel-surfing, which is unlike illustrating a story with \"KidPix.\"\u003c/p>\n\u003cp>Screens aren't inimical to reading, outdoor and imaginative play. Most often, messages to parents about \"screen time\" are \u003ca href=\"http://www.huffingtonpost.com/dr-david-perlmutter-md/television-and-the-develo_b_786934.html\" target=\"_hplink\">bundled\u003c/a> with cautions about it displacing more valued activities. This was disproved in the Kaiser study; even so, careful choice of screen and content can be a facilitator -- interactive eBooks may help children catch the reading habit; innovative apps like \"Google Goggles\" or the augmented reality game \"Hidden Park\" can add adventure to outdoor play. Smart parents use these as supplements, and not replacements for books, neighborhood exploration or free play.\u003c/p>\n\u003cp>Different screens, different levels of control. Even for today's \"digital native\" parents, keeping up with the constant introduction of new devices and flood of content can be daunting. This is another reason not all screens are equal; each offers unique ways both to find the best content and to avoid what you don't want. Parents can choose among levels of gate-keeping and curatorial oversight, from television's limited channel menu offering pre-selected content scheduled or on-demand, to the iTunes and App stores with nearly unlimited bandwidth but an editorial team deciding what to sell, to the \"wild west\" frontier of YouTube and the Internet.\u003c/p>\n\u003cp>Like parents, content creators are also struggling to make best use of the various screens. The best producers resent the \"screen is a screen is a screen\" meme because it frees those who are less scrupulous to throw \"\u003ca href=\"http://en.wikipedia.org/wiki/Shovelware\" target=\"_hplink\">shovelware\u003c/a>\" into a scary, fast-changing market. Happily, it seems that the industry is transitioning from \"360 commissioning\" (wanting one's stories and characters to be on all platforms regardless of fit, for fear of leaving eyeballs or money on the table) to \"\u003ca href=\"http://en.wikipedia.org/wiki/Transmedia_storytelling\" target=\"_hplink\">transmedia\u003c/a>,\" which emphasizes each screen's unique contribution to a coherent whole.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Worldwide, there is a movement afoot to employ media as a growth and learning tool -- from serious games and deeply educational apps, to kids TV that enlightens \u003cem>and\u003c/em> entertains, to production tools that turn young people into creators. Growing attention to media literacy training encourages young people to read screens as deeply as they read text. The truth seems self-evident; all screens are not created equal.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/amagill/26273015/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-9375\" title=\"AMagill\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/AMagill-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003ch3>Context is as important as content. Time, place and purpose matter.\u003c/h3>\n\u003cp>\u003cem>Pushing forward our discussion about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/screen-time-for-kids-is-it-learning-or-a-brain-drain/\">value of games and apps\u003c/a>, David Kleeman wrote in response to the article: \"Every screen has benefits and cautions, quality content and junk.\" In this essay on the Huffington Post, Kleeman, who's the president \u003c/em>o\u003cem>f the American Center for Children and Media \u003ca href=\"http://www.huffingtonpost.com/david-kleeman/a-screen-is-a-screen-is-a_b_792742.html\">elaborates further.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By David Kleeman\u003c/strong>\u003c/p>\n\u003cp>\"A Screen is a Screen is a Meme\"\u003c/p>\n\u003cp>Children's television has been a playground for memes for as long as it's existed (much longer than \"meme\" has been a word!). Most are light and from pop culture -- from Davy Crockett coonskin caps to rumors of gay Teletubbies. Others grow from more dire murmurs about media's effects on children -- sit too close and you'll ruin your vision, short segments decrease attention span, digital kids can't write standard English.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Recently, I've noticed an emerging meme -- \"a screen is a screen is a screen.\" This or similar phrases suggest that only total time matters in children's relationship with media, not what's being viewed or used by whom, nor how and why. As used, it's a facile way to tar all media and absolve parents or activists from doing the hard work of addressing specific content or context.\u003c/p>\n\u003cp>For example, last month the American Academy of Pediatrics released its updated policy on children and media. Not surprisingly, the AAP's new guidelines reiterate its \"no screen time for under twos\" position; dismayingly, they also treat enormous technology evolution almost coincidentally and entirely negatively (the \"new technology\" section addresses only sexting, porn and pro-anorexia websites). In a \u003cem>New York Times\u003c/em> \u003ca href=\"http://www.nytimes.com/2010/10/17/fashion/17TODDLERS.html\" target=\"_hplink\">article\u003c/a> on young children and mobile media, a member of the AAP's Council on Communications suggests the current landscape was just too difficult to parse in its revisions, saying \"at the moment, we seem to feel it's the same as TV.\"\u003c!--more-->\u003c/p>\n\u003cp>Around the same time, \u003ca href=\"http://www.commonsensemedia.org/whats-better-kids-computers-tv-or-games\" target=\"_hplink\">an article\u003c/a> on the trusted content review site Common Sense Media advised parents that \"as long as you limit the total screen time and choose age-appropriate shows, games, and websites, a screen is a screen is a screen.\" Quality content depends on far more than being age specific, but more important, it's absurd to suggest that one platform could be \"better\" than others, agnostic of content.\u003c/p>\n\u003cp>Back when children's media options were primarily storytelling delivery systems (TV, CDs, VHS/DVD, movies), equating screens might have been acceptable. Today, by contrast, kids encounter \"lean back\" media like TV and \"lean forward\" platforms like the web; touch, tap and tilt mobile media and the new \u003cem>sine qua non\u003c/em> of active, whole-body engagement, the Kinect (the \u003cem>New York Times'\u003c/em> David Pogue \u003ca href=\"http://www.nytimes.com/2010/11/04/technology/personaltech/04pogue.html\" target=\"_hplink\">says\u003c/a>, \"You can't play Kinect sitting down, and that's a plus\").\u003c/p>\n\u003cp>This is why it's frustrating when a blogger for Kidglue, a site that claims to help parents \"engage their kids through popular culture,\" not only says \u003ca href=\"http://www.kidglue.com/2009/09/24/silly-rabbit-video-games-are-now-shockingly-for-toddlers/\" target=\"_hplink\">all screens are equal\u003c/a> (and none necessary), but also that electronic devices only \"frustrate\" small children. She would need only to see \u003ca href=\"http://www.youtube.com/watch?v=TO80404kKvQ\" target=\"_hplink\">this remarkable video\u003c/a> of toddlers with iPhones/iPads (compiled by \u003cem>Children's Technology Review\u003c/em> editor Warren Buckleitner) to understand that, in tiny hands, the direct response of a multi-touch screen is day and night from the hand-eye coordination required to wield a mouse.\u003c/p>\n\u003cp>Debates about whether \"a screen is a screen is a screen\" range and rage, from \u003ca href=\"http://www.mediapost.com/publications/index.cfm?fa=Articles.showArticle&art_aid=116301\" target=\"_hplink\">marketing\u003c/a> to \u003ca href=\"http://abcnews.go.com/Technology/toddlers-tech-screens-created-equal/story?id=11910667\" target=\"_hplink\">early learning\u003c/a>. Moving beyond the hyperbole, though, here are a few thoughts that might help parents make smart use of the many media options available.\u003c/p>\n\u003cp>There's no transitive property of screens. You can watch video on an iPad, but you can't run apps on a TV, so while young people's TV viewing increasingly is time-shifted or done on devices other than the 42-inch flatscreen, many other gratifications young people seek from media can exist only on specific screens. Given the findings of the Kaiser Family Foundation's \"Generation M2\" \u003ca href=\"http://kff.org/entmedia/upload/8010.pdf\" target=\"_hplink\">study\u003c/a> -- that young people multi-screen, multi-task and add new devices without displacing old ones -- they themselves appears to view different screens as having unique and parallel, not identical, functions.\u003c/p>\n\u003cp>Context is as important as content. Time, place and purpose matter. Screens can be fixed or mobile; some excel at storytelling and others at gaming; different media are solitary or social; devices may be self-contained and may around the world. A PSP to relieve anxiety at the doctor's office is different from taking pictures with an iPhone on a walk, which is not the same as channel-surfing, which is unlike illustrating a story with \"KidPix.\"\u003c/p>\n\u003cp>Screens aren't inimical to reading, outdoor and imaginative play. Most often, messages to parents about \"screen time\" are \u003ca href=\"http://www.huffingtonpost.com/dr-david-perlmutter-md/television-and-the-develo_b_786934.html\" target=\"_hplink\">bundled\u003c/a> with cautions about it displacing more valued activities. This was disproved in the Kaiser study; even so, careful choice of screen and content can be a facilitator -- interactive eBooks may help children catch the reading habit; innovative apps like \"Google Goggles\" or the augmented reality game \"Hidden Park\" can add adventure to outdoor play. Smart parents use these as supplements, and not replacements for books, neighborhood exploration or free play.\u003c/p>\n\u003cp>Different screens, different levels of control. Even for today's \"digital native\" parents, keeping up with the constant introduction of new devices and flood of content can be daunting. This is another reason not all screens are equal; each offers unique ways both to find the best content and to avoid what you don't want. Parents can choose among levels of gate-keeping and curatorial oversight, from television's limited channel menu offering pre-selected content scheduled or on-demand, to the iTunes and App stores with nearly unlimited bandwidth but an editorial team deciding what to sell, to the \"wild west\" frontier of YouTube and the Internet.\u003c/p>\n\u003cp>Like parents, content creators are also struggling to make best use of the various screens. The best producers resent the \"screen is a screen is a screen\" meme because it frees those who are less scrupulous to throw \"\u003ca href=\"http://en.wikipedia.org/wiki/Shovelware\" target=\"_hplink\">shovelware\u003c/a>\" into a scary, fast-changing market. Happily, it seems that the industry is transitioning from \"360 commissioning\" (wanting one's stories and characters to be on all platforms regardless of fit, for fear of leaving eyeballs or money on the table) to \"\u003ca href=\"http://en.wikipedia.org/wiki/Transmedia_storytelling\" target=\"_hplink\">transmedia\u003c/a>,\" which emphasizes each screen's unique contribution to a coherent whole.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Worldwide, there is a movement afoot to employ media as a growth and learning tool -- from serious games and deeply educational apps, to kids TV that enlightens \u003cem>and\u003c/em> entertains, to production tools that turn young people into creators. Growing attention to media literacy training encourages young people to read screens as deeply as they read text. The truth seems self-evident; all screens are not created equal.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/usnavy/5523450134/\">\u003cimg class=\"size-medium wp-image-9310\" title=\"110312-N-0000X-003\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/Tsunami-300x201.jpg\" alt=\"\" width=\"300\" height=\"201\">\u003c/a>\u003c/p>\n\u003cp>For parents and educators looking for ways to explain the impact and science of the devastating earthquake and tsunami that struck Japan last week, here's a quick roundup.\u003c/p>\n\u003cul>\n\u003cli>The New York Times' \u003ca href=\"http://learning.blogs.nytimes.com/2011/03/11/teaching-ideas-the-earthquake-and-tsunami-in-japan/\">Learning Network on the earthquake and tsunami\u003c/a>, including a breathtaking \u003ca href=\"http://www.nytimes.com/interactive/2011/03/12/world/asia/20110312_japan.html#1\">slideshow\u003c/a> (much of this is more appropriate for older students), an interactive \"\u003ca href=\"http://www.nytimes.com/interactive/2011/03/13/world/asia/satellite-photos-japan-before-and-after-tsunami.html\">slider\u003c/a>\" that shows satellite images before and after the tsunami, a collection of \u003ca href=\"http://thelede.blogs.nytimes.com/2011/03/11/video-of-the-earthquake-and-tsunami-in-japan/\">videos from multiple news sources\u003c/a> and YouTube, and a list of aid \u003ca href=\"http://thelede.blogs.nytimes.com/2011/03/11/japan-earthquake-and-tsunami-how-to-help/\">agencies\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"http://serc.carleton.edu/NAGTWorkshops/ocean/visualizations/tsunami.html\">Tsunami Visualizations\u003c/a> links to science sites about the Japanese earthquake, as well as photos and videos, interactive maps, and news stories.\u003c/li>\n\u003cli>The \u003ca href=\"http://www.redcross.org.uk/What-we-do/Teaching-resources/Lesson-plans/Japan-tsunami\">British Red Cross\u003c/a> pulled together an informative site about how to address the events with students, including the social and emotional effects of hearing about tragedies.\u003c/li>\n\u003cli>A \u003ca href=\"http://storify.com/klizbarker/japan\">collection\u003c/a> of Tweets, posts, videos, and photos collected by one teacher using Storify.\u003c/li>\n\u003cli>\u003ca href=\"http://learningtogive.org/lessons/disaster_relief/\">Learning to Give\u003c/a> is a website that offers classroom lessons about disaster relief organized by grade level.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>UPDATED\u003c/strong>:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.teachersdomain.org/resource/ess05.sci.ess.earthsys.lp_earthquakes/\">Teachers’ Domain: Earthquakes\u003c/a>. Lesson plans for Pre-K, 6-12 grades. Explore the forces that create earthquakes and how they affect geology and humanity.\u003c/li>\n\u003cli>\u003ca href=\"http://www.pbs.org/newshour/extra/teachers/lessonplans/science/tsunamis.html\">NewsHour Extra: The Science of Tsunamis\u003c/a>: Seeking Understanding in the Wake of Tragedy. Lesson plans for grades 9-12. Learn about the causes of tsunamis and conduct an experiment to create your own waves in the classroom.\u003c/li>\n\u003cli>\u003ca href=\"http://www.kqed.org/quest/files/download/35/118b_EarthquakesBreakingNewGround.pdf\">QUEST's Earthquakes\u003c/a>: Breaking New Ground. \u003ca href=\"http://www.kqed.org/quest/television/earthquakes-breaking-new-ground\">Videos\u003c/a> and an \u003ca href=\"http://www.kqed.org/quest/files/download/35/118b_EarthquakesBreakingNewGround.pdf\">educator guide\u003c/a>. For Bay Area learners, there's also The Hayward Fault: Predictable Peril, \u003ca href=\"http://www.kqed.org/quest/television/the-hayward-fault-predictable-peril\">video\u003c/a> and \u003ca href=\"http://www.kqed.org/quest/files/download/62/Radio3_2BAFaultsandEarthquakes.pdf\">education guide\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"http://www.kqed.org/quest/television/scary-tsunamis\">QUEST's Scary Tsunamis\u003c/a>: Educator Guide and \u003ca href=\"http://www.kqed.org/quest/television/scary-tsunamis\">video\u003c/a>.\u003c/li>\n\u003cli>On Wednesday, March 30 at 9:00 PM, NOVA will present a new, one-hour quick-response program, \"Japan's Killer Quake.\" Through first person accounts from those who survived, and from experts and scientists currently on the scene, Japan’s Killer Quake gives scientific context to the chain of events responsible for one of the most destructive disasters in recorded history.\u003c/li>\n\u003c/ul>\n\u003cp>Please post other valuable resources in the comments if you come across them.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/usnavy/5523450134/\">\u003cimg class=\"size-medium wp-image-9310\" title=\"110312-N-0000X-003\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/Tsunami-300x201.jpg\" alt=\"\" width=\"300\" height=\"201\">\u003c/a>\u003c/p>\n\u003cp>For parents and educators looking for ways to explain the impact and science of the devastating earthquake and tsunami that struck Japan last week, here's a quick roundup.\u003c/p>\n\u003cul>\n\u003cli>The New York Times' \u003ca href=\"http://learning.blogs.nytimes.com/2011/03/11/teaching-ideas-the-earthquake-and-tsunami-in-japan/\">Learning Network on the earthquake and tsunami\u003c/a>, including a breathtaking \u003ca href=\"http://www.nytimes.com/interactive/2011/03/12/world/asia/20110312_japan.html#1\">slideshow\u003c/a> (much of this is more appropriate for older students), an interactive \"\u003ca href=\"http://www.nytimes.com/interactive/2011/03/13/world/asia/satellite-photos-japan-before-and-after-tsunami.html\">slider\u003c/a>\" that shows satellite images before and after the tsunami, a collection of \u003ca href=\"http://thelede.blogs.nytimes.com/2011/03/11/video-of-the-earthquake-and-tsunami-in-japan/\">videos from multiple news sources\u003c/a> and YouTube, and a list of aid \u003ca href=\"http://thelede.blogs.nytimes.com/2011/03/11/japan-earthquake-and-tsunami-how-to-help/\">agencies\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"http://serc.carleton.edu/NAGTWorkshops/ocean/visualizations/tsunami.html\">Tsunami Visualizations\u003c/a> links to science sites about the Japanese earthquake, as well as photos and videos, interactive maps, and news stories.\u003c/li>\n\u003cli>The \u003ca href=\"http://www.redcross.org.uk/What-we-do/Teaching-resources/Lesson-plans/Japan-tsunami\">British Red Cross\u003c/a> pulled together an informative site about how to address the events with students, including the social and emotional effects of hearing about tragedies.\u003c/li>\n\u003cli>A \u003ca href=\"http://storify.com/klizbarker/japan\">collection\u003c/a> of Tweets, posts, videos, and photos collected by one teacher using Storify.\u003c/li>\n\u003cli>\u003ca href=\"http://learningtogive.org/lessons/disaster_relief/\">Learning to Give\u003c/a> is a website that offers classroom lessons about disaster relief organized by grade level.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>UPDATED\u003c/strong>:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.teachersdomain.org/resource/ess05.sci.ess.earthsys.lp_earthquakes/\">Teachers’ Domain: Earthquakes\u003c/a>. Lesson plans for Pre-K, 6-12 grades. Explore the forces that create earthquakes and how they affect geology and humanity.\u003c/li>\n\u003cli>\u003ca href=\"http://www.pbs.org/newshour/extra/teachers/lessonplans/science/tsunamis.html\">NewsHour Extra: The Science of Tsunamis\u003c/a>: Seeking Understanding in the Wake of Tragedy. Lesson plans for grades 9-12. Learn about the causes of tsunamis and conduct an experiment to create your own waves in the classroom.\u003c/li>\n\u003cli>\u003ca href=\"http://www.kqed.org/quest/files/download/35/118b_EarthquakesBreakingNewGround.pdf\">QUEST's Earthquakes\u003c/a>: Breaking New Ground. \u003ca href=\"http://www.kqed.org/quest/television/earthquakes-breaking-new-ground\">Videos\u003c/a> and an \u003ca href=\"http://www.kqed.org/quest/files/download/35/118b_EarthquakesBreakingNewGround.pdf\">educator guide\u003c/a>. For Bay Area learners, there's also The Hayward Fault: Predictable Peril, \u003ca href=\"http://www.kqed.org/quest/television/the-hayward-fault-predictable-peril\">video\u003c/a> and \u003ca href=\"http://www.kqed.org/quest/files/download/62/Radio3_2BAFaultsandEarthquakes.pdf\">education guide\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"http://www.kqed.org/quest/television/scary-tsunamis\">QUEST's Scary Tsunamis\u003c/a>: Educator Guide and \u003ca href=\"http://www.kqed.org/quest/television/scary-tsunamis\">video\u003c/a>.\u003c/li>\n\u003cli>On Wednesday, March 30 at 9:00 PM, NOVA will present a new, one-hour quick-response program, \"Japan's Killer Quake.\" Through first person accounts from those who survived, and from experts and scientists currently on the scene, Japan’s Killer Quake gives scientific context to the chain of events responsible for one of the most destructive disasters in recorded history.\u003c/li>\n\u003c/ul>\n\u003cp>Please post other valuable resources in the comments if you come across them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Screen Time For Kids: Is it Learning or a Brain Drain?",
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"content": "\u003cp>\u003cimg class=\"size-medium wp-image-9267\" title=\"photo\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/photo1-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003c/p>\n\u003cp>When it comes to video games and apps, what's a parent to do? On one hand, we're bombarded with messages about the perils of letting kids play with computer games and gadgets. On the other, we're seduced by games and apps marketed to us as \"educational.\"\u003c/p>\n\u003cp>It's a tricky line to navigate. The spectrum of kids' apps ranges from \"baking\" cupcakes to crushing war demons. Most of them have some educational aspect -- at the very least kids learn what ingredients are used in cupcake baking, and the physics of launching \u003ca href=\"http://www.rovio.com/index.php?page=angry-birds\">Angry Birds\u003c/a> at just the right angle to kill the piggies. That's learning, isn't it?\u003c/p>\n\u003caside class=\"pullquote alignleft\">To clump them all into one category is to miss out on a huge treasure trove of learning opportunities.\u003c/aside>\n\u003cp>Therein lie the vague boundaries. Not all games are educational, and not all are shallow forms of entertainment. Many are marketed as educational tools, but in fact, most have some elements of both. The trick is to figure out what we want kids to learn and to experience. To clump them all into one category is to miss out on a huge treasure trove of learning opportunities. Real learning apps have a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/ten-surprising-truths-about-video-games-and-learning/\">set of criteria \u003c/a>that qualifies them as educational, so rather than writing them all off as a waste of time, parents can figure out what their kids are exposed to.\u003c/p>\n\u003cp>\"We don’t ever want to separate engagement from the purposes of learning,\" said \u003ca href=\"http://www.cs.northwestern.edu/~edelson/\">Daniel Edelson, \u003c/a>Executive Director\u003cem> \u003c/em>and Vice President of Education and Children's Programs at the National Geographic Society at a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/where-does-informal-learning-fit-in/\">cyberlearning conference last week\u003c/a>. \"When you’re engaged with activities that have learning goals, you can connect the dots between engagement and learning. If you use engagement in its broadest possible sense when people are paying attention because of bright lights and activity, then you don’t find that connection.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Enter the parent. A young child is not necessarily going to figure out if she's learning or having fun. And in the best cases, that line is blurred without the child even knowing it. She's collecting information about bugs and plantlife with apps like \u003ca href=\"http://www.projectnoah.org/\">Project NOAH\u003c/a>. She's creating original stories -- complete with exposition and denouement and background music -- with digital storytelling apps like \u003ca href=\"http://www.launchpadtoys.com/toontastic/\">Toontastic\u003c/a>.\u003c/p>\n\u003cp>So should parents feel guilty allowing their kids to play games on mobile gadgets?\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Most parents don’t understand the need for their participation,\" said Dr. Gwenn O'Keeffe, a pediatrician who says she specializes in children's media use. \"It’s a small population who gets it.\"\u003c/aside>\n\u003cp>Simply put: \"No,\" \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/the-future-of-mobile-learning-apps/\">says Dr. Michael Levine \u003c/a>of the Joan Ganz Cooney Center, which recently released a study called \u003ca href=\"http://www.joanganzcooneycenter.org/Reports-27.html\">Learning: Is There an App For That\u003c/a>. \"Kids see their parents using mobile phones all the time. It's only natural for them to want to use them too. And from the data in our study it looks like many parents are letting their children use them responsibly – with restrictions and in moderation. We recommend a balanced media diet that consists of content that is fun, educational, and doesn’t take up too much time in a given day.\"\u003c/p>\n\u003cp>That said, Levine cautioned parents to stay vigilant about screen time. \"We would be quite concerned if young children, especially preschoolers, began to dramatically increase their mobile screen time,\" he said.\u003c/p>\n\u003cp>A screen is not just a screen, though. The one-way interaction between TV and the couch potato is far different than an absorbing Scrabble play-off with a friend on a mobile phone.\u003c/p>\n\u003cp>\"Nobody’s saying, 'Give your kid a Gameboy, so he can be quiet and go sit in the corner,\" said Andy Russell, co-creator of Toontastic at a \u003ca href=\"http://www.dmlcentral.net/conference2011/schedule/day/2011-03-04\">digital media and learning conference\u003c/a>. \"We’re giving them tools to actually help them create content. The new devices allow us to do new things that we haven’t ever been able to do. But the world of 'edutainment' has dug us into a hole where most people think games only create a solitary experience.\"\u003c/p>\n\u003cp>In fact, many apps invite multiple players, social interaction with peers, and a call to go outdoors, either with specific instructions or with the child's own imagination. When my daughter and her friend were deciding how to spend their Saturday afternoon last week, their indoor play turned into an outdoor movie that they scripted, and that I filmed and edited for them with my iPhone.\u003c/p>\n\u003cp>\"Most parents don’t understand the need for their participation,\" said Dr. Gwenn O'Keeffe, a pediatrician who says she specializes in children's media use. \"It’s a small population who gets it.\"\u003c/p>\n\u003cp>Russell says game designers should also take responsibility in guiding parents on how to interact with the games and their kids. \"The failure is not the technology, but how we communicate to parents,\" he said.\u003c/p>\n\u003cp>\u003cstrong>BEYOND SCREENS\u003c/strong>\u003c/p>\n\u003cp>Regardless of how educational or engaging a screen can be, O'Keeffe says emotional connections are lost without face-to-face contact. \"If they're looking at a screen, they can’t see the emotional response,\" said O'Keeffe, who believes screens should be kept out of the hands of kids under five years old. \"It’s about empathy and they’re having trouble learning that. Do you really need to turn on the DVD in the car? Do kids really need the Gameboy in the grocery store? We all have to use the screen as babysitter sometimes. But to always use a screen that often is a problem.\"\u003c/p>\n\u003cp>But gaming advocates argue that \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/ten-surprising-truths-about-video-games-and-learning/\">social connections are built\u003c/a> into most games. That sharing tactics and strategies help cement the learning experience -- and connect players to each other in ways that haven't been done before.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>As researchers \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/how-technology-wires-the-learning-brain/\">dig deeper into the ramifications of games and apps\u003c/a> on young minds, parents will have to navigate the gray areas between absentminded parenting and the smart use of technology.\u003c/p>\n\u003ch5>\u003cem>Read more about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/how-technology-wires-the-learning-brain/\">how technology wires the learning brain\u003c/a>\u003c/em> \u003cem>and\u003c/em> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/ten-surprising-truths-about-video-games-and-learning/\">\u003cem>suprising truths about video games. \u003c/em>\u003c/a>\u003c/h5>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"size-medium wp-image-9267\" title=\"photo\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/photo1-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003c/p>\n\u003cp>When it comes to video games and apps, what's a parent to do? On one hand, we're bombarded with messages about the perils of letting kids play with computer games and gadgets. On the other, we're seduced by games and apps marketed to us as \"educational.\"\u003c/p>\n\u003cp>It's a tricky line to navigate. The spectrum of kids' apps ranges from \"baking\" cupcakes to crushing war demons. Most of them have some educational aspect -- at the very least kids learn what ingredients are used in cupcake baking, and the physics of launching \u003ca href=\"http://www.rovio.com/index.php?page=angry-birds\">Angry Birds\u003c/a> at just the right angle to kill the piggies. That's learning, isn't it?\u003c/p>\n\u003caside class=\"pullquote alignleft\">To clump them all into one category is to miss out on a huge treasure trove of learning opportunities.\u003c/aside>\n\u003cp>Therein lie the vague boundaries. Not all games are educational, and not all are shallow forms of entertainment. Many are marketed as educational tools, but in fact, most have some elements of both. The trick is to figure out what we want kids to learn and to experience. To clump them all into one category is to miss out on a huge treasure trove of learning opportunities. Real learning apps have a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/ten-surprising-truths-about-video-games-and-learning/\">set of criteria \u003c/a>that qualifies them as educational, so rather than writing them all off as a waste of time, parents can figure out what their kids are exposed to.\u003c/p>\n\u003cp>\"We don’t ever want to separate engagement from the purposes of learning,\" said \u003ca href=\"http://www.cs.northwestern.edu/~edelson/\">Daniel Edelson, \u003c/a>Executive Director\u003cem> \u003c/em>and Vice President of Education and Children's Programs at the National Geographic Society at a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/where-does-informal-learning-fit-in/\">cyberlearning conference last week\u003c/a>. \"When you’re engaged with activities that have learning goals, you can connect the dots between engagement and learning. If you use engagement in its broadest possible sense when people are paying attention because of bright lights and activity, then you don’t find that connection.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Enter the parent. A young child is not necessarily going to figure out if she's learning or having fun. And in the best cases, that line is blurred without the child even knowing it. She's collecting information about bugs and plantlife with apps like \u003ca href=\"http://www.projectnoah.org/\">Project NOAH\u003c/a>. She's creating original stories -- complete with exposition and denouement and background music -- with digital storytelling apps like \u003ca href=\"http://www.launchpadtoys.com/toontastic/\">Toontastic\u003c/a>.\u003c/p>\n\u003cp>So should parents feel guilty allowing their kids to play games on mobile gadgets?\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Most parents don’t understand the need for their participation,\" said Dr. Gwenn O'Keeffe, a pediatrician who says she specializes in children's media use. \"It’s a small population who gets it.\"\u003c/aside>\n\u003cp>Simply put: \"No,\" \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/the-future-of-mobile-learning-apps/\">says Dr. Michael Levine \u003c/a>of the Joan Ganz Cooney Center, which recently released a study called \u003ca href=\"http://www.joanganzcooneycenter.org/Reports-27.html\">Learning: Is There an App For That\u003c/a>. \"Kids see their parents using mobile phones all the time. It's only natural for them to want to use them too. And from the data in our study it looks like many parents are letting their children use them responsibly – with restrictions and in moderation. We recommend a balanced media diet that consists of content that is fun, educational, and doesn’t take up too much time in a given day.\"\u003c/p>\n\u003cp>That said, Levine cautioned parents to stay vigilant about screen time. \"We would be quite concerned if young children, especially preschoolers, began to dramatically increase their mobile screen time,\" he said.\u003c/p>\n\u003cp>A screen is not just a screen, though. The one-way interaction between TV and the couch potato is far different than an absorbing Scrabble play-off with a friend on a mobile phone.\u003c/p>\n\u003cp>\"Nobody’s saying, 'Give your kid a Gameboy, so he can be quiet and go sit in the corner,\" said Andy Russell, co-creator of Toontastic at a \u003ca href=\"http://www.dmlcentral.net/conference2011/schedule/day/2011-03-04\">digital media and learning conference\u003c/a>. \"We’re giving them tools to actually help them create content. The new devices allow us to do new things that we haven’t ever been able to do. But the world of 'edutainment' has dug us into a hole where most people think games only create a solitary experience.\"\u003c/p>\n\u003cp>In fact, many apps invite multiple players, social interaction with peers, and a call to go outdoors, either with specific instructions or with the child's own imagination. When my daughter and her friend were deciding how to spend their Saturday afternoon last week, their indoor play turned into an outdoor movie that they scripted, and that I filmed and edited for them with my iPhone.\u003c/p>\n\u003cp>\"Most parents don’t understand the need for their participation,\" said Dr. Gwenn O'Keeffe, a pediatrician who says she specializes in children's media use. \"It’s a small population who gets it.\"\u003c/p>\n\u003cp>Russell says game designers should also take responsibility in guiding parents on how to interact with the games and their kids. \"The failure is not the technology, but how we communicate to parents,\" he said.\u003c/p>\n\u003cp>\u003cstrong>BEYOND SCREENS\u003c/strong>\u003c/p>\n\u003cp>Regardless of how educational or engaging a screen can be, O'Keeffe says emotional connections are lost without face-to-face contact. \"If they're looking at a screen, they can’t see the emotional response,\" said O'Keeffe, who believes screens should be kept out of the hands of kids under five years old. \"It’s about empathy and they’re having trouble learning that. Do you really need to turn on the DVD in the car? Do kids really need the Gameboy in the grocery store? We all have to use the screen as babysitter sometimes. But to always use a screen that often is a problem.\"\u003c/p>\n\u003cp>But gaming advocates argue that \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/ten-surprising-truths-about-video-games-and-learning/\">social connections are built\u003c/a> into most games. That sharing tactics and strategies help cement the learning experience -- and connect players to each other in ways that haven't been done before.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>As researchers \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/how-technology-wires-the-learning-brain/\">dig deeper into the ramifications of games and apps\u003c/a> on young minds, parents will have to navigate the gray areas between absentminded parenting and the smart use of technology.\u003c/p>\n\u003ch5>\u003cem>Read more about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/how-technology-wires-the-learning-brain/\">how technology wires the learning brain\u003c/a>\u003c/em> \u003cem>and\u003c/em> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/ten-surprising-truths-about-video-games-and-learning/\">\u003cem>suprising truths about video games. \u003c/em>\u003c/a>\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://www.osep.northwestern.edu/media\">\u003cimg class=\"size-full wp-image-9208\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/Screen-shot-2011-03-10-at-6.14.58-PM.png\" alt=\"\" width=\"295\" height=\"310\">\u003c/a>\u003c/p>\n\u003cp>Science textbooks might be gathering dust in some classrooms across the country, but that doesn't mean students aren't learning. Whether it's determining if cell phone radiation is harmful or it's using the premise of Space Invaders to calculate probabilities, some lucky students are using the latest high tech to learn science and theories.\u003c/p>\n\u003cp>As the public school infrastructure sorts out how informal learning through technology is going to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/where-does-informal-learning-fit-in/\">fit into the system\u003c/a>, individual teachers, principals, administrators, and education professionals are taking initiative to engage students in science, math, engineering and technology.\u003c/p>\n\u003cp>They gathered over the last two days at the \u003ca href=\"http://www.cyberlearningstem.org/\">Cyberlearning Tools for STEM Education \u003c/a>conference to share their ideas and to inspire each other.\u003c/p>\n\u003cp>Here are just a few of the fascinating science, math, and tech experiments that bring concepts to life.\u003ca href=\"http://live.cyberlearningstem.org/index.php?option=com_community&view=events&Itemid=3\"> Adapted from the CYTSE program.\u003c/a>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>STATS INVADERS! GAME PLAY AS HOMEWORK\u003c/strong>. A computer game called \u003ca href=\"http://www.stanford.edu/~darena/StatsInvaders/\">Stats Invaders \u003c/a>(modeled on the classic arcade game Space Invaders) gives players basic intuitions about both sampling from probability distributions and the statistical hypothesis-testing process. Educator Dylan Arena of Stanford uses these intuitions in his formal instruction. In the game, players must shoot descending aliens according to one of two probability distributions, then decide which distribution the aliens are following. The effectiveness of the game was demonstrated in a previous laboratory study. in collaboration with Dan Schwartz and Lee Martin at U.C. Davis.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>PHYSICS SIMULATIONS CREATE ANIMATED ENVIRONMENTS\u003c/strong>. Educator Patricia Loblein from Evergreen High School integrates interactive simulations into high school physics and chemistry. The \u003ca href=\"http://phet.colorado.edu\">PhET Project\u003c/a> has developed more than 90 simulations for teaching and learning introductory physics, chemistry, biology and earth sciences. These research-based simulations create animated, interactive, game-like environments designed to engage students in active thinking, encourage experimentation, and help develop visual and conceptual models of physical phenomena, emphasizing their connections to everyday life. With their flexible, open-exploratory nature, these simulations are commonly used from middle school through college level teaching. Best of all, they're free, and can be run from the \u003ca href=\"http://phet.colorado.edu\">PhET website\u003c/a>.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>MOBILE APP TEACHES BIODIVERSITY\u003c/strong>\u003ca href=\"http://www.engineeringpathway.com\">. \u003c/a>\u003ca href=\"http://www.engineeringpathway.com\">Green Hat & Engineering Pathway\u003c/a> is an interactive mobile learning app that helps students learn about biodiversity and sustainability issues in their surroundings from experts’ points of view, before participating in unfamiliar debates about their familiar surroundings. Using the interactive location-sensitive map and video on a smart phone, GreenHat simulates how experts go about making observations in the field and encourages students to actively observe their environment. GreenHat uses infrastructure from Engineering Pathway, a K-Gray engineering education digital library, in how it searches, organizes, and curates learning resources in a mobile context. Presented by Alice Agogino, U.C. Berkeley, Kimiko Ryokai and Lora Oehlberg.\u003c/li>\n\u003cli>\u003cstrong>CONDUCTING RESEARCH THROUGH VIRTUAL LABS.\u003c/strong> High school students using the \u003ca href=\"http://www.osep.northwestern.edu/projects-and-programs/ilab-network\">iLab Network\u003c/a> (based at Northwestern University) access real instruments remotely using their web browser. Both the Radioactivity iLab and ICP-OES iLab provide students with the opportunity to collect and analyze real data using the multiple steps of the scientific method. Students integrate conventional chemistry, physics, biology, and environmental science concepts with experiments using high-end lab equipment that's traditionally too costly for high schools to purchase. Check out the video below that describes the program.\u003c/li>\n\u003c/ul>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.osep.northwestern.edu/media\">\u003cimg class=\"size-full wp-image-9208\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/Screen-shot-2011-03-10-at-6.14.58-PM.png\" alt=\"\" width=\"295\" height=\"310\">\u003c/a>\u003c/p>\n\u003cp>Science textbooks might be gathering dust in some classrooms across the country, but that doesn't mean students aren't learning. Whether it's determining if cell phone radiation is harmful or it's using the premise of Space Invaders to calculate probabilities, some lucky students are using the latest high tech to learn science and theories.\u003c/p>\n\u003cp>As the public school infrastructure sorts out how informal learning through technology is going to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/where-does-informal-learning-fit-in/\">fit into the system\u003c/a>, individual teachers, principals, administrators, and education professionals are taking initiative to engage students in science, math, engineering and technology.\u003c/p>\n\u003cp>They gathered over the last two days at the \u003ca href=\"http://www.cyberlearningstem.org/\">Cyberlearning Tools for STEM Education \u003c/a>conference to share their ideas and to inspire each other.\u003c/p>\n\u003cp>Here are just a few of the fascinating science, math, and tech experiments that bring concepts to life.\u003ca href=\"http://live.cyberlearningstem.org/index.php?option=com_community&view=events&Itemid=3\"> Adapted from the CYTSE program.\u003c/a>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>STATS INVADERS! GAME PLAY AS HOMEWORK\u003c/strong>. A computer game called \u003ca href=\"http://www.stanford.edu/~darena/StatsInvaders/\">Stats Invaders \u003c/a>(modeled on the classic arcade game Space Invaders) gives players basic intuitions about both sampling from probability distributions and the statistical hypothesis-testing process. Educator Dylan Arena of Stanford uses these intuitions in his formal instruction. In the game, players must shoot descending aliens according to one of two probability distributions, then decide which distribution the aliens are following. The effectiveness of the game was demonstrated in a previous laboratory study. in collaboration with Dan Schwartz and Lee Martin at U.C. Davis.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>PHYSICS SIMULATIONS CREATE ANIMATED ENVIRONMENTS\u003c/strong>. Educator Patricia Loblein from Evergreen High School integrates interactive simulations into high school physics and chemistry. The \u003ca href=\"http://phet.colorado.edu\">PhET Project\u003c/a> has developed more than 90 simulations for teaching and learning introductory physics, chemistry, biology and earth sciences. These research-based simulations create animated, interactive, game-like environments designed to engage students in active thinking, encourage experimentation, and help develop visual and conceptual models of physical phenomena, emphasizing their connections to everyday life. With their flexible, open-exploratory nature, these simulations are commonly used from middle school through college level teaching. Best of all, they're free, and can be run from the \u003ca href=\"http://phet.colorado.edu\">PhET website\u003c/a>.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>MOBILE APP TEACHES BIODIVERSITY\u003c/strong>\u003ca href=\"http://www.engineeringpathway.com\">. \u003c/a>\u003ca href=\"http://www.engineeringpathway.com\">Green Hat & Engineering Pathway\u003c/a> is an interactive mobile learning app that helps students learn about biodiversity and sustainability issues in their surroundings from experts’ points of view, before participating in unfamiliar debates about their familiar surroundings. Using the interactive location-sensitive map and video on a smart phone, GreenHat simulates how experts go about making observations in the field and encourages students to actively observe their environment. GreenHat uses infrastructure from Engineering Pathway, a K-Gray engineering education digital library, in how it searches, organizes, and curates learning resources in a mobile context. Presented by Alice Agogino, U.C. Berkeley, Kimiko Ryokai and Lora Oehlberg.\u003c/li>\n\u003cli>\u003cstrong>CONDUCTING RESEARCH THROUGH VIRTUAL LABS.\u003c/strong> High school students using the \u003ca href=\"http://www.osep.northwestern.edu/projects-and-programs/ilab-network\">iLab Network\u003c/a> (based at Northwestern University) access real instruments remotely using their web browser. Both the Radioactivity iLab and ICP-OES iLab provide students with the opportunity to collect and analyze real data using the multiple steps of the scientific method. Students integrate conventional chemistry, physics, biology, and environmental science concepts with experiments using high-end lab equipment that's traditionally too costly for high schools to purchase. Check out the video below that describes the program.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>I've written a lot about \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mobile-learning/\">mobile learning \u003c/a>-- and there's a lot more to write about because it's a quickly growing and changing study.\u003c/p>\n\u003cp>But today at the \u003ca href=\"http://live.cyberlearningstem.org/\">Cyberlearning Tools for STEM Education Conference\u003c/a>, I heard about the value of kids not just using mobile apps, but actually \u003cem>creating\u003c/em> them.\u003c/p>\n\u003cp>Chris Thompson, Associate Director Evaluation & Technology,\t\t\t\t\t\t \t\t\t\t\t\t\t\t\t\t\t\t \t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t \t\t\t\t\tGeorgia Tech, talked about the university's\u003ca href=\"http://live.cyberlearningstem.org/index.php?option=com_community&view=events&task=viewevent&eventid=7&Itemid=10\">\u003cstrong>\u003cstrong> Mobile Learning Laboratory (MoLLy)\u003c/strong>\u003c/strong>\u003c/a>\u003cstrong>.\u003c/strong> Thompson enumerated some of what kids learn while they're creating apps:\u003c/p>\n\u003cp>- How to create media (animation, audio, video)\u003c/p>\n\u003cp>- Game design (different genres, set of rules and play, how to best engage users)\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>- Programming, user interface and instructional design\u003c/p>\n\u003cp>- Robotics (there are robots in mobile devices inside mobile phones, he says).\u003c/p>\n\u003cp>- Collaboration (working with other kids on the app)\u003c/p>\n\u003cp>- Critical thinking (identifying what's most important and relevant in the game)\u003c/p>\n\u003cp>- Marketing and business practices as well as promoting and public speaking (how to sell it to the public)\u003c/p>\n\u003cp>- And last but definitely not least, they become mini-experts in the subject the app and game they're creating.\u003c/p>\n\u003cp>Again, it goes back to the idea of how creating media makes learning a subject more relevant and interesting to the digital generation.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Read more about \u003ca href=\"http://live.cyberlearningstem.org/index.php?option=com_community&view=events&task=viewevent&eventid=7&Itemid=10\">Thompson's project\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>I've written a lot about \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mobile-learning/\">mobile learning \u003c/a>-- and there's a lot more to write about because it's a quickly growing and changing study.\u003c/p>\n\u003cp>But today at the \u003ca href=\"http://live.cyberlearningstem.org/\">Cyberlearning Tools for STEM Education Conference\u003c/a>, I heard about the value of kids not just using mobile apps, but actually \u003cem>creating\u003c/em> them.\u003c/p>\n\u003cp>Chris Thompson, Associate Director Evaluation & Technology,\t\t\t\t\t\t \t\t\t\t\t\t\t\t\t\t\t\t \t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t \t\t\t\t\tGeorgia Tech, talked about the university's\u003ca href=\"http://live.cyberlearningstem.org/index.php?option=com_community&view=events&task=viewevent&eventid=7&Itemid=10\">\u003cstrong>\u003cstrong> Mobile Learning Laboratory (MoLLy)\u003c/strong>\u003c/strong>\u003c/a>\u003cstrong>.\u003c/strong> Thompson enumerated some of what kids learn while they're creating apps:\u003c/p>\n\u003cp>- How to create media (animation, audio, video)\u003c/p>\n\u003cp>- Game design (different genres, set of rules and play, how to best engage users)\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv id=\"attachment_9034\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 300px;\">\u003cimg class=\"size-medium wp-image-9034\" title=\"project_noah_ss\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/project_noah_ss-300x214.jpg\" alt=\"\" width=\"300\" height=\"214\">\n\u003cp class=\"credit\">Project NOAH\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://www.hackeducation.com/2011/02/26/5-apps-that-encourage-kids-to-become-citizen-scientists/\">Audrey Watters\u003c/a>\u003c/h5>\n\u003cp>Citizen science expands scientific inquiry and research from academics, researchers, and clinicians to include volunteers “outside the lab,” if you will, many of whom do not have formal scientific training. Volunteers — individuals and large networks of people — aid scientific projects through observations, calculations, and other support efforts.\u003c/p>\n\u003cp>Here’s a list of a few apps and websites that take advantage of the cellphone’s camera and/or GPS, that would make good tools for budding scientists.\u003c/p>\n\u003ch4>1. Project Noah\u003c/h4>\n\u003cp style=\"padding-left: 30px;\">\u003ca href=\"http://www.projectnoah.org/\">Project Noah\u003c/a> lets you document the wildlife around you. You can post a new spotting, upload photos, tag plants and animals with location data, join missions, and earn patches. The app also contains a field guide to help you identify the wildlife you find. It’s beautifully designed, and available for free for both iPhone and Android.\u003c/p>\n\u003ch4>2. iNaturalist\u003c/h4>\n\u003cp style=\"padding-left: 30px;\">\u003ca href=\"http://inaturalist.org/\">iNaturalist\u003c/a> is a social network for nature-lovers. It’s an online community where you can record and share your observations from the natural world. iNaturalist has just released an \u003ca href=\"http://itunes.apple.com/us/app/inaturalist/id421397028?mt=8#\">iPhone app\u003c/a> that lets you log the plants and animals you come across. If you need help identifying things, the rest of the iNaturalist community can help.\u003c/p>\n\u003ch4>3. The WildLab\u003c/h4>\n\u003cp style=\"padding-left: 30px;\">\u003ca href=\"http://www.thewildlab.org/\">The WildLab\u003c/a> has two apps currently available for the iPhone — Crab App and WildLab Bird — and you can sign up as a spotter via its website. The WildLab Bird app, as the name suggests, involves identifying and geo-tagging bird species. The Crab App helps collect information about horseshoe crabs, their numbers and their egg-laying.\u003c/p>\n\u003ch4>4. Project Squirrel\u003c/h4>\n\u003cp style=\"padding-left: 30px;\">There’s no mobile app for \u003ca href=\"http://projectsquirrel.org/index.shtml\">Project Squirrel\u003c/a>, but what I love about this citizen science project nonetheless is the recognition that almost everyone — no matter where they live — has squirrels in their neighborhood. That, along with the differences between the gray squirrel and the fox squirrel — in appearance, in habitat — make Project Squirrel a great introductory citizen science project. The website lets you record your squirrel observations and upload photos. You can even mail in your data via a printable form.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Read more about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/scientists-recruit-students-for-research/\">Citizen Science projects\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_9034\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 300px;\">\u003cimg class=\"size-medium wp-image-9034\" title=\"project_noah_ss\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/project_noah_ss-300x214.jpg\" alt=\"\" width=\"300\" height=\"214\">\n\u003cp class=\"credit\">Project NOAH\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://www.hackeducation.com/2011/02/26/5-apps-that-encourage-kids-to-become-citizen-scientists/\">Audrey Watters\u003c/a>\u003c/h5>\n\u003cp>Citizen science expands scientific inquiry and research from academics, researchers, and clinicians to include volunteers “outside the lab,” if you will, many of whom do not have formal scientific training. Volunteers — individuals and large networks of people — aid scientific projects through observations, calculations, and other support efforts.\u003c/p>\n\u003cp>Here’s a list of a few apps and websites that take advantage of the cellphone’s camera and/or GPS, that would make good tools for budding scientists.\u003c/p>\n\u003ch4>1. Project Noah\u003c/h4>\n\u003cp style=\"padding-left: 30px;\">\u003ca href=\"http://www.projectnoah.org/\">Project Noah\u003c/a> lets you document the wildlife around you. You can post a new spotting, upload photos, tag plants and animals with location data, join missions, and earn patches. The app also contains a field guide to help you identify the wildlife you find. It’s beautifully designed, and available for free for both iPhone and Android.\u003c/p>\n\u003ch4>2. iNaturalist\u003c/h4>\n\u003cp style=\"padding-left: 30px;\">\u003ca href=\"http://inaturalist.org/\">iNaturalist\u003c/a> is a social network for nature-lovers. It’s an online community where you can record and share your observations from the natural world. iNaturalist has just released an \u003ca href=\"http://itunes.apple.com/us/app/inaturalist/id421397028?mt=8#\">iPhone app\u003c/a> that lets you log the plants and animals you come across. If you need help identifying things, the rest of the iNaturalist community can help.\u003c/p>\n\u003ch4>3. The WildLab\u003c/h4>\n\u003cp style=\"padding-left: 30px;\">\u003ca href=\"http://www.thewildlab.org/\">The WildLab\u003c/a> has two apps currently available for the iPhone — Crab App and WildLab Bird — and you can sign up as a spotter via its website. The WildLab Bird app, as the name suggests, involves identifying and geo-tagging bird species. The Crab App helps collect information about horseshoe crabs, their numbers and their egg-laying.\u003c/p>\n\u003ch4>4. Project Squirrel\u003c/h4>\n\u003cp style=\"padding-left: 30px;\">There’s no mobile app for \u003ca href=\"http://projectsquirrel.org/index.shtml\">Project Squirrel\u003c/a>, but what I love about this citizen science project nonetheless is the recognition that almost everyone — no matter where they live — has squirrels in their neighborhood. That, along with the differences between the gray squirrel and the fox squirrel — in appearance, in habitat — make Project Squirrel a great introductory citizen science project. The website lets you record your squirrel observations and upload photos. You can even mail in your data via a printable form.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Through Digital Media, Students Portray Life After Oil Spill",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-8997\" href=\"http://ww2.kqed.org/mindshift/2011/03/through-digital-media-students-portray-life-after-oil-spill/screen-shot-2011-03-07-at-10-50-02-am/\">\u003cimg class=\"size-medium wp-image-8997\" title=\"Screen-shot-2011-03-07-at-10.50.02-AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/Screen-shot-2011-03-07-at-10.50.02-AM-300x364.png\" alt=\"\" width=\"300\" height=\"364\">\u003c/a>\u003c/p>\n\u003cp>\u003cem>In the aftermath of the biggest oil spill in American history last year, a group of teachers decided to provide a forum for students to record the devastating effects on their communities, environment, and culture. The following excerpt, from \u003ca href=\"http://spotlight.macfound.org/featured-stories/entry/digital-media-in-the-classroom-case-study-voices-on-the-gulf/\">Spotlight on Digital Media and Learning,\u003c/a>\u003c/em> \u003cem>describes how educators used digital media to create an interactive, student-driven space called \u003ca href=\"http://spotlight.macfound.org/featured-stories/entry/digital-media-in-the-classroom-case-study-voices-on-the-gulf/Voices%20on%20the%20Gulf\">Voices on the Gulf\u003c/a>.\u003c/em>\u003c/p>\n\u003ch5>\u003cstrong>By Josh Karp\u003c/strong>\u003c/h5>\n\u003cp>“There’s not much of a teacher voice on the site. We begin with the students' questions and not our questions,” explains Paul Allison, one of the project's creators. “We work really hard in the background helping students come up with their own explorations. That’s an important part of our work.”\u003c/p>\n\u003cp>This has meant different things in different classrooms. 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The story generated such positive response that Bonin intends to self-publish her book using online tools and donate the proceeds from its sale to the National Audubon Society.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Meeting” students from New York and other places far from rural Louisiana has motivated Bonin and exposed her to a larger world.\u003c/p>\n\u003cp>“It was exciting because you didn’t even know these people before,” Bonin, age 10, says. “But [through Voices on the Gulf] you get to meet new people and see what they think. I think it’s valuable to see the different perspectives of people who aren’t right there.”\u003c/p>\n\u003cp>Sixth-grader Alexis Babineaux, who posted a \u003ca title=\"spare, powerful poem\" href=\"http://voicesonthegulf.com/discussion/egret\">spare, powerful poem\u003c/a> from the vantage point of an egret, didn’t realize how much of an impact she was making.\u003c/p>\n\u003cp>“I didn’t know how much it affected people. 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"apple": "https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2",
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"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareport",
"meta": {
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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"amazon": "https://music.amazon.com/podcasts/26099305-72af-4542-9dde-ac1807fe36d5/kqed-s-the-california-report",
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}
},
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"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Magazine-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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}
},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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}
},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"meta": {
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"id": "freakonomics-radio",
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"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"here-and-now": {
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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},
"hidden-brain": {
"id": "hidden-brain",
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
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"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
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"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"info": "One of public radio's most dynamic voices, Sam Sanders helped launch The NPR Politics Podcast and hosted NPR's hit show It's Been A Minute. Now, the award-winning host returns with something brand new, The Sam Sanders Show. Every week, Sam Sanders and friends dig into the culture that shapes our lives: what's driving the biggest trends, how artists really think, and even the memes you can't stop scrolling past. Sam is beloved for his way of unpacking the world and bringing you up close to fresh currents and engaging conversations. The Sam Sanders Show is smart, funny and always a good time.",
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