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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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"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": "\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?",
"title": "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": "\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 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. Using a method known as i-search (as opposed to “research”) students came up with their own issues, found their own sources and did their own investigation of the topics they chose.\u003c/p>\n\u003cp>Kaylie Bonin, a 4th-grader in Margaret Simon’s class, wanted to write about the effects of the oil spill on birds. She used an interactive whiteboard to create an illustrated short story about \u003ca title=\"a plover (a small coastal wading bird) named Clover\" href=\"http://voicesonthegulf.com/discussion/clover-plover-picture\">a plover (a small coastal wading bird) named Clover\u003c/a> who uses his smarts to “make a difference,” by rallying the dolphins to dive deep and stir up oil-eating micro-organisms to assist in the cleanup effort. (\u003ca title=\"Read the story here\" href=\"http://voicesonthegulf.org/discussion/how-clover-plover-and-pip-made-differenc\">Read the story here\u003c/a>.) 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. Some shared their personal stories,” says Babineaux, age 11. “I liked how they opened up to me. It feels good to have people that don’t even know you want you to write more and see what you have to offer.”\u003c/p>\n\u003cp>Simon says that the peer interaction has allowed her to push her students further in their work. When she thinks someone’s work needs improvement before it goes online, Simon says that they need only look at their classmates struggling to find better metaphors or push their writing – and the positive comments that come afterwards – for motivation.\u003c/p>\n\u003cp>“The site has inspired a lot of creativity, and the motivation of the feedback is very valuable,” says Simon. “When you are with a student and give them feedback, that’s one thing. But, if another student in New York or across the globe gives them feedback – that gives it weight.”\u003c/p>\n\u003cp>\u003c!--more-->Allison believes this newfound passion is the result of providing real audiences for student work. That component, he says, creates work that reflects the student and his or her interests, rather than what’s expected of them by a teacher. The result is often more than simply the completion of a class assignment.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“It’s not just that you have three quotes in this thing that you’re writing,” Allison says. “It’s learning how to be real in your writing. That’s what’s most valuable.”\u003c/p>\n\u003ch5>Read the \u003ca href=\"http://spotlight.macfound.org/featured-stories/entry/digital-media-in-the-classroom-case-study-voices-on-the-gulf/\">entire story here\u003c/a>.\u003c/h5>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\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. Using a method known as i-search (as opposed to “research”) students came up with their own issues, found their own sources and did their own investigation of the topics they chose.\u003c/p>\n\u003cp>Kaylie Bonin, a 4th-grader in Margaret Simon’s class, wanted to write about the effects of the oil spill on birds. She used an interactive whiteboard to create an illustrated short story about \u003ca title=\"a plover (a small coastal wading bird) named Clover\" href=\"http://voicesonthegulf.com/discussion/clover-plover-picture\">a plover (a small coastal wading bird) named Clover\u003c/a> who uses his smarts to “make a difference,” by rallying the dolphins to dive deep and stir up oil-eating micro-organisms to assist in the cleanup effort. (\u003ca title=\"Read the story here\" href=\"http://voicesonthegulf.org/discussion/how-clover-plover-and-pip-made-differenc\">Read the story here\u003c/a>.) 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>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\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. Some shared their personal stories,” says Babineaux, age 11. “I liked how they opened up to me. It feels good to have people that don’t even know you want you to write more and see what you have to offer.”\u003c/p>\n\u003cp>Simon says that the peer interaction has allowed her to push her students further in their work. When she thinks someone’s work needs improvement before it goes online, Simon says that they need only look at their classmates struggling to find better metaphors or push their writing – and the positive comments that come afterwards – for motivation.\u003c/p>\n\u003cp>“The site has inspired a lot of creativity, and the motivation of the feedback is very valuable,” says Simon. “When you are with a student and give them feedback, that’s one thing. But, if another student in New York or across the globe gives them feedback – that gives it weight.”\u003c/p>\n\u003cp>\u003c!--more-->Allison believes this newfound passion is the result of providing real audiences for student work. That component, he says, creates work that reflects the student and his or her interests, rather than what’s expected of them by a teacher. The result is often more than simply the completion of a class assignment.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“It’s not just that you have three quotes in this thing that you’re writing,” Allison says. “It’s learning how to be real in your writing. That’s what’s most valuable.”\u003c/p>\n\u003ch5>Read the \u003ca href=\"http://spotlight.macfound.org/featured-stories/entry/digital-media-in-the-classroom-case-study-voices-on-the-gulf/\">entire story here\u003c/a>.\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-8940\" href=\"http://ww2.kqed.org/mindshift/2011/03/gaming-and-learning-canterbury-tales-meets-world-of-warcraft/photo-13/\">\u003c/a>\u003ca rel=\"attachment wp-att-8940\" href=\"http://ww2.kqed.org/mindshift/2011/03/gaming-and-learning-canterbury-tales-meets-world-of-warcraft/photo-13/\">\u003cimg class=\"alignleft size-thumbnail wp-image-8940\" title=\"photo\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/photo-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>It's always gratifying to hear from students commenting on MindShift articles. The Huffington Post's \u003ca href=\"http://www.huffingtonpost.com/tina-barseghian/education-technology-video-games_b_829460.html\">publishing of \"Ten Surprising Truths About Video Games,\"\u003c/a> received a slew of responses.\u003c/p>\n\u003cp>My two favorites:\u003c/p>\n\u003cp>One who pointed to a video putting James Gee's theories of gaming and learning to action by creating a movie made from World of Warcraft to portray the \u003ca href=\"http://en.wikipedia.org/wiki/The_Pardoner%27s_Tale\">Pardoner's Tale\u003c/a> in Canterbury Tales. Brilliant!\u003c/p>\n\u003cp>http://www.youtube.com/watch?v=4KjLWTWJ--o&feature=related\u003c/p>\n\u003cp>The commenter writes:\u003c/p>\n\u003cblockquote>\u003cp>I love the idea that we should be changing curriculum to match gaming, not adding games to our existing curriculum. Very interesting and inspiring idea. Even without a paradigm shift in the way we think about education and assessment, games can be used to motivate and inspire creativity.\u003c/p>\u003c/blockquote>\n\u003cp>And another who offers a first-hand perspective:\u003c/p>\n\u003cblockquote>\n\u003cdiv>Excellent! It's about time I heard from somebody who was not convinced that any form of technology melts people's brains. This is absolutely correct, and, \u003cstrong>being 14, I would know\u003c/strong>.\u003c/div>\n\u003c/blockquote>\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-8940\" href=\"http://ww2.kqed.org/mindshift/2011/03/gaming-and-learning-canterbury-tales-meets-world-of-warcraft/photo-13/\">\u003c/a>\u003ca rel=\"attachment wp-att-8940\" href=\"http://ww2.kqed.org/mindshift/2011/03/gaming-and-learning-canterbury-tales-meets-world-of-warcraft/photo-13/\">\u003cimg class=\"alignleft size-thumbnail wp-image-8940\" title=\"photo\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/photo-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>It's always gratifying to hear from students commenting on MindShift articles. The Huffington Post's \u003ca href=\"http://www.huffingtonpost.com/tina-barseghian/education-technology-video-games_b_829460.html\">publishing of \"Ten Surprising Truths About Video Games,\"\u003c/a> received a slew of responses.\u003c/p>\n\u003cp>My two favorites:\u003c/p>\n\u003cp>One who pointed to a video putting James Gee's theories of gaming and learning to action by creating a movie made from World of Warcraft to portray the \u003ca href=\"http://en.wikipedia.org/wiki/The_Pardoner%27s_Tale\">Pardoner's Tale\u003c/a> in Canterbury Tales. Brilliant!\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/4KjLWTWJ--o'\n title='//www.youtube.com/embed/4KjLWTWJ--o'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>The commenter writes:\u003c/p>\n\u003cblockquote>\u003cp>I love the idea that we should be changing curriculum to match gaming, not adding games to our existing curriculum. Very interesting and inspiring idea. Even without a paradigm shift in the way we think about education and assessment, games can be used to motivate and inspire creativity.\u003c/p>\u003c/blockquote>\n\u003cp>And another who offers a first-hand perspective:\u003c/p>\n\u003cblockquote>\n\u003cdiv>Excellent! It's about time I heard from somebody who was not convinced that any form of technology melts people's brains. This is absolutely correct, and, \u003cstrong>being 14, I would know\u003c/strong>.\u003c/div>\n\u003c/blockquote>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_8890\" class=\"wp-caption center\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-8890\" href=\"http://ww2.kqed.org/mindshift/2011/03/faster-than-a-speeding-bullet/apple-unveils-ipad-2/\">\u003cimg class=\"size-medium wp-image-8890\" title=\"Apple Unveils iPad 2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/JustinSullivan-300x174.jpg\" alt=\"\" width=\"300\" height=\"174\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">It's thinner: The new iPad 2 (L) is displayed next to an original iPad (R)\u003c/figcaption>\u003c/figure>\n\u003cfigure id=\"attachment_8891\" class=\"wp-caption center\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-8891\" href=\"http://ww2.kqed.org/mindshift/2011/03/faster-than-a-speeding-bullet/apple-unveils-ipad-2-2/\">\u003cimg class=\"size-medium wp-image-8891\" title=\"Apple Unveils iPad 2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/JustinSullivan2-300x197.jpg\" alt=\"\" width=\"300\" height=\"197\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Colorful covers.\u003c/figcaption>\u003c/figure>\n\u003cfigure id=\"attachment_8892\" class=\"wp-caption center\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-8892\" href=\"http://ww2.kqed.org/mindshift/2011/03/faster-than-a-speeding-bullet/apple-unveils-ipad-2-3/\">\u003cimg class=\"size-medium wp-image-8892\" title=\"Apple Unveils iPad 2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/justinsullivan3-300x190.jpg\" alt=\"\" width=\"300\" height=\"190\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Adjustable case protector.\u003c/figcaption>\u003c/figure>\n\u003cp>You'd have to be on the moon not to have heard about the \u003ca href=\"http://bits.blogs.nytimes.com/2011/03/02/live-blogging-the-ipad-2-announcement/\">release of the iPad 2\u003c/a> today. All of what had been predicted about the successor to the original iPad has been confirmed: It's lighter, thinner, faster, and has two cameras.\u003c/p>\n\u003cp>And it's got a new SmartCover, which attaches magnetically to the screen and folds over every which way for optimal viewing.\u003c/p>\n\u003cp>Other new features: available in black and white; dual-core A5 CPU for faster speed; can connect to your high-def TV with an HDMI-out cable; allows for sharing of iTunes; apps like iMovie and Garage Band allow for movie and audio editing; starts at $499 and goes up to $829. Release date: March 11.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.engadget.com/2011/03/02/ipad-2-first-hands-on/\">Engadget\u003c/a> couldn't find enough superlatives to describe its lightning speed:\u003c/li>\n\u003c/ul>\n\u003cblockquote>\u003cp>This thing is insanely fast. We're not joking -- it's blazingly fast. Everything the iPad 2 does feels like it's on turbo. We're uploading a video of the some evidence of this, you'll be appropriately stunned.\u003c/p>\u003c/blockquote>\n\u003cul>\n\u003cli>\u003ca href=\"http://gizmodo.com/#!5774670/ipad-2-hands-on-it-really-is-different\">Gizmodo\u003c/a> ogled its svelte model-thin frame:\u003c/li>\n\u003c/ul>\n\u003cblockquote>\u003cp>It boggles the mind that it's thinner than an iPhone 4, yet doesn't seem to have that \"ready to snap\" cheapness other super-thin products have...I only touched (and oh, how I touched) the plastic one, but it was pretty easy wrapping it around the back of the iPad, and browsing with one hand. I preferred propping it up though, for typing on—it kind of shifts back slightly at first, which makes you think you've folded it incorrectly, but it resumes its natural place which seems to be the perfect height for typing on.\u003c/p>\u003c/blockquote>\n\u003cul>\n\u003cli>\u003ca href=\"Under%20the%20hood,%20the%20iPad%202%20has%20plenty%20to%20brag%20about.%20The%20new%20spec%20uses%20a%20dual-core%20A5%20processor%20that%20promises%20to%20be%20twice%20as%20fast%20with%20nine%20times%20the%20graphics%20performance.%20I%20played%20a%20little%20Infinity%20Blade%20on%20the%20iPad%202%20and%20aside%20from%20being%20awful%20at%20the%20game,%20I%20was%20impressed%20at%20the%20speed,%20detail,%20and%20fluidity%20of%20the%20graphics.%20%20Read%20more:%20http://reviews.cnet.com/8301-31747_7-20038436-243.html#ixzz1FUIUGKVo\">CNET\u003c/a> praised its power:\u003c/li>\n\u003c/ul>\n\u003cblockquote>\u003cp>Under the hood, the iPad 2 has plenty to brag about. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_8890\" class=\"wp-caption center\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-8890\" href=\"http://ww2.kqed.org/mindshift/2011/03/faster-than-a-speeding-bullet/apple-unveils-ipad-2/\">\u003cimg class=\"size-medium wp-image-8890\" title=\"Apple Unveils iPad 2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/JustinSullivan-300x174.jpg\" alt=\"\" width=\"300\" height=\"174\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">It's thinner: The new iPad 2 (L) is displayed next to an original iPad (R)\u003c/figcaption>\u003c/figure>\n\u003cfigure id=\"attachment_8891\" class=\"wp-caption center\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-8891\" href=\"http://ww2.kqed.org/mindshift/2011/03/faster-than-a-speeding-bullet/apple-unveils-ipad-2-2/\">\u003cimg class=\"size-medium wp-image-8891\" title=\"Apple Unveils iPad 2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/JustinSullivan2-300x197.jpg\" alt=\"\" width=\"300\" height=\"197\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Colorful covers.\u003c/figcaption>\u003c/figure>\n\u003cfigure id=\"attachment_8892\" class=\"wp-caption center\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-8892\" href=\"http://ww2.kqed.org/mindshift/2011/03/faster-than-a-speeding-bullet/apple-unveils-ipad-2-3/\">\u003cimg class=\"size-medium wp-image-8892\" title=\"Apple Unveils iPad 2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/justinsullivan3-300x190.jpg\" alt=\"\" width=\"300\" height=\"190\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Adjustable case protector.\u003c/figcaption>\u003c/figure>\n\u003cp>You'd have to be on the moon not to have heard about the \u003ca href=\"http://bits.blogs.nytimes.com/2011/03/02/live-blogging-the-ipad-2-announcement/\">release of the iPad 2\u003c/a> today. All of what had been predicted about the successor to the original iPad has been confirmed: It's lighter, thinner, faster, and has two cameras.\u003c/p>\n\u003cp>And it's got a new SmartCover, which attaches magnetically to the screen and folds over every which way for optimal viewing.\u003c/p>\n\u003cp>Other new features: available in black and white; dual-core A5 CPU for faster speed; can connect to your high-def TV with an HDMI-out cable; allows for sharing of iTunes; apps like iMovie and Garage Band allow for movie and audio editing; starts at $499 and goes up to $829. Release date: March 11.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.engadget.com/2011/03/02/ipad-2-first-hands-on/\">Engadget\u003c/a> couldn't find enough superlatives to describe its lightning speed:\u003c/li>\n\u003c/ul>\n\u003cblockquote>\u003cp>This thing is insanely fast. We're not joking -- it's blazingly fast. Everything the iPad 2 does feels like it's on turbo. We're uploading a video of the some evidence of this, you'll be appropriately stunned.\u003c/p>\u003c/blockquote>\n\u003cul>\n\u003cli>\u003ca href=\"http://gizmodo.com/#!5774670/ipad-2-hands-on-it-really-is-different\">Gizmodo\u003c/a> ogled its svelte model-thin frame:\u003c/li>\n\u003c/ul>\n\u003cblockquote>\u003cp>It boggles the mind that it's thinner than an iPhone 4, yet doesn't seem to have that \"ready to snap\" cheapness other super-thin products have...I only touched (and oh, how I touched) the plastic one, but it was pretty easy wrapping it around the back of the iPad, and browsing with one hand. I preferred propping it up though, for typing on—it kind of shifts back slightly at first, which makes you think you've folded it incorrectly, but it resumes its natural place which seems to be the perfect height for typing on.\u003c/p>\u003c/blockquote>\n\u003cul>\n\u003cli>\u003ca href=\"Under%20the%20hood,%20the%20iPad%202%20has%20plenty%20to%20brag%20about.%20The%20new%20spec%20uses%20a%20dual-core%20A5%20processor%20that%20promises%20to%20be%20twice%20as%20fast%20with%20nine%20times%20the%20graphics%20performance.%20I%20played%20a%20little%20Infinity%20Blade%20on%20the%20iPad%202%20and%20aside%20from%20being%20awful%20at%20the%20game,%20I%20was%20impressed%20at%20the%20speed,%20detail,%20and%20fluidity%20of%20the%20graphics.%20%20Read%20more:%20http://reviews.cnet.com/8301-31747_7-20038436-243.html#ixzz1FUIUGKVo\">CNET\u003c/a> praised its power:\u003c/li>\n\u003c/ul>\n\u003cblockquote>\u003cp>Under the hood, the iPad 2 has plenty to brag about. 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"content": "\u003cdiv id=\"attachment_20796\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\u003ca href=\"http://www.flickr.com/photos/cleopold73/2906486794/\">\u003cimg class=\"size-full wp-image-20796\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/2906486794_80400b009e.jpg\" alt=\"\" width=\"500\" height=\"334\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/2906486794_80400b009e.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/2906486794_80400b009e-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/2906486794_80400b009e-320x214.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: Corey Leopold\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Inspired by Sandy Speicher's vision of the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">designed school day of the future\u003c/a>, reader Shelly Blake-Plock shared\u003ca href=\"http://teachpaperless.blogspot.com/2009/12/21-things-that-will-become-obsolete-in.html\"> his own predictions\u003c/a> of that ideal day. How close are we to this? The post was written in December 2009, and Blake-Plock says he's seeing some of these already beginning to come to fruition.\u003c/p>\n\u003cp>[Update: I asked Blake-Plock to respond to comments to this post. Read it \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/a-challenge-to-doubters-do-something-impossible/\">here\u003c/a>.]\u003c/p>\n\u003ch5>By Shelly Blake-Plock\u003c/h5>\n\u003cp>\u003cstrong>1. DESKS\u003c/strong>\u003cbr>\nThe 21st century does not fit neatly into rows. Neither should your students. Allow the network-based concepts of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/for-back-to-school-reimagine-classroom-design/\">flow, collaboration, and dynamism help you rearrange your room\u003c/a> for authentic 21st century learning.\u003c/p>\n\u003cp>\u003cstrong>2. LANGUAGE LABS\u003c/strong>\u003cbr>\nForeign language acquisition is only a smartphone away. \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/out-with-computer-labs-in-with-mobile/\">Get rid of those clunky desktops\u003c/a> and monitors and do something fun with that room.\u003c/p>\n\u003cp>\u003cstrong>3. COMPUTERS\u003c/strong>\u003cbr>\nOk, so this is a trick answer. More precisely this one should read: 'Our concept of what a computer is.' Because computing is going mobile and over the next decade we're going to see the full fury of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">individualized computing via handhelds come to the fore\u003c/a>. Can't wait.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cspan style=\"color: #000000\">\u003cstrong>EXPLORE MORE\u003c/strong>\u003c/span>\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #0000ff\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/why-kids-need-schools-to-change/\">\u003cspan style=\"color: #0000ff\">Why Kids Need School to Change\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #0000ff\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/three-trends-that-define-the-future-of-teaching-and-learning/\">\u003cspan style=\"color: #0000ff\">3 Trends That Define the Future of Teaching and Learning\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #0000ff\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/should-kids-schoolwork-impact-the-real-world/\">\u003cspan style=\"color: #0000ff\">How to Connect School Life to Real Life\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\u003cstrong>4. HOMEWORK\u003c/strong>\u003cbr>\nThe 21st century is a 24/7 environment. And the next decade is going to see the traditional temporal boundaries between home and school disappear. And despite whatever Secretary Duncan might say, we don't need kids to 'go to school' more; we need them to 'learn' more. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/where-does-informal-learning-fit-in/\">And this will be done 24/7 and on the move\u003c/a> (see #3).\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>5. THE ROLE OF STANDARDIZED TESTS IN COLLEGE ADMISSIONS\u003c/strong>\u003cbr>\n\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/is-it-time-to-reconsider-ap-classes/\">The AP Exam is on its last legs.\u003c/a> The SAT isn't far behind. Over the next ten years, we will see Digital Portfolios replace test scores as the #1 factor in college admissions.\u003c/p>\n\u003cp>\u003cstrong>6. DIFFERENTIATED INSTRUCTION AS A SIGN OF DISTINGUISHED TEACHER \u003c/strong>\u003cbr>\nThe 21st century is customizable. In ten years, the teacher who hasn't yet figured out how to use tech to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/7-essential-principles-of-innovative-learning/\">personalize learning \u003c/a>will be the teacher out of a job. Differentiation won't make you 'distinguished'; it'll just be a natural part of your work.\u003c/p>\n\u003cp>\u003cstrong>7. FEAR OF WIKIPEDIA\u003c/strong>\u003cbr>\nWikipedia is the greatest democratizing force in the world right now. If you are afraid of letting your students peruse it, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/students-contribute-to-wikipedia-content-and-credibility/\">it's time you get over yourself\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>8. PAPERBACKS\u003c/strong>\u003cbr>\nBooks were nice. In ten years' time, all reading will be via digital means. And yes, I know, you like the 'feel' of paper. Well, in ten years' time you'll hardly tell the difference as 'paper' itself becomes digitized.\u003c/p>\n\u003cp>\u003cstrong>9. ATTENDANCE OFFICES\u003c/strong>\u003cbr>\nBio scans. 'Nuff said.\u003c/p>\n\u003cp>\u003cstrong>10. LOCKERS\u003c/strong>\u003cbr>\nA coat-check, maybe.\u003c/p>\n\u003cp>\u003cstrong>11. I.T. DEPARTMENTS\u003c/strong>\u003cbr>\nOk, so this is another trick answer. More subtly put: IT Departments as we currently know them. Cloud computing and a decade's worth of increased wifi and satellite access will make some of the traditional roles of IT -- software, security, and connectivity -- a thing of the past. What will IT professionals do with all their free time? \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/finding-ways-to-boost-broadband-for-schools/\">Innovate\u003c/a>. Look to tech departments to instigate real change in the function of schools over the next twenty years.\u003c/p>\n\u003cp>\u003cstrong>12. CENTRALIZED INSTITUTIONS\u003c/strong>\u003cbr>\nSchool buildings are going to become 'homebases' of learning, not the institutions where all learning happens. Buildings will get smaller and greener, student and teacher schedules will change to allow less people on campus at any one time, and more teachers and students will be \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/learning-that-happens-online-and-off-in-and-out-of-school/\">going out into their communities to engage in experiential learning\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>13. ORGANIZATION OF EDUCATIONAL SERVICES BY GRADE \u003c/strong>\u003cbr>\nEducation over the next ten years will become more individualized, leaving the bulk of grade-based learning in the past. Students will form peer groups by interest and these interest groups will petition for specialized learning. The \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/to-break-the-mold-is-competency-learning-the-key/\">structure of K-12 will be fundamentally altered\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>14. EDUCATION SCHOOLS THAT FAIL TO INTEGRATE TECHNOLOGY\u003c/strong>\u003cbr>\nThis is actually one that could occur over the next five years. Education Schools have to realize that if they are to remain relevant, they are going to have to demand that\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/teachers-get-trained-with-the-ipad/\"> 21st century tech integration be modeled by the very professors\u003c/a> who are supposed to be preparing our teachers.\u003c/p>\n\u003cp>\u003cstrong>15. PAID/OUTSOURCED PROFESSIONAL DEVELOPMENT\u003c/strong>\u003cbr>\nNo one knows your school as well as you. With the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/for-educators-the-importance-of-making-meaningful-connections/\">power of a PLN \u003c/a>(professional learning networks) in their back pockets, teachers will rise up to replace peripatetic professional development gurus as the source of schoolwide professional development programs. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/can-twitter-replace-traditional-professional-development/\">This is already happening\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>16. CURRENT CURRICULAR NORMS\u003c/strong>\u003cbr>\nThere is no reason why every student needs to take however many credits in the same course of study as every other student. The root of curricular change will be the shift in middle schools to a role as foundational content providers and high schools as places for specialized learning.\u003c/p>\n\u003cp>\u003cstrong>17. PARENT-TEACHER CONFERENCE NIGHT\u003c/strong>\u003cbr>\nOngoing parent-teacher relations in virtual reality will make parent-teacher conference nights seem quaint. Over the next ten years,\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/how-should-schools-and-parents-be-involved-in-kids-online-lives/\"> parents and teachers will become closer than ever as a result of virtual communication opportunities\u003c/a>. And parents will drive schools to become ever more tech integrated.\u003c/p>\n\u003cp>\u003cstrong>18. TYPICAL CAFETERIA FOOD\u003c/strong>\u003cbr>\nNutrition information + handhelds + cost comparison = the end of $3.00 bowls of microwaved mac and cheese. At least, I so hope so.\u003c/p>\n\u003cp>\u003cstrong>19. OUTSOURCED GRAPHIC DESIGN AND WEB DESIGN\u003c/strong>\u003cbr>\nYou need a website/brochure/promo/etc.? Well, for goodness sake \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/how-should-we-use-technology-in-schools-ask-students/\">just let your kids do it\u003c/a>. By the end of the decade -- in the best of schools -- they will be.\u003c/p>\n\u003cp>\u003cstrong>20. HIGH SCHOOL ALGEBRA 1\u003c/strong>\u003cbr>\nWithin the decade, it will either become the norm to teach this course in middle school or we'll have finally woken up to the fact that \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/is-math-education-too-abstract/\">there's no reason to give algebra weight over statistics and I.T.\u003c/a> in high school for non-math majors (and they will have all taken it in middle school anyway).\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>21. PAPER\u003c/strong>\u003cbr>\nIn ten years' time, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/south-korean-schools-go-paperless-can-others-follow/\">schools will decrease their paper consumption\u003c/a> by no less than 90%. And the printing industry and the copier industry and the paper industry itself will either adjust or perish.\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/21-things-that-will-be-obsolete-by-2020/ms_school_future_th1342f08-9/\" rel=\"attachment wp-att-8871\">\u003cimg class=\"alignleft size-full wp-image-8871\" title=\"MS_school_future_th#1342F08\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/MS_school_future_th1342F08.jpg\" alt=\"\" width=\"60\" height=\"60\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/MS_school_future_th1342F08.jpg 60w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/MS_school_future_th1342F08-32x32.jpg 32w\" sizes=\"(max-width: 60px) 100vw, 60px\">\u003c/a>\u003c/em>\u003c/h5>\n\u003ch5>\u003cem>Read more in the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future/?order=asc\">School Day of the Future\u003c/a> series.\u003c/em>\u003c/h5>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_20796\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\u003ca href=\"http://www.flickr.com/photos/cleopold73/2906486794/\">\u003cimg class=\"size-full wp-image-20796\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/2906486794_80400b009e.jpg\" alt=\"\" width=\"500\" height=\"334\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/2906486794_80400b009e.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/2906486794_80400b009e-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/2906486794_80400b009e-320x214.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: Corey Leopold\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Inspired by Sandy Speicher's vision of the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">designed school day of the future\u003c/a>, reader Shelly Blake-Plock shared\u003ca href=\"http://teachpaperless.blogspot.com/2009/12/21-things-that-will-become-obsolete-in.html\"> his own predictions\u003c/a> of that ideal day. How close are we to this? The post was written in December 2009, and Blake-Plock says he's seeing some of these already beginning to come to fruition.\u003c/p>\n\u003cp>[Update: I asked Blake-Plock to respond to comments to this post. Read it \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/a-challenge-to-doubters-do-something-impossible/\">here\u003c/a>.]\u003c/p>\n\u003ch5>By Shelly Blake-Plock\u003c/h5>\n\u003cp>\u003cstrong>1. DESKS\u003c/strong>\u003cbr>\nThe 21st century does not fit neatly into rows. Neither should your students. Allow the network-based concepts of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/for-back-to-school-reimagine-classroom-design/\">flow, collaboration, and dynamism help you rearrange your room\u003c/a> for authentic 21st century learning.\u003c/p>\n\u003cp>\u003cstrong>2. LANGUAGE LABS\u003c/strong>\u003cbr>\nForeign language acquisition is only a smartphone away. \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/out-with-computer-labs-in-with-mobile/\">Get rid of those clunky desktops\u003c/a> and monitors and do something fun with that room.\u003c/p>\n\u003cp>\u003cstrong>3. COMPUTERS\u003c/strong>\u003cbr>\nOk, so this is a trick answer. More precisely this one should read: 'Our concept of what a computer is.' Because computing is going mobile and over the next decade we're going to see the full fury of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">individualized computing via handhelds come to the fore\u003c/a>. Can't wait.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cspan style=\"color: #000000\">\u003cstrong>EXPLORE MORE\u003c/strong>\u003c/span>\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #0000ff\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/why-kids-need-schools-to-change/\">\u003cspan style=\"color: #0000ff\">Why Kids Need School to Change\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #0000ff\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/three-trends-that-define-the-future-of-teaching-and-learning/\">\u003cspan style=\"color: #0000ff\">3 Trends That Define the Future of Teaching and Learning\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #0000ff\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/should-kids-schoolwork-impact-the-real-world/\">\u003cspan style=\"color: #0000ff\">How to Connect School Life to Real Life\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\u003cstrong>4. HOMEWORK\u003c/strong>\u003cbr>\nThe 21st century is a 24/7 environment. And the next decade is going to see the traditional temporal boundaries between home and school disappear. And despite whatever Secretary Duncan might say, we don't need kids to 'go to school' more; we need them to 'learn' more. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/where-does-informal-learning-fit-in/\">And this will be done 24/7 and on the move\u003c/a> (see #3).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>5. THE ROLE OF STANDARDIZED TESTS IN COLLEGE ADMISSIONS\u003c/strong>\u003cbr>\n\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/is-it-time-to-reconsider-ap-classes/\">The AP Exam is on its last legs.\u003c/a> The SAT isn't far behind. Over the next ten years, we will see Digital Portfolios replace test scores as the #1 factor in college admissions.\u003c/p>\n\u003cp>\u003cstrong>6. DIFFERENTIATED INSTRUCTION AS A SIGN OF DISTINGUISHED TEACHER \u003c/strong>\u003cbr>\nThe 21st century is customizable. In ten years, the teacher who hasn't yet figured out how to use tech to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/7-essential-principles-of-innovative-learning/\">personalize learning \u003c/a>will be the teacher out of a job. Differentiation won't make you 'distinguished'; it'll just be a natural part of your work.\u003c/p>\n\u003cp>\u003cstrong>7. FEAR OF WIKIPEDIA\u003c/strong>\u003cbr>\nWikipedia is the greatest democratizing force in the world right now. If you are afraid of letting your students peruse it, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/students-contribute-to-wikipedia-content-and-credibility/\">it's time you get over yourself\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>8. PAPERBACKS\u003c/strong>\u003cbr>\nBooks were nice. In ten years' time, all reading will be via digital means. And yes, I know, you like the 'feel' of paper. Well, in ten years' time you'll hardly tell the difference as 'paper' itself becomes digitized.\u003c/p>\n\u003cp>\u003cstrong>9. ATTENDANCE OFFICES\u003c/strong>\u003cbr>\nBio scans. 'Nuff said.\u003c/p>\n\u003cp>\u003cstrong>10. LOCKERS\u003c/strong>\u003cbr>\nA coat-check, maybe.\u003c/p>\n\u003cp>\u003cstrong>11. I.T. DEPARTMENTS\u003c/strong>\u003cbr>\nOk, so this is another trick answer. More subtly put: IT Departments as we currently know them. Cloud computing and a decade's worth of increased wifi and satellite access will make some of the traditional roles of IT -- software, security, and connectivity -- a thing of the past. What will IT professionals do with all their free time? \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/finding-ways-to-boost-broadband-for-schools/\">Innovate\u003c/a>. Look to tech departments to instigate real change in the function of schools over the next twenty years.\u003c/p>\n\u003cp>\u003cstrong>12. CENTRALIZED INSTITUTIONS\u003c/strong>\u003cbr>\nSchool buildings are going to become 'homebases' of learning, not the institutions where all learning happens. Buildings will get smaller and greener, student and teacher schedules will change to allow less people on campus at any one time, and more teachers and students will be \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/learning-that-happens-online-and-off-in-and-out-of-school/\">going out into their communities to engage in experiential learning\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>13. ORGANIZATION OF EDUCATIONAL SERVICES BY GRADE \u003c/strong>\u003cbr>\nEducation over the next ten years will become more individualized, leaving the bulk of grade-based learning in the past. Students will form peer groups by interest and these interest groups will petition for specialized learning. The \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/to-break-the-mold-is-competency-learning-the-key/\">structure of K-12 will be fundamentally altered\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>14. EDUCATION SCHOOLS THAT FAIL TO INTEGRATE TECHNOLOGY\u003c/strong>\u003cbr>\nThis is actually one that could occur over the next five years. Education Schools have to realize that if they are to remain relevant, they are going to have to demand that\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/teachers-get-trained-with-the-ipad/\"> 21st century tech integration be modeled by the very professors\u003c/a> who are supposed to be preparing our teachers.\u003c/p>\n\u003cp>\u003cstrong>15. PAID/OUTSOURCED PROFESSIONAL DEVELOPMENT\u003c/strong>\u003cbr>\nNo one knows your school as well as you. With the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/for-educators-the-importance-of-making-meaningful-connections/\">power of a PLN \u003c/a>(professional learning networks) in their back pockets, teachers will rise up to replace peripatetic professional development gurus as the source of schoolwide professional development programs. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/can-twitter-replace-traditional-professional-development/\">This is already happening\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>16. CURRENT CURRICULAR NORMS\u003c/strong>\u003cbr>\nThere is no reason why every student needs to take however many credits in the same course of study as every other student. The root of curricular change will be the shift in middle schools to a role as foundational content providers and high schools as places for specialized learning.\u003c/p>\n\u003cp>\u003cstrong>17. PARENT-TEACHER CONFERENCE NIGHT\u003c/strong>\u003cbr>\nOngoing parent-teacher relations in virtual reality will make parent-teacher conference nights seem quaint. Over the next ten years,\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/how-should-schools-and-parents-be-involved-in-kids-online-lives/\"> parents and teachers will become closer than ever as a result of virtual communication opportunities\u003c/a>. And parents will drive schools to become ever more tech integrated.\u003c/p>\n\u003cp>\u003cstrong>18. TYPICAL CAFETERIA FOOD\u003c/strong>\u003cbr>\nNutrition information + handhelds + cost comparison = the end of $3.00 bowls of microwaved mac and cheese. At least, I so hope so.\u003c/p>\n\u003cp>\u003cstrong>19. OUTSOURCED GRAPHIC DESIGN AND WEB DESIGN\u003c/strong>\u003cbr>\nYou need a website/brochure/promo/etc.? Well, for goodness sake \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/how-should-we-use-technology-in-schools-ask-students/\">just let your kids do it\u003c/a>. By the end of the decade -- in the best of schools -- they will be.\u003c/p>\n\u003cp>\u003cstrong>20. HIGH SCHOOL ALGEBRA 1\u003c/strong>\u003cbr>\nWithin the decade, it will either become the norm to teach this course in middle school or we'll have finally woken up to the fact that \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/is-math-education-too-abstract/\">there's no reason to give algebra weight over statistics and I.T.\u003c/a> in high school for non-math majors (and they will have all taken it in middle school anyway).\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>21. PAPER\u003c/strong>\u003cbr>\nIn ten years' time, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/south-korean-schools-go-paperless-can-others-follow/\">schools will decrease their paper consumption\u003c/a> by no less than 90%. And the printing industry and the copier industry and the paper industry itself will either adjust or perish.\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/21-things-that-will-be-obsolete-by-2020/ms_school_future_th1342f08-9/\" rel=\"attachment wp-att-8871\">\u003cimg class=\"alignleft size-full wp-image-8871\" title=\"MS_school_future_th#1342F08\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/MS_school_future_th1342F08.jpg\" alt=\"\" width=\"60\" height=\"60\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/MS_school_future_th1342F08.jpg 60w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/MS_school_future_th1342F08-32x32.jpg 32w\" sizes=\"(max-width: 60px) 100vw, 60px\">\u003c/a>\u003c/em>\u003c/h5>\n\u003ch5>\u003cem>Read more in the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future/?order=asc\">School Day of the Future\u003c/a> series.\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Some great quotes from Jenna Wang's \u003ca href=\"http://www.eschoolnews.com/2011/02/28/aups-shape-web-20-use-guidelines/?\">piece in eSchool News\u003c/a> on schools allowing more open access to the Internet, shifting from \"acceptable use policies\" to \"responsible use policies.\"\u003c/p>\n\u003cp>James Bosco, principal investigator for CoSN’s Participatory Learning in Schools: Leadership and Policy Initiative:\u003c/p>\n\u003cblockquote>\u003cp>“I think we’re fighting a losing battle if the effort is to control it by limiting access and attempting to more or less close the door,” said Bosco. “We have to think about this more in terms of how we work with our students, so it’s not just a matter of forbidding them, but [that] they understand how to use it both for good learning purposes and in an ethical manner.”\u003c/p>\u003c/blockquote>\n\u003cp>CoSN CEO Keith Kruege:\u003c/p>\n\u003cblockquote>\u003cp>“It’s part of owning your own education,” said Krueger. “Those districts that have provided open access to publicly available tools have actually not experienced major disciplinary problems.”\u003c/p>\u003c/blockquote>\n\u003cp>Again, the issue of\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/revolution-2-0-the-control-shift/\"> information control \u003c/a>comes up.\u003c/p>\n\u003cp>Read the \u003ca href=\"http://www.eschoolnews.com/2011/02/28/aups-shape-web-20-use-guidelines/?\">rest of the article\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"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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"perspectives": {
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
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},
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},
"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
"airtime": "SAT 4pm-5pm",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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},
"link": "/radio/program/reveal",
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