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"content": "\u003cp>It's way too early to know whether the iPad will have an effect on the education system as a whole. We need time to study its impact on how students learn. But anecdotal evidence from teachers so far is encouraging.\u003c/p>\n\u003cp>See what \u003ca href=\"http://www.macworld.com/article/157013/2011/01/ipadintheschool.html\">Frasier Speirs \u003c/a>from Cedars School of Excellence has to say about deploying 115 iPads in school.\u003c/p>\n\u003cblockquote>\u003cp>The biggest early change has been in teaching art. Apps like \u003ca href=\"http://www.macworld.com/appguide/app.html?id=458359&expand=false\">Brushes\u003c/a>, \u003ca href=\"http://www.macworld.com/appguide/app.html?id=460473&expand=false\">MoodBoard Pro\u003c/a>, and \u003ca href=\"http://www.macworld.com/appguide/app.html?id=318252&expand=false\">Photoshop Express\u003c/a> help children experiment with art and build confidence. Children are often reluctant to try new things in art class for fear of getting something wrong. With the freedom to simply try things, with the safety of unlimited undo, their creativity has opened up dramatically. Similarly, in English our teachers are now having to teach the art of keeping to a word limit because children are producing longer and better pieces of writing than ever before.\u003c/p>\n\u003cp>Are there things we wish the iPad did better? Of course. Is there another computing device that meets our needs more fully? Not right now. The iPad has transformed our school, and we have only begun to find out what’s possible.\u003c/p>\u003c/blockquote>\n\u003cp>I'd love to hear from other educators or parents the specifics on how they're seeing students' learning process changing.\u003c/p>\n\u003cp>[Via Scott McLeod's\u003ca href=\"http://www.minddump.org/taking-the-ipad-away-would-now-completely-bre?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+mcleodminddump+%28Mind+Dump%29&utm_content=Google+Reader\"> Mind Dump\u003c/a>.]\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It's way too early to know whether the iPad will have an effect on the education system as a whole. We need time to study its impact on how students learn. But anecdotal evidence from teachers so far is encouraging.\u003c/p>\n\u003cp>See what \u003ca href=\"http://www.macworld.com/article/157013/2011/01/ipadintheschool.html\">Frasier Speirs \u003c/a>from Cedars School of Excellence has to say about deploying 115 iPads in school.\u003c/p>\n\u003cblockquote>\u003cp>The biggest early change has been in teaching art. Apps like \u003ca href=\"http://www.macworld.com/appguide/app.html?id=458359&expand=false\">Brushes\u003c/a>, \u003ca href=\"http://www.macworld.com/appguide/app.html?id=460473&expand=false\">MoodBoard Pro\u003c/a>, and \u003ca href=\"http://www.macworld.com/appguide/app.html?id=318252&expand=false\">Photoshop Express\u003c/a> help children experiment with art and build confidence. Children are often reluctant to try new things in art class for fear of getting something wrong. With the freedom to simply try things, with the safety of unlimited undo, their creativity has opened up dramatically. Similarly, in English our teachers are now having to teach the art of keeping to a word limit because children are producing longer and better pieces of writing than ever before.\u003c/p>\n\u003cp>Are there things we wish the iPad did better? Of course. Is there another computing device that meets our needs more fully? Not right now. The iPad has transformed our school, and we have only begun to find out what’s possible.\u003c/p>\u003c/blockquote>\n\u003cp>I'd love to hear from other educators or parents the specifics on how they're seeing students' learning process changing.\u003c/p>\n\u003cp>[Via Scott McLeod's\u003ca href=\"http://www.minddump.org/taking-the-ipad-away-would-now-completely-bre?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+mcleodminddump+%28Mind+Dump%29&utm_content=Google+Reader\"> Mind Dump\u003c/a>.]\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cdiv id=\"attachment_6270\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px;\">\u003cstrong>\u003cstrong>\u003ca rel=\"attachment wp-att-6270\" href=\"http://ww2.kqed.org/mindshift/2011/01/why-every-student-should-learn-the-skills-of-a-journalist/reporters-notebook/\">\u003cimg class=\"size-large wp-image-6270\" title=\"Reporter's notebook\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/2330323726_61b725b577_z-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003c/strong>\u003c/strong>\n\u003cp class=\"credit\">\u003cstrong>\u003cstrong>Flickr: sskennel\u003c/strong>\u003c/strong>\u003c/p>\n\u003cp class=\"caption\">\n\u003c/p>\u003c/div>\n\u003cp>How do we make schools more relevant to students? Teach them the skills they need in the real world, with tools they use every day. That's exactly what Esther Wojcicki, a teacher of English and journalism at Palo Alto High School, is attempting to do with the recent launch of the website \u003ca href=\"http://21stcenturylit.org\">21STCenturyLit\u003c/a>. I interviewed Esther about the site, and how she hopes it will serve as a useful tool for both students and educators.\u003c/p>\n\u003cp>\u003cstrong>- How do you describe the mission for \u003ca href=\"http://21stcenturylit.org\">21STcenturylit\u003c/a>?\u003c/strong>\u003c/p>\n\u003cp>The mission of 21STcenturylit.org is three fold: it is to teach students how to be intelligent consumers of digital media, to teach students how to be skillful creators of digital media, and to teach students how to search intelligently. We are living in an age when digital media and new digital tools are revolutionizing the world. Schools need to help student learn these skills, not block and censor the Internet.\u003c/p>\n\u003cp>\u003cstrong>- Why is this important right now?\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>We need to make school more relevant to the world we live in to combat the huge dropout problem we face. We also need to train kids to have the skills needed in the digital world. They need to know how to communicate using multiple media; they need to know how to read and write for the web; they need to know how to use social media for things other than checking on their friends. Schools should be teaching this; businesses want to hire kids with these skills.\u003c/p>\n\u003cp>More than 40 percent of high school students nationwide drop out of school. While there are many reasons why kids drop out including economic factors, lack of reading skills, one of the main reasons cited is that they find school irrelevant, boring, and punitive.\u003c/p>\n\u003cp>We as a nation also have a critical need for trained IT workers that is not being met by our educational system. If students learn to use digital media in school and go on to computer science courses, it will provide good jobs for them and fill an important need for our country. Right now we are getting IT workers from other countries and kids are not getting the training they need in schools.\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>How do you think the work of a journalist mirrors that of a media consumer (newspaper reader, web user, etc.)? \u003c/strong>\u003c/p>\n\u003cp>The skills of a journalist mirror those of today’s media consumer which is why news literacy is a critical skill for all students. Like journalists, students today are gathering information; however, unlike journalists they do not have the skills for analyzing it, or writing about it. They should be taught these skills in school; we need to teach kids how to critically examine their research and make intelligent decisions about it. We need to teach them how to write for the web so they can feed empowered to participate. Many kids are connected to their Facebook account and their phone, but they do not comment on blogs or even write blogs.\u003c/p>\n\u003cp>\u003cstrong>How is this being received by the education community? How are you getting the word out, and how many educators so far have come upon this site?\u003c/strong>\u003c/p>\n\u003cp>Most teachers are interested in teaching these skills; however, many don’t feel that they have the necessary skills themselves. Teachers need time to learn these skills through professional development. They need time to learn how they can modify their teaching to incorporate the teaching of digital skills.\u003c/p>\n\u003cfigure id=\"attachment_6277\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-6277\" title=\"EstherWojcicki\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/EstherWojcicki-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\">Esther Wojcicki\u003c/figcaption>\u003c/figure>\n\u003cp>For example, English teachers need to teach students how to collaborate online with their writing projects. Just using the web to collaborate helps student understand what is happening in businesses. Instead of writing a paper, printing it out and turning it in, kids can turn the paper in online and peer-edit their work online before turning it in. One of the most widely used collaboration tools is Google Docs, a free online word processing program. In using this method, students learn more than just how to write a paper; they learn how to use digital tools.\u003c/p>\n\u003cp>Students should also learn to blog. At the moment, many schools block blogging because they are worried kids will access ‘inappropriate’ blogs. How is this teaching kids about the real world?\u003c/p>\n\u003caside class=\"pullquote alignleft\">We need to make school more relevant to the world we live in to combat the huge dropout problem we face. We also need to train kids to have the skills needed in the digital world.\u003c/aside>\n\u003cp>Students can be asked, for example, to do research on health care in America and compare it to health care in other parts of the world. Just doing the research is exciting for students but most of them do not know how to analyze their results. They need to be taught. For example, who created the website, what are their political objectives, how objective is the information. Administrators need to help teachers who in turn help students learn how to analyze their result, not block the web. In too many schools today, the web is blocked!! Yes, blocked. Schools use special censoring services that ensure that kids will never find anything ‘objectionable.’ How is this teaching about the real world when they are never allowed to access the real world, except at home. Schools are making themselves irrelevant by failing to teach kids about the world we live in.\u003c/p>\n\u003cp>\u003cstrong>- What's your hope with this site?\u003c/strong>\u003c/p>\n\u003cp>I'm hoping that this site will provide teachers several lesson plans that will help them teach students a) how to search effectively b) how to analyze their search results c) how to differentiate between fact and opinion d) how to write for the web. I have lesson plans to teach how to write a personality feature, how to write a news story, how to write reviews of movies, games, books, websites. There are also lesson plans of how to understand copyright and how to use Creative Commons licenses to modify copyright so students can learn to share and remix legally.\u003c/p>\n\u003cp>\u003cstrong>How are educators accessing these kinds of excellent resources online? Do you believe there's a good system in place to let them know, or do you think it's still quite fragmented and decentralized?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>The system is still quite fragmented and decentralized. There are many sites and many entrepreneurs trying to create materials for teachers but one of the main problems is finding these resources. If the user doesn’t know the key words, then they won’t find them.\u003c/p>\n\u003cp>\u003cstrong>What solution do you think might work for creating a central repository of sorts? \u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>I am working with a group of universities who are looking at ways to optimize the finding of \u003ca href=\"http://www.oercommons.org/\">Open Educational Resources\u003c/a>. Hopefully, this will happen in 2011 but until then teachers need to know the address of the site or the key words to find the materials.\u003c/p>\n\n",
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If students learn to use digital media in school and go on to computer science courses, it will provide good jobs for them and fill an important need for our country. Right now we are getting IT workers from other countries and kids are not getting the training they need in schools.\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>How do you think the work of a journalist mirrors that of a media consumer (newspaper reader, web user, etc.)? \u003c/strong>\u003c/p>\n\u003cp>The skills of a journalist mirror those of today’s media consumer which is why news literacy is a critical skill for all students. Like journalists, students today are gathering information; however, unlike journalists they do not have the skills for analyzing it, or writing about it. They should be taught these skills in school; we need to teach kids how to critically examine their research and make intelligent decisions about it. 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They need time to learn how they can modify their teaching to incorporate the teaching of digital skills.\u003c/p>\n\u003cfigure id=\"attachment_6277\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-6277\" title=\"EstherWojcicki\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/EstherWojcicki-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\">Esther Wojcicki\u003c/figcaption>\u003c/figure>\n\u003cp>For example, English teachers need to teach students how to collaborate online with their writing projects. Just using the web to collaborate helps student understand what is happening in businesses. Instead of writing a paper, printing it out and turning it in, kids can turn the paper in online and peer-edit their work online before turning it in. One of the most widely used collaboration tools is Google Docs, a free online word processing program. In using this method, students learn more than just how to write a paper; they learn how to use digital tools.\u003c/p>\n\u003cp>Students should also learn to blog. At the moment, many schools block blogging because they are worried kids will access ‘inappropriate’ blogs. How is this teaching kids about the real world?\u003c/p>\n\u003caside class=\"pullquote alignleft\">We need to make school more relevant to the world we live in to combat the huge dropout problem we face. We also need to train kids to have the skills needed in the digital world.\u003c/aside>\n\u003cp>Students can be asked, for example, to do research on health care in America and compare it to health care in other parts of the world. Just doing the research is exciting for students but most of them do not know how to analyze their results. They need to be taught. For example, who created the website, what are their political objectives, how objective is the information. Administrators need to help teachers who in turn help students learn how to analyze their result, not block the web. In too many schools today, the web is blocked!! Yes, blocked. Schools use special censoring services that ensure that kids will never find anything ‘objectionable.’ How is this teaching about the real world when they are never allowed to access the real world, except at home. Schools are making themselves irrelevant by failing to teach kids about the world we live in.\u003c/p>\n\u003cp>\u003cstrong>- What's your hope with this site?\u003c/strong>\u003c/p>\n\u003cp>I'm hoping that this site will provide teachers several lesson plans that will help them teach students a) how to search effectively b) how to analyze their search results c) how to differentiate between fact and opinion d) how to write for the web. I have lesson plans to teach how to write a personality feature, how to write a news story, how to write reviews of movies, games, books, websites. There are also lesson plans of how to understand copyright and how to use Creative Commons licenses to modify copyright so students can learn to share and remix legally.\u003c/p>\n\u003cp>\u003cstrong>How are educators accessing these kinds of excellent resources online? Do you believe there's a good system in place to let them know, or do you think it's still quite fragmented and decentralized?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>The system is still quite fragmented and decentralized. There are many sites and many entrepreneurs trying to create materials for teachers but one of the main problems is finding these resources. If the user doesn’t know the key words, then they won’t find them.\u003c/p>\n\u003cp>\u003cstrong>What solution do you think might work for creating a central repository of sorts? \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-6143\" href=\"http://ww2.kqed.org/mindshift/2011/01/how-free-is-free/cover_science_earthscience/\">\u003cimg class=\"alignright size-full wp-image-6143\" title=\"cover_science_earthscience\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/cover_science_earthscience.png\" alt=\"\" width=\"100\" height=\"109\">\u003c/a>The \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/the-living-book-movement-free-education-for-all/\">article about CK12's open-source digital FlexBooks\u003c/a> compelled a reader to respond with some questions.\u003c/p>\n\u003cp>He writes:\u003c/p>\n\u003cblockquote>\u003cp>I have developed a strong interest in open or free text ever since I purchased a brand new grey-market, European textbook for 60 dollars, a full third of what Americans pay for the same biology book. I also got into a heated discussion with my professor about free education, and free information. I was upset because he forced us to buy his access guide and sub par \"media lab\" that he created with flash sometime in 2002.\u003c!--more-->\u003c/p>\n\u003cp>I have a few questions that this article does not address. The first is who is involved with creating the content for the books? Are the writers paid? volunteers? vetted? If they are paid then who is paying for the free books? And my last question is are the books truly free, meaning does anyone have access to them? Calling something free, then selling a college level product at an inflated rate to make up for the lost profits is, in my opinion, inconsistent with a desire to provide free high quality information to students.\u003c/p>\u003c/blockquote>\n\u003cp>I asked Neeru Khosla, the founder of \u003ca href=\"http://www.ck12.org/\">CK12\u003c/a> to respond directly.\u003c/p>\n\u003cblockquote>\u003cp>CK-12 FlexBooks are created by teachers who have had domain experience for at least 5 years or so. In addition to the authors, we have domain expert, technical editor, and editing. The books when they are finalized through this team are also sent to classroom teachers for feedback and review.\u003c/p>\n\u003cp>Our books are not written by volunteers, however you can donate a book to our project and we will determine the quality at this point as is the case of People’s Physics Book and From Stargazers to Starships. We pay them a small fee. The money comes from funding through grant from a private foundation. These books are truly free everyone has access to them. We don't have any limitation.\u003c/p>\u003c/blockquote>\n\u003cp>And lastly, my input:\u003c/p>\n\u003cp>CK-12's FlexBooks earned perfect scores in Phase Two of California's \u003ca href=\"http://www.clrn.org/fdti/\">Free Digital Textbook Initiative\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-6049\" href=\"http://ww2.kqed.org/mindshift/2011/01/lady-gaga-songs-teach-history/screen-shot-2011-01-05-at-10-32-35-am/\">\u003cimg class=\"alignleft size-thumbnail wp-image-6049\" title=\"Screen shot 2011-01-05 at 10.32.35 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/Screen-shot-2011-01-05-at-10.32.35-AM-140x140.png\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>For those who think history is boring, maybe Lady Gaga can change their tune.\u003c/p>\n\u003cp>Two Hawaii teachers have created music videos for YouTube that use pop songs to teach classical history, according to \u003ca href=\"http://www.staradvertiser.com/news/20110102_Teachers_Gaga_over_history_on_YouTube.html\">an article in the Star Advertiser\u003c/a>.\u003c/p>\n\u003cp>So far, the duo has produced 49 videos on YouTube.\u003c/p>\n\u003cblockquote>\u003cp>\"We've only had wildly ecstatic responses. It just blows them away,\" Mahelona said [one of the teachers]. \"The kids just eat it up. And then they take the exam and just from singing the songs, they would remember everything.\"\u003c/p>\u003c/blockquote>\n\u003cp>Lady Gaga's famous \"Bad Romance\" helps illustrate the French Revolution. Check it out.\u003c/p>\n\u003cp>http://www.youtube.com/watch?v=wXsZbkt0yqo\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/john/47544223/\">\u003cimg class=\"size-medium wp-image-5906\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/hand-keyboard-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003c/p>\n\u003ch5>By Sara Bernard\u003c/h5>\n\u003cp>They're free, they're customizable, and they meet state standards.\u003c/p>\n\u003cp>Those are the three biggest selling points of \u003ca href=\"http://www.ck12.org/flexbook/\">CK12 Flexbooks\u003c/a>, digital educational content for K-12 schools.\u003c/p>\n\u003cp>FlexBooks are developed through a combination of author donations, licensing partnerships, university collaborations, and incentives for community-based authorship, and teachers can customize them to their hearts' content.\u003c/p>\n\u003cp>\"We can't make all kids get an education,\" says Neeru Khosla, CK-12's co-founder and executive director, \"but we can make it simpler, easier, and more affordable. That's the philosophy behind the openness as far as I'm concerned.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While print is still not out of the picture, Khosala says , open-source textbooks are certainly the wave of the future.\u003c/p>\n\u003cp>\u003cstrong>Q: Have you seen a lot of growth in the open source movement in education recently?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> Yes, we've made a lot of strides. For me, it's the spirit more than anything else. It's not about profits. It's about making sure that everyone has access to information. You can argue, \"How can you expect people to have access to information if they don't have access to computers?\" But I think that more and more, computers are becoming readily available in libraries and schools.\u003c/p>\n\u003cp>The open educational resources movement is also creating more organized sources of information -- more contextualized information, rather than just, \"Here it is, now you have to go find it.\" There are a whole bunch of other organizations like us, such as the \u003ca href=\"http://oli.web.cmu.edu/openlearning/\" target=\"_blank\">Open Learning Initiative\u003c/a> from Carnegie Mellon.\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>Q: What are the barriers to adopting this kind of textbook model?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A: \u003c/strong>Right\u003cstrong> \u003c/strong>now, a teacher gets whatever curriculum the school wants to use. Often, they've been using the same curriculum for years and it's the one the state recommends. Frankly, we are not in that place yet. We just started four years ago and it's a huge change we're creating out there. People are slowly starting to see that there is another choice. It's much like any community project: the more that people hear about it, the more they will come flocking.\u003c/p>\n\u003cp>The open textbook movement has happened so fast that some people are saying, \"We are not sure this is the same quality we are used to.\" And that's fair. If someone came to me and said \"Use this thing,\" I'd also expect to see a match in quality. There's been quite a firestorm because California is recommending our textbooks, for instance. That is a huge hurdle to have jumped over and landed on our feet.\u003c/p>\n\u003cp>Again, it's just a slow spreading of the word. The funny thing is that teachers are already doing this -- they are already looking for and finding content [\u003cem>on the Web\u003c/em>] that they can use in every class. The only thing that's different here is that you have it all in once place. I think that if you give [CK-12] another year or two, we'll be in a much different place the next time we talk.\u003c/p>\n\u003cp>\u003cstrong>Q: What kind of reaction are you getting from teachers and administrators?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A: \u003c/strong>Well, I can't say that anyone has said to us, \"This is crap.\" I can't say that because I haven't heard that at all! We get emails over and over from parents, students, and teachers saying, \"This is a great project, this is wonderful, this is just what we needed, thank you so much for doing this.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The funny thing is that teachers are already doing this -- they are already looking for and finding content [\u003cem>on the Web\u003c/em>] that they can use in every class.\"\u003c/aside>\n\u003cp>We provide the content the way educators need it, similar to what they've been used to with traditional textbooks. Within each FlexBook chapter, there are lessons, and each lesson has all the components: the idea, the standards it matches, the questions, the glossary, as well as videos and multimedia links. Each book also has three different versions: grade level, remedial, and advanced.\u003c/p>\n\u003cp>I call it a \"living book.\" It's more than just a text. The success of open textbooks is that -- their adaptability to a local environment.\u003c/p>\n\u003cp>\u003cstrong>Q: What kind of reaction are you getting from students?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A: \u003c/strong>Every summer we've had thirty-five students do internships with us so that we could gather their reactions to the content. And they love it. They don't have to worry about the distractions they have in a textbook. It's straightforward. They can learn exactly what they need to learn. Especially for a certain kind of kid, traditional textbooks can be very distracting.\u003c/p>\n\u003cp>\u003cstrong>Q: What about teachers and students who prefer print?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A: \u003c/strong>Using open textbooks doesn't mean that you can't provide the content in a print format. In the event that all students don't have access to a computer, teachers can still print stuff out. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While print is still not out of the picture, Khosala says , open-source textbooks are certainly the wave of the future.\u003c/p>\n\u003cp>\u003cstrong>Q: Have you seen a lot of growth in the open source movement in education recently?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> Yes, we've made a lot of strides. For me, it's the spirit more than anything else. It's not about profits. It's about making sure that everyone has access to information. You can argue, \"How can you expect people to have access to information if they don't have access to computers?\" But I think that more and more, computers are becoming readily available in libraries and schools.\u003c/p>\n\u003cp>The open educational resources movement is also creating more organized sources of information -- more contextualized information, rather than just, \"Here it is, now you have to go find it.\" There are a whole bunch of other organizations like us, such as the \u003ca href=\"http://oli.web.cmu.edu/openlearning/\" target=\"_blank\">Open Learning Initiative\u003c/a> from Carnegie Mellon.\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>Q: What are the barriers to adopting this kind of textbook model?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A: \u003c/strong>Right\u003cstrong> \u003c/strong>now, a teacher gets whatever curriculum the school wants to use. Often, they've been using the same curriculum for years and it's the one the state recommends. Frankly, we are not in that place yet. We just started four years ago and it's a huge change we're creating out there. People are slowly starting to see that there is another choice. It's much like any community project: the more that people hear about it, the more they will come flocking.\u003c/p>\n\u003cp>The open textbook movement has happened so fast that some people are saying, \"We are not sure this is the same quality we are used to.\" And that's fair. If someone came to me and said \"Use this thing,\" I'd also expect to see a match in quality. There's been quite a firestorm because California is recommending our textbooks, for instance. That is a huge hurdle to have jumped over and landed on our feet.\u003c/p>\n\u003cp>Again, it's just a slow spreading of the word. The funny thing is that teachers are already doing this -- they are already looking for and finding content [\u003cem>on the Web\u003c/em>] that they can use in every class. The only thing that's different here is that you have it all in once place. I think that if you give [CK-12] another year or two, we'll be in a much different place the next time we talk.\u003c/p>\n\u003cp>\u003cstrong>Q: What kind of reaction are you getting from teachers and administrators?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A: \u003c/strong>Well, I can't say that anyone has said to us, \"This is crap.\" I can't say that because I haven't heard that at all! We get emails over and over from parents, students, and teachers saying, \"This is a great project, this is wonderful, this is just what we needed, thank you so much for doing this.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The funny thing is that teachers are already doing this -- they are already looking for and finding content [\u003cem>on the Web\u003c/em>] that they can use in every class.\"\u003c/aside>\n\u003cp>We provide the content the way educators need it, similar to what they've been used to with traditional textbooks. Within each FlexBook chapter, there are lessons, and each lesson has all the components: the idea, the standards it matches, the questions, the glossary, as well as videos and multimedia links. Each book also has three different versions: grade level, remedial, and advanced.\u003c/p>\n\u003cp>I call it a \"living book.\" It's more than just a text. 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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/slpunk99/25086979/sizes/m/in/photostream/\">\u003cimg class=\"size-thumbnail wp-image-5960\" title=\"oracio alvarado\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/oracio-alvarado-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003c/p>\n\u003cp>Joel Klein believes they could, according to a \u003ca href=\"http://www.nypost.com/p/news/local/his_next_course_ed_tech_strategy_YyAUeiDpzFXE8IylSvy6lJ\">New York Post article\u003c/a>.\u003c/p>\n\u003cp>The former New York City Schools Chancellor, under whose leadership the \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/school-of-one-revolutionizes-traditional-classroom-model/\">School of One project\u003c/a> was launched, now works for News Corp., which owns The Post.\u003c/p>\n\u003cp>From the article:\u003c/p>\n\u003cblockquote>\u003cp>Klein was hesitant to delve into details about his new endeavors, but he said one project would likely attempt to address teacher shortages in high-poverty countries by using\u003ca href=\"http://www.nypost.com/t/Cellular_Phones\"> cellphone \u003c/a>technology.\u003c/p>\n\u003cp>Picture students learning how to add through animated math video games delivered onto their cellphones, for example.\u003c/p>\n\u003cp>\"Part of my theory on Africa is to think about how you design a system for a continent where there's a lot of communication mechanisms and no teachers,\" he said.\u003c/p>\u003c/blockquote>\n\u003cp>News Corporation, \u003ca href=\"http://ww2.kqed.org/mindshift/tag/rupert-murdoch/\">Rupert Murdoch\u003c/a>'s mega-media company also recently \u003ca href=\"http://www.nytimes.com/2010/11/24/nyregion/24newscorp.html\">bought Wireless Generation \u003c/a>for $360 million. Christopher Rush, co-founder of School of One, also works for Wireless Generation.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.nypost.com/p/news/local/his_next_course_ed_tech_strategy_YyAUeiDpzFXE8IylSvy6lJ#ixzz1A0RLROJw\">\u003cbr>\n\u003c/a>\u003c/p>\n\n",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-5815\" href=\"http://ww2.kqed.org/mindshift/2010/12/finding-value-in-mobile-learning-apps/apps-300x300/\">\u003cimg class=\"size-full wp-image-5815\" title=\"apps-300x300\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/apps-300x3001.jpg\" alt=\"\" width=\"300\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2010/12/apps-300x3001.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/apps-300x3001-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/apps-300x3001-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/apps-300x3001-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/apps-300x3001-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/apps-300x3001-75x75.jpg 75w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003c/p>\n\u003cp>The mobile app world is changing constantly, as are learning theories around them. For more context on the Cooney Center's study \"\u003ca href=\"http://www.joanganzcooneycenter.org/Reports-27.html\">Is There an App for That?\u003c/a>\" here's my Q&A with \u003ca href=\"http://ww2.kqed.org/mindshift/tag/michael-levine/\">Dr. Michael Levine\u003c/a>, executive director of the Center, Dr. Cynthia Chiong, the report's lead author, and co-author Carly Shuler.\u003c/p>\n\u003cp>\u003cstrong>How does this report change the thinking around mobile learning apps? \u003c/strong>\u003c/p>\n\u003cp>Before the report, we thought of the mobile device as simply another platform for educational applications, only more mobile. But we discovered that the unique affordances of the mobile device is actually going to shift how technology is used in educational settings. This breakthrough has potential to address long standing concerns with young children using media. 1) The average session is short - this calls for a different kind of application. Kids probably aren't going to watch a 30-minute show on a phone or spend an hour playing a game like they might on a computer or video game console. This may help to allay concerns of too much screen time for kids. 2) The touch screen allows for more active involvement. This can help to address concerns of passive learning (like watching a show).\u003c/p>\n\u003cp>\u003cstrong>Should parents feel guilty about allowing their kids to use their mobile phones for games? \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>No. Kids see their parents using mobile phones all the time. It is 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. \u003cimg title=\"More...\" src=\"http://ww2.kqed.org/mindshift/wp-includes/js/tinymce/plugins/wordpress/img/trans.gif\" alt=\"\">\u003c/p>\n\u003cp>However there is reason to worry that such vigilance will erode over time and we would be quite concerned if young children, especially preschoolers began to dramatically increase their mobile screen time.\u003cbr>\n\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>Based on the design principles the study lists, are there any mobile apps you'd recommend to parents now, even if they're not fully \"there\" yet? The study mentions \u003ca href=\"http://itunes.apple.com/us/app/martha-speaks-dog-party/id343675996?mt=8\" target=\"_blank\">Martha Speaks\u003c/a> and \u003ca href=\"http://itunes.apple.com/us/app/super-why/id357422351?mt=8\">Superwhy\u003c/a>, but any others that might not be PBS-related?\u003c/strong>\u003c/p>\n\u003cp>There are dozens of fun and educational new app's for elementary age children. Two that we have looked at closely are \u003ca href=\"http://itunes.apple.com/us/app/project-noah/id351012414?mt=8\">Project NOAH\u003c/a>, a citizen science app that allows children to collect real time data on their favorite animals, flowers and other organisms. A second one is \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/motion-math-app-for-kids/\">Motion Math\u003c/a>, which teaches fractions to children.\u003c/p>\n\u003cp>\u003cstrong>Were you surprised at the finding in the study that \"there is reason to believe that children currently may not play with an app for long enough to learn much\"?\u003c/strong>\u003c/p>\n\u003cp>Not surprising at all. Researchers and designers are just at the beginning of their work on mobile apps and there isn't yet an established \"mobile theory of learning.\" The shortened sessions we observed will probably be an important factor for designing educational apps. It's especially not surprising when you think about the context that children are most often playing with apps - in the car and on the go.\u003c/p>\n\u003cp>\u003cstrong>What are the most important factors of a great educational app?\u003c/strong>\u003c/p>\n\u003cp>At least for right now, mobile apps are meant as supplemental and informal - so make it fun! We also value the intergenerational potential for the apps to help start rich conversations among adults and their children. They should be based on pedagogy and we should continue to do more research in the area.\u003c/p>\n\u003cp>\u003cstrong>Why is adaptive technology important in these apps? Are you seeing any encouraging products in the market that truly qualify as such?\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">The shortened sessions we observed will probably be an important factor for designing educational apps.\u003c/aside>\n\u003cp>Students learn and progress at different paces. It is important to be able to target specific skills at an individual level. Adaptive technology makes it easier to pinpoint those specific skills and also monitor individual student progress. Thus, adaptive technology is often seen in relation to assessment measures. The leader in creating adaptive mobile learning tools in classrooms for young children is \u003ca href=\"http://www.wgen.net\">Wireless Generation\u003c/a>. Another group well worth watching is the work of the \u003ca href=\"http://www.innovationsforlearning.org/about_teachermate.php\">Teacher Mate technology\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>How can parents differentiate between legitimate educational apps and those that just claim they are?\u003c/strong>\u003c/p>\n\u003cp>This is a significant gap in this rapidly emerging field, and one of the main recommendations that our report makes: App developers’ claims of educational impact are largely unsubstantiated and should be based on specific evidence. Parents need more information from consumer groups and educators on how mobile devices can and should be used as learning tools.\u003c/p>\n\u003cp>1) Go to trusted sources--groups such as \u003ca href=\"http://www.commonsensemedia.org\" target=\"_blank\">Common Sense Media\u003c/a> and \u003ca href=\"http://childrenstech.com/\" target=\"_blank\">Children's Technology Review\u003c/a> are establishing criteria to judge just how effective, age appropriate and well-designed apps are.\u003c/p>\n\u003cp>2) Most products that have research backing the content will have those research studies available on their website.\u003c/p>\n\u003cp>\u003cstrong>How can the educational community make sure that kids from under-served communities have the same access to these educational materials?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>We know that the average smart phone buyer - at least for iphones - is skewed towards higher income individuals. But reports still show that more lower income families own a new smart phone than a new computer. Smart phones are cheaper. Perhaps smart phones are a good way to start bridging that gap.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ideally, these devices will begin to get integrated into the education system through public funding and other grants, taking the expense away from the consumer. However, at this point examples of such are few and far between.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-5815\" href=\"http://ww2.kqed.org/mindshift/2010/12/finding-value-in-mobile-learning-apps/apps-300x300/\">\u003cimg class=\"size-full wp-image-5815\" title=\"apps-300x300\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/apps-300x3001.jpg\" alt=\"\" width=\"300\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2010/12/apps-300x3001.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/apps-300x3001-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/apps-300x3001-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/apps-300x3001-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/apps-300x3001-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/apps-300x3001-75x75.jpg 75w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003c/p>\n\u003cp>The mobile app world is changing constantly, as are learning theories around them. For more context on the Cooney Center's study \"\u003ca href=\"http://www.joanganzcooneycenter.org/Reports-27.html\">Is There an App for That?\u003c/a>\" here's my Q&A with \u003ca href=\"http://ww2.kqed.org/mindshift/tag/michael-levine/\">Dr. Michael Levine\u003c/a>, executive director of the Center, Dr. Cynthia Chiong, the report's lead author, and co-author Carly Shuler.\u003c/p>\n\u003cp>\u003cstrong>How does this report change the thinking around mobile learning apps? \u003c/strong>\u003c/p>\n\u003cp>Before the report, we thought of the mobile device as simply another platform for educational applications, only more mobile. But we discovered that the unique affordances of the mobile device is actually going to shift how technology is used in educational settings. This breakthrough has potential to address long standing concerns with young children using media. 1) The average session is short - this calls for a different kind of application. Kids probably aren't going to watch a 30-minute show on a phone or spend an hour playing a game like they might on a computer or video game console. This may help to allay concerns of too much screen time for kids. 2) The touch screen allows for more active involvement. This can help to address concerns of passive learning (like watching a show).\u003c/p>\n\u003cp>\u003cstrong>Should parents feel guilty about allowing their kids to use their mobile phones for games? \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>No. Kids see their parents using mobile phones all the time. It is 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. \u003cimg title=\"More...\" src=\"http://ww2.kqed.org/mindshift/wp-includes/js/tinymce/plugins/wordpress/img/trans.gif\" alt=\"\">\u003c/p>\n\u003cp>However there is reason to worry that such vigilance will erode over time and we would be quite concerned if young children, especially preschoolers began to dramatically increase their mobile screen time.\u003cbr>\n\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>Based on the design principles the study lists, are there any mobile apps you'd recommend to parents now, even if they're not fully \"there\" yet? The study mentions \u003ca href=\"http://itunes.apple.com/us/app/martha-speaks-dog-party/id343675996?mt=8\" target=\"_blank\">Martha Speaks\u003c/a> and \u003ca href=\"http://itunes.apple.com/us/app/super-why/id357422351?mt=8\">Superwhy\u003c/a>, but any others that might not be PBS-related?\u003c/strong>\u003c/p>\n\u003cp>There are dozens of fun and educational new app's for elementary age children. Two that we have looked at closely are \u003ca href=\"http://itunes.apple.com/us/app/project-noah/id351012414?mt=8\">Project NOAH\u003c/a>, a citizen science app that allows children to collect real time data on their favorite animals, flowers and other organisms. A second one is \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/motion-math-app-for-kids/\">Motion Math\u003c/a>, which teaches fractions to children.\u003c/p>\n\u003cp>\u003cstrong>Were you surprised at the finding in the study that \"there is reason to believe that children currently may not play with an app for long enough to learn much\"?\u003c/strong>\u003c/p>\n\u003cp>Not surprising at all. Researchers and designers are just at the beginning of their work on mobile apps and there isn't yet an established \"mobile theory of learning.\" The shortened sessions we observed will probably be an important factor for designing educational apps. It's especially not surprising when you think about the context that children are most often playing with apps - in the car and on the go.\u003c/p>\n\u003cp>\u003cstrong>What are the most important factors of a great educational app?\u003c/strong>\u003c/p>\n\u003cp>At least for right now, mobile apps are meant as supplemental and informal - so make it fun! We also value the intergenerational potential for the apps to help start rich conversations among adults and their children. They should be based on pedagogy and we should continue to do more research in the area.\u003c/p>\n\u003cp>\u003cstrong>Why is adaptive technology important in these apps? Are you seeing any encouraging products in the market that truly qualify as such?\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">The shortened sessions we observed will probably be an important factor for designing educational apps.\u003c/aside>\n\u003cp>Students learn and progress at different paces. It is important to be able to target specific skills at an individual level. Adaptive technology makes it easier to pinpoint those specific skills and also monitor individual student progress. Thus, adaptive technology is often seen in relation to assessment measures. The leader in creating adaptive mobile learning tools in classrooms for young children is \u003ca href=\"http://www.wgen.net\">Wireless Generation\u003c/a>. Another group well worth watching is the work of the \u003ca href=\"http://www.innovationsforlearning.org/about_teachermate.php\">Teacher Mate technology\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>How can parents differentiate between legitimate educational apps and those that just claim they are?\u003c/strong>\u003c/p>\n\u003cp>This is a significant gap in this rapidly emerging field, and one of the main recommendations that our report makes: App developers’ claims of educational impact are largely unsubstantiated and should be based on specific evidence. Parents need more information from consumer groups and educators on how mobile devices can and should be used as learning tools.\u003c/p>\n\u003cp>1) Go to trusted sources--groups such as \u003ca href=\"http://www.commonsensemedia.org\" target=\"_blank\">Common Sense Media\u003c/a> and \u003ca href=\"http://childrenstech.com/\" target=\"_blank\">Children's Technology Review\u003c/a> are establishing criteria to judge just how effective, age appropriate and well-designed apps are.\u003c/p>\n\u003cp>2) Most products that have research backing the content will have those research studies available on their website.\u003c/p>\n\u003cp>\u003cstrong>How can the educational community make sure that kids from under-served communities have the same access to these educational materials?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>We know that the average smart phone buyer - at least for iphones - is skewed towards higher income individuals. But reports still show that more lower income families own a new smart phone than a new computer. Smart phones are cheaper. Perhaps smart phones are a good way to start bridging that gap.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ideally, these devices will begin to get integrated into the education system through public funding and other grants, taking the expense away from the consumer. However, at this point examples of such are few and far between.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Students Know How We Should Use Technology in Schools",
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"content": "\u003cdiv id=\"attachment_5804\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px;\">\u003cspan style=\"text-decoration: underline;\">\u003ca rel=\"attachment wp-att-5804\" href=\"http://ww2.kqed.org/mindshift/2010/12/students-know-how-we-should-use-technology-in-schools/10_11-15_newtech_0124/\">\u003cimg class=\"size-large wp-image-5804\" title=\"10_11.15_newtech_0124\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/10_11.15_newtech_0124-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003c/span>\n\u003cp class=\"credit\">\u003cspan style=\"text-decoration: underline;\">Lenny Gonzalez\u003c/span>\u003c/p>\n\u003cp class=\"caption\">\n\u003c/p>\u003c/div>\n\u003cp>By Sara Bernard\u003c/p>\n\u003cp>Last summer, 15 students from Chicago's public school system were charged with answering this question: \"How can 21st century technology enhance rigor, relevance, and relationships in high school?\"\u003c/p>\n\u003cp>To answer the question, they interviewed teachers and community members, researched best practices, held panel discussions, and conducted a survey of 380 of their peers. They developed a 53-page document of 18 recommendations for Chicago Public Schools -- titled \u003ca href=\"http://www.mikvachallenge.org/policymaking/\" target=\"_blank\">\"Bringing Chicago Public High Schools into the 21st Century\"\u003c/a> -- as well as an entertaining \u003ca href=\"http://www.mikvachallenge.org/site/epage/103415_719.htm\" target=\"_blank\">video\u003c/a> about the process.\u003c/p>\n\u003cp>It was a new twist on an annual project led by \u003ca href=\"http://www.mikvachallenge.org\" target=\"_blank\">Mikva Challenge\u003c/a>, a Chicago-based nonprofit that enables youth leadership and civic involvement through activism, electoral participation, and policy-making. The Education Council, as these 15 students are called, advises the CEO of Chicago Public Schools (CPS) on a variety of issues every year.\u003c/p>\n\u003cp>The 2010 Education Council had plenty to say -- and they're certain they'll be heard. Among their suggestions:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>1) Allow access to restricted Web sites like YouTube for educational purposes.\u003c/p>\n\u003cp>2) Hold technology integration training workshops for teachers.\u003c/p>\n\u003cp>3) Use cell phones as a \"teacher-defined learning tool.\"\u003cimg title=\"More...\" src=\"http://ww2.kqed.org/mindshift/wp-includes/js/tinymce/plugins/wordpress/img/trans.gif\" alt=\"\">\u003c/p>\n\u003cp>4) Partner with media-savvy youth organizations like \u003ca href=\"http://youmediachicago.org/\" target=\"_blank\">YouMedia\u003c/a> so that students who participate in technology-rich projects outside of school can receive elective credits.\u003c/p>\n\u003cp>I asked participant Laurise Johnson, a junior at \u003ca href=\"http://www.sullivanhs.org\" target=\"_blank\">Roger Sullivan High School\u003c/a>, her thoughts on the project. \"When it comes to school issues, I think adults should listen to us. We're the ones who go here,\" she said.\u003c!--more-->\u003c/p>\n\u003cp>Here's more from our conversation:\u003c/p>\n\u003cp>\u003cstrong>Q: What do you think are the most important recommendations included in your report?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> I think one of the most important recommendations is for CPS to offer workshops for teachers on using technology in the classroom. We have some technology at school, but teachers don't know how to use it. If you look at the big picture, technology adheres to a lot of people's different needs. You can hear it. You can see it. It can be hands-on. I think that if teachers really learn how to use technology, then they will have better engagement with their students. Kids will learn more and be excited to learn.\u003c/p>\n\u003cp>\u003c!-- @font-face { font-family: \"Times New Roman\"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0in 0in 0.0001pt; font-size: 12pt; font-family: \"Times New Roman\"; }table.MsoNormalTable { font-size: 10pt; font-family: \"Times New Roman\"; }div.Section1 { page: Section1; } --> Another recommendation that captured me was the idea that teachers should have a personal password for unblocking restricted websites for educational purposes. During our research process, we used YouTube a lot. To make our \u003ca href=\"http://www.mikvachallenge.org/site/epage/103415_719.htm\" target=\"_blank\">video\u003c/a>, we used clips from YouTube. A lot of teachers from our teacher panels said that they'd had the experience where there was a video that they wanted to share with their class, but they had to download it onto their own computer and take their personal laptop to school [\u003cem>because YouTube is blocked on campus\u003c/em>]. If students are already using YouTube, and teachers can see where they can use YouTube in class, then why not let it happen?\u003c/p>\n\u003cp>\u003cstrong>Q: Do you think these recommendations are going to be implemented at CPS?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> Yes. We already have momentum from the teachers and we have support from so many people. These recommendations aren't far-fetched. They are basic things that I think CPS needs to go back to so that they can catch up.\u003c/p>\n\u003caside class=\"pullquote alignleft\">I think that if teachers really learn how to use technology, then they will have better engagement with their students. Kids will learn more and be excited to learn.\u003c/aside>\n\u003cp>When I was at the \u003ca href=\"http://www.slideshare.net/elemenous/tools-and-resources-supporting-effective-search-cps-techtalk\" target=\"_blank\">CPS Tech Talk\u003c/a> held recently, I was talking to one of the ladies from Apple about our report and she's interested in holding a workshop for us to help teachers better understand technology and learn how to integrate it into their classrooms.\u003c/p>\n\u003cp>And Todd Yarch, principal of \u003ca href=\"http://www.voiseacademy.org/\">VOISE Academy\u003c/a> [\u003cem>a face-to-face high school with an all-digital curriculum, recently launched in Chicago\u003c/em>] is already starting to implement some of these recommendations. He wants to talk to us about setting up a workshop on technology integration for principals, too.\u003c/p>\n\u003cp>\u003cstrong>Q: What advice would you give to other students and schools interested in replicating a project like this?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> Keep striving for what you see best fits the students there. Don't necessarily let decision-makers try to turn the tables on what they like and what they see as best fitting their school district. Reach out to any and everyone. Reach out to principals, students, and teachers. Make it a bottom-up movement instead of a top-down one. Start implementing some of your recommendations inside your own school so when you do go to head officials, you already have a portfolio of evidence that you can bring to them.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Also, research other schools outside of your district and state. Some of the research we found was implemented at universities in different states (Arizona, for example). We could see that it has been done. It \u003cem>is\u003c/em> possible. People have already succeeded.\u003c/p>\n\n",
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"description": "Lenny Gonzalez By Sara Bernard Last summer, 15 students from Chicago's public school system were charged with answering this question: "How can 21st century technology enhance rigor, relevance, and relationships in high school?" To answer the question, they interviewed teachers and community members, researched best practices, held panel discussions, and conducted a survey of 380",
"title": "Students Know How We Should Use Technology in Schools | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_5804\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px;\">\u003cspan style=\"text-decoration: underline;\">\u003ca rel=\"attachment wp-att-5804\" href=\"http://ww2.kqed.org/mindshift/2010/12/students-know-how-we-should-use-technology-in-schools/10_11-15_newtech_0124/\">\u003cimg class=\"size-large wp-image-5804\" title=\"10_11.15_newtech_0124\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/10_11.15_newtech_0124-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003c/span>\n\u003cp class=\"credit\">\u003cspan style=\"text-decoration: underline;\">Lenny Gonzalez\u003c/span>\u003c/p>\n\u003cp class=\"caption\">\n\u003c/p>\u003c/div>\n\u003cp>By Sara Bernard\u003c/p>\n\u003cp>Last summer, 15 students from Chicago's public school system were charged with answering this question: \"How can 21st century technology enhance rigor, relevance, and relationships in high school?\"\u003c/p>\n\u003cp>To answer the question, they interviewed teachers and community members, researched best practices, held panel discussions, and conducted a survey of 380 of their peers. They developed a 53-page document of 18 recommendations for Chicago Public Schools -- titled \u003ca href=\"http://www.mikvachallenge.org/policymaking/\" target=\"_blank\">\"Bringing Chicago Public High Schools into the 21st Century\"\u003c/a> -- as well as an entertaining \u003ca href=\"http://www.mikvachallenge.org/site/epage/103415_719.htm\" target=\"_blank\">video\u003c/a> about the process.\u003c/p>\n\u003cp>It was a new twist on an annual project led by \u003ca href=\"http://www.mikvachallenge.org\" target=\"_blank\">Mikva Challenge\u003c/a>, a Chicago-based nonprofit that enables youth leadership and civic involvement through activism, electoral participation, and policy-making. The Education Council, as these 15 students are called, advises the CEO of Chicago Public Schools (CPS) on a variety of issues every year.\u003c/p>\n\u003cp>The 2010 Education Council had plenty to say -- and they're certain they'll be heard. Among their suggestions:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>1) Allow access to restricted Web sites like YouTube for educational purposes.\u003c/p>\n\u003cp>2) Hold technology integration training workshops for teachers.\u003c/p>\n\u003cp>3) Use cell phones as a \"teacher-defined learning tool.\"\u003cimg title=\"More...\" src=\"http://ww2.kqed.org/mindshift/wp-includes/js/tinymce/plugins/wordpress/img/trans.gif\" alt=\"\">\u003c/p>\n\u003cp>4) Partner with media-savvy youth organizations like \u003ca href=\"http://youmediachicago.org/\" target=\"_blank\">YouMedia\u003c/a> so that students who participate in technology-rich projects outside of school can receive elective credits.\u003c/p>\n\u003cp>I asked participant Laurise Johnson, a junior at \u003ca href=\"http://www.sullivanhs.org\" target=\"_blank\">Roger Sullivan High School\u003c/a>, her thoughts on the project. \"When it comes to school issues, I think adults should listen to us. We're the ones who go here,\" she said.\u003c!--more-->\u003c/p>\n\u003cp>Here's more from our conversation:\u003c/p>\n\u003cp>\u003cstrong>Q: What do you think are the most important recommendations included in your report?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> I think one of the most important recommendations is for CPS to offer workshops for teachers on using technology in the classroom. We have some technology at school, but teachers don't know how to use it. If you look at the big picture, technology adheres to a lot of people's different needs. You can hear it. You can see it. It can be hands-on. I think that if teachers really learn how to use technology, then they will have better engagement with their students. Kids will learn more and be excited to learn.\u003c/p>\n\u003cp>\u003c!-- @font-face { font-family: \"Times New Roman\"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0in 0in 0.0001pt; font-size: 12pt; font-family: \"Times New Roman\"; }table.MsoNormalTable { font-size: 10pt; font-family: \"Times New Roman\"; }div.Section1 { page: Section1; } --> Another recommendation that captured me was the idea that teachers should have a personal password for unblocking restricted websites for educational purposes. During our research process, we used YouTube a lot. To make our \u003ca href=\"http://www.mikvachallenge.org/site/epage/103415_719.htm\" target=\"_blank\">video\u003c/a>, we used clips from YouTube. A lot of teachers from our teacher panels said that they'd had the experience where there was a video that they wanted to share with their class, but they had to download it onto their own computer and take their personal laptop to school [\u003cem>because YouTube is blocked on campus\u003c/em>]. If students are already using YouTube, and teachers can see where they can use YouTube in class, then why not let it happen?\u003c/p>\n\u003cp>\u003cstrong>Q: Do you think these recommendations are going to be implemented at CPS?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> Yes. We already have momentum from the teachers and we have support from so many people. These recommendations aren't far-fetched. They are basic things that I think CPS needs to go back to so that they can catch up.\u003c/p>\n\u003caside class=\"pullquote alignleft\">I think that if teachers really learn how to use technology, then they will have better engagement with their students. Kids will learn more and be excited to learn.\u003c/aside>\n\u003cp>When I was at the \u003ca href=\"http://www.slideshare.net/elemenous/tools-and-resources-supporting-effective-search-cps-techtalk\" target=\"_blank\">CPS Tech Talk\u003c/a> held recently, I was talking to one of the ladies from Apple about our report and she's interested in holding a workshop for us to help teachers better understand technology and learn how to integrate it into their classrooms.\u003c/p>\n\u003cp>And Todd Yarch, principal of \u003ca href=\"http://www.voiseacademy.org/\">VOISE Academy\u003c/a> [\u003cem>a face-to-face high school with an all-digital curriculum, recently launched in Chicago\u003c/em>] is already starting to implement some of these recommendations. He wants to talk to us about setting up a workshop on technology integration for principals, too.\u003c/p>\n\u003cp>\u003cstrong>Q: What advice would you give to other students and schools interested in replicating a project like this?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> Keep striving for what you see best fits the students there. Don't necessarily let decision-makers try to turn the tables on what they like and what they see as best fitting their school district. Reach out to any and everyone. Reach out to principals, students, and teachers. Make it a bottom-up movement instead of a top-down one. Start implementing some of your recommendations inside your own school so when you do go to head officials, you already have a portfolio of evidence that you can bring to them.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Also, research other schools outside of your district and state. Some of the research we found was implemented at universities in different states (Arizona, for example). We could see that it has been done. It \u003cem>is\u003c/em> possible. People have already succeeded.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-5779\" href=\"http://ww2.kqed.org/mindshift/2010/12/award-winning-schools-secret-weapons/declantm/\">\u003cimg class=\"size-medium wp-image-5779\" title=\"DeclanTM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/DeclanTM-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>What does a 21st century school district look like?\u003c/p>\n\u003cp>The \u003ca href=\"http://www.howell.k12.nj.us/news_main.aspx?id=892\" target=\"_blank\">Howell Township Public School District \u003c/a>in Howell, New Jersey is a great example: It snagged first place this year in the \u003ca href=\"http://www.convergemag.com/awards/digital-districts/2010-Digital-School-Districts-Survey.html\" target=\"_blank\">2010 Digital School District Survey\u003c/a> for medium-sized districts.\u003c/p>\n\u003cp>Some of the more notable attributes from Howell include:\u003c/p>\n\u003cul>\n\u003cli>Advanced, project-based uses of technology in the classroom such as music composition, video game production, computer programming, podcasting, and the integration of a huge number of free online tools like \u003ca href=\"http://www.skype.com\">Skype\u003c/a>, \u003ca href=\"http://www.voki.com/\" target=\"_blank\">Voki\u003c/a>, and more.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>The Parent Portal, which allows parents online access to student assignments, attendance, and grades, to communicate with teachers, and even to add money to their child's lunch fund.\u003c/li>\n\u003cli>The SharePoint Portal, which allows teachers and administrators to post student data and share resources for classroom lessons and assessments.\u003c!--more-->\u003c/li>\n\u003cli>Dynamic computerized assessments, which adapt to a student's academic level during the test-taking period and help teachers gauge learning needs.\u003c/li>\n\u003c/ul>\n\u003cp>Claire Engle, Supervisor of Instructional Technology at Howell schools, explains that thanks to an initial influx of $7.8 million from a technology referendum in 1999, the infrastructure is in place to build better practices. More important, however, is the how and why of technology integration. Ongoing teacher training, effective application on Web-based tools, and partnerships with other schools around the country, Engle says, are invaluable to maintaining Howell's status as a high-caliber, high-tech district.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Q: What do you see as the district's most effective and replicable uses of technology so far?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A: \u003c/strong>Probably the most replicable aspect of what we do is use free, Web-based tools. Skype or new Google videoconferencing tools, for example, allow teachers and students to connect to each other, outside experts, individuals at home who couldn't come to class that day, or even individuals across the world. If students are learning about a certain country, one student might have a relative from that country, and videoconferencing allows that person to share their story.\u003c/p>\n\u003cp>We're also using \u003ca href=\"http://www.ebizmba.com/articles/social-bookmarking-websites\" target=\"_blank\">social bookmarking\u003c/a>, so if people are sharing a computer and switching devices a lot, they still have their online bookmarks. On \u003ca href=\"http://www.voki.com/\" target=\"_blank\">Voki\u003c/a>, kids are creating avatars, characters for stories that they've read, and online presentations.\u003c/p>\n\u003cp>These are just snippets of what we use, though -- it's endless, the amount of free, Web-based tools out there.\u003c/p>\n\u003cp>\u003cstrong>Q: How has the district funded its technology initiatives?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A: \u003c/strong>We had that $7.8 million referendum passed in 1999, when we were able to implement computers in the classroom, put in computer labs, and upgrade our wiring and our video broadcasting system. It took those dollars to get the technological infrastructure in place. Since that time, we've just been expanding on it. We also have an education foundation that provides grants for us: the \u003ca href=\"http://www.howelleducationfoundation.org/\" target=\"_blank\">Howell Township Education Foundation\u003c/a>. It helps use to move the technology along, to acquire new things. We've also applied for a lot of competitive grants.\u003c/p>\n\u003cp>So obviously, there are things that we've done that have cost money. Handheld devices that students are using for podcasting, a technology education class where kids are actually creating video games. But as long as you have the hardware, there are still so many free, Web-based tools now that can take care of so many things for schools and districts.\u003c/p>\n\u003cp>\u003cstrong>Q: How do you train teachers on how to best integrate technology?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A: \u003c/strong>We're a very collaborative district. We share a lot. Even if just one person goes to a workshop, they'll share during prep periods. Additionally, this past November, we had a full-day district in-service training session where the topic was Web 2.0 tools. We're also forming partnerships with other districts. We hold Webinars with them. The beauty of the Webinar is that you can have individuals from all over the country in attendance. You're no longer attending a workshop with people just from your region.\u003c/p>\n\u003cp>The school board has been extremely committed to providing professional development days during the school year as well. There are two full-day in-services, then two shortened-day in-services. These are not always committed to technology, but this year, they definitely were. We also have a continuing education program in the district, where teachers apply to teach courses, ten-hour courses or two-hour seminars.\u003c/p>\n\u003cp>\u003cstrong>Q: How does the district filter its Internet access?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A: \u003c/strong>Our firewall blocks specific sites [\u003cem>but most of those sites are added manually\u003c/em>]. We we do not block YouTube because it has so much educational value. If we're blocking it, then we're not teaching kids what's appropriate. We've trained the teachers to be good kid-watchers. They're that \"guide on the side\" as opposed to a \"sage on the stage.\" They're working with kids, they're talking to them. If something comes up they're right there; it's a good way to problem-solve with kids. They'll say, \"Let's take a look at what makes it inappropriate. Should we call the IT department and have them block that URL?\"\u003c/p>\n\u003cp>We're preparing kids for the real world. We can't put them in a bubble and then expect them to know how to address these things when they go home.\u003c/p>\n\u003cp>\u003cstrong>Q: How do you keep parents up to speed with district initiatives?\u003c/strong>\u003c/p>\n\u003cp>We already have a lot of community involvement in the district, and we definitely use technology to communicate with them. From our Web site you can sign up for our Listserv, so that whenever any information is posted it's sent home to parents' email. We also utilize the local television channel to keep in touch with families. With the ParentPortal, parents get a secure login. The can see their child's class assignments, grades, and progress reports, and a direct email link goes to a teacher's inbox.\u003c/p>\n\u003cp>\u003cstrong>Q: Has technology integration affected your district's state and national assessments?\u003c/strong>\u003c/p>\n\u003cp>It's funny, I was just at a conference last week where everyone was saying, \"There is no way to determine whether technology increases student achievement.\" Can we say that we hope it is? Yes, but the thing is, no matter whether it is affecting the assessments or not, we know that we are preparing kids for the 21st century. It's not just about \"utilizing technology to support learning\" anymore. It's the way teaching should be. We're not using technology to enhance instruction -- we're using it for instruction.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>[Underwritten by Microsoft and sponsored by e.Republic's \u003ca href=\"http://www.centerdigitaled.com/\" target=\"_blank\">Center for Digital Education\u003c/a> and the \u003ca href=\"http://www.nsba.org/\" target=\"_blank\">National School Boards Association\u003c/a>, the Digital School District Survey recognizes districts that use technology effectively in district governance, class curriculum, and communication with parents, community members, students, and staff.]\u003c/p>\n\n",
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"description": "What does a 21st century school district look like? The Howell Township Public School District in Howell, New Jersey is a great example: It snagged first place this year in the 2010 Digital School District Survey for medium-sized districts. Some of the more notable attributes from Howell include: Advanced, project-based uses of technology in the",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-5779\" href=\"http://ww2.kqed.org/mindshift/2010/12/award-winning-schools-secret-weapons/declantm/\">\u003cimg class=\"size-medium wp-image-5779\" title=\"DeclanTM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/DeclanTM-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>What does a 21st century school district look like?\u003c/p>\n\u003cp>The \u003ca href=\"http://www.howell.k12.nj.us/news_main.aspx?id=892\" target=\"_blank\">Howell Township Public School District \u003c/a>in Howell, New Jersey is a great example: It snagged first place this year in the \u003ca href=\"http://www.convergemag.com/awards/digital-districts/2010-Digital-School-Districts-Survey.html\" target=\"_blank\">2010 Digital School District Survey\u003c/a> for medium-sized districts.\u003c/p>\n\u003cp>Some of the more notable attributes from Howell include:\u003c/p>\n\u003cul>\n\u003cli>Advanced, project-based uses of technology in the classroom such as music composition, video game production, computer programming, podcasting, and the integration of a huge number of free online tools like \u003ca href=\"http://www.skype.com\">Skype\u003c/a>, \u003ca href=\"http://www.voki.com/\" target=\"_blank\">Voki\u003c/a>, and more.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>The Parent Portal, which allows parents online access to student assignments, attendance, and grades, to communicate with teachers, and even to add money to their child's lunch fund.\u003c/li>\n\u003cli>The SharePoint Portal, which allows teachers and administrators to post student data and share resources for classroom lessons and assessments.\u003c!--more-->\u003c/li>\n\u003cli>Dynamic computerized assessments, which adapt to a student's academic level during the test-taking period and help teachers gauge learning needs.\u003c/li>\n\u003c/ul>\n\u003cp>Claire Engle, Supervisor of Instructional Technology at Howell schools, explains that thanks to an initial influx of $7.8 million from a technology referendum in 1999, the infrastructure is in place to build better practices. More important, however, is the how and why of technology integration. Ongoing teacher training, effective application on Web-based tools, and partnerships with other schools around the country, Engle says, are invaluable to maintaining Howell's status as a high-caliber, high-tech district.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Q: What do you see as the district's most effective and replicable uses of technology so far?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A: \u003c/strong>Probably the most replicable aspect of what we do is use free, Web-based tools. Skype or new Google videoconferencing tools, for example, allow teachers and students to connect to each other, outside experts, individuals at home who couldn't come to class that day, or even individuals across the world. If students are learning about a certain country, one student might have a relative from that country, and videoconferencing allows that person to share their story.\u003c/p>\n\u003cp>We're also using \u003ca href=\"http://www.ebizmba.com/articles/social-bookmarking-websites\" target=\"_blank\">social bookmarking\u003c/a>, so if people are sharing a computer and switching devices a lot, they still have their online bookmarks. On \u003ca href=\"http://www.voki.com/\" target=\"_blank\">Voki\u003c/a>, kids are creating avatars, characters for stories that they've read, and online presentations.\u003c/p>\n\u003cp>These are just snippets of what we use, though -- it's endless, the amount of free, Web-based tools out there.\u003c/p>\n\u003cp>\u003cstrong>Q: How has the district funded its technology initiatives?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A: \u003c/strong>We had that $7.8 million referendum passed in 1999, when we were able to implement computers in the classroom, put in computer labs, and upgrade our wiring and our video broadcasting system. It took those dollars to get the technological infrastructure in place. Since that time, we've just been expanding on it. We also have an education foundation that provides grants for us: the \u003ca href=\"http://www.howelleducationfoundation.org/\" target=\"_blank\">Howell Township Education Foundation\u003c/a>. It helps use to move the technology along, to acquire new things. We've also applied for a lot of competitive grants.\u003c/p>\n\u003cp>So obviously, there are things that we've done that have cost money. Handheld devices that students are using for podcasting, a technology education class where kids are actually creating video games. But as long as you have the hardware, there are still so many free, Web-based tools now that can take care of so many things for schools and districts.\u003c/p>\n\u003cp>\u003cstrong>Q: How do you train teachers on how to best integrate technology?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A: \u003c/strong>We're a very collaborative district. We share a lot. Even if just one person goes to a workshop, they'll share during prep periods. Additionally, this past November, we had a full-day district in-service training session where the topic was Web 2.0 tools. We're also forming partnerships with other districts. We hold Webinars with them. The beauty of the Webinar is that you can have individuals from all over the country in attendance. You're no longer attending a workshop with people just from your region.\u003c/p>\n\u003cp>The school board has been extremely committed to providing professional development days during the school year as well. There are two full-day in-services, then two shortened-day in-services. These are not always committed to technology, but this year, they definitely were. We also have a continuing education program in the district, where teachers apply to teach courses, ten-hour courses or two-hour seminars.\u003c/p>\n\u003cp>\u003cstrong>Q: How does the district filter its Internet access?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A: \u003c/strong>Our firewall blocks specific sites [\u003cem>but most of those sites are added manually\u003c/em>]. We we do not block YouTube because it has so much educational value. If we're blocking it, then we're not teaching kids what's appropriate. We've trained the teachers to be good kid-watchers. They're that \"guide on the side\" as opposed to a \"sage on the stage.\" They're working with kids, they're talking to them. If something comes up they're right there; it's a good way to problem-solve with kids. They'll say, \"Let's take a look at what makes it inappropriate. Should we call the IT department and have them block that URL?\"\u003c/p>\n\u003cp>We're preparing kids for the real world. We can't put them in a bubble and then expect them to know how to address these things when they go home.\u003c/p>\n\u003cp>\u003cstrong>Q: How do you keep parents up to speed with district initiatives?\u003c/strong>\u003c/p>\n\u003cp>We already have a lot of community involvement in the district, and we definitely use technology to communicate with them. From our Web site you can sign up for our Listserv, so that whenever any information is posted it's sent home to parents' email. We also utilize the local television channel to keep in touch with families. With the ParentPortal, parents get a secure login. The can see their child's class assignments, grades, and progress reports, and a direct email link goes to a teacher's inbox.\u003c/p>\n\u003cp>\u003cstrong>Q: Has technology integration affected your district's state and national assessments?\u003c/strong>\u003c/p>\n\u003cp>It's funny, I was just at a conference last week where everyone was saying, \"There is no way to determine whether technology increases student achievement.\" Can we say that we hope it is? Yes, but the thing is, no matter whether it is affecting the assessments or not, we know that we are preparing kids for the 21st century. It's not just about \"utilizing technology to support learning\" anymore. It's the way teaching should be. We're not using technology to enhance instruction -- we're using it for instruction.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"order": 9
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"id": "fresh-air",
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"airtime": "SUN 7:30pm-8pm",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"order": 15
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"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"order": 18
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"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
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"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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"source": "American Public Media"
},
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"masters-of-scale": {
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"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
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"meta": {
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"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"morning-edition": {
"id": "morning-edition",
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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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"order": 11
},
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"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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},
"link": "/radio/program/on-the-media",
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},
"pbs-newshour": {
"id": "pbs-newshour",
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"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
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"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
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},
"perspectives": {
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"order": 14
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"planet-money": {
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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},
"link": "/radio/program/planet-money",
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"order": 5
},
"link": "/podcasts/politicalbreakdown",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
"id": "pri-the-world",
"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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},
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