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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",
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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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"content": "\u003cp>\u003ca rel=\"attachment wp-att-5456\" href=\"http://ww2.kqed.org/mindshift/2010/12/karen-cator-schools-should-get-creative-with-spending/amagill-2/\">\u003cimg class=\"size-medium wp-image-5456\" title=\"amagill\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/amagill-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>Continuing my conversation with the Department of Education's Director of Education Technology \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/the-does-guide-to-allowing-online-access-in-schools/#more-5387\">Karen Cator\u003c/a>, we talk about how schools can find inventive ways of allotting money for tech tools.\u003c/p>\n\u003cp>\u003cstrong>What's your position on creative reallocation of funds in order to pull schools and districts into the 21st century?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>We’re going to have to figure out how to reallocate funds. It’s not like we’ll have more money to add on the side. We have to think of our core mission: What are the required elements of building a high-quality, productive education environment? I think that’s the only way to be successful. We have to think of the ways we’re spending money now, and ways we can be more productive.\u003c/p>\n\u003cp>The productivity section of the \u003ca href=\"http://www.ed.gov/technology/netp-2010\">National Education Technology Plan\u003c/a> gets at the essence of how we can do more, better, even faster with the same amount of resources.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>There are some great examples of reallocation of funds. Morrisville School District in North Carolina went through their entire budget and found where they can save money, \u003cem>if\u003c/em> in fact, every student had a digital device. Think about what’s on a digital device – you can have a calculator, research materials, maps, writing tools, school binder, calendar, books and content, you can have your assessment.\u003c/p>\n\u003cp>We can’t think of it as whether we can we buy a device with content instead of a single textbook. It’s more like whether we can we provide a device with all of the tools and resources that students need every single day. And there is a creative way to reallocate funds. For example, we should be able to save on paper doing that, the paper budgets in schools could be used.\u003c!--more-->\u003c/p>\n\u003caside class=\"pullquote alignleft\">One of our problems right now is that we’re funding two systems: a paper-based system and we’re beginning to fund a technology-based system. That’s not sustainable.\u003c/aside>\n\u003cp>One of our problems right now is that we’re funding two systems: a paper-based system and we’re beginning to fund a technology-based system. That’s not sustainable. We have to make the leap to a digital learning environment from predominantly print-based classroom to see both increased improvements in productivity and learning, and to see cost savings that would fund the digital environment.\u003c/p>\n\u003cp>And to do this, we have to think of it as a system. There are a variety of funding pots that can fund different parts of the infrastructure. There are community-based grants, Department of Commerce grants and agriculture programs that fund broadband build-out. And we have to think of it as a system, with the focus of improving productivity and opportunity for everyone to learn.\u003c/p>\n\u003cp>\u003cstrong>How can decision-makers figure out when to invest in a new technology, knowing that it'll change again quickly, whether it's an iPod Touch, or an iPad, or another e-reader? How can they know it's worth the investment?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>I totally understand that. It’s a risk whenever you move into new environment, and in education we’re pretty risk averse. But I do understand the sentiment.\u003c/p>\n\u003cfigure id=\"attachment_5458\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca rel=\"attachment wp-att-5458\" href=\"http://ww2.kqed.org/mindshift/2010/12/karen-cator-schools-should-get-creative-with-spending/cator-400-2/\">\u003cimg class=\"size-thumbnail wp-image-5458\" title=\"cator-400\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/cator-4001-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Karen Cator\u003c/figcaption>\u003c/figure>\n\u003cp>But we can’t focus on devices, then we get attached to something that’s fleeting. Whether it's going to last for four or five years, or whether there will be something better, it’s just the way technology evolves. We need to focus and clearly articulate on what we want students to be able to do.\u003c/p>\n\u003cp>We want them to write and to write better, and be able to edit, and have the tools of writing. We want them to read, to leverage tools of the text that the screen can provide, which is much more enabled than text on a page. We want students to do research, to find data sets online, the tools, the stimulation, the assessments. If we focus on those things, the actual device becomes less daunting. Because today, it’s one device, and it might be another one tomorrow. But whatever devices we have are going to enable students and teachers to do those things that we clearly say we want them to be able to do. And that's when we’ll feel better about our decisions.\u003c/p>\n\u003cp>And if we focus on \u003cem>what\u003c/em> we want them to be able to do, that actually doesn’t change as frequently, and that isn’t like technology. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>There are some great examples of reallocation of funds. Morrisville School District in North Carolina went through their entire budget and found where they can save money, \u003cem>if\u003c/em> in fact, every student had a digital device. Think about what’s on a digital device – you can have a calculator, research materials, maps, writing tools, school binder, calendar, books and content, you can have your assessment.\u003c/p>\n\u003cp>We can’t think of it as whether we can we buy a device with content instead of a single textbook. It’s more like whether we can we provide a device with all of the tools and resources that students need every single day. And there is a creative way to reallocate funds. For example, we should be able to save on paper doing that, the paper budgets in schools could be used.\u003c!--more-->\u003c/p>\n\u003caside class=\"pullquote alignleft\">One of our problems right now is that we’re funding two systems: a paper-based system and we’re beginning to fund a technology-based system. That’s not sustainable.\u003c/aside>\n\u003cp>One of our problems right now is that we’re funding two systems: a paper-based system and we’re beginning to fund a technology-based system. That’s not sustainable. We have to make the leap to a digital learning environment from predominantly print-based classroom to see both increased improvements in productivity and learning, and to see cost savings that would fund the digital environment.\u003c/p>\n\u003cp>And to do this, we have to think of it as a system. There are a variety of funding pots that can fund different parts of the infrastructure. There are community-based grants, Department of Commerce grants and agriculture programs that fund broadband build-out. And we have to think of it as a system, with the focus of improving productivity and opportunity for everyone to learn.\u003c/p>\n\u003cp>\u003cstrong>How can decision-makers figure out when to invest in a new technology, knowing that it'll change again quickly, whether it's an iPod Touch, or an iPad, or another e-reader? How can they know it's worth the investment?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>I totally understand that. It’s a risk whenever you move into new environment, and in education we’re pretty risk averse. But I do understand the sentiment.\u003c/p>\n\u003cfigure id=\"attachment_5458\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca rel=\"attachment wp-att-5458\" href=\"http://ww2.kqed.org/mindshift/2010/12/karen-cator-schools-should-get-creative-with-spending/cator-400-2/\">\u003cimg class=\"size-thumbnail wp-image-5458\" title=\"cator-400\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/cator-4001-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Karen Cator\u003c/figcaption>\u003c/figure>\n\u003cp>But we can’t focus on devices, then we get attached to something that’s fleeting. Whether it's going to last for four or five years, or whether there will be something better, it’s just the way technology evolves. We need to focus and clearly articulate on what we want students to be able to do.\u003c/p>\n\u003cp>We want them to write and to write better, and be able to edit, and have the tools of writing. We want them to read, to leverage tools of the text that the screen can provide, which is much more enabled than text on a page. We want students to do research, to find data sets online, the tools, the stimulation, the assessments. If we focus on those things, the actual device becomes less daunting. Because today, it’s one device, and it might be another one tomorrow. But whatever devices we have are going to enable students and teachers to do those things that we clearly say we want them to be able to do. And that's when we’ll feel better about our decisions.\u003c/p>\n\u003cp>And if we focus on \u003cem>what\u003c/em> we want them to be able to do, that actually doesn’t change as frequently, and that isn’t like technology. It just becomes a more enabled environment.\u003c/p>\n\u003cp>I think we’ll see some people experimenting with a variety of other strategies as well, potentially welcoming devices that students can bring from home. If we can begin to have that kind of mine/theirs/ours types of devices, then a couple things might happen. One, the support is more distributed, because students are empowered and responsible to support their devices, and second, the funds that school districts have can go further. And bottom line, you can get closer to having a more productive environment and increase opportunity for all students.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[Here's the \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/the-does-guide-to-allowing-online-access-in-schools/\">first part of our interview\u003c/a>.]\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>From \u003ca href=\"http://mashable.com/2010/12/17/game-mechanics-predictions/\">Mashable\u003c/a>:\u003c/p>\n\u003cp>A prediction about gaming in education, by Gabe Zicherman author of the upcoming book \u003cem>Gamification by Design\u003c/em> (O'Reilly, 2011)\u003cem>. \u003c/em>\u003cem>\u003cem> \u003c/em>\u003c/em>\u003c/p>\n\u003cblockquote>\u003cp>I believe we’ll see the first “trans-institution” apps that connect students across different schools. We’ll see the first “gamified” textbooks from publishers while federal and state governments will continue to innovate and support initiatives in education. For adults, applications like \u003ca href=\"http://www.mindsnacks.com/\" target=\"_blank\">MindSnacks\u003c/a>, an iPhone app that makes learning languages more fun, will transform how we engage with continuing education. Expect an explosion in apps and services for language, food, finance and geo-location that manipulate game mechanics.\u003c/p>\u003c/blockquote>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>From \u003ca href=\"http://mashable.com/2010/12/17/game-mechanics-predictions/\">Mashable\u003c/a>:\u003c/p>\n\u003cp>A prediction about gaming in education, by Gabe Zicherman author of the upcoming book \u003cem>Gamification by Design\u003c/em> (O'Reilly, 2011)\u003cem>. \u003c/em>\u003cem>\u003cem> \u003c/em>\u003c/em>\u003c/p>\n\u003cblockquote>\u003cp>I believe we’ll see the first “trans-institution” apps that connect students across different schools. We’ll see the first “gamified” textbooks from publishers while federal and state governments will continue to innovate and support initiatives in education. For adults, applications like \u003ca href=\"http://www.mindsnacks.com/\" target=\"_blank\">MindSnacks\u003c/a>, an iPhone app that makes learning languages more fun, will transform how we engage with continuing education. Expect an explosion in apps and services for language, food, finance and geo-location that manipulate game mechanics.\u003c/p>\u003c/blockquote>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-5396\" href=\"http://ww2.kqed.org/mindshift/2010/12/the-does-guide-to-allowing-online-access-in-schools/10_11-15_newtech_0161/\">\u003cimg class=\"size-large wp-image-5396\" title=\"10_11.15_newtech_0161\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/10_11.15_newtech_0161-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003c/p>\n\u003cp>Last month, the Department of Education released its 124-page, information-packed \u003ca href=\"http://www.ed.gov/technology/netp-2010\">National Education Technology Plan\u003c/a>. I spoke with Karen Cator, the Director of the Office of Educational Technology, about the reality of implementing some of these guidlines into the existing public education system.\u003c/p>\n\u003cp>Her answers were direct, forthright, and sensible. It's apparent that the authors spent a great deal of time finding forward-thinking examples that educators and administrators can use as guides.\u003c/p>\n\u003cp>Here's part one of our conversation.\u003c/p>\n\u003cp>\u003cstrong>- The National Education Technology Plan has been out for a month now. What's been the reaction so far from the education community?\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It’s been predominantly positive. In general, some have said it’s too visionary or too far out, and some have said it hasn’t gone far enough, so I think probably we struck a balance in the middle.\u003c/p>\n\u003cp>The plan put out a high-level vision and tied it to the ground with research and sidebars, with goals and recommendations, and even a \"getting started now section.”\u003c/p>\n\u003cp>\u003cstrong>- What advice do you have for states and districts that may want to provide unfiltered broadband access in schools (to allow YouTube, Facebook, etc.) as teaching tools, but must comply with Children's Internet Protection Act? \u003c/strong>\u003c/p>\n\u003cp>The bottom line is that we do need to figure out how kids can be safe and out of harm’s way and not exposed to inappropriate materials online.\u003c/p>\n\u003cfigure id=\"attachment_5399\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca rel=\"attachment wp-att-5399\" href=\"http://ww2.kqed.org/mindshift/2010/12/the-does-guide-to-allowing-online-access-in-schools/cator-400/\">\u003cimg class=\"size-thumbnail wp-image-5399\" title=\"cator-400\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/cator-400-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Karen Cator\u003c/figcaption>\u003c/figure>\n\u003cp>But the filtering programs we have are fairly rudimentary. We need more intelligent filtering programs, safer search environments, smarter technologies so that people aren’t just shutting down large swaths of the Internet. There’s a lot on YouTube, for example, that could be safe and really instructive, but since it’s just in one bucket, a lot of schools just shut down YouTube.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>The other thing we need are rules that keep up with the times. And that’s hard to know, for example, whether we should we allow teachers to be friends online with students in a social network. It depends on what the purpose is, is it homework assignment, are they purposely engaged in appropriate roles of teacher and students. So we need better rules.\u003c/p>\n\u003cp>But overall, we need an ever-better education framework for teachers and students to understand these technologies. When new technology comes out, students may be the first to understand how it’s used. And in schools we tend towards being risk averse -- for very good reasons -- but we tend to shut them down.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Our students are going to grow up in a globally networked society and we want to teach them the rules of the road.\u003c/aside>\n\u003cp>What we’re finding now is that social networking in particular, poses pretty significant problems with cyberbullying. So the question is, can we create closed social networks so students in a safe environment can learn how to collaborate online, be social online, how to behave well online, and understand that their voices are amplified.\u003c/p>\n\u003cp>\u003ca href=\"http://theschool.columbia.edu/\">The School at Columbia University\u003c/a> in New York City, for example, has their own internal social network that they’re all a part of that’s not open to the outside world. It’s an environment for elementary school students to learn how to work with each other online.\u003c/p>\n\u003cp>Our students are going to grow up in a globally networked society and we want to teach them the rules of the road, to stay safe, to keep their information secure, how to maintain privacy, and how to behave appropriately online. And how these closed social networks manage themselves might be an interesting place to do this.\u003c/p>\n\u003cp>\u003cstrong>- The NETP specifically points out schools that use cell phones as teaching tools. How do you respond to those who view cell phones as distractions?\u003c/strong>\u003c/p>\n\u003cp>We need to basically admit that we live in a world of distractions. The ability to engage students becomes maybe more difficult, but also more important. Getting students involved in interesting learning projects, things that will keep their attention, their engagement, those are the kinds of things that need to be developed still.\u003c/p>\n\u003cp>Cell phones have some of those tools that can be helpful during the course of the day. They have the whole Internet (or some do), they do have calculators, and a variety of tools and resources that could be helpful throughout the school day. So we’re balancing the question of, if we let cell phones into class, are they going to be so distracted texting and doing other things rather than doing what teachers want them to do. That’s a classroom management issue that we have to continue to stay on top of.\u003c/p>\n\u003cp>\u003cstrong>- Just like any other classroom management issue.\u003c/strong>\u003c/p>\n\u003cp>Right, it really is. A lot of this is the same behavior and a new opportunity to do it.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[More from our conversation tomorrow.]\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It’s been predominantly positive. In general, some have said it’s too visionary or too far out, and some have said it hasn’t gone far enough, so I think probably we struck a balance in the middle.\u003c/p>\n\u003cp>The plan put out a high-level vision and tied it to the ground with research and sidebars, with goals and recommendations, and even a \"getting started now section.”\u003c/p>\n\u003cp>\u003cstrong>- What advice do you have for states and districts that may want to provide unfiltered broadband access in schools (to allow YouTube, Facebook, etc.) as teaching tools, but must comply with Children's Internet Protection Act? \u003c/strong>\u003c/p>\n\u003cp>The bottom line is that we do need to figure out how kids can be safe and out of harm’s way and not exposed to inappropriate materials online.\u003c/p>\n\u003cfigure id=\"attachment_5399\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca rel=\"attachment wp-att-5399\" href=\"http://ww2.kqed.org/mindshift/2010/12/the-does-guide-to-allowing-online-access-in-schools/cator-400/\">\u003cimg class=\"size-thumbnail wp-image-5399\" title=\"cator-400\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/cator-400-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Karen Cator\u003c/figcaption>\u003c/figure>\n\u003cp>But the filtering programs we have are fairly rudimentary. We need more intelligent filtering programs, safer search environments, smarter technologies so that people aren’t just shutting down large swaths of the Internet. There’s a lot on YouTube, for example, that could be safe and really instructive, but since it’s just in one bucket, a lot of schools just shut down YouTube.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>The other thing we need are rules that keep up with the times. And that’s hard to know, for example, whether we should we allow teachers to be friends online with students in a social network. It depends on what the purpose is, is it homework assignment, are they purposely engaged in appropriate roles of teacher and students. So we need better rules.\u003c/p>\n\u003cp>But overall, we need an ever-better education framework for teachers and students to understand these technologies. When new technology comes out, students may be the first to understand how it’s used. And in schools we tend towards being risk averse -- for very good reasons -- but we tend to shut them down.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Our students are going to grow up in a globally networked society and we want to teach them the rules of the road.\u003c/aside>\n\u003cp>What we’re finding now is that social networking in particular, poses pretty significant problems with cyberbullying. So the question is, can we create closed social networks so students in a safe environment can learn how to collaborate online, be social online, how to behave well online, and understand that their voices are amplified.\u003c/p>\n\u003cp>\u003ca href=\"http://theschool.columbia.edu/\">The School at Columbia University\u003c/a> in New York City, for example, has their own internal social network that they’re all a part of that’s not open to the outside world. It’s an environment for elementary school students to learn how to work with each other online.\u003c/p>\n\u003cp>Our students are going to grow up in a globally networked society and we want to teach them the rules of the road, to stay safe, to keep their information secure, how to maintain privacy, and how to behave appropriately online. And how these closed social networks manage themselves might be an interesting place to do this.\u003c/p>\n\u003cp>\u003cstrong>- The NETP specifically points out schools that use cell phones as teaching tools. How do you respond to those who view cell phones as distractions?\u003c/strong>\u003c/p>\n\u003cp>We need to basically admit that we live in a world of distractions. The ability to engage students becomes maybe more difficult, but also more important. Getting students involved in interesting learning projects, things that will keep their attention, their engagement, those are the kinds of things that need to be developed still.\u003c/p>\n\u003cp>Cell phones have some of those tools that can be helpful during the course of the day. They have the whole Internet (or some do), they do have calculators, and a variety of tools and resources that could be helpful throughout the school day. So we’re balancing the question of, if we let cell phones into class, are they going to be so distracted texting and doing other things rather than doing what teachers want them to do. That’s a classroom management issue that we have to continue to stay on top of.\u003c/p>\n\u003cp>\u003cstrong>- Just like any other classroom management issue.\u003c/strong>\u003c/p>\n\u003cp>Right, it really is. A lot of this is the same behavior and a new opportunity to do it.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[More from our conversation tomorrow.]\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-5298\" href=\"http://ww2.kqed.org/mindshift/2010/12/how-should-we-use-technology-in-schools-ask-students/mikva-challenge/\">\u003cimg class=\"size-medium wp-image-5298\" title=\"mikva challenge\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/mikva-challenge-300x295.jpg\" alt=\"\" width=\"300\" height=\"295\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline;\">By Sara Bernard\u003c/span>\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>[ad fullwidth]\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>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.\"\u003c!--more-->\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/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. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-5298\" href=\"http://ww2.kqed.org/mindshift/2010/12/how-should-we-use-technology-in-schools-ask-students/mikva-challenge/\">\u003cimg class=\"size-medium wp-image-5298\" title=\"mikva challenge\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/mikva-challenge-300x295.jpg\" alt=\"\" width=\"300\" height=\"295\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline;\">By Sara Bernard\u003c/span>\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>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\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>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.\"\u003c!--more-->\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/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. 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"content": "\u003cp>\u003ca rel=\"attachment wp-att-5159\" href=\"http://ww2.kqed.org/mindshift/2010/12/classic-childrens-stories-come-alive-on-the-ipad/mzl-fldfebrc-320x480-75/\">\u003cimg class=\"size-thumbnail wp-image-5159\" title=\"mzl.fldfebrc.320x480-75\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/mzl.fldfebrc.320x480-75-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003c/p>\n\u003cp>Mashable finds a way to relive our favorite childhood stories with \"\u003ca href=\"http://mashable.com/2010/12/12/childrens-books-ipad/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+Mashable+%28Mashable%29&utm_content=Google+Reader\" target=\"_blank\">5 Classic Children's Tales Reinvented for the iPad\u003c/a>.\"\u003c/p>\n\u003cp>We've already \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/ipad-game-changing-device-latest-fad-or-the-future-of-education-how-about-all-three/\">mentioned\u003c/a> \"\u003ca href=\"http://itunes.apple.com/gb/app/alice-for-the-ipad-lite/id364746811?mt=8\">Alice for the iPad\u003c/a>,\" but Mashable also tips its hat at \"Popout! The Tale of Peter Rabbit,\" \"The Frog Prince,\"Aesop's Wheel,\" and \"Jack and the Beanstalk.\"\u003c/p>\n\u003cp>Check out the interactive features:\u003c/p>\n\u003cp>http://www.youtube.com/watch?v=w4kqYvUwxfo&feature=player_embedded#!\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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