FUTURE OF TABLETS: SOMEDAY / MONDAYFUTURE OF TABLETS: SOMEDAY / MONDAY
How Tablets Can Enable Meaningful Connections for Students and Teachers
The iPad as a Tool for Creation to Strengthen Learning
To Get the Most Out of Tablets, Use Smart Curation
The Future of Tablets in Education: Potential Vs. Reality of Consuming Media
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sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"Getty\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Justin Reich and Beth Holland\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">In this four-part series, we have been charting a course for teachers working in classrooms with tablets. We began by looking at the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">consumption of content \u003c/a>-- the default uses of tablets -- and then progresses through the the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">curation of learning artifacts\u003c/a>, and the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\">creation of new projects or activities\u003c/a>. In this final piece, we examine the final of our four Cs: connection -- using tablets to put our students in conversations with fellow learners of all ages around the world.\u003c/p>\n\u003cp>With tablets, teachers and students possess a mobile recording and editing device (text, photos, audio and video), publishing platform (blogs, wikis, video to YouTube, audio to SoundCloud, photos to Flickr), as well as social media access point (Twitter, Facebook, LinkedIn, newsreader apps). This mobile access extends the learning context beyond the walls of the classroom and the hours of the school day, while the instant access to content and social networks opens up avenues for communication and collaboration across distance and time. In this final piece in our Someday/Monday series, we take a peek into the future of richly collaborative classrooms and then give some advice on first steps towards getting there.\u003c/p>\n\u003ch3>CONNECTION\u003c/h3>\n\u003cp>In 2003, Ben Schneiderman published \u003ca href=\"http://www.amazon.com/Leonardos-Laptop-Human-Computing-Technologies/dp/0262692996\">\u003cem>Leonardo’s Laptop\u003c/em>\u003c/a>, a book about human computer interaction. In the book, he proposed a simple framework for designing technology-mediated learning experiences: Collect, Relate, Create, Donate. In a typical technology-infused lesson or unit, students would access new information and skills (Collect) and then work together (Relate) to craft a multimedia performance of their understanding (Create). When finished, the work shouldn’t just sit on a teacher’s desk, but be shared widely, ideally with others who might genuinely benefit from the work (Donate). The connectivity of the Internet gives us the opportunity and responsibility to share what we are learning with others. While technologies have changed quite a bit over the last 10 years, the framework remains a helpful rubric for designing learning experiences.\u003c/p>\n\u003cp>One common wrinkle with the Donate step in Schneiderman’s framework is that many teachers and students simply launch their products onto the Internet, and most of the time they land like a tree falling in an empty forest. In the best learning environments, sharing work doesn’t just mean posting on the Internet; it means building connections with a wider community, so that sharing becomes part of a set of relationships and patterns of exchange. Mobile computing devices let students take those connections with them wherever they go.\u003c/p>\n\u003ch4>Someday\u003c/h4>\n\u003cp>Imagine creating a learning context that spans countries or continents. Consider a learning environment where students run their own “class” outside of class time with peers, or even other teachers, and then come to school ready to take advantage of face-to-face opportunities. Used creatively, tablet computers can empower students to collaborate and share, to take more ownership of their learning, and to make deeper connections not only to the content, but also to their learning community.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>FUTURE OF TABLETS: SOMEDAY / MONDAY\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">\u003cspan style=\"color: #666699\">Potential Vs. Reality of Consuming Media\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">\u003cspan style=\"color: #666699\">To Get the Most Out of Tablets, Use Smart Curation\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-7P3\">\u003cspan style=\"color: #666699\">The iPad as a Tool for Creation to Strengthen Learning\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-83e\">\u003cspan style=\"color: #666699\">How Tablets Can Enable Meaningful Connections for Students and Teachers\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Armed with iPads, \u003ca href=\"https://twitter.com/mrswideen\">Kristen Wideen\u003c/a>’s students regularly blog, journal, create, and curate throughout the day, as she describes in \u003ca href=\"http://www.mrswideen.com/2013/05/a-day-in-life-of-connected-classroom.html\">A Day in the Life of a Connected Classroom\u003c/a>. Her students leverage the tools to make deeper connections with the content and extended ones with a broader audience. Her class tweets about their new tadpoles with a classroom in Singapore, and they share math problems with another via Skype. Wideen takes the online network that she’s built with other educators and uses her connections to help her students learn with students from around the world:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>If you step into my classroom you will quickly find out that we are a classroom with no walls. Video conferencing, blogging, creating videos and books, teaching and learning from other peers in the classroom, in the school and in the world about what they are interested in is embedded into the daily instruction of my classroom. The result of this purposeful connectivity is that my group of grade 1/2 students has begun to develop a global perspective of issues that could not have been authentically discovered if they were solely engaged in books in our classroom. (\u003ca href=\"http://www.mrswideen.com/2013/04/how-my-learning-environment-has-evolved.html\">Kristen Wideen - How My Learning has Evolved\u003c/a>)\u003c/em>\u003c/p>\n\u003ch4>\u003cstrong>Monday\u003c/strong>\u003c/h4>\n\u003cp>As \u003ca href=\"http://mrswideen.com/\">Wideen’s blog\u003c/a> shows, the technologies of connecting with others are relatively simple. Twitter is one of the best places to get started, and Mrs. Wideen’s classroom Twitter account (\u003ca href=\"http://twitter.com/mrswideensclass\">@MrsWideensClass\u003c/a>) shows how a collaboratively produced stream of tweets from students can become a running record of classroom life through pictures, text, questions, and conversations. It also provides a mechanism for modeling the connections that we hope young students will make as they progress in their education.\u003c/p>\n\u003cp>Another great way for classrooms to starting building connections is for teachers to lead by example, creating their own personal learning network using social media. Again, starting a Twitter account is easy, and there are plenty of educators looking to collaborate and connect with like-minded teachers. Last year, \u003ca href=\"http://bit.ly/edtechresearcher\">EdTechResearcher \u003c/a>posted a pair of posts on Teaching Teachers to Tweet (\u003ca href=\"http://blogs.edweek.org/edweek/edtechresearcher/2012/08/teaching_teachers_to_tweet.html\">Part I\u003c/a>, \u003ca href=\"http://blogs.edweek.org/edweek/edtechresearcher/2012/08/teaching_teachers_to_tweet_part_ii.html\">Part II\u003c/a>) that offer a good introduction to the topic, and \u003ca href=\"http://www.edutopia.org/blog/introducing-social-media-lower-elementary-beth-holland\">Teaching Toddlers to Tweet on Edutopia\u003c/a> provides examples for addressing the topic with even our youngest students.\u003c/p>\n\u003cp>For synchronous conversation, Apple’s Facetime, Google’s Hangouts, and Skype are all suitable options for having video chats with other classrooms, experts, or interesting people. One recent trend combining technology and Social Studies has been “Mystery Skype,” where classrooms ask each other questions and then try to guess where the other classroom is. Skype in the Classroom has a \u003ca href=\"http://blogs.skype.com/2013/02/15/whats-the-hype-with-mystery-skype/\">good introductory blog post\u003c/a>, and Holly Clark offers up \u003ca href=\"http://www.edudemic.com/2013/07/5-amazing-ways-to-collaborate-with-another-class/\">5 Amazing Ways to Collaborate with Another Class\u003c/a> on Edudemic, and check out MindShift's \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/5-ways-to-inspire-students-through-global-collaboration/\">5 Ways to Inspire Students Through Global Collaboration\u003c/a>. These kinds of simple exchanges can be great building blocks for future connections and collaborative projects.\u003c/p>\n\u003cp>\u003cstrong>From Consumption to Curation, Creation, and Connection\u003c/strong>\u003c/p>\n\u003cp>The greatest risk of our investment in tablet computers is that nothing will change. We could find in a few years that, at great expense, we’ve traded paper textbooks for digital textbooks, paper notebooks for digital notebooks, and paper multiple choice tests for digital multiple choice tests. We may find that as educators we simply take these expensive new devices and digitize existing practices.\u003c/p>\n\u003cp>Our hope is that we can do more, that we can take the investment that the public is making into education technologies and use them to create much richer learning experiences for students. We’ve tried in these four posts about \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">Consumption\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">Curation\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\">Creation \u003c/a>and Connection to chart a journey from the ordinary to the exceptional, and in each post we’ve tried to point the way to transformative uses of technology while helping point out the first step (Monday) of a longer adventure (Someday). Many thanks to all who have read, shared and commented on these posts over the last few months!\u003c/p>\n\u003cp>\u003cem>Justin Reich is a Fellow at Harvard’s \u003ca href=\"http://www.cyber.law.harvard.edu/%E2%80%8E\">Berkman Center for Internet and Society\u003c/a> and co-Founder of \u003ca href=\"http://www.edtechteacher.org/\">EdTechTeacher. \u003c/a>Beth Holland is a Senior Associate with EdTechTeacher.\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"In the best learning environments, sharing work doesn’t just mean posting on the Internet, it means building connections with a wider community, so that sharing becomes part of a set of relationships and patterns of exchange. Here are some ideas on how to get started.","status":"publish","parent":0,"modified":1401750524,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1248},"headData":{"title":"How Tablets Can Enable Meaningful Connections for Students and Teachers | KQED","description":"In the best learning environments, sharing work doesn’t just mean posting on the Internet, it means building connections with a wider community, so that sharing becomes part of a set of relationships and patterns of exchange. Here are some ideas on how to get started.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Tablets Can Enable Meaningful Connections for Students and Teachers","datePublished":"2013-08-27T17:44:07.000Z","dateModified":"2014-06-02T23:08:44.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"30952 http://blogs.kqed.org/mindshift/?p=30952","disqusUrl":"https://ww2.kqed.org/mindshift/2013/08/27/how-tablets-can-enable-meaningful-connections-for-students-and-teachers/","disqusTitle":"How Tablets Can Enable Meaningful Connections for Students and Teachers","path":"/mindshift/30952/how-tablets-can-enable-meaningful-connections-for-students-and-teachers","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30962\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-30962\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/tablets.jpg\" alt=\"tablets\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/tablets.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/tablets-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/tablets-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"Getty\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Justin Reich and Beth Holland\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">In this four-part series, we have been charting a course for teachers working in classrooms with tablets. We began by looking at the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">consumption of content \u003c/a>-- the default uses of tablets -- and then progresses through the the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">curation of learning artifacts\u003c/a>, and the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\">creation of new projects or activities\u003c/a>. In this final piece, we examine the final of our four Cs: connection -- using tablets to put our students in conversations with fellow learners of all ages around the world.\u003c/p>\n\u003cp>With tablets, teachers and students possess a mobile recording and editing device (text, photos, audio and video), publishing platform (blogs, wikis, video to YouTube, audio to SoundCloud, photos to Flickr), as well as social media access point (Twitter, Facebook, LinkedIn, newsreader apps). This mobile access extends the learning context beyond the walls of the classroom and the hours of the school day, while the instant access to content and social networks opens up avenues for communication and collaboration across distance and time. In this final piece in our Someday/Monday series, we take a peek into the future of richly collaborative classrooms and then give some advice on first steps towards getting there.\u003c/p>\n\u003ch3>CONNECTION\u003c/h3>\n\u003cp>In 2003, Ben Schneiderman published \u003ca href=\"http://www.amazon.com/Leonardos-Laptop-Human-Computing-Technologies/dp/0262692996\">\u003cem>Leonardo’s Laptop\u003c/em>\u003c/a>, a book about human computer interaction. In the book, he proposed a simple framework for designing technology-mediated learning experiences: Collect, Relate, Create, Donate. In a typical technology-infused lesson or unit, students would access new information and skills (Collect) and then work together (Relate) to craft a multimedia performance of their understanding (Create). When finished, the work shouldn’t just sit on a teacher’s desk, but be shared widely, ideally with others who might genuinely benefit from the work (Donate). The connectivity of the Internet gives us the opportunity and responsibility to share what we are learning with others. While technologies have changed quite a bit over the last 10 years, the framework remains a helpful rubric for designing learning experiences.\u003c/p>\n\u003cp>One common wrinkle with the Donate step in Schneiderman’s framework is that many teachers and students simply launch their products onto the Internet, and most of the time they land like a tree falling in an empty forest. In the best learning environments, sharing work doesn’t just mean posting on the Internet; it means building connections with a wider community, so that sharing becomes part of a set of relationships and patterns of exchange. Mobile computing devices let students take those connections with them wherever they go.\u003c/p>\n\u003ch4>Someday\u003c/h4>\n\u003cp>Imagine creating a learning context that spans countries or continents. Consider a learning environment where students run their own “class” outside of class time with peers, or even other teachers, and then come to school ready to take advantage of face-to-face opportunities. Used creatively, tablet computers can empower students to collaborate and share, to take more ownership of their learning, and to make deeper connections not only to the content, but also to their learning community.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>FUTURE OF TABLETS: SOMEDAY / MONDAY\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">\u003cspan style=\"color: #666699\">Potential Vs. Reality of Consuming Media\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">\u003cspan style=\"color: #666699\">To Get the Most Out of Tablets, Use Smart Curation\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-7P3\">\u003cspan style=\"color: #666699\">The iPad as a Tool for Creation to Strengthen Learning\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-83e\">\u003cspan style=\"color: #666699\">How Tablets Can Enable Meaningful Connections for Students and Teachers\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Armed with iPads, \u003ca href=\"https://twitter.com/mrswideen\">Kristen Wideen\u003c/a>’s students regularly blog, journal, create, and curate throughout the day, as she describes in \u003ca href=\"http://www.mrswideen.com/2013/05/a-day-in-life-of-connected-classroom.html\">A Day in the Life of a Connected Classroom\u003c/a>. Her students leverage the tools to make deeper connections with the content and extended ones with a broader audience. Her class tweets about their new tadpoles with a classroom in Singapore, and they share math problems with another via Skype. Wideen takes the online network that she’s built with other educators and uses her connections to help her students learn with students from around the world:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>If you step into my classroom you will quickly find out that we are a classroom with no walls. Video conferencing, blogging, creating videos and books, teaching and learning from other peers in the classroom, in the school and in the world about what they are interested in is embedded into the daily instruction of my classroom. The result of this purposeful connectivity is that my group of grade 1/2 students has begun to develop a global perspective of issues that could not have been authentically discovered if they were solely engaged in books in our classroom. (\u003ca href=\"http://www.mrswideen.com/2013/04/how-my-learning-environment-has-evolved.html\">Kristen Wideen - How My Learning has Evolved\u003c/a>)\u003c/em>\u003c/p>\n\u003ch4>\u003cstrong>Monday\u003c/strong>\u003c/h4>\n\u003cp>As \u003ca href=\"http://mrswideen.com/\">Wideen’s blog\u003c/a> shows, the technologies of connecting with others are relatively simple. Twitter is one of the best places to get started, and Mrs. Wideen’s classroom Twitter account (\u003ca href=\"http://twitter.com/mrswideensclass\">@MrsWideensClass\u003c/a>) shows how a collaboratively produced stream of tweets from students can become a running record of classroom life through pictures, text, questions, and conversations. It also provides a mechanism for modeling the connections that we hope young students will make as they progress in their education.\u003c/p>\n\u003cp>Another great way for classrooms to starting building connections is for teachers to lead by example, creating their own personal learning network using social media. Again, starting a Twitter account is easy, and there are plenty of educators looking to collaborate and connect with like-minded teachers. Last year, \u003ca href=\"http://bit.ly/edtechresearcher\">EdTechResearcher \u003c/a>posted a pair of posts on Teaching Teachers to Tweet (\u003ca href=\"http://blogs.edweek.org/edweek/edtechresearcher/2012/08/teaching_teachers_to_tweet.html\">Part I\u003c/a>, \u003ca href=\"http://blogs.edweek.org/edweek/edtechresearcher/2012/08/teaching_teachers_to_tweet_part_ii.html\">Part II\u003c/a>) that offer a good introduction to the topic, and \u003ca href=\"http://www.edutopia.org/blog/introducing-social-media-lower-elementary-beth-holland\">Teaching Toddlers to Tweet on Edutopia\u003c/a> provides examples for addressing the topic with even our youngest students.\u003c/p>\n\u003cp>For synchronous conversation, Apple’s Facetime, Google’s Hangouts, and Skype are all suitable options for having video chats with other classrooms, experts, or interesting people. One recent trend combining technology and Social Studies has been “Mystery Skype,” where classrooms ask each other questions and then try to guess where the other classroom is. Skype in the Classroom has a \u003ca href=\"http://blogs.skype.com/2013/02/15/whats-the-hype-with-mystery-skype/\">good introductory blog post\u003c/a>, and Holly Clark offers up \u003ca href=\"http://www.edudemic.com/2013/07/5-amazing-ways-to-collaborate-with-another-class/\">5 Amazing Ways to Collaborate with Another Class\u003c/a> on Edudemic, and check out MindShift's \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/5-ways-to-inspire-students-through-global-collaboration/\">5 Ways to Inspire Students Through Global Collaboration\u003c/a>. These kinds of simple exchanges can be great building blocks for future connections and collaborative projects.\u003c/p>\n\u003cp>\u003cstrong>From Consumption to Curation, Creation, and Connection\u003c/strong>\u003c/p>\n\u003cp>The greatest risk of our investment in tablet computers is that nothing will change. We could find in a few years that, at great expense, we’ve traded paper textbooks for digital textbooks, paper notebooks for digital notebooks, and paper multiple choice tests for digital multiple choice tests. We may find that as educators we simply take these expensive new devices and digitize existing practices.\u003c/p>\n\u003cp>Our hope is that we can do more, that we can take the investment that the public is making into education technologies and use them to create much richer learning experiences for students. We’ve tried in these four posts about \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">Consumption\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">Curation\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\">Creation \u003c/a>and Connection to chart a journey from the ordinary to the exceptional, and in each post we’ve tried to point the way to transformative uses of technology while helping point out the first step (Monday) of a longer adventure (Someday). Many thanks to all who have read, shared and commented on these posts over the last few months!\u003c/p>\n\u003cp>\u003cem>Justin Reich is a Fellow at Harvard’s \u003ca href=\"http://www.cyber.law.harvard.edu/%E2%80%8E\">Berkman Center for Internet and Society\u003c/a> and co-Founder of \u003ca href=\"http://www.edtechteacher.org/\">EdTechTeacher. \u003c/a>Beth Holland is a Senior Associate with EdTechTeacher.\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/30952/how-tablets-can-enable-meaningful-connections-for-students-and-teachers","authors":["4354"],"categories":["mindshift_20634","mindshift_193"],"tags":["mindshift_1040","mindshift_20548","mindshift_20528"],"label":"mindshift"},"mindshift_30073":{"type":"posts","id":"mindshift_30073","meta":{"index":"posts_1591205157","site":"mindshift","id":"30073","score":null,"sort":[1374513771000]},"guestAuthors":[],"slug":"potential-and-reality-the-ipad-as-a-tool-for-creation","title":"The iPad as a Tool for Creation to Strengthen Learning","publishDate":1374513771,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_30086\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660135637/sizes/z/in/photolist-b9wWhM-b9wzyB-b9wbFz-b9wqbg-b9wtMM-b9wofn-b9wLP8-b9wFCX-b9wH44-b9wVuH-b9wvmF-b9wW42-b9w7Hp-b9wkkk-b9wzLg-b9woDp-b9wJXD-b9wJ4a-b9wSBR-b9wnTe-b9wU3V-b9wUSg-b9wJtX-b9wMCR-b9wzWp-b9wisk-b9wXft-b9wCyB-b9wdHv-b9wbdx-b9wdc8-b9wyeT-b9wTxa-b9wgdk-b9wt7a-b9wCoc-b9w9ZD-b9woPx-b9wTRZ-b9wo4v-b9whH2-b9wSsr-b9wG1c-b9wuzx-b9wGTz-b9wkac-b9wjcr-b9whwr-b9wiFk-b9wyNx-b9wnjn/\">\u003cimg class=\"size-full wp-image-30086\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/6660135637_80d42d1bb1_z.jpg\" alt=\"6660135637_80d42d1bb1_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/6660135637_80d42d1bb1_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/6660135637_80d42d1bb1_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/6660135637_80d42d1bb1_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Justin Reich\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Imagine walking up to a stream. On the far side lies our ideal learning environment -- student-centric, inquiry-based, resource-rich -- our Someday. A series of stepping stones indicates a way across. These are our Mondays; achievable objectives interspersed across a torrent of new technologies, practices, and theories. This Someday/Monday dichotomy captures one of the core challenges in teacher professional development around educational technology. As we look across to the opposite bank, we can see that the deep integration of new learning technologies into classrooms requires substantially rethinking pedagogy, curriculum, assessment, and teacher practice (Someday). However, as teachers, we need stepping stones (Mondays), and one of the easiest ways to gain experience with emerging tools is through individual projects or units. Teachers recognize the need to imagine a new future, to move towards the creation of innovative learning environments that provide our students with the best possible experience (Someday). In the meantime, we seek out a path of connected Mondays.\u003c/p>\n\u003cp>In this four-part series, we are using the Someday/Monday concept to explore four dimensions of using tablets, such as iPads, in educational settings. We will do this by examining how teachers can take students on a journey from the consumption of media to curation, creation, and connection. In the first part of this series, we used the Someday/Monday template to explore \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">Consumption\u003c/a>. During the second, we examined \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">Curation\u003c/a> and the evolving role of the teacher as a curator of learning objects. This week, we will address Creation, examining what is possible when we empower students and teachers as innovators with iPads and other mobile devices.\u003c/p>\n\u003ch4>PART III: CREATION\u003c/h4>\n\u003cp>For centuries, a central role in education has been the creation of new content as a representation of understanding. Whether students used quill and ink, crayons and poster board, or keyboards and mice, this concept of creating dates back to the beginning of learning.\u003c/p>\n\u003cp>Seymour Papert, the developer of the LOGO computing language, begins his landmark book \u003ca href=\"http://www.amazon.com/Mindstorms-Children-Computers-Powerful-Ideas/dp/0465046746\">Mindstorms\u003c/a> with a story about gears he played with as a child. The tangible experience of working with gears accelerated his understanding of physics in a way that would have been much harder with only books and lectures. He refers to gears as “objects-to-think-with,” and his theory of constructionism holds, in its heart, the idea that humans find it easier to construct understanding if they use objects-to-think-with. Papert thought of computers, with their flexible, multifaceted capacities, as one of the premier objects to think with. Things made more sense to young people when they could manipulate and engage for themselves, either in directly digital ways or by controlling objects in the physical world.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One simple way of understanding our pedagogical theory of iPads is that we don’t want them to just become replacements for notebooks and textbooks, we want them to be objects to think with. We want students using them to mess around with the world around them and their courses of study.\u003c/p>\n\u003ch4>\u003cem>Someday \u003c/em>\u003c/h4>\n\u003cp>In the best iPad classrooms, students are constantly making things.\u003c/p>\n\u003cp>A big part of what they are doing is documenting their learning. At the \u003ca href=\"http://ipadsummitusa.org/\">EdTechTeacher iPad Summit in Atlanta\u003c/a>, Jennie Magiera showed a video of a math student working through a problem on a screencasting app, talking aloud, showing and recording his work. I observed a biochemistry lab class at Deerfield Academy where students had iPads, and they used them throughout class to take pictures and video recordings of the lab experiments, which later became key parts of their reports and presentations. In helping students \u003ca href=\"http://vimeo.com/38247581\">learn to make inferences from poetry\u003c/a>, Kristin Ziemke has her first graders draw their mental images from poems that she reads. When I visited the Hillbrook School in northern California, I tried to visit a history class, but I was a few minutes too late. Just after the period started, students in period costumes dispersed across the campus, recording short reenactments.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>FUTURE OF TABLETS: SOMEDAY / MONDAY\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">\u003cspan style=\"color: #666699\">Potential Vs. Reality of Consuming Media\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">\u003cspan style=\"color: #666699\">To Get the Most Out of Tablets, Use Smart Curation\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-7P3\">\u003cspan style=\"color: #666699\">The iPad as a Tool for Creation to Strengthen Learning\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-83e\">\u003cspan style=\"color: #666699\">How Tablets Can Enable Meaningful Connections for Students and Teachers\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>These rich examples of documentation evoke ideas from \u003ca href=\"http://www.pz.gse.harvard.edu/making_learning_visible.php\">Project Zero’s Making Learning Visible \u003c/a>and \u003ca href=\"http://www.pz.gse.harvard.edu/visible_thinking.php\">Visible Thinking\u003c/a> programs. When students and teachers take the time to document their learning and create tangible performances, when they create objects-to-think-with, they deepen their understanding of material, and perhaps more importantly, create tools to spark metacognitive thinking about thinking. Tablets have shortcomings in creating certain kinds of learning objects (the iPad in particular is a very weak platform for learning coding and programming), but with the combination of camera, microphone, touchpad interface, and large viewing surface, tablets are terrific tools for creating a running record of student learning and activity.\u003c/p>\n\u003ch4>\u003cem>Monday\u003c/em>\u003c/h4>\n\u003cp>Open the camera app. Take a picture.\u003c/p>\n\u003cp>Take a picture of your board at the beginning of class. Take a picture at the end of class. Take pictures of your students working. Take pictures of their notebooks. Take a picture of prices in the supermarket. Take a picture of something that makes you ask a question (visit Dan Meyer’s \u003ca href=\"http://www.101qs.com\">101qs.com\u003c/a> for inspiration). Take a picture of a local monument. Take a picture of the really tricky part in a science lab experiment.\u003c/p>\n\u003cp>Tell your students to open the camera app. Have them take pictures. Have them take pictures of the board, their notes in progress, something that makes them ask a question. Have them take pictures of each step in their science experiment or each step in their design project. Take screenshots of their pathways through research and important documents. Take a picture of a flower. Use a photo annotation app, like \u003ca href=\"https://itunes.apple.com/us/app/skitch/id490505997?mt=8%E2%80%8E\">Skitch\u003c/a>, to label the parts.\u003c/p>\n\u003cp>Print out the good ones. Cover the walls in pictures. Start from the bottom. Let the images accrue like sediment. Walk back through them regularly, like a geologist or archeologist parsing the layers of your documentation. Watch their accomplishments, stumbles, and insights accumulate over a year.\u003c/p>\n\u003cp>Have students get a screencasting app and start showing-and-telling their work. Have them talk aloud as they write a paragraph or solve a math problem. Have them describe an image from the historical record. Make them talk for a full minute, then two minutes, then three as they stretch their ability to notice particular details. Have them draw a scene, then describe the scene in French or Mandarin. As \u003ca href=\"http://www.mrswideen.com/\">Kristen Wideen\u003c/a> demonstrates with her grade 1/2 students, screencasting bridges the gap between the physical and the virtual in order to extend the learning context, encourage meta cognition, and provide students with a voice to explain their thinking.\u003c/p>\n\u003cp>When they make a mistake on a problem, don’t give them the answer right away. Let them watch themselves interpret aloud their work. See if they can figure things out themselves.\u003c/p>\n\u003cp>Projects, presentations, performances of understanding will come with time and exploration. Start by creating an image, and go forward from there.\u003c/p>\n\u003cp>\u003cem>Justin Reich is a Fellow at Harvard’s\u003c/em>\u003cem> \u003c/em>\u003ca href=\"http://www.cyber.law.harvard.edu/%E2%80%8E\">Berkman Center for Internet and Society\u003c/a>\u003cem> and co-Founder of \u003c/em>\u003ca href=\"http://www.edtechteacher.org/\">EdTechTeacher. \u003c/a>\u003cem>Beth Holland is a Senior Associate with EdTechTeacher.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"We don’t want iPads to just become replacements for notebooks and textbooks, we want them to be objects to think with. We want students using them to mess around with the world around them and their courses of study. Here are ideas on how to use iPads to create and document in order to cement what students are learning.","status":"publish","parent":0,"modified":1392248939,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1220},"headData":{"title":"The iPad as a Tool for Creation to Strengthen Learning | KQED","description":"We don’t want iPads to just become replacements for notebooks and textbooks, we want them to be objects to think with. We want students using them to mess around with the world around them and their courses of study. Here are ideas on how to use iPads to create and document in order to cement what students are learning.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The iPad as a Tool for Creation to Strengthen Learning","datePublished":"2013-07-22T17:22:51.000Z","dateModified":"2014-02-12T23:48:59.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"30073 http://blogs.kqed.org/mindshift/?p=30073","disqusUrl":"https://ww2.kqed.org/mindshift/2013/07/22/potential-and-reality-the-ipad-as-a-tool-for-creation/","disqusTitle":"The iPad as a Tool for Creation to Strengthen Learning","path":"/mindshift/30073/potential-and-reality-the-ipad-as-a-tool-for-creation","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30086\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660135637/sizes/z/in/photolist-b9wWhM-b9wzyB-b9wbFz-b9wqbg-b9wtMM-b9wofn-b9wLP8-b9wFCX-b9wH44-b9wVuH-b9wvmF-b9wW42-b9w7Hp-b9wkkk-b9wzLg-b9woDp-b9wJXD-b9wJ4a-b9wSBR-b9wnTe-b9wU3V-b9wUSg-b9wJtX-b9wMCR-b9wzWp-b9wisk-b9wXft-b9wCyB-b9wdHv-b9wbdx-b9wdc8-b9wyeT-b9wTxa-b9wgdk-b9wt7a-b9wCoc-b9w9ZD-b9woPx-b9wTRZ-b9wo4v-b9whH2-b9wSsr-b9wG1c-b9wuzx-b9wGTz-b9wkac-b9wjcr-b9whwr-b9wiFk-b9wyNx-b9wnjn/\">\u003cimg class=\"size-full wp-image-30086\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/6660135637_80d42d1bb1_z.jpg\" alt=\"6660135637_80d42d1bb1_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/6660135637_80d42d1bb1_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/6660135637_80d42d1bb1_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/6660135637_80d42d1bb1_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Justin Reich\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Imagine walking up to a stream. On the far side lies our ideal learning environment -- student-centric, inquiry-based, resource-rich -- our Someday. A series of stepping stones indicates a way across. These are our Mondays; achievable objectives interspersed across a torrent of new technologies, practices, and theories. This Someday/Monday dichotomy captures one of the core challenges in teacher professional development around educational technology. As we look across to the opposite bank, we can see that the deep integration of new learning technologies into classrooms requires substantially rethinking pedagogy, curriculum, assessment, and teacher practice (Someday). However, as teachers, we need stepping stones (Mondays), and one of the easiest ways to gain experience with emerging tools is through individual projects or units. Teachers recognize the need to imagine a new future, to move towards the creation of innovative learning environments that provide our students with the best possible experience (Someday). In the meantime, we seek out a path of connected Mondays.\u003c/p>\n\u003cp>In this four-part series, we are using the Someday/Monday concept to explore four dimensions of using tablets, such as iPads, in educational settings. We will do this by examining how teachers can take students on a journey from the consumption of media to curation, creation, and connection. In the first part of this series, we used the Someday/Monday template to explore \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">Consumption\u003c/a>. During the second, we examined \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">Curation\u003c/a> and the evolving role of the teacher as a curator of learning objects. This week, we will address Creation, examining what is possible when we empower students and teachers as innovators with iPads and other mobile devices.\u003c/p>\n\u003ch4>PART III: CREATION\u003c/h4>\n\u003cp>For centuries, a central role in education has been the creation of new content as a representation of understanding. Whether students used quill and ink, crayons and poster board, or keyboards and mice, this concept of creating dates back to the beginning of learning.\u003c/p>\n\u003cp>Seymour Papert, the developer of the LOGO computing language, begins his landmark book \u003ca href=\"http://www.amazon.com/Mindstorms-Children-Computers-Powerful-Ideas/dp/0465046746\">Mindstorms\u003c/a> with a story about gears he played with as a child. The tangible experience of working with gears accelerated his understanding of physics in a way that would have been much harder with only books and lectures. He refers to gears as “objects-to-think-with,” and his theory of constructionism holds, in its heart, the idea that humans find it easier to construct understanding if they use objects-to-think-with. Papert thought of computers, with their flexible, multifaceted capacities, as one of the premier objects to think with. Things made more sense to young people when they could manipulate and engage for themselves, either in directly digital ways or by controlling objects in the physical world.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>One simple way of understanding our pedagogical theory of iPads is that we don’t want them to just become replacements for notebooks and textbooks, we want them to be objects to think with. We want students using them to mess around with the world around them and their courses of study.\u003c/p>\n\u003ch4>\u003cem>Someday \u003c/em>\u003c/h4>\n\u003cp>In the best iPad classrooms, students are constantly making things.\u003c/p>\n\u003cp>A big part of what they are doing is documenting their learning. At the \u003ca href=\"http://ipadsummitusa.org/\">EdTechTeacher iPad Summit in Atlanta\u003c/a>, Jennie Magiera showed a video of a math student working through a problem on a screencasting app, talking aloud, showing and recording his work. I observed a biochemistry lab class at Deerfield Academy where students had iPads, and they used them throughout class to take pictures and video recordings of the lab experiments, which later became key parts of their reports and presentations. In helping students \u003ca href=\"http://vimeo.com/38247581\">learn to make inferences from poetry\u003c/a>, Kristin Ziemke has her first graders draw their mental images from poems that she reads. When I visited the Hillbrook School in northern California, I tried to visit a history class, but I was a few minutes too late. Just after the period started, students in period costumes dispersed across the campus, recording short reenactments.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>FUTURE OF TABLETS: SOMEDAY / MONDAY\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">\u003cspan style=\"color: #666699\">Potential Vs. Reality of Consuming Media\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">\u003cspan style=\"color: #666699\">To Get the Most Out of Tablets, Use Smart Curation\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-7P3\">\u003cspan style=\"color: #666699\">The iPad as a Tool for Creation to Strengthen Learning\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-83e\">\u003cspan style=\"color: #666699\">How Tablets Can Enable Meaningful Connections for Students and Teachers\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>These rich examples of documentation evoke ideas from \u003ca href=\"http://www.pz.gse.harvard.edu/making_learning_visible.php\">Project Zero’s Making Learning Visible \u003c/a>and \u003ca href=\"http://www.pz.gse.harvard.edu/visible_thinking.php\">Visible Thinking\u003c/a> programs. When students and teachers take the time to document their learning and create tangible performances, when they create objects-to-think-with, they deepen their understanding of material, and perhaps more importantly, create tools to spark metacognitive thinking about thinking. Tablets have shortcomings in creating certain kinds of learning objects (the iPad in particular is a very weak platform for learning coding and programming), but with the combination of camera, microphone, touchpad interface, and large viewing surface, tablets are terrific tools for creating a running record of student learning and activity.\u003c/p>\n\u003ch4>\u003cem>Monday\u003c/em>\u003c/h4>\n\u003cp>Open the camera app. Take a picture.\u003c/p>\n\u003cp>Take a picture of your board at the beginning of class. Take a picture at the end of class. Take pictures of your students working. Take pictures of their notebooks. Take a picture of prices in the supermarket. Take a picture of something that makes you ask a question (visit Dan Meyer’s \u003ca href=\"http://www.101qs.com\">101qs.com\u003c/a> for inspiration). Take a picture of a local monument. Take a picture of the really tricky part in a science lab experiment.\u003c/p>\n\u003cp>Tell your students to open the camera app. Have them take pictures. Have them take pictures of the board, their notes in progress, something that makes them ask a question. Have them take pictures of each step in their science experiment or each step in their design project. Take screenshots of their pathways through research and important documents. Take a picture of a flower. Use a photo annotation app, like \u003ca href=\"https://itunes.apple.com/us/app/skitch/id490505997?mt=8%E2%80%8E\">Skitch\u003c/a>, to label the parts.\u003c/p>\n\u003cp>Print out the good ones. Cover the walls in pictures. Start from the bottom. Let the images accrue like sediment. Walk back through them regularly, like a geologist or archeologist parsing the layers of your documentation. Watch their accomplishments, stumbles, and insights accumulate over a year.\u003c/p>\n\u003cp>Have students get a screencasting app and start showing-and-telling their work. Have them talk aloud as they write a paragraph or solve a math problem. Have them describe an image from the historical record. Make them talk for a full minute, then two minutes, then three as they stretch their ability to notice particular details. Have them draw a scene, then describe the scene in French or Mandarin. As \u003ca href=\"http://www.mrswideen.com/\">Kristen Wideen\u003c/a> demonstrates with her grade 1/2 students, screencasting bridges the gap between the physical and the virtual in order to extend the learning context, encourage meta cognition, and provide students with a voice to explain their thinking.\u003c/p>\n\u003cp>When they make a mistake on a problem, don’t give them the answer right away. Let them watch themselves interpret aloud their work. See if they can figure things out themselves.\u003c/p>\n\u003cp>Projects, presentations, performances of understanding will come with time and exploration. Start by creating an image, and go forward from there.\u003c/p>\n\u003cp>\u003cem>Justin Reich is a Fellow at Harvard’s\u003c/em>\u003cem> \u003c/em>\u003ca href=\"http://www.cyber.law.harvard.edu/%E2%80%8E\">Berkman Center for Internet and Society\u003c/a>\u003cem> and co-Founder of \u003c/em>\u003ca href=\"http://www.edtechteacher.org/\">EdTechTeacher. \u003c/a>\u003cem>Beth Holland is a Senior Associate with EdTechTeacher.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/30073/potential-and-reality-the-ipad-as-a-tool-for-creation","authors":["4354"],"categories":["mindshift_195","mindshift_20634","mindshift_193"],"tags":["mindshift_1040","mindshift_81","mindshift_187","mindshift_20528"],"featImg":"mindshift_30086","label":"mindshift"},"mindshift_29039":{"type":"posts","id":"mindshift_29039","meta":{"index":"posts_1591205157","site":"mindshift","id":"29039","score":null,"sort":[1370974429000]},"guestAuthors":[],"slug":"to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation","title":"To Get the Most Out of Tablets, Use Smart Curation","publishDate":1370974429,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_29296\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/35468156631@N01/4488931127/in/photolist-7QEWQg-7Rdimh-dS5AtH-8Afdn8\">\u003cimg class=\"size-full wp-image-29296\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/4488931127_ef5c3f5611_z.jpg\" alt=\"4488931127_ef5c3f5611_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/4488931127_ef5c3f5611_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/4488931127_ef5c3f5611_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/4488931127_ef5c3f5611_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Justin Reich and\u003c/strong> \u003cstrong>Beth Holland \u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">The Someday/Monday dichotomy captures one of the core challenges in teacher professional development around education technology. On the one hand, deep integration of new learning technologies into classrooms requires substantially rethinking pedagogy, curriculum, assessment, and teacher practice (someday), because for technology to make a real difference in student learning, it can’t just be an add-on. On the other hand, teachers need to start somewhere (Monday), and one of the easiest ways for teachers to get experience with emerging tools is to play and experiment in lightweight ways: to use technology as a \u003cem>substitution\u003c/em> for something that they have previously tried in the past. Teachers recognize the need to imagine a new future, to strive towards the creation of innovative, technology-rich learning environments that provide our students with the best possible experience (someday). In the meantime, they seek out new activities and strategies to try out on Monday. Both pathways are critical for teacher growth, and necessary to create meaningful, sustained changes in teaching and learning.\u003c/p>\n\u003cp>In this \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">four-part series,\u003c/a> we are using the Someday/Monday template to explore four dimensions of using tablets, such as iPads, in educational settings, examining how teachers can take students on a journey from consumption of media to curation, creation, and connection. In the first part of this series, we used the Someday/Monday template to explore \u003cem>Consumption\u003c/em>. More specifically, we addressed the impact of iPads on focused and connected reading\u003cem>.\u003c/em> This week, as we continue to explore the continuum, we will look at \u003cem>Curation\u003c/em>.\u003c/p>\n\u003ch3>Part II: \u003cstrong>Curation\u003c/strong>\u003c/h3>\n\u003cp>Curation, the collection of works for public exhibit, is an ancient inclination dating back at least to \u003ca href=\"http://en.wikipedia.org/wiki/Herodotus\">Herodotus\u003c/a>. His writing of \u003ca href=\"http://en.wikipedia.org/wiki/Histories_(Herodotus)\">The Histories\u003c/a> serves as one of the first curated collections of learning artifacts on record. Since then, whether it's manuscripts, texts, or books, teachers have curated learning objects as a way to share with their students. If we reflect on the evolution of pedagogy, the proverbial \u003cem>Sage-on-the-Stage \u003c/em>model takes its root in the fact that one person curated all of the information and then bore the responsibility to distribute it to his or her students.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We’re no longer going to have a single canon where a central authority will be able to decide what’s great and what’s not.\"\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As technologies have developed, the tools and objects of curation have become increasingly accessible. For decades, teachers have arranged collections on bookcases, but now we create playlists of songs, folders of bookmarks, albums of photos, wall posts of life events, and portfolios of academic work. With this abundance of platforms for curation, teachers no longer curate to distribute works, they curate to model curation.\u003c/p>\n\u003ch4>\u003cstrong>Someday\u003c/strong>\u003c/h4>\n\u003cp>We live in a time where we encounter unlimited intellectual stimulation, and this abundance creates its own challenges. The critical task is not finding information or stimuli, but organizing, cataloging, archiving, and developing habits and practices to exercise control over our surfeit of opportunity.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>FUTURE OF TABLETS: SOMEDAY / MONDAY\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">\u003cspan style=\"color: #666699\">Potential Vs. Reality of Consuming Media\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">\u003cspan style=\"color: #666699\">To Get the Most Out of Tablets, Use Smart Curation\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-7P3\">\u003cspan style=\"color: #666699\">The iPad as a Tool for Creation to Strengthen Learning\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-83e\">\u003cspan style=\"color: #666699\">How Tablets Can Enable Meaningful Connections for Students and Teachers\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>In his recent book \u003ca href=\"http://www.amazon.com/Truth-Beauty-Goodness-Reframed-Truthiness/dp/0465031781\">\u003cem>Truth, Beauty and Goodness Reframed\u003c/em>\u003c/a>, Harvard Professor Howard Gardner argues for the importance of curation in learning to appreciate beauty. He states that the abundance of great art and literature, and our access to them, has destabilized the notion of a fixed set of canonical works.\u003c/p>\n\u003cp>“We’re no longer going to have a single canon where a central authority will be able to decide what’s great and what’s not....Everybody can make his or her judgments about beauty, and it doesn’t impinge on anybody else.” To develop our own canons, to learn to appreciate beauty, he recommends maintaining portfolios or journals of art, music, writings, and experiences in order to better appreciate the distinctions among them - to make sense of which pieces are most beautiful.\u003c/p>\n\u003cp>What would a math class look like where students learn to compute, prove, derive, and intuit, as well as to discern and appreciate mathematical beauty? What about a history class where students maintained a portfolio of beautiful artifacts and ideas from multiple periods?\u003c/p>\n\u003cp>How might efforts to curate benefit from the portability and ubiquity of mobile devices? What would a “relevance portfolio” look like, where students catalog their daily encounters with ideas or experiences? What other kinds of portfolios could students create over the course of their academic career?\u003c/p>\n\u003cp>In a world of informational abundance, we no longer face Herodotus’ challenge of finding scarce information. In a world of portable supercomputers and ubiquitous access, the task of the teacher is no longer to collect and distribute, but to empower students to curate their own collections of intellectual resources.\u003c/p>\n\u003ch4>\u003cstrong>Monday\u003c/strong>\u003c/h4>\n\u003cp>When first stepping into an iPad or tablet classroom, organizing physical and digital content emerges as an immediate challenge. Teachers have printed materials and trusted textbooks in conjunction with digital resources. In elementary classrooms, teachers also balance the need for paper, crayons, and blocks with effective uses of mobile devices.\u003c/p>\n\u003cp>\u003ca href=\"http://evernote.com\">Evernote\u003c/a> is one of the best apps to start to bridge this gap between the digital and physical. With a free account, teachers instantly have access to all of their materials from anything with a web browser. Using a familiar metaphor - notes and notebooks - as an organizational structure, teachers can curate lesson plans, student work, curriculum resources, etc. into the app. Scans of printed materials, or pictures of student work, capture the physical world. Audio notes allow teachers and students to verbally reflect on the content. Content curated from around the web can be \u003ca href=\"http://evernote.com/webclipper/\">clipped\u003c/a> to notebooks for later use.\u003c/p>\n\u003cp>Students can also have Evernote accounts for curating their own learning artifacts. At \u003ca href=\"http://www.trinityatl.org/\">Trinity School Atlanta\u003c/a>, students in grades 2-6 use Evernote for note taking, curation, and reflection.\u003c/p>\n\u003cp>“We started with a big idea and have been continuously refining it to build not just a space, but an experience that helps students learn more about themselves over time, while informing teachers and parents in meaningful and authentic ways,” writes \u003ca href=\"http://rgmteach.edublogs.org/2013/03/21/my-learning-update-and-spiraling-up-to-pedagogy/\">Rhonda Mitchell\u003c/a> who leads that portfolio initiative. Within this context, students and teachers are curating not only artifacts but also their experiences.\u003c/p>\n\u003cp>While Evernote is a good tool for personal connections, other apps and web tools allow teachers and students to create public facing collections. Students can collect, organize and annotate web sites on \u003ca href=\"https://www.diigo.com\">Diigo\u003c/a>, books on \u003ca href=\"http://www.goodreads.com\">GoodReads\u003c/a>, photos of \u003ca href=\"http://www.flickr.com\">Flickr\u003c/a>, scholarly references on \u003ca href=\"http://www.zotero.com\">Zotero\u003c/a>, music on \u003ca href=\"http://www.soundcloud.com\">SoundCloud\u003c/a>, and anything and everything on a \u003ca href=\"http://www.tumblr.com\">Tumblr\u003c/a> or \u003ca href=\"http://wordpress.org\">WordPress\u003c/a> blog. Tools such as\u003ca href=\"https://itunes.apple.com/app/touchappcreator-create-touch/id447590667?mt=8\"> Touch App Creator\u003c/a> or \u003ca href=\"http://tactilize.com/\">Tactilize\u003c/a> allow teachers and students to collect and reflect on learning artifacts from different media and to publish these collections to broad audiences. \u003ca href=\"http://tactilize.com/\">Tactilize\u003c/a> simplifies publishing magazine like content. \u003ca href=\"http://www.gettouchappcreator.blogspot.com/\">Touch App Creator \u003c/a>allows users to organize eBooks, text, images, and web-based content together into web apps hosted on Google Drive. Without needing web hosting or even knowledge of programming, teachers can combine a set of learning objects for their students or students can create apps with collections organized for public presentation and distribution.\u003c/p>\n\u003cp>With these different apps and web services for the collection and display of curated content, the technology for curation is Monday-ready. The harder questions are pedagogical and curricular. What should students curate? In the spirit of Gardner’s beauty journals, we should aim not just to help students get organized, but to closely and intentionally examine what they read, watch, see, hear, and collect.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Justin Reich is a Fellow at Harvard’s\u003c/em>\u003cem> \u003c/em>\u003ca href=\"http://www.cyber.law.harvard.edu/%E2%80%8E\">Berkman Center for Internet and Society\u003c/a>\u003cem> and co-Founder of \u003c/em>\u003ca href=\"http://www.edtechteacher.org/\">EdTechTeacher. \u003c/a>\u003cem>Beth Holland is a Senior Associate with EdTechTeacher.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"How might efforts to curate benefit from the portability and ubiquity of mobile devices? Tools like Evernote and GoodReads allow for easy and valuable curation. But the harder questions are pedagogical and curricular. ","status":"publish","parent":0,"modified":1392250944,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1316},"headData":{"title":"To Get the Most Out of Tablets, Use Smart Curation | KQED","description":"How might efforts to curate benefit from the portability and ubiquity of mobile devices? Tools like Evernote and GoodReads allow for easy and valuable curation. But the harder questions are pedagogical and curricular. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"To Get the Most Out of Tablets, Use Smart Curation","datePublished":"2013-06-11T18:13:49.000Z","dateModified":"2014-02-13T00:22:24.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"29039 http://blogs.kqed.org/mindshift/?p=29039","disqusUrl":"https://ww2.kqed.org/mindshift/2013/06/11/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/","disqusTitle":"To Get the Most Out of Tablets, Use Smart Curation","path":"/mindshift/29039/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29296\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/35468156631@N01/4488931127/in/photolist-7QEWQg-7Rdimh-dS5AtH-8Afdn8\">\u003cimg class=\"size-full wp-image-29296\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/4488931127_ef5c3f5611_z.jpg\" alt=\"4488931127_ef5c3f5611_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/4488931127_ef5c3f5611_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/4488931127_ef5c3f5611_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/4488931127_ef5c3f5611_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Justin Reich and\u003c/strong> \u003cstrong>Beth Holland \u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">The Someday/Monday dichotomy captures one of the core challenges in teacher professional development around education technology. On the one hand, deep integration of new learning technologies into classrooms requires substantially rethinking pedagogy, curriculum, assessment, and teacher practice (someday), because for technology to make a real difference in student learning, it can’t just be an add-on. On the other hand, teachers need to start somewhere (Monday), and one of the easiest ways for teachers to get experience with emerging tools is to play and experiment in lightweight ways: to use technology as a \u003cem>substitution\u003c/em> for something that they have previously tried in the past. Teachers recognize the need to imagine a new future, to strive towards the creation of innovative, technology-rich learning environments that provide our students with the best possible experience (someday). In the meantime, they seek out new activities and strategies to try out on Monday. Both pathways are critical for teacher growth, and necessary to create meaningful, sustained changes in teaching and learning.\u003c/p>\n\u003cp>In this \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">four-part series,\u003c/a> we are using the Someday/Monday template to explore four dimensions of using tablets, such as iPads, in educational settings, examining how teachers can take students on a journey from consumption of media to curation, creation, and connection. In the first part of this series, we used the Someday/Monday template to explore \u003cem>Consumption\u003c/em>. More specifically, we addressed the impact of iPads on focused and connected reading\u003cem>.\u003c/em> This week, as we continue to explore the continuum, we will look at \u003cem>Curation\u003c/em>.\u003c/p>\n\u003ch3>Part II: \u003cstrong>Curation\u003c/strong>\u003c/h3>\n\u003cp>Curation, the collection of works for public exhibit, is an ancient inclination dating back at least to \u003ca href=\"http://en.wikipedia.org/wiki/Herodotus\">Herodotus\u003c/a>. His writing of \u003ca href=\"http://en.wikipedia.org/wiki/Histories_(Herodotus)\">The Histories\u003c/a> serves as one of the first curated collections of learning artifacts on record. Since then, whether it's manuscripts, texts, or books, teachers have curated learning objects as a way to share with their students. If we reflect on the evolution of pedagogy, the proverbial \u003cem>Sage-on-the-Stage \u003c/em>model takes its root in the fact that one person curated all of the information and then bore the responsibility to distribute it to his or her students.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We’re no longer going to have a single canon where a central authority will be able to decide what’s great and what’s not.\"\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As technologies have developed, the tools and objects of curation have become increasingly accessible. For decades, teachers have arranged collections on bookcases, but now we create playlists of songs, folders of bookmarks, albums of photos, wall posts of life events, and portfolios of academic work. With this abundance of platforms for curation, teachers no longer curate to distribute works, they curate to model curation.\u003c/p>\n\u003ch4>\u003cstrong>Someday\u003c/strong>\u003c/h4>\n\u003cp>We live in a time where we encounter unlimited intellectual stimulation, and this abundance creates its own challenges. The critical task is not finding information or stimuli, but organizing, cataloging, archiving, and developing habits and practices to exercise control over our surfeit of opportunity.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>FUTURE OF TABLETS: SOMEDAY / MONDAY\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">\u003cspan style=\"color: #666699\">Potential Vs. Reality of Consuming Media\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">\u003cspan style=\"color: #666699\">To Get the Most Out of Tablets, Use Smart Curation\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-7P3\">\u003cspan style=\"color: #666699\">The iPad as a Tool for Creation to Strengthen Learning\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-83e\">\u003cspan style=\"color: #666699\">How Tablets Can Enable Meaningful Connections for Students and Teachers\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>In his recent book \u003ca href=\"http://www.amazon.com/Truth-Beauty-Goodness-Reframed-Truthiness/dp/0465031781\">\u003cem>Truth, Beauty and Goodness Reframed\u003c/em>\u003c/a>, Harvard Professor Howard Gardner argues for the importance of curation in learning to appreciate beauty. He states that the abundance of great art and literature, and our access to them, has destabilized the notion of a fixed set of canonical works.\u003c/p>\n\u003cp>“We’re no longer going to have a single canon where a central authority will be able to decide what’s great and what’s not....Everybody can make his or her judgments about beauty, and it doesn’t impinge on anybody else.” To develop our own canons, to learn to appreciate beauty, he recommends maintaining portfolios or journals of art, music, writings, and experiences in order to better appreciate the distinctions among them - to make sense of which pieces are most beautiful.\u003c/p>\n\u003cp>What would a math class look like where students learn to compute, prove, derive, and intuit, as well as to discern and appreciate mathematical beauty? What about a history class where students maintained a portfolio of beautiful artifacts and ideas from multiple periods?\u003c/p>\n\u003cp>How might efforts to curate benefit from the portability and ubiquity of mobile devices? What would a “relevance portfolio” look like, where students catalog their daily encounters with ideas or experiences? What other kinds of portfolios could students create over the course of their academic career?\u003c/p>\n\u003cp>In a world of informational abundance, we no longer face Herodotus’ challenge of finding scarce information. In a world of portable supercomputers and ubiquitous access, the task of the teacher is no longer to collect and distribute, but to empower students to curate their own collections of intellectual resources.\u003c/p>\n\u003ch4>\u003cstrong>Monday\u003c/strong>\u003c/h4>\n\u003cp>When first stepping into an iPad or tablet classroom, organizing physical and digital content emerges as an immediate challenge. Teachers have printed materials and trusted textbooks in conjunction with digital resources. In elementary classrooms, teachers also balance the need for paper, crayons, and blocks with effective uses of mobile devices.\u003c/p>\n\u003cp>\u003ca href=\"http://evernote.com\">Evernote\u003c/a> is one of the best apps to start to bridge this gap between the digital and physical. With a free account, teachers instantly have access to all of their materials from anything with a web browser. Using a familiar metaphor - notes and notebooks - as an organizational structure, teachers can curate lesson plans, student work, curriculum resources, etc. into the app. Scans of printed materials, or pictures of student work, capture the physical world. Audio notes allow teachers and students to verbally reflect on the content. Content curated from around the web can be \u003ca href=\"http://evernote.com/webclipper/\">clipped\u003c/a> to notebooks for later use.\u003c/p>\n\u003cp>Students can also have Evernote accounts for curating their own learning artifacts. At \u003ca href=\"http://www.trinityatl.org/\">Trinity School Atlanta\u003c/a>, students in grades 2-6 use Evernote for note taking, curation, and reflection.\u003c/p>\n\u003cp>“We started with a big idea and have been continuously refining it to build not just a space, but an experience that helps students learn more about themselves over time, while informing teachers and parents in meaningful and authentic ways,” writes \u003ca href=\"http://rgmteach.edublogs.org/2013/03/21/my-learning-update-and-spiraling-up-to-pedagogy/\">Rhonda Mitchell\u003c/a> who leads that portfolio initiative. Within this context, students and teachers are curating not only artifacts but also their experiences.\u003c/p>\n\u003cp>While Evernote is a good tool for personal connections, other apps and web tools allow teachers and students to create public facing collections. Students can collect, organize and annotate web sites on \u003ca href=\"https://www.diigo.com\">Diigo\u003c/a>, books on \u003ca href=\"http://www.goodreads.com\">GoodReads\u003c/a>, photos of \u003ca href=\"http://www.flickr.com\">Flickr\u003c/a>, scholarly references on \u003ca href=\"http://www.zotero.com\">Zotero\u003c/a>, music on \u003ca href=\"http://www.soundcloud.com\">SoundCloud\u003c/a>, and anything and everything on a \u003ca href=\"http://www.tumblr.com\">Tumblr\u003c/a> or \u003ca href=\"http://wordpress.org\">WordPress\u003c/a> blog. Tools such as\u003ca href=\"https://itunes.apple.com/app/touchappcreator-create-touch/id447590667?mt=8\"> Touch App Creator\u003c/a> or \u003ca href=\"http://tactilize.com/\">Tactilize\u003c/a> allow teachers and students to collect and reflect on learning artifacts from different media and to publish these collections to broad audiences. \u003ca href=\"http://tactilize.com/\">Tactilize\u003c/a> simplifies publishing magazine like content. \u003ca href=\"http://www.gettouchappcreator.blogspot.com/\">Touch App Creator \u003c/a>allows users to organize eBooks, text, images, and web-based content together into web apps hosted on Google Drive. Without needing web hosting or even knowledge of programming, teachers can combine a set of learning objects for their students or students can create apps with collections organized for public presentation and distribution.\u003c/p>\n\u003cp>With these different apps and web services for the collection and display of curated content, the technology for curation is Monday-ready. The harder questions are pedagogical and curricular. What should students curate? In the spirit of Gardner’s beauty journals, we should aim not just to help students get organized, but to closely and intentionally examine what they read, watch, see, hear, and collect.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Justin Reich is a Fellow at Harvard’s\u003c/em>\u003cem> \u003c/em>\u003ca href=\"http://www.cyber.law.harvard.edu/%E2%80%8E\">Berkman Center for Internet and Society\u003c/a>\u003cem> and co-Founder of \u003c/em>\u003ca href=\"http://www.edtechteacher.org/\">EdTechTeacher. \u003c/a>\u003cem>Beth Holland is a Senior Associate with EdTechTeacher.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/29039/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation","authors":["4354"],"categories":["mindshift_195","mindshift_20634"],"tags":["mindshift_834","mindshift_1040","mindshift_81","mindshift_525"],"featImg":"mindshift_29296","label":"mindshift"},"mindshift_28640":{"type":"posts","id":"mindshift_28640","meta":{"index":"posts_1591205157","site":"mindshift","id":"28640","score":null,"sort":[1368021626000]},"guestAuthors":[],"slug":"the-future-of-tablets-in-education-potential-vs-reality","title":"The Future of Tablets in Education: Potential Vs. Reality of Consuming Media","publishDate":1368021626,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_28661\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660027849/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-28661\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/6660027849_17523f1d90_z-620x465.jpg\" alt=\"6660027849_17523f1d90_z\" width=\"620\" height=\"465\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Justin Reich and Beth Holland\u003c/h5>\n\u003cp class=\"dropcap-serif\">The Someday/Monday dichotomy captures one of the core challenges in teacher professional development around education technology. On the one hand, deep integration of new learning technologies into classrooms requires substantially rethinking pedagogy, curriculum, assessment, and teacher practice (someday). For technology to make a real difference in student learning, it can’t just be an add-on. On the other hand, teachers need to start somewhere (Monday), and one of the easiest ways for teachers to get experience with emerging tools is to play and experiment in lightweight ways: to use technology as an add-on. Teachers need to imagine a new future—to build towards Someday—and teachers also need new activities and strategies to try out on Monday. Both pathways are important to teacher growth and meaningful, sustained changes in teaching and learning.\u003c/p>\n\u003cp>In this four-part series, we’ll use the Someday/Monday template to explore four dimensions of using tablets, such as the iPad, in educational settings, examining how teachers can take students on a journey from consumption of media to curation, creation, and connection. Here, we'll start with consumption.\u003c/p>\n\u003ch3>\u003cstrong>Part I: Consumption\u003c/strong>\u003c/h3>\n\u003cp>In the \u003ca href=\"http://commons.wikimedia.org/wiki/File:Steve_Jobs_at_Apple_iPad_Event.jpg\">apocryphal photo of the iPad\u003c/a>, the tablet rests in the lap of Steve Jobs, sitting on the stage at the iPad release demonstration, reclined in a leather chair. This was a device made for reading and watching, for sitting back, for passively consuming media. One of the signature challenges of the surge of interest in iPads is helping educators imagine the device as more than a library of books \u003c!--more-->or a rolodex of apps, but as a flexible, mobile device for creating multimedia performances of understanding. Educators using iPads should start by thinking about how the device can foster critical reading of text, images, audio, and film, but consumption should be the point of departure on a journey towards more active student engagement.\u003c/p>\n\u003cp>To oversimplify, there are two kinds of reading that students are asked to do in school settings: focused and connected. In the focused reading mode, we hope young people will engage deeply with a text. As Mark Ott, the chair of the English Department at Deerfield Academy recently told me, “Students used to sit at a desk with nothing but a copy of Thoreau’s Walden and experience sustained engagement with Thoreau’s ideas. We want to preserve that experience in a world where devices are constantly competing for their attention.” Whether the copy of Walden is the \u003ca href=\"http://www.amazon.com/Walden-Henry-David-T-Thoreau/dp/1484024192/ref=sr_1_1?ie=UTF8&qid=1367591600&sr=8-1&keywords=walden\">$4.99 paperback\u003c/a> or the \u003ca href=\"https://itunes.apple.com/us/book/walden/id498685302?mt=11\">free digital copy from the iBooks library\u003c/a>, educators still believe in the importance of focused reading.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>Focused and connected modes of reading are both vital, but they require different habits, disciplines, and settings, and they serve different ends.\u003c/strong>\u003c/aside>\n\u003cp>In the connected reading mode, we ask students to treat texts as nodes in a network of information. We ask them to quickly synthesize multiple readings and websites in research projects. To follow contemporary media narratives, like the recent violence in Boston, they trace stories across Twitter hashtags, livestreams of police scanners, blog posts, and newspaper articles. We ask them to read in communal settings, leveraging social technologies to allow users to share notes, highlighted passages, questions, and ideas. In an extreme form of this connected reading, Diana Kimball, a Fellow at the Berkman Center for Internet & Society at Harvard University, has formed a “\u003ca href=\"http://www.24hourbookclub.com/\">24-hour book club\u003c/a>” where groups sign up to read the same book in a 24-hour period, using \u003ca href=\"https://twitter.com/24hourbookclub\">Twitter\u003c/a> to share reactions, favorite passages, questions, hunches, and insights.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Focused and connected modes of reading are both vital, but they require different habits, disciplines, and settings, and they serve different ends.\u003c/p>\n\u003ch3>\u003cstrong>\u003cem>Someday\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>Most emerging technologies for the iPad support connected reading experiences rather than focused reading experiences. \u003ca href=\"http://www.subtext.com/\">SubText\u003c/a> allows teachers to place students in to reading groups, where they can share notes, highlight passages, ask questions, engage in discussions, and respond to teacher prompts. Reading becomes a shared, communal act, not just in classroom discussion but during the experience of reading. For collaborative research, \u003ca href=\"http://zotero.org\">Zotero’s web interface\u003c/a> works great on tablets, and the tool helps groups and individual students organize diverse sources for research projects and manage bibliographic information.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>FUTURE OF TABLETS: SOMEDAY / MONDAY\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">\u003cspan style=\"color: #666699\">Potential Vs. Reality of Consuming Media\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">\u003cspan style=\"color: #666699\">To Get the Most Out of Tablets, Use Smart Curation\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-7P3\">\u003cspan style=\"color: #666699\">The iPad as a Tool for Creation to Strengthen Learning\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-83e\">\u003cspan style=\"color: #666699\">How Tablets Can Enable Meaningful Connections for Students and Teachers\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>A great summer project for literature or history teachers would be to explore some of these new tools and imagine how differentiated reading experiences in classes could be more social, how literature circles or book groups could collaborate in reading at home and then discuss their insights together in class.\u003c/p>\n\u003cp>Tablets already have tools to help reimagine connected reading, but features or apps that scaffold focused reading experiences seem further off. E-reading apps may eventually collect data about students as readers, providing some insights around pace, focus, and attention. For instance, eye-tracking and usage-tracking tools could provide measures of student reading engagement, allowing teachers to help students set goals around sustained reading. For Monday, however, it will be practices rather than apps that help students develop the capacity to read deeply.\u003c/p>\n\u003ch3>\u003cstrong>\u003cem>Monday\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>To help students learn sustained concentration—there isn’t an app for that, yet. In the meanwhile, students need to learn both habits of mind for disciplined reading and how to control their technology environment to minimize distraction.\u003c/p>\n\u003cp>Howard Rheingold in his fine book \u003ca href=\"http://rheingold.com/netsmart/\">NetSmart\u003c/a>, praises the art of Attention, the habit of keeping at the front of one’s mind the purpose of using an online environment. If the purpose is focused reading, then students need to learn to recognize every move away from the text and into another online space as a distraction from sustained engagement. If the purpose is connected reading, students need to recognize how to strike the right balance between exploring a networked of hyperlinked texts while not wandering away from the core purpose of one’s reading. The first step in helping students developing these skills is naming “attention” as a skill: having students reflect metacognitively on their attention strategies and weaknesses and think about how best to exercise their own attention muscles.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>Actually shutting down all apps before reading can be a kind of ritual of concentration, like clearing way books and papers from a desk before sitting down to read.\u003c/strong> \u003c/aside>\n\u003cp>Students can also learn to create a digital environment conducive to concentration. For iPads, iOS 6 has a Guided Access feature designed to help people get stuck inside a particular app. Somewhat hidden under the “Accessibility” menu in the General Settings, Guided Access allows users to “lock in” to a particular app, disable all notifications, and require a password to log out. It cannot disable distraction, but it can set it a few more clicks away. (If you have a toddler, this is also a helpful way of keeping them from accidentally logging out with the Home button or swiping to a new app). Actually shutting down all apps before reading can be a kind of ritual of concentration, like clearing way books and papers from a desk before sitting down to read. It is also more slightly more difficult to jump into a game that needs to load or a web browser preloaded with interesting pages. Such are the 21\u003csup>st\u003c/sup> century methods of creating a clear desk for reading.\u003c/p>\n\u003cp>One of the central arguments of Rheingold’s book is that while digital tools can shape our cognitive experiences in undesirable ways, many of the drawbacks of technology are not inevitable. We simply need to develop new habits to make the most of our new tools. If our tools can distract us, then we need to learn more about focusing attention and managing distraction. Used wisely, we can choose to read Walden alone, in quite repose, or we can read Walden in community with peers and mentors, allowing students divided by home geography to read together as the Transcendentalists might have done in Emerson’s manse. Without these deliberate efforts to rethink reading we may find, as Thoreau said of the emerging technology of his own time, “we do not ride on the railroad; it rides upon us.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>B. Justin Reich is a Fellow at Harvard's \u003ca href=\"http://www.cyber.law.harvard.edu/%E2%80%8E\">Berkman Center for Internet and Society\u003c/a>, as well as Director of Online Community, Practice, and Research at Facing History and co-Director of \u003ca href=\"http://www.edtechteacher.org/\">EdTechTeacher. \u003c/a>\u003cem>Beth Holland is a Senior Associate with EdTechTeacher.\u003c/em>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1392250402,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1457},"headData":{"title":"The Future of Tablets in Education: Potential Vs. Reality of Consuming Media | KQED","description":"By Justin Reich and Beth Holland The Someday/Monday dichotomy captures one of the core challenges in teacher professional development around education technology. On the one hand, deep integration of new learning technologies into classrooms requires substantially rethinking pedagogy, curriculum, assessment, and teacher practice (someday). For technology to make a real difference in student learning, it","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The Future of Tablets in Education: Potential Vs. Reality of Consuming Media","datePublished":"2013-05-08T14:00:26.000Z","dateModified":"2014-02-13T00:13:22.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"28640 http://blogs.kqed.org/mindshift/?p=28640","disqusUrl":"https://ww2.kqed.org/mindshift/2013/05/08/the-future-of-tablets-in-education-potential-vs-reality/","disqusTitle":"The Future of Tablets in Education: Potential Vs. Reality of Consuming Media","path":"/mindshift/28640/the-future-of-tablets-in-education-potential-vs-reality","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28661\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660027849/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-28661\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/6660027849_17523f1d90_z-620x465.jpg\" alt=\"6660027849_17523f1d90_z\" width=\"620\" height=\"465\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Justin Reich and Beth Holland\u003c/h5>\n\u003cp class=\"dropcap-serif\">The Someday/Monday dichotomy captures one of the core challenges in teacher professional development around education technology. On the one hand, deep integration of new learning technologies into classrooms requires substantially rethinking pedagogy, curriculum, assessment, and teacher practice (someday). For technology to make a real difference in student learning, it can’t just be an add-on. On the other hand, teachers need to start somewhere (Monday), and one of the easiest ways for teachers to get experience with emerging tools is to play and experiment in lightweight ways: to use technology as an add-on. Teachers need to imagine a new future—to build towards Someday—and teachers also need new activities and strategies to try out on Monday. Both pathways are important to teacher growth and meaningful, sustained changes in teaching and learning.\u003c/p>\n\u003cp>In this four-part series, we’ll use the Someday/Monday template to explore four dimensions of using tablets, such as the iPad, in educational settings, examining how teachers can take students on a journey from consumption of media to curation, creation, and connection. Here, we'll start with consumption.\u003c/p>\n\u003ch3>\u003cstrong>Part I: Consumption\u003c/strong>\u003c/h3>\n\u003cp>In the \u003ca href=\"http://commons.wikimedia.org/wiki/File:Steve_Jobs_at_Apple_iPad_Event.jpg\">apocryphal photo of the iPad\u003c/a>, the tablet rests in the lap of Steve Jobs, sitting on the stage at the iPad release demonstration, reclined in a leather chair. This was a device made for reading and watching, for sitting back, for passively consuming media. One of the signature challenges of the surge of interest in iPads is helping educators imagine the device as more than a library of books \u003c!--more-->or a rolodex of apps, but as a flexible, mobile device for creating multimedia performances of understanding. Educators using iPads should start by thinking about how the device can foster critical reading of text, images, audio, and film, but consumption should be the point of departure on a journey towards more active student engagement.\u003c/p>\n\u003cp>To oversimplify, there are two kinds of reading that students are asked to do in school settings: focused and connected. In the focused reading mode, we hope young people will engage deeply with a text. As Mark Ott, the chair of the English Department at Deerfield Academy recently told me, “Students used to sit at a desk with nothing but a copy of Thoreau’s Walden and experience sustained engagement with Thoreau’s ideas. We want to preserve that experience in a world where devices are constantly competing for their attention.” Whether the copy of Walden is the \u003ca href=\"http://www.amazon.com/Walden-Henry-David-T-Thoreau/dp/1484024192/ref=sr_1_1?ie=UTF8&qid=1367591600&sr=8-1&keywords=walden\">$4.99 paperback\u003c/a> or the \u003ca href=\"https://itunes.apple.com/us/book/walden/id498685302?mt=11\">free digital copy from the iBooks library\u003c/a>, educators still believe in the importance of focused reading.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>Focused and connected modes of reading are both vital, but they require different habits, disciplines, and settings, and they serve different ends.\u003c/strong>\u003c/aside>\n\u003cp>In the connected reading mode, we ask students to treat texts as nodes in a network of information. We ask them to quickly synthesize multiple readings and websites in research projects. To follow contemporary media narratives, like the recent violence in Boston, they trace stories across Twitter hashtags, livestreams of police scanners, blog posts, and newspaper articles. We ask them to read in communal settings, leveraging social technologies to allow users to share notes, highlighted passages, questions, and ideas. In an extreme form of this connected reading, Diana Kimball, a Fellow at the Berkman Center for Internet & Society at Harvard University, has formed a “\u003ca href=\"http://www.24hourbookclub.com/\">24-hour book club\u003c/a>” where groups sign up to read the same book in a 24-hour period, using \u003ca href=\"https://twitter.com/24hourbookclub\">Twitter\u003c/a> to share reactions, favorite passages, questions, hunches, and insights.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Focused and connected modes of reading are both vital, but they require different habits, disciplines, and settings, and they serve different ends.\u003c/p>\n\u003ch3>\u003cstrong>\u003cem>Someday\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>Most emerging technologies for the iPad support connected reading experiences rather than focused reading experiences. \u003ca href=\"http://www.subtext.com/\">SubText\u003c/a> allows teachers to place students in to reading groups, where they can share notes, highlight passages, ask questions, engage in discussions, and respond to teacher prompts. Reading becomes a shared, communal act, not just in classroom discussion but during the experience of reading. For collaborative research, \u003ca href=\"http://zotero.org\">Zotero’s web interface\u003c/a> works great on tablets, and the tool helps groups and individual students organize diverse sources for research projects and manage bibliographic information.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>FUTURE OF TABLETS: SOMEDAY / MONDAY\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">\u003cspan style=\"color: #666699\">Potential Vs. Reality of Consuming Media\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">\u003cspan style=\"color: #666699\">To Get the Most Out of Tablets, Use Smart Curation\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-7P3\">\u003cspan style=\"color: #666699\">The iPad as a Tool for Creation to Strengthen Learning\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-83e\">\u003cspan style=\"color: #666699\">How Tablets Can Enable Meaningful Connections for Students and Teachers\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>A great summer project for literature or history teachers would be to explore some of these new tools and imagine how differentiated reading experiences in classes could be more social, how literature circles or book groups could collaborate in reading at home and then discuss their insights together in class.\u003c/p>\n\u003cp>Tablets already have tools to help reimagine connected reading, but features or apps that scaffold focused reading experiences seem further off. E-reading apps may eventually collect data about students as readers, providing some insights around pace, focus, and attention. For instance, eye-tracking and usage-tracking tools could provide measures of student reading engagement, allowing teachers to help students set goals around sustained reading. For Monday, however, it will be practices rather than apps that help students develop the capacity to read deeply.\u003c/p>\n\u003ch3>\u003cstrong>\u003cem>Monday\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>To help students learn sustained concentration—there isn’t an app for that, yet. In the meanwhile, students need to learn both habits of mind for disciplined reading and how to control their technology environment to minimize distraction.\u003c/p>\n\u003cp>Howard Rheingold in his fine book \u003ca href=\"http://rheingold.com/netsmart/\">NetSmart\u003c/a>, praises the art of Attention, the habit of keeping at the front of one’s mind the purpose of using an online environment. If the purpose is focused reading, then students need to learn to recognize every move away from the text and into another online space as a distraction from sustained engagement. If the purpose is connected reading, students need to recognize how to strike the right balance between exploring a networked of hyperlinked texts while not wandering away from the core purpose of one’s reading. The first step in helping students developing these skills is naming “attention” as a skill: having students reflect metacognitively on their attention strategies and weaknesses and think about how best to exercise their own attention muscles.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>Actually shutting down all apps before reading can be a kind of ritual of concentration, like clearing way books and papers from a desk before sitting down to read.\u003c/strong> \u003c/aside>\n\u003cp>Students can also learn to create a digital environment conducive to concentration. For iPads, iOS 6 has a Guided Access feature designed to help people get stuck inside a particular app. Somewhat hidden under the “Accessibility” menu in the General Settings, Guided Access allows users to “lock in” to a particular app, disable all notifications, and require a password to log out. It cannot disable distraction, but it can set it a few more clicks away. (If you have a toddler, this is also a helpful way of keeping them from accidentally logging out with the Home button or swiping to a new app). Actually shutting down all apps before reading can be a kind of ritual of concentration, like clearing way books and papers from a desk before sitting down to read. It is also more slightly more difficult to jump into a game that needs to load or a web browser preloaded with interesting pages. Such are the 21\u003csup>st\u003c/sup> century methods of creating a clear desk for reading.\u003c/p>\n\u003cp>One of the central arguments of Rheingold’s book is that while digital tools can shape our cognitive experiences in undesirable ways, many of the drawbacks of technology are not inevitable. We simply need to develop new habits to make the most of our new tools. If our tools can distract us, then we need to learn more about focusing attention and managing distraction. Used wisely, we can choose to read Walden alone, in quite repose, or we can read Walden in community with peers and mentors, allowing students divided by home geography to read together as the Transcendentalists might have done in Emerson’s manse. Without these deliberate efforts to rethink reading we may find, as Thoreau said of the emerging technology of his own time, “we do not ride on the railroad; it rides upon us.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>B. Justin Reich is a Fellow at Harvard's \u003ca href=\"http://www.cyber.law.harvard.edu/%E2%80%8E\">Berkman Center for Internet and Society\u003c/a>, as well as Director of Online Community, Practice, and Research at Facing History and co-Director of \u003ca href=\"http://www.edtechteacher.org/\">EdTechTeacher. \u003c/a>\u003cem>Beth Holland is a Senior Associate with EdTechTeacher.\u003c/em>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/28640/the-future-of-tablets-in-education-potential-vs-reality","authors":["4354"],"categories":["mindshift_195","mindshift_20634","mindshift_193"],"tags":["mindshift_81","mindshift_187","mindshift_525"],"featImg":"mindshift_28643","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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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/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.","airtime":"MON-FRI 3am-9am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/morning-edition/","meta":{"site":"news","source":"npr"},"link":"/radio/program/morning-edition"},"onourwatch":{"id":"onourwatch","title":"On Our Watch","tagline":"Police secrets, unsealed","info":"For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","rss":"https://feeds.npr.org/510360/podcast.xml"}},"on-the-media":{"id":"on-the-media","title":"On The Media","info":"Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us","airtime":"SUN 2pm-3pm, MON 12am-1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png","officialWebsiteLink":"https://www.wnycstudios.org/shows/otm","meta":{"site":"news","source":"wnyc"},"link":"/radio/program/on-the-media","subscribe":{"apple":"https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2","tuneIn":"https://tunein.com/radio/On-the-Media-p69/","rss":"http://feeds.wnyc.org/onthemedia"}},"our-body-politic":{"id":"our-body-politic","title":"Our Body Politic","info":"Presented by KQED, KCRW and KPCC, and created and hosted by award-winning journalist Farai Chideya, Our Body Politic is unapologetically centered on reporting on not just how women of color experience the major political events of today, but how they’re impacting those very issues.","airtime":"SAT 6pm-7pm, SUN 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Our-Body-Politic-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://our-body-politic.simplecast.com/","meta":{"site":"news","source":"kcrw"},"link":"/radio/program/our-body-politic","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/our-body-politic/id1533069868","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5zaW1wbGVjYXN0LmNvbS9feGFQaHMxcw","spotify":"https://open.spotify.com/show/4ApAiLT1kV153TttWAmqmc","rss":"https://feeds.simplecast.com/_xaPhs1s","tuneIn":"https://tunein.com/podcasts/News--Politics-Podcasts/Our-Body-Politic-p1369211/"}},"pbs-newshour":{"id":"pbs-newshour","title":"PBS NewsHour","info":"Analysis, background reports and updates from the PBS NewsHour putting today's news in context.","airtime":"MON-FRI 3pm-4pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pbs.org/newshour/","meta":{"site":"news","source":"pbs"},"link":"/radio/program/pbs-newshour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2","tuneIn":"https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/","rss":"https://www.pbs.org/newshour/feeds/rss/podcasts/show"}},"perspectives":{"id":"perspectives","title":"Perspectives","tagline":"KQED's series of of daily listener commentaries since 1991","info":"KQED's series of of daily listener commentaries since 1991.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Perspectives-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/perspectives/","meta":{"site":"radio","source":"kqed","order":"15"},"link":"/perspectives","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/id73801135","npr":"https://www.npr.org/podcasts/432309616/perspectives","rss":"https://ww2.kqed.org/perspectives/category/perspectives/feed/","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"}},"planet-money":{"id":"planet-money","title":"Planet Money","info":"The economy explained. 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