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"content": "\u003cfigure id=\"attachment_32198\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"<p%20class=%22dropcap%22>\">\u003cimg class=\"size-full wp-image-32198\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/5447577806_dc24c99073_z-e1382054851891.jpg\" alt=\"5447577806_dc24c99073_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/5447577806_dc24c99073_z-e1382054851891.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/5447577806_dc24c99073_z-e1382054851891-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/5447577806_dc24c99073_z-e1382054851891-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Based on a recent spate of articles on homework, it’s clear that the \u003ca href=\"http://www.theatlantic.com/special-report/homework-debate/\">homework wars\u003c/a> -- how much? how often? -- are still topic of big interest to both parents and teachers. Some teachers hate to give homework; others see it as a vital necessity. But according to some research presented by Annie Murphy Paul, the question isn’t how much, but whether the homework teachers \u003cem>do\u003c/em> give actually advances learning.\u003c/p>\n\u003cp>“A recent study, published in the Economics of Education Review,” Paul wrote in \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/how-can-we-make-homework-worthwhile/\">“How Can We Make Homework Worthwhile?”\u003c/a>, “reports that homework in science, English and history has ‘little to no impact’ on student test scores. (The authors did note a positive effect for math homework.) Enriching children’s classroom learning requires making homework not shorter or longer, but smarter.” Paul goes on to describe specific practices, like spaced repetition (in which information is presented and repeated spaced out over time), retrieval practice (testing or quizzing not for assessment, but to reinforce material learned), and cognitive disfluency (“desirable difficulties” used to make learning stick) -- all memory/retrieval techniques that may help homework move beyond busy work and advance real learning.\u003c/p>\n\u003cp>But to get those elements to work, said \u003cem>\u003ca href=\"http://firesinthemind.org/\">Fires in the Mind\u003c/a>\u003c/em> author and speaker Kathleen Cushman, students must be motivated to do their homework in the first place. One example Cushman gave was creating a project so interesting and involved, students naturally wanted to keep working on it after the bell rang. She pointed to a chapter in the book where she describes a particular motivation for some high school students she interviewed, under the heading “Homework We Actually Want to Do”:\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Teachers need to clue into what motivates their students, giving them something that they really want to complete, and complete well.”\u003c/aside>\n\u003cp>“Christina and Nicholas both remembered a global studies unit on the French Revolution in which students acted out a courtroom trial of the king and queen. The project brought even routine homework assignments to life, they said.\u003c/p>\n\u003cp>“I was the queen. So of course I wanted to do my homework all the time, so I could know the facts of what happened and what didn’t happen, know what I wanted to say when someone tried to say I did this or that thing. I could say, ‘Oh no, I didn’t!’ - because I’d read my homework,” said Christina.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Christina was using a form of retrieval practice -- but because it was so much fun to be the queen, she only knew she wanted to stay in character. The queen had to study the information to get it right.\u003c/p>\n\u003cp>Another way teachers can take a good, hard look at homework practices, said Cushman, is to ask themselves a few vital questions: “Does this homework ask each student to practice something that the student hasn’t yet mastered? Does the student clearly see its purpose? When students are asked to repeat or rehearse something, does it require them to focus? Or can they do it without really paying attention?” If the homework meets these criteria, she said, then it falls into the desirable realm of \u003ca href=\"http://firesinthemind.org/wp-content/uploads/2011/03/What_Is_Deliberate_Practice.pdf\">“deliberate practice\u003c/a>.”\u003c/p>\n\u003cp>Dan Bisaccio, former high school science teacher and now Director of Science Education at Brown University, said that after years of experience giving homework to high school students, he now “preaches” to his future teachers: “Homework should be practice and extensions of what happens in class and should not be ‘new learning,’” he said. “That is, students [shouldn’t be] having to teach themselves new content or skills.”\u003c/p>\n\u003cp>He said he agreed with Cushman that motivation is key, and tried to design homework that kept students interested. “Teachers need to clue into what motivates their students, giving them something that they really want to complete, and complete well.” One assignment Bisaccio used, called an “Experience Map,” asked students to create a map of their experiences after a field study or other important project - a technique employing both retrieval practice and the somewhat trickier interleaving, a “desirable difficulty” in which problems of different types are presented in one assignment, making students think harder to come up with solutions and answers.\u003c/p>\n\u003cp dir=\"ltr\">“We ‘map’ mentally and physically each day. It helps to keep us orientated through our frenzied sun-up to sun-down daily experiences,” reads the assignment. Directions are to draw a field experience map, including -- with regard to the class -- where students have been, what they have done, new challenges, and insights. Special suggestions for drawing include “a place of danger, a favorite place, a place of power, a place with a secret.” Students are also called upon to map the places where they learned the most, where they were challenged the most, and where the funniest experience happened.\u003c/p>\n\u003cp dir=\"ltr\">In addition, Bisaccio asked students to write what had challenged them most as a learner, what had stretched their limits most -- meant to be reflections just for students themselves, and asked to be kept on the back of the map. “What they wrote on the back was not shared with others,” he said. Once the assignment was completed, maps were posted to form a class atlas of what they had learned.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp dir=\"ltr\">All the examples included here, however, are examples of homework in a traditional classroom. What about homework in a \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/flipped-classroom-2-0-mastery-levelcomptenecy-learning-with-videos/\">flipped classroom\u003c/a>, where the lectures, usually videos, are the homework? A recent\u003ca href=\"http://opinionator.blogs.nytimes.com/2013/10/09/turning-education-upside-down/?src=recg\"> New York Times article\u003c/a> on flipped classrooms may provide insight into flipping homework on its head, too: it quoted high school senior Luwayne Harris, saying, “Whenever I had a problem on the homework, I couldn’t do anything about it at home. Now if I have a problem with a video, I can just rewind and watch it over and over again.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32198\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"<p%20class=%22dropcap%22>\">\u003cimg class=\"size-full wp-image-32198\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/5447577806_dc24c99073_z-e1382054851891.jpg\" alt=\"5447577806_dc24c99073_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/5447577806_dc24c99073_z-e1382054851891.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/5447577806_dc24c99073_z-e1382054851891-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/5447577806_dc24c99073_z-e1382054851891-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Based on a recent spate of articles on homework, it’s clear that the \u003ca href=\"http://www.theatlantic.com/special-report/homework-debate/\">homework wars\u003c/a> -- how much? how often? -- are still topic of big interest to both parents and teachers. Some teachers hate to give homework; others see it as a vital necessity. But according to some research presented by Annie Murphy Paul, the question isn’t how much, but whether the homework teachers \u003cem>do\u003c/em> give actually advances learning.\u003c/p>\n\u003cp>“A recent study, published in the Economics of Education Review,” Paul wrote in \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/how-can-we-make-homework-worthwhile/\">“How Can We Make Homework Worthwhile?”\u003c/a>, “reports that homework in science, English and history has ‘little to no impact’ on student test scores. (The authors did note a positive effect for math homework.) Enriching children’s classroom learning requires making homework not shorter or longer, but smarter.” Paul goes on to describe specific practices, like spaced repetition (in which information is presented and repeated spaced out over time), retrieval practice (testing or quizzing not for assessment, but to reinforce material learned), and cognitive disfluency (“desirable difficulties” used to make learning stick) -- all memory/retrieval techniques that may help homework move beyond busy work and advance real learning.\u003c/p>\n\u003cp>But to get those elements to work, said \u003cem>\u003ca href=\"http://firesinthemind.org/\">Fires in the Mind\u003c/a>\u003c/em> author and speaker Kathleen Cushman, students must be motivated to do their homework in the first place. One example Cushman gave was creating a project so interesting and involved, students naturally wanted to keep working on it after the bell rang. She pointed to a chapter in the book where she describes a particular motivation for some high school students she interviewed, under the heading “Homework We Actually Want to Do”:\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Teachers need to clue into what motivates their students, giving them something that they really want to complete, and complete well.”\u003c/aside>\n\u003cp>“Christina and Nicholas both remembered a global studies unit on the French Revolution in which students acted out a courtroom trial of the king and queen. The project brought even routine homework assignments to life, they said.\u003c/p>\n\u003cp>“I was the queen. So of course I wanted to do my homework all the time, so I could know the facts of what happened and what didn’t happen, know what I wanted to say when someone tried to say I did this or that thing. I could say, ‘Oh no, I didn’t!’ - because I’d read my homework,” said Christina.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Christina was using a form of retrieval practice -- but because it was so much fun to be the queen, she only knew she wanted to stay in character. The queen had to study the information to get it right.\u003c/p>\n\u003cp>Another way teachers can take a good, hard look at homework practices, said Cushman, is to ask themselves a few vital questions: “Does this homework ask each student to practice something that the student hasn’t yet mastered? Does the student clearly see its purpose? When students are asked to repeat or rehearse something, does it require them to focus? Or can they do it without really paying attention?” If the homework meets these criteria, she said, then it falls into the desirable realm of \u003ca href=\"http://firesinthemind.org/wp-content/uploads/2011/03/What_Is_Deliberate_Practice.pdf\">“deliberate practice\u003c/a>.”\u003c/p>\n\u003cp>Dan Bisaccio, former high school science teacher and now Director of Science Education at Brown University, said that after years of experience giving homework to high school students, he now “preaches” to his future teachers: “Homework should be practice and extensions of what happens in class and should not be ‘new learning,’” he said. “That is, students [shouldn’t be] having to teach themselves new content or skills.”\u003c/p>\n\u003cp>He said he agreed with Cushman that motivation is key, and tried to design homework that kept students interested. “Teachers need to clue into what motivates their students, giving them something that they really want to complete, and complete well.” One assignment Bisaccio used, called an “Experience Map,” asked students to create a map of their experiences after a field study or other important project - a technique employing both retrieval practice and the somewhat trickier interleaving, a “desirable difficulty” in which problems of different types are presented in one assignment, making students think harder to come up with solutions and answers.\u003c/p>\n\u003cp dir=\"ltr\">“We ‘map’ mentally and physically each day. It helps to keep us orientated through our frenzied sun-up to sun-down daily experiences,” reads the assignment. Directions are to draw a field experience map, including -- with regard to the class -- where students have been, what they have done, new challenges, and insights. Special suggestions for drawing include “a place of danger, a favorite place, a place of power, a place with a secret.” Students are also called upon to map the places where they learned the most, where they were challenged the most, and where the funniest experience happened.\u003c/p>\n\u003cp dir=\"ltr\">In addition, Bisaccio asked students to write what had challenged them most as a learner, what had stretched their limits most -- meant to be reflections just for students themselves, and asked to be kept on the back of the map. “What they wrote on the back was not shared with others,” he said. Once the assignment was completed, maps were posted to form a class atlas of what they had learned.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp dir=\"ltr\">All the examples included here, however, are examples of homework in a traditional classroom. What about homework in a \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/flipped-classroom-2-0-mastery-levelcomptenecy-learning-with-videos/\">flipped classroom\u003c/a>, where the lectures, usually videos, are the homework? A recent\u003ca href=\"http://opinionator.blogs.nytimes.com/2013/10/09/turning-education-upside-down/?src=recg\"> New York Times article\u003c/a> on flipped classrooms may provide insight into flipping homework on its head, too: it quoted high school senior Luwayne Harris, saying, “Whenever I had a problem on the homework, I couldn’t do anything about it at home. Now if I have a problem with a video, I can just rewind and watch it over and over again.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What Can We Learn From the Global Effort Around Mobile Learning?",
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"content": "\u003cfigure id=\"attachment_32164\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/51868421@N04/8679795523/sizes/l/\">\u003cimg class=\"size-full wp-image-32164\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/feature-phone300.jpg\" alt=\"feature-phone300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/feature-phone300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/feature-phone300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/feature-phone300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Closing the achievement gap and giving all students access to a world of learning online remains one of the strongest allures of education technology. In the U.S., that conversation is often centered on the newest shiny device, slickest software or free app, but internationally mobile technology is revolutionizing learning too, often without fancy gadgets. Recognizing the creative learning strategies being implemented in developing countries could help expand thinking in the U.S and inform the ongoing discussion about how to use technology to deepen learning.\u003c/p>\n\u003cp>“In developing countries, mobile has leap-frogged fixed-line connectivity,” said \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/unesco-mobile-learning-week/panellists/steve-vosloo/\">Steve Vosloo\u003c/a>, a program specialist, in mobile learning at the United Nations Educational, Scientific and Cultural Organization (UNESCO). “People who were never connected before have access.”\u003c/p>\n\u003cp>Africa is the fastest growing mobile market and the second largest after Asia. Vosloo says there are more mobile phone subscriptions than people in Africa, meaning some people have more than one. Many people in developing countries have only accessed the internet through a mobile phone and mobile connectivity far surpasses desktop connections.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/what-will-it-take-to-bring-mobile-ed-work-to-the-developing-world/\">What Will it Take to Bring Mobile Ed to the Developing World?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Given the rapid growth and existing infrastructure for mobile connections it makes sense to pursue strategies that leverage mobile devices for learning. Most people in developing countries have what are called “feature phones”; they're less sophisticated and powerful than smartphones and have fewer features. But they do have numeric keypads, and can access the internet on a tiny screen. Researchers believe that even this small amount of access offers huge possibilities, although equity is still an issue for those who don’t have the money to consistently buy phone credits.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Mobile learning can help reach marginalized populations,” Vosloo said, giving as an example a library in Ghana that has no books on its shelves, but now has an e-reader, giving the students of that village access to hundreds of books that could never be physically sent to the library. That e-reader has opened the world to curious learners.\u003c/p>\n\u003cp>\u003cstrong>MOBILE LEARNING PROJECTS\u003c/strong>\u003c/p>\n\u003cp>In Nigeria, UNESCO is \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/teacher-support-and-development/teacher-development-with-mobile-technologies-projects-in-mexico-nigeria-pakistan-and-senegal/project-in-nigeria/\">piloting a program with English teachers\u003c/a>. Program leaders send messages daily with examples of how to teach English language to teachers throughout the country. The messages are formatted specifically for viewing on inexpensive devices common in Nigeria and are modular lessons. UNESCO has received feedback from participating teachers that the support is changing their teaching style and helping them to improve. It also allows teachers to share their learning with one another, previously very difficult to do between remote rural villages. An agreement with the mobile provider keeps costs for users low.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/library-for-all-free-digital-content-for-developing-countries/\">Library For All: Free Digital Content For Developing Countries\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>UNESCO is also studying how the \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/unesco-mobile-learning-week/speakers/elizabeth-hensick-wood/\">World Reader app\u003c/a> has changed reading habits in the developing world, especially in places where many are illiterate. The organization interviewed 4,000 users and found that, in general, users are accessing and reading longer form content on their mobile devices. Detailed results of that study will be released in February.\u003c/p>\n\u003cp>“Many parents and teachers still think mobile learning and technology is not part of education,” said Vosloo. “[They think] they are more for distracting or disrupting, anything but learning.” UNESCO is working hard to change that perception and to help education departments to see mobile learning as an opportunity, not a threat. They advocate for clear policies set at the state or national level to guide mobile teaching practices. They’ve even written some \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/policy-research-and-advocacy/m-learning-policy-guidelines-project/\">guidelines\u003c/a> to help governments set policy.\u003c/p>\n\u003cp>“It also sends out a clear message from leadership that, ‘we’ve considered mobile learning, we want to engage with it and these are the conditions in which it can happen,’” Vosloo said. The uncertain policy moment plaguing most of the world does not exclude the U.S. Districts are bringing tablets into the classroom or allowing student to bring their own devices, but haven’t always set clear policies. Some schools, recognizing the ubiquity of mobile devices, are taking their acceptable use policies and shifting them to become “responsible use” policies, trying to teach students how to use their technology respectfully.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/library-for-all-free-digital-content-for-developing-countries/\">How to Help Mobile Education Go Global\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Vosloo says even phones that only have texting (SMS) and calling functions can be useful for learning. “The main thing to remember is not that we’re going to deliver a whole textbook or learning experience by SMS,” he said. “The idea is what does SMS do well?” UNESCO has used texts to send reminders, for school administration purposes or to send small bits of content to students.\u003c/p>\n\u003cp>In one project focused on literacy for young women in Pakistan, students would travel to a central location for lessons in Urdu, then return to their remote villages for several weeks. The only way to reach them quickly was through text messages. “The biggest problem for new literates is forgetting what they’ve learned unless that knowledge is reinforced,” Vosloo said. Teachers texted reminders to the girls about reading and discussion assignments. “It played a very important role in that teaching and learning experiment,” Vosloo said.\u003c/p>\n\u003cp>Another program called \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/unesco-mobile-learning-week/speakers/richard-lace-and-robina-shaheen/\">BBC Janala in Bangladesh \u003c/a>taught English to adults with audio. Students would call a number, listen to a three minute audio lesson and leave a message. The program used voice recognition software and texting for assessment. Again, a deal with the telecommunications provider kept the calls low cost.\u003c/p>\n\u003cp>Mobile technology is opening up creative ways for people around the world to learn from one another and the internet. In the U.S., school districts sometimes focus on glitzy devices and worry about giving students too much free access to the internet through their own devices. But perhaps there is a lesson from UNESCO’s global education work in recognizing the potential for reaching truly marginalized populations with fairly simple technology.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The UNESCO programs recognize the limitations of the devices their users own and cater their programs to those devices. They work around limitations and come up with creative ideas, rather than expecting every student to have the best phone.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32164\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/51868421@N04/8679795523/sizes/l/\">\u003cimg class=\"size-full wp-image-32164\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/feature-phone300.jpg\" alt=\"feature-phone300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/feature-phone300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/feature-phone300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/feature-phone300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Closing the achievement gap and giving all students access to a world of learning online remains one of the strongest allures of education technology. In the U.S., that conversation is often centered on the newest shiny device, slickest software or free app, but internationally mobile technology is revolutionizing learning too, often without fancy gadgets. Recognizing the creative learning strategies being implemented in developing countries could help expand thinking in the U.S and inform the ongoing discussion about how to use technology to deepen learning.\u003c/p>\n\u003cp>“In developing countries, mobile has leap-frogged fixed-line connectivity,” said \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/unesco-mobile-learning-week/panellists/steve-vosloo/\">Steve Vosloo\u003c/a>, a program specialist, in mobile learning at the United Nations Educational, Scientific and Cultural Organization (UNESCO). “People who were never connected before have access.”\u003c/p>\n\u003cp>Africa is the fastest growing mobile market and the second largest after Asia. Vosloo says there are more mobile phone subscriptions than people in Africa, meaning some people have more than one. Many people in developing countries have only accessed the internet through a mobile phone and mobile connectivity far surpasses desktop connections.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/what-will-it-take-to-bring-mobile-ed-work-to-the-developing-world/\">What Will it Take to Bring Mobile Ed to the Developing World?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Given the rapid growth and existing infrastructure for mobile connections it makes sense to pursue strategies that leverage mobile devices for learning. Most people in developing countries have what are called “feature phones”; they're less sophisticated and powerful than smartphones and have fewer features. But they do have numeric keypads, and can access the internet on a tiny screen. Researchers believe that even this small amount of access offers huge possibilities, although equity is still an issue for those who don’t have the money to consistently buy phone credits.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Mobile learning can help reach marginalized populations,” Vosloo said, giving as an example a library in Ghana that has no books on its shelves, but now has an e-reader, giving the students of that village access to hundreds of books that could never be physically sent to the library. That e-reader has opened the world to curious learners.\u003c/p>\n\u003cp>\u003cstrong>MOBILE LEARNING PROJECTS\u003c/strong>\u003c/p>\n\u003cp>In Nigeria, UNESCO is \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/teacher-support-and-development/teacher-development-with-mobile-technologies-projects-in-mexico-nigeria-pakistan-and-senegal/project-in-nigeria/\">piloting a program with English teachers\u003c/a>. Program leaders send messages daily with examples of how to teach English language to teachers throughout the country. The messages are formatted specifically for viewing on inexpensive devices common in Nigeria and are modular lessons. UNESCO has received feedback from participating teachers that the support is changing their teaching style and helping them to improve. It also allows teachers to share their learning with one another, previously very difficult to do between remote rural villages. An agreement with the mobile provider keeps costs for users low.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/library-for-all-free-digital-content-for-developing-countries/\">Library For All: Free Digital Content For Developing Countries\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>UNESCO is also studying how the \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/unesco-mobile-learning-week/speakers/elizabeth-hensick-wood/\">World Reader app\u003c/a> has changed reading habits in the developing world, especially in places where many are illiterate. The organization interviewed 4,000 users and found that, in general, users are accessing and reading longer form content on their mobile devices. Detailed results of that study will be released in February.\u003c/p>\n\u003cp>“Many parents and teachers still think mobile learning and technology is not part of education,” said Vosloo. “[They think] they are more for distracting or disrupting, anything but learning.” UNESCO is working hard to change that perception and to help education departments to see mobile learning as an opportunity, not a threat. They advocate for clear policies set at the state or national level to guide mobile teaching practices. They’ve even written some \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/policy-research-and-advocacy/m-learning-policy-guidelines-project/\">guidelines\u003c/a> to help governments set policy.\u003c/p>\n\u003cp>“It also sends out a clear message from leadership that, ‘we’ve considered mobile learning, we want to engage with it and these are the conditions in which it can happen,’” Vosloo said. The uncertain policy moment plaguing most of the world does not exclude the U.S. Districts are bringing tablets into the classroom or allowing student to bring their own devices, but haven’t always set clear policies. Some schools, recognizing the ubiquity of mobile devices, are taking their acceptable use policies and shifting them to become “responsible use” policies, trying to teach students how to use their technology respectfully.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/library-for-all-free-digital-content-for-developing-countries/\">How to Help Mobile Education Go Global\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Vosloo says even phones that only have texting (SMS) and calling functions can be useful for learning. “The main thing to remember is not that we’re going to deliver a whole textbook or learning experience by SMS,” he said. “The idea is what does SMS do well?” UNESCO has used texts to send reminders, for school administration purposes or to send small bits of content to students.\u003c/p>\n\u003cp>In one project focused on literacy for young women in Pakistan, students would travel to a central location for lessons in Urdu, then return to their remote villages for several weeks. The only way to reach them quickly was through text messages. “The biggest problem for new literates is forgetting what they’ve learned unless that knowledge is reinforced,” Vosloo said. Teachers texted reminders to the girls about reading and discussion assignments. “It played a very important role in that teaching and learning experiment,” Vosloo said.\u003c/p>\n\u003cp>Another program called \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/unesco-mobile-learning-week/speakers/richard-lace-and-robina-shaheen/\">BBC Janala in Bangladesh \u003c/a>taught English to adults with audio. Students would call a number, listen to a three minute audio lesson and leave a message. The program used voice recognition software and texting for assessment. Again, a deal with the telecommunications provider kept the calls low cost.\u003c/p>\n\u003cp>Mobile technology is opening up creative ways for people around the world to learn from one another and the internet. In the U.S., school districts sometimes focus on glitzy devices and worry about giving students too much free access to the internet through their own devices. But perhaps there is a lesson from UNESCO’s global education work in recognizing the potential for reaching truly marginalized populations with fairly simple technology.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/iLab_infographic_11x171.pdf\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/Screen-Shot-2013-10-16-at-9.53.23-AM.png\" alt=\"Screen Shot 2013-10-16 at 9.53.23 AM\" width=\"786\" height=\"596\" class=\"size-full wp-image-32149\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/Screen-Shot-2013-10-16-at-9.53.23-AM.png 786w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/Screen-Shot-2013-10-16-at-9.53.23-AM-400x303.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/Screen-Shot-2013-10-16-at-9.53.23-AM-768x582.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/Screen-Shot-2013-10-16-at-9.53.23-AM-320x243.png 320w\" sizes=\"(max-width: 786px) 100vw, 786px\">\u003c/a>\u003c/p>\n\u003cp>At the \u003ca href=\"http://www.nuevaschool.org/\">Nueva School\u003c/a> in Hillsborough, Calif., design thinking is built into students' and teachers' everyday lives. The process, which is an approach to learning that includes considering real-world problems, research, analysis, building by hand, and lots of experimentation, is documented and shared among staff.\u003c/p>\n\u003cp>The infographic (click on the image to see the full \u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/iLab_infographic_11x171.pdf\">PDF\u003c/a>) was created by Kim Saxe, director of Nueva’s iLab, and one of the champions of design thinking. To learn more about the process, read \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/what-does-design-thinking-look-like-in-school/\">What Design Thinking Looks Like In School, \u003c/a> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/how-to-use-design-thinking-in-class-step-by-step/\">How to Apply Design Thinking In Class, Step By Step\u003c/a>, and our entire collection of articles \u003ca href=\"http://ww2.kqed.org/mindshift/tag/design-thinking/\">about design thinking\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cfigure id=\"attachment_32055\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-32055\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/6297017694_89223a8fcf_z-e1381512527809.jpg\" alt=\"Walden Pond\" width=\"640\" height=\"380\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/6297017694_89223a8fcf_z-e1381512527809.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/6297017694_89223a8fcf_z-e1381512527809-400x238.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/6297017694_89223a8fcf_z-e1381512527809-320x190.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Walden Pond\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Nashville English teacher Elizabeth Smith introduced Thoreau’s \u003cem>Walden\u003c/em> by asking her AP juniors if they were ever \u003ca href=\"http://chronicle.com/article/The-End-of-Solitude/3708\">truly alone in a hyper-connected world\u003c/a> -- even without a smartphone. In doing so, she wanted to emphasize how Thoreau’s \u003ca href=\"http://en.wikipedia.org/wiki/Transcendentalism\">Transcendentalist\u003c/a> experiment living alone in the woods might be nearly impossible to replicate in modern, plugged-in lives -- at least not without some effort.\u003c/p>\n\u003cp dir=\"ltr\">“One student said that he gets panicked if he goes an hour without a text message,” she said, “and he has to blow up his friends' phones with messages to make sure they are still out there.” Other students, she said, bristled at the idea they were sheep in the digital herd, and liked to think of themselves as being able to manage a healthy balance between solitude and digital connection.\u003c/p>\n\u003cp dir=\"ltr\">But for both adults and kids -- parents, teachers, and students -- because we have the luxury of being instantly and constantly connected, “Being alone feels like a problem to be solved,” said MIT Professor Sherry Turkle in the moving \u003ca href=\"http://www.ted.com/talks/sherry_turkle_alone_together.html\">TED Talk\u003c/a> based on her book,\u003ca href=\"http://www.alonetogetherbook.com/\"> Alone, Together\u003c/a>. Based on her research, Turkle argued that relationships maintained through texting and social media might make kids feel connected, but because the phone is always buzzing, they may miss valuable opportunities to experience real solitude, which is vital for self-reflection. “If we don’t teach our children how to be alone,” she said, “they will only know how to be lonely.”\u003c/p>\n\u003cp dir=\"ltr\">\n\u003caside class=\"pullquote alignleft\">“Because [the digital world] has been their world all along, it's a so-what world.”\u003c/aside>\n\u003c/p>\n\u003cp dir=\"ltr\">Some teachers say there has never been a more exciting time to teach Thoreau’s ideas of solitude, time in nature, and deliberate living, because students are hungry for self-reflection. Sandy Stott, who has been teaching Thoreau, Emerson, and Transcendentalism at Concord Academy in Concord, Mass., for 20 years, said his students today are both constantly plugged in, and eager for a different experience.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp dir=\"ltr\">“My classroom, like many, is fully wired,” he said. “I can get the whole web on screen in a few clicks. But because this has been their world all along, it's a so-what world.” While he’s happy to use the tech available to get business done, Stott wants students to experience what Thoreau experienced without any tech help. It also doesn’t hurt that Walden Pond is nearby, and the students can walk the same paths that Thoreau walked nearly 200 years ago.\u003c/p>\n\u003cp>Part of students’ responding to the serenity and beauty of the pond, Stott said, is letting it retain its mystery -- something students don’t experience often. “I hold [going to] the pond until the late part of the course. Then, after students have read most of \u003cem>Walden\u003c/em>, we go there,” he said. “We go before dawn so that, when the sun comes up, when morning arrives, we are at the pond and at the house site. There is no one else there, save an angler or two. Though we are there only for a short time, the effect is often pronounced -- they are at Henry's pond at the time of day he saw as most alive, and, despite their usual preference for sleeping late, they too are alive.”\u003c/p>\n\u003cp dir=\"ltr\">While the reading and the writing are essential, Stott supposes that the morning at Walden Pond, or the other nature walks he’s incorporated into the course, sticks with students longer, and he emphasizes to students the point of Thoreau’s solitude, and the importance of spending time alone: having time to think for yourself.\u003c/p>\n\u003cp>In his essay “Nature,” which heavily influenced Thoreau, “Emerson asks, ‘Why should not we also enjoy an original relation with the universe?’ In other words, why take someone else's word for it? Why rely on tradition and religion and professors and parents and other interpreters to tell you what's what?” he said. Stott made Emerson’s question the central one that frames the course. And he believes to really answer that question -- for each student to begin to carve out her place in the world -- they need to go out in it, not explore it from behind the door of a classroom.\u003c/p>\n\u003cp>Stott said when he began teaching Thoreau, he focused on good reading and writing, a practice to which he's still dedicated. But he realized that students saw \u003cem>Walden\u003c/em> as another in a series of texts they worked on their way to college, and knew they needed more.\u003c/p>\n\u003cp>“Walden aims at more than that, aims in fact at possibly derailing this sort of lockstep. And it asks the student out of the classroom, out of the usual box and into a world that demands more,” he said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp dir=\"ltr\">Of course connection and collaboration with peers, both face-to-face and \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/how-tablets-can-enable-meaningful-connections-for-students-and-teachers/\">with technology\u003c/a>, is invaluable to teens’ learning and social development, and some research suggests \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1083-6101.2007.00367.x/full\">social media time is even beneficial\u003c/a>. But when time spent focused on outward \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/why-daydreaming-isnt-a-waste-of-time/\">tasks far outweighs time for daydreaming\u003c/a> -- a virtue Thoreau named an “incessant good fortune” -- digital natives might find Thoreau’s solitude novel, even refreshing, and may want to try it themselves. Even if it’s only to discover they can last an hour without receiving a text.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32055\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-32055\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/6297017694_89223a8fcf_z-e1381512527809.jpg\" alt=\"Walden Pond\" width=\"640\" height=\"380\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/6297017694_89223a8fcf_z-e1381512527809.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/6297017694_89223a8fcf_z-e1381512527809-400x238.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/6297017694_89223a8fcf_z-e1381512527809-320x190.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Walden Pond\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Nashville English teacher Elizabeth Smith introduced Thoreau’s \u003cem>Walden\u003c/em> by asking her AP juniors if they were ever \u003ca href=\"http://chronicle.com/article/The-End-of-Solitude/3708\">truly alone in a hyper-connected world\u003c/a> -- even without a smartphone. In doing so, she wanted to emphasize how Thoreau’s \u003ca href=\"http://en.wikipedia.org/wiki/Transcendentalism\">Transcendentalist\u003c/a> experiment living alone in the woods might be nearly impossible to replicate in modern, plugged-in lives -- at least not without some effort.\u003c/p>\n\u003cp dir=\"ltr\">“One student said that he gets panicked if he goes an hour without a text message,” she said, “and he has to blow up his friends' phones with messages to make sure they are still out there.” Other students, she said, bristled at the idea they were sheep in the digital herd, and liked to think of themselves as being able to manage a healthy balance between solitude and digital connection.\u003c/p>\n\u003cp dir=\"ltr\">But for both adults and kids -- parents, teachers, and students -- because we have the luxury of being instantly and constantly connected, “Being alone feels like a problem to be solved,” said MIT Professor Sherry Turkle in the moving \u003ca href=\"http://www.ted.com/talks/sherry_turkle_alone_together.html\">TED Talk\u003c/a> based on her book,\u003ca href=\"http://www.alonetogetherbook.com/\"> Alone, Together\u003c/a>. Based on her research, Turkle argued that relationships maintained through texting and social media might make kids feel connected, but because the phone is always buzzing, they may miss valuable opportunities to experience real solitude, which is vital for self-reflection. “If we don’t teach our children how to be alone,” she said, “they will only know how to be lonely.”\u003c/p>\n\u003cp dir=\"ltr\">\n\u003caside class=\"pullquote alignleft\">“Because [the digital world] has been their world all along, it's a so-what world.”\u003c/aside>\n\u003c/p>\n\u003cp dir=\"ltr\">Some teachers say there has never been a more exciting time to teach Thoreau’s ideas of solitude, time in nature, and deliberate living, because students are hungry for self-reflection. Sandy Stott, who has been teaching Thoreau, Emerson, and Transcendentalism at Concord Academy in Concord, Mass., for 20 years, said his students today are both constantly plugged in, and eager for a different experience.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp dir=\"ltr\">“My classroom, like many, is fully wired,” he said. “I can get the whole web on screen in a few clicks. But because this has been their world all along, it's a so-what world.” While he’s happy to use the tech available to get business done, Stott wants students to experience what Thoreau experienced without any tech help. It also doesn’t hurt that Walden Pond is nearby, and the students can walk the same paths that Thoreau walked nearly 200 years ago.\u003c/p>\n\u003cp>Part of students’ responding to the serenity and beauty of the pond, Stott said, is letting it retain its mystery -- something students don’t experience often. “I hold [going to] the pond until the late part of the course. Then, after students have read most of \u003cem>Walden\u003c/em>, we go there,” he said. “We go before dawn so that, when the sun comes up, when morning arrives, we are at the pond and at the house site. There is no one else there, save an angler or two. Though we are there only for a short time, the effect is often pronounced -- they are at Henry's pond at the time of day he saw as most alive, and, despite their usual preference for sleeping late, they too are alive.”\u003c/p>\n\u003cp dir=\"ltr\">While the reading and the writing are essential, Stott supposes that the morning at Walden Pond, or the other nature walks he’s incorporated into the course, sticks with students longer, and he emphasizes to students the point of Thoreau’s solitude, and the importance of spending time alone: having time to think for yourself.\u003c/p>\n\u003cp>In his essay “Nature,” which heavily influenced Thoreau, “Emerson asks, ‘Why should not we also enjoy an original relation with the universe?’ In other words, why take someone else's word for it? Why rely on tradition and religion and professors and parents and other interpreters to tell you what's what?” he said. Stott made Emerson’s question the central one that frames the course. And he believes to really answer that question -- for each student to begin to carve out her place in the world -- they need to go out in it, not explore it from behind the door of a classroom.\u003c/p>\n\u003cp>Stott said when he began teaching Thoreau, he focused on good reading and writing, a practice to which he's still dedicated. But he realized that students saw \u003cem>Walden\u003c/em> as another in a series of texts they worked on their way to college, and knew they needed more.\u003c/p>\n\u003cp>“Walden aims at more than that, aims in fact at possibly derailing this sort of lockstep. And it asks the student out of the classroom, out of the usual box and into a world that demands more,” he said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp dir=\"ltr\">Of course connection and collaboration with peers, both face-to-face and \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/how-tablets-can-enable-meaningful-connections-for-students-and-teachers/\">with technology\u003c/a>, is invaluable to teens’ learning and social development, and some research suggests \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1083-6101.2007.00367.x/full\">social media time is even beneficial\u003c/a>. But when time spent focused on outward \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/why-daydreaming-isnt-a-waste-of-time/\">tasks far outweighs time for daydreaming\u003c/a> -- a virtue Thoreau named an “incessant good fortune” -- digital natives might find Thoreau’s solitude novel, even refreshing, and may want to try it themselves. Even if it’s only to discover they can last an hour without receiving a text.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Tackling the Digital Divide: Low-Income Students Weigh In",
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"content": "\u003cfigure id=\"attachment_31986\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/mikekline/384589883/sizes/z/in/photolist-zZ8b4-4dGcFB-4Saafe-4Semnh-b8qwy6-5rHv1F-ndgiY-7axQ5U-qSVWi-5u11Ei-fC1dgZ-6k5BTZ-4RDwmY-5Tjrtv-6ynh7h-9dhk49-4dxDVs-xYjpr-2buZ2-9qQCYc-9qQCXp-7j1YEW-JEHbC-ae17XM-aTnN3a-8ggHZ7-9eMagk-8vHYVo-8vHZ8Y-8fuyeH-59ywqw-fCfGQL-7fZwzQ-eb6BGa-92WMc4-92KLBJ-a9g4FV-yDaZN-rTf2E-5YiZh5-d3LMrq-a8q2qL-6U2sAv-6XPJST-6U6tx7-6GpNwJ-85aW7-4yCcVr-5mwyBi-arMGQb-5bELq6/\">\u003cimg class=\"size-full wp-image-31986\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/384589883_b9a0affde4_z-e1381337304573.jpg\" alt=\"384589883_b9a0affde4_z\" width=\"640\" height=\"369\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/384589883_b9a0affde4_z-e1381337304573.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/384589883_b9a0affde4_z-e1381337304573-400x231.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/384589883_b9a0affde4_z-e1381337304573-320x185.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/for-low-income-kids-access-to-devices-could-be-the-equalizer/\">For Low Income Kids, Access to Devices Could Be the Equalizer \u003c/a>raised the possibility that mobile technology in classrooms could help narrow the digital divide between the nation’s low-income and more affluent students. The article, which included suggestions for educators about how to access devices and what do with them, struck a chord with readers. Many were outraged that some students are missing out on valuable learning resources because of their families’ socio-economic status, while others worried that bringing mobile devices into the classroom – any classroom – invites chaos.\u003c/p>\n\u003cp>\"The internet is the modern day encyclopedia,” wrote commenter Patrick Hopkins, who grew up in a single-parent low-income household, and now teaches in an upper-middle class school district. Hopkins' students are allowed to use their mobile devices in school after registering them with the administration, opening up opportunities for students to direct their own learning and take advantage of the internet's vast trove of information. Hopkins noted many schools don’t have those same advantages, like his alma mater.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Teachers must have an abundant amount of trust in their students that they are staying on task when using their own devices in the classroom.”\u003c/aside>\n\u003cp>“Attending school in a dilapidated building with poor heating, and non-existent cooling systems, coupled with broken windows that were replaced with sheet metal, instead of glass, weighed heavy on a student’s psychic,” he wrote. “Student learning and teacher morale take heavy tolls in these types of environments. Without adequate learning resources and safe and secure learning environments low income student cannot compete in today’s society.” Hopkins points that schools can't even meet these basic infrastructure needs, let alone student access to technology resources.\u003c/p>\n\u003cp>Many readers commented that all students should be given access to the internet and the devices that supply them, but fewer accepted the assertion made by Michael Mills, a professor of Teaching and Learning at the University of Central Arkansas, that race plays a role in whether teachers trust students to use devices responsibly.\u003c/p>\n\u003cp>“[The article] stated that schools do not allow students of color to use their mobile devices because they think they will not use them in appropriate ways. I do not believe this is true at all,” wrote Amanda Phillips. “I think it is our job as teachers to set the ground rules and expectations of using these types of devices in class before they are even allowed to bring them. Each student should get an equal chance to bring and use their device in class; race should have nothing to do with it.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Phillips' comment was echoed by several readers who agreed that the bigger issue is how to set a structure for kids to use their own devices appropriately.\u003c/p>\n\u003cp>“It doesn't matter where a child comes from, there are issues beyond being able to have kids have access to devices,” wrote Allie Kohl. “Implementing devices into the school throws a lot of red flags and makes it hard for teachers to really ensure that students are being productive and honest with the stuff they are getting accomplished on the devices at hand.”\u003c/p>\n\u003cp>Despite the concerns raised about how students would use mobile technology in the classroom, most commenters, whether teachers or interested readers, felt students should have access to devices in school. If students don’t own those devices, many felt the school should find ways to provide them.\u003c/p>\n\u003cp>\u003cstrong>TRUSTING STUDENTS\u003c/strong>\u003c/p>\n\u003cp>For some readers, it comes back to the issue of trust.\u003c/p>\n\u003cp>“I like how the point about trusting the students was brought up,” wrote Olivia Richard. “I find this extremely important when talking about \u003ca href=\"http://ww2.kqed.org/mindshift/tag/bring-your-own-device/\">BYOD\u003c/a> [Bring Your Own Device]. Teachers must have an abundant amount of trust in their students that they are staying on task when using their own devices in the classroom.” And, to some extent, building that trust takes a leap of faith. No teacher will know if mobile technology could work in his classroom if he doesn’t start from the assumption that it might and take a leap of faith.\u003c/p>\n\u003cp style=\"text-align: left\">Some of the article’s suggestions for narrowing the digital divide struck a chord with Amanda Williams, who grew up with limited access to computers and the internet while in high school, making it challenging for her to finish assignments. She agrees that teachers need to show discretion when talking about the kids who don’t have access to devices so they don’t accidentally embarrass students. In her experience grouping students together to maximize devices in the classroom would be a great idea.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/internet-access-for-everyone-a-new-program-targets-low-income-students/\">Internet Access for All: A New Program Targets Low-Income Students\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>“Overall it is important to value all students -- technology or no technology,” Williams wrote. “It is a great resource but should never be required to use in the classroom unless the school is providing the tools.”\u003c/p>\n\u003cp>Commenter Trevor Cline also had few resources as a student. “I grew up in a school where we did not use technology very much and this made me be behind somewhat once I got to college,” he wrote. “Once I got to college almost everything was done through technology and I was learning as we went with a lot of the technology programs.” Cline’s comment points to the need to prepare students not only to get to college, but to be able to keep up once there.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>At this point, computers are required to complete assignments in the upper grades, but many schools aren’t all able to provide devices for every student. That makes it difficult for teachers who’d like to take advantage of the independent and self-directed learning opportunities that technology can offer. As Hopkins noted, it might be common in a more affluent public school, but impossible to contemplate in many lower-income schools that are still grappling with finding resources for basic needs. Getting to a point where teachers trust students enough to let them use whatever devices they do have, and creatively managing and grouping their use could be a starting point to get past the inequalities.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_31986\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/mikekline/384589883/sizes/z/in/photolist-zZ8b4-4dGcFB-4Saafe-4Semnh-b8qwy6-5rHv1F-ndgiY-7axQ5U-qSVWi-5u11Ei-fC1dgZ-6k5BTZ-4RDwmY-5Tjrtv-6ynh7h-9dhk49-4dxDVs-xYjpr-2buZ2-9qQCYc-9qQCXp-7j1YEW-JEHbC-ae17XM-aTnN3a-8ggHZ7-9eMagk-8vHYVo-8vHZ8Y-8fuyeH-59ywqw-fCfGQL-7fZwzQ-eb6BGa-92WMc4-92KLBJ-a9g4FV-yDaZN-rTf2E-5YiZh5-d3LMrq-a8q2qL-6U2sAv-6XPJST-6U6tx7-6GpNwJ-85aW7-4yCcVr-5mwyBi-arMGQb-5bELq6/\">\u003cimg class=\"size-full wp-image-31986\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/384589883_b9a0affde4_z-e1381337304573.jpg\" alt=\"384589883_b9a0affde4_z\" width=\"640\" height=\"369\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/384589883_b9a0affde4_z-e1381337304573.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/384589883_b9a0affde4_z-e1381337304573-400x231.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/384589883_b9a0affde4_z-e1381337304573-320x185.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/for-low-income-kids-access-to-devices-could-be-the-equalizer/\">For Low Income Kids, Access to Devices Could Be the Equalizer \u003c/a>raised the possibility that mobile technology in classrooms could help narrow the digital divide between the nation’s low-income and more affluent students. The article, which included suggestions for educators about how to access devices and what do with them, struck a chord with readers. Many were outraged that some students are missing out on valuable learning resources because of their families’ socio-economic status, while others worried that bringing mobile devices into the classroom – any classroom – invites chaos.\u003c/p>\n\u003cp>\"The internet is the modern day encyclopedia,” wrote commenter Patrick Hopkins, who grew up in a single-parent low-income household, and now teaches in an upper-middle class school district. Hopkins' students are allowed to use their mobile devices in school after registering them with the administration, opening up opportunities for students to direct their own learning and take advantage of the internet's vast trove of information. Hopkins noted many schools don’t have those same advantages, like his alma mater.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Teachers must have an abundant amount of trust in their students that they are staying on task when using their own devices in the classroom.”\u003c/aside>\n\u003cp>“Attending school in a dilapidated building with poor heating, and non-existent cooling systems, coupled with broken windows that were replaced with sheet metal, instead of glass, weighed heavy on a student’s psychic,” he wrote. “Student learning and teacher morale take heavy tolls in these types of environments. Without adequate learning resources and safe and secure learning environments low income student cannot compete in today’s society.” Hopkins points that schools can't even meet these basic infrastructure needs, let alone student access to technology resources.\u003c/p>\n\u003cp>Many readers commented that all students should be given access to the internet and the devices that supply them, but fewer accepted the assertion made by Michael Mills, a professor of Teaching and Learning at the University of Central Arkansas, that race plays a role in whether teachers trust students to use devices responsibly.\u003c/p>\n\u003cp>“[The article] stated that schools do not allow students of color to use their mobile devices because they think they will not use them in appropriate ways. I do not believe this is true at all,” wrote Amanda Phillips. “I think it is our job as teachers to set the ground rules and expectations of using these types of devices in class before they are even allowed to bring them. Each student should get an equal chance to bring and use their device in class; race should have nothing to do with it.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Phillips' comment was echoed by several readers who agreed that the bigger issue is how to set a structure for kids to use their own devices appropriately.\u003c/p>\n\u003cp>“It doesn't matter where a child comes from, there are issues beyond being able to have kids have access to devices,” wrote Allie Kohl. “Implementing devices into the school throws a lot of red flags and makes it hard for teachers to really ensure that students are being productive and honest with the stuff they are getting accomplished on the devices at hand.”\u003c/p>\n\u003cp>Despite the concerns raised about how students would use mobile technology in the classroom, most commenters, whether teachers or interested readers, felt students should have access to devices in school. If students don’t own those devices, many felt the school should find ways to provide them.\u003c/p>\n\u003cp>\u003cstrong>TRUSTING STUDENTS\u003c/strong>\u003c/p>\n\u003cp>For some readers, it comes back to the issue of trust.\u003c/p>\n\u003cp>“I like how the point about trusting the students was brought up,” wrote Olivia Richard. “I find this extremely important when talking about \u003ca href=\"http://ww2.kqed.org/mindshift/tag/bring-your-own-device/\">BYOD\u003c/a> [Bring Your Own Device]. Teachers must have an abundant amount of trust in their students that they are staying on task when using their own devices in the classroom.” And, to some extent, building that trust takes a leap of faith. No teacher will know if mobile technology could work in his classroom if he doesn’t start from the assumption that it might and take a leap of faith.\u003c/p>\n\u003cp style=\"text-align: left\">Some of the article’s suggestions for narrowing the digital divide struck a chord with Amanda Williams, who grew up with limited access to computers and the internet while in high school, making it challenging for her to finish assignments. She agrees that teachers need to show discretion when talking about the kids who don’t have access to devices so they don’t accidentally embarrass students. In her experience grouping students together to maximize devices in the classroom would be a great idea.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/internet-access-for-everyone-a-new-program-targets-low-income-students/\">Internet Access for All: A New Program Targets Low-Income Students\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>“Overall it is important to value all students -- technology or no technology,” Williams wrote. “It is a great resource but should never be required to use in the classroom unless the school is providing the tools.”\u003c/p>\n\u003cp>Commenter Trevor Cline also had few resources as a student. “I grew up in a school where we did not use technology very much and this made me be behind somewhat once I got to college,” he wrote. “Once I got to college almost everything was done through technology and I was learning as we went with a lot of the technology programs.” Cline’s comment points to the need to prepare students not only to get to college, but to be able to keep up once there.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At this point, computers are required to complete assignments in the upper grades, but many schools aren’t all able to provide devices for every student. That makes it difficult for teachers who’d like to take advantage of the independent and self-directed learning opportunities that technology can offer. As Hopkins noted, it might be common in a more affluent public school, but impossible to contemplate in many lower-income schools that are still grappling with finding resources for basic needs. Getting to a point where teachers trust students enough to let them use whatever devices they do have, and creatively managing and grouping their use could be a starting point to get past the inequalities.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_31959\" class=\"wp-caption center\" style=\"max-width: 612px\">\u003ca href=\"http://http://www.flickr.com/photos/34666709@N00/5352052564/in/photolist-99WELm-4WXKW6-8eN9yW-8eNatG-8eJQGg-8YhTLx-a85bPy-dks3wj\">\u003cimg class=\"size-full wp-image-31959\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/5352052564_f0def869e3_z-e1381253257409.jpg\" alt=\"5352052564_f0def869e3_z\" width=\"612\" height=\"359\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/5352052564_f0def869e3_z-e1381253257409.jpg 612w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/5352052564_f0def869e3_z-e1381253257409-400x235.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/5352052564_f0def869e3_z-e1381253257409-320x188.jpg 320w\" sizes=\"(max-width: 612px) 100vw, 612px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">“Thinking is like cosmic knitting,” Waldorf school founder Rudolph Steiner wrote nearly one hundred years ago. Steiner developed a comprehensive handwork curriculum for Waldorf students based on this idea, filled with knitting, sewing and woodworking, believing that “a person who is unskillful in his fingers will also be unskillful in his intellect, having less mobile ideas and thoughts.”\u003c/p>\n\u003cp dir=\"ltr\">Today’s Waldorf students still knit socks and whittle kitchen spoons and many Waldorf schools shun the use of technology. Those two things -- handwork and technology -- might seem at first glance to be at odds. But there's a case to be made that handwork and computing -- and the kind of process that links the two -- are more closely related than one might think.\u003c/p>\n\u003cp dir=\"ltr\">When electrical engineering professor Dr. Karen Shoop of Queen Mary University in London took her first knitting workshop, she noticed immediately that knitting is very similar to writing computer code. “I noticed that knitting instructions are largely binary (like computers) - in other words, knit or purl,” she said. “More interesting were the knitting instructions, which read just like \u003ca href=\"http://en.wikipedia.org/wiki/Regular_expression\">regular expressions\u003c/a> [of code], used for string matching and manipulation when coding.” Shoop also recognizes that the earliest stages of computing were inspired by handwork: “Of course, computers ultimately started off partially inspired by weaving and the \u003ca href=\"http://en.wikipedia.org/wiki/Jacquard_loom#Importance_in_computing\">Jacquard loom\u003c/a>, or earlier Bouchon's loom. Arguably some of the earliest programmers were the people making the card/paper punch hole patterns for weaving patterns.”\u003c/p>\n\u003cp style=\"text-align: center\" dir=\"ltr\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/how-spatial-thinking-can-improve-math-and-science-skills/\">How Thinking In 3D Can Improve Math and Science Skills\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>Shoop explains that regular expressions are simple but powerful for both searching and simplifying code, and are used in both \u003ca href=\"http://www.cs4fn.org/regularexpressions/knitters.php\">knitting and coding\u003c/a> to read patterns. In the essay \u003ca href=\"http://www.cs4fn.org/regularexpressions/knitters.php\">“Knitters and Coders: Separated at Birth?”\u003c/a> she writes, “In knitting notation (assuming an even number of stitches) it looks like:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Row 1: *k1, p1; rep from * Rows 2: *p1, k1; rep from *, or\u003c/em>\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Row 1: (K1, P1) rep to end Row 2: (P1, K1) rep to end.\u003c/em>\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Repeat these 2 rows for length desired.\u003c/em>\u003c/p>\n\u003cp>“Computers do not understand the words we used in our explanation above: words like 'row,' 'repeat,' 'rep,' 'to,' 'from,' 'end,' 'length' and 'desired,' for example.” But what if the knitting pattern were written in code? Using coding’s regular expressions, the knitting notation above turns into something like:\u003c/p>\n\u003cp>\u003cem>“((kp){10}\\n(pk){10}\\n){20}”\u003c/em>\u003c/p>\n\u003cp>“Students often feel anything to do with computing (especially coding) is in a separate bubble,” she said. “And I wanted to show that we ‘code’ in our outside world.” Shoop even had a student -- an enthusiastic knitter -- who, as a senior class project, developed a digital tool that could recognize and generate new knitting patterns. “We’re interested in how creativity can inform technology and help create and inform new tools and technologies to support the creative process,” she said.\u003c/p>\n\u003ch4>HOW HANDWORK CORRELATES TO LEARNING\u003c/h4>\n\u003cp>Working with the hands can help both boys and girls develop thinking skills as well as fine motor skills, both of which are sorely needed in schools, says Michael Gurian, author of \u003ca href=\"http://www.amazon.com/Girls-Learn-Differently-Teachers-Parents/dp/0470608250\">Boys and Girls Learn Differently\u003c/a>. “For males [in general], handwork helps with fine motor skills, and for females [in general], it helps with diagrammatic thinking, found in the highest levels of geometry and physics,” he said. “School is fine motor-oriented, and we need more boys to get fine motor skills early.” Gurian would also be interested to see if handwork like knitting or woodworking would be a way to interest more girls in STEM fields, hoping that something like Shoop’s knitting project might serve as a guide for longitudinal studies finding a connection between handwork, engineering, and computer coding.\u003c/p>\n\u003cp dir=\"ltr\">Seeing how the hand is connected to learning goes beyond skills matching or STEM, but to the roots of human biology, says Stanford neurologist Frank R. Wilson, author of \u003ca href=\"http://www.amazon.com/Hand-Shapes-Brain-Language-Culture/dp/0679740473/ref=sr_1_1?s=books&ie=UTF8&qid=1380212094&sr=1-1&keywords=frank+r+wilson+the+hand\">The Hand: How its Use Shapes the Brain, Language and Human Culture\u003c/a>. In a keynote address given to the department of Humanities and Human Sciences at Point Park College, \u003ca href=\"http://www.handoc.com/HandmadeMindsInTheDigitalAge_FW_ConferenceAddress_2002-June-21.html\">“Hand-made Minds in the ‘Digital’ Age,”\u003c/a> Wilson implored teachers to incorporate more handwork into school work.\u003c/p>\n\u003cp style=\"text-align: center\" dir=\"ltr\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/why-we-need-to-value-spatial-creativity/\">Why We Need to Value Students' Spacial Creativity\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp dir=\"ltr\">“It seems abundantly clear to me that, because of the process of co-evolution, the hand enjoys a privileged status in the learning process,” he said. “Being not only a catalyst but an experiential focal point for the organization of the young child’s perceptual, motor, cognitive, and creative world. It seems equally clear that as the child comes to the end of the pre-adolescent stage of development, the hand readily becomes a connecting link between self and community and a powerful enabler of the growing child’s determination to acquire adult skill, responsibility, and recognition.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp dir=\"ltr\">Shoop isn’t sure that k-12 students can learn anything specific from knitting (“Being a devil’s advocate,” she remarked, “does it have to teach anything? Knitting as making activity could be sufficient.”), and warns that teaching large classes of students to knit does have drawbacks -- including the time to check everyone’s work. Yet she admires how the tangible, sensory experience of knitting and the seemingly intangible world of computer coding are so closely linked. “I loved the fact that there is a perception (usually wrong) that there’s a world of computers (soulless, technical, ‘geeky’) and a completely different domain such as knitting (traditional, ‘female’, craft) - yet there is a clear overlap.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_31959\" class=\"wp-caption center\" style=\"max-width: 612px\">\u003ca href=\"http://http://www.flickr.com/photos/34666709@N00/5352052564/in/photolist-99WELm-4WXKW6-8eN9yW-8eNatG-8eJQGg-8YhTLx-a85bPy-dks3wj\">\u003cimg class=\"size-full wp-image-31959\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/5352052564_f0def869e3_z-e1381253257409.jpg\" alt=\"5352052564_f0def869e3_z\" width=\"612\" height=\"359\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/5352052564_f0def869e3_z-e1381253257409.jpg 612w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/5352052564_f0def869e3_z-e1381253257409-400x235.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/5352052564_f0def869e3_z-e1381253257409-320x188.jpg 320w\" sizes=\"(max-width: 612px) 100vw, 612px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">“Thinking is like cosmic knitting,” Waldorf school founder Rudolph Steiner wrote nearly one hundred years ago. Steiner developed a comprehensive handwork curriculum for Waldorf students based on this idea, filled with knitting, sewing and woodworking, believing that “a person who is unskillful in his fingers will also be unskillful in his intellect, having less mobile ideas and thoughts.”\u003c/p>\n\u003cp dir=\"ltr\">Today’s Waldorf students still knit socks and whittle kitchen spoons and many Waldorf schools shun the use of technology. Those two things -- handwork and technology -- might seem at first glance to be at odds. But there's a case to be made that handwork and computing -- and the kind of process that links the two -- are more closely related than one might think.\u003c/p>\n\u003cp dir=\"ltr\">When electrical engineering professor Dr. Karen Shoop of Queen Mary University in London took her first knitting workshop, she noticed immediately that knitting is very similar to writing computer code. “I noticed that knitting instructions are largely binary (like computers) - in other words, knit or purl,” she said. “More interesting were the knitting instructions, which read just like \u003ca href=\"http://en.wikipedia.org/wiki/Regular_expression\">regular expressions\u003c/a> [of code], used for string matching and manipulation when coding.” Shoop also recognizes that the earliest stages of computing were inspired by handwork: “Of course, computers ultimately started off partially inspired by weaving and the \u003ca href=\"http://en.wikipedia.org/wiki/Jacquard_loom#Importance_in_computing\">Jacquard loom\u003c/a>, or earlier Bouchon's loom. Arguably some of the earliest programmers were the people making the card/paper punch hole patterns for weaving patterns.”\u003c/p>\n\u003cp style=\"text-align: center\" dir=\"ltr\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/how-spatial-thinking-can-improve-math-and-science-skills/\">How Thinking In 3D Can Improve Math and Science Skills\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>Shoop explains that regular expressions are simple but powerful for both searching and simplifying code, and are used in both \u003ca href=\"http://www.cs4fn.org/regularexpressions/knitters.php\">knitting and coding\u003c/a> to read patterns. In the essay \u003ca href=\"http://www.cs4fn.org/regularexpressions/knitters.php\">“Knitters and Coders: Separated at Birth?”\u003c/a> she writes, “In knitting notation (assuming an even number of stitches) it looks like:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Row 1: *k1, p1; rep from * Rows 2: *p1, k1; rep from *, or\u003c/em>\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Row 1: (K1, P1) rep to end Row 2: (P1, K1) rep to end.\u003c/em>\u003c/p>\n\u003cp dir=\"ltr\">\u003cem>Repeat these 2 rows for length desired.\u003c/em>\u003c/p>\n\u003cp>“Computers do not understand the words we used in our explanation above: words like 'row,' 'repeat,' 'rep,' 'to,' 'from,' 'end,' 'length' and 'desired,' for example.” But what if the knitting pattern were written in code? Using coding’s regular expressions, the knitting notation above turns into something like:\u003c/p>\n\u003cp>\u003cem>“((kp){10}\\n(pk){10}\\n){20}”\u003c/em>\u003c/p>\n\u003cp>“Students often feel anything to do with computing (especially coding) is in a separate bubble,” she said. “And I wanted to show that we ‘code’ in our outside world.” Shoop even had a student -- an enthusiastic knitter -- who, as a senior class project, developed a digital tool that could recognize and generate new knitting patterns. “We’re interested in how creativity can inform technology and help create and inform new tools and technologies to support the creative process,” she said.\u003c/p>\n\u003ch4>HOW HANDWORK CORRELATES TO LEARNING\u003c/h4>\n\u003cp>Working with the hands can help both boys and girls develop thinking skills as well as fine motor skills, both of which are sorely needed in schools, says Michael Gurian, author of \u003ca href=\"http://www.amazon.com/Girls-Learn-Differently-Teachers-Parents/dp/0470608250\">Boys and Girls Learn Differently\u003c/a>. “For males [in general], handwork helps with fine motor skills, and for females [in general], it helps with diagrammatic thinking, found in the highest levels of geometry and physics,” he said. “School is fine motor-oriented, and we need more boys to get fine motor skills early.” Gurian would also be interested to see if handwork like knitting or woodworking would be a way to interest more girls in STEM fields, hoping that something like Shoop’s knitting project might serve as a guide for longitudinal studies finding a connection between handwork, engineering, and computer coding.\u003c/p>\n\u003cp dir=\"ltr\">Seeing how the hand is connected to learning goes beyond skills matching or STEM, but to the roots of human biology, says Stanford neurologist Frank R. Wilson, author of \u003ca href=\"http://www.amazon.com/Hand-Shapes-Brain-Language-Culture/dp/0679740473/ref=sr_1_1?s=books&ie=UTF8&qid=1380212094&sr=1-1&keywords=frank+r+wilson+the+hand\">The Hand: How its Use Shapes the Brain, Language and Human Culture\u003c/a>. In a keynote address given to the department of Humanities and Human Sciences at Point Park College, \u003ca href=\"http://www.handoc.com/HandmadeMindsInTheDigitalAge_FW_ConferenceAddress_2002-June-21.html\">“Hand-made Minds in the ‘Digital’ Age,”\u003c/a> Wilson implored teachers to incorporate more handwork into school work.\u003c/p>\n\u003cp style=\"text-align: center\" dir=\"ltr\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/why-we-need-to-value-spatial-creativity/\">Why We Need to Value Students' Spacial Creativity\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp dir=\"ltr\">“It seems abundantly clear to me that, because of the process of co-evolution, the hand enjoys a privileged status in the learning process,” he said. “Being not only a catalyst but an experiential focal point for the organization of the young child’s perceptual, motor, cognitive, and creative world. It seems equally clear that as the child comes to the end of the pre-adolescent stage of development, the hand readily becomes a connecting link between self and community and a powerful enabler of the growing child’s determination to acquire adult skill, responsibility, and recognition.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp dir=\"ltr\">Shoop isn’t sure that k-12 students can learn anything specific from knitting (“Being a devil’s advocate,” she remarked, “does it have to teach anything? Knitting as making activity could be sufficient.”), and warns that teaching large classes of students to knit does have drawbacks -- including the time to check everyone’s work. Yet she admires how the tangible, sensory experience of knitting and the seemingly intangible world of computer coding are so closely linked. “I loved the fact that there is a perception (usually wrong) that there’s a world of computers (soulless, technical, ‘geeky’) and a completely different domain such as knitting (traditional, ‘female’, craft) - yet there is a clear overlap.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_31949\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/10154402@N03/5392183488/sizes/z/in/photolist-9dumhQ-6uYYxJ-6uUNHD-6uUNND-6uYYUs-6uYYDq-7LSoon-bgqcGz-aDsWrx-9QWLSM-7Y1aCz-6uUNqi-9gv5sp-esPvFw-esPy23-esPvfA-esPwWu-esLmip-esPxFG-esQdWm-esM7CD-esLJFr-esPP9L-esM2mD-esLPur-esNUd9-esLb3p-esPeEG-esNRH9-esLap8-esL7KV-esKXei-esL4WB-esKL4H-esNWWu-esKEp6-esPfdU-esP5nJ-esKYtP-esP3eq-esNSvh-esL6tt-esKGeH-esPgUJ-esNXvC-esKPS4-esPcqd-esPqdf-esNZLL-esPmUo-esLKdz/http://\">\u003cimg class=\"size-full wp-image-31949\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/5392183488_d9b0999e2a_z-e1381167312623.jpg\" alt=\"5392183488_d9b0999e2a_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/5392183488_d9b0999e2a_z-e1381167312623.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/5392183488_d9b0999e2a_z-e1381167312623-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/5392183488_d9b0999e2a_z-e1381167312623-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">What’s the key to effective learning? One intriguing body of research suggests a rather riddle-like answer: It’s not just what you know. It’s what you know about what you know.\u003c/p>\n\u003cp>To put it in more straightforward terms, anytime a student learns, he or she has to bring in two kinds of prior knowledge: knowledge about the subject at hand (say, mathematics or history) and knowledge about how learning works. Parents and educators are pretty good at imparting the first kind of knowledge. We’re comfortable talking about concrete information: names, dates, numbers, facts. But the guidance we offer on the act of learning itself—the “metacognitive” aspects of learning—is more hit-or-miss, and it shows.\u003c/p>\n\u003cp>In our schools, \"the emphasis is on \u003cem>what\u003c/em> students need to learn, whereas little emphasis—if any—is placed on training students \u003cem>how\u003c/em> they should go about learning the content and what skills will promote efficient studying to support robust learning,\" writes John Dunlosky, professor of psychology at Kent State University in Ohio, in an \u003ca href=\"http://anniemurphypaul.us2.list-manage.com/track/click?u=bc04df008d4705e4e77c2eb35&id=b71b3aa780&e=c73b114bbb\">article\u003c/a> just published in \u003cem>American Educator.\u003c/em> However, he continues, \"teaching students how to learn is as important as teaching them content, because acquiring both the right learning strategies and background knowledge is important—if not essential—for promoting lifelong learning.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Teaching students how to learn is as important as teaching them content.\" \u003c/aside>\n\u003cp>Research has found that students vary widely in what they know about how to learn, according to a team of educational researchers from Australia \u003ca href=\"http://anniemurphypaul.us2.list-manage.com/track/click?u=bc04df008d4705e4e77c2eb35&id=5610944124&e=c73b114bbb\">writing\u003c/a> last year in the journal \u003cem>Instructional\u003c/em> \u003cem>Science\u003c/em>. Most striking, low-achieving students show “substantial deficits” in their awareness of the cognitive and metacognitive strategies that lead to effective learning—suggesting that these students’ struggles may be due in part to a gap in their knowledge about how learning works.\u003c/p>\n\u003cp>Teaching students good learning strategies would ensure that they know how to acquire new knowledge, which leads to improved learning outcomes, writes lead author Helen Askell-Williams of Flinders University in Adelaide, Australia. And studies bear this out. Askell-Williams cites as one example a recent finding by \u003ca href=\"http://anniemurphypaul.us2.list-manage.com/track/click?u=bc04df008d4705e4e77c2eb35&id=a6a3184fb6&e=c73b114bbb\">PISA\u003c/a>, the Programme for International Student Assessment, which administers academic proficiency tests to students around the globe, and place American students in the mediocre middle. “Students who use appropriate strategies to understand and remember what they read, such as underlining important parts of the texts or discussing what they read with other people, perform at least 73 points higher in the PISA assessment—that is, one full proficiency level or nearly two full school years—than students who use these strategies the least,” the PISA report reads.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/what-kids-should-know-about-their-own-brains/\">What Students Should Know About Their Own Brains\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>In their own study, Askell-Williams and her coauthors took as their subjects 1,388 Australian high school students. They first administered an assessment to find out how much the students knew about cognitive and metacognitive learning strategies—and found that their familiarity with these tactics was “less than optimal.”\u003c/p>\n\u003cp>Students can assess their own awareness by asking themselves which of the following learning strategies they regularly use (the response to each item is ideally “yes”):\u003c/p>\n\u003cp>• I draw pictures or diagrams to help me understand this subject.\u003c/p>\n\u003cp>• I make up questions that I try to answer about this subject.\u003c/p>\n\u003cp>• When I am learning something new in this subject, I think back to what I already know about it.\u003c/p>\n\u003cp>• I discuss what I am doing in this subject with others.\u003c/p>\n\u003cp>• I practice things over and over until I know them well in this subject.\u003c/p>\n\u003cp>• I think about my thinking, to check if I understand the ideas in this subject.\u003c/p>\n\u003cp>• When I don’t understand something in this subject I go back over it again.\u003c/p>\n\u003cp>• I make a note of things that I don’t understand very well in this subject, so that I can follow them up.\u003c/p>\n\u003cp>• When I have finished an activity in this subject I look back to see how well I did.\u003c/p>\n\u003cp>• I organize my time to manage my learning in this subject.\u003c/p>\n\u003cp>• I make plans for how to do the activities in this subject.\u003c/p>\n\u003cp>Askell-Williams and her colleagues found that those students who used fewer of these strategies reported more difficulty coping with their schoolwork. For the second part of their study, they designed a series of proactive questions for teachers to drop into the lesson on a “just-in-time” basis—at the moments when students could use the prompting most. These questions, too, can be adopted by any parent or educator to make sure that children know not just what is to be learned, but how.\u003c/p>\n\u003cp>• What is the topic for today’s lesson?\u003c/p>\n\u003cp>• What will be important ideas in today’s lesson?\u003c/p>\n\u003cp>• What do you already know about this topic?\u003c/p>\n\u003cp>• What can you relate this to?\u003c/p>\n\u003cp>• What will you do to remember the key ideas?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>• Is there anything about this topic you don’t understand, or are not clear about?\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_31949\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/10154402@N03/5392183488/sizes/z/in/photolist-9dumhQ-6uYYxJ-6uUNHD-6uUNND-6uYYUs-6uYYDq-7LSoon-bgqcGz-aDsWrx-9QWLSM-7Y1aCz-6uUNqi-9gv5sp-esPvFw-esPy23-esPvfA-esPwWu-esLmip-esPxFG-esQdWm-esM7CD-esLJFr-esPP9L-esM2mD-esLPur-esNUd9-esLb3p-esPeEG-esNRH9-esLap8-esL7KV-esKXei-esL4WB-esKL4H-esNWWu-esKEp6-esPfdU-esP5nJ-esKYtP-esP3eq-esNSvh-esL6tt-esKGeH-esPgUJ-esNXvC-esKPS4-esPcqd-esPqdf-esNZLL-esPmUo-esLKdz/http://\">\u003cimg class=\"size-full wp-image-31949\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/5392183488_d9b0999e2a_z-e1381167312623.jpg\" alt=\"5392183488_d9b0999e2a_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/5392183488_d9b0999e2a_z-e1381167312623.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/5392183488_d9b0999e2a_z-e1381167312623-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/5392183488_d9b0999e2a_z-e1381167312623-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">What’s the key to effective learning? One intriguing body of research suggests a rather riddle-like answer: It’s not just what you know. It’s what you know about what you know.\u003c/p>\n\u003cp>To put it in more straightforward terms, anytime a student learns, he or she has to bring in two kinds of prior knowledge: knowledge about the subject at hand (say, mathematics or history) and knowledge about how learning works. Parents and educators are pretty good at imparting the first kind of knowledge. We’re comfortable talking about concrete information: names, dates, numbers, facts. But the guidance we offer on the act of learning itself—the “metacognitive” aspects of learning—is more hit-or-miss, and it shows.\u003c/p>\n\u003cp>In our schools, \"the emphasis is on \u003cem>what\u003c/em> students need to learn, whereas little emphasis—if any—is placed on training students \u003cem>how\u003c/em> they should go about learning the content and what skills will promote efficient studying to support robust learning,\" writes John Dunlosky, professor of psychology at Kent State University in Ohio, in an \u003ca href=\"http://anniemurphypaul.us2.list-manage.com/track/click?u=bc04df008d4705e4e77c2eb35&id=b71b3aa780&e=c73b114bbb\">article\u003c/a> just published in \u003cem>American Educator.\u003c/em> However, he continues, \"teaching students how to learn is as important as teaching them content, because acquiring both the right learning strategies and background knowledge is important—if not essential—for promoting lifelong learning.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Teaching students how to learn is as important as teaching them content.\" \u003c/aside>\n\u003cp>Research has found that students vary widely in what they know about how to learn, according to a team of educational researchers from Australia \u003ca href=\"http://anniemurphypaul.us2.list-manage.com/track/click?u=bc04df008d4705e4e77c2eb35&id=5610944124&e=c73b114bbb\">writing\u003c/a> last year in the journal \u003cem>Instructional\u003c/em> \u003cem>Science\u003c/em>. Most striking, low-achieving students show “substantial deficits” in their awareness of the cognitive and metacognitive strategies that lead to effective learning—suggesting that these students’ struggles may be due in part to a gap in their knowledge about how learning works.\u003c/p>\n\u003cp>Teaching students good learning strategies would ensure that they know how to acquire new knowledge, which leads to improved learning outcomes, writes lead author Helen Askell-Williams of Flinders University in Adelaide, Australia. And studies bear this out. Askell-Williams cites as one example a recent finding by \u003ca href=\"http://anniemurphypaul.us2.list-manage.com/track/click?u=bc04df008d4705e4e77c2eb35&id=a6a3184fb6&e=c73b114bbb\">PISA\u003c/a>, the Programme for International Student Assessment, which administers academic proficiency tests to students around the globe, and place American students in the mediocre middle. “Students who use appropriate strategies to understand and remember what they read, such as underlining important parts of the texts or discussing what they read with other people, perform at least 73 points higher in the PISA assessment—that is, one full proficiency level or nearly two full school years—than students who use these strategies the least,” the PISA report reads.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/what-kids-should-know-about-their-own-brains/\">What Students Should Know About Their Own Brains\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>In their own study, Askell-Williams and her coauthors took as their subjects 1,388 Australian high school students. They first administered an assessment to find out how much the students knew about cognitive and metacognitive learning strategies—and found that their familiarity with these tactics was “less than optimal.”\u003c/p>\n\u003cp>Students can assess their own awareness by asking themselves which of the following learning strategies they regularly use (the response to each item is ideally “yes”):\u003c/p>\n\u003cp>• I draw pictures or diagrams to help me understand this subject.\u003c/p>\n\u003cp>• I make up questions that I try to answer about this subject.\u003c/p>\n\u003cp>• When I am learning something new in this subject, I think back to what I already know about it.\u003c/p>\n\u003cp>• I discuss what I am doing in this subject with others.\u003c/p>\n\u003cp>• I practice things over and over until I know them well in this subject.\u003c/p>\n\u003cp>• I think about my thinking, to check if I understand the ideas in this subject.\u003c/p>\n\u003cp>• When I don’t understand something in this subject I go back over it again.\u003c/p>\n\u003cp>• I make a note of things that I don’t understand very well in this subject, so that I can follow them up.\u003c/p>\n\u003cp>• When I have finished an activity in this subject I look back to see how well I did.\u003c/p>\n\u003cp>• I organize my time to manage my learning in this subject.\u003c/p>\n\u003cp>• I make plans for how to do the activities in this subject.\u003c/p>\n\u003cp>Askell-Williams and her colleagues found that those students who used fewer of these strategies reported more difficulty coping with their schoolwork. For the second part of their study, they designed a series of proactive questions for teachers to drop into the lesson on a “just-in-time” basis—at the moments when students could use the prompting most. These questions, too, can be adopted by any parent or educator to make sure that children know not just what is to be learned, but how.\u003c/p>\n\u003cp>• What is the topic for today’s lesson?\u003c/p>\n\u003cp>• What will be important ideas in today’s lesson?\u003c/p>\n\u003cp>• What do you already know about this topic?\u003c/p>\n\u003cp>• What can you relate this to?\u003c/p>\n\u003cp>• What will you do to remember the key ideas?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>• Is there anything about this topic you don’t understand, or are not clear about?\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_31852\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6659984663/in/photolist-b9wapM-b9wosM-b9wsuz-b9wuba-dD6mMG-8hVBVA-b9wCVn-b9wzna-b9wY7D-b9wdVk-b9wSNz-b9wZD8-b9wTH2-b9wEsv-b9whT4-b9wRmt-b9we8T-b9wTa4-b9wAEF-b9wX5k-b9wXLz-b9wN8k-b9wTmg-b9wLiM-b9wpfH-b9wyB6-b9wrgr-b9wZck-b9wiQD-b9wPu6-b9wcZz-b9whbr-b9wtkH-b9wv22-b9wKpx-b9wNJp-b9wEfK-b9wAQD-b9wnFZ-b9wevk-b9w9A2-b9wFbv-b9w8wT-b9wPk2-b9wfxp-b9wkkk-b9wNmP-b9wFkx-b9w87P-b9wjnP-b9wqra\">\u003cimg class=\"size-full wp-image-31852\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/filters300.jpg\" alt=\"filters300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/filters300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/filters300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/filters300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"flickingerbrad/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">It's becoming less and less effective to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">block students from websites\u003c/a>. When Los Angeles Unified \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/why-l-a-s-ipad-rollout-was-doomed/\">rolled out its one-to-one iPad program,\u003c/a> administrators expected to be able to control how students used them both in school and at home. But, not surprisingly, kids are resourceful and students quickly found ways around the security, prompting the district to require students to turn over the devices.\u003c/p>\n\u003cp>Students live in an information-saturated world. Rather than shielding them from the digital world, many agree the most effective way to keep them safe and using the internet responsibly as a learning tool is to teach them how to be their own filters. That’s not only a life skill, but one that’s important when researching. Older kids, especially, have the capacity to learn how to decide which online sources can be trusted and why.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If we are not teaching the kids to use the web as a vehicle for enhancing learning and teaching them to be the filter, that’s a dereliction of duty.\" \u003c/aside>\n\u003cp>A key to making sure good practices stick is to teach research skills when kids need them. “If it’s not embedded with instruction it will have no relevance to the learner,” said Michelle Luhtala, Library Department Chair at \u003ca href=\"http://www.newcanaan.k12.ct.us/education/components/scrapbook/default.php?sectiondetailid=19933&\">New Canaan High School\u003c/a> in Connecticut during an \u003ca href=\"http://home.edweb.net/\">edWeb\u003c/a> webinar (who also leads \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/what-to-do-if-your-school-bans-a-useful-website/\">Banned Website Awareness Day\u003c/a>). She doesn’t swoop into a sophomore history class and guest lecture on how to research on the web. “If it’s taught separately, in isolation from the content, I don’t think the kids are going to take the learning seriously,” Luhtala said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/building-good-search-skills-what-students-need-to-know/\">Building Good Search Skills: What Students Need to Know\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>While they're learning to be good researchers, students will also be solidifying key Common Core competencies, like the ability to integrate knowledge, identify truthful reasoning, and use evidence to make a point.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“If we are not teaching the kids to use the web as a vehicle for enhancing learning and teaching them to be the filter, that’s a dereliction of duty,” Luhtala said. One good way to put students through a meaningful, rigorous experience of analyzing source validity is with an annotated bibliography. Students have to not only summarize the source’s importance, but also evaluate its validity. Here are some data points Luhtala teaches students to identify.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Identifying features:\u003c/strong> maps, graphs, documents, reprints etc.\u003c/li>\n\u003cli>\u003cstrong>Scope:\u003c/strong> Is the source broad like an encyclopedia entry or does it go deeply into a subject? When researching, start broad and narrow along the way.\u003c/li>\n\u003cli>\u003cstrong>Sources:\u003c/strong> Does the article references where the information came from?\u003c/li>\n\u003cli>\u003cstrong>Reliable:\u003c/strong> What’s a legitimate news source? Look for clues in layout, author biography, labels on the page that would indicate if it’s opinion or reported work.\u003c/li>\n\u003cli>\u003cstrong>Currency:\u003c/strong> How recent is the work? Does that date matter for the purposes of the project?\u003c/li>\n\u003cli>\u003cstrong>Comparison: \u003c/strong>Can the information be compared to other sources?\u003c/li>\n\u003cli>\u003cstrong>Authority:\u003c/strong> Is the author really an expert? What clues from their bio would indicate if the author has a specific bias? Did he or she get paid to write the article? That can be a good indicator of bias.\u003c/li>\n\u003cli>\u003cstrong>Audience:\u003c/strong> Discern who the article is written for and that will help determine its purpose and perhaps its bias.\u003c/li>\n\u003cli>\u003cstrong>Viewpoint:\u003c/strong> Different viewpoints have varying degrees of validity. There are times when one viewpoint should perhaps be given more weight than another.\u003c/li>\n\u003cli>\u003cstrong>Purpose:\u003c/strong> Was it written to promote something?\u003c/li>\n\u003cli>\u003cstrong>Conclusion:\u003c/strong> What conclusions did the author draw?\u003c/li>\n\u003cli>\u003cstrong>Relevance:\u003c/strong> Is the source relevant to the research needs?\u003c/li>\n\u003c/ul>\n\u003cp>Additionally, Luhtala pushes her students to think carefully about the layout of various websites, especially news sources. Sometimes it can be hard to determine if an article is a book review, op-ed, reported article or even something self-promotional. “You cannot just accept an article at face value without clicking to figure out who wrote the article,” Luhtala said. She pushes students to identify whether a given text is anecdote, fact, opinion or research and asks them to pay attention to the language to determine whether something leans towards conservative or liberal views.\u003c/p>\n\u003cp>New Canaan High School allows students to use sites like Facebook, YouTube and Twitter. Student \u003ca href=\"http://ww2.kqed.org/mindshift/?s=BYOD\">mobile devices are also considered learning tools\u003c/a>. That works because of a culture of trust and responsibility the school has developed. Freshmen watch a welcome video on their first day with the message “We Trust You.”\u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=yIZ48MQIp48]\u003c/p>\n\u003cp>Freshmen also kick off their first year of high school with a rigorous, self-directed, collaborative research boot camp project. The project includes 101 steps to develop good research habits at the beginning of their high school career. “It’s a baseline review for them and it helps me know what they know and they don’t know,” Luhtala said. The library also has its own Google Voice phone number that students can text or call with questions at any time of the day. “I’ve never ever had an inappropriate text,” she said, noting that the school has more than 1,300 kids. “It’s a message that learning does not stop after 3pm.”\u003c/p>\n\u003cp>Luhtala also uses data strategically to make sure the messages about researching are hitting home. She uses an online version of the Currency, Relevance, Authority, Accuracy, and Purpose (\u003ca href=\"http://libguides.library.ncat.edu/content.php?pid=53820&sid=394505\">CRAAP) test\u003c/a> to quickly evaluate all the high school students. She sets up a QR code that goes to the test, students fill it out on their phones in five to 10 minutes, and she has a complete record of what students understand well and what she needs to re-teach.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“If you set the expectations really high it’s amazing what they can generate,” Luhtala said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_31852\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6659984663/in/photolist-b9wapM-b9wosM-b9wsuz-b9wuba-dD6mMG-8hVBVA-b9wCVn-b9wzna-b9wY7D-b9wdVk-b9wSNz-b9wZD8-b9wTH2-b9wEsv-b9whT4-b9wRmt-b9we8T-b9wTa4-b9wAEF-b9wX5k-b9wXLz-b9wN8k-b9wTmg-b9wLiM-b9wpfH-b9wyB6-b9wrgr-b9wZck-b9wiQD-b9wPu6-b9wcZz-b9whbr-b9wtkH-b9wv22-b9wKpx-b9wNJp-b9wEfK-b9wAQD-b9wnFZ-b9wevk-b9w9A2-b9wFbv-b9w8wT-b9wPk2-b9wfxp-b9wkkk-b9wNmP-b9wFkx-b9w87P-b9wjnP-b9wqra\">\u003cimg class=\"size-full wp-image-31852\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/filters300.jpg\" alt=\"filters300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/filters300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/filters300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/filters300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"flickingerbrad/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">It's becoming less and less effective to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">block students from websites\u003c/a>. When Los Angeles Unified \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/why-l-a-s-ipad-rollout-was-doomed/\">rolled out its one-to-one iPad program,\u003c/a> administrators expected to be able to control how students used them both in school and at home. But, not surprisingly, kids are resourceful and students quickly found ways around the security, prompting the district to require students to turn over the devices.\u003c/p>\n\u003cp>Students live in an information-saturated world. Rather than shielding them from the digital world, many agree the most effective way to keep them safe and using the internet responsibly as a learning tool is to teach them how to be their own filters. That’s not only a life skill, but one that’s important when researching. Older kids, especially, have the capacity to learn how to decide which online sources can be trusted and why.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If we are not teaching the kids to use the web as a vehicle for enhancing learning and teaching them to be the filter, that’s a dereliction of duty.\" \u003c/aside>\n\u003cp>A key to making sure good practices stick is to teach research skills when kids need them. “If it’s not embedded with instruction it will have no relevance to the learner,” said Michelle Luhtala, Library Department Chair at \u003ca href=\"http://www.newcanaan.k12.ct.us/education/components/scrapbook/default.php?sectiondetailid=19933&\">New Canaan High School\u003c/a> in Connecticut during an \u003ca href=\"http://home.edweb.net/\">edWeb\u003c/a> webinar (who also leads \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/what-to-do-if-your-school-bans-a-useful-website/\">Banned Website Awareness Day\u003c/a>). She doesn’t swoop into a sophomore history class and guest lecture on how to research on the web. “If it’s taught separately, in isolation from the content, I don’t think the kids are going to take the learning seriously,” Luhtala said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/building-good-search-skills-what-students-need-to-know/\">Building Good Search Skills: What Students Need to Know\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>While they're learning to be good researchers, students will also be solidifying key Common Core competencies, like the ability to integrate knowledge, identify truthful reasoning, and use evidence to make a point.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“If we are not teaching the kids to use the web as a vehicle for enhancing learning and teaching them to be the filter, that’s a dereliction of duty,” Luhtala said. One good way to put students through a meaningful, rigorous experience of analyzing source validity is with an annotated bibliography. Students have to not only summarize the source’s importance, but also evaluate its validity. Here are some data points Luhtala teaches students to identify.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Identifying features:\u003c/strong> maps, graphs, documents, reprints etc.\u003c/li>\n\u003cli>\u003cstrong>Scope:\u003c/strong> Is the source broad like an encyclopedia entry or does it go deeply into a subject? When researching, start broad and narrow along the way.\u003c/li>\n\u003cli>\u003cstrong>Sources:\u003c/strong> Does the article references where the information came from?\u003c/li>\n\u003cli>\u003cstrong>Reliable:\u003c/strong> What’s a legitimate news source? Look for clues in layout, author biography, labels on the page that would indicate if it’s opinion or reported work.\u003c/li>\n\u003cli>\u003cstrong>Currency:\u003c/strong> How recent is the work? Does that date matter for the purposes of the project?\u003c/li>\n\u003cli>\u003cstrong>Comparison: \u003c/strong>Can the information be compared to other sources?\u003c/li>\n\u003cli>\u003cstrong>Authority:\u003c/strong> Is the author really an expert? What clues from their bio would indicate if the author has a specific bias? Did he or she get paid to write the article? That can be a good indicator of bias.\u003c/li>\n\u003cli>\u003cstrong>Audience:\u003c/strong> Discern who the article is written for and that will help determine its purpose and perhaps its bias.\u003c/li>\n\u003cli>\u003cstrong>Viewpoint:\u003c/strong> Different viewpoints have varying degrees of validity. There are times when one viewpoint should perhaps be given more weight than another.\u003c/li>\n\u003cli>\u003cstrong>Purpose:\u003c/strong> Was it written to promote something?\u003c/li>\n\u003cli>\u003cstrong>Conclusion:\u003c/strong> What conclusions did the author draw?\u003c/li>\n\u003cli>\u003cstrong>Relevance:\u003c/strong> Is the source relevant to the research needs?\u003c/li>\n\u003c/ul>\n\u003cp>Additionally, Luhtala pushes her students to think carefully about the layout of various websites, especially news sources. Sometimes it can be hard to determine if an article is a book review, op-ed, reported article or even something self-promotional. “You cannot just accept an article at face value without clicking to figure out who wrote the article,” Luhtala said. She pushes students to identify whether a given text is anecdote, fact, opinion or research and asks them to pay attention to the language to determine whether something leans towards conservative or liberal views.\u003c/p>\n\u003cp>New Canaan High School allows students to use sites like Facebook, YouTube and Twitter. Student \u003ca href=\"http://ww2.kqed.org/mindshift/?s=BYOD\">mobile devices are also considered learning tools\u003c/a>. That works because of a culture of trust and responsibility the school has developed. Freshmen watch a welcome video on their first day with the message “We Trust You.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/yIZ48MQIp48'\n title='//www.youtube.com/embed/yIZ48MQIp48'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Freshmen also kick off their first year of high school with a rigorous, self-directed, collaborative research boot camp project. The project includes 101 steps to develop good research habits at the beginning of their high school career. “It’s a baseline review for them and it helps me know what they know and they don’t know,” Luhtala said. The library also has its own Google Voice phone number that students can text or call with questions at any time of the day. “I’ve never ever had an inappropriate text,” she said, noting that the school has more than 1,300 kids. “It’s a message that learning does not stop after 3pm.”\u003c/p>\n\u003cp>Luhtala also uses data strategically to make sure the messages about researching are hitting home. She uses an online version of the Currency, Relevance, Authority, Accuracy, and Purpose (\u003ca href=\"http://libguides.library.ncat.edu/content.php?pid=53820&sid=394505\">CRAAP) test\u003c/a> to quickly evaluate all the high school students. She sets up a QR code that goes to the test, students fill it out on their phones in five to 10 minutes, and she has a complete record of what students understand well and what she needs to re-teach.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“If you set the expectations really high it’s amazing what they can generate,” Luhtala said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "The Key to Empowering Educators? True Collaboration",
"title": "The Key to Empowering Educators? True Collaboration",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cimg class=\"alignright size-large wp-image-31808\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/137330132-e1380685863233.jpg\" alt=\"137330132\" width=\"635\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/137330132-e1380685863233.jpg 635w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/137330132-e1380685863233-400x227.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/137330132-e1380685863233-320x181.jpg 320w\" sizes=\"(max-width: 635px) 100vw, 635px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Educators around the world are making a special effort to connect with one another around resources and collaborative opportunities during October, \u003ca href=\"http://connectededucators.org/\">Connected Educator Month\u003c/a>. It’s a time to share ideas, remember that there are others that think alike and find the inspiration to continue to do the tough work of experimenting with teaching strategies that stretch both learners and educators.\u003c/p>\n\u003cp>A key theme this year is how to move from merely connecting with other educators into collaborations that push pedagogy and the education conversation forward. A panel of educators who’ve made this kind of connection and collaboration the center of their work discussed the challenges posed by the current American education system and helped present a dream for what truly collaborative learning could look like.\u003c/p>\n\u003cp>“When new technology comes out, our first efforts to use it are for what we already do,” said \u003ca href=\"http://www.macfound.org/about/people/177/\">Connie Yowel\u003c/a>l, director of education for U.S. programs at the MacArthur Foundation. “So a lot of what we've done in traditional education is to put content up online.” Yowell argues that using technology to push the same kinds of content that have been used for decades isn’t actually innovative.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Through connection and collaboration teachers can start down a learning path that parallels the one they try to create for students.\u003c/aside>\n\u003cp>“It has to be about a shared interest and it has to be about making, producing and creating,” she said. “The places that we’ve seen it happen most effectively are places where it’s a shared purpose or interest amongst a group of peers.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The dichotomy she describes is a lot like the conceptual move from merely connecting with other educators to collaborating on specific projects. The internet has greatly enhanced educators’ capacity to connect with one another, something that only used to happen during professional development or at conferences. But taking that ability to the next level, using it to innovate and produce something new, would mean collaborating beyond districts or even national boundaries.\u003c/p>\n\u003cp>“Our students have been often rendered as consumers of information, rather than collaborators and creators of information,” said \u003ca href=\"http://zhaolearning.com/2009/08/06/96/\">Yong Zhao\u003c/a>, director of the Institute for Global and Online Education in the College of Education at University of Oregon. “We want students to create genuine, authentic products for each other.” In many ways Zhao’s vision of learning applies to educators as well as students. Through connection and collaboration teachers can start down a learning path that parallels the one they try to create for students.\u003c/p>\n\u003cp>“It is about how you as an adult help a learner create their own need to know so they are on a learning path with you, so they have a motivation that is connected to a shared interest,” said Yowell. She has seen this approach work well in schools that are constructed around “quests” or “missions” that students care about, often projects that affect their own communities. Within the framework of a quest, standards and knowledge can be thoughtfully embedded without disturbing the learner-driven pedagogy.\u003c/p>\n\u003cp>“It’s not learning a set of stuff that’s the curriculum,” said \u003ca href=\"http://marcprensky.com/about-marc/\">Marc Prensky\u003c/a>, speaker, writer and education consultant. “We are going very quickly away from that. It’s learning a set of skills. And therefore the teacher becomes not the person who gives you information or helps you learn, rather they are more like a sports coach that helps you become.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/can-twitter-replace-traditional-professional-development/\">Can Twitter Replace Traditional Professional Development?\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>One way Zhao envisions this type of collaborative learning is as a personalized learning ecosystem. Many college students already create a type of ecosystem by seeking out the most helpful professors, the best libraries, peer tutors and even social spaces. If K-12 education was envisioned in much the same way it could be more learner-directed with teachers acting as coaches and resources along the learning path. And for Zhao, it’s important to think of that ecosystem in a global context. Teachers and students from around the world can learn from one another, share lessons, best practices and even policy solutions.\u003c/p>\n\u003cp>But to move in the direction of a learning ecosystem, or Yowell's definition of personalized learning, educators on the leading-edge of this work may need to redefine learning outcomes. Zhao cautions that if every new idea is justified using the requirements of an old system then it can never break free and realize its full potential.\u003c/p>\n\u003ch4>\u003cstrong>TAKING A CHANCE\u003c/strong>\u003c/h4>\n\u003cp>\u003ca href=\"http://www.iste.org/about-iste/governance/board-of-directors/kecia-campbell-ray\">Kecia Ray\u003c/a>, executive director of learning technology for Metro Nashville Public Schools brought an in-district perspective to the discussion. According to her, teachers need two things to be convinced to take risks in the classroom: an understanding of how those risks will affect their evaluations and enough trust with students, parents and administrators to step out on a limb. She also said there are a lot of practical things like seat time requirements, textbook funding and other logistical policies that stand in the way of teachers experimenting with letting students become co-collaborators, creators and producers of new and authentic work.\u003c/p>\n\u003cp>“The collaboration is so significant for transformation that it cannot be underestimated,” Ray said. In her schools, if even a few educators can be convinced to take risks associated with blended learning or incorporating technology into their pedagogy, others follow. Collaboration helps educators feel that they are part of a movement, not alone and stuck. Supportive administrators are another key ingredient, remaining steadfast behind the teacher even when an experiment fails.\u003c/p>\n\u003cp>Many panelists acknowledged that the current U.S educational system has become so focused on standards, accountability and testing that there is very little room to use technology in the generative way that Yowell, Prensky and Zhao advocate. That’s why many of the education technology tools on the market place pander to the current, limited model.\u003c/p>\n\u003cp>“We have wonderfully inspired teachers and a whole set of tools and possibilities that we've never had before, but a bureaucratic system that’s preventing growth and opportunity,” Yowell said. She suggests trying out technology and its creative potential in more informal learning environments where the stakes for teachers aren't as high. Once educators are more comfortable with students as creators and producer, they might have better success integrating those approaches into the classroom.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We’re beginning to sense the need for an empowerment movement so that teachers can take charge of the learning environments that we’re talking about,” Prensky said. He believes this work will start from the ground up, growing in power until education policymakers can’t help but pay attention.\u003c/p>\n\n",
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"excerpt": "For Connected Educators Month, a key theme this year is how to move from merely connecting with other educators into collaborations that push pedagogy and the education conversation forward. A panel of educators who’ve made this kind of connection and collaboration the center of their work discussed the challenges posed by the current American education system and helped present a dream for what truly collaborative learning could look like.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"alignright size-large wp-image-31808\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/137330132-e1380685863233.jpg\" alt=\"137330132\" width=\"635\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/137330132-e1380685863233.jpg 635w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/137330132-e1380685863233-400x227.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/137330132-e1380685863233-320x181.jpg 320w\" sizes=\"(max-width: 635px) 100vw, 635px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Educators around the world are making a special effort to connect with one another around resources and collaborative opportunities during October, \u003ca href=\"http://connectededucators.org/\">Connected Educator Month\u003c/a>. It’s a time to share ideas, remember that there are others that think alike and find the inspiration to continue to do the tough work of experimenting with teaching strategies that stretch both learners and educators.\u003c/p>\n\u003cp>A key theme this year is how to move from merely connecting with other educators into collaborations that push pedagogy and the education conversation forward. A panel of educators who’ve made this kind of connection and collaboration the center of their work discussed the challenges posed by the current American education system and helped present a dream for what truly collaborative learning could look like.\u003c/p>\n\u003cp>“When new technology comes out, our first efforts to use it are for what we already do,” said \u003ca href=\"http://www.macfound.org/about/people/177/\">Connie Yowel\u003c/a>l, director of education for U.S. programs at the MacArthur Foundation. “So a lot of what we've done in traditional education is to put content up online.” Yowell argues that using technology to push the same kinds of content that have been used for decades isn’t actually innovative.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Through connection and collaboration teachers can start down a learning path that parallels the one they try to create for students.\u003c/aside>\n\u003cp>“It has to be about a shared interest and it has to be about making, producing and creating,” she said. “The places that we’ve seen it happen most effectively are places where it’s a shared purpose or interest amongst a group of peers.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The dichotomy she describes is a lot like the conceptual move from merely connecting with other educators to collaborating on specific projects. The internet has greatly enhanced educators’ capacity to connect with one another, something that only used to happen during professional development or at conferences. But taking that ability to the next level, using it to innovate and produce something new, would mean collaborating beyond districts or even national boundaries.\u003c/p>\n\u003cp>“Our students have been often rendered as consumers of information, rather than collaborators and creators of information,” said \u003ca href=\"http://zhaolearning.com/2009/08/06/96/\">Yong Zhao\u003c/a>, director of the Institute for Global and Online Education in the College of Education at University of Oregon. “We want students to create genuine, authentic products for each other.” In many ways Zhao’s vision of learning applies to educators as well as students. Through connection and collaboration teachers can start down a learning path that parallels the one they try to create for students.\u003c/p>\n\u003cp>“It is about how you as an adult help a learner create their own need to know so they are on a learning path with you, so they have a motivation that is connected to a shared interest,” said Yowell. She has seen this approach work well in schools that are constructed around “quests” or “missions” that students care about, often projects that affect their own communities. Within the framework of a quest, standards and knowledge can be thoughtfully embedded without disturbing the learner-driven pedagogy.\u003c/p>\n\u003cp>“It’s not learning a set of stuff that’s the curriculum,” said \u003ca href=\"http://marcprensky.com/about-marc/\">Marc Prensky\u003c/a>, speaker, writer and education consultant. “We are going very quickly away from that. It’s learning a set of skills. And therefore the teacher becomes not the person who gives you information or helps you learn, rather they are more like a sports coach that helps you become.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/can-twitter-replace-traditional-professional-development/\">Can Twitter Replace Traditional Professional Development?\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>One way Zhao envisions this type of collaborative learning is as a personalized learning ecosystem. Many college students already create a type of ecosystem by seeking out the most helpful professors, the best libraries, peer tutors and even social spaces. If K-12 education was envisioned in much the same way it could be more learner-directed with teachers acting as coaches and resources along the learning path. And for Zhao, it’s important to think of that ecosystem in a global context. Teachers and students from around the world can learn from one another, share lessons, best practices and even policy solutions.\u003c/p>\n\u003cp>But to move in the direction of a learning ecosystem, or Yowell's definition of personalized learning, educators on the leading-edge of this work may need to redefine learning outcomes. Zhao cautions that if every new idea is justified using the requirements of an old system then it can never break free and realize its full potential.\u003c/p>\n\u003ch4>\u003cstrong>TAKING A CHANCE\u003c/strong>\u003c/h4>\n\u003cp>\u003ca href=\"http://www.iste.org/about-iste/governance/board-of-directors/kecia-campbell-ray\">Kecia Ray\u003c/a>, executive director of learning technology for Metro Nashville Public Schools brought an in-district perspective to the discussion. According to her, teachers need two things to be convinced to take risks in the classroom: an understanding of how those risks will affect their evaluations and enough trust with students, parents and administrators to step out on a limb. She also said there are a lot of practical things like seat time requirements, textbook funding and other logistical policies that stand in the way of teachers experimenting with letting students become co-collaborators, creators and producers of new and authentic work.\u003c/p>\n\u003cp>“The collaboration is so significant for transformation that it cannot be underestimated,” Ray said. In her schools, if even a few educators can be convinced to take risks associated with blended learning or incorporating technology into their pedagogy, others follow. Collaboration helps educators feel that they are part of a movement, not alone and stuck. Supportive administrators are another key ingredient, remaining steadfast behind the teacher even when an experiment fails.\u003c/p>\n\u003cp>Many panelists acknowledged that the current U.S educational system has become so focused on standards, accountability and testing that there is very little room to use technology in the generative way that Yowell, Prensky and Zhao advocate. That’s why many of the education technology tools on the market place pander to the current, limited model.\u003c/p>\n\u003cp>“We have wonderfully inspired teachers and a whole set of tools and possibilities that we've never had before, but a bureaucratic system that’s preventing growth and opportunity,” Yowell said. She suggests trying out technology and its creative potential in more informal learning environments where the stakes for teachers aren't as high. Once educators are more comfortable with students as creators and producer, they might have better success integrating those approaches into the classroom.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We’re beginning to sense the need for an empowerment movement so that teachers can take charge of the learning environments that we’re talking about,” Prensky said. He believes this work will start from the ground up, growing in power until education policymakers can’t help but pay attention.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_31779\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/cuyahogajco/5705499210/sizes/z/in/photolist-9Gbb93-e2eBjU-ahkQn5-ferxho-7B3zPE-soGjr-6jWysd-4DjDNv-7qc4hm-3bnKUA-7qc5KY-dS7nEk-dxKymD-ddR5z3-bqV7Ar-bqV6Pp-6DX1qB-3rS64R-5BLZgw-52cvoS-dScXJL-7Cwed7-dabift-dabiRY-dabiDX-dabiHG-gd2ePU-6JuS6Y-8JNqki-bFxg4R-5Txgvn-yq6f-7N6QHS-fEvi3W-8c8WuP-bqV6bM-4JpuGu-3mQQNe-6QcqTm-862r4Z-6oiEx6-6WDt9-bmAcJJ-3g5GUE-aj8tGX-5m9soa-6nvwKM-5592KK-9MPKHk-evvZ7-ftSpa2/\">\u003cimg class=\"size-full wp-image-31779\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/5705499210_63f118becc_z-e1380648792289.jpg\" alt=\"5705499210_63f118becc_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/5705499210_63f118becc_z-e1380648792289.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/5705499210_63f118becc_z-e1380648792289-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/5705499210_63f118becc_z-e1380648792289-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"Flickr: Cuyahoga jco\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Math has a bad rap, writes math professor Manil Suri in a \u003ca href=\"http://www.nytimes.com/2013/09/16/opinion/how-to-fall-in-love-with-math.html?_r=0\">recent New York Times op-ed\u003c/a>, and would be better geared to students as a playful and stimulating subject of ideas. Unfortunately, that’s not at all what our culture currently embraces.\u003c/p>\n\u003cp>“Sadly, few avenues exist in our society to expose us to mathematical beauty,” Suri writes. “In schools, as I’ve heard several teachers lament, the opportunity to immerse students in interesting mathematical ideas is usually jettisoned to make more time for testing and arithmetic drills. The subject rarely appears in the news media or the cultural arena.”\u003c/p>\n\u003cp dir=\"ltr\">While research suggests that \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-do-you-spark-a-love-of-math-in-kids/\">improving self-efficacy and providing math-positive role models\u003c/a> can help spark interest and stave off \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/how-to-deal-with-kids-math-anxiety/\">math anxiety\u003c/a>, what some mathematicians and teachers are looking for reaches beyond surviving or tolerating math class, but helping connect students to mathematics beauty. Suri wants students to \"fall in love\" with math, and suggests that maybe our entire approach to math is upside down, and deserves to be righted.\u003c/p>\n\u003cp dir=\"ltr\">But how does a person fall in love with math? For too many, math class conjures up anxious worksheets filled with rows of unanswered problems. Students go along, seeming to perform the steps required -- plug in the formulas, solve for x -- without ever understanding what they’re doing, or why.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We have defined math rather narrowly in the U.S. to mean memorizing procedures and performing them accurately and quickly.”\u003c/aside>\n\u003cp dir=\"ltr\">Cornell Math Professor and \u003cem>New York Times\u003c/em> columnist Steven Strogatz, author of \u003ca href=\"http://www.amazon.com/The-Joy-Guided-Tour-Infinity/dp/0547517653\">The Joy of x\u003c/a>, said much of middle and high school math curriculum (which covers not basic arithmetic, but higher math) doesn’t appeal to students’ hearts, instead offering answers to questions that kids would never ask -- which he calls “the definition of boredom.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“When people want to learn about music, they’ve reacted to it, they love it and naturally want to learn more about it. They have their own questions,” Strogatz said. When introducing higher math to a group of curious young students, he suggests first “showing them math’s greatest hits” and allowing them to become fascinated; students then naturally come up with their own questions. Suri was on the right track, Strogatz said, when he suggested students learn something like the \u003ca href=\"http://www.youtube.com/watch?v=yAKUDnloQqo\">origin of numbers\u003c/a> -- because the first step is falling in love with the mathematical ideas behind the formulas and procedures.\u003c/p>\n\u003cp dir=\"ltr\">Strogatz acknowledges that grasping the concepts of higher math can pave the way to many wonderful careers -- many in the popular and highly needed STEM fields. But rationalizing to students that math improves reasoning skills or that “you’ll need it in the real world” are two strategies doomed to fail, he said, because they not-so-subtly suggest that math isn’t worth learning for its own sake, but parallels something more akin to “mental push-ups.”\u003c/p>\n\u003cp dir=\"ltr\">“Have you ever asked why you need music?” Strogatz said. “You don’t need music. It’s nice to know about music. Why do you need to look at Picasso?” Perhaps when presented first as the story of how the universe works, math \u003cem>can\u003c/em> become beautiful.\u003c/p>\n\u003cp dir=\"ltr\" style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/important-facts-to-know-about-learning-math/\">Important Facts About Teaching Math\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp dir=\"ltr\">Grabbing students’ hearts, however, is only the first step to falling in love with math. High school math teacher Dan Meyer realized his algebra classes needed a makeover, the subject of an inspiring \u003ca href=\"http://www.ted.com/talks/dan_meyer_math_curriculum_makeover.html\">TED talk\u003c/a> in which Meyer takes a larger look at how math is taught. “We have defined math rather narrowly in the U.S. to mean memorizing procedures and performing them accurately and quickly,” he said. “Those are certainly important parts of mathematics, but they aren't the only parts, or even the most important parts. We need to define math to include skills like prediction, argumentation, and systematic thinking. These are important skills to have whether you go into a STEM field or not.”\u003c/p>\n\u003cp>Instead of trying to make math less boring by inserting more interesting, youthful details, said Meyer, like “‘Justin Bieber’ or loosely pasting real-world contexts into word problems from the 1960s,” math needs to be accessible far more than it needs to be relevant. One large part of providing access to math concepts, he said, is helping students understand that math makes sense with or without the teacher, and that students can create and solve new problems without a textbook.\u003c/p>\n\u003cp>But would he go so far to try and convince his high school students that math is beautiful? “Math involves creation,” Meyer said. “You can add up different sets of numbers or attach different kinds of shapes together and create theories about the patterns you're seeing. Math is personal. Those theories and how you express them is personal to you. ‘Beautiful’ is the sort of word that makes a lot of people who do math for a living seem crazy to those who don't, but when you're creating something that's personal to you, I suppose that's rather beautiful.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_31779\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/cuyahogajco/5705499210/sizes/z/in/photolist-9Gbb93-e2eBjU-ahkQn5-ferxho-7B3zPE-soGjr-6jWysd-4DjDNv-7qc4hm-3bnKUA-7qc5KY-dS7nEk-dxKymD-ddR5z3-bqV7Ar-bqV6Pp-6DX1qB-3rS64R-5BLZgw-52cvoS-dScXJL-7Cwed7-dabift-dabiRY-dabiDX-dabiHG-gd2ePU-6JuS6Y-8JNqki-bFxg4R-5Txgvn-yq6f-7N6QHS-fEvi3W-8c8WuP-bqV6bM-4JpuGu-3mQQNe-6QcqTm-862r4Z-6oiEx6-6WDt9-bmAcJJ-3g5GUE-aj8tGX-5m9soa-6nvwKM-5592KK-9MPKHk-evvZ7-ftSpa2/\">\u003cimg class=\"size-full wp-image-31779\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/5705499210_63f118becc_z-e1380648792289.jpg\" alt=\"5705499210_63f118becc_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/5705499210_63f118becc_z-e1380648792289.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/5705499210_63f118becc_z-e1380648792289-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/5705499210_63f118becc_z-e1380648792289-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"Flickr: Cuyahoga jco\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Math has a bad rap, writes math professor Manil Suri in a \u003ca href=\"http://www.nytimes.com/2013/09/16/opinion/how-to-fall-in-love-with-math.html?_r=0\">recent New York Times op-ed\u003c/a>, and would be better geared to students as a playful and stimulating subject of ideas. Unfortunately, that’s not at all what our culture currently embraces.\u003c/p>\n\u003cp>“Sadly, few avenues exist in our society to expose us to mathematical beauty,” Suri writes. “In schools, as I’ve heard several teachers lament, the opportunity to immerse students in interesting mathematical ideas is usually jettisoned to make more time for testing and arithmetic drills. The subject rarely appears in the news media or the cultural arena.”\u003c/p>\n\u003cp dir=\"ltr\">While research suggests that \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-do-you-spark-a-love-of-math-in-kids/\">improving self-efficacy and providing math-positive role models\u003c/a> can help spark interest and stave off \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/how-to-deal-with-kids-math-anxiety/\">math anxiety\u003c/a>, what some mathematicians and teachers are looking for reaches beyond surviving or tolerating math class, but helping connect students to mathematics beauty. Suri wants students to \"fall in love\" with math, and suggests that maybe our entire approach to math is upside down, and deserves to be righted.\u003c/p>\n\u003cp dir=\"ltr\">But how does a person fall in love with math? For too many, math class conjures up anxious worksheets filled with rows of unanswered problems. Students go along, seeming to perform the steps required -- plug in the formulas, solve for x -- without ever understanding what they’re doing, or why.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We have defined math rather narrowly in the U.S. to mean memorizing procedures and performing them accurately and quickly.”\u003c/aside>\n\u003cp dir=\"ltr\">Cornell Math Professor and \u003cem>New York Times\u003c/em> columnist Steven Strogatz, author of \u003ca href=\"http://www.amazon.com/The-Joy-Guided-Tour-Infinity/dp/0547517653\">The Joy of x\u003c/a>, said much of middle and high school math curriculum (which covers not basic arithmetic, but higher math) doesn’t appeal to students’ hearts, instead offering answers to questions that kids would never ask -- which he calls “the definition of boredom.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“When people want to learn about music, they’ve reacted to it, they love it and naturally want to learn more about it. They have their own questions,” Strogatz said. When introducing higher math to a group of curious young students, he suggests first “showing them math’s greatest hits” and allowing them to become fascinated; students then naturally come up with their own questions. Suri was on the right track, Strogatz said, when he suggested students learn something like the \u003ca href=\"http://www.youtube.com/watch?v=yAKUDnloQqo\">origin of numbers\u003c/a> -- because the first step is falling in love with the mathematical ideas behind the formulas and procedures.\u003c/p>\n\u003cp dir=\"ltr\">Strogatz acknowledges that grasping the concepts of higher math can pave the way to many wonderful careers -- many in the popular and highly needed STEM fields. But rationalizing to students that math improves reasoning skills or that “you’ll need it in the real world” are two strategies doomed to fail, he said, because they not-so-subtly suggest that math isn’t worth learning for its own sake, but parallels something more akin to “mental push-ups.”\u003c/p>\n\u003cp dir=\"ltr\">“Have you ever asked why you need music?” Strogatz said. “You don’t need music. It’s nice to know about music. Why do you need to look at Picasso?” Perhaps when presented first as the story of how the universe works, math \u003cem>can\u003c/em> become beautiful.\u003c/p>\n\u003cp dir=\"ltr\" style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/important-facts-to-know-about-learning-math/\">Important Facts About Teaching Math\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp dir=\"ltr\">Grabbing students’ hearts, however, is only the first step to falling in love with math. High school math teacher Dan Meyer realized his algebra classes needed a makeover, the subject of an inspiring \u003ca href=\"http://www.ted.com/talks/dan_meyer_math_curriculum_makeover.html\">TED talk\u003c/a> in which Meyer takes a larger look at how math is taught. “We have defined math rather narrowly in the U.S. to mean memorizing procedures and performing them accurately and quickly,” he said. “Those are certainly important parts of mathematics, but they aren't the only parts, or even the most important parts. We need to define math to include skills like prediction, argumentation, and systematic thinking. These are important skills to have whether you go into a STEM field or not.”\u003c/p>\n\u003cp>Instead of trying to make math less boring by inserting more interesting, youthful details, said Meyer, like “‘Justin Bieber’ or loosely pasting real-world contexts into word problems from the 1960s,” math needs to be accessible far more than it needs to be relevant. One large part of providing access to math concepts, he said, is helping students understand that math makes sense with or without the teacher, and that students can create and solve new problems without a textbook.\u003c/p>\n\u003cp>But would he go so far to try and convince his high school students that math is beautiful? “Math involves creation,” Meyer said. “You can add up different sets of numbers or attach different kinds of shapes together and create theories about the patterns you're seeing. Math is personal. Those theories and how you express them is personal to you. ‘Beautiful’ is the sort of word that makes a lot of people who do math for a living seem crazy to those who don't, but when you're creating something that's personal to you, I suppose that's rather beautiful.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_31484\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-31484\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/robotturtles2.jpg\" alt=\"robotturtles2\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/robotturtles2.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/robotturtles2-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/robotturtles2-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Elise Hu, \u003ca href=\"http://www.npr.org/blogs/alltechconsidered/2013/09/17/223402361/this-board-game-aims-to-teach-preschoolers-how-to-code\">NPR\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">These days, the effort to get more of us writing computer programs has become part of an \"everybody should learn to code\" ethos that folks like President Obama and \u003ca href=\"http://www.mobilemag.com/2013/02/27/code-video-by-code-org/\">Will.I.Am\u003c/a> have gotten behind.\u003c/p>\n\u003cp>\"We all depend on technology — to communicate, to bank, [for] information — and none of us know how to read and write code,\" Will.I.Am points out in an online ad for \u003ca href=\"http://code.org/\">Code.org\u003c/a>, a nonprofit aimed at making coding more mainstream. \u003ca href=\"http://news.cnet.com/8301-17938_105-57569503-1/obama-endorses-required-high-school-coding-classes/\">Obama said in February\u003c/a> that he wants young people to \"know how to produce stuff using computers and not just consume stuff.\"\u003c/p>\n\u003cp>There is no shortage of books and online programs teaching you how to code once you can use a computer. But how would you learn to code if you can't even read? How could 3-year-olds begin to learn the basics of computer programming?\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/introducing-programming-to-preschoolers/\">Introducing Preschoolers to Programming\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>That was the question swirling around the head of startup entrepreneur Dan Shapiro while playing with his twin kids one afternoon. \u003cem>[Disclosure: We didn't know it when we started reporting this story, but Dan is the brother of NPR White House Correspondent Ari Shapiro.]\u003c/em> Dan Shapiro tried to come up with a way to play a game with his children without getting bored himself. Then he came up with his own: Robot Turtles, a tabletop board game that teaches youngsters the fundamentals of programming, without words.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"What would it be like if there was a way to write programs that had nothing to do with the English language? Ever since we got away from flipping switches [to interact with computers], we have been expressing programming languages in English. That's not a foregone conclusion,\" Shapiro said.\u003c/p>\n\u003cp>So he made up what is now Robot Turtles by cutting out clip art cards and moving the cards based on what his kids were doing. \u003ca href=\"http://www.kickstarter.com/projects/danshapiro/robot-turtles-the-board-game-for-little-programmer\">As the Kickstarter page for Robot Turtles explains\u003c/a>:\u003c/p>\n\u003cblockquote>\u003cp>\"Pretty soon your kids will figure out the secret of Robot Turtles: it lets the kids control the grownups! The little programmers put instruction cards down, driving the turtles through the maze, but the grownup is the computer, executing commands on the board. At its heart, Robot Turtles is a game about bossing around adults. Just like programming is about bossing around computers.\"\u003c/p>\u003c/blockquote>\n\u003cp>\"What they didn't realize is this is how programming starts,\" Shapiro said. \"You go into the command line, and something happens. You type in another command, and something else happens. When they run into walls, my son said, 'Daddy, I want to play more cards at once,' which lit up my face. That is exactly how you start programming! You go from one command to a chain of commands.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Shapiro took a leave from his job at Google to get Robot Turtles to production, but it's a limited run. Those who donate to the product's Kickstarter by Sept. 27 \u003ca href=\"http://www.kickstarter.com/projects/danshapiro/robot-turtles-the-board-game-for-little-programmer\">can order Robot Turtles for $29\u003c/a>. A single print run is planned, and that's it. But hopefully with this game's help, Shapiro says, today's tiny programmers will be writing the inspiring technology of tomorrow.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_31484\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-31484\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/robotturtles2.jpg\" alt=\"robotturtles2\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/robotturtles2.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/robotturtles2-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/robotturtles2-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Elise Hu, \u003ca href=\"http://www.npr.org/blogs/alltechconsidered/2013/09/17/223402361/this-board-game-aims-to-teach-preschoolers-how-to-code\">NPR\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">These days, the effort to get more of us writing computer programs has become part of an \"everybody should learn to code\" ethos that folks like President Obama and \u003ca href=\"http://www.mobilemag.com/2013/02/27/code-video-by-code-org/\">Will.I.Am\u003c/a> have gotten behind.\u003c/p>\n\u003cp>\"We all depend on technology — to communicate, to bank, [for] information — and none of us know how to read and write code,\" Will.I.Am points out in an online ad for \u003ca href=\"http://code.org/\">Code.org\u003c/a>, a nonprofit aimed at making coding more mainstream. \u003ca href=\"http://news.cnet.com/8301-17938_105-57569503-1/obama-endorses-required-high-school-coding-classes/\">Obama said in February\u003c/a> that he wants young people to \"know how to produce stuff using computers and not just consume stuff.\"\u003c/p>\n\u003cp>There is no shortage of books and online programs teaching you how to code once you can use a computer. But how would you learn to code if you can't even read? How could 3-year-olds begin to learn the basics of computer programming?\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/introducing-programming-to-preschoolers/\">Introducing Preschoolers to Programming\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>That was the question swirling around the head of startup entrepreneur Dan Shapiro while playing with his twin kids one afternoon. \u003cem>[Disclosure: We didn't know it when we started reporting this story, but Dan is the brother of NPR White House Correspondent Ari Shapiro.]\u003c/em> Dan Shapiro tried to come up with a way to play a game with his children without getting bored himself. Then he came up with his own: Robot Turtles, a tabletop board game that teaches youngsters the fundamentals of programming, without words.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"What would it be like if there was a way to write programs that had nothing to do with the English language? Ever since we got away from flipping switches [to interact with computers], we have been expressing programming languages in English. That's not a foregone conclusion,\" Shapiro said.\u003c/p>\n\u003cp>So he made up what is now Robot Turtles by cutting out clip art cards and moving the cards based on what his kids were doing. \u003ca href=\"http://www.kickstarter.com/projects/danshapiro/robot-turtles-the-board-game-for-little-programmer\">As the Kickstarter page for Robot Turtles explains\u003c/a>:\u003c/p>\n\u003cblockquote>\u003cp>\"Pretty soon your kids will figure out the secret of Robot Turtles: it lets the kids control the grownups! The little programmers put instruction cards down, driving the turtles through the maze, but the grownup is the computer, executing commands on the board. At its heart, Robot Turtles is a game about bossing around adults. Just like programming is about bossing around computers.\"\u003c/p>\u003c/blockquote>\n\u003cp>\"What they didn't realize is this is how programming starts,\" Shapiro said. \"You go into the command line, and something happens. You type in another command, and something else happens. When they run into walls, my son said, 'Daddy, I want to play more cards at once,' which lit up my face. That is exactly how you start programming! You go from one command to a chain of commands.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Shapiro took a leave from his job at Google to get Robot Turtles to production, but it's a limited run. Those who donate to the product's Kickstarter by Sept. 27 \u003ca href=\"http://www.kickstarter.com/projects/danshapiro/robot-turtles-the-board-game-for-little-programmer\">can order Robot Turtles for $29\u003c/a>. A single print run is planned, and that's it. But hopefully with this game's help, Shapiro says, today's tiny programmers will be writing the inspiring technology of tomorrow.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_31496\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/blackgirlscode/7127041605/sizes/l/in/photolist-bRMXaF-awVcN5-awStZZ-azTm9y-azTmVo-azTkEQ-azQFZ4-azTmFh-azQFti-aDCDdt-axFaXu-axCrUx-axCs7Z-axFbbm-axCsQv-azTkr1-aBWEEb-aBTZKZ-aBWEgs-aBTZDg-aBTZHi-aBJtv9-aBJtqf-aDCEri-aDcnJm-aDGuTU-aDCDke-aDCDyH-aDGv93-aNyeGX-aNydMR-aNyemZ-aNye2e-aKn4j4-aKn4PV-aKn5iD-aKn3Pe-aKn3jZ-aKn2Qg-aDcnML-aFHT1v-aFHTiR-aFHTBp-buTerF-buTeAg-cFnHQQ-cpK64G-awVcjU-awSus8-awStLM-awVcFC/\">\u003cimg class=\"size-full wp-image-31496\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/black-girls-code640x300.jpg\" alt=\"black-girls-code640x300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/black-girls-code640x300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/black-girls-code640x300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/black-girls-code640x300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">There's growing and well-founded concern about the gender gap in science, technology, engineering and math fields, particularly when it comes to women of color. Women’s participation in computer science careers has actually decreased since the 1980s. Right now, about 20 percent of all programmers are women and while women make up 57 percent of undergraduates they represent only 18 percent of the computer science majors.\u003c/p>\n\u003cp>Meanwhile, a \u003ca href=\"http://www.stemconnector.org/sites/default/files/store/STEM-Students-STEM-Jobs-Executive-Summary.pdf\">STEM Connector report \u003c/a>from 2012-2013 predicts that 8.65 million jobs in 2018 will be in STEM fields. That growth makes the gender disparity numbers especially troubling.\u003c/p>\n\u003cp>Why is there a gender gap in computer science?\u003c/p>\n\u003cp>There are a lot of reasons, but \u003ca href=\"http://www.cs.usfca.edu/~ejung/\">EJ Jung\u003c/a>, associate professor of computer science at the University of San Francisco says two of the biggest are social pressure and a misconceptions about what computer science jobs are like. “Girls are not very cool if they want to program -- if they are interested in computer games -- and that social pressure definitely affects their major choices,” Jung said on \u003ca href=\"http://www.kqed.org/a/forum/R201309091000\">KQED’s Forum\u003c/a> program.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“By high school it’s almost impossible for us to recruit girls of color into computer coding.”\u003c/aside>\n\u003cp>Girls often hold the misperception that programming jobs aren’t social or collaborative and that they will be stuck in front of a computer alone if they go into computer science. There are especially few women programmers of color, a fact Kimberly Bryant, founder of \u003ca href=\"http://www.blackgirlscode.com/\">Black Girls Code\u003c/a>, partially attributes to the high costs of extracurricular coding camps. “Over half of our students don’t have laptops or computers at home,” Bryan said. Her work illustrates the very real digital divide that still exists in the U.S. and which prevents less affluent families from taking advantage of free online coding resources as well. “There is still a very real barrier that we are working against.” She added that many girls of color don’t have clear role models or mentors within their community to encourage them along the computer science path.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/coding-making-and-the-arts-essential-tools-for-students-outside-of-school/\">Coding, Making and the Arts: Essential Tools for Students\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Yet another problem is the “elbowing out” that boys do in computer science classes. Jung said that because boys are often exposed to computers and coding earlier than girls, they like to show off what they know in college computer science classes. That can make girls in the class feel like they are so far behind it isn’t worth trying to catch up, but Jung said that’s almost never true.\u003c/p>\n\u003cp>\u003cstrong>HOW TO GRAB GIRLS’ INTEREST\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Introduce girls to coding in middle school or grade school.\u003c/strong> “By high school it’s almost impossible for us to recruit girls of color into computer coding,” said Bryant. Social pressures on girls increase in high school and they have often already made up their minds about their interests and direction. Many organizations working with youth focus on middle school aged girls.\u003c/p>\n\u003cp>It's also important to begin creating a community of women coders. “What I’ve realized in doing Girl Develop It is we’re creating a community of people,” said Pamela Fox, co-organizer of the San Francisco Chapter of \u003ca href=\"http://www.girldevelopit.com/\">Girl Develop It\u003c/a>, a series of workshops to teach women about web development. She says the workshops offer education, but also a community of people to continue collaborating with, to draw inspiration and support from and to have as friends. She even recommended that women already working as programmers might seek out such a community to help provide support if they have no other female mentors.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/should-kids-learn-to-code-in-grade-school/\">Should Kids Learn to Code in Grade School?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Girls should understand that coding is creative.\u003c/strong> Fox likes to emphasis the incredible power of creation that coding can put in the hands of young women. “All you need is a computer and your head and in two hours you can come up with something that no one has ever thought of and post it to the internet,” she said. She and other coding mentors have also found that girls often like story-based games and role play, which can all be incorporated into the gaming and coding world.\u003c/p>\n\u003cp>\u003cstrong>Women programmers become mentors for girls.\u003c/strong> Girls need to see that there are cool, smart women in these jobs and they're enjoying them. Women of color especially have power to inspire girls who might not otherwise see someone that looks like them in STEM fields. “In the back tech community we joke about the unicorn effect, something that’s very rare,” Bryant said. “A black programmer becomes the unicorn because it’s something you don’t see often.”\u003c/p>\n\u003cp>Women can start to feel isolated in the workplace fairly easily and without a mentor to talk with they might leave the field. “We need women throughout the whole pipeline, to mentor back for young women today,” Bryant said. Women should also recognize that programming can be a very flexible job, making it ideal for driven intellectuals who want families too.\u003c/p>\n\u003cp>\u003cstrong>KEEPING WOMEN IN COMPUTER SCIENCE\u003c/strong>\u003c/p>\n\u003cp>A lot of energy is going into recruiting girls to become coders because of the expected growth in the industry going forward. But women already working in computer science are leaving. “We call it leaky pipe,” Jung said. She said in academia, 20 percent of associate computer science professors are women, but only 10 percent make it to become full professors. A woman programmer who called into the talk show explained that she gave up working at a start-up because she wanted to have a family and couldn’t sustain the hours. Another said she left because she had no support dealing with issues that arose around gender in the workplace.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Women can start to feel isolated in the workplace fairly easily and without a mentor to talk, with they might leave the field. “We need women throughout the whole pipeline, to mentor back for young women today,” Bryant said. Women should also recognize that programming can be a very flexible job since programmers only need their computers. That can make it ideal for driven intellectuals who want families too.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/coding-making-and-the-arts-essential-tools-for-students-outside-of-school/\">Coding, Making and the Arts: Essential Tools for Students\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Yet another problem is the “elbowing out” that boys do in computer science classes. Jung said that because boys are often exposed to computers and coding earlier than girls, they like to show off what they know in college computer science classes. That can make girls in the class feel like they are so far behind it isn’t worth trying to catch up, but Jung said that’s almost never true.\u003c/p>\n\u003cp>\u003cstrong>HOW TO GRAB GIRLS’ INTEREST\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Introduce girls to coding in middle school or grade school.\u003c/strong> “By high school it’s almost impossible for us to recruit girls of color into computer coding,” said Bryant. Social pressures on girls increase in high school and they have often already made up their minds about their interests and direction. Many organizations working with youth focus on middle school aged girls.\u003c/p>\n\u003cp>It's also important to begin creating a community of women coders. “What I’ve realized in doing Girl Develop It is we’re creating a community of people,” said Pamela Fox, co-organizer of the San Francisco Chapter of \u003ca href=\"http://www.girldevelopit.com/\">Girl Develop It\u003c/a>, a series of workshops to teach women about web development. She says the workshops offer education, but also a community of people to continue collaborating with, to draw inspiration and support from and to have as friends. She even recommended that women already working as programmers might seek out such a community to help provide support if they have no other female mentors.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/should-kids-learn-to-code-in-grade-school/\">Should Kids Learn to Code in Grade School?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Girls should understand that coding is creative.\u003c/strong> Fox likes to emphasis the incredible power of creation that coding can put in the hands of young women. “All you need is a computer and your head and in two hours you can come up with something that no one has ever thought of and post it to the internet,” she said. She and other coding mentors have also found that girls often like story-based games and role play, which can all be incorporated into the gaming and coding world.\u003c/p>\n\u003cp>\u003cstrong>Women programmers become mentors for girls.\u003c/strong> Girls need to see that there are cool, smart women in these jobs and they're enjoying them. Women of color especially have power to inspire girls who might not otherwise see someone that looks like them in STEM fields. “In the back tech community we joke about the unicorn effect, something that’s very rare,” Bryant said. “A black programmer becomes the unicorn because it’s something you don’t see often.”\u003c/p>\n\u003cp>Women can start to feel isolated in the workplace fairly easily and without a mentor to talk with they might leave the field. “We need women throughout the whole pipeline, to mentor back for young women today,” Bryant said. Women should also recognize that programming can be a very flexible job, making it ideal for driven intellectuals who want families too.\u003c/p>\n\u003cp>\u003cstrong>KEEPING WOMEN IN COMPUTER SCIENCE\u003c/strong>\u003c/p>\n\u003cp>A lot of energy is going into recruiting girls to become coders because of the expected growth in the industry going forward. But women already working in computer science are leaving. “We call it leaky pipe,” Jung said. She said in academia, 20 percent of associate computer science professors are women, but only 10 percent make it to become full professors. A woman programmer who called into the talk show explained that she gave up working at a start-up because she wanted to have a family and couldn’t sustain the hours. Another said she left because she had no support dealing with issues that arose around gender in the workplace.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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},
"link": "/californiareportmagazine",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"apple": "https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2",
"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"id": "freakonomics-radio",
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"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
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},
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"id": "fresh-air",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
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"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"rss": "https://feeds.npr.org/510313/podcast.xml"
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
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"source": "kqed",
"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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"amazon": "https://music.amazon.com/podcasts/6c3dd23c-93fb-4aab-97ba-1725fa6315f1/hyphenaci%C3%B3n",
"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"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": {
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"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"
}
},
"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": {
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"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 daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
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