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"content": "\u003cfigure id=\"attachment_28743\" class=\"wp-caption center\" style=\"max-width: 585px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-28743\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/200314305-001.jpg\" alt=\"200314305-001\" width=\"585\" height=\"376\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2013/05/200314305-001.jpg 585w, https://cdn.kqed.org/wp-content/uploads/sites/23/2013/05/200314305-001-400x257.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/23/2013/05/200314305-001-320x206.jpg 320w\" sizes=\"(max-width: 585px) 100vw, 585px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Educator and author \u003ca href=\"http://comingofageinthemiddle.blogspot.com/\">Jessica Lahey\u003c/a> reads Shakespeare and Dickens aloud to her seventh- and eighth-graders, complete with all the voices. Her students love being read to, and sometimes get so carried away with the story, she allows them to lie on the floor and close their eyes just to listen and enjoy it. Lahey reads short stories aloud, too: “My favorite story to read out loud has to be Poe’s ‘Tell-tale Heart.’ I heighten the tension and get a little nuts-o as the narrator starts to really go off the rails. So much fun.”\u003c/p>\n\u003cp>While reading Dickens aloud helps students get used to his Victorian literary style, Lahey said that it’s also an opportunity for her to stop and explain rhetorical and literary devices they wouldn’t get on their own. And they read the Bard’s plays together, divvying up the parts, because “that’s how they are meant to be experienced.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“Shared words have power, an energy that you can’t get from TV, radio, or online.”\u003c/strong>\u003c/aside>\n\u003cp>Reading aloud to older children — even up to age 14, who can comfortably read to themselves — has benefits both academic and emotional, says \u003ca href=\"http://www.trelease-on-reading.com/\">Jim Trelease\u003c/a>, who could easily be called King of the Read-Aloud. Trelease, a Boston-based journalist, turned his passion for reading aloud to his children into \u003ca href=\"http://www.amazon.com/dp/0143037390/?tag=googhydr-20&hvadid=22203885607&hvpos=1t1&hvexid=&hvnetw=g&hvrand=1597732580903068047&hvpone=13.20&hvptwo=&hvqmt=b&hvdev=c&ref=pd_sl_7z3c7bknut_b\">The Read-Aloud Handbook\u003c/a> in 1979; it has since been an unequivocal bestseller with sales in the mult-millions, and Trelease is releasing the seventh, and final, edition in June.\u003c/p>\n\u003cp>Obviously, Trelease firmly believes in the value of reading to kids of all ages.\u003c/p>\n\u003cp dir=\"ltr\">“The first reason to read aloud to older kids is to consider the fact that a child’s reading level doesn’t catch up to his listening level until about the eighth grade,” said Trelease, referring to a 1984 \u003ca href=\"http://blog.coreknowledge.org/2013/01/31/why-is-there-so-much-listening-in-the-core-knowledges-reading-program/\">study\u003c/a> performed by \u003ca href=\"http://edweb.sdsu.edu/CWELL/stichtbio.html\">Dr. Thomas G. Sticht\u003c/a> showing that kids can understand books that are \u003c!--more-->too hard to decode themselves if they are read aloud. “You have to hear it before you can speak it, and you have to speak it before you can read it. Reading at this level happens through the ear.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Research collected on middle school read-alouds showed that 58 percent of teachers read aloud to their students – and nearly 100 percent of reading and special education teachers. And, while middle-school students reported liking read-alouds, little data has been collected on the “extent and nature” of reading aloud to twelve- to fourteen-year-olds.\u003c/p>\n\u003cp>“Research indicates that motivation, interest, and engagement are often enhanced when teachers read aloud to middle school students,” wrote research authors Lettie K. Albright and Mary Ariail. Teachers surveyed for the study cited modeling as their number-one reason for reading aloud.\u003c/p>\n\u003cp>Trelease acknowledged that modelling the pleasure of reading is important, but there are more reasons read-alouds work so well — like “broadening the menu.”\u003c/p>\n\u003cp>“Let’s take a nine-year-old who’s just finished two solid years of drill and skill, a lot of testing, a lot of work, and they’re competent, but they’re thinking in terms of reading as a sweat experience,” he said. When a teacher reads a good book above student reading level, he show students that the good stuff — the really great books — are coming down the road, if they stick with it.\u003c/p>\n\u003cp>“Broadening the menu” becomes even more important if a child has difficulties with reading. According to \u003ca href=\"http://www.wanderingeducators.com/\">Wandering Eductators\u003c/a>’ Dr. Jessica Voigts, who homeschools her daughter Lillie, reading aloud can make reading more pleasurable for someone with dyslexia. “Reading together – with her watching the words as I read, and then her reading to me – is a way to be together, to experience the world, to enjoy a common pleasure. I read to her, about two-thirds of the time, and then she takes over for one-third of the time. We pass the book back and forth, although we’re usually right next to each other,” she said.\u003c/p>\n\u003cp>And though her daughter struggles, Voigt admitted she reads to Lillie for more than just academic benefits. “This is a time — tweens, teens — when life is full of craziness. This is one way to have a place of rest, of being, something to count on each day. Shared words have power, an energy that you can’t get from TV, radio, or online,” she said.\u003c/p>\n\u003cp>For Trelease, the power of shared words is a big reason to keep on reading aloud after children are able to read for themselves. Students might interject questions, comfortably wading into complicated or difficult subjects because they are happening to the characters in the story, and not to themselves. “Why do you think so many children’s stories have orphans as characters? Because every child either worries or fantasizes about being orphaned.”\u003c/p>\n\u003cp>While Trelease maintained that read-alouds can happen through any device (“Look at all the truckers listening to books on CD,” he said), and Lahey reads from a physical paper book, dogeared and scrawled with all her notes in the margins, both emphasized how students recall read-alouds with fond memories. Trelease recently received a letter from a retired teacher who reconnected online with former students some 30 years later. She wanted to know the one thing her former students remembered about her class.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Without fail, it was the books she read to them.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28743\" class=\"wp-caption center\" style=\"max-width: 585px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-28743\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/200314305-001.jpg\" alt=\"200314305-001\" width=\"585\" height=\"376\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2013/05/200314305-001.jpg 585w, https://cdn.kqed.org/wp-content/uploads/sites/23/2013/05/200314305-001-400x257.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/23/2013/05/200314305-001-320x206.jpg 320w\" sizes=\"(max-width: 585px) 100vw, 585px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Educator and author \u003ca href=\"http://comingofageinthemiddle.blogspot.com/\">Jessica Lahey\u003c/a> reads Shakespeare and Dickens aloud to her seventh- and eighth-graders, complete with all the voices. Her students love being read to, and sometimes get so carried away with the story, she allows them to lie on the floor and close their eyes just to listen and enjoy it. Lahey reads short stories aloud, too: “My favorite story to read out loud has to be Poe’s ‘Tell-tale Heart.’ I heighten the tension and get a little nuts-o as the narrator starts to really go off the rails. So much fun.”\u003c/p>\n\u003cp>While reading Dickens aloud helps students get used to his Victorian literary style, Lahey said that it’s also an opportunity for her to stop and explain rhetorical and literary devices they wouldn’t get on their own. And they read the Bard’s plays together, divvying up the parts, because “that’s how they are meant to be experienced.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“Shared words have power, an energy that you can’t get from TV, radio, or online.”\u003c/strong>\u003c/aside>\n\u003cp>Reading aloud to older children — even up to age 14, who can comfortably read to themselves — has benefits both academic and emotional, says \u003ca href=\"http://www.trelease-on-reading.com/\">Jim Trelease\u003c/a>, who could easily be called King of the Read-Aloud. Trelease, a Boston-based journalist, turned his passion for reading aloud to his children into \u003ca href=\"http://www.amazon.com/dp/0143037390/?tag=googhydr-20&hvadid=22203885607&hvpos=1t1&hvexid=&hvnetw=g&hvrand=1597732580903068047&hvpone=13.20&hvptwo=&hvqmt=b&hvdev=c&ref=pd_sl_7z3c7bknut_b\">The Read-Aloud Handbook\u003c/a> in 1979; it has since been an unequivocal bestseller with sales in the mult-millions, and Trelease is releasing the seventh, and final, edition in June.\u003c/p>\n\u003cp>Obviously, Trelease firmly believes in the value of reading to kids of all ages.\u003c/p>\n\u003cp dir=\"ltr\">“The first reason to read aloud to older kids is to consider the fact that a child’s reading level doesn’t catch up to his listening level until about the eighth grade,” said Trelease, referring to a 1984 \u003ca href=\"http://blog.coreknowledge.org/2013/01/31/why-is-there-so-much-listening-in-the-core-knowledges-reading-program/\">study\u003c/a> performed by \u003ca href=\"http://edweb.sdsu.edu/CWELL/stichtbio.html\">Dr. Thomas G. Sticht\u003c/a> showing that kids can understand books that are \u003c!--more-->too hard to decode themselves if they are read aloud. “You have to hear it before you can speak it, and you have to speak it before you can read it. Reading at this level happens through the ear.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Research collected on middle school read-alouds showed that 58 percent of teachers read aloud to their students – and nearly 100 percent of reading and special education teachers. And, while middle-school students reported liking read-alouds, little data has been collected on the “extent and nature” of reading aloud to twelve- to fourteen-year-olds.\u003c/p>\n\u003cp>“Research indicates that motivation, interest, and engagement are often enhanced when teachers read aloud to middle school students,” wrote research authors Lettie K. Albright and Mary Ariail. Teachers surveyed for the study cited modeling as their number-one reason for reading aloud.\u003c/p>\n\u003cp>Trelease acknowledged that modelling the pleasure of reading is important, but there are more reasons read-alouds work so well — like “broadening the menu.”\u003c/p>\n\u003cp>“Let’s take a nine-year-old who’s just finished two solid years of drill and skill, a lot of testing, a lot of work, and they’re competent, but they’re thinking in terms of reading as a sweat experience,” he said. When a teacher reads a good book above student reading level, he show students that the good stuff — the really great books — are coming down the road, if they stick with it.\u003c/p>\n\u003cp>“Broadening the menu” becomes even more important if a child has difficulties with reading. According to \u003ca href=\"http://www.wanderingeducators.com/\">Wandering Eductators\u003c/a>’ Dr. Jessica Voigts, who homeschools her daughter Lillie, reading aloud can make reading more pleasurable for someone with dyslexia. “Reading together – with her watching the words as I read, and then her reading to me – is a way to be together, to experience the world, to enjoy a common pleasure. I read to her, about two-thirds of the time, and then she takes over for one-third of the time. We pass the book back and forth, although we’re usually right next to each other,” she said.\u003c/p>\n\u003cp>And though her daughter struggles, Voigt admitted she reads to Lillie for more than just academic benefits. “This is a time — tweens, teens — when life is full of craziness. This is one way to have a place of rest, of being, something to count on each day. Shared words have power, an energy that you can’t get from TV, radio, or online,” she said.\u003c/p>\n\u003cp>For Trelease, the power of shared words is a big reason to keep on reading aloud after children are able to read for themselves. Students might interject questions, comfortably wading into complicated or difficult subjects because they are happening to the characters in the story, and not to themselves. “Why do you think so many children’s stories have orphans as characters? Because every child either worries or fantasizes about being orphaned.”\u003c/p>\n\u003cp>While Trelease maintained that read-alouds can happen through any device (“Look at all the truckers listening to books on CD,” he said), and Lahey reads from a physical paper book, dogeared and scrawled with all her notes in the margins, both emphasized how students recall read-alouds with fond memories. Trelease recently received a letter from a retired teacher who reconnected online with former students some 30 years later. She wanted to know the one thing her former students remembered about her class.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Without fail, it was the books she read to them.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Paint or Paint App? Value of Creating Digital Vs. Traditional Art ",
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"content": "\u003cfigure id=\"attachment_28711\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/sosodaydreamart/8414244830/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-28711\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/8414244830_430e903163_z1-620x405.jpg\" alt=\"8414244830_430e903163_z\" width=\"620\" height=\"405\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">While it may be easy to imagine how\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/14-smart-tips-for-using-ipads-in-class/\"> iPads can support\u003c/a> classroom studies with reading, history, or science, some of the most groundbreaking -- and creative -- work with digital tools may be happening in arts classes. Schools using iPads are incorporating them in art and music classes, too -- and not only as tools for measuring and remembering, but for creating as well. Whether or not students grow up to become the next David Hockney - who has created \u003ca href=\"http://www.newyorker.com/online/blogs/newsdesk/2011/06/cover-story-he-draw-on-ipad.html#slide_ss_0=1\">several New Yorker covers\u003c/a> using the iPad’s drawing tool - teachers say there is value to learning to create using digital tools, especially when blended with more hands-on means of expression.\u003c/p>\n\u003cp>Susan Sonnemaker, a middle school chorus and band teacher at San Francisco Day School, uses school-provided tablets in limited amounts throughout the year. She finds them most useful for managing technical aspects of music class with record speed -- like recording practice sessions, using a tuner app to help kids tune their own instruments, and collecting digital practice sheets. For practical matters, Sonnemaker says, the iPad has been invaluable, because streamlining and managing tuning and practice leaves more time for actually playing or singing music.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"You can create something digitally that would be impossible to create by hand. Conversely, you can create something by hand that you cannot replicate digitally.”\u003c/strong>\u003c/aside>\n\u003cp>But what about using tablets for inspiration and creating new music? When it comes to creating something new, Sonnemaker says that technology helps her students be more creative, not less: “In regards to composition, students are not only more engaged in their own projects (with iPads), but they're using real life technology,\" she said. \"We still do a good deal of composition exercises using old-fashioned pencil and paper. But using Garageband on the iPad is what many professional musicians use, so students are also acquiring skills to compose in the real world if \u003c!--more-->they choose to continue.”\u003c/p>\n\u003cp>Benefield’s colleague, visual art teacher Karen Richards, notes that iPad apps have made the tools that digital artists use much more accessible for young children, but having the digital technology available doesn’t at all diminish hands-on art making. “I must stress that technology is one of many tools our students have to execute their critical and creative thinking. We believe that they must also know how to sew, woodwork, sculpt in clay, paint, draw, make prints, shoot a good photo, animate an image, and know about the artists that they stand on the shoulders of,” Richards said.\u003c/p>\n\u003cp>Richards describes a recent photography-based project she developed in order for children to blend the two: “They're all taking tons of photos (with the iPads), so we worked on photography. We also learned a bit about Photoshop with Photoshop Express, and we had each student (K-8) edit and alter their photo before printing it out on watercolor paper,\" she said. The final outcome was a sewing project inspired by textile artist and San Francisco Day School artist-in-residence \u003ca href=\"http://ehrenreed.com/home.html\">Ehren Reed\u003c/a>, where the students sewed into their photos.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In January of this year, the Indianapolis Museum of Art opened the Star Studio, an interactive exhibit that includes a room filled with iPads featuring a museum-customized drawing app. Tools include digital blending sticks, markers, chalk and paint brushes. Originally intended for children ages five to eight to explore the fundamentals of art alongside their parents, says Jen Mayhill, Senior Coordinator of Play and Learning at the museum, in reality the exhibit’s popularity has extended much further. “We're seeing people of all ages and abilities using the application now.” Mayhill mentioned that, even though she doesn’t have the numbers yet, the exhibit is popular; a feature that allows visitors to email their finished iPad artwork has already yielded over 1,500 emails of art. “Purely from my own observations, I cannot imagine this space without these components, since they appear to be as popular as the tables including more traditional art mediums.”\u003c/p>\n\u003cp>Media and communications scholar/philosopher \u003ca href=\"http://www.nytimes.com/2011/07/26/books/marshall-mcluhan-media-theorist-is-celebrated.html?_r=0\">Marshall McLuhen\u003c/a> wrote in 1964: “We shape our tools, and thereafter they shape us.” McLuhen’s eerily prescient observation of today’s interactive world hints at the idea that some essential aspects of what we think of as traditional art fall away as we increasingly move to more digital forms. Louisville-based artist Douglas Miller confesses to “secretly abhorring” computer-generated art, and some of his ink-and-paint hand-drawn works are actually a response to the speed of creating work via technology. “I have made images that are ‘reverse engineered’ as a commentary on the ease of computer art -- I will painstakingly re-draw a mirror image of a subject when it could be done easily with a simple click in Photoshop.” Miller, 39, has noticed the generation gap when he lectures to college students who have always had computers at home and in classrooms. “I see the overuse and reliance on it in classrooms as possibly detrimental to artmaking.”\u003c/p>\n\u003cp>While work like Miller’s is decidedly un-tech, his painstaking efforts to stay analog highlight the tension between handmade and digital art - about what it means to be creative, and what constitutes art. In this way, can digital art become a catalyst for students, an opportunity for them to ask, what is the best means of creating my message?\u003c/p>\n\u003cp>Plano, Texas, high school art teacher Christine Miller, who was chosen to pilot this year’s \u003ca href=\"http://txartandmedia.org/\">Arts and Digital Literacy Initiative\u003c/a> funded by the Texas Cultural Trust, explains that, while she gives students free reign to create art by both digital and hands-on means, her students are actually more reluctant to use technology than one might assume. “Not all young students are interested in utilizing technology to make their art,\" she said. \"There can be much resistance in my classroom when we work on an art project that is going to be produced using Photoshop. I explain to my students that these are just alternative tools, and like any other tool, you can create something digitally that would be impossible to create by hand. Conversely, you can create something by hand that you cannot replicate digitally.”\u003c/p>\n\u003cp>Miller teaches Art and Media Communications for the pilot program, and while her school doesn’t provide an iPad for each student, the course is designed to bring fine arts and digital literacy together. She describes the curriculum as aiming to be relevant to students' lives through the use of technology, while also helping to foster collaboration and divergent thinking. In order to get students to focus on divergent thinking, she shows them Sir Ken Robinson’s famous \u003ca href=\"http://www.youtube.com/watch?v=zDZFcDGpL4U\">Changing Education Paradigms\u003c/a> video on the first day of school.\u003c/p>\n\u003cp>“It [divergent thinking] is extremely difficult for the majority of my students. Truly, only a small percentage of my students think on a level I would call divergent,\" Miller said. \"In the regard that technology is affecting their perceptions of the world and they regurgitate those perceptions out automatically, then yes, technology is impacting their thinking and artistic creativity in a huge way.”\u003c/p>\n\u003cp>The biggest influence of technology on students, Miller said, is the amount of \"visual culture\" in their artwork. “Because of the prevalence of popular cultural imagery everywhere, those characters (Sponge Bob, Anonymous, Pokemon) are the first images that show up in many of their art pieces. Their brains have been so saturated with this imagery, they are often \u003cem>unable\u003c/em> to come up with a unique image or character of their own,” she said.\u003c/p>\n\u003cp>Finding - or creating - the original idea in a massive sea of ever-present information, images and text might prove difficult when it comes to art created using online and social networks on devices that can fit in a backpack or pocket -- there is, simply, so much input. But Susan Sonnemaker said she doesn’t really see that happening in her music class.\u003c/p>\n\u003cp>“I think that in a world where kids are inundated with technology, I could see the point about less thought and creativity, but I don't think it's what happens,\" she said. \"The kids I see using iPads are able to engage in creativity in ways they couldn't before, and in an instant, rather than waiting to get their thoughts down on paper. My students can write their original music in GarageBand in an instant, or record themselves creating music/poetry in an instant. I think it's a tool for kids to use when they find inspiration.”\u003c/p>\n\u003cp>Christine Miller is reminded that, throughout history, early adopters to a new tool or technology (think photography) weren’t always readily accepted: “There are always those who protest art produced by ‘that technology’ as not being ‘authentic’ or ‘valuable’ or ‘respected’ works of art.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>All the teachers interviewed agreed that art made with the body using sensory, physical materials, is beyond valuable to understanding the artistic process, and should never be replaced (one Broadway dancer who teaches children’s dance emphasized, “Hands-on first, technology later.”). But all the same teachers also saw value in using the digital to enhance and even alter the act of creation. Where will iPad art take us? And what will we leave behind? Only the young artists will know for sure.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28711\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/sosodaydreamart/8414244830/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-28711\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/8414244830_430e903163_z1-620x405.jpg\" alt=\"8414244830_430e903163_z\" width=\"620\" height=\"405\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">While it may be easy to imagine how\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/14-smart-tips-for-using-ipads-in-class/\"> iPads can support\u003c/a> classroom studies with reading, history, or science, some of the most groundbreaking -- and creative -- work with digital tools may be happening in arts classes. Schools using iPads are incorporating them in art and music classes, too -- and not only as tools for measuring and remembering, but for creating as well. Whether or not students grow up to become the next David Hockney - who has created \u003ca href=\"http://www.newyorker.com/online/blogs/newsdesk/2011/06/cover-story-he-draw-on-ipad.html#slide_ss_0=1\">several New Yorker covers\u003c/a> using the iPad’s drawing tool - teachers say there is value to learning to create using digital tools, especially when blended with more hands-on means of expression.\u003c/p>\n\u003cp>Susan Sonnemaker, a middle school chorus and band teacher at San Francisco Day School, uses school-provided tablets in limited amounts throughout the year. She finds them most useful for managing technical aspects of music class with record speed -- like recording practice sessions, using a tuner app to help kids tune their own instruments, and collecting digital practice sheets. For practical matters, Sonnemaker says, the iPad has been invaluable, because streamlining and managing tuning and practice leaves more time for actually playing or singing music.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"You can create something digitally that would be impossible to create by hand. Conversely, you can create something by hand that you cannot replicate digitally.”\u003c/strong>\u003c/aside>\n\u003cp>But what about using tablets for inspiration and creating new music? When it comes to creating something new, Sonnemaker says that technology helps her students be more creative, not less: “In regards to composition, students are not only more engaged in their own projects (with iPads), but they're using real life technology,\" she said. \"We still do a good deal of composition exercises using old-fashioned pencil and paper. But using Garageband on the iPad is what many professional musicians use, so students are also acquiring skills to compose in the real world if \u003c!--more-->they choose to continue.”\u003c/p>\n\u003cp>Benefield’s colleague, visual art teacher Karen Richards, notes that iPad apps have made the tools that digital artists use much more accessible for young children, but having the digital technology available doesn’t at all diminish hands-on art making. “I must stress that technology is one of many tools our students have to execute their critical and creative thinking. We believe that they must also know how to sew, woodwork, sculpt in clay, paint, draw, make prints, shoot a good photo, animate an image, and know about the artists that they stand on the shoulders of,” Richards said.\u003c/p>\n\u003cp>Richards describes a recent photography-based project she developed in order for children to blend the two: “They're all taking tons of photos (with the iPads), so we worked on photography. We also learned a bit about Photoshop with Photoshop Express, and we had each student (K-8) edit and alter their photo before printing it out on watercolor paper,\" she said. The final outcome was a sewing project inspired by textile artist and San Francisco Day School artist-in-residence \u003ca href=\"http://ehrenreed.com/home.html\">Ehren Reed\u003c/a>, where the students sewed into their photos.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In January of this year, the Indianapolis Museum of Art opened the Star Studio, an interactive exhibit that includes a room filled with iPads featuring a museum-customized drawing app. Tools include digital blending sticks, markers, chalk and paint brushes. Originally intended for children ages five to eight to explore the fundamentals of art alongside their parents, says Jen Mayhill, Senior Coordinator of Play and Learning at the museum, in reality the exhibit’s popularity has extended much further. “We're seeing people of all ages and abilities using the application now.” Mayhill mentioned that, even though she doesn’t have the numbers yet, the exhibit is popular; a feature that allows visitors to email their finished iPad artwork has already yielded over 1,500 emails of art. “Purely from my own observations, I cannot imagine this space without these components, since they appear to be as popular as the tables including more traditional art mediums.”\u003c/p>\n\u003cp>Media and communications scholar/philosopher \u003ca href=\"http://www.nytimes.com/2011/07/26/books/marshall-mcluhan-media-theorist-is-celebrated.html?_r=0\">Marshall McLuhen\u003c/a> wrote in 1964: “We shape our tools, and thereafter they shape us.” McLuhen’s eerily prescient observation of today’s interactive world hints at the idea that some essential aspects of what we think of as traditional art fall away as we increasingly move to more digital forms. Louisville-based artist Douglas Miller confesses to “secretly abhorring” computer-generated art, and some of his ink-and-paint hand-drawn works are actually a response to the speed of creating work via technology. “I have made images that are ‘reverse engineered’ as a commentary on the ease of computer art -- I will painstakingly re-draw a mirror image of a subject when it could be done easily with a simple click in Photoshop.” Miller, 39, has noticed the generation gap when he lectures to college students who have always had computers at home and in classrooms. “I see the overuse and reliance on it in classrooms as possibly detrimental to artmaking.”\u003c/p>\n\u003cp>While work like Miller’s is decidedly un-tech, his painstaking efforts to stay analog highlight the tension between handmade and digital art - about what it means to be creative, and what constitutes art. In this way, can digital art become a catalyst for students, an opportunity for them to ask, what is the best means of creating my message?\u003c/p>\n\u003cp>Plano, Texas, high school art teacher Christine Miller, who was chosen to pilot this year’s \u003ca href=\"http://txartandmedia.org/\">Arts and Digital Literacy Initiative\u003c/a> funded by the Texas Cultural Trust, explains that, while she gives students free reign to create art by both digital and hands-on means, her students are actually more reluctant to use technology than one might assume. “Not all young students are interested in utilizing technology to make their art,\" she said. \"There can be much resistance in my classroom when we work on an art project that is going to be produced using Photoshop. I explain to my students that these are just alternative tools, and like any other tool, you can create something digitally that would be impossible to create by hand. Conversely, you can create something by hand that you cannot replicate digitally.”\u003c/p>\n\u003cp>Miller teaches Art and Media Communications for the pilot program, and while her school doesn’t provide an iPad for each student, the course is designed to bring fine arts and digital literacy together. She describes the curriculum as aiming to be relevant to students' lives through the use of technology, while also helping to foster collaboration and divergent thinking. In order to get students to focus on divergent thinking, she shows them Sir Ken Robinson’s famous \u003ca href=\"http://www.youtube.com/watch?v=zDZFcDGpL4U\">Changing Education Paradigms\u003c/a> video on the first day of school.\u003c/p>\n\u003cp>“It [divergent thinking] is extremely difficult for the majority of my students. Truly, only a small percentage of my students think on a level I would call divergent,\" Miller said. \"In the regard that technology is affecting their perceptions of the world and they regurgitate those perceptions out automatically, then yes, technology is impacting their thinking and artistic creativity in a huge way.”\u003c/p>\n\u003cp>The biggest influence of technology on students, Miller said, is the amount of \"visual culture\" in their artwork. “Because of the prevalence of popular cultural imagery everywhere, those characters (Sponge Bob, Anonymous, Pokemon) are the first images that show up in many of their art pieces. Their brains have been so saturated with this imagery, they are often \u003cem>unable\u003c/em> to come up with a unique image or character of their own,” she said.\u003c/p>\n\u003cp>Finding - or creating - the original idea in a massive sea of ever-present information, images and text might prove difficult when it comes to art created using online and social networks on devices that can fit in a backpack or pocket -- there is, simply, so much input. But Susan Sonnemaker said she doesn’t really see that happening in her music class.\u003c/p>\n\u003cp>“I think that in a world where kids are inundated with technology, I could see the point about less thought and creativity, but I don't think it's what happens,\" she said. \"The kids I see using iPads are able to engage in creativity in ways they couldn't before, and in an instant, rather than waiting to get their thoughts down on paper. My students can write their original music in GarageBand in an instant, or record themselves creating music/poetry in an instant. I think it's a tool for kids to use when they find inspiration.”\u003c/p>\n\u003cp>Christine Miller is reminded that, throughout history, early adopters to a new tool or technology (think photography) weren’t always readily accepted: “There are always those who protest art produced by ‘that technology’ as not being ‘authentic’ or ‘valuable’ or ‘respected’ works of art.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>All the teachers interviewed agreed that art made with the body using sensory, physical materials, is beyond valuable to understanding the artistic process, and should never be replaced (one Broadway dancer who teaches children’s dance emphasized, “Hands-on first, technology later.”). But all the same teachers also saw value in using the digital to enhance and even alter the act of creation. Where will iPad art take us? And what will we leave behind? Only the young artists will know for sure.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "The Future of Tablets in Education: Potential Vs. Reality of Consuming Media",
"title": "The Future of Tablets in Education: Potential Vs. Reality of Consuming Media",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_28661\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660027849/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-28661\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/6660027849_17523f1d90_z-620x465.jpg\" alt=\"6660027849_17523f1d90_z\" width=\"620\" height=\"465\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Justin Reich and Beth Holland\u003c/h5>\n\u003cp class=\"dropcap-serif\">The Someday/Monday dichotomy captures one of the core challenges in teacher professional development around education technology. On the one hand, deep integration of new learning technologies into classrooms requires substantially rethinking pedagogy, curriculum, assessment, and teacher practice (someday). For technology to make a real difference in student learning, it can’t just be an add-on. On the other hand, teachers need to start somewhere (Monday), and one of the easiest ways for teachers to get experience with emerging tools is to play and experiment in lightweight ways: to use technology as an add-on. Teachers need to imagine a new future—to build towards Someday—and teachers also need new activities and strategies to try out on Monday. Both pathways are important to teacher growth and meaningful, sustained changes in teaching and learning.\u003c/p>\n\u003cp>In this four-part series, we’ll use the Someday/Monday template to explore four dimensions of using tablets, such as the iPad, in educational settings, examining how teachers can take students on a journey from consumption of media to curation, creation, and connection. Here, we'll start with consumption.\u003c/p>\n\u003ch3>\u003cstrong>Part I: Consumption\u003c/strong>\u003c/h3>\n\u003cp>In the \u003ca href=\"http://commons.wikimedia.org/wiki/File:Steve_Jobs_at_Apple_iPad_Event.jpg\">apocryphal photo of the iPad\u003c/a>, the tablet rests in the lap of Steve Jobs, sitting on the stage at the iPad release demonstration, reclined in a leather chair. This was a device made for reading and watching, for sitting back, for passively consuming media. One of the signature challenges of the surge of interest in iPads is helping educators imagine the device as more than a library of books \u003c!--more-->or a rolodex of apps, but as a flexible, mobile device for creating multimedia performances of understanding. Educators using iPads should start by thinking about how the device can foster critical reading of text, images, audio, and film, but consumption should be the point of departure on a journey towards more active student engagement.\u003c/p>\n\u003cp>To oversimplify, there are two kinds of reading that students are asked to do in school settings: focused and connected. In the focused reading mode, we hope young people will engage deeply with a text. As Mark Ott, the chair of the English Department at Deerfield Academy recently told me, “Students used to sit at a desk with nothing but a copy of Thoreau’s Walden and experience sustained engagement with Thoreau’s ideas. We want to preserve that experience in a world where devices are constantly competing for their attention.” Whether the copy of Walden is the \u003ca href=\"http://www.amazon.com/Walden-Henry-David-T-Thoreau/dp/1484024192/ref=sr_1_1?ie=UTF8&qid=1367591600&sr=8-1&keywords=walden\">$4.99 paperback\u003c/a> or the \u003ca href=\"https://itunes.apple.com/us/book/walden/id498685302?mt=11\">free digital copy from the iBooks library\u003c/a>, educators still believe in the importance of focused reading.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>Focused and connected modes of reading are both vital, but they require different habits, disciplines, and settings, and they serve different ends.\u003c/strong>\u003c/aside>\n\u003cp>In the connected reading mode, we ask students to treat texts as nodes in a network of information. We ask them to quickly synthesize multiple readings and websites in research projects. To follow contemporary media narratives, like the recent violence in Boston, they trace stories across Twitter hashtags, livestreams of police scanners, blog posts, and newspaper articles. We ask them to read in communal settings, leveraging social technologies to allow users to share notes, highlighted passages, questions, and ideas. In an extreme form of this connected reading, Diana Kimball, a Fellow at the Berkman Center for Internet & Society at Harvard University, has formed a “\u003ca href=\"http://www.24hourbookclub.com/\">24-hour book club\u003c/a>” where groups sign up to read the same book in a 24-hour period, using \u003ca href=\"https://twitter.com/24hourbookclub\">Twitter\u003c/a> to share reactions, favorite passages, questions, hunches, and insights.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Focused and connected modes of reading are both vital, but they require different habits, disciplines, and settings, and they serve different ends.\u003c/p>\n\u003ch3>\u003cstrong>\u003cem>Someday\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>Most emerging technologies for the iPad support connected reading experiences rather than focused reading experiences. \u003ca href=\"http://www.subtext.com/\">SubText\u003c/a> allows teachers to place students in to reading groups, where they can share notes, highlight passages, ask questions, engage in discussions, and respond to teacher prompts. Reading becomes a shared, communal act, not just in classroom discussion but during the experience of reading. For collaborative research, \u003ca href=\"http://zotero.org\">Zotero’s web interface\u003c/a> works great on tablets, and the tool helps groups and individual students organize diverse sources for research projects and manage bibliographic information.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>FUTURE OF TABLETS: SOMEDAY / MONDAY\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">\u003cspan style=\"color: #666699\">Potential Vs. Reality of Consuming Media\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">\u003cspan style=\"color: #666699\">To Get the Most Out of Tablets, Use Smart Curation\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-7P3\">\u003cspan style=\"color: #666699\">The iPad as a Tool for Creation to Strengthen Learning\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-83e\">\u003cspan style=\"color: #666699\">How Tablets Can Enable Meaningful Connections for Students and Teachers\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>A great summer project for literature or history teachers would be to explore some of these new tools and imagine how differentiated reading experiences in classes could be more social, how literature circles or book groups could collaborate in reading at home and then discuss their insights together in class.\u003c/p>\n\u003cp>Tablets already have tools to help reimagine connected reading, but features or apps that scaffold focused reading experiences seem further off. E-reading apps may eventually collect data about students as readers, providing some insights around pace, focus, and attention. For instance, eye-tracking and usage-tracking tools could provide measures of student reading engagement, allowing teachers to help students set goals around sustained reading. For Monday, however, it will be practices rather than apps that help students develop the capacity to read deeply.\u003c/p>\n\u003ch3>\u003cstrong>\u003cem>Monday\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>To help students learn sustained concentration—there isn’t an app for that, yet. In the meanwhile, students need to learn both habits of mind for disciplined reading and how to control their technology environment to minimize distraction.\u003c/p>\n\u003cp>Howard Rheingold in his fine book \u003ca href=\"http://rheingold.com/netsmart/\">NetSmart\u003c/a>, praises the art of Attention, the habit of keeping at the front of one’s mind the purpose of using an online environment. If the purpose is focused reading, then students need to learn to recognize every move away from the text and into another online space as a distraction from sustained engagement. If the purpose is connected reading, students need to recognize how to strike the right balance between exploring a networked of hyperlinked texts while not wandering away from the core purpose of one’s reading. The first step in helping students developing these skills is naming “attention” as a skill: having students reflect metacognitively on their attention strategies and weaknesses and think about how best to exercise their own attention muscles.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>Actually shutting down all apps before reading can be a kind of ritual of concentration, like clearing way books and papers from a desk before sitting down to read.\u003c/strong> \u003c/aside>\n\u003cp>Students can also learn to create a digital environment conducive to concentration. For iPads, iOS 6 has a Guided Access feature designed to help people get stuck inside a particular app. Somewhat hidden under the “Accessibility” menu in the General Settings, Guided Access allows users to “lock in” to a particular app, disable all notifications, and require a password to log out. It cannot disable distraction, but it can set it a few more clicks away. (If you have a toddler, this is also a helpful way of keeping them from accidentally logging out with the Home button or swiping to a new app). Actually shutting down all apps before reading can be a kind of ritual of concentration, like clearing way books and papers from a desk before sitting down to read. It is also more slightly more difficult to jump into a game that needs to load or a web browser preloaded with interesting pages. Such are the 21\u003csup>st\u003c/sup> century methods of creating a clear desk for reading.\u003c/p>\n\u003cp>One of the central arguments of Rheingold’s book is that while digital tools can shape our cognitive experiences in undesirable ways, many of the drawbacks of technology are not inevitable. We simply need to develop new habits to make the most of our new tools. If our tools can distract us, then we need to learn more about focusing attention and managing distraction. Used wisely, we can choose to read Walden alone, in quite repose, or we can read Walden in community with peers and mentors, allowing students divided by home geography to read together as the Transcendentalists might have done in Emerson’s manse. Without these deliberate efforts to rethink reading we may find, as Thoreau said of the emerging technology of his own time, “we do not ride on the railroad; it rides upon us.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>B. Justin Reich is a Fellow at Harvard's \u003ca href=\"http://www.cyber.law.harvard.edu/%E2%80%8E\">Berkman Center for Internet and Society\u003c/a>, as well as Director of Online Community, Practice, and Research at Facing History and co-Director of \u003ca href=\"http://www.edtechteacher.org/\">EdTechTeacher. \u003c/a>\u003cem>Beth Holland is a Senior Associate with EdTechTeacher.\u003c/em>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28661\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660027849/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-28661\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/6660027849_17523f1d90_z-620x465.jpg\" alt=\"6660027849_17523f1d90_z\" width=\"620\" height=\"465\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Justin Reich and Beth Holland\u003c/h5>\n\u003cp class=\"dropcap-serif\">The Someday/Monday dichotomy captures one of the core challenges in teacher professional development around education technology. On the one hand, deep integration of new learning technologies into classrooms requires substantially rethinking pedagogy, curriculum, assessment, and teacher practice (someday). For technology to make a real difference in student learning, it can’t just be an add-on. On the other hand, teachers need to start somewhere (Monday), and one of the easiest ways for teachers to get experience with emerging tools is to play and experiment in lightweight ways: to use technology as an add-on. Teachers need to imagine a new future—to build towards Someday—and teachers also need new activities and strategies to try out on Monday. Both pathways are important to teacher growth and meaningful, sustained changes in teaching and learning.\u003c/p>\n\u003cp>In this four-part series, we’ll use the Someday/Monday template to explore four dimensions of using tablets, such as the iPad, in educational settings, examining how teachers can take students on a journey from consumption of media to curation, creation, and connection. Here, we'll start with consumption.\u003c/p>\n\u003ch3>\u003cstrong>Part I: Consumption\u003c/strong>\u003c/h3>\n\u003cp>In the \u003ca href=\"http://commons.wikimedia.org/wiki/File:Steve_Jobs_at_Apple_iPad_Event.jpg\">apocryphal photo of the iPad\u003c/a>, the tablet rests in the lap of Steve Jobs, sitting on the stage at the iPad release demonstration, reclined in a leather chair. This was a device made for reading and watching, for sitting back, for passively consuming media. One of the signature challenges of the surge of interest in iPads is helping educators imagine the device as more than a library of books \u003c!--more-->or a rolodex of apps, but as a flexible, mobile device for creating multimedia performances of understanding. Educators using iPads should start by thinking about how the device can foster critical reading of text, images, audio, and film, but consumption should be the point of departure on a journey towards more active student engagement.\u003c/p>\n\u003cp>To oversimplify, there are two kinds of reading that students are asked to do in school settings: focused and connected. In the focused reading mode, we hope young people will engage deeply with a text. As Mark Ott, the chair of the English Department at Deerfield Academy recently told me, “Students used to sit at a desk with nothing but a copy of Thoreau’s Walden and experience sustained engagement with Thoreau’s ideas. We want to preserve that experience in a world where devices are constantly competing for their attention.” Whether the copy of Walden is the \u003ca href=\"http://www.amazon.com/Walden-Henry-David-T-Thoreau/dp/1484024192/ref=sr_1_1?ie=UTF8&qid=1367591600&sr=8-1&keywords=walden\">$4.99 paperback\u003c/a> or the \u003ca href=\"https://itunes.apple.com/us/book/walden/id498685302?mt=11\">free digital copy from the iBooks library\u003c/a>, educators still believe in the importance of focused reading.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>Focused and connected modes of reading are both vital, but they require different habits, disciplines, and settings, and they serve different ends.\u003c/strong>\u003c/aside>\n\u003cp>In the connected reading mode, we ask students to treat texts as nodes in a network of information. We ask them to quickly synthesize multiple readings and websites in research projects. To follow contemporary media narratives, like the recent violence in Boston, they trace stories across Twitter hashtags, livestreams of police scanners, blog posts, and newspaper articles. We ask them to read in communal settings, leveraging social technologies to allow users to share notes, highlighted passages, questions, and ideas. In an extreme form of this connected reading, Diana Kimball, a Fellow at the Berkman Center for Internet & Society at Harvard University, has formed a “\u003ca href=\"http://www.24hourbookclub.com/\">24-hour book club\u003c/a>” where groups sign up to read the same book in a 24-hour period, using \u003ca href=\"https://twitter.com/24hourbookclub\">Twitter\u003c/a> to share reactions, favorite passages, questions, hunches, and insights.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Focused and connected modes of reading are both vital, but they require different habits, disciplines, and settings, and they serve different ends.\u003c/p>\n\u003ch3>\u003cstrong>\u003cem>Someday\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>Most emerging technologies for the iPad support connected reading experiences rather than focused reading experiences. \u003ca href=\"http://www.subtext.com/\">SubText\u003c/a> allows teachers to place students in to reading groups, where they can share notes, highlight passages, ask questions, engage in discussions, and respond to teacher prompts. Reading becomes a shared, communal act, not just in classroom discussion but during the experience of reading. For collaborative research, \u003ca href=\"http://zotero.org\">Zotero’s web interface\u003c/a> works great on tablets, and the tool helps groups and individual students organize diverse sources for research projects and manage bibliographic information.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>FUTURE OF TABLETS: SOMEDAY / MONDAY\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">\u003cspan style=\"color: #666699\">Potential Vs. Reality of Consuming Media\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">\u003cspan style=\"color: #666699\">To Get the Most Out of Tablets, Use Smart Curation\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-7P3\">\u003cspan style=\"color: #666699\">The iPad as a Tool for Creation to Strengthen Learning\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-83e\">\u003cspan style=\"color: #666699\">How Tablets Can Enable Meaningful Connections for Students and Teachers\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>A great summer project for literature or history teachers would be to explore some of these new tools and imagine how differentiated reading experiences in classes could be more social, how literature circles or book groups could collaborate in reading at home and then discuss their insights together in class.\u003c/p>\n\u003cp>Tablets already have tools to help reimagine connected reading, but features or apps that scaffold focused reading experiences seem further off. E-reading apps may eventually collect data about students as readers, providing some insights around pace, focus, and attention. For instance, eye-tracking and usage-tracking tools could provide measures of student reading engagement, allowing teachers to help students set goals around sustained reading. For Monday, however, it will be practices rather than apps that help students develop the capacity to read deeply.\u003c/p>\n\u003ch3>\u003cstrong>\u003cem>Monday\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>To help students learn sustained concentration—there isn’t an app for that, yet. In the meanwhile, students need to learn both habits of mind for disciplined reading and how to control their technology environment to minimize distraction.\u003c/p>\n\u003cp>Howard Rheingold in his fine book \u003ca href=\"http://rheingold.com/netsmart/\">NetSmart\u003c/a>, praises the art of Attention, the habit of keeping at the front of one’s mind the purpose of using an online environment. If the purpose is focused reading, then students need to learn to recognize every move away from the text and into another online space as a distraction from sustained engagement. If the purpose is connected reading, students need to recognize how to strike the right balance between exploring a networked of hyperlinked texts while not wandering away from the core purpose of one’s reading. The first step in helping students developing these skills is naming “attention” as a skill: having students reflect metacognitively on their attention strategies and weaknesses and think about how best to exercise their own attention muscles.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>Actually shutting down all apps before reading can be a kind of ritual of concentration, like clearing way books and papers from a desk before sitting down to read.\u003c/strong> \u003c/aside>\n\u003cp>Students can also learn to create a digital environment conducive to concentration. For iPads, iOS 6 has a Guided Access feature designed to help people get stuck inside a particular app. Somewhat hidden under the “Accessibility” menu in the General Settings, Guided Access allows users to “lock in” to a particular app, disable all notifications, and require a password to log out. It cannot disable distraction, but it can set it a few more clicks away. (If you have a toddler, this is also a helpful way of keeping them from accidentally logging out with the Home button or swiping to a new app). Actually shutting down all apps before reading can be a kind of ritual of concentration, like clearing way books and papers from a desk before sitting down to read. It is also more slightly more difficult to jump into a game that needs to load or a web browser preloaded with interesting pages. Such are the 21\u003csup>st\u003c/sup> century methods of creating a clear desk for reading.\u003c/p>\n\u003cp>One of the central arguments of Rheingold’s book is that while digital tools can shape our cognitive experiences in undesirable ways, many of the drawbacks of technology are not inevitable. We simply need to develop new habits to make the most of our new tools. If our tools can distract us, then we need to learn more about focusing attention and managing distraction. Used wisely, we can choose to read Walden alone, in quite repose, or we can read Walden in community with peers and mentors, allowing students divided by home geography to read together as the Transcendentalists might have done in Emerson’s manse. Without these deliberate efforts to rethink reading we may find, as Thoreau said of the emerging technology of his own time, “we do not ride on the railroad; it rides upon us.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>B. Justin Reich is a Fellow at Harvard's \u003ca href=\"http://www.cyber.law.harvard.edu/%E2%80%8E\">Berkman Center for Internet and Society\u003c/a>, as well as Director of Online Community, Practice, and Research at Facing History and co-Director of \u003ca href=\"http://www.edtechteacher.org/\">EdTechTeacher. \u003c/a>\u003cem>Beth Holland is a Senior Associate with EdTechTeacher.\u003c/em>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_28634\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/jhaymesisvip/6497720753/http://\">\u003cimg class=\"size-large wp-image-28634\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/6497720753_fbaea0598e_z-620x414.jpg\" alt=\"6497720753_fbaea0598e_z\" width=\"620\" height=\"414\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Smartphones, tablets, and other mobile devices have gained popularity as educational tools in part because of the belief those devices \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/for-low-income-kids-access-to-devices-could-be-the-equalizer/\">could cut across the digital divide\u003c/a> created by socioeconomic boundaries.\u003c/p>\n\u003cp>Now a new study reinforces that perspective, finding that students' access to mobile devices, in this country anyway, is more often a question of parents' attitudes toward mobile learning than a family's income or the mobile device provisions of that family's local school district.\u003c/p>\n\u003cp>\u003ca href=\"http://www.grunwald.com/pdfs/Grunwald%20LandL%20public%20report.pdf\">The report\u003c/a> published by \u003ca href=\"http://www.grunwald.com/\">Grunwald Associates\u003c/a> and the \u003ca href=\"http://www.learningfirst.org/\">Learning First Alliance\u003c/a> with support from AT&T, found that, according to data from a representative nationwide sample of nearly 2,400 parents, more than four in five K-12 students at least occasionally use some sort of computing device, including mobile devices like tablets or smartphones, or laptop computers.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“The ubiquity of mobile technology in everyday life I think comes through loud and clear in this study. Families own multiple devices, even families that are not well off.”\u003c/strong>\u003c/aside>\n\u003cp>Further, although there was some association between parent income and the 18 percent of students who don't use devices at home, more than half of those non-using students were found to live in houses where parents own at least one such device, often a smartphone.\u003c/p>\n\u003cp>The cause of non-use in those cases is “some other reason that probably revolves around the attitudes of parents and, by extension, the students toward the smartphone,” said Peter Grunwald, the president and founder of Grunwald Associates, a research firm based in Bethesda, Md., known for its work on ed-tech related projects. “The ubiquity of mobile technology in everyday life I think comes through loud and clear in this study. Families own multiple devices, even families that are not well off.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Income did affect the number of computing devices per household, however. Overall, the study found families with an income of under $25,000 were found to own an average of 3.3 devices per household, a figure that includes desktop and laptop computers, tablets, and smartphones and \u003c!--more-->other mobile devices. Families with an annual income of more than $150,000 had nearly twice that many devices, on average.\u003c/p>\n\u003cp>In terms of support, a majority of responding parents saying they believed mobile devices could be positive educational tools for their children. \"Majorities of parents believe that mobile devices and applications offer fun, engaging ways of learning, connecting and communicating,\" the report states. \"When it comes to mobile devices and education, most parents believe that these devices open up learning opportunities, benefit students’ learning and can engage students in the classroom. Many parents also believe that mobiles and apps teach academic skills and content.\"\u003c/p>\n\u003cp>Further, although parents' attitudes toward mobile learning were found to be influenced by whether their children experienced mobile learning opportunities at school, parents also reported being far more likely to consider supporting their students' education with a mobile device than their children's school districts.\u003c/p>\n\u003cp>Some 45 percent of parents said they either had already purchased or planned to purchase a mobile device to support their children's education, and 56 percent said they'd be willing to purchase a mobile device if their child's school required it. About half of parents' high school students carry smartphones to school, parents said.\u003c/p>\n\u003cp>By contrast, only 16 percent of schools had a policy that allowed students to use their own mobile devices in class, according to parents, while only 17 percent said their children were required to use a mobile device—owned either by the school or the student—as part of their education.\u003c/p>\n\u003cp>“I think it reflects … the disconnect between the school environment and the broader household environment in which kids exist,” Grunwald said.\u003c/p>\n\u003cp>More from the study:\u003c/p>\n\u003cp>\u003cstrong>MOBILE IN SCHOOLS:\u003c/strong> By high school, half of all students (51 percent) carry a smartphone to school with them every day. So do more than one in four middle school students (28 percent). Overall, 25 percent of all K–12 students take a smartphone to school every day, according to their parents, including 8 percent of students in grades 3–5.\u003c/p>\n\u003cp>Sixteen percent of all K–12 parents, and almost one in four parents of high school students (24 percent), report that their child’s school allows students to use family-owned mobile devices in the classroom—often called a “bring your own device” (BYOD) approach. Given that half of all high school students take a smartphone to school every day, however, some students seem to be powering down their devices in the classroom, or using them under the radar.\u003c/p>\n\u003cp>Some schools require students to use portable or mobile devices—which could be school- or family-owned—in the classroom. This could be a signal that technology that can move between homes and schools could become essential for academic learning. Overall, 17 percent of K–12 parents report that their child’s school requires students to use at least one portable device (such as a laptop, notebook, netbook or ultrabook) or mobile device in the classroom.\u003c/p>\n\u003cp>More than half of parents believe that schools should make more use of mobile devices in education. At the same time, many parents look to teachers and schools for guidance on helping children use mobiles and apps for educational purposes.\u003c/p>\n\u003cp>Parents aren’t waiting for schools to make the move to mobile learning. Already, 45 percent of parents report that they plan to buy, or already have bought, a mobile device to support their child’s learning. Fifty-six percent of parents say they’d be willing to purchase a mobile device for their child to use in the classroom if the school required it.\u003c/p>\n\u003cp>\u003cstrong>GIRLS VS. BOYS:\u003c/strong> Parents of girls were slightly more likely to support the use of mobile devices for education than were parents of boys. Grunwald said the finding is consistent with past research that has shown girls to be more consistent and more intense users of social media for the sake of socialization and community building.\u003c/p>\n\u003cp>\u003cstrong>YOUNG VS. YOUNGER:\u003c/strong> Parents of students in grades K-2 were more likely to vouch for the effectiveness of mobile education than parents of students in grades 3-12. Although the study did not directly explore the reasons why parents of younger students showed that response, Grunwald said the discrepancy goes beyond parents of younger children simply being younger themselves, and thus more tech savvy.\u003c/p>\n\u003cp>“A substantial part of this correlation is attributable to the perception that some of the newer devices, in particular tablets, do in fact lend themselves to younger kids' use,” he said. The evidence for that conclusion comes from previous research in the field, he added.\u003c/p>\n\u003cp>\u003cstrong>LACK OF INFLUENCE:\u003c/strong> While the study focuses mainly on quantifying use habits and attitudes of parents and children, there is little direct data to explain what influences these, Grunwald said, meaning any conclusions as such are educated guesses at best.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We'd also like to look at this notion of influence in greater detail,” he said. “The influence of parents on kids, the influence of families on schools, and also the degree to which schools are going to be looked to for guidance by parents in terms of selection of education applications and the like.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28634\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/jhaymesisvip/6497720753/http://\">\u003cimg class=\"size-large wp-image-28634\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/6497720753_fbaea0598e_z-620x414.jpg\" alt=\"6497720753_fbaea0598e_z\" width=\"620\" height=\"414\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Smartphones, tablets, and other mobile devices have gained popularity as educational tools in part because of the belief those devices \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/for-low-income-kids-access-to-devices-could-be-the-equalizer/\">could cut across the digital divide\u003c/a> created by socioeconomic boundaries.\u003c/p>\n\u003cp>Now a new study reinforces that perspective, finding that students' access to mobile devices, in this country anyway, is more often a question of parents' attitudes toward mobile learning than a family's income or the mobile device provisions of that family's local school district.\u003c/p>\n\u003cp>\u003ca href=\"http://www.grunwald.com/pdfs/Grunwald%20LandL%20public%20report.pdf\">The report\u003c/a> published by \u003ca href=\"http://www.grunwald.com/\">Grunwald Associates\u003c/a> and the \u003ca href=\"http://www.learningfirst.org/\">Learning First Alliance\u003c/a> with support from AT&T, found that, according to data from a representative nationwide sample of nearly 2,400 parents, more than four in five K-12 students at least occasionally use some sort of computing device, including mobile devices like tablets or smartphones, or laptop computers.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“The ubiquity of mobile technology in everyday life I think comes through loud and clear in this study. Families own multiple devices, even families that are not well off.”\u003c/strong>\u003c/aside>\n\u003cp>Further, although there was some association between parent income and the 18 percent of students who don't use devices at home, more than half of those non-using students were found to live in houses where parents own at least one such device, often a smartphone.\u003c/p>\n\u003cp>The cause of non-use in those cases is “some other reason that probably revolves around the attitudes of parents and, by extension, the students toward the smartphone,” said Peter Grunwald, the president and founder of Grunwald Associates, a research firm based in Bethesda, Md., known for its work on ed-tech related projects. “The ubiquity of mobile technology in everyday life I think comes through loud and clear in this study. Families own multiple devices, even families that are not well off.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Income did affect the number of computing devices per household, however. Overall, the study found families with an income of under $25,000 were found to own an average of 3.3 devices per household, a figure that includes desktop and laptop computers, tablets, and smartphones and \u003c!--more-->other mobile devices. Families with an annual income of more than $150,000 had nearly twice that many devices, on average.\u003c/p>\n\u003cp>In terms of support, a majority of responding parents saying they believed mobile devices could be positive educational tools for their children. \"Majorities of parents believe that mobile devices and applications offer fun, engaging ways of learning, connecting and communicating,\" the report states. \"When it comes to mobile devices and education, most parents believe that these devices open up learning opportunities, benefit students’ learning and can engage students in the classroom. Many parents also believe that mobiles and apps teach academic skills and content.\"\u003c/p>\n\u003cp>Further, although parents' attitudes toward mobile learning were found to be influenced by whether their children experienced mobile learning opportunities at school, parents also reported being far more likely to consider supporting their students' education with a mobile device than their children's school districts.\u003c/p>\n\u003cp>Some 45 percent of parents said they either had already purchased or planned to purchase a mobile device to support their children's education, and 56 percent said they'd be willing to purchase a mobile device if their child's school required it. About half of parents' high school students carry smartphones to school, parents said.\u003c/p>\n\u003cp>By contrast, only 16 percent of schools had a policy that allowed students to use their own mobile devices in class, according to parents, while only 17 percent said their children were required to use a mobile device—owned either by the school or the student—as part of their education.\u003c/p>\n\u003cp>“I think it reflects … the disconnect between the school environment and the broader household environment in which kids exist,” Grunwald said.\u003c/p>\n\u003cp>More from the study:\u003c/p>\n\u003cp>\u003cstrong>MOBILE IN SCHOOLS:\u003c/strong> By high school, half of all students (51 percent) carry a smartphone to school with them every day. So do more than one in four middle school students (28 percent). Overall, 25 percent of all K–12 students take a smartphone to school every day, according to their parents, including 8 percent of students in grades 3–5.\u003c/p>\n\u003cp>Sixteen percent of all K–12 parents, and almost one in four parents of high school students (24 percent), report that their child’s school allows students to use family-owned mobile devices in the classroom—often called a “bring your own device” (BYOD) approach. Given that half of all high school students take a smartphone to school every day, however, some students seem to be powering down their devices in the classroom, or using them under the radar.\u003c/p>\n\u003cp>Some schools require students to use portable or mobile devices—which could be school- or family-owned—in the classroom. This could be a signal that technology that can move between homes and schools could become essential for academic learning. Overall, 17 percent of K–12 parents report that their child’s school requires students to use at least one portable device (such as a laptop, notebook, netbook or ultrabook) or mobile device in the classroom.\u003c/p>\n\u003cp>More than half of parents believe that schools should make more use of mobile devices in education. At the same time, many parents look to teachers and schools for guidance on helping children use mobiles and apps for educational purposes.\u003c/p>\n\u003cp>Parents aren’t waiting for schools to make the move to mobile learning. Already, 45 percent of parents report that they plan to buy, or already have bought, a mobile device to support their child’s learning. Fifty-six percent of parents say they’d be willing to purchase a mobile device for their child to use in the classroom if the school required it.\u003c/p>\n\u003cp>\u003cstrong>GIRLS VS. BOYS:\u003c/strong> Parents of girls were slightly more likely to support the use of mobile devices for education than were parents of boys. Grunwald said the finding is consistent with past research that has shown girls to be more consistent and more intense users of social media for the sake of socialization and community building.\u003c/p>\n\u003cp>\u003cstrong>YOUNG VS. YOUNGER:\u003c/strong> Parents of students in grades K-2 were more likely to vouch for the effectiveness of mobile education than parents of students in grades 3-12. Although the study did not directly explore the reasons why parents of younger students showed that response, Grunwald said the discrepancy goes beyond parents of younger children simply being younger themselves, and thus more tech savvy.\u003c/p>\n\u003cp>“A substantial part of this correlation is attributable to the perception that some of the newer devices, in particular tablets, do in fact lend themselves to younger kids' use,” he said. The evidence for that conclusion comes from previous research in the field, he added.\u003c/p>\n\u003cp>\u003cstrong>LACK OF INFLUENCE:\u003c/strong> While the study focuses mainly on quantifying use habits and attitudes of parents and children, there is little direct data to explain what influences these, Grunwald said, meaning any conclusions as such are educated guesses at best.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We'd also like to look at this notion of influence in greater detail,” he said. “The influence of parents on kids, the influence of families on schools, and also the degree to which schools are going to be looked to for guidance by parents in terms of selection of education applications and the like.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_28572\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/bennyseidelman/5103679466/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-28572\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/5103679466_287d32457e_z-620x392.jpg\" alt=\"5103679466_287d32457e_z\" width=\"620\" height=\"392\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch4>\u003cem>Using tech tools that students are familiar with and already enjoy using is attractive to educators, but getting students focused on the project at hand might be more difficult because of it.\u003c/em>\u003c/h4>\n\u003cp class=\"dropcap-serif\">Living rooms, dens, kitchens, even bedrooms: Investigators followed students into the spaces where homework gets done. Pens poised over their “study observation forms,” the observers watched intently as the students—in middle school, high school, and college, 263 in all—opened their books and turned on their computers.\u003c/p>\n\u003cp>For a quarter of an hour, the investigators from the lab of Larry Rosen, a psychology professor at California State University-Dominguez Hills, marked down once a minute what the students were doing as they studied. A checklist on the form included: reading a book, writing on paper, typing on the computer—and also using email, looking at Facebook, engaging in instant messaging, texting, talking on the phone, watching television, listening to music, surfing the web. Sitting unobtrusively at the back of the room, the observers counted the number of windows open on the students’ screens and noted whether the students were wearing ear-buds.\u003c/p>\n\u003cp>Although the students had been told at the outset that they should “study something important, including homework, an upcoming examination or project, or reading a book for a course,” it wasn’t long before their attention drifted: Students’ “on-task behavior” started declining around the two-minute mark as they began responding to arriving texts or checking their Facebook feeds. By the time the 15 minutes were up, they had spent only about 65 percent of the observation period actually doing their schoolwork.\u003c/p>\n\u003cp>“We were amazed at how frequently they multitasked, even though they knew someone was watching,” Rosen says. “It really seems that they could not go for 15 minutes without engaging their devices,” adding, “It was kind of scary, actually.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“I don’t care if a kid wants to tweet while she’s watching \u003cem>American Idol\u003c/em>, or have music on while he plays a video game. But when students are doing serious work with their minds, they have to have focus.”\u003c/strong>\u003c/aside>\n\u003cp>Concern about young people’s use of technology is nothing new, of course. But \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0747563212003305\">Rosen’s study\u003c/a>, published in the May issue of\u003cem> \u003ca href=\"http://www.journals.elsevier.com/computers-in-human-behavior/\">Computers in Human Behavior\u003c/a>\u003c/em>, is part of a growing body of research focused on a very particular use of technology: media multitasking \u003cem>while learning\u003c/em>. Attending to multiple streams of information and entertainment while studying, doing homework, or even sitting \u003c!--more-->in class has become common behavior among young people—so common that many of them rarely write a paper or complete a problem set any other way.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But evidence from psychology, cognitive science, and neuroscience suggests that when students multitask while doing schoolwork, their learning is far spottier and shallower than if the work had their full attention. They understand and remember less, and they have greater difficulty transferring their learning to new contexts. So detrimental is this practice that some researchers are proposing that a new prerequisite for academic and even professional success—the new \u003ca href=\"http://en.wikipedia.org/wiki/Stanford_marshmallow_experiment\">marshmallow test\u003c/a> of self-discipline—is the ability to resist a blinking inbox or a buzzing phone.\u003c/p>\n\u003cp>The media multitasking habit starts early. In “\u003ca href=\"http://www.kff.org/entmedia/mh012010pkg.cfm\">Generation M\u003csup>2\u003c/sup>: Media in the Lives of 8- to 18-Year-Olds\u003c/a>,” a survey conducted by the Kaiser Family Foundation and published in 2010, almost a third of those surveyed said that when they were doing homework, “most of the time” they were also watching TV, texting, listening to music, or using some other medium. The lead author of the study was Victoria Rideout, then a vice president at Kaiser and now an independent research and policy consultant. Although the study looked at all aspects of kids’ media use, Rideout told me she was particularly troubled by its findings regarding media multitasking while doing schoolwork.\u003c/p>\n\u003cp>“This is a concern we should have distinct from worrying about how much kids are online or how much kids are media multitasking overall. It’s multitasking while learning that has the biggest potential downside,” she says. “I don’t care if a kid wants to tweet while she’s watching \u003cem>American Idol\u003c/em>, or have music on while he plays a video game. But when students are doing serious work with their minds, they have to have focus.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"Parents can draw a line when it comes to homework and studying—telling their kids, ‘This is a time when you will concentrate on just one thing.’ ”\u003c/strong>\u003c/aside>\n\u003cp>For older students, the media multitasking habit extends into the classroom. While most middle and high school students don’t have the opportunity to text, email, and surf the Internet during class, studies show the practice is nearly universal among students in college and professional school. \u003ca href=\"http://www.unh.edu/news/docs/UNHtextingstudy.pdf\">One large survey found\u003c/a> that 80 percent of college students admit to texting during class; 15 percent say they send 11 or more texts in a single class period.\u003c/p>\n\u003cp>During the first meeting of his courses, Rosen makes a practice of calling on a student who is busy with his phone. “I ask him, ‘What was on the slide I just showed to the class?’ The student always pulls a blank,” Rosen reports. “Young people have a wildly inflated idea of how many things they can attend to at once, and this demonstration helps drive the point home: If you’re paying attention to your phone, you’re not paying attention to what’s going on in class.” Other professors have taken a more surreptitious approach, installing electronic spyware or planting human observers to record whether students are taking notes on their laptops or using them for other, unauthorized purposes.\u003c/p>\n\u003cp>Such steps may seem excessive, even paranoid: After all, isn’t technology increasingly becoming an intentional part of classroom activities and homework assignments? Educators are using social media sites like Facebook and Twitter as well as social sites created just for schools, such as Edmodo, to communicate with students, take class polls, assign homework, and have students collaborate on projects. But researchers are concerned about the use of laptops, tablets, cell phones, and other technology for purposes quite apart from schoolwork. Now that these devices have been admitted into classrooms and study spaces, it has proven difficult to police the line between their approved and illicit use by students.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/the-pitfalls-and-promise-of-social-media-and-kids/\">The Pitfalls and Promises of Facebook, Social Media, and Kids\u003c/a>]\u003c/p>\n\u003cp>In \u003ca href=\"http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ893903&ERICExtSearch_SearchType_0=no&accno=EJ893903\">the study involving spyware\u003c/a>, for example, two professors of business administration at the University of Vermont found that “students engage in substantial multitasking behavior with their laptops and have non course-related software applications open and active about 42 percent of the time.” The professors, \u003ca href=\"http://www.uvm.edu/business/?Page=profile.php&id=53\">James Kraushaar\u003c/a> and \u003ca href=\"http://www.uvm.edu/business/?Page=profile.php&id=318\">David Novak\u003c/a>, obtained students’ permission before installing the monitoring software on their computers—so, as in Rosen’s study, the students were engaging in flagrant multitasking even though they knew their actions were being recorded.\u003c/p>\n\u003cp>\u003ca href=\"http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1805107\">Another study\u003c/a>, carried out at St. John’s University in New York, used human observers stationed at the back of the classroom to record the technological activities of law students. The spies reported that 58 percent of second- and third-year law students who had laptops in class were using them for “non-class purposes” more than half the time. (First-year students were far more likely to use their computers for taking notes, although an observer did note one first-year student texting just 17 minutes into her very first class—the beginning of her law school career.)\u003c/p>\n\u003cp>\u003cstrong>CAN THE BRAIN MULTITASK?\u003c/strong>\u003c/p>\n\u003cp>Texting, emailing, and posting on Facebook and other social media sites are by far the most common digital activities students undertake while learning, according to Rosen. That’s a problem, because these operations are actually quite mentally complex, and they draw on the same mental resources—using language, parsing meaning—demanded by schoolwork.\u003c/p>\n\u003cp>\u003ca href=\"http://www-personal.umich.edu/~smeyer/demeyer/\">David Meyer\u003c/a>, a psychology professor at the University of Michigan who’s studied the effects of divided attention on learning, takes a firm line on the brain’s ability to multitask: “Under most conditions, the brain simply cannot do two complex tasks at the same time. It can happen only when the two tasks are both very simple and when they don’t compete with each other for the same mental resources. An example would be folding laundry and listening to the weather report on the radio. That’s fine. But listening to a lecture while texting, or doing homework and being on Facebook—each of these tasks is very demanding, and each of them uses the same area of the brain, the prefrontal cortex.”\u003c/p>\n\u003cp>Young people think they can perform two challenging tasks at once, Meyer acknowledges, but “they are deluded,” he declares. It’s difficult for anyone to properly evaluate how well his or her own mental processes are operating, he points out, because most of these processes are unconscious. And, Meyer adds, “there’s nothing magical about the brains of so-called ‘digital natives’ that keeps them from suffering the inefficiencies of multitasking. They may like to do it, they may even be addicted to it, but there’s no getting around the fact that it’s far better to focus on one task from start to finish.”\u003c/p>\n\u003cfigure id=\"attachment_28576\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-28576\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/IMG_8516-300x450.jpg\" alt=\"IMG_8516\" width=\"300\" height=\"450\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Researchers have documented a cascade of negative outcomes that occurs when students multitask while doing schoolwork. First, the assignment takes longer to complete, because of the time spent on distracting activities and because, upon returning to the assignment, the student has to re-familiarize himself with the material.\u003c/p>\n\u003cp>Second, the mental fatigue caused by repeatedly dropping and picking up a mental thread leads to more mistakes. The cognitive cost of such task-switching is especially high when students alternate between tasks that call for different sets of expressive “rules”—the formal, precise language required for an English essay, for example, and the casual, friendly tone of an email to a friend.\u003c/p>\n\u003cp>Third, students’ subsequent memory of what they’re working on will be impaired if their attention is divided. Although we often assume that our memories fail at the moment we can’t recall a fact or concept, the failure may actually have occurred earlier, at the time we originally saved, or encoded, the memory. The moment of encoding is what matters most for retention, and dozens of laboratory studies have demonstrated that \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/10868332\">when our attention is divided during encoding\u003c/a>, we remember that piece of information less well—or not at all. As the unlucky student spotlighted by Rosen can attest, we can’t remember something that never really entered our consciousness in the first place. And a study last month showed that \u003ca href=\"http://anniemurphypaul.com/2013/04/classroom-laptop-users-distract-others-as-well-as-themselves/\">students who multitask on laptops in class distract not just themselves but also their peers\u003c/a> who see what they’re doing.\u003c/p>\n\u003cp>Fourth, some research has suggested that when we’re distracted, our brains actually process and store information in different, less useful ways. In \u003ca href=\"http://www.poldracklab.org/Publications/pdf/Proc%20Natl%20Acad%20Sci%20USA%202006%20Foerde-1.pdf\">a 2006 study\u003c/a> in the \u003cem>Proceedings of the National Academy of Sciences\u003c/em>, \u003ca href=\"https://www.irc.utexas.edu/poldrack.html\">Russell Poldrack\u003c/a> of the University of Texas-Austin and two colleagues asked participants to engage in a learning activity on a computer while also carrying out a second task, counting musical tones that sounded while they worked. Study subjects who did both tasks at once appeared to learn just as well as subjects who did the first task by itself. But upon further probing, the former group proved much less adept at extending and extrapolating their new knowledge to novel contexts—a key capacity that psychologists call transfer.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"This is not some universal norm that students and parents can’t buck. This is not an unreasonable thing to ask of your kid.”\u003c/strong>\u003c/aside>\n\u003cp>Brain scans taken during Poldrack’s experiment revealed that different regions of the brain were active under the two conditions, indicating that the brain engages in a different form of memory when forced to pay attention to two streams of information at once. The results suggest, the scientists wrote, that “even if distraction does not decrease the overall level of learning, it can result in the acquisition of knowledge that can be applied less flexibly in new situations.”\u003c/p>\n\u003cp>Finally, researchers are beginning to demonstrate that media multitasking while learning is negatively associated with students’ grades. In Rosen’s study, students who used Facebook during the 15-minute observation period had lower grade-point averages than those who didn’t go on the site. And two recent studies by \u003ca href=\"http://cyber.law.harvard.edu/people/rjunco\">Reynol Junco\u003c/a>, a faculty associate at Harvard’s \u003ca href=\"http://cyber.law.harvard.edu/\">Berkman Center for Internet & Society\u003c/a>, found that texting and using Facebook—in class and while doing\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/doomed-or-lucky-predicting-the-future-of-the-internet-generation/\">Doomed or Lucky? Predicting the Future of the Internet Generation\u003c/a>]\u003c/p>\n\u003cp>homework—were negatively correlated with college students’ GPAs. “Engaging in Facebook use or texting while trying to complete schoolwork may tax students’ capacity for cognitive processing and preclude deeper learning,” write Junco and a coauthor. (Of course, it’s also plausible that the texting and Facebooking students are those with less willpower or motivation, and thus likely to have lower GPAs even aside from their use of technology.)\u003c/p>\n\u003ch4>HELPING KIDS PRIORITIZE\u003c/h4>\n\u003cp>Meyer, of the University of Michigan, worries that the problem goes beyond poor grades. “There’s a definite possibility that we are raising a generation that is learning more shallowly than young people in the past,” he says. “The depth of their processing of information is considerably less, because of all the distractions available to them as they learn.”\u003c/p>\n\u003cp>Given that these distractions aren’t going away, academic and even professional achievement may depend on the ability to ignore digital temptations while learning—a feat akin to the famous marshmallow test. In a series of experiments conducted more than 40 years ago, psychologist \u003ca href=\"http://www.columbia.edu/cu/psychology/indiv_pages/mischel/Walter_Mischel.html\">Walter Mischel\u003c/a> tempted young children with a marshmallow, telling them they could have two of the treats if they put off eating one right away. Follow-up studies performed years later found that the kids who were better able to delay gratification not only achieved higher grades and test scores but were also more likely to succeed in school and their careers.\u003c/p>\n\u003cp>Two years ago, Rosen and his colleagues conducted an information-age version of the marshmallow test. College students who participated in the study were asked to watch a 30-minute videotaped lecture, during which some were sent eight text messages while others were sent four or zero text messages. Those who were interrupted more often scored worse on a test of the lecture’s content; more interestingly, those who responded to the experimenters’ texts right away scored significantly worse than those participants who waited to reply until the lecture was over.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>\"Listening to a lecture while texting, or doing homework and being on Facebook—each of these tasks is very demanding, and each of them uses the same area of the brain, the prefrontal cortex.”\u003c/strong>\u003c/aside>\n\u003cp>This ability to resist the lure of technology can be consciously cultivated, Rosen maintains. \u003ca href=\"http://hechingered.org/content/how-a-tech-break-can-help-students-refocus_4556/\">He advises students to take “tech breaks”\u003c/a> to satisfy their cravings for electronic communication: After they’ve labored on their schoolwork uninterrupted for 15 minutes, they can allow themselves two minutes to text, check websites, and post to their hearts’ content. Then the devices get turned off for another 15 minutes of academics.\u003c/p>\n\u003cp>Over time, Rosen says, students are able extend their working time to 20, 30, even 45 minutes, as long as they know that an opportunity to get online awaits. “Young people’s technology use is really about quelling anxiety,” he contends. “They don’t want to miss out. They don’t want to be the last person to hear some news, or the ninth person to ‘like’ someone’s post.” Device-checking is a compulsive behavior that must be managed, he says, if young people are to learn and perform at their best.\u003c/p>\n\u003cp>Rideout, director of the Kaiser study on kids and media use, sees an upside for parents in the new focus on multitasking while learning. “The good thing about this phenomenon is that it’s a relatively discrete behavior that parents actually can do something about,” she says. “It would be hard to enforce a total ban on media multitasking, but parents can draw a line when it comes to homework and studying—telling their kids, ‘This is a time when you will concentrate on just one thing.’ ”\u003c/p>\n\u003cp style=\"text-align: center\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/how-meditating-helps-with-multitasking/\">\u003cstrong>[RELATED:\u003c/strong> How Meditating Helps With Multitasking]\u003c/a>\u003c/p>\n\u003cp>Parents shouldn’t feel like ogres when they do so, she adds. “It’s important to remember that while a lot of kids do media multitask while doing homework, a lot of them don’t. One out of five kids in our study said they ‘never’ engage in other media while doing homework, and another one in five said they do so only ‘a little bit.’ This is not some universal norm that students and parents can’t buck. This is not an unreasonable thing to ask of your kid.”\u003c/p>\n\u003cp>So here’s the takeaway for parents of Generation M: Stop fretting about how much they’re on Facebook. Don’t harass them about how much they play video games. The digital native boosters are right that this is the social and emotional world in which young people live. Just make sure when they’re doing schoolwork, the cell phones are silent, the video screens are dark, and that every last window is closed but one.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story was produced by MindShift in conjunction with \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, nonpartisan education-news outlet based at Teachers College, Columbia University and \u003ca href=\"http://www.slate.com\">Slate\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28572\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/bennyseidelman/5103679466/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-28572\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/5103679466_287d32457e_z-620x392.jpg\" alt=\"5103679466_287d32457e_z\" width=\"620\" height=\"392\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch4>\u003cem>Using tech tools that students are familiar with and already enjoy using is attractive to educators, but getting students focused on the project at hand might be more difficult because of it.\u003c/em>\u003c/h4>\n\u003cp class=\"dropcap-serif\">Living rooms, dens, kitchens, even bedrooms: Investigators followed students into the spaces where homework gets done. Pens poised over their “study observation forms,” the observers watched intently as the students—in middle school, high school, and college, 263 in all—opened their books and turned on their computers.\u003c/p>\n\u003cp>For a quarter of an hour, the investigators from the lab of Larry Rosen, a psychology professor at California State University-Dominguez Hills, marked down once a minute what the students were doing as they studied. A checklist on the form included: reading a book, writing on paper, typing on the computer—and also using email, looking at Facebook, engaging in instant messaging, texting, talking on the phone, watching television, listening to music, surfing the web. Sitting unobtrusively at the back of the room, the observers counted the number of windows open on the students’ screens and noted whether the students were wearing ear-buds.\u003c/p>\n\u003cp>Although the students had been told at the outset that they should “study something important, including homework, an upcoming examination or project, or reading a book for a course,” it wasn’t long before their attention drifted: Students’ “on-task behavior” started declining around the two-minute mark as they began responding to arriving texts or checking their Facebook feeds. By the time the 15 minutes were up, they had spent only about 65 percent of the observation period actually doing their schoolwork.\u003c/p>\n\u003cp>“We were amazed at how frequently they multitasked, even though they knew someone was watching,” Rosen says. “It really seems that they could not go for 15 minutes without engaging their devices,” adding, “It was kind of scary, actually.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“I don’t care if a kid wants to tweet while she’s watching \u003cem>American Idol\u003c/em>, or have music on while he plays a video game. But when students are doing serious work with their minds, they have to have focus.”\u003c/strong>\u003c/aside>\n\u003cp>Concern about young people’s use of technology is nothing new, of course. But \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0747563212003305\">Rosen’s study\u003c/a>, published in the May issue of\u003cem> \u003ca href=\"http://www.journals.elsevier.com/computers-in-human-behavior/\">Computers in Human Behavior\u003c/a>\u003c/em>, is part of a growing body of research focused on a very particular use of technology: media multitasking \u003cem>while learning\u003c/em>. Attending to multiple streams of information and entertainment while studying, doing homework, or even sitting \u003c!--more-->in class has become common behavior among young people—so common that many of them rarely write a paper or complete a problem set any other way.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But evidence from psychology, cognitive science, and neuroscience suggests that when students multitask while doing schoolwork, their learning is far spottier and shallower than if the work had their full attention. They understand and remember less, and they have greater difficulty transferring their learning to new contexts. So detrimental is this practice that some researchers are proposing that a new prerequisite for academic and even professional success—the new \u003ca href=\"http://en.wikipedia.org/wiki/Stanford_marshmallow_experiment\">marshmallow test\u003c/a> of self-discipline—is the ability to resist a blinking inbox or a buzzing phone.\u003c/p>\n\u003cp>The media multitasking habit starts early. In “\u003ca href=\"http://www.kff.org/entmedia/mh012010pkg.cfm\">Generation M\u003csup>2\u003c/sup>: Media in the Lives of 8- to 18-Year-Olds\u003c/a>,” a survey conducted by the Kaiser Family Foundation and published in 2010, almost a third of those surveyed said that when they were doing homework, “most of the time” they were also watching TV, texting, listening to music, or using some other medium. The lead author of the study was Victoria Rideout, then a vice president at Kaiser and now an independent research and policy consultant. Although the study looked at all aspects of kids’ media use, Rideout told me she was particularly troubled by its findings regarding media multitasking while doing schoolwork.\u003c/p>\n\u003cp>“This is a concern we should have distinct from worrying about how much kids are online or how much kids are media multitasking overall. It’s multitasking while learning that has the biggest potential downside,” she says. “I don’t care if a kid wants to tweet while she’s watching \u003cem>American Idol\u003c/em>, or have music on while he plays a video game. But when students are doing serious work with their minds, they have to have focus.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"Parents can draw a line when it comes to homework and studying—telling their kids, ‘This is a time when you will concentrate on just one thing.’ ”\u003c/strong>\u003c/aside>\n\u003cp>For older students, the media multitasking habit extends into the classroom. While most middle and high school students don’t have the opportunity to text, email, and surf the Internet during class, studies show the practice is nearly universal among students in college and professional school. \u003ca href=\"http://www.unh.edu/news/docs/UNHtextingstudy.pdf\">One large survey found\u003c/a> that 80 percent of college students admit to texting during class; 15 percent say they send 11 or more texts in a single class period.\u003c/p>\n\u003cp>During the first meeting of his courses, Rosen makes a practice of calling on a student who is busy with his phone. “I ask him, ‘What was on the slide I just showed to the class?’ The student always pulls a blank,” Rosen reports. “Young people have a wildly inflated idea of how many things they can attend to at once, and this demonstration helps drive the point home: If you’re paying attention to your phone, you’re not paying attention to what’s going on in class.” Other professors have taken a more surreptitious approach, installing electronic spyware or planting human observers to record whether students are taking notes on their laptops or using them for other, unauthorized purposes.\u003c/p>\n\u003cp>Such steps may seem excessive, even paranoid: After all, isn’t technology increasingly becoming an intentional part of classroom activities and homework assignments? Educators are using social media sites like Facebook and Twitter as well as social sites created just for schools, such as Edmodo, to communicate with students, take class polls, assign homework, and have students collaborate on projects. But researchers are concerned about the use of laptops, tablets, cell phones, and other technology for purposes quite apart from schoolwork. Now that these devices have been admitted into classrooms and study spaces, it has proven difficult to police the line between their approved and illicit use by students.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/the-pitfalls-and-promise-of-social-media-and-kids/\">The Pitfalls and Promises of Facebook, Social Media, and Kids\u003c/a>]\u003c/p>\n\u003cp>In \u003ca href=\"http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ893903&ERICExtSearch_SearchType_0=no&accno=EJ893903\">the study involving spyware\u003c/a>, for example, two professors of business administration at the University of Vermont found that “students engage in substantial multitasking behavior with their laptops and have non course-related software applications open and active about 42 percent of the time.” The professors, \u003ca href=\"http://www.uvm.edu/business/?Page=profile.php&id=53\">James Kraushaar\u003c/a> and \u003ca href=\"http://www.uvm.edu/business/?Page=profile.php&id=318\">David Novak\u003c/a>, obtained students’ permission before installing the monitoring software on their computers—so, as in Rosen’s study, the students were engaging in flagrant multitasking even though they knew their actions were being recorded.\u003c/p>\n\u003cp>\u003ca href=\"http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1805107\">Another study\u003c/a>, carried out at St. John’s University in New York, used human observers stationed at the back of the classroom to record the technological activities of law students. The spies reported that 58 percent of second- and third-year law students who had laptops in class were using them for “non-class purposes” more than half the time. (First-year students were far more likely to use their computers for taking notes, although an observer did note one first-year student texting just 17 minutes into her very first class—the beginning of her law school career.)\u003c/p>\n\u003cp>\u003cstrong>CAN THE BRAIN MULTITASK?\u003c/strong>\u003c/p>\n\u003cp>Texting, emailing, and posting on Facebook and other social media sites are by far the most common digital activities students undertake while learning, according to Rosen. That’s a problem, because these operations are actually quite mentally complex, and they draw on the same mental resources—using language, parsing meaning—demanded by schoolwork.\u003c/p>\n\u003cp>\u003ca href=\"http://www-personal.umich.edu/~smeyer/demeyer/\">David Meyer\u003c/a>, a psychology professor at the University of Michigan who’s studied the effects of divided attention on learning, takes a firm line on the brain’s ability to multitask: “Under most conditions, the brain simply cannot do two complex tasks at the same time. It can happen only when the two tasks are both very simple and when they don’t compete with each other for the same mental resources. An example would be folding laundry and listening to the weather report on the radio. That’s fine. But listening to a lecture while texting, or doing homework and being on Facebook—each of these tasks is very demanding, and each of them uses the same area of the brain, the prefrontal cortex.”\u003c/p>\n\u003cp>Young people think they can perform two challenging tasks at once, Meyer acknowledges, but “they are deluded,” he declares. It’s difficult for anyone to properly evaluate how well his or her own mental processes are operating, he points out, because most of these processes are unconscious. And, Meyer adds, “there’s nothing magical about the brains of so-called ‘digital natives’ that keeps them from suffering the inefficiencies of multitasking. They may like to do it, they may even be addicted to it, but there’s no getting around the fact that it’s far better to focus on one task from start to finish.”\u003c/p>\n\u003cfigure id=\"attachment_28576\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-28576\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/IMG_8516-300x450.jpg\" alt=\"IMG_8516\" width=\"300\" height=\"450\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Researchers have documented a cascade of negative outcomes that occurs when students multitask while doing schoolwork. First, the assignment takes longer to complete, because of the time spent on distracting activities and because, upon returning to the assignment, the student has to re-familiarize himself with the material.\u003c/p>\n\u003cp>Second, the mental fatigue caused by repeatedly dropping and picking up a mental thread leads to more mistakes. The cognitive cost of such task-switching is especially high when students alternate between tasks that call for different sets of expressive “rules”—the formal, precise language required for an English essay, for example, and the casual, friendly tone of an email to a friend.\u003c/p>\n\u003cp>Third, students’ subsequent memory of what they’re working on will be impaired if their attention is divided. Although we often assume that our memories fail at the moment we can’t recall a fact or concept, the failure may actually have occurred earlier, at the time we originally saved, or encoded, the memory. The moment of encoding is what matters most for retention, and dozens of laboratory studies have demonstrated that \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/10868332\">when our attention is divided during encoding\u003c/a>, we remember that piece of information less well—or not at all. As the unlucky student spotlighted by Rosen can attest, we can’t remember something that never really entered our consciousness in the first place. And a study last month showed that \u003ca href=\"http://anniemurphypaul.com/2013/04/classroom-laptop-users-distract-others-as-well-as-themselves/\">students who multitask on laptops in class distract not just themselves but also their peers\u003c/a> who see what they’re doing.\u003c/p>\n\u003cp>Fourth, some research has suggested that when we’re distracted, our brains actually process and store information in different, less useful ways. In \u003ca href=\"http://www.poldracklab.org/Publications/pdf/Proc%20Natl%20Acad%20Sci%20USA%202006%20Foerde-1.pdf\">a 2006 study\u003c/a> in the \u003cem>Proceedings of the National Academy of Sciences\u003c/em>, \u003ca href=\"https://www.irc.utexas.edu/poldrack.html\">Russell Poldrack\u003c/a> of the University of Texas-Austin and two colleagues asked participants to engage in a learning activity on a computer while also carrying out a second task, counting musical tones that sounded while they worked. Study subjects who did both tasks at once appeared to learn just as well as subjects who did the first task by itself. But upon further probing, the former group proved much less adept at extending and extrapolating their new knowledge to novel contexts—a key capacity that psychologists call transfer.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"This is not some universal norm that students and parents can’t buck. This is not an unreasonable thing to ask of your kid.”\u003c/strong>\u003c/aside>\n\u003cp>Brain scans taken during Poldrack’s experiment revealed that different regions of the brain were active under the two conditions, indicating that the brain engages in a different form of memory when forced to pay attention to two streams of information at once. The results suggest, the scientists wrote, that “even if distraction does not decrease the overall level of learning, it can result in the acquisition of knowledge that can be applied less flexibly in new situations.”\u003c/p>\n\u003cp>Finally, researchers are beginning to demonstrate that media multitasking while learning is negatively associated with students’ grades. In Rosen’s study, students who used Facebook during the 15-minute observation period had lower grade-point averages than those who didn’t go on the site. And two recent studies by \u003ca href=\"http://cyber.law.harvard.edu/people/rjunco\">Reynol Junco\u003c/a>, a faculty associate at Harvard’s \u003ca href=\"http://cyber.law.harvard.edu/\">Berkman Center for Internet & Society\u003c/a>, found that texting and using Facebook—in class and while doing\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/doomed-or-lucky-predicting-the-future-of-the-internet-generation/\">Doomed or Lucky? Predicting the Future of the Internet Generation\u003c/a>]\u003c/p>\n\u003cp>homework—were negatively correlated with college students’ GPAs. “Engaging in Facebook use or texting while trying to complete schoolwork may tax students’ capacity for cognitive processing and preclude deeper learning,” write Junco and a coauthor. (Of course, it’s also plausible that the texting and Facebooking students are those with less willpower or motivation, and thus likely to have lower GPAs even aside from their use of technology.)\u003c/p>\n\u003ch4>HELPING KIDS PRIORITIZE\u003c/h4>\n\u003cp>Meyer, of the University of Michigan, worries that the problem goes beyond poor grades. “There’s a definite possibility that we are raising a generation that is learning more shallowly than young people in the past,” he says. “The depth of their processing of information is considerably less, because of all the distractions available to them as they learn.”\u003c/p>\n\u003cp>Given that these distractions aren’t going away, academic and even professional achievement may depend on the ability to ignore digital temptations while learning—a feat akin to the famous marshmallow test. In a series of experiments conducted more than 40 years ago, psychologist \u003ca href=\"http://www.columbia.edu/cu/psychology/indiv_pages/mischel/Walter_Mischel.html\">Walter Mischel\u003c/a> tempted young children with a marshmallow, telling them they could have two of the treats if they put off eating one right away. Follow-up studies performed years later found that the kids who were better able to delay gratification not only achieved higher grades and test scores but were also more likely to succeed in school and their careers.\u003c/p>\n\u003cp>Two years ago, Rosen and his colleagues conducted an information-age version of the marshmallow test. College students who participated in the study were asked to watch a 30-minute videotaped lecture, during which some were sent eight text messages while others were sent four or zero text messages. Those who were interrupted more often scored worse on a test of the lecture’s content; more interestingly, those who responded to the experimenters’ texts right away scored significantly worse than those participants who waited to reply until the lecture was over.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>\"Listening to a lecture while texting, or doing homework and being on Facebook—each of these tasks is very demanding, and each of them uses the same area of the brain, the prefrontal cortex.”\u003c/strong>\u003c/aside>\n\u003cp>This ability to resist the lure of technology can be consciously cultivated, Rosen maintains. \u003ca href=\"http://hechingered.org/content/how-a-tech-break-can-help-students-refocus_4556/\">He advises students to take “tech breaks”\u003c/a> to satisfy their cravings for electronic communication: After they’ve labored on their schoolwork uninterrupted for 15 minutes, they can allow themselves two minutes to text, check websites, and post to their hearts’ content. Then the devices get turned off for another 15 minutes of academics.\u003c/p>\n\u003cp>Over time, Rosen says, students are able extend their working time to 20, 30, even 45 minutes, as long as they know that an opportunity to get online awaits. “Young people’s technology use is really about quelling anxiety,” he contends. “They don’t want to miss out. They don’t want to be the last person to hear some news, or the ninth person to ‘like’ someone’s post.” Device-checking is a compulsive behavior that must be managed, he says, if young people are to learn and perform at their best.\u003c/p>\n\u003cp>Rideout, director of the Kaiser study on kids and media use, sees an upside for parents in the new focus on multitasking while learning. “The good thing about this phenomenon is that it’s a relatively discrete behavior that parents actually can do something about,” she says. “It would be hard to enforce a total ban on media multitasking, but parents can draw a line when it comes to homework and studying—telling their kids, ‘This is a time when you will concentrate on just one thing.’ ”\u003c/p>\n\u003cp style=\"text-align: center\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/how-meditating-helps-with-multitasking/\">\u003cstrong>[RELATED:\u003c/strong> How Meditating Helps With Multitasking]\u003c/a>\u003c/p>\n\u003cp>Parents shouldn’t feel like ogres when they do so, she adds. “It’s important to remember that while a lot of kids do media multitask while doing homework, a lot of them don’t. One out of five kids in our study said they ‘never’ engage in other media while doing homework, and another one in five said they do so only ‘a little bit.’ This is not some universal norm that students and parents can’t buck. This is not an unreasonable thing to ask of your kid.”\u003c/p>\n\u003cp>So here’s the takeaway for parents of Generation M: Stop fretting about how much they’re on Facebook. Don’t harass them about how much they play video games. The digital native boosters are right that this is the social and emotional world in which young people live. Just make sure when they’re doing schoolwork, the cell phones are silent, the video screens are dark, and that every last window is closed but one.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was produced by MindShift in conjunction with \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, nonpartisan education-news outlet based at Teachers College, Columbia University and \u003ca href=\"http://www.slate.com\">Slate\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "A New Role for Avatars: Learning Languages",
"title": "A New Role for Avatars: Learning Languages",
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"content": "\u003cfigure id=\"attachment_28543\" class=\"wp-caption center\" style=\"max-width: 546px\">\u003ca href=\"http://www.flickr.com/photos/philliecasablanca/4789125747/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-28543\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/4789125747_58f0aa40b2_z.jpg\" alt=\"4789125747_58f0aa40b2_z\" width=\"546\" height=\"292\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/4789125747_58f0aa40b2_z.jpg 546w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/4789125747_58f0aa40b2_z-400x214.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/4789125747_58f0aa40b2_z-320x171.jpg 320w\" sizes=\"(max-width: 546px) 100vw, 546px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Most experts agree that the best way to learn a language is \u003ca href=\"http://www.sciencedaily.com/releases/2013/04/130418104203.htm\">by immersing yourself in it. \u003c/a>Now, with more sophisticated technology, another theory around language learning is being tested: the use of avatars to practice speaking.\u003c/p>\n\u003cp>Alongside traditional methods, like listening, repeating, and digital flashcards, created by companies like \u003ca href=\"http://www.rosettastone.com/\">Rosetta Stone,\u003c/a> \u003ca href=\"http://livemocha.com/\">Livemocha,\u003c/a> and \u003ca href=\"http://renkara.com/applications-accelastudy.php\">AccelaStudy, \u003c/a>a few tech companies have leveraged the idea that becoming someone else helps to learn a foreign language, especially when speaking it.\u003c/p>\n\u003cp>Companies like \u003ca href=\"http://secondlife.com/?lang=en-US\">Second Life\u003c/a> and \u003ca href=\"http://www.middleburyinteractive.com/\">Middlebury Interactive Languages\u003c/a> both offer digital avatar programs to give language learners a chance to practice their skills in virtual environments. Britain’s \u003ca href=\"http://www.languagelab.com/howitworks/english_city/\">Language Lab\u003c/a> has created “English City” using Second Life, where learners are promised realistic conversations with native English-speaking teachers, also using avatars, in virtual but plausible digital environments, like checking in at the airport, going to an art museum, or giving a presentation.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"Speaking practice was only possible in the classroom, and that meant very little practice for students who have no contact with English outside their school.\"\u003c/strong>\u003c/aside>\n\u003cp>Few studies exist on the effectiveness of avatars for language learning, and just as recently as 2009, \u003ca href=\"http://moodle.bracu.ac.bd/pluginfile.php/2511/mod_resource/content/1/Technologies%20in%20Use%20for%20Second%20Language%20Learning.%20by%20Mike%20Levy.pdf\">a study conducted by Griffith University\u003c/a> on digital technology and second language learning found that “although significant advances have been made recently with chatbots [avatars] for \u003c!--more-->conversation practice... reliable programs of this type are ‘still some way off being a reality.’”\u003c/p>\n\u003cp>That reality is now here - and while Second Life and Language Lab are meant for the language learner at home on her laptop, what about using digital avatars in classroom environments? Some teachers say that language-learning avatars work well for classroom students, if used in a slightly different way.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>English teacher Ana Maria Menezes uses web tool \u003ca href=\"http://www.voki.com/\">Voki\u003c/a> with her high school students in Uberlandia, Brazil, and said she has watched them become more comfortable speaking English when it’s not really “them” doing the talking. Voki, a free education web app created by Oddcast, allows students and teachers to create their own talking character - they can be historical figures, animals, or a person that looks just like the user.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED READING:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-an-online-game-crack-the-code-to-language-learning/\">Can an Online Game Crack the Code to Language Learning?\u003c/a>]\u003c/p>\n\u003cp>Teachers and students can give their character a voice by using one of three methods: text to speech, recording by microphone, or uploading their own pre-recording audio file. Voki characters can speak in over 25 languages, and 150-plus voices, according to Eric Kiang, Voki’s Product and Marketing Manager.\u003c/p>\n\u003cp>Menezes has students record themselves speaking English, and then has them play it for the class on a computer, using their avatar.\u003c/p>\n\u003cp>“Most of my students were very embarrassed when asked to record their voices while speaking English; many of them had never actually heard themselves using a foreign language,” she said. But students felt more comfortable watching their avatar speak for them. “It has to do with the ‘hiding behind the mask’ effect: when we speak behind a mask, it's as if you're another character, you're safer and less exposed.”\u003c/p>\n\u003cp>Middle and high school Spanish and German teacher José Picardo doubts that using avatars alone causes dramatic improvements in learning a new language. “But I do think that incorporating tools such as Voki into the teaching and learning that goes on in my classroom, and practices such as regular peer-assessment, has had a very positive influence in attainment.” Picardo puts all of his students’ avatars on the departmental blog at Nottingham High School in Nottingham, UK, where they can be used by teachers, parents and students both as a showcase of student work as well as for peer review and assessment.\u003c/p>\n\u003cp>For Menezes, the most important use of digital avatars is the ability to get students doing more speaking outside the classroom. “Years ago, it was unthinkable to assign speaking homework to EFL or ESL students; all we could expect from them at home was to complete written exercises or write texts. Speaking practice was only possible in the classroom, and that meant very little practice for students who have no contact with English outside their school. Using an avatar for both for listening and for speaking purposes, I clearly noticed several improvements in their language use: Students were braver when expressing themselves and were also able to observe their pronunciation for the first time.”\u003c/p>\n\u003cp>One drawback teachers mentioned is the learning curve to use the apps; Second Life’s virtual world recommends that students be 16 to use it. Menezes mentioned there is a ramp-up time to using Voki, too, and that students need access to good recording equipment and fast Internet connections to get started. But even with learning curves, the technology is intuitive and tech-savvy students catch on quickly.\u003c/p>\n\u003cp>“Is there such a thing as a non-techie 13-year-old?” joked Picardo. “It could be argued that using these tools ensure that we are teaching children a range of skills that are necessary for later life, not just foreign languages.”\u003c/p>\n\u003cp>Even for the non-techie school setting, though, there's another option. Wake Forest Latin teacher-scholar Ted Gellar-Goad developed an original pen-and-paper avatar game for his Latin prose composition students. Students role-play and interact in ancient Rome, in the spirit of Dungeons and Dragons, and the game is meant to help students stay engaged and have fun performing the arduous task of writing difficult Latin sentences.\u003c/p>\n\u003cp>For the imaginative teacher, there's always a way.\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_28543\" class=\"wp-caption center\" style=\"max-width: 546px\">\u003ca href=\"http://www.flickr.com/photos/philliecasablanca/4789125747/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-28543\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/4789125747_58f0aa40b2_z.jpg\" alt=\"4789125747_58f0aa40b2_z\" width=\"546\" height=\"292\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/4789125747_58f0aa40b2_z.jpg 546w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/4789125747_58f0aa40b2_z-400x214.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/4789125747_58f0aa40b2_z-320x171.jpg 320w\" sizes=\"(max-width: 546px) 100vw, 546px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Most experts agree that the best way to learn a language is \u003ca href=\"http://www.sciencedaily.com/releases/2013/04/130418104203.htm\">by immersing yourself in it. \u003c/a>Now, with more sophisticated technology, another theory around language learning is being tested: the use of avatars to practice speaking.\u003c/p>\n\u003cp>Alongside traditional methods, like listening, repeating, and digital flashcards, created by companies like \u003ca href=\"http://www.rosettastone.com/\">Rosetta Stone,\u003c/a> \u003ca href=\"http://livemocha.com/\">Livemocha,\u003c/a> and \u003ca href=\"http://renkara.com/applications-accelastudy.php\">AccelaStudy, \u003c/a>a few tech companies have leveraged the idea that becoming someone else helps to learn a foreign language, especially when speaking it.\u003c/p>\n\u003cp>Companies like \u003ca href=\"http://secondlife.com/?lang=en-US\">Second Life\u003c/a> and \u003ca href=\"http://www.middleburyinteractive.com/\">Middlebury Interactive Languages\u003c/a> both offer digital avatar programs to give language learners a chance to practice their skills in virtual environments. Britain’s \u003ca href=\"http://www.languagelab.com/howitworks/english_city/\">Language Lab\u003c/a> has created “English City” using Second Life, where learners are promised realistic conversations with native English-speaking teachers, also using avatars, in virtual but plausible digital environments, like checking in at the airport, going to an art museum, or giving a presentation.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"Speaking practice was only possible in the classroom, and that meant very little practice for students who have no contact with English outside their school.\"\u003c/strong>\u003c/aside>\n\u003cp>Few studies exist on the effectiveness of avatars for language learning, and just as recently as 2009, \u003ca href=\"http://moodle.bracu.ac.bd/pluginfile.php/2511/mod_resource/content/1/Technologies%20in%20Use%20for%20Second%20Language%20Learning.%20by%20Mike%20Levy.pdf\">a study conducted by Griffith University\u003c/a> on digital technology and second language learning found that “although significant advances have been made recently with chatbots [avatars] for \u003c!--more-->conversation practice... reliable programs of this type are ‘still some way off being a reality.’”\u003c/p>\n\u003cp>That reality is now here - and while Second Life and Language Lab are meant for the language learner at home on her laptop, what about using digital avatars in classroom environments? Some teachers say that language-learning avatars work well for classroom students, if used in a slightly different way.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>English teacher Ana Maria Menezes uses web tool \u003ca href=\"http://www.voki.com/\">Voki\u003c/a> with her high school students in Uberlandia, Brazil, and said she has watched them become more comfortable speaking English when it’s not really “them” doing the talking. Voki, a free education web app created by Oddcast, allows students and teachers to create their own talking character - they can be historical figures, animals, or a person that looks just like the user.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED READING:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-an-online-game-crack-the-code-to-language-learning/\">Can an Online Game Crack the Code to Language Learning?\u003c/a>]\u003c/p>\n\u003cp>Teachers and students can give their character a voice by using one of three methods: text to speech, recording by microphone, or uploading their own pre-recording audio file. Voki characters can speak in over 25 languages, and 150-plus voices, according to Eric Kiang, Voki’s Product and Marketing Manager.\u003c/p>\n\u003cp>Menezes has students record themselves speaking English, and then has them play it for the class on a computer, using their avatar.\u003c/p>\n\u003cp>“Most of my students were very embarrassed when asked to record their voices while speaking English; many of them had never actually heard themselves using a foreign language,” she said. But students felt more comfortable watching their avatar speak for them. “It has to do with the ‘hiding behind the mask’ effect: when we speak behind a mask, it's as if you're another character, you're safer and less exposed.”\u003c/p>\n\u003cp>Middle and high school Spanish and German teacher José Picardo doubts that using avatars alone causes dramatic improvements in learning a new language. “But I do think that incorporating tools such as Voki into the teaching and learning that goes on in my classroom, and practices such as regular peer-assessment, has had a very positive influence in attainment.” Picardo puts all of his students’ avatars on the departmental blog at Nottingham High School in Nottingham, UK, where they can be used by teachers, parents and students both as a showcase of student work as well as for peer review and assessment.\u003c/p>\n\u003cp>For Menezes, the most important use of digital avatars is the ability to get students doing more speaking outside the classroom. “Years ago, it was unthinkable to assign speaking homework to EFL or ESL students; all we could expect from them at home was to complete written exercises or write texts. Speaking practice was only possible in the classroom, and that meant very little practice for students who have no contact with English outside their school. Using an avatar for both for listening and for speaking purposes, I clearly noticed several improvements in their language use: Students were braver when expressing themselves and were also able to observe their pronunciation for the first time.”\u003c/p>\n\u003cp>One drawback teachers mentioned is the learning curve to use the apps; Second Life’s virtual world recommends that students be 16 to use it. Menezes mentioned there is a ramp-up time to using Voki, too, and that students need access to good recording equipment and fast Internet connections to get started. But even with learning curves, the technology is intuitive and tech-savvy students catch on quickly.\u003c/p>\n\u003cp>“Is there such a thing as a non-techie 13-year-old?” joked Picardo. “It could be argued that using these tools ensure that we are teaching children a range of skills that are necessary for later life, not just foreign languages.”\u003c/p>\n\u003cp>Even for the non-techie school setting, though, there's another option. Wake Forest Latin teacher-scholar Ted Gellar-Goad developed an original pen-and-paper avatar game for his Latin prose composition students. Students role-play and interact in ancient Rome, in the spirit of Dungeons and Dragons, and the game is meant to help students stay engaged and have fun performing the arduous task of writing difficult Latin sentences.\u003c/p>\n\u003cp>For the imaginative teacher, there's always a way.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_28519\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003cimg class=\"size-full wp-image-28519\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/UTCLibrary6.jpg\" alt=\"UTCLibrary6\" width=\"500\" height=\"332\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/UTCLibrary6.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/UTCLibrary6-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/UTCLibrary6-320x212.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Massive Open Online Courses, or \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/guide-to-free-quality-higher-education/\">MOOCs\u003c/a>, have forced universities to reconsider their value in light of free high-quality education available online. \u003ca href=\"https://www.coursera.org/\">Coursera\u003c/a>, a private company founded by two Stanford professors has been at the forefront of that movement, actively courting new institutions of higher education to their portfolio and trying to monetize the effort by certifying courses for college credit. Now they're expanding that model to K-12 teacher professional development.\u003c/p>\n\u003cp>The courses will be free to teachers, and for those who want a verified certificate, there will be a $50 fee. Coursera will verify that the teacher actually completed the course and participated fully along the way.\u003c/p>\n\u003cp>“In speaking to school administration leaders, I was hearing over and over that many districts today don’t have the resources to deliver good professional development,” said Andrew Ng, co-founder of Coursera. For teachers, Ng said offering professional development online gives them more choices and could save districts money.\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">\u003cstrong>\u003c/strong>\u003c/span>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The important part is the interaction among the teachers which is something that's very hard to replicate on a MOOC or any kind of online program.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Coursera is partnering with schools of education at the University of Washington, University of Virginia, Johns Hopkins and Vanderbilt University. In addition, the company is expanding its network of trainers beyond universities to include cultural institutions like the \u003ca href=\"http://www.exploratorium.edu/\">Exploratorium\u003c/a> and the \u003ca href=\"http://www.moma.org/\">Museum of Modern Art\u003c/a> (MOMA).\u003c/p>\n\u003cp>“It was the most natural thing in the world,” said Deb Howes, director of \u003ca href=\"http://www.moma.org/explore/inside_out/2010/09/23/learning-online-momas-courses-go-digital\">digital learning at MOMA\u003c/a>. \u003c!--more-->“It’s impossible to reach all the teachers who need and want our information, so when Coursera said they had this idea, we said absolutely, great, because we have so much to share with teachers.”\u003c/p>\n\u003cp>The MOMA course is called the “Art of Inquiry” and uses art as a lens to help teachers learn how to instruct students to describe the world around them, infer information from primary sources, and foster conversations based on inquiry. “How do you train your students to look more deeply and make connections between what they’re seeing and experiencing” -- that’s the question the course will try to answer. It's a four-week course aimed at teachers of grades four to 12.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/five-big-changes-to-the-future-of-teacher-education/\">Five Big Changes to the Future of Teacher Education\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Howes said the museum has been offering professional development for teachers on a more limited scale for many years and working with Coursera will give them a much bigger platform to share what museum trainers have learned along the way.\u003c/p>\n\u003cp>“It’s an experiment with new ways to provide equally compelling experiences for teachers,” said Bronwyn Bevan, the associate director of programs at the \u003ca href=\"http://www.exploratorium.edu/\">Exploratorium\u003c/a>, another institution offering courses. The Exploratorium has a \u003ca href=\"http://www.exploratorium.edu/teacher-institute\">long history of training teachers\u003c/a> in hands-on science learning. The museum will offer courses on how to bring tinkering to elementary and middle school learning, as well as a course on integrating engineering into middle school. The Exploratorium’s in-person teacher training courses reach about 500 teachers a year and are very hands on. Bevan says the museum is excited to find ways to offer the unique Exploratorium experience virtually.\u003c/p>\n\u003cp>Coursera has been offering advice to the participating partners on how to organize and shape a class meant for tens of thousands of students. “Teaching a MOOC you have to be far more organized than you do in a regular class because students can’t interact with you, the faculty, directly,” Ng said. “That demands a greater level of clarity in anything you say as compared to an on-campus class.” He also emphasized short, dynamic video clips and frequent interactive quizzes to keep learners engaged.\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">\u003cstrong>\u003c/strong>\u003c/span>\u003c/p>\n\u003caside class=\"pullquote alignright\">“It’s an experiment with new ways to provide equally compelling experiences for teachers.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>But can a MOOC-like professional development course offer the same benefits as in-person training?\u003ca href=\"http://gse.berkeley.edu/people/norton-grubb\"> Norton Grubb\u003c/a>, an education professor at the University of California, Berkeley said the most common and cheapest form of professional development districts currently offer is a one-size-fits-all lecture provided by an outside consultant on a topic that teachers can’t control.\u003c/p>\n\u003cp>“What works best are groups of teachers within a school working with one another on a particular problem,” said Grubb. “The important part is the interaction among the teachers which is something that's very hard to replicate on a MOOC or any kind of online program.” Many of the issues teachers face in the classroom are site specific and can best be solved over a longer period of time with a dedicated effort by a group of peers, he said. Grubb doesn’t think the one-size-fits-all approach is good, and he’s wary of the MOOC approach until it has been proven to work.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/is-community-as-important-as-content-for-online-learning/\">Is Peer Input as Important as Content for Online Learning?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-advice-ideas-and-support-more-educators-seek-social-networks/\">But teachers say they are already learning a lot from peers\u003c/a> online through social media; they're connecting to one another and forming learning communities that spread around the globe. “I think there are some things we can do to spread expertise with this thing called the Internet and well-designed virtual learning communities that could actually break down these barriers that exist between teachers,” said Barnett Berry, founder of the \u003ca href=\"http://www.teachingquality.org/\">Center for Teaching Quality\u003c/a>, a non-profit that has been incubating teacher ideas around online professional development for several years.\u003c/p>\n\u003cp>Berry supports the idea of MOOCs for professional development in theory because he’d like to see teachers be able to choose and direct their own learning. But he thinks success hinges on skilled virtual facilitators who both know the subject matter and how to foster high quality discussion and communication online in order to make it work well. And he doesn’t stop there -- he’d like to see a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/five-big-changes-to-the-future-of-teacher-education/\">lot of things change\u003c/a> including more time for teachers to collaborate within schools, share practices and observe one another.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>A lingering question around Coursera’s new efforts will be whether districts accept the new courses as Continuing Education Units, which are used to determine where teachers fall on the pay scale and help them to maintain teaching credentials. Those decisions will be made locally, but will raise questions about how to ensure teachers complete the courses themselves and how they should be counted within existing systems.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28519\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003cimg class=\"size-full wp-image-28519\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/UTCLibrary6.jpg\" alt=\"UTCLibrary6\" width=\"500\" height=\"332\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/UTCLibrary6.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/UTCLibrary6-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/UTCLibrary6-320x212.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Massive Open Online Courses, or \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/guide-to-free-quality-higher-education/\">MOOCs\u003c/a>, have forced universities to reconsider their value in light of free high-quality education available online. \u003ca href=\"https://www.coursera.org/\">Coursera\u003c/a>, a private company founded by two Stanford professors has been at the forefront of that movement, actively courting new institutions of higher education to their portfolio and trying to monetize the effort by certifying courses for college credit. Now they're expanding that model to K-12 teacher professional development.\u003c/p>\n\u003cp>The courses will be free to teachers, and for those who want a verified certificate, there will be a $50 fee. Coursera will verify that the teacher actually completed the course and participated fully along the way.\u003c/p>\n\u003cp>“In speaking to school administration leaders, I was hearing over and over that many districts today don’t have the resources to deliver good professional development,” said Andrew Ng, co-founder of Coursera. For teachers, Ng said offering professional development online gives them more choices and could save districts money.\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">\u003cstrong>\u003c/strong>\u003c/span>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The important part is the interaction among the teachers which is something that's very hard to replicate on a MOOC or any kind of online program.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Coursera is partnering with schools of education at the University of Washington, University of Virginia, Johns Hopkins and Vanderbilt University. In addition, the company is expanding its network of trainers beyond universities to include cultural institutions like the \u003ca href=\"http://www.exploratorium.edu/\">Exploratorium\u003c/a> and the \u003ca href=\"http://www.moma.org/\">Museum of Modern Art\u003c/a> (MOMA).\u003c/p>\n\u003cp>“It was the most natural thing in the world,” said Deb Howes, director of \u003ca href=\"http://www.moma.org/explore/inside_out/2010/09/23/learning-online-momas-courses-go-digital\">digital learning at MOMA\u003c/a>. \u003c!--more-->“It’s impossible to reach all the teachers who need and want our information, so when Coursera said they had this idea, we said absolutely, great, because we have so much to share with teachers.”\u003c/p>\n\u003cp>The MOMA course is called the “Art of Inquiry” and uses art as a lens to help teachers learn how to instruct students to describe the world around them, infer information from primary sources, and foster conversations based on inquiry. “How do you train your students to look more deeply and make connections between what they’re seeing and experiencing” -- that’s the question the course will try to answer. It's a four-week course aimed at teachers of grades four to 12.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/five-big-changes-to-the-future-of-teacher-education/\">Five Big Changes to the Future of Teacher Education\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Howes said the museum has been offering professional development for teachers on a more limited scale for many years and working with Coursera will give them a much bigger platform to share what museum trainers have learned along the way.\u003c/p>\n\u003cp>“It’s an experiment with new ways to provide equally compelling experiences for teachers,” said Bronwyn Bevan, the associate director of programs at the \u003ca href=\"http://www.exploratorium.edu/\">Exploratorium\u003c/a>, another institution offering courses. The Exploratorium has a \u003ca href=\"http://www.exploratorium.edu/teacher-institute\">long history of training teachers\u003c/a> in hands-on science learning. The museum will offer courses on how to bring tinkering to elementary and middle school learning, as well as a course on integrating engineering into middle school. The Exploratorium’s in-person teacher training courses reach about 500 teachers a year and are very hands on. Bevan says the museum is excited to find ways to offer the unique Exploratorium experience virtually.\u003c/p>\n\u003cp>Coursera has been offering advice to the participating partners on how to organize and shape a class meant for tens of thousands of students. “Teaching a MOOC you have to be far more organized than you do in a regular class because students can’t interact with you, the faculty, directly,” Ng said. “That demands a greater level of clarity in anything you say as compared to an on-campus class.” He also emphasized short, dynamic video clips and frequent interactive quizzes to keep learners engaged.\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">\u003cstrong>\u003c/strong>\u003c/span>\u003c/p>\n\u003caside class=\"pullquote alignright\">“It’s an experiment with new ways to provide equally compelling experiences for teachers.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>But can a MOOC-like professional development course offer the same benefits as in-person training?\u003ca href=\"http://gse.berkeley.edu/people/norton-grubb\"> Norton Grubb\u003c/a>, an education professor at the University of California, Berkeley said the most common and cheapest form of professional development districts currently offer is a one-size-fits-all lecture provided by an outside consultant on a topic that teachers can’t control.\u003c/p>\n\u003cp>“What works best are groups of teachers within a school working with one another on a particular problem,” said Grubb. “The important part is the interaction among the teachers which is something that's very hard to replicate on a MOOC or any kind of online program.” Many of the issues teachers face in the classroom are site specific and can best be solved over a longer period of time with a dedicated effort by a group of peers, he said. Grubb doesn’t think the one-size-fits-all approach is good, and he’s wary of the MOOC approach until it has been proven to work.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/is-community-as-important-as-content-for-online-learning/\">Is Peer Input as Important as Content for Online Learning?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-advice-ideas-and-support-more-educators-seek-social-networks/\">But teachers say they are already learning a lot from peers\u003c/a> online through social media; they're connecting to one another and forming learning communities that spread around the globe. “I think there are some things we can do to spread expertise with this thing called the Internet and well-designed virtual learning communities that could actually break down these barriers that exist between teachers,” said Barnett Berry, founder of the \u003ca href=\"http://www.teachingquality.org/\">Center for Teaching Quality\u003c/a>, a non-profit that has been incubating teacher ideas around online professional development for several years.\u003c/p>\n\u003cp>Berry supports the idea of MOOCs for professional development in theory because he’d like to see teachers be able to choose and direct their own learning. But he thinks success hinges on skilled virtual facilitators who both know the subject matter and how to foster high quality discussion and communication online in order to make it work well. And he doesn’t stop there -- he’d like to see a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/five-big-changes-to-the-future-of-teacher-education/\">lot of things change\u003c/a> including more time for teachers to collaborate within schools, share practices and observe one another.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A lingering question around Coursera’s new efforts will be whether districts accept the new courses as Continuing Education Units, which are used to determine where teachers fall on the pay scale and help them to maintain teaching credentials. Those decisions will be made locally, but will raise questions about how to ensure teachers complete the courses themselves and how they should be counted within existing systems.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Report: Federal Rules Impede Competency-Based Learning ",
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"content": "\u003cfigure id=\"attachment_28456\" class=\"wp-caption alignright\" style=\"max-width: 620px\">\u003cimg class=\"size-full wp-image-28456\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/scantron.jpg\" alt=\"scantron\" width=\"620\" height=\"323\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/scantron.jpg 620w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/scantron-400x208.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/scantron-320x167.jpg 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Competency-based learning, which allows students to progress at their own pace after they've shown mastery of a subject, rather than by their age, is quickly gaining momentum. Already, a few states like New Hampshire, Maine, and Oregon are moving towards implementing \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/to-break-the-mold-is-competency-learning-the-key/\">competency-based learning\u003c/a> models throughout the entire state. What's more, 40 states have at least district experimenting with the model. But despite this growth, its proponents say federal policies for accountability and assessment are holding the movement back.\u003c/p>\n\u003cp>\u003ca href=\"http://knowledgeworks.org/\">KnowledgeWorks\u003c/a>, an organization that supports three education-focused initiatives -- \u003ca href=\"http://knowledgeworks.org/impacting-schools-communities/new-tech-network\" target=\"_blank\">New Tech Network\u003c/a>, \u003ca href=\"http://knowledgeworks.org/impacting-schools-communities/edworks\" target=\"_blank\">EDWorks\u003c/a> and \u003ca href=\"http://knowledgeworks.org/impacting-schools-communities/strive\" target=\"_blank\">Strive\u003c/a> -- recently released a report highlighting the pain points between federal policy and a competency-based system. The report, \u003ca href=\"http://www.knowledgeworks.org/sites/default/files/Competency-Education-Series%20-Policy-Brief-One.pdf\">Competency Education Series: Policy Brief One [PDF]\u003c/a>, points out that, although the federal government has supported some aspects of competency-based learning, implementing the new model can be difficult because of federal restrictions.\u003c/p>\n\u003cp>“The greatest conflict stems from disconnect with the work on the ground and federal accountability and assessment systems,” the report states. “Implementers faced with this disconnect have no choice but to juggle two systems: one required by federal law and one developed by the educators, students, parents, and community leaders committed to successful implementation of competency education.”\u003c/p>\n\u003cp>\u003cstrong>CLASHES OVER TIME\u003c/strong>\u003c/p>\n\u003cp>Time is the biggest point of contention between the two systems. The federal government measures school accountability as well as student achievement through time-based modules. Seat time and annual test results are the primary ways that the government keeps schools accountable, \u003c!--more-->categorizes them, and targets them for intervention. And required end-of-year tests focus school instruction timelines in specific ways that do not allow students to move at their own pace, a key element of a competency-based system.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>With the competency models, students take summative assessments at various times throughout the year. They demonstrate what they've learned as they're learning -- not just during one or two big testing seasons, as most schools do.\u003c/p>\n\u003cp>\u003cstrong>WHAT'S WORTH TESTING?\u003c/strong>\u003c/p>\n\u003cp>Another big difference between the two systems is \u003cem>what\u003c/em> gets tested. Competency-based learning focuses not just on content, but also on \"soft skills\" like communication, collaboration, and other higher-order thinking skills. In contrast, the federal assessments focus on the subjects of math and English Language Arts aligned with academic achievement standards, but not necessarily with core competencies. In other words, everything is based on a number score, not on whether the student can demonstrate that he can do each individual task determined to be a core competency.\u003c/p>\n\u003cp>Federal accountability standards track student achievement, not growth. Many competency-based models are tracking progression in career and college readiness as well as core competencies, and those can’t be reported to the federal government under the current rubrics.\u003c/p>\n\u003cp>\u003cstrong>COST\u003c/strong>\u003c/p>\n\u003cp>The report also identifies limited resources as a roadblock to improve assessments, which they agree are essential, in order to complement the competency-based system. States already spend a significant amount of money on required federal assessments, so there’s no additional money to invest in assessments that would allow for demonstration of mastery or to evaluate throughout a year and not just at the end.\u003c/p>\n\u003cp>\u003cstrong>NEXT STEPS\u003c/strong>\u003c/p>\n\u003cp>The KnowledgeWorks report doesn't give a smoking-gun solution for the various problems it raises. Instead, the group intends to continue investigating how federal policies could encourage competency-based learning by studying the effects of the few programs the government has decided to fund in this area. The organization also plans to pull together best practices from states moving ahead despite the challenges and to figure out how competency-based education could be assessed in a more comparative way.\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_28456\" class=\"wp-caption alignright\" style=\"max-width: 620px\">\u003cimg class=\"size-full wp-image-28456\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/scantron.jpg\" alt=\"scantron\" width=\"620\" height=\"323\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/scantron.jpg 620w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/scantron-400x208.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/scantron-320x167.jpg 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Competency-based learning, which allows students to progress at their own pace after they've shown mastery of a subject, rather than by their age, is quickly gaining momentum. Already, a few states like New Hampshire, Maine, and Oregon are moving towards implementing \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/to-break-the-mold-is-competency-learning-the-key/\">competency-based learning\u003c/a> models throughout the entire state. What's more, 40 states have at least district experimenting with the model. But despite this growth, its proponents say federal policies for accountability and assessment are holding the movement back.\u003c/p>\n\u003cp>\u003ca href=\"http://knowledgeworks.org/\">KnowledgeWorks\u003c/a>, an organization that supports three education-focused initiatives -- \u003ca href=\"http://knowledgeworks.org/impacting-schools-communities/new-tech-network\" target=\"_blank\">New Tech Network\u003c/a>, \u003ca href=\"http://knowledgeworks.org/impacting-schools-communities/edworks\" target=\"_blank\">EDWorks\u003c/a> and \u003ca href=\"http://knowledgeworks.org/impacting-schools-communities/strive\" target=\"_blank\">Strive\u003c/a> -- recently released a report highlighting the pain points between federal policy and a competency-based system. The report, \u003ca href=\"http://www.knowledgeworks.org/sites/default/files/Competency-Education-Series%20-Policy-Brief-One.pdf\">Competency Education Series: Policy Brief One [PDF]\u003c/a>, points out that, although the federal government has supported some aspects of competency-based learning, implementing the new model can be difficult because of federal restrictions.\u003c/p>\n\u003cp>“The greatest conflict stems from disconnect with the work on the ground and federal accountability and assessment systems,” the report states. “Implementers faced with this disconnect have no choice but to juggle two systems: one required by federal law and one developed by the educators, students, parents, and community leaders committed to successful implementation of competency education.”\u003c/p>\n\u003cp>\u003cstrong>CLASHES OVER TIME\u003c/strong>\u003c/p>\n\u003cp>Time is the biggest point of contention between the two systems. The federal government measures school accountability as well as student achievement through time-based modules. Seat time and annual test results are the primary ways that the government keeps schools accountable, \u003c!--more-->categorizes them, and targets them for intervention. And required end-of-year tests focus school instruction timelines in specific ways that do not allow students to move at their own pace, a key element of a competency-based system.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>With the competency models, students take summative assessments at various times throughout the year. They demonstrate what they've learned as they're learning -- not just during one or two big testing seasons, as most schools do.\u003c/p>\n\u003cp>\u003cstrong>WHAT'S WORTH TESTING?\u003c/strong>\u003c/p>\n\u003cp>Another big difference between the two systems is \u003cem>what\u003c/em> gets tested. Competency-based learning focuses not just on content, but also on \"soft skills\" like communication, collaboration, and other higher-order thinking skills. In contrast, the federal assessments focus on the subjects of math and English Language Arts aligned with academic achievement standards, but not necessarily with core competencies. In other words, everything is based on a number score, not on whether the student can demonstrate that he can do each individual task determined to be a core competency.\u003c/p>\n\u003cp>Federal accountability standards track student achievement, not growth. Many competency-based models are tracking progression in career and college readiness as well as core competencies, and those can’t be reported to the federal government under the current rubrics.\u003c/p>\n\u003cp>\u003cstrong>COST\u003c/strong>\u003c/p>\n\u003cp>The report also identifies limited resources as a roadblock to improve assessments, which they agree are essential, in order to complement the competency-based system. States already spend a significant amount of money on required federal assessments, so there’s no additional money to invest in assessments that would allow for demonstration of mastery or to evaluate throughout a year and not just at the end.\u003c/p>\n\u003cp>\u003cstrong>NEXT STEPS\u003c/strong>\u003c/p>\n\u003cp>The KnowledgeWorks report doesn't give a smoking-gun solution for the various problems it raises. Instead, the group intends to continue investigating how federal policies could encourage competency-based learning by studying the effects of the few programs the government has decided to fund in this area. The organization also plans to pull together best practices from states moving ahead despite the challenges and to figure out how competency-based education could be assessed in a more comparative way.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "A Design Challenge to Students: Solve a Real-World Problem!",
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"content": "\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/IMG_0762.jpg\" alt=\"IMG_0762\" title=\"\" width=\"399\" height=\"281\" class=\"size-full wp-image-28417\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/IMG_0762.jpg 399w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/IMG_0762-320x225.jpg 320w\" sizes=\"(max-width: 399px) 100vw, 399px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Creating a safe recreation space for teens; protoyping a recyclable lunch tray; setting up a water delivery system to guard against urban fires; building a public awareness campaign to combat hunger. These are just a few of examples of the types of tasks students are taking on when they participate in the \u003ca href=\"http://www.designlearning.us/\">Design Learning Challenge\u003c/a>, an effort to get students to figure out how to solve real-world problems in their communities.\u003c/p>\n\u003cp>Combining \u003ca href=\"http://ww2.kqed.org/mindshift/tag/project-based-learning/\">project-based learning, \u003c/a>with an emphasis on the arts and design thinking, this academic competition now in its third year -- a partnership between the \u003ca href=\"http://www.idsa.org/k-12-design\">Industrial Designers Society of America\u003c/a>, or IDSA, and the \u003ca href=\"http://www.arteducators.org/\">National Art Education Association\u003c/a>, or NAEA -- has more than 750 students participating this year.\u003c/p>\n\u003cp>Educators who enter the competition work with their students to identify a significant problem or challenge in their lives for which they can design a solution. Like most other project-based learning, the idea is that the process for designing an effective solution will get students to use \u003c!--more-->skills from a range of subjects, from understanding the historical context of a project, to computing project budgets and specifications.\u003c/p>\n\u003cp>Although the IDSA and NAEA are supporters of the challenge, their support is not meant to restrict contestants to artistic or industrial design, according to Doris Wells-Papanek, the organizer of the challenge; product, communication, service, and experience design are also in bounds.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The challenge is divided into two age categories: students in \u003ca href=\"http://www.designlearning.us/grade-k-4-sample-problems\">grades K-4\u003c/a> and \u003ca href=\"http://www.designlearning.us/grade-5-12-sample-problems\">grades 5-12,\u003c/a> and teachers can find suggestions for project ideas.\u003c/p>\n\u003cp>For grades K-4, one of the \u003ca href=\"https://sites.google.com/site/designlearningchallenge/grade-k-4-sample-problems\">suggested challenges\u003cstrong>\u003c/strong> \u003c/a>\u003cstrong>\u003c/strong>is, for example, \"Where do I put my stuff?\"\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>PROBLEM: \u003c/strong>Young students struggle to organize and manage their stuff at school\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>CHALLENGE:\u003c/strong> Gather materials and objects found in the classroom to then make sense of purpose and usefulness –repeat the process with student’s stuff followed by redesigning the cubby, desk, or locker\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>CRITICAL QUESTION:\u003c/strong> What level of impact might this self-directed learning experience have on students compared to a teacher-driven process?\u003c/p>\n\u003cp>For grades 5-12, a sample challenge is \"Transform Time and Space.\"\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>PROBLEM:\u003c/strong> Teenagers in your neighborhood lack a \u003ca href=\"http://americanteencaves.shutterfly.com/\" rel=\"nofollow\" target=\"_blank\">safe place to gather and socialize with friends\u003c/a>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>CHALLENGE:\u003c/strong> Target 1-3 viable spaces that are underutilized and within walking distance – then generate a design proposal that serves the local community and is financially sound for the owner\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>CRITICAL QUESTION:\u003c/strong> What kind of transformation design would serve the local community as well as provide a compelling and long-term solution for teenagers and space owner?\u003c/p>\n\u003cp>But competitors are expected ultimately to define their own parameters, with this five-step process:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>EXPLORE\u003c/strong> concepts, skills, and terminology common to industrial design. Also, address how to harness natural curiosity and transform it into a design project.\u003c/li>\n\u003cli>\u003cstrong>DESCRIBE\u003c/strong> the challenge identified, as well as the criteria used to judge whether the project is proceeding successfully. This description happens through the creation of visual displays such as posters and storyboards, and the conducting of interviews of community members to help identify the challenge and potential ways to solve it.\u003c/li>\n\u003cli>\u003cstrong>EXPLAIN\u003c/strong> how the challenge will be addressed, how the project could evolve mid-stream, and what realistic expectations are for a result. This may be a good opportunity to bring in a real-world expert to give students advice.\u003c/li>\n\u003cli>\u003cstrong>DEMONSTRATE\u003c/strong> the project in process by creating a \u003ca href=\"http://sites.google.com/\">Google Site\u003c/a> to act as a homepage, where students record and evaluate their work and the challenge’s competition jury can survey student work.\u003c/li>\n\u003cli>\u003cstrong>EVALUATE\u003c/strong> project results and design concept learning. Consider what changes students and the teacher might implement during a redesign, as well as how lessons learned from the project might apply to other school subjects and/or life situations.\u003c/li>\n\u003c/ul>\n\u003cp>Students in this year’s challenge have already submitted their work for steps 1-3. Steps 4-5 are due on May 15. The submissions are evaluated by a jury of design professionals and college professors.\u003c/p>\n\u003cp>There are also plans to allow teachers interested in the concept—but hesitant to commit the necessary time investment to fully enroll in the challenge—to choose a less intensive category of competition. That would potentially help interested teachers who Wells-Papanek says have sometimes come to her for assistance after trying to dive too deep into the competition.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“They get excited about it and they want to accomplish more than is realistic,” she said of some of the challenge's participating teachers. “I help them to make sure the challenges they take on are as realistic as possible.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/IMG_0762.jpg\" alt=\"IMG_0762\" title=\"\" width=\"399\" height=\"281\" class=\"size-full wp-image-28417\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/IMG_0762.jpg 399w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/IMG_0762-320x225.jpg 320w\" sizes=\"(max-width: 399px) 100vw, 399px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Creating a safe recreation space for teens; protoyping a recyclable lunch tray; setting up a water delivery system to guard against urban fires; building a public awareness campaign to combat hunger. These are just a few of examples of the types of tasks students are taking on when they participate in the \u003ca href=\"http://www.designlearning.us/\">Design Learning Challenge\u003c/a>, an effort to get students to figure out how to solve real-world problems in their communities.\u003c/p>\n\u003cp>Combining \u003ca href=\"http://ww2.kqed.org/mindshift/tag/project-based-learning/\">project-based learning, \u003c/a>with an emphasis on the arts and design thinking, this academic competition now in its third year -- a partnership between the \u003ca href=\"http://www.idsa.org/k-12-design\">Industrial Designers Society of America\u003c/a>, or IDSA, and the \u003ca href=\"http://www.arteducators.org/\">National Art Education Association\u003c/a>, or NAEA -- has more than 750 students participating this year.\u003c/p>\n\u003cp>Educators who enter the competition work with their students to identify a significant problem or challenge in their lives for which they can design a solution. Like most other project-based learning, the idea is that the process for designing an effective solution will get students to use \u003c!--more-->skills from a range of subjects, from understanding the historical context of a project, to computing project budgets and specifications.\u003c/p>\n\u003cp>Although the IDSA and NAEA are supporters of the challenge, their support is not meant to restrict contestants to artistic or industrial design, according to Doris Wells-Papanek, the organizer of the challenge; product, communication, service, and experience design are also in bounds.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The challenge is divided into two age categories: students in \u003ca href=\"http://www.designlearning.us/grade-k-4-sample-problems\">grades K-4\u003c/a> and \u003ca href=\"http://www.designlearning.us/grade-5-12-sample-problems\">grades 5-12,\u003c/a> and teachers can find suggestions for project ideas.\u003c/p>\n\u003cp>For grades K-4, one of the \u003ca href=\"https://sites.google.com/site/designlearningchallenge/grade-k-4-sample-problems\">suggested challenges\u003cstrong>\u003c/strong> \u003c/a>\u003cstrong>\u003c/strong>is, for example, \"Where do I put my stuff?\"\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>PROBLEM: \u003c/strong>Young students struggle to organize and manage their stuff at school\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>CHALLENGE:\u003c/strong> Gather materials and objects found in the classroom to then make sense of purpose and usefulness –repeat the process with student’s stuff followed by redesigning the cubby, desk, or locker\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>CRITICAL QUESTION:\u003c/strong> What level of impact might this self-directed learning experience have on students compared to a teacher-driven process?\u003c/p>\n\u003cp>For grades 5-12, a sample challenge is \"Transform Time and Space.\"\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>PROBLEM:\u003c/strong> Teenagers in your neighborhood lack a \u003ca href=\"http://americanteencaves.shutterfly.com/\" rel=\"nofollow\" target=\"_blank\">safe place to gather and socialize with friends\u003c/a>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>CHALLENGE:\u003c/strong> Target 1-3 viable spaces that are underutilized and within walking distance – then generate a design proposal that serves the local community and is financially sound for the owner\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>CRITICAL QUESTION:\u003c/strong> What kind of transformation design would serve the local community as well as provide a compelling and long-term solution for teenagers and space owner?\u003c/p>\n\u003cp>But competitors are expected ultimately to define their own parameters, with this five-step process:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>EXPLORE\u003c/strong> concepts, skills, and terminology common to industrial design. Also, address how to harness natural curiosity and transform it into a design project.\u003c/li>\n\u003cli>\u003cstrong>DESCRIBE\u003c/strong> the challenge identified, as well as the criteria used to judge whether the project is proceeding successfully. This description happens through the creation of visual displays such as posters and storyboards, and the conducting of interviews of community members to help identify the challenge and potential ways to solve it.\u003c/li>\n\u003cli>\u003cstrong>EXPLAIN\u003c/strong> how the challenge will be addressed, how the project could evolve mid-stream, and what realistic expectations are for a result. This may be a good opportunity to bring in a real-world expert to give students advice.\u003c/li>\n\u003cli>\u003cstrong>DEMONSTRATE\u003c/strong> the project in process by creating a \u003ca href=\"http://sites.google.com/\">Google Site\u003c/a> to act as a homepage, where students record and evaluate their work and the challenge’s competition jury can survey student work.\u003c/li>\n\u003cli>\u003cstrong>EVALUATE\u003c/strong> project results and design concept learning. Consider what changes students and the teacher might implement during a redesign, as well as how lessons learned from the project might apply to other school subjects and/or life situations.\u003c/li>\n\u003c/ul>\n\u003cp>Students in this year’s challenge have already submitted their work for steps 1-3. Steps 4-5 are due on May 15. The submissions are evaluated by a jury of design professionals and college professors.\u003c/p>\n\u003cp>There are also plans to allow teachers interested in the concept—but hesitant to commit the necessary time investment to fully enroll in the challenge—to choose a less intensive category of competition. That would potentially help interested teachers who Wells-Papanek says have sometimes come to her for assistance after trying to dive too deep into the competition.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“They get excited about it and they want to accomplish more than is realistic,” she said of some of the challenge's participating teachers. “I help them to make sure the challenges they take on are as realistic as possible.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Giving Good Praise to Girls: What Messages Stick",
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"content": "\u003cfigure id=\"attachment_28392\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/wwworks/8081866129/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-28392\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/8081866129_45189a1250_z-620x404.jpg\" alt=\"8081866129_45189a1250_z\" width=\"620\" height=\"404\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">How to praise kids: It's a hot topic for many parents and educators. A lot of the conversation around it has stemmed from studies by \u003ca href=\"https://www.stanford.edu/dept/psychology/cgi-bin/drupalm/cdweck\">Carol Dweck\u003c/a>, professor of psychology at Stanford who has been researching this specific topic for many years.\u003c/p>\n\u003cp>“My research shows that praise for intelligence or ability backfires,” said Dweck, who co-authored a seminal \u003ca href=\"https://www.stanford.edu/dept/psychology/cgi-bin/drupalm/system/files/Intelligence%20Praise%20Can%20Undermine%20Motivation%20and%20Performance.pdf\">research paper\u003c/a> on the effects of praise on motivation and performance. “What we’ve shown is that when you praise someone, say, ‘You’re smart at this,’ the next time they struggle, they think they’re not. It’s really about praising the process they engage in, not how smart they are or how good they are at it, but taking on difficulty, trying many different strategies, sticking to it and achieving over time.”\u003c/p>\n\u003cp>But what some might not know is that this paradox is strongest for girls.\u003c/p>\n\u003cp>Dweck's research, which focuses on what makes people seek challenging tasks, persist through difficulty and do well over time, has shown that many girls believe their abilities are fixed, that individuals are born with gifts and can't change. Her research finds that when girls think this way, they often give up, rather than persisting through difficulties. They don't think they possess the ability to improve, and nowhere is the phenomenon stronger than in math.\u003c!--more-->\u003c/p>\n\u003cp>“Of all the subjects on earth, people think math is the most fixed,” Dweck said. “It’s a gift, you either have it or you don’t. And that it’s most indicative of your intelligence.” This attitude presents an especially sticky problem to educators working to boost girls' interest and passion for science, technology, engineering and math – STEM subjects. For many boys, believing math is a fixed ability doesn’t hamper achievement -- they just assume they have it, Dweck said. But girls don’t seem to possess that same confidence, and in their efforts to achieve perfection, Dweck’s research shows they shy away from subjects where they might fail.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/girls-and-math-busting-the-stereotype/#more-18057\">Girls and Math: Busting the Stereotype\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“We have research showing that women who believe math is an acquired set of skills, not a gift you have or don’t have, fare very well,” Dweck said. “Even when they have a period of difficulty and even when they’re in an environment that they say is full of negative stereotyping.” \u003ca href=\"https://www.stanford.edu/dept/psychology/cgi-bin/drupalm/system/files/cdweckmathgift.pdf\">This research suggests\u003c/a> parents and educators should rethink what implicit and explicit messages are being sent to young girls about achievement.\u003c/p>\n\u003cp>If adults emphasize that all skills are learned through a process of engagement, value challenge and praise efforts to supersede frustration rather than only showing excitement over the right answer, girls will show resilience. It also might help to provide a roadmap to correct the gender imbalance that already exists in fields requiring math and science, jobs that often involve setbacks, \"failing,\" and overcoming challenges.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\"The kids who are getting this process praise, those are the kids who want the challenge.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Dweck has found that socialization and beliefs about learning ability are developed at early ages. “Mother’s praise to their babies, one to three years of age, predicts that child’s mindset and desire for challenge five years later,” Dweck said. “It doesn’t mean it is set in stone, but it means that kind of value system -- what you’re praising, what you say is important -- it’s sinking in. And the kids who are getting this process praise, strategy and taking on hard things and sticking to them, those are the kids who want the challenge.”\u003c/p>\n\u003cp>Dweck understands it isn’t easy to praise process and emphasize the fun in challenging situations. Kids like direct praise, but to Dweck lauding achievement is like feeding them junk food – it’s bad for them.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/how-important-is-grit-in-student-achievement/\">How Important is Grit in Student Achievement?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>An implicit argument here is that failure in small doses is good. Dweck’s not the first person to make that argument; advocates of game-based learning say one of its strongest attributes lies in a player's ability to fail and start over without being stigmatized. Students learn as they go, getting better each time they attempt a task in the game. But the current education system leaves little room for failure, and consequently anxious parents often don’t tolerate small setbacks either.\u003c/p>\n\u003cp>“If you have little failures along the way and have them understand that’s part of learning, and that you can actually derive useful information about what to do next, that’s really useful,” Dweck said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>She believes families should sit around the dinner table discussing the day's struggles and new strategies for attacking the problem. In life no one can be perfect, and learning to view little failures as learning experiences, or opportunities to grow could be the most valuable lesson of all.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28392\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/wwworks/8081866129/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-28392\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/8081866129_45189a1250_z-620x404.jpg\" alt=\"8081866129_45189a1250_z\" width=\"620\" height=\"404\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">How to praise kids: It's a hot topic for many parents and educators. A lot of the conversation around it has stemmed from studies by \u003ca href=\"https://www.stanford.edu/dept/psychology/cgi-bin/drupalm/cdweck\">Carol Dweck\u003c/a>, professor of psychology at Stanford who has been researching this specific topic for many years.\u003c/p>\n\u003cp>“My research shows that praise for intelligence or ability backfires,” said Dweck, who co-authored a seminal \u003ca href=\"https://www.stanford.edu/dept/psychology/cgi-bin/drupalm/system/files/Intelligence%20Praise%20Can%20Undermine%20Motivation%20and%20Performance.pdf\">research paper\u003c/a> on the effects of praise on motivation and performance. “What we’ve shown is that when you praise someone, say, ‘You’re smart at this,’ the next time they struggle, they think they’re not. It’s really about praising the process they engage in, not how smart they are or how good they are at it, but taking on difficulty, trying many different strategies, sticking to it and achieving over time.”\u003c/p>\n\u003cp>But what some might not know is that this paradox is strongest for girls.\u003c/p>\n\u003cp>Dweck's research, which focuses on what makes people seek challenging tasks, persist through difficulty and do well over time, has shown that many girls believe their abilities are fixed, that individuals are born with gifts and can't change. Her research finds that when girls think this way, they often give up, rather than persisting through difficulties. They don't think they possess the ability to improve, and nowhere is the phenomenon stronger than in math.\u003c!--more-->\u003c/p>\n\u003cp>“Of all the subjects on earth, people think math is the most fixed,” Dweck said. “It’s a gift, you either have it or you don’t. And that it’s most indicative of your intelligence.” This attitude presents an especially sticky problem to educators working to boost girls' interest and passion for science, technology, engineering and math – STEM subjects. For many boys, believing math is a fixed ability doesn’t hamper achievement -- they just assume they have it, Dweck said. But girls don’t seem to possess that same confidence, and in their efforts to achieve perfection, Dweck’s research shows they shy away from subjects where they might fail.\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 READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/girls-and-math-busting-the-stereotype/#more-18057\">Girls and Math: Busting the Stereotype\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“We have research showing that women who believe math is an acquired set of skills, not a gift you have or don’t have, fare very well,” Dweck said. “Even when they have a period of difficulty and even when they’re in an environment that they say is full of negative stereotyping.” \u003ca href=\"https://www.stanford.edu/dept/psychology/cgi-bin/drupalm/system/files/cdweckmathgift.pdf\">This research suggests\u003c/a> parents and educators should rethink what implicit and explicit messages are being sent to young girls about achievement.\u003c/p>\n\u003cp>If adults emphasize that all skills are learned through a process of engagement, value challenge and praise efforts to supersede frustration rather than only showing excitement over the right answer, girls will show resilience. It also might help to provide a roadmap to correct the gender imbalance that already exists in fields requiring math and science, jobs that often involve setbacks, \"failing,\" and overcoming challenges.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\"The kids who are getting this process praise, those are the kids who want the challenge.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Dweck has found that socialization and beliefs about learning ability are developed at early ages. “Mother’s praise to their babies, one to three years of age, predicts that child’s mindset and desire for challenge five years later,” Dweck said. “It doesn’t mean it is set in stone, but it means that kind of value system -- what you’re praising, what you say is important -- it’s sinking in. And the kids who are getting this process praise, strategy and taking on hard things and sticking to them, those are the kids who want the challenge.”\u003c/p>\n\u003cp>Dweck understands it isn’t easy to praise process and emphasize the fun in challenging situations. Kids like direct praise, but to Dweck lauding achievement is like feeding them junk food – it’s bad for them.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/how-important-is-grit-in-student-achievement/\">How Important is Grit in Student Achievement?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>An implicit argument here is that failure in small doses is good. Dweck’s not the first person to make that argument; advocates of game-based learning say one of its strongest attributes lies in a player's ability to fail and start over without being stigmatized. Students learn as they go, getting better each time they attempt a task in the game. But the current education system leaves little room for failure, and consequently anxious parents often don’t tolerate small setbacks either.\u003c/p>\n\u003cp>“If you have little failures along the way and have them understand that’s part of learning, and that you can actually derive useful information about what to do next, that’s really useful,” Dweck said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>She believes families should sit around the dinner table discussing the day's struggles and new strategies for attacking the problem. In life no one can be perfect, and learning to view little failures as learning experiences, or opportunities to grow could be the most valuable lesson of all.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_28218\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003cimg class=\"size-large wp-image-28218\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/zeega-620x371.jpg\" alt=\"zeega\" width=\"620\" height=\"371\">\n\u003cp class=\"wp-media-credit\">Paul Salopek and Ahmed Kabil\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Writing will always be important, but weaving text, images, sound, and presentation together can give students more and different ways to express themselves. Easy-to-use online tools allow students the opportunity to create multimedia projects that demonstrate knowledge and develop useful skills. Check out these new three tools on the scene.\u003c/p>\n\u003cp>\u003cstrong>MEOGRAPH\u003c/strong>\u003c/p>\n\u003cp>Launched less than a year ago, \u003ca href=\"http://www.meograph.com/\">Meograph\u003c/a> lets users create professional-looking multimedia presentations using video, audio, images, text, timelines, maps, and links.\u003c/p>\n\u003cp>Users create Meograph \"moments\" by uploading photos, videos, text and add voice narration to accompany the visuals. The moments can also be tagged with location, date, and time. Once all \u003c!--more-->the moments have been collected, they can be shared through social media sites or embedded into websites.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>\u003cstrong>RELATED READING:\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/teachers-ultimate-guide-to-using-videos/\">Teachers' Ultimate Guide to Using Video\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/awesome-apps-for-science-experiments-storytelling-coding-and-more/\">Awesome Apps for Science Experiments, Storytelling, Coding and More\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/14-free-and-simple-digital-media-tools/\">14 Free and Simple Digital Media Tools\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>First used by news outlets to tell stories using multimedia, Meograph is now being leveraged by teachers and students, too. The company is now offering tools specifically requested by teachers, with paid license fees.\u003cstrong> \u003c/strong>The one-year licenses, which cost $19.99, $29.99 and $39.99, \u003ca href=\"http://www.meograph.com/education\">are offered at three levels\u003c/a> with different features, including the ability to add sub-accounts under the teacher’s name to protect student privacy. With the sub-account feature, students under the age of 13 can sign up.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The new licenses also provide more subtlety in the privacy of publishing. For example, in the most basic version, a project is either private or public. In the licensed version, a student can publish a project so only a teacher can see it. Meograph has also made it possible for groups to store work in the same place.\u003c/p>\n\u003cp>Here's \u003ca href=\"http://www.meograph.com/kjjiaaa/36725/the-water-cycle\">an example\u003c/a> of a Meograph that students produced on the water cycle.\u003c/p>\n\u003cp>\u003ciframe src=\"http://www.meograph.com/embed/kjjiaaa/36725/the-water-cycle\" frameborder=\"0\" scrolling=\"no\" width=\"560\" height=\"404\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>ZEEGA\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://zeega.com/\">Zeega\u003c/a> allows users to create an interactive web-based story, pulling content from online sources, including photos, music, animated GIFs, and videos. Once a project is completed, viewers click their way through each story, one webpage leading to another, whether it's a series of GIFs, or captioned photos, or just plain text. \u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>Jesse Shapins, the company's CEO, teaches at \u003ca href=\"http://www.gsd.harvard.edu/\">Harvard’s Graduate School of Design,\u003c/a> so word is getting out in higher education circles, but it’s slowly reaching K-12 educators too.\u003c/p>\n\u003cp>The tool is free to individual users and will stay that way, according to Shapins. Zeega is still considering whether to charge larger scale publishers -- like media organizations -- a licensing fee.\u003c/p>\n\u003cp>\u003cstrong>WEVIDEO\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.wevideo.com/\">WeVideo \u003c/a>is primarily a video tool, allowing users to upload media clips, move them around easily, and edit them. What makes this tool unique is the ability for several people to collaborate at the same time. Users can choose from themes that give videos different moods, similar to settings on Instagram. One very handy feature is WeVidoeo’s Google Drive App, which allows users to store projects in Google Drive.\u003c/p>\n\u003cp>While there is a free version of WeVideo, the prices rise steeply for licenses that let users do more. The free version only allows for five gigabytes of storage and fifteen minutes of exported video. Also, the company’s watermark appears on the video. For $49.99 a year the watermark goes away and users get more of everything. And for $99.99 per year a user can make bigger and better projects, with more collaborators and better image resolution.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/ComparativeChartofVideoTools.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/ComparativeChartofVideoTools-620x363.png\" alt=\"ComparativeChartofVideoTools\" title=\"\" width=\"620\" height=\"363\" class=\"size-large wp-image-28369\">\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_28218\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003cimg class=\"size-large wp-image-28218\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/zeega-620x371.jpg\" alt=\"zeega\" width=\"620\" height=\"371\">\n\u003cp class=\"wp-media-credit\">Paul Salopek and Ahmed Kabil\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Writing will always be important, but weaving text, images, sound, and presentation together can give students more and different ways to express themselves. Easy-to-use online tools allow students the opportunity to create multimedia projects that demonstrate knowledge and develop useful skills. Check out these new three tools on the scene.\u003c/p>\n\u003cp>\u003cstrong>MEOGRAPH\u003c/strong>\u003c/p>\n\u003cp>Launched less than a year ago, \u003ca href=\"http://www.meograph.com/\">Meograph\u003c/a> lets users create professional-looking multimedia presentations using video, audio, images, text, timelines, maps, and links.\u003c/p>\n\u003cp>Users create Meograph \"moments\" by uploading photos, videos, text and add voice narration to accompany the visuals. The moments can also be tagged with location, date, and time. Once all \u003c!--more-->the moments have been collected, they can be shared through social media sites or embedded into websites.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>\u003cstrong>RELATED READING:\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/teachers-ultimate-guide-to-using-videos/\">Teachers' Ultimate Guide to Using Video\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/awesome-apps-for-science-experiments-storytelling-coding-and-more/\">Awesome Apps for Science Experiments, Storytelling, Coding and More\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/14-free-and-simple-digital-media-tools/\">14 Free and Simple Digital Media Tools\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>First used by news outlets to tell stories using multimedia, Meograph is now being leveraged by teachers and students, too. The company is now offering tools specifically requested by teachers, with paid license fees.\u003cstrong> \u003c/strong>The one-year licenses, which cost $19.99, $29.99 and $39.99, \u003ca href=\"http://www.meograph.com/education\">are offered at three levels\u003c/a> with different features, including the ability to add sub-accounts under the teacher’s name to protect student privacy. With the sub-account feature, students under the age of 13 can sign up.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The new licenses also provide more subtlety in the privacy of publishing. For example, in the most basic version, a project is either private or public. In the licensed version, a student can publish a project so only a teacher can see it. Meograph has also made it possible for groups to store work in the same place.\u003c/p>\n\u003cp>Here's \u003ca href=\"http://www.meograph.com/kjjiaaa/36725/the-water-cycle\">an example\u003c/a> of a Meograph that students produced on the water cycle.\u003c/p>\n\u003cp>\u003ciframe src=\"http://www.meograph.com/embed/kjjiaaa/36725/the-water-cycle\" frameborder=\"0\" scrolling=\"no\" width=\"560\" height=\"404\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>ZEEGA\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://zeega.com/\">Zeega\u003c/a> allows users to create an interactive web-based story, pulling content from online sources, including photos, music, animated GIFs, and videos. Once a project is completed, viewers click their way through each story, one webpage leading to another, whether it's a series of GIFs, or captioned photos, or just plain text. \u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>Jesse Shapins, the company's CEO, teaches at \u003ca href=\"http://www.gsd.harvard.edu/\">Harvard’s Graduate School of Design,\u003c/a> so word is getting out in higher education circles, but it’s slowly reaching K-12 educators too.\u003c/p>\n\u003cp>The tool is free to individual users and will stay that way, according to Shapins. Zeega is still considering whether to charge larger scale publishers -- like media organizations -- a licensing fee.\u003c/p>\n\u003cp>\u003cstrong>WEVIDEO\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.wevideo.com/\">WeVideo \u003c/a>is primarily a video tool, allowing users to upload media clips, move them around easily, and edit them. What makes this tool unique is the ability for several people to collaborate at the same time. Users can choose from themes that give videos different moods, similar to settings on Instagram. One very handy feature is WeVidoeo’s Google Drive App, which allows users to store projects in Google Drive.\u003c/p>\n\u003cp>While there is a free version of WeVideo, the prices rise steeply for licenses that let users do more. The free version only allows for five gigabytes of storage and fifteen minutes of exported video. Also, the company’s watermark appears on the video. For $49.99 a year the watermark goes away and users get more of everything. And for $99.99 per year a user can make bigger and better projects, with more collaborators and better image resolution.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/ComparativeChartofVideoTools.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/ComparativeChartofVideoTools-620x363.png\" alt=\"ComparativeChartofVideoTools\" title=\"\" width=\"620\" height=\"363\" class=\"size-large wp-image-28369\">\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How to (Once and For All) Correct Mistaken Beliefs",
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"content": "\u003cfigure id=\"attachment_28333\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-28333\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/93490795-300x218.jpg\" alt=\"93490795\" width=\"300\" height=\"218\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\"Often mistaken, never in doubt.\"\u003c/p>\n\u003cp>That wry phrase describes us all more than we'd like to admit. The psychological study of misconceptions shows that all of us possess many beliefs that are flawed or flat-out wrong—and also that we cling to these fallacies with remarkable tenacity. Although much of this research concerns misguided notions of how the physical world works, the techniques it has produced can be used to correct any sort of deficient understanding.\u003c/p>\n\u003cp>\u003cstrong>The most important thing to realize is that just telling isn't enough\u003c/strong>. Most methods of instruction and training assume that if you provide students with the right information, it will replace any mistaken information they may already possess. But this just isn't so. Especially when our previous beliefs (even though faulty) have proved useful to us, and when they appear to be confirmed by everyday experience, we are reluctant to let them go. \u003ca href=\"http://www.jstor.org/discover/10.2307/27540375?uid=3739576&uid=2129&uid=2&uid=70&uid=4&uid=3739256&sid=21101936584843\">Donna Alvermann\u003c/a>, a language and literacy researcher at the University of Georgia, notes that in study after study, \"students ignored correct textual information when it conflicted with their previously held concepts. On measures of free recall and recognition, the students consistently let their incorrect prior knowledge override incoming correct information.\" It's what our mothers called \"in one ear and out the other.\" Here, three ways to make that new information push out the old.\u003c/p>\n\u003cp>\u003cstrong>Highlight the mistaken notion.\u003c/strong> The simplest way to correct mistaken notions is to point them out as the accurate information is being presented. In a 2010 article in the International Journal of Science and Mathematics Education,\u003ca href=\"http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ905216&ERICExtSearch_SearchType_0=no&accno=EJ905216\"> researcher Christine Tippett\u003c/a> offers an example from a science book for children: \"Some people believe that a camel stores water in its hump. They think that the hump gets smaller as the camel uses up water. But this idea is not true. The hump stores fat and grows smaller only if the camel has not eaten for a long time. A camel can also live for days \u003c!--more-->without water because water is produced as the fat in its hump is used up.\" Note the three-part structure: the misapprehension is described, declared false, and replaced by an accurate version. Although such \"refutation text\" is very effective in debunking misconceptions, Tippett notes, it's rarely used in informational books for children or in textbooks for older learners.\u003c/p>\n\u003cp>\u003cstrong>Issue an advance alert.\u003c/strong> For more deeply embedded beliefs that resist simple clarification, teachers can ask students to \"activate\" these prior beliefs, then instruct them to attend carefully to ways in which the correct explanation differs from their current conviction. For example, Donna Alvermann and a co-author conducted an experiment in which students in an introductory physics class were asked to draw, and then explain, the path a marble would take if shot from a tabletop. The investigators' instructions contained this advice: \"If you thought that the path the marble would take would be straight down, straight out and then straight down, or straight out and then curved down, your ideas may be different from what the laws of physics would suggest. As you read the following text, be sure to pay attention to those ideas presented that may be different from your own.\" The students who were \"forewarned\" with these instructions, the authors note, \"showed marked improvement in learning information that conflicted with their existing knowledge.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Create a confrontation.\u003c/strong> For the most tenaciously-held beliefs, it may be necessary to stage an intervention. \u003ca href=\"http://ajp.aapt.org/resource/1/ajpias/v70/i12/p1238_s1?isAuthorized=no\">In a 2002 article in the American Journal of Physics\u003c/a>, researchers from the University of Washington note that \"students often finish a standard introductory course or an advanced undergraduate course on relativity with some fundamentally incorrect beliefs.\" It's frequently not enough for instructors to point out the discrepancy between learners' convictions and the way things actually work, they note; learners have to perceive this discrepancy themselves, at which point they'll be motivated to resolve it. The Washington researchers designed tutorials in which students were led to confront the fact that they held two mutually-exclusive ideas, one mistaken and one correct (in this case, about the concept of time in special relativity). The students then were helped to discard naive beliefs and fully embrace scientific ones. The key is creating an uncomfortable sense of cognitive dissonance; only then are we willing to trade our private versions of reality for something that looks more like the real world.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28333\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-28333\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/93490795-300x218.jpg\" alt=\"93490795\" width=\"300\" height=\"218\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\"Often mistaken, never in doubt.\"\u003c/p>\n\u003cp>That wry phrase describes us all more than we'd like to admit. The psychological study of misconceptions shows that all of us possess many beliefs that are flawed or flat-out wrong—and also that we cling to these fallacies with remarkable tenacity. Although much of this research concerns misguided notions of how the physical world works, the techniques it has produced can be used to correct any sort of deficient understanding.\u003c/p>\n\u003cp>\u003cstrong>The most important thing to realize is that just telling isn't enough\u003c/strong>. Most methods of instruction and training assume that if you provide students with the right information, it will replace any mistaken information they may already possess. But this just isn't so. Especially when our previous beliefs (even though faulty) have proved useful to us, and when they appear to be confirmed by everyday experience, we are reluctant to let them go. \u003ca href=\"http://www.jstor.org/discover/10.2307/27540375?uid=3739576&uid=2129&uid=2&uid=70&uid=4&uid=3739256&sid=21101936584843\">Donna Alvermann\u003c/a>, a language and literacy researcher at the University of Georgia, notes that in study after study, \"students ignored correct textual information when it conflicted with their previously held concepts. On measures of free recall and recognition, the students consistently let their incorrect prior knowledge override incoming correct information.\" It's what our mothers called \"in one ear and out the other.\" Here, three ways to make that new information push out the old.\u003c/p>\n\u003cp>\u003cstrong>Highlight the mistaken notion.\u003c/strong> The simplest way to correct mistaken notions is to point them out as the accurate information is being presented. In a 2010 article in the International Journal of Science and Mathematics Education,\u003ca href=\"http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ905216&ERICExtSearch_SearchType_0=no&accno=EJ905216\"> researcher Christine Tippett\u003c/a> offers an example from a science book for children: \"Some people believe that a camel stores water in its hump. They think that the hump gets smaller as the camel uses up water. But this idea is not true. The hump stores fat and grows smaller only if the camel has not eaten for a long time. A camel can also live for days \u003c!--more-->without water because water is produced as the fat in its hump is used up.\" Note the three-part structure: the misapprehension is described, declared false, and replaced by an accurate version. Although such \"refutation text\" is very effective in debunking misconceptions, Tippett notes, it's rarely used in informational books for children or in textbooks for older learners.\u003c/p>\n\u003cp>\u003cstrong>Issue an advance alert.\u003c/strong> For more deeply embedded beliefs that resist simple clarification, teachers can ask students to \"activate\" these prior beliefs, then instruct them to attend carefully to ways in which the correct explanation differs from their current conviction. For example, Donna Alvermann and a co-author conducted an experiment in which students in an introductory physics class were asked to draw, and then explain, the path a marble would take if shot from a tabletop. The investigators' instructions contained this advice: \"If you thought that the path the marble would take would be straight down, straight out and then straight down, or straight out and then curved down, your ideas may be different from what the laws of physics would suggest. As you read the following text, be sure to pay attention to those ideas presented that may be different from your own.\" The students who were \"forewarned\" with these instructions, the authors note, \"showed marked improvement in learning information that conflicted with their existing knowledge.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Create a confrontation.\u003c/strong> For the most tenaciously-held beliefs, it may be necessary to stage an intervention. \u003ca href=\"http://ajp.aapt.org/resource/1/ajpias/v70/i12/p1238_s1?isAuthorized=no\">In a 2002 article in the American Journal of Physics\u003c/a>, researchers from the University of Washington note that \"students often finish a standard introductory course or an advanced undergraduate course on relativity with some fundamentally incorrect beliefs.\" It's frequently not enough for instructors to point out the discrepancy between learners' convictions and the way things actually work, they note; learners have to perceive this discrepancy themselves, at which point they'll be motivated to resolve it. The Washington researchers designed tutorials in which students were led to confront the fact that they held two mutually-exclusive ideas, one mistaken and one correct (in this case, about the concept of time in special relativity). The students then were helped to discard naive beliefs and fully embrace scientific ones. The key is creating an uncomfortable sense of cognitive dissonance; only then are we willing to trade our private versions of reality for something that looks more like the real world.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"soldout": {
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"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
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