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More and more schools are going 1:1, equipping students with personal computing devices without equipping their teachers with research-based pedagogy to support its use.\u003c/p>\n\u003cp>It's like \u003cstrong>\u003ca href=\"http://www.claytonchristensen.com/\">Clayton M. Christensen\u003c/a>\u003c/strong> says in his book\u003cem> \u003cstrong>\u003ca href=\"http://disruptingclass.mhprofessional.com/apps/ab/about-the-book/\">Disrupting Class\u003c/a>\u003c/strong>\u003c/em>: We can’t go on teaching, assuming all students should be taught the same things on the same day in the same way. When teachers are lecturing, using a PowerPoint for more than 15 minutes, students’ attention most certainly will be on content they find online! I think it is rather unfair to assume that all teachers \u003c!--more-->automatically know how to deal with these distractions and how to guide their students. I know many teachers struggle with this at my school.\u003c/p>\n\u003cp>Solutions emphasize strict time limits, interesting tasks and real-life problems. (Read this useful article from the \u003cem>Harvard Education Letter\u003c/em>: \u003cstrong>\u003ca href=\"http://www.hepg.org/hel/article/507\" target=\"_blank\">“Teaching students to ask their own questions.”)\u003c/a>\u003c/strong> But even if we have a school where the core values are inquiry, research, collaboration, presentation and reflection\u003cem>,\u003c/em> (\u003ca href=\"http://www.scienceleadership.org/pages/Mission_and_Vision\">Science Leadership Academy, Philadelphia\u003c/a>)\u003cem>, \u003c/em>if we’re going to help our students develop the focus they need to think deeply about things — to acquire Rheingold’s \"infotention\" — then most schools will need some ground rules, made in collaboration with students after lots of conversations around these important topics.\u003c/p>\n\u003ch4>Drafting Guidelines\u003c/h4>\n\u003cp>Here are some possible guidelines or ground rules that come to my mind for using computers and staying focused in school. Please add your own thoughts in the comments.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>A. Make your own rules of student Netiquette. \u003c/strong>\u003c/p>\n\u003cp>Netiquette\u003cstrong> (\u003c/strong>short for “network etiquette” or “Internet etiquette”) is a set of \u003cstrong>\u003ca href=\"http://www.networketiquette.net/studentk12.html\">social conventions\u003c/a>\u003c/strong> that facilitate interaction over networks, whether through social media, chat, email or other means.\u003c/p>\n\u003col start=\"1\">\n\u003cli>Computer lids down when teacher is giving instructions for class.\u003c/li>\n\u003cli>Stay on task, no gaming, Facebook, Twitter, Skype or surfing when not related to school work.\u003c/li>\n\u003cli>Computer lids down when teachers or students are presenting, unless you are taking notes or searching online for more information.\u003c/li>\n\u003c/ol>\n\u003cp>\u003cstrong>B. Teach and discuss how to focus in the age of distraction. \u003c/strong>\u003c/p>\n\u003col start=\"1\">\n\u003cli>Close all other applications and devices when reading texts.\u003c/li>\n\u003cli>Make a mental list of what to do and how much time you have available.\u003c/li>\n\u003cli>Turn off the internet when you don’t need it.\u003c/li>\n\u003cli>Leave your phone at home sometimes!\u003c/li>\n\u003c/ol>\n\u003cp>\u003cstrong>C: Teach and discuss how to find reliable information online. \u003c/strong>\u003c/p>\n\u003col start=\"1\">\n\u003cli>Teach \u003cstrong>\u003ca href=\"https://sites.google.com/site/gwebsearcheducation/\">searching skills\u003c/a>\u003c/strong> and introduce \u003cstrong>\u003ca href=\"http://annmic.wordpress.com/2011/12/28/search-engines-for-students/\">safe search engines\u003c/a>\u003c/strong>.\u003c/li>\n\u003cli>Teach and discuss knowing how to ask the right questions and \u003cstrong>\u003ca href=\"http://annmic.wordpress.com/2011/09/12/glean-comparison-search-an-educational-research-and-search-tool/\">finding the accurate answers\u003c/a>\u003c/strong>.\u003c/li>\n\u003cli>Help students build personal learning networks with people they know they can trust. One way is to introduce blogging and the use of Twitter.\u003c/li>\n\u003c/ol>\n\u003cp>Find out more about \u003ca href=\"http://socialmediaclassroom.com/host/mindamplifier/\">Howard Reingold's his e-course\u003c/a>, which is characterized by many good things, including small enrollment\u003cstrong>\u003c/strong>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Ann S. Michaelsen is a teacher and administrator at Sandvika High School in Oslo, Norway. A \u003ca href=\"http://plpnetwork.com/2012/01/27/howard-rheingolds-world-of-infotention/\">version of this post\u003c/a> appeared on \u003ca href=\"http://plpnetwork.com/category/voices/\">Voices from the Learning Revolution\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-19071\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/96047907-300x365.jpg\" alt=\"\" width=\"300\" height=\"365\">\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003ch5>\u003ca href=\"http://plpnetwork.com/author/ann-michaelsen/\">\u003cstrong>By Ann Michaelson\u003c/strong>\u003c/a>\u003c/h5>\n\u003cp>\u003cem>\u003cstrong>Infotention\u003c/strong> is a word I came up with to describe the psycho-social-techno skill/tools we all need to find our way online today, a mind-machine combination of brain-powered attention skills with computer-powered information filters. \u003c/em>- \u003ca href=\"http://www.rheingold.com/\">Howard Rheingold\u003c/a>\u003c/p>\n\u003cp>Author and educator Howard Rheingold discusses the importance of teaching students how to search the Web skillfully and how to find trustworthy Web sites. (See this YouTube video with \u003cstrong>\u003ca href=\"http://www.youtube.com/watch?v=AHVvGELuEqM\">advice to students\u003c/a>\u003c/strong> and read \"\u003ca href=\"http://blog.sfgate.com/rheingold/2009/06/30/crap-detection-101/\">Crap Detection 101\u003c/a>\"). Rheingold's online course \u003ca href=\"http://socialmediaclassroom.com/\">Social Media Classroom\u003c/a> points to many directions and provides a long reading list that includes books by intelligent authors who examine the potentially detrimental effects of the Internet on human cognition and relationships; books like \u003cstrong>\u003ca href=\"http://www.amazon.com/Alone-Together-Expect-Technology-Other/dp/0465010210\">Alone Together\u003c/a>\u003c/strong> by \u003cstrong>\u003ca href=\"http://www.youtube.com/watch?v=MtLVCpZIiNs\">Sherry Turkle\u003c/a>\u003c/strong> and \u003cstrong>\u003ca href=\"http://www.amazon.com/Shallows/dp/1848872275/ref=sr_1_2?s=books&ie=UTF8&qid=1326890902&sr=1-2\">The Shallows\u003c/a>\u003c/strong> by \u003cstrong>\u003ca href=\"http://en.wikipedia.org/wiki/Nicholas_G._Carr\">Nicholas Carr\u003c/a>\u003c/strong>.\u003c/p>\n\u003cp>If highly educated professionals are having problems staying focused on long pieces of writing, what about students? More and more schools are going 1:1, equipping students with personal computing devices without equipping their teachers with research-based pedagogy to support its use.\u003c/p>\n\u003cp>It's like \u003cstrong>\u003ca href=\"http://www.claytonchristensen.com/\">Clayton M. Christensen\u003c/a>\u003c/strong> says in his book\u003cem> \u003cstrong>\u003ca href=\"http://disruptingclass.mhprofessional.com/apps/ab/about-the-book/\">Disrupting Class\u003c/a>\u003c/strong>\u003c/em>: We can’t go on teaching, assuming all students should be taught the same things on the same day in the same way. When teachers are lecturing, using a PowerPoint for more than 15 minutes, students’ attention most certainly will be on content they find online! I think it is rather unfair to assume that all teachers \u003c!--more-->automatically know how to deal with these distractions and how to guide their students. I know many teachers struggle with this at my school.\u003c/p>\n\u003cp>Solutions emphasize strict time limits, interesting tasks and real-life problems. (Read this useful article from the \u003cem>Harvard Education Letter\u003c/em>: \u003cstrong>\u003ca href=\"http://www.hepg.org/hel/article/507\" target=\"_blank\">“Teaching students to ask their own questions.”)\u003c/a>\u003c/strong> But even if we have a school where the core values are inquiry, research, collaboration, presentation and reflection\u003cem>,\u003c/em> (\u003ca href=\"http://www.scienceleadership.org/pages/Mission_and_Vision\">Science Leadership Academy, Philadelphia\u003c/a>)\u003cem>, \u003c/em>if we’re going to help our students develop the focus they need to think deeply about things — to acquire Rheingold’s \"infotention\" — then most schools will need some ground rules, made in collaboration with students after lots of conversations around these important topics.\u003c/p>\n\u003ch4>Drafting Guidelines\u003c/h4>\n\u003cp>Here are some possible guidelines or ground rules that come to my mind for using computers and staying focused in school. Please add your own thoughts in the comments.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>A. Make your own rules of student Netiquette. \u003c/strong>\u003c/p>\n\u003cp>Netiquette\u003cstrong> (\u003c/strong>short for “network etiquette” or “Internet etiquette”) is a set of \u003cstrong>\u003ca href=\"http://www.networketiquette.net/studentk12.html\">social conventions\u003c/a>\u003c/strong> that facilitate interaction over networks, whether through social media, chat, email or other means.\u003c/p>\n\u003col start=\"1\">\n\u003cli>Computer lids down when teacher is giving instructions for class.\u003c/li>\n\u003cli>Stay on task, no gaming, Facebook, Twitter, Skype or surfing when not related to school work.\u003c/li>\n\u003cli>Computer lids down when teachers or students are presenting, unless you are taking notes or searching online for more information.\u003c/li>\n\u003c/ol>\n\u003cp>\u003cstrong>B. Teach and discuss how to focus in the age of distraction. \u003c/strong>\u003c/p>\n\u003col start=\"1\">\n\u003cli>Close all other applications and devices when reading texts.\u003c/li>\n\u003cli>Make a mental list of what to do and how much time you have available.\u003c/li>\n\u003cli>Turn off the internet when you don’t need it.\u003c/li>\n\u003cli>Leave your phone at home sometimes!\u003c/li>\n\u003c/ol>\n\u003cp>\u003cstrong>C: Teach and discuss how to find reliable information online. \u003c/strong>\u003c/p>\n\u003col start=\"1\">\n\u003cli>Teach \u003cstrong>\u003ca href=\"https://sites.google.com/site/gwebsearcheducation/\">searching skills\u003c/a>\u003c/strong> and introduce \u003cstrong>\u003ca href=\"http://annmic.wordpress.com/2011/12/28/search-engines-for-students/\">safe search engines\u003c/a>\u003c/strong>.\u003c/li>\n\u003cli>Teach and discuss knowing how to ask the right questions and \u003cstrong>\u003ca href=\"http://annmic.wordpress.com/2011/09/12/glean-comparison-search-an-educational-research-and-search-tool/\">finding the accurate answers\u003c/a>\u003c/strong>.\u003c/li>\n\u003cli>Help students build personal learning networks with people they know they can trust. One way is to introduce blogging and the use of Twitter.\u003c/li>\n\u003c/ol>\n\u003cp>Find out more about \u003ca href=\"http://socialmediaclassroom.com/host/mindamplifier/\">Howard Reingold's his e-course\u003c/a>, which is characterized by many good things, including small enrollment\u003cstrong>\u003c/strong>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Ann S. Michaelsen is a teacher and administrator at Sandvika High School in Oslo, Norway. A \u003ca href=\"http://plpnetwork.com/2012/01/27/howard-rheingolds-world-of-infotention/\">version of this post\u003c/a> appeared on \u003ca href=\"http://plpnetwork.com/category/voices/\">Voices from the Learning Revolution\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/%c2%bfhablas-espanol-theres-an-app-for-that/screen-shot-2012-02-14-at-10-53-10-am/\" rel=\"attachment wp-att-19050\">\u003cimg class=\"alignleft size-medium wp-image-19050\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-14-at-10.53.10-AM-300x450.png\" alt=\"\" width=\"300\" height=\"450\">\u003c/a>\u003cem>\u003cstrong>By Polly Stryker\u003c/strong>\u003c/em>\u003c/h5>\n\u003cp>App stores are chock-a-block with apps for language learning. Most of them boast colorful flashcards and cute characters for kids, and others are translators that help travelers with phrases, vocabulary, and pronunciation. The big names are in the mix: Rosetta Stone has apps for both Android and iPhones/iPads, but they're mobile companions to the expensive software packets that contain the main course. Berlitz sells apps to help you brush up on your vocabulary and phrases before you travel.\u003c/p>\n\u003cp>But a few new language learning apps are moving in on the \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-gamification-boost-independent-learning/\">gamification\u003c/a>\" trend in education, making a game out of learning phrases and words. For young students accustomed to playing games during their off-hours from school, or for adults who have a few minutes to kill on the bus, these game apps are meant to help with casual, conversational language learning in languages like Spanish, Italian, French, German, Mandarin, and Portuguese.\u003c/p>\n\u003cp>One of the biggest players in the language-learning game app realm is \u003ca href=\"http://www.mindsnacks.com/\">MindSnacks,\u003c/a> and as Mindy Eve Myers, Director of Education explains it, the point of the app is not necessarily to teach the language to the point of fluency, but to keep players engaged with something more productive than killing pigs.\u003c/p>\n\u003cp>\"The reason that we wanted the games to look they way they did and to be able to be played in short bursts of time is that we wanted them to fit into those awkward moments of the day where you've got a couple of minutes to kill,\" Myers said. \"So, instead of playing Angry Birds, you can practice your Spanish vocabulary.\"\u003c/p>\n\u003cp>Here's how it works: You have to match the English word with the Spanish word, for example, \"nine\" and \"nueve,\" before the fish tank empties. The water drains faster and faster as numbers are thrown at you.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Another game on the menu: meteors falling to earth, with numbers or vocabulary to match before the meteor crashes into houses. Or your spelling is checked by tapping on parachutes falling to the \u003c!--more-->ground. See an incorrect spelling? Tap it, and it explodes. Correct spelling? Let the parachute land, and a rhino walks off into the bush. There are prep tutorials, with audio recordings to tell you how to say vocabulary or phrases. These can then be incorporated into the games. And, just in case anyone thought this would be really simple, there are fifty levels, so you can keep playing for quite a while.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"../2011/04/can-gamification-boost-independent-learning/\">CAN GAMIFICATION BOOST INDEPENDENT LEARNING?\u003cstrong>\u003c/strong>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"../2011/11/can-an-online-game-crack-the-code-to-language-learning/\">ONLINE GAME CRACKS THE CODE TO LANGUAGE LEARNING\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"../2012/01/combining-computer-games-with-classroom-teaching/\">COMBINING COMPUTER GAMES AND CLASSROOM TEACHING\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"../2011/06/boredom-busters-50-fantastic-play-and-learn-apps-sites-and-toys/\">50 FANTASTIC PLAY-AND-LEARN APPS, SITES, AND TOYS\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"../feature/educational-apps/\">MINDSHIFT'S LIST OF NOTEWORTHY LEARNING APPS\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\u003ca href=\"http://mandarinmadness.com/\">Mandarin Madness\u003c/a> and \u003ca href=\"http://spanishsmash.com/\">Spanish Smash\u003c/a> by Native Tongue, which are both new to the app scene, work on the same premise, where learners play in an arcade-style game and must get past obstacles to get to the next, progressively more difficult levels.\u003c/p>\n\u003cp>\"The idea is that if they're fun and addicting and engaging, then you'll want to keep playing and therefore you'll be more likely to continue learning that language and continue working with the words, more so than you would have if everyone has flash cards, and after a while, it just becomes a bit of a bore,\" Myers said.\u003c/p>\n\u003cp>The MindSnacks algorithm is based on linguist Dr. Paul Pimsleur's research surrounding language and memory. Pimsleur's methods grew into a self-study language series, and became the basis for \"Speak Spanish With Dora and Diego,\" the popular children's series on Nickelodeon's Nick Jr. MindSnack’s founders also created the original curriculum in conjunction with University of Pennsylvania professors.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>MindSnacks plans to release grade-level vocabulary and geography apps, and they hope, one for Japanese.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/%c2%bfhablas-espanol-theres-an-app-for-that/screen-shot-2012-02-14-at-10-53-10-am/\" rel=\"attachment wp-att-19050\">\u003cimg class=\"alignleft size-medium wp-image-19050\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-14-at-10.53.10-AM-300x450.png\" alt=\"\" width=\"300\" height=\"450\">\u003c/a>\u003cem>\u003cstrong>By Polly Stryker\u003c/strong>\u003c/em>\u003c/h5>\n\u003cp>App stores are chock-a-block with apps for language learning. Most of them boast colorful flashcards and cute characters for kids, and others are translators that help travelers with phrases, vocabulary, and pronunciation. The big names are in the mix: Rosetta Stone has apps for both Android and iPhones/iPads, but they're mobile companions to the expensive software packets that contain the main course. Berlitz sells apps to help you brush up on your vocabulary and phrases before you travel.\u003c/p>\n\u003cp>But a few new language learning apps are moving in on the \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-gamification-boost-independent-learning/\">gamification\u003c/a>\" trend in education, making a game out of learning phrases and words. For young students accustomed to playing games during their off-hours from school, or for adults who have a few minutes to kill on the bus, these game apps are meant to help with casual, conversational language learning in languages like Spanish, Italian, French, German, Mandarin, and Portuguese.\u003c/p>\n\u003cp>One of the biggest players in the language-learning game app realm is \u003ca href=\"http://www.mindsnacks.com/\">MindSnacks,\u003c/a> and as Mindy Eve Myers, Director of Education explains it, the point of the app is not necessarily to teach the language to the point of fluency, but to keep players engaged with something more productive than killing pigs.\u003c/p>\n\u003cp>\"The reason that we wanted the games to look they way they did and to be able to be played in short bursts of time is that we wanted them to fit into those awkward moments of the day where you've got a couple of minutes to kill,\" Myers said. \"So, instead of playing Angry Birds, you can practice your Spanish vocabulary.\"\u003c/p>\n\u003cp>Here's how it works: You have to match the English word with the Spanish word, for example, \"nine\" and \"nueve,\" before the fish tank empties. The water drains faster and faster as numbers are thrown at you.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_19000\" class=\"wp-caption center\" style=\"max-width: 507px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/ernest-hemingway-meets-this-american-life-the-new-english-lit-class/attachment/131708640/\" rel=\"attachment wp-att-19000\">\u003cimg class=\"size-full wp-image-19000\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/131708640.jpg\" alt=\"\" width=\"507\" height=\"338\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/02/131708640.jpg 507w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/131708640-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/131708640-320x213.jpg 320w\" sizes=\"(max-width: 507px) 100vw, 507px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">College professors are finding creative ways to use tablets in classes.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Stephen Chupaska\u003c/h5>\n\u003cp class=\"dropcap-serif\">What will e-readers do to the time-honored tradition of scribbling notes in the margins and underlining passages in print books?\u003c/p>\n\u003cp>Remains to be seen how quickly college students will adopt e-books on a mass scale. Thorny issues over \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/school-libraries-struggle-with-e-book-loans/\">who can use the books\u003c/a> when students rent digital versions, how the growing movement of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/california-bill-pushes-for-free-online-college-books/\">free, online textbooks will be incorporated \u003c/a>into college curriculum, and figuring out \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/turning-static-text-into-interactive-discussions/\">how to share notes online\u003c/a> are just a few important unknowns that are still being hammered out as \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/why-arent-students-using-e-books/\">college students think about using ebooks\u003c/a>.\u003c/p>\n\u003cp>And though \u003ca href=\"http://chronicle.com/article/iPads-for-College-Classrooms-/126681/\">students still complain about \u003c/a>using iPads (slow, cumbersome typing, for one thing), some English literature college professors are finding creative ways of using its multi-media uses.\u003c/p>\n\u003cp>\u003ca href=\"http://www.stonehill.edu/x8275.xml\">Scott Cohen,\u003c/a> an English professor at Stonehill Colllege, located about 30 miles southwest of Boston, is in his second year of implementing the iPad into his lessons.\u003c/p>\n\u003cp>“The iPad really helps move between different kinds of texts and material, visual, cinematic, written, audio, etcetera,” Cohen said. “Students love them, beyond just being a new shiny device.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Last year, Cohen received a grant from the college’s Center for Teacher and Learning to purchase three iPads as part of a pilot program in his Storytelling in the Age of Information class.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The iPad really helps move between different kinds of texts and material, visual, cinematic, written, audio.\"\u003c/aside>\n\u003cp>Cohen incorporates the popular NPR public radio show \u003ca href=\"http://www.thisamericanlife.org\">This American Life\u003c/a> in his classes, and using the iPad allows the class to move between audio clips and an annotated transcript of the story that can be projected on a screen.\u003c/p>\n\u003cp>Cohen said students can initiate these sequences and bookmark them, efficiently saving them for future reference or emailing them to each other.\u003c/p>\n\u003cp>The iPad allows Cohen and his students to capitalize on the “improvisational” nature of class, as they can call up passages more quickly or even play a clip from the radio show to counter a point \u003c!--more-->made by a classmate.\u003c/p>\n\u003cp>“The iPad works like a community slate, passed around the room, collecting and collating students' thoughts about a given topic, a line of text, or quotation under investigation,” Cohen said.\u003c/p>\n\u003cp>And students prefer the iPad to laptops, he said, because the latter tends to isolate them.\u003c/p>\n\u003cp>What's more, one of the big criticisms of the iPad -- that it’s mostly a single application device -- is an advantage for Cohen, as it forces students to focus on a particular task, instead of say, chatting on Gmail or scrolling through Facebook posts.\u003c/p>\n\u003cp>Elsewhere, the University of Virginia English Department recently completed a three-semester pilot program using iPads in the classroom along with a \u003ca href=\"https://wiki.shanti.virginia.edu/display/ENGANTH/ENGL+3820+iPad+Course-Pack\">wiki-syllabus\u003c/a> and \u003ca href=\"http://pages.shanti.virginia.edu/ipad/\">blog.\u003c/a>\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING\u003c/strong>:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/why-arent-students-using-e-books/\">WHY AREN'T STUDENTS USING E-BOOKS?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/blowing-out-the-digital-book-as-we-know-it/\">BLOWING OUT THE DIGITAL TEXTBOOK AS WE KNOW IT\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/california-bill-pushes-for-free-online-college-books/\">CALIFORNIA PUSHES FOR FREE, ONLINE TEXTBOOKS\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/school-libraries-struggle-with-e-book-loans/\">SCHOOL LIBRARIES STRUGGLE WITH E-BOOK LOANS\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/turning-static-text-into-interactive-discussions/\">TURNING STATIC TEXT INTO INTERACTIVE DISCUSSION\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>In addition to commenting on the coursework, some students posted about the experience of swiping pages instead of leafing through them. One student wrote: “Maybe it's just my own somewhat utopian view of myself sitting outside on a beautiful day with the breeze blowing reading these great works on… an iPad?.... I do not wish to bash the very existence of the iPad. I do think its invention is a great thing, but for English classes I’ve been so conditioned to read from a book.”\u003c/p>\n\u003cp>\u003cstrong>WAITING FOR \"THE REVOLUTION\"\u003c/strong>\u003c/p>\n\u003cp>Cohen's use of the This American Life program is still an exception in the college landscape. Though companies like Inkling are \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/blowing-out-the-digital-book-as-we-know-it/\">completely changing the experience of \"reading\"\u003c/a>by adding interactive experiences like note-sharing, social media, and high-definition, manipulable images and videos, for the most part e-readers and tablets are still just replacements for print books.\u003c/p>\n\u003cp>\u003ca href=\"http://www.conncoll.edu/Academics/web_profiles/peray.html\">Philip Ray,\u003c/a> who has taught at Connecticut College for 36 years, said he’s seeing more students using iPads and Kindles for the required reading.\u003c/p>\n\u003cp>Ray said for the most part, it doesn’t make any difference to him if students prefer to use e-books, especially if they are available for free or at reduced prices.\u003c/p>\n\u003cp>“It works well for books that are in the public domain,” he said.\u003c/p>\n\u003cp>Ray is, however, a bit more fastidious though when he teaches poetry, as he wants to make sure that a digital version of a poem looks the way the author intended.\u003c/p>\n\u003cp>“Some poems have strict left-hand margins or there are lines that begin with capital letters,” Ray said. “Sometimes when they are digitized things can be a bit off.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ray said the increased popularity of tablets is a hot topic of conversation among his colleagues and the education community at large -- particularly since many of his peers own iPads or Kindles.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Last year, Cohen received a grant from the college’s Center for Teacher and Learning to purchase three iPads as part of a pilot program in his Storytelling in the Age of Information class.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The iPad really helps move between different kinds of texts and material, visual, cinematic, written, audio.\"\u003c/aside>\n\u003cp>Cohen incorporates the popular NPR public radio show \u003ca href=\"http://www.thisamericanlife.org\">This American Life\u003c/a> in his classes, and using the iPad allows the class to move between audio clips and an annotated transcript of the story that can be projected on a screen.\u003c/p>\n\u003cp>Cohen said students can initiate these sequences and bookmark them, efficiently saving them for future reference or emailing them to each other.\u003c/p>\n\u003cp>The iPad allows Cohen and his students to capitalize on the “improvisational” nature of class, as they can call up passages more quickly or even play a clip from the radio show to counter a point \u003c!--more-->made by a classmate.\u003c/p>\n\u003cp>“The iPad works like a community slate, passed around the room, collecting and collating students' thoughts about a given topic, a line of text, or quotation under investigation,” Cohen said.\u003c/p>\n\u003cp>And students prefer the iPad to laptops, he said, because the latter tends to isolate them.\u003c/p>\n\u003cp>What's more, one of the big criticisms of the iPad -- that it’s mostly a single application device -- is an advantage for Cohen, as it forces students to focus on a particular task, instead of say, chatting on Gmail or scrolling through Facebook posts.\u003c/p>\n\u003cp>Elsewhere, the University of Virginia English Department recently completed a three-semester pilot program using iPads in the classroom along with a \u003ca href=\"https://wiki.shanti.virginia.edu/display/ENGANTH/ENGL+3820+iPad+Course-Pack\">wiki-syllabus\u003c/a> and \u003ca href=\"http://pages.shanti.virginia.edu/ipad/\">blog.\u003c/a>\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING\u003c/strong>:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/why-arent-students-using-e-books/\">WHY AREN'T STUDENTS USING E-BOOKS?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/blowing-out-the-digital-book-as-we-know-it/\">BLOWING OUT THE DIGITAL TEXTBOOK AS WE KNOW IT\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/california-bill-pushes-for-free-online-college-books/\">CALIFORNIA PUSHES FOR FREE, ONLINE TEXTBOOKS\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/school-libraries-struggle-with-e-book-loans/\">SCHOOL LIBRARIES STRUGGLE WITH E-BOOK LOANS\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/turning-static-text-into-interactive-discussions/\">TURNING STATIC TEXT INTO INTERACTIVE DISCUSSION\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>In addition to commenting on the coursework, some students posted about the experience of swiping pages instead of leafing through them. One student wrote: “Maybe it's just my own somewhat utopian view of myself sitting outside on a beautiful day with the breeze blowing reading these great works on… an iPad?.... I do not wish to bash the very existence of the iPad. I do think its invention is a great thing, but for English classes I’ve been so conditioned to read from a book.”\u003c/p>\n\u003cp>\u003cstrong>WAITING FOR \"THE REVOLUTION\"\u003c/strong>\u003c/p>\n\u003cp>Cohen's use of the This American Life program is still an exception in the college landscape. Though companies like Inkling are \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/blowing-out-the-digital-book-as-we-know-it/\">completely changing the experience of \"reading\"\u003c/a>by adding interactive experiences like note-sharing, social media, and high-definition, manipulable images and videos, for the most part e-readers and tablets are still just replacements for print books.\u003c/p>\n\u003cp>\u003ca href=\"http://www.conncoll.edu/Academics/web_profiles/peray.html\">Philip Ray,\u003c/a> who has taught at Connecticut College for 36 years, said he’s seeing more students using iPads and Kindles for the required reading.\u003c/p>\n\u003cp>Ray said for the most part, it doesn’t make any difference to him if students prefer to use e-books, especially if they are available for free or at reduced prices.\u003c/p>\n\u003cp>“It works well for books that are in the public domain,” he said.\u003c/p>\n\u003cp>Ray is, however, a bit more fastidious though when he teaches poetry, as he wants to make sure that a digital version of a poem looks the way the author intended.\u003c/p>\n\u003cp>“Some poems have strict left-hand margins or there are lines that begin with capital letters,” Ray said. “Sometimes when they are digitized things can be a bit off.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ray said the increased popularity of tablets is a hot topic of conversation among his colleagues and the education community at large -- particularly since many of his peers own iPads or Kindles.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-18989\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/57436584-300x216.jpg\" alt=\"\" width=\"300\" height=\"216\">\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003ch5>By Annie Murphy Paul\u003c/h5>\n\u003cp>Until I had children, I couldn't be bothered with playing games. Couldn't stand poker, pinochle or gin rummy. Bored out of my mind by Sorry! and Stratego. Never understood the appeal of chess, checkers or backgammon.\u003c/p>\n\u003cp>But once I had kids, games took on a new appeal. Apart from entertaining my kids on rainy afternoons, I saw how many different skills games helped to develop. Card games like Uno and Go Fish helped my sons learn to recognize colors and numbers. Board games like Candyland and Chutes and Ladders reinforced their burgeoning conception of a linear number line. And word games like Scrabble and Boggle, which we’re just beginning to try out, promise to expand their vocabularies and enhance their understanding of word stems and endings.\u003c/p>\n\u003cp>But the biggest benefits of playing games, I’ve come to see, are social. The same kid who responds to the question, “What did you do at school today?” with an impassive “Nothing,” suddenly grows loquacious once there’s a pair of dice or a pack of playing cards between the two of you. Games teach children how to take turns, lose stoically and win graciously (well, most of the time). And there’s another skill that game-playing promotes, one I hadn’t thought about until I read \u003ca href=\"http://www.pnas.org/content/109/5/1419\">a study published\u003c/a> last month in the \u003ca href=\"http://www.pnas.org/\">\u003cem>Proceedings of the National Academy of Sciences\u003c/em>\u003c/a>: Games push players to try to understand the minds of the other participants. Is she bluffing? Is he \u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>clueless, or just playing dumb? Can everyone tell that I’m planning to go out in a blaze of glory on the next round?\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>\u003cspan style=\"color: #2f568e\">RELATED READING\u003c/span>:\u003c/strong>\u003cbr>\n\u003cstrong>\u003cspan style=\"color: #8a96a5\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/the-power-of-play-in-learning/\">\u003cspan style=\"color: #7e8992\">THE POWER OF PLAY IN LEARNING\u003c/span>\u003c/a>\u003c/span>\u003c/strong>\u003c/aside>\n\u003cp>The study, conducted by a group of researchers from the University of California, Berkeley, used functional magnetic resonance imaging to show that different brain regions are active when individuals play a game against other people and when they play against themselves.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“When players compete against each other in a game, they try to make a mental model of the other person’s intentions, what they’re going to do and how they’re going to play, so they can play strategically against them,” explains one of the study's authors Kyle Mathewson, who worked alongside lead author Lusha Zhu\u003c/p>\n\u003cp>This “mental model” of other people’s thoughts and feelings, also known as theory of mind, is crucial for the development of empathy, perspective-taking, and social reciprocity—all the skills that allow us to get along productively with others.\u003c/p>\n\u003cp>OK, so in this case we’re trying to understand the other person so that we can \u003cem>completely crush them\u003c/em> in Battleship. But the ability to adopt another person’s point of view is an aptitude we should want to foster at every opportunity, in every setting. Cultivating children’s theory of mind is a game that everybody wins.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[Update: The current version of the article reflects the correct name of the lead author and university that conducted the study.]\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-18989\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/57436584-300x216.jpg\" alt=\"\" width=\"300\" height=\"216\">\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003ch5>By Annie Murphy Paul\u003c/h5>\n\u003cp>Until I had children, I couldn't be bothered with playing games. Couldn't stand poker, pinochle or gin rummy. Bored out of my mind by Sorry! and Stratego. Never understood the appeal of chess, checkers or backgammon.\u003c/p>\n\u003cp>But once I had kids, games took on a new appeal. Apart from entertaining my kids on rainy afternoons, I saw how many different skills games helped to develop. Card games like Uno and Go Fish helped my sons learn to recognize colors and numbers. Board games like Candyland and Chutes and Ladders reinforced their burgeoning conception of a linear number line. And word games like Scrabble and Boggle, which we’re just beginning to try out, promise to expand their vocabularies and enhance their understanding of word stems and endings.\u003c/p>\n\u003cp>But the biggest benefits of playing games, I’ve come to see, are social. The same kid who responds to the question, “What did you do at school today?” with an impassive “Nothing,” suddenly grows loquacious once there’s a pair of dice or a pack of playing cards between the two of you. Games teach children how to take turns, lose stoically and win graciously (well, most of the time). And there’s another skill that game-playing promotes, one I hadn’t thought about until I read \u003ca href=\"http://www.pnas.org/content/109/5/1419\">a study published\u003c/a> last month in the \u003ca href=\"http://www.pnas.org/\">\u003cem>Proceedings of the National Academy of Sciences\u003c/em>\u003c/a>: Games push players to try to understand the minds of the other participants. Is she bluffing? Is he \u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>clueless, or just playing dumb? Can everyone tell that I’m planning to go out in a blaze of glory on the next round?\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>\u003cspan style=\"color: #2f568e\">RELATED READING\u003c/span>:\u003c/strong>\u003cbr>\n\u003cstrong>\u003cspan style=\"color: #8a96a5\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/the-power-of-play-in-learning/\">\u003cspan style=\"color: #7e8992\">THE POWER OF PLAY IN LEARNING\u003c/span>\u003c/a>\u003c/span>\u003c/strong>\u003c/aside>\n\u003cp>The study, conducted by a group of researchers from the University of California, Berkeley, used functional magnetic resonance imaging to show that different brain regions are active when individuals play a game against other people and when they play against themselves.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“When players compete against each other in a game, they try to make a mental model of the other person’s intentions, what they’re going to do and how they’re going to play, so they can play strategically against them,” explains one of the study's authors Kyle Mathewson, who worked alongside lead author Lusha Zhu\u003c/p>\n\u003cp>This “mental model” of other people’s thoughts and feelings, also known as theory of mind, is crucial for the development of empathy, perspective-taking, and social reciprocity—all the skills that allow us to get along productively with others.\u003c/p>\n\u003cp>OK, so in this case we’re trying to understand the other person so that we can \u003cem>completely crush them\u003c/em> in Battleship. But the ability to adopt another person’s point of view is an aptitude we should want to foster at every opportunity, in every setting. Cultivating children’s theory of mind is a game that everybody wins.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[Update: The current version of the article reflects the correct name of the lead author and university that conducted the study.]\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Amidst Chaos, 15 Minutes of Quiet Time Helps Focus Students",
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"content": "\u003cfigure id=\"attachment_18972\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/amidst-chaos-15-minutes-of-quiet-time-helps-focus-students/screen-shot-2012-02-09-at-10-24-59-am/\" rel=\"attachment wp-att-18972\">\u003cimg class=\"size-large wp-image-18972\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-09-at-10.24.59-AM-620x414.png\" alt=\"\" width=\"620\" height=\"414\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students at Visitacion Valley School in San Francisco observe 15 minutes of quiet time every morning.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Kyle Palmer\u003c/h5>\n\u003cp class=\"dropcap\">On a recent morning at Visitacion Valley Middle School in San Francisco, Principal James Dierke looked out over the school’s auditorium at more than 100 eighth graders. A restless din filled the large room. Bursts of laughter and errant shouts punctuated the buzz. Most of the students seemed disinterested in Dierke’s announcements about the spring’s impending graduation, upcoming field trips, and recent birthdays.\u003c/p>\n\u003cp>Then, Dierke struck a bell and said, “Okay, it's quiet time.”\u003c/p>\n\u003cp>And just like that, a hush fell over the auditorium. Students straightened their backs and closed their eyes. Some bowed their heads. Others rested them on the backs of their chairs. The once-boisterous hall became silent and remained so for the next 15 minutes.\u003c/p>\n\u003cp>“Visitors are always amazed,” Dierke said afterwards, “but it works. It really is quiet time.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Meditation strengthens the areas of the brain that control our ‘fear center.’ It helps kids reduce anxiety and increase their ability to reason and concentrate.”\u003c/aside>\n\u003cp>“Quiet Time” isn’t just a slogan but a daily regimen at Visitacion Valley. The entire school—faculty, staff, and students—spend the first and last 15 minutes of every day in silence. Students are encouraged to use the time to meditate, but Dierke says students can simply clear their mind, think about schoolwork, or even sleep. Just as long as they are quiet.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I’ve found that it makes people—students and teachers—more joyful,” Dierke said, “To have that time to reflect and be still is important.”\u003c/p>\n\u003cp>That is not always possible for his school’s students, Dierke said. He said the neighborhood around Visitacion Valley can be rife with violence and crime. “These kids hear gunshots on their way to and from school. That kind of stuff makes it hard to focus on algebra,” he said.\u003cem> \u003c/em>\u003c/p>\n\u003cp>Besides dealing with problems outside school, Visitacion Valley faces challenges in school, too. Nearly 90 percent of Visitacion Valley’s students are classified by the district as socioeconomically disadvantaged and more than 40 percent are English Language Learners.\u003c/p>\n\u003cp>Dierke, who has been principal at the school for 13 years, said things reached a turning point about five years ago. “We were looking for a way to get kids to relax,” he said. “We saw kids with real post-traumatic stress disorder symptoms. I noticed a lot of them missing school, fighting, and getting angry a lot. They couldn’t concentrate on school.” \u003cem> \u003c/em>\u003c/p>\n\u003cp>An assistant principal suggested the idea for quiet time after she saw Hollywood director David Lynch speak about the program and the accompanying benefits of transcendental meditation. Lynch runs a non-profit foundation that promotes meditation in schools and also sponsors \u003c!--more-->meditation retreats for under-served students.\u003c/p>\n\u003cp>With the help of the David Lynch Foundation and the San Francisco-based Center for Wellness and Achievement in Education (CWAE), Visitacion Valley trained teachers on how to conduct Quiet Time sessions in their class. CWAE specialists counseled students on meditation techniques and five full-time staffers remain on campus to help maintain the program.\u003c/p>\n\u003caside class=\"pullquote alignright\">RELATED READING:\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/how-meditating-helps-with-multitasking/\">HOW MEDITATING HELPS WITH MULTITASKING\u003c/a>\u003c/p>\u003c/aside>\n\u003cp>Since beginning Quiet Time, Dierke said things have improved: Daily attendance last year was more than 98 percent, and there have been fewer suspensions and higher test scores.\u003c/p>\n\u003cp>Angelica Mahinay, Visitacion Valley’s 8\u003csup>th\u003c/sup> grade student body president, said Quiet Time gives her more energy. “I get to school at 7 a.m. for softball practice. It helps me not be so tired during school,” she said.\u003c/p>\n\u003cp>Eighth grader Art Parkeenvincha moved to San Francisco from Canada in the middle of this year. “I can be really hyperactive,” he said. “I had never done meditation before, but now I do Quiet Time. I think of my mantra, and it helps me calm down.”\u003c/p>\n\u003caside class=\"pullquote alignright\">“Man, when I hear students getting an attitude, or they’re saying they’re going to fight, I say, ‘Hey! Just meditate!’”\u003c/aside>\n\u003cp>Bob Roth, Executive Director for the David Lynch Foundation, said meditation is not just a way for students to relax but has real cognitive benefits. “Meditation strengthens the areas of the brain that control our ‘fear center’,” he said. “It helps kids reduce anxiety and increase their ability to reason and concentrate.”\u003c/p>\n\u003cp>Principal Dierke said, as a result of Quiet Time, the school’s image is changing. “This school used to be known as the ‘fight’ school,” he said. “Now, I have other principals asking me about Quiet Time. It feels good to have that reputation.”\u003c/p>\n\u003cp>Two other schools in SFUSD have begun their own Quiet Time programs and a district spokesperson said other schools have begun asking questions about Visitacion Valley’s success.\u003c/p>\n\u003cp>Visitacion Valley also got attention from actor Russell Brand, who visited the school just before Christmas on a trip sponsored by the David Lynch Foundation. “That was crazy,” Angelica, the student body president, said. “I got to sit right by him and the whole school meditated with him.”\u003c/p>\n\u003cp>In addition, Dierke said regular Quiet Time has also helped teachers relax. “Only two teachers have left in the past five years, outside of retirements and district layoffs. That’s amazing for an urban middle school,” he said. He attributes that to higher levels of job satisfaction.\u003c/p>\n\u003cp>Physical Education teacher Barry O’Driscoll agreed that Quiet Time has helped improve the staff’s quality of life. “I was very reluctant when it first started,” he said. “I thought it was just another fad. But now I meditate twice a day, and I do it at home. I think it’s helped my golf game, too.”\u003c/p>\n\u003cp>Visitacion Valley still struggles with significant challenges. This year, the school has had to integrate more than 100 new students onto campus after another nearby middle school was closed by the district. Likewise, test scores have increased in recent years but still remain low compared to other SFUSD middle schools.\u003c/p>\n\u003cp>“We’re not perfect,” Dierke said. “Quiet Time is just like an umbrella. When you have it up, it keeps the rain off, and you can focus on trying to build a culture with kids. That’s what we’re gradually doing here.”\u003c/p>\n\u003cp>The payoff might be most evident in students like Angelica Mahinay, who says, “Man, when I hear students getting an attitude, or they’re saying they’re going to fight, I say, ‘Hey! Just meditate!’”\u003c/p>\n\u003cp>\u003cem>[CLARIFICATION: Visitacion Valley Middle School is located in San Francisco, not South San Francisco, as the article originally stated.]\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_18972\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/amidst-chaos-15-minutes-of-quiet-time-helps-focus-students/screen-shot-2012-02-09-at-10-24-59-am/\" rel=\"attachment wp-att-18972\">\u003cimg class=\"size-large wp-image-18972\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-09-at-10.24.59-AM-620x414.png\" alt=\"\" width=\"620\" height=\"414\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students at Visitacion Valley School in San Francisco observe 15 minutes of quiet time every morning.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Kyle Palmer\u003c/h5>\n\u003cp class=\"dropcap\">On a recent morning at Visitacion Valley Middle School in San Francisco, Principal James Dierke looked out over the school’s auditorium at more than 100 eighth graders. A restless din filled the large room. Bursts of laughter and errant shouts punctuated the buzz. Most of the students seemed disinterested in Dierke’s announcements about the spring’s impending graduation, upcoming field trips, and recent birthdays.\u003c/p>\n\u003cp>Then, Dierke struck a bell and said, “Okay, it's quiet time.”\u003c/p>\n\u003cp>And just like that, a hush fell over the auditorium. Students straightened their backs and closed their eyes. Some bowed their heads. Others rested them on the backs of their chairs. The once-boisterous hall became silent and remained so for the next 15 minutes.\u003c/p>\n\u003cp>“Visitors are always amazed,” Dierke said afterwards, “but it works. It really is quiet time.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Meditation strengthens the areas of the brain that control our ‘fear center.’ It helps kids reduce anxiety and increase their ability to reason and concentrate.”\u003c/aside>\n\u003cp>“Quiet Time” isn’t just a slogan but a daily regimen at Visitacion Valley. The entire school—faculty, staff, and students—spend the first and last 15 minutes of every day in silence. Students are encouraged to use the time to meditate, but Dierke says students can simply clear their mind, think about schoolwork, or even sleep. Just as long as they are quiet.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I’ve found that it makes people—students and teachers—more joyful,” Dierke said, “To have that time to reflect and be still is important.”\u003c/p>\n\u003cp>That is not always possible for his school’s students, Dierke said. He said the neighborhood around Visitacion Valley can be rife with violence and crime. “These kids hear gunshots on their way to and from school. That kind of stuff makes it hard to focus on algebra,” he said.\u003cem> \u003c/em>\u003c/p>\n\u003cp>Besides dealing with problems outside school, Visitacion Valley faces challenges in school, too. Nearly 90 percent of Visitacion Valley’s students are classified by the district as socioeconomically disadvantaged and more than 40 percent are English Language Learners.\u003c/p>\n\u003cp>Dierke, who has been principal at the school for 13 years, said things reached a turning point about five years ago. “We were looking for a way to get kids to relax,” he said. “We saw kids with real post-traumatic stress disorder symptoms. I noticed a lot of them missing school, fighting, and getting angry a lot. They couldn’t concentrate on school.” \u003cem> \u003c/em>\u003c/p>\n\u003cp>An assistant principal suggested the idea for quiet time after she saw Hollywood director David Lynch speak about the program and the accompanying benefits of transcendental meditation. Lynch runs a non-profit foundation that promotes meditation in schools and also sponsors \u003c!--more-->meditation retreats for under-served students.\u003c/p>\n\u003cp>With the help of the David Lynch Foundation and the San Francisco-based Center for Wellness and Achievement in Education (CWAE), Visitacion Valley trained teachers on how to conduct Quiet Time sessions in their class. CWAE specialists counseled students on meditation techniques and five full-time staffers remain on campus to help maintain the program.\u003c/p>\n\u003caside class=\"pullquote alignright\">RELATED READING:\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/how-meditating-helps-with-multitasking/\">HOW MEDITATING HELPS WITH MULTITASKING\u003c/a>\u003c/p>\u003c/aside>\n\u003cp>Since beginning Quiet Time, Dierke said things have improved: Daily attendance last year was more than 98 percent, and there have been fewer suspensions and higher test scores.\u003c/p>\n\u003cp>Angelica Mahinay, Visitacion Valley’s 8\u003csup>th\u003c/sup> grade student body president, said Quiet Time gives her more energy. “I get to school at 7 a.m. for softball practice. It helps me not be so tired during school,” she said.\u003c/p>\n\u003cp>Eighth grader Art Parkeenvincha moved to San Francisco from Canada in the middle of this year. “I can be really hyperactive,” he said. “I had never done meditation before, but now I do Quiet Time. I think of my mantra, and it helps me calm down.”\u003c/p>\n\u003caside class=\"pullquote alignright\">“Man, when I hear students getting an attitude, or they’re saying they’re going to fight, I say, ‘Hey! Just meditate!’”\u003c/aside>\n\u003cp>Bob Roth, Executive Director for the David Lynch Foundation, said meditation is not just a way for students to relax but has real cognitive benefits. “Meditation strengthens the areas of the brain that control our ‘fear center’,” he said. “It helps kids reduce anxiety and increase their ability to reason and concentrate.”\u003c/p>\n\u003cp>Principal Dierke said, as a result of Quiet Time, the school’s image is changing. “This school used to be known as the ‘fight’ school,” he said. “Now, I have other principals asking me about Quiet Time. It feels good to have that reputation.”\u003c/p>\n\u003cp>Two other schools in SFUSD have begun their own Quiet Time programs and a district spokesperson said other schools have begun asking questions about Visitacion Valley’s success.\u003c/p>\n\u003cp>Visitacion Valley also got attention from actor Russell Brand, who visited the school just before Christmas on a trip sponsored by the David Lynch Foundation. “That was crazy,” Angelica, the student body president, said. “I got to sit right by him and the whole school meditated with him.”\u003c/p>\n\u003cp>In addition, Dierke said regular Quiet Time has also helped teachers relax. “Only two teachers have left in the past five years, outside of retirements and district layoffs. That’s amazing for an urban middle school,” he said. He attributes that to higher levels of job satisfaction.\u003c/p>\n\u003cp>Physical Education teacher Barry O’Driscoll agreed that Quiet Time has helped improve the staff’s quality of life. “I was very reluctant when it first started,” he said. “I thought it was just another fad. But now I meditate twice a day, and I do it at home. I think it’s helped my golf game, too.”\u003c/p>\n\u003cp>Visitacion Valley still struggles with significant challenges. This year, the school has had to integrate more than 100 new students onto campus after another nearby middle school was closed by the district. Likewise, test scores have increased in recent years but still remain low compared to other SFUSD middle schools.\u003c/p>\n\u003cp>“We’re not perfect,” Dierke said. “Quiet Time is just like an umbrella. When you have it up, it keeps the rain off, and you can focus on trying to build a culture with kids. That’s what we’re gradually doing here.”\u003c/p>\n\u003cp>The payoff might be most evident in students like Angelica Mahinay, who says, “Man, when I hear students getting an attitude, or they’re saying they’re going to fight, I say, ‘Hey! Just meditate!’”\u003c/p>\n\u003cp>\u003cem>[CLARIFICATION: Visitacion Valley Middle School is located in San Francisco, not South San Francisco, as the article originally stated.]\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_18768\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/on-digital-learning-day-7-golden-rules-of-using-technology/screen-shot-2012-01-31-at-5-17-29-pm/\" rel=\"attachment wp-att-18768\">\u003cimg class=\"size-medium wp-image-18768\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Screen-shot-2012-01-31-at-5.17.29-PM-300x214.png\" alt=\"\" width=\"300\" height=\"214\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Yalda T. Uhls\u003c/h5>\n\u003cp>With tablets, laptops, apps, and online games, there's great promise in technology to inspire and excite students to learn with digital tools. It's easy to find examples of kids using technology to learn all kinds of things, from \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">learning how to program\u003c/a> to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/what-do-wii-remotes-have-to-do-with-science-ask-sixth-graders/\">using Wii to learn about physics\u003c/a>, to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-an-online-game-crack-the-code-to-language-learning/\">learning Latin with an online game\u003c/a>. But using technology in and of itself is not a silver bullet for motivating children to love learning and doesn't guarantee they'll use it for creative and innovative scholarship. A student's initiative, self-efficacy and ability to set goals are essential.\u003c/p>\n\u003cp>Helping kids develop strategies like self-regulation will allow them to use their own initiative and to direct themselves -- without adult supervision. A good self-regulator will pay attention to tasks, persist when it becomes difficult, demonstrate flexibility, and be confident that more effort will lead to positive outcomes. As educators move towards using digital media to teach, and we rely more on children’s independent initiative and motivation, it's important to develop kids' learning strategies so they stay on topic while they use these tools.\u003c/p>\n\u003cp>So how can parents and teachers help students develop these skills? Teach kids to set an attainable goal -- not one that's out of reach. For example, have them focus on finishing one portion of a 10-page book report rather than the entire project. Second, teach them strategies to help them attain the goal, like setting aside 15- or 30-minute chunks of time on working without\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp> distractions. Finally, work with them to self-reflect on what worked and what didn't in these exercises, and to attribute their successes to their own efforts. Was 15 minutes long enough? Would they benefit from a timer? The goal is to teach the child to self-regulate, not be reliant on adults\u003cem>.\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Psychologists and educators have spent years studying self-regulation: developing theory, conducting longitudinal and experimental research, and developing academic interventions with embedded self-regulation learning. Some researchers such as Roger Azevedo and colleagues are already working on developing theoretically sound and empirically tested compute- based learning environments with pedagogical agents who provide self-regulation tips and tools while students study in a hypermedia environment. This application, \u003ca href=\"http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CEQQFjAB&url=http%3A%2F%2Fwww.aaai.org%2Focs%2Findex.php%2FFSS%2FFSS09%2Fpaper%2Fdownload%2F995%2F1253&ei=h70yT8WWMciMiALk0L2pCg&usg=AFQjCNHuKqMhiURsnQoBcPECLIDc0cd6Hw&sig2=KuOSwyUS2wcWkDmeu1-v5Q\">called Meta-Tutor\u003c/a>, holds a lot of promise.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>It's not a stretch to say that technology will continue to change the educational landscape. As students become more immersed in technology around them, self-regulation will become an essential life skill to cultivate.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_18768\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/on-digital-learning-day-7-golden-rules-of-using-technology/screen-shot-2012-01-31-at-5-17-29-pm/\" rel=\"attachment wp-att-18768\">\u003cimg class=\"size-medium wp-image-18768\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Screen-shot-2012-01-31-at-5.17.29-PM-300x214.png\" alt=\"\" width=\"300\" height=\"214\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Yalda T. Uhls\u003c/h5>\n\u003cp>With tablets, laptops, apps, and online games, there's great promise in technology to inspire and excite students to learn with digital tools. It's easy to find examples of kids using technology to learn all kinds of things, from \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">learning how to program\u003c/a> to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/what-do-wii-remotes-have-to-do-with-science-ask-sixth-graders/\">using Wii to learn about physics\u003c/a>, to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-an-online-game-crack-the-code-to-language-learning/\">learning Latin with an online game\u003c/a>. But using technology in and of itself is not a silver bullet for motivating children to love learning and doesn't guarantee they'll use it for creative and innovative scholarship. A student's initiative, self-efficacy and ability to set goals are essential.\u003c/p>\n\u003cp>Helping kids develop strategies like self-regulation will allow them to use their own initiative and to direct themselves -- without adult supervision. A good self-regulator will pay attention to tasks, persist when it becomes difficult, demonstrate flexibility, and be confident that more effort will lead to positive outcomes. As educators move towards using digital media to teach, and we rely more on children’s independent initiative and motivation, it's important to develop kids' learning strategies so they stay on topic while they use these tools.\u003c/p>\n\u003cp>So how can parents and teachers help students develop these skills? Teach kids to set an attainable goal -- not one that's out of reach. For example, have them focus on finishing one portion of a 10-page book report rather than the entire project. Second, teach them strategies to help them attain the goal, like setting aside 15- or 30-minute chunks of time on working without\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp> distractions. Finally, work with them to self-reflect on what worked and what didn't in these exercises, and to attribute their successes to their own efforts. Was 15 minutes long enough? Would they benefit from a timer? The goal is to teach the child to self-regulate, not be reliant on adults\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/lorenkahle/2763788143/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-18908\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/2763788143_08223ddaf2_z-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: Loren Kahle\u003c/p>\n\u003c/div>\n\u003ch5>\u003ca href=\"@fusionjones\">By Aran Levasseur\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Imagine you're a senior manager at a leading videogame company. Your job is to devise the company's competitive strategy in a rapidly growing and dynamic industry. What prices will you set for the consoles? How many games will be available for your platform?\u003c/p>\n\u003cp>This is the premise of \u003ca href=\"https://mitsloan.mit.edu/MSTIR/system-dynamics/platform-wars/Pages/default.aspx\">Platform Wars\u003c/a>, an epistemic game, or management simulator, developed by MIT's Sloan School of Management. The game's learning objectives are to allow students to interactively experience the challenges of strategic competition in complex and dynamic markets.\u003c/p>\n\u003cp>Epistemic games are computer games that are essentially about learning to think in innovative ways. They're designed to be pedagogical tools for the digital age where the player learns to think like professionals by playing a simulated game of such professions as management, engineering, journalism or urban planning.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"In playing games, [students] are doing explicitly, openly and socially what as adults they will do tacitly, privately and personally.\" \u003c/aside>\n\u003cp>As schools aim to prepare students for life outside of school, they need to realize that the world now values knowledge and skills that can be applied in creative ways. Epistemic games fit the learning requirements of today's world because they allow students to role-play professions while learning skills that they apply in the game.\u003c/p>\n\u003cp>One of the nation's leading scholars on epistemic games is \u003ca href=\"http://epistemicgames.org/eg/category/people/david-williamson-shaffer/\">David Williamson Shaffer\u003c/a>, whose landmark book, \u003ca href=\"http://www.amazon.com/Computer-Games-Help-Children-Learn/dp/1403975051\" target=\"blank\">\u003cem>How Computer Games Help Children Learn\u003c/em>,\u003c/a> demonstrates how particular kinds of video and computer games can cultivate innovative thinking. Shaffer outlines how modern schools developed in a particular time and place to meet the specific economic and social needs of industrialism and now, he contends, education needs to change to fit the needs of our current world. The traditional educational paradigm prepared students for a world of standardization, whereas today's world puts a premium on independent thinking and creativity. As a result of the \u003c!--more-->social and economic sea change, schools need to foster innovative thinking.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Shaffer believes one of the best ways to do this is through what he calls epistemic games: video or computer games that are essentially about learning to think in innovative ways in a post-industrial, global economy and society.\u003c/p>\n\u003ch4>Epistemologies of the Digital Age\u003c/h4>\n\u003cp>Epistemology is the study of knowledge and, according to Shaffer, every age has its own epistemology, i.e., what it means to know something. Computers -- which are increasingly becoming ubiquitous in work and school -- provide the means to think in new ways, which will fundamentally reconfigure our thinking and theories of knowledge. Computers in general, and epistemic games in particular, are structuring new epistemologies for our digital age.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-computer-games-help-children-learn/1149218-l/\" rel=\"attachment wp-att-18909\">\u003cimg class=\"alignleft size-medium wp-image-18909\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/1149218-L-300x453.jpg\" alt=\"\" width=\"164\" height=\"248\">\u003c/a>\"The epistemology of School,\" in Shaffer's words, \"is the epistemology of the Industrial Revolution -- of creating wealth through mass production of standardized goods. School is a game about thinking like a factory worker. It is a game with an epistemology or right and wrong answers in which Students are supposed to follow instructions, whether they make sense in the moment or not.\"\u003c/p>\n\u003cp>While this kind of epistemology may have been appropriate and even innovative for the Industrial Revolution, it is outdated for our informational economy and digital age. Being literate in the digital age uses reading and writing as a foundation to build upon, but they are no longer solely sufficient. Students must learn to produce various kinds of media and learn how to solve problems using simulations.\u003c/p>\n\u003ch4>Epistemic Frames\u003c/h4>\n\u003cp>Epistemic games are organized around epistemic frames. Any profession is structured around a culture that is composed of skills, values, knowledge, identities and an epistemology that anchor how creative professionals operate. Shaffer calls this configuration an epistemic frame: an integral theory of learning that sees how the collection of a profession's knowledge and skills synergistically work together to create a learning community.\u003c/p>\n\u003cp>Professionals learn to acquire their epistemic frames, i.e., their knowledge and skills, in ways that are very different from traditional classrooms because the creative thinking today's jobs demand require more than knowing a standardized answer. In addition, their thinking, problem solving and communication need to be integrated into the real world of work.\u003c/p>\n\u003ch4>Epistemic Games\u003c/h4>\n\u003cp>One epistemic game Shaffer writes about is \u003ca href=\"http://sodaplay.com/creators/soda/items/constructor\">SodaConstructor,\u003c/a> which uses the epistemic frames of engineering and physics. SodaConstructor lets players construct a virtual creature of their own design and then simulate how that creature would operate once gravity, friction and muscles enter the equation. In order to get their creatures to successfully walk in this virtual world they need to understand a couple fundamental physics and engineering concepts: \u003cem>center of mass and cross bracing.\u003c/em> Once key concepts are understood, players then begin to frame their project in a way real engineers creatively think: creating designs, building them, and then testing alternatives as well.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/the-power-of-play-in-learning/\">The Power of Play in Learning\u003c/a>\u003c/li>\n\u003cli>\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/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/what-do-wii-remotes-have-to-do-with-science-ask-sixth-graders/\">What Do Wii Remotes Have to Do With Science? Ask Sixth-Graders\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>While epistemic games can be fun, their real value lies in allowing individuals to experience worlds they're interested in. \"In playing games,\" according to Shaffer, \"[students] are doing explicitly, openly and socially what as adults they will do tacitly, privately and personally. They are running simulations of worlds they want to learn about in order to understand the rules, roles and consequences of those worlds.\"\u003c/p>\n\u003ch5>\u003cem>Aran Levasseur has an eclectic background that ranges from outdoor education to life coaching, and from habitat restoration to video production. He taught middle school history and science for five years, where he integrated technology into his classes to enhance his teaching and student learning.\u003c/em>\u003c/h5>\n\u003ch5>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-computer-games-help-children-learn/pbs-mediashift-logo-final-13/\" rel=\"attachment wp-att-18916\">\u003cimg class=\"alignleft size-thumbnail wp-image-18916\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"55\" height=\"55\">\u003c/a>\u003c/em>\u003c/h5>\n\u003ch5>\u003cem>The article was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/h5>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/lorenkahle/2763788143/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-18908\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/2763788143_08223ddaf2_z-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: Loren Kahle\u003c/p>\n\u003c/div>\n\u003ch5>\u003ca href=\"@fusionjones\">By Aran Levasseur\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Imagine you're a senior manager at a leading videogame company. Your job is to devise the company's competitive strategy in a rapidly growing and dynamic industry. What prices will you set for the consoles? How many games will be available for your platform?\u003c/p>\n\u003cp>This is the premise of \u003ca href=\"https://mitsloan.mit.edu/MSTIR/system-dynamics/platform-wars/Pages/default.aspx\">Platform Wars\u003c/a>, an epistemic game, or management simulator, developed by MIT's Sloan School of Management. The game's learning objectives are to allow students to interactively experience the challenges of strategic competition in complex and dynamic markets.\u003c/p>\n\u003cp>Epistemic games are computer games that are essentially about learning to think in innovative ways. They're designed to be pedagogical tools for the digital age where the player learns to think like professionals by playing a simulated game of such professions as management, engineering, journalism or urban planning.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"In playing games, [students] are doing explicitly, openly and socially what as adults they will do tacitly, privately and personally.\" \u003c/aside>\n\u003cp>As schools aim to prepare students for life outside of school, they need to realize that the world now values knowledge and skills that can be applied in creative ways. Epistemic games fit the learning requirements of today's world because they allow students to role-play professions while learning skills that they apply in the game.\u003c/p>\n\u003cp>One of the nation's leading scholars on epistemic games is \u003ca href=\"http://epistemicgames.org/eg/category/people/david-williamson-shaffer/\">David Williamson Shaffer\u003c/a>, whose landmark book, \u003ca href=\"http://www.amazon.com/Computer-Games-Help-Children-Learn/dp/1403975051\" target=\"blank\">\u003cem>How Computer Games Help Children Learn\u003c/em>,\u003c/a> demonstrates how particular kinds of video and computer games can cultivate innovative thinking. Shaffer outlines how modern schools developed in a particular time and place to meet the specific economic and social needs of industrialism and now, he contends, education needs to change to fit the needs of our current world. The traditional educational paradigm prepared students for a world of standardization, whereas today's world puts a premium on independent thinking and creativity. As a result of the \u003c!--more-->social and economic sea change, schools need to foster innovative thinking.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Shaffer believes one of the best ways to do this is through what he calls epistemic games: video or computer games that are essentially about learning to think in innovative ways in a post-industrial, global economy and society.\u003c/p>\n\u003ch4>Epistemologies of the Digital Age\u003c/h4>\n\u003cp>Epistemology is the study of knowledge and, according to Shaffer, every age has its own epistemology, i.e., what it means to know something. Computers -- which are increasingly becoming ubiquitous in work and school -- provide the means to think in new ways, which will fundamentally reconfigure our thinking and theories of knowledge. Computers in general, and epistemic games in particular, are structuring new epistemologies for our digital age.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/how-computer-games-help-children-learn/1149218-l/\" rel=\"attachment wp-att-18909\">\u003cimg class=\"alignleft size-medium wp-image-18909\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/1149218-L-300x453.jpg\" alt=\"\" width=\"164\" height=\"248\">\u003c/a>\"The epistemology of School,\" in Shaffer's words, \"is the epistemology of the Industrial Revolution -- of creating wealth through mass production of standardized goods. School is a game about thinking like a factory worker. It is a game with an epistemology or right and wrong answers in which Students are supposed to follow instructions, whether they make sense in the moment or not.\"\u003c/p>\n\u003cp>While this kind of epistemology may have been appropriate and even innovative for the Industrial Revolution, it is outdated for our informational economy and digital age. Being literate in the digital age uses reading and writing as a foundation to build upon, but they are no longer solely sufficient. Students must learn to produce various kinds of media and learn how to solve problems using simulations.\u003c/p>\n\u003ch4>Epistemic Frames\u003c/h4>\n\u003cp>Epistemic games are organized around epistemic frames. Any profession is structured around a culture that is composed of skills, values, knowledge, identities and an epistemology that anchor how creative professionals operate. Shaffer calls this configuration an epistemic frame: an integral theory of learning that sees how the collection of a profession's knowledge and skills synergistically work together to create a learning community.\u003c/p>\n\u003cp>Professionals learn to acquire their epistemic frames, i.e., their knowledge and skills, in ways that are very different from traditional classrooms because the creative thinking today's jobs demand require more than knowing a standardized answer. In addition, their thinking, problem solving and communication need to be integrated into the real world of work.\u003c/p>\n\u003ch4>Epistemic Games\u003c/h4>\n\u003cp>One epistemic game Shaffer writes about is \u003ca href=\"http://sodaplay.com/creators/soda/items/constructor\">SodaConstructor,\u003c/a> which uses the epistemic frames of engineering and physics. SodaConstructor lets players construct a virtual creature of their own design and then simulate how that creature would operate once gravity, friction and muscles enter the equation. In order to get their creatures to successfully walk in this virtual world they need to understand a couple fundamental physics and engineering concepts: \u003cem>center of mass and cross bracing.\u003c/em> Once key concepts are understood, players then begin to frame their project in a way real engineers creatively think: creating designs, building them, and then testing alternatives as well.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/the-power-of-play-in-learning/\">The Power of Play in Learning\u003c/a>\u003c/li>\n\u003cli>\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/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/what-do-wii-remotes-have-to-do-with-science-ask-sixth-graders/\">What Do Wii Remotes Have to Do With Science? 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Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook.\u003c/a>\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_18893\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/nazareth_college/5123131271/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-18893\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/5123131271_1d64b29303-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>\u003ca href=\"http://californiawatch.org/dailyreport/colleges-crack-down-selling-sharing-notes-14744\">By Erica Perez, California Watch\u003c/a>\u003c/h5>\n\u003cp>California State University and University of California campuses are taking new steps to limit what students can do with their class notes: At least one CSU Chico student recently was reported to judicial affairs for selling notes to a website, while a newly updated UC Berkeley policy restricts how students share their notes with others.\u003c/p>\n\u003cp>The policies raise questions about whether instructors or students have copyrights to the notes students take in class. While the California Education Code prohibits students and others from selling class notes – and many campuses have policies that also ban unauthorized note-selling – critics say students, not instructors, own the copyright to their own notes.\u003c/p>\n\u003cp>Some university officials say faculty members have the right to protect their professional reputation – they don't want inaccurate or low-quality notes to be attributed to them. But others say the university policies are restricting students' free speech.\u003c/p>\n\u003cp>\"Given the amount of money students are paying to go to school right now, to ... confront them with these policies and say, 'You don't even have the right to use your own notes any way you want,' seems to be the wrong message to be sending,\" said Jason M. Schultz, assistant clinical professor of law at UC Berkeley and director of the university's Samuelson Law, Technology & Public Policy Clinic.\u003c/p>\n\u003cp>The CSU and UC systems have made efforts to shut down private note-selling websites for some time. As early as 1999, the note-selling website Versity.com \u003ca href=\"http://archive.dailycal.org/article/487/online_services_for_lecture_notes_anger_some_offic\" target=\"_blank\">sparked officials' furor\u003c/a> at UC Berkeley. In fall 2010, CSU \u003ca href=\"http://chronicle.com/blogs/wiredcampus/cal-state-bans-students-from-selling-class-notes-online/27733\" target=\"_blank\">sent\u003c/a> a cease-and-desist order to \u003ca href=\"http://www.noteutopia.com/sell-class-notes\" target=\"_blank\">NoteUtopia\u003c/a>, which allows students to upload course notes, study guides and outlines to a website, then set a price and earn cash for their work.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"There's a First Amendment issue as well. If I take notes in class, and I want to share them, that's speech.\"\u003c/aside>\n\u003cp>More recently, both UC and CSU have sent cease-and-desist letters to \u003ca href=\"http://www.notehall.com/\" target=\"_blank\">Notehall\u003c/a>, a note-selling website owned by Santa Clara-based Chegg.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>CSU sent its \u003ca href=\"https://www.documentcloud.org/documents/289229-csu-notehall.html\" target=\"_blank\">letter\u003c/a> to Chegg in January after at least one student was reported to student judicial affairs for selling notes through the service. CSU Chico's student newspaper, \u003ca href=\"http://theorion.com/features/article_4d317be4-1a47-11e1-a2e4-001a4bcf6878.html\" target=\"_blank\">The Orion\u003c/a>, reported \u003c!--more-->that two students were referred to judicial affairs, but Lisa Root, the university's director of student judicial affairs, said there has been only one case involving the note-selling policy in the past three years. She could not comment on the specific case. The one student named in the Orion story declined to talk to a reporter Wednesday.\u003c/p>\n\u003cp>It's unclear whether the student was sanctioned or whether other universities in California have sought disciplinary action against students who have sold their notes to third parties.\u003c/p>\n\u003cp>The letter from CSU to Chegg cited CSU's own student policies and the \u003ca href=\"http://www.leginfo.ca.gov/cgi-bin/displaycode?section=edc&group=66001-67000&file=66450-66452\" target=\"_blank\">California Education Code\u003c/a>, both of which prohibit selling, distributing or publishing class notes for a commercial purpose.\u003c/p>\n\u003cp>Notehall's website indicates the company is no longer accepting notes from CSU or UC students. Users who try to upload notes for CSU or UC campuses see an error message.\u003c/p>\n\u003cp>\"Unfortunately, No More Notes!\" the message begins. \"The California State University Student Conduct Code prohibits students from selling class notes, and subjects violators to potential disciplinary action. Out of respect for this policy, Notehall does not offer its note taking services at your school. We apologize for the inconvenience, and share your disappointment with this CSU policy decision.\"\u003c/p>\n\u003cp>In a written statement, a spokeswoman for Chegg said the company is fully compliant with California law and is \"working to ensure that our services fall within what is acceptable from one state to the next.\"\u003c/p>\n\u003cp>But Berkeley's Schultz questioned whether states can prevent students from selling their notes. Instructors have almost no intellectual property rights to what students write down in class, he said. Faculty members may have intellectual property in the books they write, articles they publish and even possibly in the lecture notes they write for themselves, but students own the copyright on their own notes, he said.\u003c/p>\n\u003cp>\"Copyright is a federal law, and generally when state laws conflict with federal laws, federal law wins,\" Schultz said. \"Perhaps more important is there's a First Amendment issue as well. If I take notes in class, and I want to share them, that's speech.\"\u003c/p>\n\u003cp>UC's legal office also sent a cease-and-desist \u003ca href=\"https://www.documentcloud.org/documents/289270-notehall-cease-and-desist-letter.html\" target=\"_blank\">letter\u003c/a> to Notehall in November 2010, prompted at least in part by complaints at UC Davis about Notehall, said Jan Carmikle, senior intellectual property officer at UC Davis.\u003c/p>\n\u003cp>The university told Notehall that the company was violating California law, potentially infringing on copyright law, and encouraging students to violate university policy and risk discipline.\u003c/p>\n\u003cp>Carmikle said many professors and instructors at UC Davis who found notes for their classes on Notehall were indignant about it.\u003c/p>\n\u003cp>\"For a lot of them it's a reputational quality-control issue. They take a lot of pride in giving really high-quality lectures,\" she said. \"If a D-student can put these notes up, that's not good to anybody. It's not good for other students and not good for the instructor.\"\u003c/p>\n\u003cp>Schultz argued that faculty members can easily address quality issues by making clear to students that they should not trust the accuracy of unofficial class notes.\u003c/p>\n\u003cp>[module align=\"left\" width=\"half\" type=\"HEADING4\"]\u003c/p>\n\u003cp>\u003cstrong>RELATED READING:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/redefining-cheating-with-homework/\">REDEFINING \"CHEATING\" WITH HOMEWORK\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/can-online-tutoring-work-as-well-as-face-to-face/\">CAN ONLINE TUTORING WORK AS WELL AS FACE-TO-FACE?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>[/module]\u003c/p>\n\u003cp>He described the policy as a trade-off between the cost of suppressing student enthusiasm for learning and sharing knowledge against the benefit of protecting instructors' reputations – something they can achieve through other means.\u003c/p>\n\u003cp>\"I just don't think the trade-off is a very good trade-off for public education,\" he said.\u003c/p>\n\u003cp>At UC Berkeley, a joint academic senate/administrative task force recently revised the university policy on course notes. The new \u003ca href=\"http://campuspol.chance.berkeley.edu/policies/coursenotes.pdf\" target=\"_blank\">policy [PDF]\u003c/a>, which took effect in January, continues to ban the unauthorized sale of class notes. It also says students can share notes with other students only if they're both enrolled in the class at the same time. In theory, that means a student could face disciplinary action for sharing his or her notes from last semester with a student currently enrolled in the same class.\u003c/p>\n\u003cp>Philip Stark, a member of the task force and professor of statistics at UC Berkeley, said the policy should have included more careful definitions of \"course notes.\" At issue, he said, are transcript-style notes, not a student's own synthesis of lecture material.\u003c/p>\n\u003cp>\"I can't imagine any action being taken against a student who says, 'Here's the bullet items from this class.' That's not what this is intended to address,\" he said. \"It's intended to address someone representing something as the instructor's words.\"\u003c/p>\n\u003cp>Stark, who is also vice chairman of the statistics department, said the policy is aimed at maintaining the integrity – and accuracy – of the instructor's lecture.\u003c/p>\n\u003cp>\"It's my words, it's my performance, it's my material. I want you to learn from it, but I don't want you to represent to someone else that these are my words if I haven't had a chance to vet them,\" he said.\u003c/p>\n\u003cp>Schultz said he's concerned the universities are moving in the wrong direction.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"It's a policy against sharing knowledge. The Internet and networked technologies have been disrupting, one by one, every business model that has tried to put gates around information,\" he said. \"These universities have to decide how they're going to handle this. They can embrace it or suppress it.\"\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://californiawatch.org/user/erica-perez\">Erica Perez \u003c/a>is an investigative reporter for California Watch, the state’s largest investigative reporting team and part of the Center for Investigative Reporting. Learn more at \u003ca href=\"http://www.californiawatch.org\">www.californiawatch.org\u003c/a>.\u003c/em>\u003c/h5>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_18893\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/nazareth_college/5123131271/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-18893\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/5123131271_1d64b29303-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>\u003ca href=\"http://californiawatch.org/dailyreport/colleges-crack-down-selling-sharing-notes-14744\">By Erica Perez, California Watch\u003c/a>\u003c/h5>\n\u003cp>California State University and University of California campuses are taking new steps to limit what students can do with their class notes: At least one CSU Chico student recently was reported to judicial affairs for selling notes to a website, while a newly updated UC Berkeley policy restricts how students share their notes with others.\u003c/p>\n\u003cp>The policies raise questions about whether instructors or students have copyrights to the notes students take in class. While the California Education Code prohibits students and others from selling class notes – and many campuses have policies that also ban unauthorized note-selling – critics say students, not instructors, own the copyright to their own notes.\u003c/p>\n\u003cp>Some university officials say faculty members have the right to protect their professional reputation – they don't want inaccurate or low-quality notes to be attributed to them. But others say the university policies are restricting students' free speech.\u003c/p>\n\u003cp>\"Given the amount of money students are paying to go to school right now, to ... confront them with these policies and say, 'You don't even have the right to use your own notes any way you want,' seems to be the wrong message to be sending,\" said Jason M. Schultz, assistant clinical professor of law at UC Berkeley and director of the university's Samuelson Law, Technology & Public Policy Clinic.\u003c/p>\n\u003cp>The CSU and UC systems have made efforts to shut down private note-selling websites for some time. As early as 1999, the note-selling website Versity.com \u003ca href=\"http://archive.dailycal.org/article/487/online_services_for_lecture_notes_anger_some_offic\" target=\"_blank\">sparked officials' furor\u003c/a> at UC Berkeley. In fall 2010, CSU \u003ca href=\"http://chronicle.com/blogs/wiredcampus/cal-state-bans-students-from-selling-class-notes-online/27733\" target=\"_blank\">sent\u003c/a> a cease-and-desist order to \u003ca href=\"http://www.noteutopia.com/sell-class-notes\" target=\"_blank\">NoteUtopia\u003c/a>, which allows students to upload course notes, study guides and outlines to a website, then set a price and earn cash for their work.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"There's a First Amendment issue as well. If I take notes in class, and I want to share them, that's speech.\"\u003c/aside>\n\u003cp>More recently, both UC and CSU have sent cease-and-desist letters to \u003ca href=\"http://www.notehall.com/\" target=\"_blank\">Notehall\u003c/a>, a note-selling website owned by Santa Clara-based Chegg.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>CSU sent its \u003ca href=\"https://www.documentcloud.org/documents/289229-csu-notehall.html\" target=\"_blank\">letter\u003c/a> to Chegg in January after at least one student was reported to student judicial affairs for selling notes through the service. CSU Chico's student newspaper, \u003ca href=\"http://theorion.com/features/article_4d317be4-1a47-11e1-a2e4-001a4bcf6878.html\" target=\"_blank\">The Orion\u003c/a>, reported \u003c!--more-->that two students were referred to judicial affairs, but Lisa Root, the university's director of student judicial affairs, said there has been only one case involving the note-selling policy in the past three years. She could not comment on the specific case. The one student named in the Orion story declined to talk to a reporter Wednesday.\u003c/p>\n\u003cp>It's unclear whether the student was sanctioned or whether other universities in California have sought disciplinary action against students who have sold their notes to third parties.\u003c/p>\n\u003cp>The letter from CSU to Chegg cited CSU's own student policies and the \u003ca href=\"http://www.leginfo.ca.gov/cgi-bin/displaycode?section=edc&group=66001-67000&file=66450-66452\" target=\"_blank\">California Education Code\u003c/a>, both of which prohibit selling, distributing or publishing class notes for a commercial purpose.\u003c/p>\n\u003cp>Notehall's website indicates the company is no longer accepting notes from CSU or UC students. Users who try to upload notes for CSU or UC campuses see an error message.\u003c/p>\n\u003cp>\"Unfortunately, No More Notes!\" the message begins. \"The California State University Student Conduct Code prohibits students from selling class notes, and subjects violators to potential disciplinary action. Out of respect for this policy, Notehall does not offer its note taking services at your school. We apologize for the inconvenience, and share your disappointment with this CSU policy decision.\"\u003c/p>\n\u003cp>In a written statement, a spokeswoman for Chegg said the company is fully compliant with California law and is \"working to ensure that our services fall within what is acceptable from one state to the next.\"\u003c/p>\n\u003cp>But Berkeley's Schultz questioned whether states can prevent students from selling their notes. Instructors have almost no intellectual property rights to what students write down in class, he said. Faculty members may have intellectual property in the books they write, articles they publish and even possibly in the lecture notes they write for themselves, but students own the copyright on their own notes, he said.\u003c/p>\n\u003cp>\"Copyright is a federal law, and generally when state laws conflict with federal laws, federal law wins,\" Schultz said. \"Perhaps more important is there's a First Amendment issue as well. If I take notes in class, and I want to share them, that's speech.\"\u003c/p>\n\u003cp>UC's legal office also sent a cease-and-desist \u003ca href=\"https://www.documentcloud.org/documents/289270-notehall-cease-and-desist-letter.html\" target=\"_blank\">letter\u003c/a> to Notehall in November 2010, prompted at least in part by complaints at UC Davis about Notehall, said Jan Carmikle, senior intellectual property officer at UC Davis.\u003c/p>\n\u003cp>The university told Notehall that the company was violating California law, potentially infringing on copyright law, and encouraging students to violate university policy and risk discipline.\u003c/p>\n\u003cp>Carmikle said many professors and instructors at UC Davis who found notes for their classes on Notehall were indignant about it.\u003c/p>\n\u003cp>\"For a lot of them it's a reputational quality-control issue. They take a lot of pride in giving really high-quality lectures,\" she said. \"If a D-student can put these notes up, that's not good to anybody. It's not good for other students and not good for the instructor.\"\u003c/p>\n\u003cp>Schultz argued that faculty members can easily address quality issues by making clear to students that they should not trust the accuracy of unofficial class notes.\u003c/p>\n\u003cp>[module align=\"left\" width=\"half\" type=\"HEADING4\"]\u003c/p>\n\u003cp>\u003cstrong>RELATED READING:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/redefining-cheating-with-homework/\">REDEFINING \"CHEATING\" WITH HOMEWORK\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/can-online-tutoring-work-as-well-as-face-to-face/\">CAN ONLINE TUTORING WORK AS WELL AS FACE-TO-FACE?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>[/module]\u003c/p>\n\u003cp>He described the policy as a trade-off between the cost of suppressing student enthusiasm for learning and sharing knowledge against the benefit of protecting instructors' reputations – something they can achieve through other means.\u003c/p>\n\u003cp>\"I just don't think the trade-off is a very good trade-off for public education,\" he said.\u003c/p>\n\u003cp>At UC Berkeley, a joint academic senate/administrative task force recently revised the university policy on course notes. The new \u003ca href=\"http://campuspol.chance.berkeley.edu/policies/coursenotes.pdf\" target=\"_blank\">policy [PDF]\u003c/a>, which took effect in January, continues to ban the unauthorized sale of class notes. It also says students can share notes with other students only if they're both enrolled in the class at the same time. In theory, that means a student could face disciplinary action for sharing his or her notes from last semester with a student currently enrolled in the same class.\u003c/p>\n\u003cp>Philip Stark, a member of the task force and professor of statistics at UC Berkeley, said the policy should have included more careful definitions of \"course notes.\" At issue, he said, are transcript-style notes, not a student's own synthesis of lecture material.\u003c/p>\n\u003cp>\"I can't imagine any action being taken against a student who says, 'Here's the bullet items from this class.' That's not what this is intended to address,\" he said. \"It's intended to address someone representing something as the instructor's words.\"\u003c/p>\n\u003cp>Stark, who is also vice chairman of the statistics department, said the policy is aimed at maintaining the integrity – and accuracy – of the instructor's lecture.\u003c/p>\n\u003cp>\"It's my words, it's my performance, it's my material. I want you to learn from it, but I don't want you to represent to someone else that these are my words if I haven't had a chance to vet them,\" he said.\u003c/p>\n\u003cp>Schultz said he's concerned the universities are moving in the wrong direction.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"It's a policy against sharing knowledge. The Internet and networked technologies have been disrupting, one by one, every business model that has tried to put gates around information,\" he said. \"These universities have to decide how they're going to handle this. They can embrace it or suppress it.\"\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://californiawatch.org/user/erica-perez\">Erica Perez \u003c/a>is an investigative reporter for California Watch, the state’s largest investigative reporting team and part of the Center for Investigative Reporting. Learn more at \u003ca href=\"http://www.californiawatch.org\">www.californiawatch.org\u003c/a>.\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "In Some Cash-Strapped Schools, Kids Bring Their Own Tech Devices",
"title": "In Some Cash-Strapped Schools, Kids Bring Their Own Tech Devices",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_18861\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/inge_santoso/2911455163/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-18861\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/2911455163_72d4915827_z-620x465.jpg\" alt=\"\" width=\"620\" height=\"465\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students are encouraged to bring their own tech devices to school and use them in class.\u003c/figcaption>\u003c/figure>\n\u003ch5>\u003cstrong>By Jennifer Roland\u003c/strong>\u003c/h5>\n\u003cp class=\"dropcap-serif\">At Mankato Public School System in Minnesota, students bring their homework, their lunches, and books to school like most students across the country. But they also bring whatever tech devices they own -- and they don't have to hide it or turn it off when they walk into class.\u003c/p>\n\u003cp>Mankato has joined the growing Bring Your Own Technology movement that allows students to use their own Netbooks, laptops, and tablets -- anything that connects to the school's wireless network -- \u003cem>during\u003c/em> class time.\u003c/p>\n\u003cp>“By allowing kids to bring in their own devices, you free up school resources for the kids who don’t have access,” says Doug Johnson, director of media and technology for the Mankato Public School System. (Johnson wrote the book -- literally -- on the subject; \u003cem>The Classroom Teacher’s Technology Survival Guide\u003c/em> is published this month.) For example, in classrooms that have a group of four computers, finding time for all 30 students to use them can be challenging. In Mankato, 90% of the students have some sort of wireless-capable device, which leaves only eight students in a typical class who will need to use the class computers.\u003c/p>\n\u003cp>This kind of unconventional approach to schooling, in a public school system that's tangled with strict rules and regulations, was one of the tactics being hailed this week when President Obama and Secretary of Education Arne Duncan spoke about the importance of bringing schools to the 21st century by finding smart ways to integrate technology into the learning process at the inaugural \u003ca href=\"http://www.digitallearningday.org/DLD2012\">Digital Learning Day.\u003c/a>\u003c/p>\n\u003caside class=\"pullquote alignleft\">The common theme from parents: “If I spend $500 on an iPad for my kid, I hope the teachers uses it!”\u003c/aside>\n\u003cp>For schools that are lucky enough to have the money to carry out this mission -- whether it's providing a computer lab, laptops and tablets for students -- the rewards of the technology are abundant. But the fiscal reality makes this difficult for most public schools that struggle with dwindling budgets and can't afford to hire enough teachers, let alone computers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>That's why school districts like Mankato are experimenting with what could be a very obvious solution: Let kids bring their own tech devices to school. Truth is, at last count (in 2010) more than 75 percent of American kids age 12 to 17 owned cell phones, according to \u003ca href=\"http://pewresearch.org/pubs/1572/teens-cell-phones-text-messages\">a Pew Research study\u003c/a>. And \u003ca href=\"http://pewinternet.org/Reports/2012/E-readers-and-tablets.aspx\">19 percent of Americans\u003c/a> now own a tablet. So it's no surprise that the Bring Your Own Technology (BYOT) movement is taking shape \u003ca href=\"http://www.edweek.org/dd/articles/2011/10/19/01byot.h05.html\">across the country\u003c/a> with school \u003ca href=\"http://www.charlotteobserver.com/2012/01/29/2967987/internet-access-in-cms-to-change.html\">districts that\u003c/a> allow students to use their tablets, smart phones, and other mobile computing devices in the classroom for learning.\u003c/p>\n\u003cp>Conceptually, that makes a lot of sense. Why not let kids use the tech tools they're already familiar with to enhance their learning? But as schools try to figure out the best way of transitioning to this \u003c!--more-->new world, some thorny issues must first be sorted out. How do teachers and school systems prepare for all the different platforms, when some kids are bringing in tablets, others are bringing their parents' old laptops, and the remainder are on mobile phones? And what effect does this change have on the dynamics of a classroom?\u003c/p>\n\u003cp>For starters, schools and districts are beset by myriad rules and policies they must follow in order to qualify for state and federal funding. And if district policy \u003cem>does\u003c/em> allow kids to bring their own devices, schools must also make sure they have enough bandwidth to deal with all the new devices that need Internet connections.\u003c/p>\n\u003cp>Schools have long looked at providing Internet-capable devices as the only way to ensure equal access to education for all students, but these endeavors are extremely expensive and, many districts believe, unsustainable without long-term grant funding. That's where kids using their own devices could work.\u003c/p>\n\u003cfigure id=\"attachment_18867\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/5333910266_f7979f21d3/\" rel=\"attachment wp-att-18867\">\u003cimg class=\"size-medium wp-image-18867\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/5333910266_f7979f21d3-300x183.jpg\" alt=\"\" width=\"300\" height=\"183\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>What's so great about having a mobile device in class? Instant access to information is the main reason for allowing kids to use their devices: to search for information online. Some teachers \u003ca href=\"http://www.usnews.com/education/blogs/high-school-notes/2011/10/26/teachers-use-cell-phones-in-the-classroom\">also use mobile devices\u003c/a> to gives quizzes or take instant polls. How they use their devices depends on what teachers decide to do with them.\u003c/p>\n\u003cp>Though there continues to be a large gap in those who own laptops and can afford broadband at home and those who can't, mobile devices can potentially serve to bridge gaps in access, allowing kids to use them in and outside of school for learning.\u003c/p>\n\u003cp>\u003cstrong>HELP OR HINDRANCE?\u003c/strong>\u003c/p>\n\u003cp>But allowing kids to use their devices at school might not be as simple a solution as it sounds. Educator and technology consultant \u003ca href=\"http://stager.tv/blog/?p=2655\">Gary Stager believes\u003c/a> the BYOT movement \"diminishes the otherwise enormous potential of educational computing to the weakest device in the room.” He contends that \"cell phones are not computers! They may both contain microprocessors and batteries, but as of today, their functionality is quite different...The computer is an intellectual laboratory and vehicle for self-expression that makes it possible for children to learn and do things in ways unthinkable just a few years ago. We impair such empowerment when we limit educational practice to the functionality of the least powerful device.\"\u003c/p>\n\u003cp>Mobile phones, and especially those that aren't smart phones, obviously don't have the same capabilities as computers. But when tablets and Netbooks enter the picture, it becomes less of an argument against insufficient technology and more an argument against managing multiple technologies. Stager adds that in a class full of students handling his or her own device, each one different from the other, will only \"amplify [teachers'] anxiety and reduce use.\"\u003c/p>\n\u003cp>But as one who's taken to using all kinds of devices in school, Johnson believes in the power of the cloud to provide tools that any device can access. In Mankato, they rely heavily on Google Docs and other platform-agnostic tools that serve information to any Internet-accessible device.\u003c/p>\n\u003cp>And although Johnson admits that more traditional teachers resist or are overwhelmed by this type of learning, students will need little support because they're already familiar with their own devices. If the bandwidth and infrastructure are in place for students to access the school network, Johnson says they'll be able to do their work with little oversight.\u003c/p>\n\u003cp>Johnson has enlisted parents' help to make sure teachers aren't overtaxed with trying to help kids figure out how to use the devices that don't meet district guidelines. He sent a letter home to parents before the holidays with a checklist of things to look for if they were already planning to buy a mobile device for their child’s holiday gift.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The common theme he hears from parents is, “If I spend $500 on an iPad for my kid, I hope the teachers use it!”\u003c/p>\n\n",
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"description": "By Jennifer Roland At Mankato Public School System in Minnesota, students bring their homework, their lunches, and books to school like most students across the country. But they also bring whatever tech devices they own -- and they don't have to hide it or turn it off when they walk into class. Mankato has joined",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_18861\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/inge_santoso/2911455163/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-18861\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/2911455163_72d4915827_z-620x465.jpg\" alt=\"\" width=\"620\" height=\"465\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students are encouraged to bring their own tech devices to school and use them in class.\u003c/figcaption>\u003c/figure>\n\u003ch5>\u003cstrong>By Jennifer Roland\u003c/strong>\u003c/h5>\n\u003cp class=\"dropcap-serif\">At Mankato Public School System in Minnesota, students bring their homework, their lunches, and books to school like most students across the country. But they also bring whatever tech devices they own -- and they don't have to hide it or turn it off when they walk into class.\u003c/p>\n\u003cp>Mankato has joined the growing Bring Your Own Technology movement that allows students to use their own Netbooks, laptops, and tablets -- anything that connects to the school's wireless network -- \u003cem>during\u003c/em> class time.\u003c/p>\n\u003cp>“By allowing kids to bring in their own devices, you free up school resources for the kids who don’t have access,” says Doug Johnson, director of media and technology for the Mankato Public School System. (Johnson wrote the book -- literally -- on the subject; \u003cem>The Classroom Teacher’s Technology Survival Guide\u003c/em> is published this month.) For example, in classrooms that have a group of four computers, finding time for all 30 students to use them can be challenging. In Mankato, 90% of the students have some sort of wireless-capable device, which leaves only eight students in a typical class who will need to use the class computers.\u003c/p>\n\u003cp>This kind of unconventional approach to schooling, in a public school system that's tangled with strict rules and regulations, was one of the tactics being hailed this week when President Obama and Secretary of Education Arne Duncan spoke about the importance of bringing schools to the 21st century by finding smart ways to integrate technology into the learning process at the inaugural \u003ca href=\"http://www.digitallearningday.org/DLD2012\">Digital Learning Day.\u003c/a>\u003c/p>\n\u003caside class=\"pullquote alignleft\">The common theme from parents: “If I spend $500 on an iPad for my kid, I hope the teachers uses it!”\u003c/aside>\n\u003cp>For schools that are lucky enough to have the money to carry out this mission -- whether it's providing a computer lab, laptops and tablets for students -- the rewards of the technology are abundant. But the fiscal reality makes this difficult for most public schools that struggle with dwindling budgets and can't afford to hire enough teachers, let alone computers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That's why school districts like Mankato are experimenting with what could be a very obvious solution: Let kids bring their own tech devices to school. Truth is, at last count (in 2010) more than 75 percent of American kids age 12 to 17 owned cell phones, according to \u003ca href=\"http://pewresearch.org/pubs/1572/teens-cell-phones-text-messages\">a Pew Research study\u003c/a>. And \u003ca href=\"http://pewinternet.org/Reports/2012/E-readers-and-tablets.aspx\">19 percent of Americans\u003c/a> now own a tablet. So it's no surprise that the Bring Your Own Technology (BYOT) movement is taking shape \u003ca href=\"http://www.edweek.org/dd/articles/2011/10/19/01byot.h05.html\">across the country\u003c/a> with school \u003ca href=\"http://www.charlotteobserver.com/2012/01/29/2967987/internet-access-in-cms-to-change.html\">districts that\u003c/a> allow students to use their tablets, smart phones, and other mobile computing devices in the classroom for learning.\u003c/p>\n\u003cp>Conceptually, that makes a lot of sense. Why not let kids use the tech tools they're already familiar with to enhance their learning? But as schools try to figure out the best way of transitioning to this \u003c!--more-->new world, some thorny issues must first be sorted out. How do teachers and school systems prepare for all the different platforms, when some kids are bringing in tablets, others are bringing their parents' old laptops, and the remainder are on mobile phones? And what effect does this change have on the dynamics of a classroom?\u003c/p>\n\u003cp>For starters, schools and districts are beset by myriad rules and policies they must follow in order to qualify for state and federal funding. And if district policy \u003cem>does\u003c/em> allow kids to bring their own devices, schools must also make sure they have enough bandwidth to deal with all the new devices that need Internet connections.\u003c/p>\n\u003cp>Schools have long looked at providing Internet-capable devices as the only way to ensure equal access to education for all students, but these endeavors are extremely expensive and, many districts believe, unsustainable without long-term grant funding. That's where kids using their own devices could work.\u003c/p>\n\u003cfigure id=\"attachment_18867\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/5333910266_f7979f21d3/\" rel=\"attachment wp-att-18867\">\u003cimg class=\"size-medium wp-image-18867\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/5333910266_f7979f21d3-300x183.jpg\" alt=\"\" width=\"300\" height=\"183\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>What's so great about having a mobile device in class? Instant access to information is the main reason for allowing kids to use their devices: to search for information online. Some teachers \u003ca href=\"http://www.usnews.com/education/blogs/high-school-notes/2011/10/26/teachers-use-cell-phones-in-the-classroom\">also use mobile devices\u003c/a> to gives quizzes or take instant polls. How they use their devices depends on what teachers decide to do with them.\u003c/p>\n\u003cp>Though there continues to be a large gap in those who own laptops and can afford broadband at home and those who can't, mobile devices can potentially serve to bridge gaps in access, allowing kids to use them in and outside of school for learning.\u003c/p>\n\u003cp>\u003cstrong>HELP OR HINDRANCE?\u003c/strong>\u003c/p>\n\u003cp>But allowing kids to use their devices at school might not be as simple a solution as it sounds. Educator and technology consultant \u003ca href=\"http://stager.tv/blog/?p=2655\">Gary Stager believes\u003c/a> the BYOT movement \"diminishes the otherwise enormous potential of educational computing to the weakest device in the room.” He contends that \"cell phones are not computers! They may both contain microprocessors and batteries, but as of today, their functionality is quite different...The computer is an intellectual laboratory and vehicle for self-expression that makes it possible for children to learn and do things in ways unthinkable just a few years ago. We impair such empowerment when we limit educational practice to the functionality of the least powerful device.\"\u003c/p>\n\u003cp>Mobile phones, and especially those that aren't smart phones, obviously don't have the same capabilities as computers. But when tablets and Netbooks enter the picture, it becomes less of an argument against insufficient technology and more an argument against managing multiple technologies. Stager adds that in a class full of students handling his or her own device, each one different from the other, will only \"amplify [teachers'] anxiety and reduce use.\"\u003c/p>\n\u003cp>But as one who's taken to using all kinds of devices in school, Johnson believes in the power of the cloud to provide tools that any device can access. In Mankato, they rely heavily on Google Docs and other platform-agnostic tools that serve information to any Internet-accessible device.\u003c/p>\n\u003cp>And although Johnson admits that more traditional teachers resist or are overwhelmed by this type of learning, students will need little support because they're already familiar with their own devices. If the bandwidth and infrastructure are in place for students to access the school network, Johnson says they'll be able to do their work with little oversight.\u003c/p>\n\u003cp>Johnson has enlisted parents' help to make sure teachers aren't overtaxed with trying to help kids figure out how to use the devices that don't meet district guidelines. He sent a letter home to parents before the holidays with a checklist of things to look for if they were already planning to buy a mobile device for their child’s holiday gift.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"order": 1
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"id": "freakonomics-radio",
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"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
"fresh-air": {
"id": "fresh-air",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"link": "/radio/program/how-i-built-this",
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"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
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"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
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"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
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},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/M4f5",
"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
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