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"content": "\u003ch5>\u003cem>This week, we feature the most popular posts of the year on MindShift.\u003c/em>\u003c/h5>\n\u003caside class=\"pullquote alignright\">\n\u003ch4>In this post\u003c/h4>\n\u003ch5>\u003ca href=\"#3trends\">The 3 trends:\u003c/a>\u003c/h5>\n\u003cp>\u003ca href=\"#collaborative\">Collaborative\u003c/a>\u003cbr>\n\u003ca href=\"#techpowered\">Tech-Powered\u003c/a>\u003cbr>\n\u003ca href=\"#blended\">Blended\u003c/a>\u003c/p>\n\u003ch5>\u003ca href=\"#whatthesetrendsmean\">What these trends means\u003c/a>\u003c/h5>\n\u003c/aside>\n\u003cp>\u003cem>In today's dynamic classrooms, the teaching and learning process is becoming more nuanced, more seamless, and it flows back and forth from students to teachers. Here's a look at current trends in teaching and learning, their implications, and changes to watch for.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003ch3>The Three Key Trends\u003cem> \u003c/em>\u003c/h3>\n\u003cp>\u003ca name=\"collaborative\">\u003c/a>\u003c/p>\n\u003ch4>1. Collaborative.\u003c/h4>\n\u003cp style=\"padding-left: 30px\">If Web 2.0 has taught us anything, it’s to play nicely together. Sure, there are times for buckling down and working alone, but in most cases, the collaborative process boosts everyone's game. In progressives schools across the country, students and teachers are learning from each other in all sorts of ways.\u003c/p>\n\u003cfigure id=\"attachment_17762\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-17762\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/10_11.15_newtech_0354-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp style=\"padding-left: 30px\">Sharing information and connecting with others -- whether we know them personally or not -- has proven to be \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/6-ways-social-media-is-changing-education/\">a powerful tool in education\u003c/a>. Students are collaborating with each other through social media to \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/telling-tales-together-4-great-collaborative-writing-tools/\">learn more about specific subjects\u003c/a>, to test out ideas and theories, to learn facts, and to gauge each others' opinions.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"padding-left: 30px\">They're finding each other on their own \u003ca href=\"../2011/01/8-social-media-sites-just-for-kids/\">kid-specific social networking sites\u003c/a>, on their blogs, on \u003ca href=\"http://rusdit.ning.com\">schools' sites\u003c/a>, and of course on \u003ca href=\"http://www.heppell.net/facebook_in_school/\">Facebook\u003c/a> and \u003ca href=\"http://www.whnt.com/news/tech/whnt-michelle-tech-in-schools-central-school-twitter-classroom-history-121610,0,2989708.story\">Twitter\u003c/a>. Though Facebook is still a red herring when it comes to school policy (Massachusetts districts \u003ca href=\"http://www.bostonherald.com/news/regional/view.bg?articleid=1291053&srvc=home&position=emailed\">have threatened to fire teachers\u003c/a> who friend students on Facebook), and educators are split over whether tweeting in class is \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/moving-beyond-digital-distractions-using-technology-to-enhance-the-classroom-dynamic/\">disruptive or helpful\u003c/a>, the sites continue to be \u003ca href=\"http://bestonlineuniversities.com/2009/13-enlightening-case-studies-of-social-media-in-the-classroom/\">pervasive \u003c/a>in both higher-ed and K-12. Educators know they can grab students' attention where they naturally live outside the classroom -- the online social world, whether or not it's Facebook.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\"If you're teaching something that's usually bland and you insert a simple tool that allows students to connect with each other or their peers in other schools and countries whenever they want, you just see kids' faces light up,\" \u003ca href=\"http://www.technewsdaily.com/teachers-embracing-social-media-in-the-classroom-0509/\">says\u003c/a> \u003ca href=\"http://www.technewsdaily.com/teachers-embracing-social-media-in-the-classroom-0509/\">veteran educator \u003c/a>\u003ca href=\"http://www.technewsdaily.com/teachers-embracing-social-media-in-the-classroom-0509/\">Chris Lehmann\u003c/a> of the \u003ca href=\"http://www.scienceleadership.org/\">Science Leadership Academy\u003c/a>.\u003c/p>\n\u003ch5 style=\"padding-left: 30px\">\u003cem>Educators Unite\u003c/em>\u003c/h5>\n\u003cp style=\"padding-left: 30px\">But social networking is not just for teens, as evidenced by the 500 million-plus Facebook users. Teachers are \u003ca href=\"http://edublogs.org/\">putting their collective smarts\u003c/a> together to find the best ways of engaging students, using social media to teach everything from \u003ca href=\"http://spotlight.macfound.org/featured-stories/entry/the-future-of-reading-and-writing-is-collaborative/\">reading and writing\u003c/a> to \u003ca href=\"http://www.edutopia.org/teaching-shakespeare-digital-media\">Shakespeare\u003c/a>. Educators are also\u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/award-winning-schools-secret-weapons/\"> using social media to connect \u003c/a>with each other, share ideas, and \u003ca href=\"http://bestonlineuniversities.com/2009/13-enlightening-case-studies-of-social-media-in-the-classroom/\">find the \u003c!--more-->best teaching tools and practices\u003c/a>. Sites like \u003ca href=\"http://www.classroom20.com\">Classroom 2.0, \u003c/a>\u003ca href=\"http://www.teachertube.com\">Teacher Tube\u003c/a>, \u003ca href=\"http://www.pbs.org/teachers/\">PBS Teachers,\u003c/a> \u003ca href=\"http://www.edmodo.com/\">Edmodo\u003c/a>, \u003ca href=\"http://www.edutopia.org\">Edutopia\u003c/a>, and countless others are lit up with teachers sharing \u003ca href=\"http://spotlight.macfound.org/featured-stories/entry/the-future-of-reading-and-writing-is-collaborative/\">success stories\u003c/a>, asking for advice, and providing support. Collaboration is happening offline, too, at schools where \u003ca href=\"http://www.nytimes.com/2011/01/11/education/11class.html\">educators team-teach \u003c/a>and organize \u003ca href=\"http://edupln.ning.com/\">professional learning networks\u003c/a>.\u003c/p>\n\u003cp style=\"padding-left: 30px\">Collaboration is also finding its way into \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/three-trends-that-will-shape-the-future-of-curriculum/\">curriculum\u003c/a> with \u003ca href=\"http://ww2.kqed.org/mindshift/?s=open-source&x=0&y=0\">open-source sites\u003c/a> to which everyone is encouraged to contribute. Working together is woven into the fabric of project-based schools like the \u003ca href=\"http://www.scienceleadership.org/\">Science Leadership in Academy\u003c/a>, which focuses on science, technology, math and entrepreneurship, and \u003ca href=\"http://ww2.kqed.org/mindshift/tag/napa-new-tech-high/\">Napa New Tech High High\u003c/a>. The idea is simple: by working together, students figure out how to find common ground, balance each others' skills, communicate clearly, and be accountable to the team for their part of the project. Just as they would in the work place.\u003c/p>\n\u003ch5 style=\"padding-left: 30px\">\u003cstrong>Watch for:\u003c/strong> \u003cem>(1) Department of Education working to establish a one-stop shop for teacher networks. (2) Commonly accepted guidelines for using YouTube, Facebook, and other social media in schools.\u003c/em>\u003c/h5>\n\u003cp>\u003ca name=\"techpowered\">\u003c/a>\u003c/p>\n\u003ch4>2. Tech-Powered.\u003c/h4>\n\u003cp style=\"padding-left: 30px\">Pens and pencils are far from obsolete, but forward-thinking educators are finding other interactive tools to grab their students' attention. School programs are built around \u003ca href=\"http://www.nytimes.com/2010/09/19/magazine/19video-t.html?partner=rss&emc=rss\">teaching how to create video games\u003c/a>. Teachers are using Guitar Hero, \u003ca href=\"http://www.classbrain.com/artteach/publish/teaching_geography_with_geocaching.shtml\">geo-caching\u003c/a> (high-tech scavenger hunt), \u003ca href=\"http://www.googlelittrips.org/\">Google maps for teaching literature\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/wii-in-lieu-of-p-e/\">Wii in lieu of P.E\u003c/a>., \u003ca href=\"http://voicethread.com/\">VoiceThread\u003c/a> to communicate, \u003ca href=\"http://www.epals.com\">ePals\u003c/a> and LiveMocha to learn global languages with native speakers, \u003ca href=\"http://www.voki.com/\">Voki\u003c/a> to create avatars of characters in stories, and \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/award-winning-schools-secret-weapons/\">Skype to communicate with peers\u003c/a> from all over the world -- even \u003ca href=\"http://www.arise-project.org/\">augmented reality, \u003c/a>connecting \u003ca href=\"http://www.sfgate.com/cgi-bin/article.cgi?f=/g/a/2010/11/04/prwebprweb4729474.DTL\">students to virtual characters\u003c/a>. And that's just \u003ca href=\"www.freetech4teachers.com\">a tiny sampling\u003c/a>.\u003c/p>\n\u003cdiv class=\"module image right mceTemp\" style=\"width: 300px\">\n\u003cp>\u003cem>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/three-trends-that-define-the-future-of-teaching-and-learning/randy-pertiet/\" rel=\"attachment wp-att-7910\">\u003cimg class=\"size-medium wp-image-7910\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/Randy-Pertiet-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/em>\u003c/em>\u003c/p>\n\u003cp class=\"credit\">\u003cem>\u003cem>Flickr:Randy Pertiet\u003c/em>\u003c/em>\u003c/p>\n\u003cp class=\"caption\">\n\u003c/p>\u003c/div>\n\u003cp style=\"padding-left: 30px\">Creating media is another noteworthy tech-driven initiative in education. Media permeates our lives, and the better able students are to create and communicate with media, the better connected they'll be to global events and to the working world. To that end, programs like\u003ca href=\"http://www.digitalyouthnetwork.org/\"> Digital Youth Network\u003c/a> focus on teaching students to \u003ca href=\"http://http://spotlight.macfound.org/featured-stories/entry/digital-youth-network-program-expands-to-underserved-areas-in-chicago/\">create podcasts, videos, and record music\u003c/a>; and Adobe Youth Voices \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/creating-media-connects-kids-to-global-events/\">teaches kids how to make and edit films\u003c/a> and connects them to documentary filmmakers.\u003c/p>\n\u003cp style=\"padding-left: 30px\">Tech-savvy teachers are threading media-making tools into the curriculum with\u003ca href=\"http://www.freetech4teachers.com/\"> free (or cheap) tools\u003c/a>, like comic strip-creation site \u003ca href=\"http://www.toondoo.com/\">ToonDo\u003c/a>, \u003ca href=\"//www.microsoft.com/windowsxp/using/digitalphotography/PhotoStory/default.mspx\">Microsoft Photo Story 3\u003c/a> for slide shows, \u003ca href=\"http://www.soundslides.com/\">SoundSlides\u003c/a> for audio slide shows, \u003ca href=\"http://www.microsoft.com/windowsxp/downloads/updates/moviemaker2.mspx\">Microsoft Movie Maker\u003c/a>, and \u003ca href=\"http://voicethread.com/\">VoiceThread\u003c/a> to string together images, videos, and documents, to name just a few.\u003c/p>\n\u003cp style=\"padding-left: 30px\">Students in high school and \u003ca href=\"http://eportfolio.sfsu.edu/\">college\u003c/a> are using \u003ca href=\"http://www.eportfolio.org/\">digital portfolios\u003c/a> -- the equivalent of resumes -- to showcase the trajectory of their work on websites that link to their assignments, achievements, and course of study, using photos, graphics, spreadsheets and web pages.\u003c/p>\n\u003ch5 style=\"padding-left: 30px\">Watch for: \u003cem>The explosive growth of high-tech companies and venture capitalists investing ever-more capital in the education market. \u003c/em>\u003c/h5>\n\u003cp>\u003ca name=\"blended\">\u003c/a>\u003c/p>\n\u003ch4>3. Blended.\u003c/h4>\n\u003cp style=\"padding-left: 30px\">Simply stated, \u003ca href=\"http://online.wsj.com/article/SB10001424052702304772804575558383085638118.html?mod=googlenews_wsj\">blended learning\u003c/a> is combining computers with traditional teaching. Knowing that today's learners are wired at all times, teachers are directing students' natural online proclivity towards schoolwork. It's referred to as different things -- reverse teaching, flip teaching, backwards classroom, or reverse instruction. But it \u003ca href=\"http://www.thedailyriff.com/articles/teachers-doing-the-flip-to-help-students-become-learners-531.php\">all means the same thing\u003c/a>: students conduct research, watch videos, participate in collaborative online discussions, and so on at home and at school -- both in K-12 schools and in \u003ca href=\"http://www.usnews.com/education/online-education/articles/2011/01/26/your-professor-your-computer-and-you\">colleges and universities.\u003c/a>\u003c/p>\n\u003cfigure id=\"attachment_7915\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/three-trends-that-define-the-future-of-teaching-and-learning/11_1-21_ipad_algebra_0075-3/\" rel=\"attachment wp-att-7915\">\u003cimg class=\"size-medium wp-image-7915\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/11_1.21_Ipad_Algebra_0075-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Watching videos on iPads in class with teacher's guidance.\u003c/figcaption>\u003c/figure>\n\u003cp style=\"padding-left: 30px\">Teachers use this technique in different ways. Some \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/students-learn-in-class-think-and-discuss-at-home/\">assign interactive quizzes\u003c/a> and online collaborative projects at home, some use \u003ca href=\"http://online.wsj.com/article/SB10001424052702304772804575558383085638118.html?mod=googlenews_wsj\">computer time in class\u003c/a>, some assign watching videos and lectures at home and use class time for hands-on projects, some place most of the curriculum online and work one-one-one with students in class. However they choose to do it, the best examples of blended learning programs involve teachers who use home-time online discussions and collaborative projects as fuel for content and discussion in the classroom.\u003c/p>\n\u003cp style=\"padding-left: 30px\">This movement is growing quickly -- the Department of Education \u003ca href=\"http://http://online.wsj.com/article/SB10001424052702304772804575558383085638118.html?mod=googlenews_wsj\">plans to spend $30 million \u003c/a>over the next three years to bring blended learning to 400 schools around the country.\u003c/p>\n\u003ch5 style=\"padding-left: 30px\">Watch for: \u003cem>Schools using blended learning to save costs on books and supplements.\u003c/em>\u003c/h5>\n\u003cp>\u003ca name=\"whatthesetrendsmean\">\u003c/a>\u003c/p>\n\u003ch3>What these trends mean\u003c/h3>\n\u003caside class=\"pullquote alignright\">\n\u003ch4>Read the rest of this series:\u003c/h4>\n\u003ch5 style=\"background-color: #00c3c6\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/three-trends-that-will-shape-the-future-of-curriculum/\">Curriculum\u003c/a>\u003c/h5>\n\u003ch5 style=\"background-color: #e76e06\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/three-trends-that-define-the-future-of-teaching-and-learning/\">Teaching and Learning\u003c/a>\u003c/h5>\n\u003ch5 style=\"background-color: #f32d08\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/how-learning-environments-are-changing/\">Learning Environments\u003c/a>\u003c/h5>\n\u003c/aside>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Given the growing momentum of these trends, what does it mean for students, teachers, schools, and the education community at large?\u003c/p>\n\u003cul>\n\u003cli>Teachers' and students' relationships are changing, as they learn from each other.\u003c/li>\n\u003cli>Teachers roles are shifting from owners of information to facilitators and guides to learning.\u003c/li>\n\u003cli>Educators are finding different ways of using class time.\u003c/li>\n\u003cli>Introverted students are finding ways to participate in class discussions online.\u003c/li>\n\u003cli>Different approaches to teaching are being used in the same class.\u003c/li>\n\u003cli>Students are getting a global perspective.\u003c/li>\n\u003c/ul>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003cem>This week, we feature the most popular posts of the year on MindShift.\u003c/em>\u003c/h5>\n\u003caside class=\"pullquote alignright\">\n\u003ch4>In this post\u003c/h4>\n\u003ch5>\u003ca href=\"#3trends\">The 3 trends:\u003c/a>\u003c/h5>\n\u003cp>\u003ca href=\"#collaborative\">Collaborative\u003c/a>\u003cbr>\n\u003ca href=\"#techpowered\">Tech-Powered\u003c/a>\u003cbr>\n\u003ca href=\"#blended\">Blended\u003c/a>\u003c/p>\n\u003ch5>\u003ca href=\"#whatthesetrendsmean\">What these trends means\u003c/a>\u003c/h5>\n\u003c/aside>\n\u003cp>\u003cem>In today's dynamic classrooms, the teaching and learning process is becoming more nuanced, more seamless, and it flows back and forth from students to teachers. Here's a look at current trends in teaching and learning, their implications, and changes to watch for.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003ch3>The Three Key Trends\u003cem> \u003c/em>\u003c/h3>\n\u003cp>\u003ca name=\"collaborative\">\u003c/a>\u003c/p>\n\u003ch4>1. Collaborative.\u003c/h4>\n\u003cp style=\"padding-left: 30px\">If Web 2.0 has taught us anything, it’s to play nicely together. Sure, there are times for buckling down and working alone, but in most cases, the collaborative process boosts everyone's game. In progressives schools across the country, students and teachers are learning from each other in all sorts of ways.\u003c/p>\n\u003cfigure id=\"attachment_17762\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-17762\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/10_11.15_newtech_0354-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp style=\"padding-left: 30px\">Sharing information and connecting with others -- whether we know them personally or not -- has proven to be \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/6-ways-social-media-is-changing-education/\">a powerful tool in education\u003c/a>. Students are collaborating with each other through social media to \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/telling-tales-together-4-great-collaborative-writing-tools/\">learn more about specific subjects\u003c/a>, to test out ideas and theories, to learn facts, and to gauge each others' opinions.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px\">They're finding each other on their own \u003ca href=\"../2011/01/8-social-media-sites-just-for-kids/\">kid-specific social networking sites\u003c/a>, on their blogs, on \u003ca href=\"http://rusdit.ning.com\">schools' sites\u003c/a>, and of course on \u003ca href=\"http://www.heppell.net/facebook_in_school/\">Facebook\u003c/a> and \u003ca href=\"http://www.whnt.com/news/tech/whnt-michelle-tech-in-schools-central-school-twitter-classroom-history-121610,0,2989708.story\">Twitter\u003c/a>. Though Facebook is still a red herring when it comes to school policy (Massachusetts districts \u003ca href=\"http://www.bostonherald.com/news/regional/view.bg?articleid=1291053&srvc=home&position=emailed\">have threatened to fire teachers\u003c/a> who friend students on Facebook), and educators are split over whether tweeting in class is \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/moving-beyond-digital-distractions-using-technology-to-enhance-the-classroom-dynamic/\">disruptive or helpful\u003c/a>, the sites continue to be \u003ca href=\"http://bestonlineuniversities.com/2009/13-enlightening-case-studies-of-social-media-in-the-classroom/\">pervasive \u003c/a>in both higher-ed and K-12. Educators know they can grab students' attention where they naturally live outside the classroom -- the online social world, whether or not it's Facebook.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\"If you're teaching something that's usually bland and you insert a simple tool that allows students to connect with each other or their peers in other schools and countries whenever they want, you just see kids' faces light up,\" \u003ca href=\"http://www.technewsdaily.com/teachers-embracing-social-media-in-the-classroom-0509/\">says\u003c/a> \u003ca href=\"http://www.technewsdaily.com/teachers-embracing-social-media-in-the-classroom-0509/\">veteran educator \u003c/a>\u003ca href=\"http://www.technewsdaily.com/teachers-embracing-social-media-in-the-classroom-0509/\">Chris Lehmann\u003c/a> of the \u003ca href=\"http://www.scienceleadership.org/\">Science Leadership Academy\u003c/a>.\u003c/p>\n\u003ch5 style=\"padding-left: 30px\">\u003cem>Educators Unite\u003c/em>\u003c/h5>\n\u003cp style=\"padding-left: 30px\">But social networking is not just for teens, as evidenced by the 500 million-plus Facebook users. Teachers are \u003ca href=\"http://edublogs.org/\">putting their collective smarts\u003c/a> together to find the best ways of engaging students, using social media to teach everything from \u003ca href=\"http://spotlight.macfound.org/featured-stories/entry/the-future-of-reading-and-writing-is-collaborative/\">reading and writing\u003c/a> to \u003ca href=\"http://www.edutopia.org/teaching-shakespeare-digital-media\">Shakespeare\u003c/a>. Educators are also\u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/award-winning-schools-secret-weapons/\"> using social media to connect \u003c/a>with each other, share ideas, and \u003ca href=\"http://bestonlineuniversities.com/2009/13-enlightening-case-studies-of-social-media-in-the-classroom/\">find the \u003c!--more-->best teaching tools and practices\u003c/a>. Sites like \u003ca href=\"http://www.classroom20.com\">Classroom 2.0, \u003c/a>\u003ca href=\"http://www.teachertube.com\">Teacher Tube\u003c/a>, \u003ca href=\"http://www.pbs.org/teachers/\">PBS Teachers,\u003c/a> \u003ca href=\"http://www.edmodo.com/\">Edmodo\u003c/a>, \u003ca href=\"http://www.edutopia.org\">Edutopia\u003c/a>, and countless others are lit up with teachers sharing \u003ca href=\"http://spotlight.macfound.org/featured-stories/entry/the-future-of-reading-and-writing-is-collaborative/\">success stories\u003c/a>, asking for advice, and providing support. Collaboration is happening offline, too, at schools where \u003ca href=\"http://www.nytimes.com/2011/01/11/education/11class.html\">educators team-teach \u003c/a>and organize \u003ca href=\"http://edupln.ning.com/\">professional learning networks\u003c/a>.\u003c/p>\n\u003cp style=\"padding-left: 30px\">Collaboration is also finding its way into \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/three-trends-that-will-shape-the-future-of-curriculum/\">curriculum\u003c/a> with \u003ca href=\"http://ww2.kqed.org/mindshift/?s=open-source&x=0&y=0\">open-source sites\u003c/a> to which everyone is encouraged to contribute. Working together is woven into the fabric of project-based schools like the \u003ca href=\"http://www.scienceleadership.org/\">Science Leadership in Academy\u003c/a>, which focuses on science, technology, math and entrepreneurship, and \u003ca href=\"http://ww2.kqed.org/mindshift/tag/napa-new-tech-high/\">Napa New Tech High High\u003c/a>. The idea is simple: by working together, students figure out how to find common ground, balance each others' skills, communicate clearly, and be accountable to the team for their part of the project. Just as they would in the work place.\u003c/p>\n\u003ch5 style=\"padding-left: 30px\">\u003cstrong>Watch for:\u003c/strong> \u003cem>(1) Department of Education working to establish a one-stop shop for teacher networks. (2) Commonly accepted guidelines for using YouTube, Facebook, and other social media in schools.\u003c/em>\u003c/h5>\n\u003cp>\u003ca name=\"techpowered\">\u003c/a>\u003c/p>\n\u003ch4>2. Tech-Powered.\u003c/h4>\n\u003cp style=\"padding-left: 30px\">Pens and pencils are far from obsolete, but forward-thinking educators are finding other interactive tools to grab their students' attention. School programs are built around \u003ca href=\"http://www.nytimes.com/2010/09/19/magazine/19video-t.html?partner=rss&emc=rss\">teaching how to create video games\u003c/a>. Teachers are using Guitar Hero, \u003ca href=\"http://www.classbrain.com/artteach/publish/teaching_geography_with_geocaching.shtml\">geo-caching\u003c/a> (high-tech scavenger hunt), \u003ca href=\"http://www.googlelittrips.org/\">Google maps for teaching literature\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/wii-in-lieu-of-p-e/\">Wii in lieu of P.E\u003c/a>., \u003ca href=\"http://voicethread.com/\">VoiceThread\u003c/a> to communicate, \u003ca href=\"http://www.epals.com\">ePals\u003c/a> and LiveMocha to learn global languages with native speakers, \u003ca href=\"http://www.voki.com/\">Voki\u003c/a> to create avatars of characters in stories, and \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/award-winning-schools-secret-weapons/\">Skype to communicate with peers\u003c/a> from all over the world -- even \u003ca href=\"http://www.arise-project.org/\">augmented reality, \u003c/a>connecting \u003ca href=\"http://www.sfgate.com/cgi-bin/article.cgi?f=/g/a/2010/11/04/prwebprweb4729474.DTL\">students to virtual characters\u003c/a>. And that's just \u003ca href=\"www.freetech4teachers.com\">a tiny sampling\u003c/a>.\u003c/p>\n\u003cdiv class=\"module image right mceTemp\" style=\"width: 300px\">\n\u003cp>\u003cem>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/three-trends-that-define-the-future-of-teaching-and-learning/randy-pertiet/\" rel=\"attachment wp-att-7910\">\u003cimg class=\"size-medium wp-image-7910\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/Randy-Pertiet-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/em>\u003c/em>\u003c/p>\n\u003cp class=\"credit\">\u003cem>\u003cem>Flickr:Randy Pertiet\u003c/em>\u003c/em>\u003c/p>\n\u003cp class=\"caption\">\n\u003c/p>\u003c/div>\n\u003cp style=\"padding-left: 30px\">Creating media is another noteworthy tech-driven initiative in education. Media permeates our lives, and the better able students are to create and communicate with media, the better connected they'll be to global events and to the working world. To that end, programs like\u003ca href=\"http://www.digitalyouthnetwork.org/\"> Digital Youth Network\u003c/a> focus on teaching students to \u003ca href=\"http://http://spotlight.macfound.org/featured-stories/entry/digital-youth-network-program-expands-to-underserved-areas-in-chicago/\">create podcasts, videos, and record music\u003c/a>; and Adobe Youth Voices \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/creating-media-connects-kids-to-global-events/\">teaches kids how to make and edit films\u003c/a> and connects them to documentary filmmakers.\u003c/p>\n\u003cp style=\"padding-left: 30px\">Tech-savvy teachers are threading media-making tools into the curriculum with\u003ca href=\"http://www.freetech4teachers.com/\"> free (or cheap) tools\u003c/a>, like comic strip-creation site \u003ca href=\"http://www.toondoo.com/\">ToonDo\u003c/a>, \u003ca href=\"//www.microsoft.com/windowsxp/using/digitalphotography/PhotoStory/default.mspx\">Microsoft Photo Story 3\u003c/a> for slide shows, \u003ca href=\"http://www.soundslides.com/\">SoundSlides\u003c/a> for audio slide shows, \u003ca href=\"http://www.microsoft.com/windowsxp/downloads/updates/moviemaker2.mspx\">Microsoft Movie Maker\u003c/a>, and \u003ca href=\"http://voicethread.com/\">VoiceThread\u003c/a> to string together images, videos, and documents, to name just a few.\u003c/p>\n\u003cp style=\"padding-left: 30px\">Students in high school and \u003ca href=\"http://eportfolio.sfsu.edu/\">college\u003c/a> are using \u003ca href=\"http://www.eportfolio.org/\">digital portfolios\u003c/a> -- the equivalent of resumes -- to showcase the trajectory of their work on websites that link to their assignments, achievements, and course of study, using photos, graphics, spreadsheets and web pages.\u003c/p>\n\u003ch5 style=\"padding-left: 30px\">Watch for: \u003cem>The explosive growth of high-tech companies and venture capitalists investing ever-more capital in the education market. \u003c/em>\u003c/h5>\n\u003cp>\u003ca name=\"blended\">\u003c/a>\u003c/p>\n\u003ch4>3. Blended.\u003c/h4>\n\u003cp style=\"padding-left: 30px\">Simply stated, \u003ca href=\"http://online.wsj.com/article/SB10001424052702304772804575558383085638118.html?mod=googlenews_wsj\">blended learning\u003c/a> is combining computers with traditional teaching. Knowing that today's learners are wired at all times, teachers are directing students' natural online proclivity towards schoolwork. It's referred to as different things -- reverse teaching, flip teaching, backwards classroom, or reverse instruction. But it \u003ca href=\"http://www.thedailyriff.com/articles/teachers-doing-the-flip-to-help-students-become-learners-531.php\">all means the same thing\u003c/a>: students conduct research, watch videos, participate in collaborative online discussions, and so on at home and at school -- both in K-12 schools and in \u003ca href=\"http://www.usnews.com/education/online-education/articles/2011/01/26/your-professor-your-computer-and-you\">colleges and universities.\u003c/a>\u003c/p>\n\u003cfigure id=\"attachment_7915\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/three-trends-that-define-the-future-of-teaching-and-learning/11_1-21_ipad_algebra_0075-3/\" rel=\"attachment wp-att-7915\">\u003cimg class=\"size-medium wp-image-7915\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/11_1.21_Ipad_Algebra_0075-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Watching videos on iPads in class with teacher's guidance.\u003c/figcaption>\u003c/figure>\n\u003cp style=\"padding-left: 30px\">Teachers use this technique in different ways. Some \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/students-learn-in-class-think-and-discuss-at-home/\">assign interactive quizzes\u003c/a> and online collaborative projects at home, some use \u003ca href=\"http://online.wsj.com/article/SB10001424052702304772804575558383085638118.html?mod=googlenews_wsj\">computer time in class\u003c/a>, some assign watching videos and lectures at home and use class time for hands-on projects, some place most of the curriculum online and work one-one-one with students in class. However they choose to do it, the best examples of blended learning programs involve teachers who use home-time online discussions and collaborative projects as fuel for content and discussion in the classroom.\u003c/p>\n\u003cp style=\"padding-left: 30px\">This movement is growing quickly -- the Department of Education \u003ca href=\"http://http://online.wsj.com/article/SB10001424052702304772804575558383085638118.html?mod=googlenews_wsj\">plans to spend $30 million \u003c/a>over the next three years to bring blended learning to 400 schools around the country.\u003c/p>\n\u003ch5 style=\"padding-left: 30px\">Watch for: \u003cem>Schools using blended learning to save costs on books and supplements.\u003c/em>\u003c/h5>\n\u003cp>\u003ca name=\"whatthesetrendsmean\">\u003c/a>\u003c/p>\n\u003ch3>What these trends mean\u003c/h3>\n\u003caside class=\"pullquote alignright\">\n\u003ch4>Read the rest of this series:\u003c/h4>\n\u003ch5 style=\"background-color: #00c3c6\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/three-trends-that-will-shape-the-future-of-curriculum/\">Curriculum\u003c/a>\u003c/h5>\n\u003ch5 style=\"background-color: #e76e06\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/three-trends-that-define-the-future-of-teaching-and-learning/\">Teaching and Learning\u003c/a>\u003c/h5>\n\u003ch5 style=\"background-color: #f32d08\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/how-learning-environments-are-changing/\">Learning Environments\u003c/a>\u003c/h5>\n\u003c/aside>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Given the growing momentum of these trends, what does it mean for students, teachers, schools, and the education community at large?\u003c/p>\n\u003cul>\n\u003cli>Teachers' and students' relationships are changing, as they learn from each other.\u003c/li>\n\u003cli>Teachers roles are shifting from owners of information to facilitators and guides to learning.\u003c/li>\n\u003cli>Educators are finding different ways of using class time.\u003c/li>\n\u003cli>Introverted students are finding ways to participate in class discussions online.\u003c/li>\n\u003cli>Different approaches to teaching are being used in the same class.\u003c/li>\n\u003cli>Students are getting a global perspective.\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Do We Prepare Our Children for What's Next?",
"title": "How Do We Prepare Our Children for What's Next?",
"headTitle": "MindShift | KQED News",
"content": "\u003ch5>\u003cem>This week, we feature the most popular posts from MindShift over the past year. \u003c/em>\u003c/h5>\n\u003cfigure id=\"attachment_14661\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/pasfam/180451048/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-14661\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/grad-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">What kids learn at a young age will determine whether they're prepared for a future full of unknowns. \u003c/figcaption>\u003c/figure>\n\u003cp>When most of us were deciding what to major in at college, the word Google was not a verb. It wasn't anywhere close to being conceived at all. Neither was Wikipedia or the iPhone or YouTube. We made decisions about our future employment based on what we knew existed at the time. We would become educators, journalists, lawyers, marketing reps, engineers.\u003c/p>\n\u003cp>Fast forward a couple of decades (or more) and we see that the career landscape has changed so drastically that jobs need new definitions. Social media strategist, app developer, mobile web engineer?\u003c/p>\n\u003cp>Some of us could ask ourselves if we would have embarked upon our current careers had we predicted how the Internet would revolutionize every part of our lives. It's hard to say, but when it comes to preparing our kids for what's ahead, Cathy Davidson has a few ideas. The author of \u003ca href=\"http://www.cathydavidson.com/\">\u003cem>Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn\u003c/em>\u003c/a> (Viking), who's also a professor at Duke University, believes that, in light of the fact that \"\u003ca href=\"http://opinionator.blogs.nytimes.com/2011/08/07/education-needs-a-digital-age-upgrade/\">65 percent of today’s grade-school kids may end up doing work that hasn’t been invented yet\u003c/a>,\" we should cast aside our fear of technology, and prepare our school-aged kids with important skills, both in technical ways and other less tangible ways.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We’re 15 years into something so paradigm-changing that we have not yet adjusted our institutions of learning, work, social life, and economic life to account for the massive change.\"\u003c/aside>\n\u003cp>\"We are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose,\" Davidson said. \"Once we absorb the realization that we’ve \u003cem>already changed\u003c/em>, and that we’re actually doing pretty well despite major realignments in our lives, then we can think about how we want to take this amazing new tool [the Internet] and use it in a way that better serves our lives. It’s time to survey our lives and figure out \u003c!--more-->what works, what doesn’t, and how we can make real and practical improvements in our schools, our workplace, our every day lives.\"\u003c/p>\n\u003cp>Davidson offers three can-do suggestions for parents:\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>EXPERIMENT WITH \u003ca href=\"http://scratch.mit.edu/\">SCRATCH\u003c/a>\u003c/strong>. It's a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/scratch-teaching-kids-about-programming-teaching-kids-about-remixing/\">brilliant and fun multimedia programming language\u003c/a> that allows inventive media mixing almost immediately, without any background. It is creative and fun. Even if your child has no interest in being a programmer when they grow up, familiarity with the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">building blocks of a programming language \u003c/a>will give them some skills and expertise at producing the kind of content they are already consuming. [See \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">5 Tools to Introduce Programming to Kids\u003c/a>.\"]\u003c/li>\n\u003cli>\u003cstrong>EMBARK ON A MEANINGFUL PROJECT.\u003c/strong>Help your child (at any age, really) by being willing to help out—but emphatically not to lead or rescue—in an extended, risky project that has real impact in the child’s community—school, neighborhood, church, synagogue, community center. But stay out of the way. Let the kids shape the project. Kids should find a project that will probably not succeed in all the ways they hope. Dreaming big, taking risks, and scaling back if and when you have to are fantastic skills. These skills are hardly ever taught in the school room which seems to be organized (as is much American society these days) as if some litigious personal injury lawyer is there ready to pounce at any moment.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>LEARN HOW TO BE A RESPONSIBLE DIGITAL CITIZEN. \u003c/strong>Learn how to give and take feedback in a public and responsible way. There are different software tools that can help you set up a system where each student has an online identity, for privacy. Give each student 10 stars to award over the course of, let’s say, a 10-week project. Each week, every student is required to award one star to a member of the team whom s/he deems to have done the most to move the project forward. Before students award their stars, they need to put in writing, on the class website, the reasons for the choice. They shouldn’t waste good energy on negative criticism. Critique is the easy way out, as anyone who has read the trollish comments on the Internet knows. Negative comments are a drain on everyone’s energy and negativity is not the same as high standards. If each star is awarded with a well thought out assessment of why merit has been earned, that is a far better way to train judgment than trashing. What special contribution did a classmate make that made you want to give him or her a star? Everyone will learn from the answer (and the accumulating stars). Sound easy? It’s not. But if you can learn \u003cem>judgment\u003c/em>--not silly bubble test grading, not sarcasm or bullying but clear-eyed judgment on the way to the group’s success at attaining its goals—then you are building up a repertoire of successful skills and methods that you can call upon later, in any circumstance.\u003c/li>\n\u003c/ol>\n\u003cp>Davidson believes the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/the-seven-golden-rules-of-using-technology-in-schools/\">culture of fear \u003c/a>that has dominated the public discussion around the Internet and kids is damaging at best, ruinous at worst.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Sadly, it’s a fearful time in American culture, with news focusing excessively on everything tragic, horrifying, and threatening in the world,\" she said. \"There is no evidence of an increase in such crime, just an increase in reporting.\"\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/how-do-we-prepare-our-children-for-whats-next/cover_large/\" rel=\"attachment wp-att-14670\">\u003cimg class=\"alignright size-medium wp-image-14670\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/cover_large-300x423.jpg\" alt=\"\" width=\"300\" height=\"423\">\u003c/a>And the notion that the Internet is ruining our brain, our attention and memory is flase, she says. \"Everything new changes our habits, makes new patterns, and there is certainly a learning curve whenever we face new challenges. But the fact is we’re doing amazingly well. Let’s have some perspective here!\" she says.\u003c/p>\n\u003cp>Davidson also believes the archaic education system -- especially when it comes to graded exams -- will inevitably change because it has to. The discrepancy between how kids learn inside the formal school environment -- complete with bell schedules and drills -- and the free-form and social nature of informal learning will invariably have to be addressed.\u003c/p>\n\u003cp>In my interview with Davidson, I ask her to enumerate practical steps schools can take to prepare students for the future, and what she considers to be the ideal school day.\u003c/p>\n\u003cp>Here's the full transcript of my interview with Davidson. I recommend reading it -- and Davidson's book -- in full. It's well worth the time.\u003c/p>\n\u003cp>\u003cstrong>Q. It seems that so much of the apprehension about bringing technology into schools is about fear. Fear of losing control of information, fear of harming children's attention spans, their learning brain. How do you think we can address or overcome these fears?\u003c/strong>\u003c/p>\n\u003cp>A. Sadly, it’s a fearful time in American culture, with news focusing excessively on everything tragic, horrifying, and threatening in the world, especially sexual crimes against children. There is no evidence of an increase in such crime, just an increase in reporting. And an exponential increase, for middle-class American parents, in limiting our children’s mobility. We know from research that a child’s world has shrunk in the last 200 years in the West from being allowed, as preteens, to wander to the next village or to roam over one’s city until now, where even “play” has to be monitored by an adult-arranged and supervised “play date.”\u003c/p>\n\u003cp>We are also fearful about ourselves—the Internet is ruining our brain, our attention, our memory. Well, it isn’t. Everything new changes our habits, makes new patterns, and there is certainly a learning curve whenever we face new challenges. But the fact is we’re doing amazingly well. Let’s have some perspective here!\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose.\"\u003c/aside>\n\u003cp>Historian Robert Darnton says there have been four great Information Ages in all human history, where a new technology has transformed how we communicate and interact—and he goes back to 4000 BC Mesopotamia for the first of these, the invention of writing. Then comes movable type, then mass steam-powered printing of the Industrial Age that makes books available to the masses for the first time in history, and now, our own Information Age where anyone can “Broadcast Yourself.” We’re 15 years into something so paradigm-changing that we have not yet adjusted our institutions of learning, work, social life, and economic life to account for the massive change. Fifteen years in is when people tend to start thinking about technological change in less fearful and more practical ways. They give up their nostalgia for the “before” and then start to focus on now, on how we can make the tools and resources available to them as productive as possible.\u003c/p>\n\u003cp>In other words, we are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose. Once we absorb the realization that we’ve \u003cem>already changed\u003c/em>, and that we’re actually doing pretty well despite major realignments in our lives, then we can think about how we want to take this amazing new tool and use it in a way that better serves our lives. Being afraid is never useful. It’s time to survey our lives and figure out what works, what doesn’t, and how we can make real and practical improvements in our schools, our workplace, our every day lives.\u003c/p>\n\u003cp>\u003cstrong>Q. What do you predict could happen if the education system continues to resist the change?\u003c/strong>\u003c/p>\n\u003cp>A. I predict the education system will change. It has to. There were enormous changes to all forms of education in the last decades of the nineteenth century. In fact, most of what we think of as “school” was developed and institutionalized about 120 years ago to teach kids regulation and efficiency, the bywords of industrialization. Farm kids and immigrant kids were streaming into the cities. To make an industrial labor force required the school bell (in literal and metaphoric terms) and lots of regimentation.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"I think we are on the verge of seeing a major change in educational policy and in how we test, how we measure, and how we teach and learn.\"\u003c/aside>\n\u003cp>We have a mismatch between the inventive ways kids learn at home online and in their game play and with their friends on social networks and the industrial age structure, division of subject matter, and ways of assessment in school. It will change—because everyone (parents, teachers, kids, principals, policy makers) know our schools are out of date. I think we are on the verge of seeing a major change in educational policy and in how we test (the first step—get rid of those End of Grade exams!), how we measure, and how we teach and learn. It \u003cem>will\u003c/em> happen because it has to.\u003c/p>\n\u003cp>\u003cstrong>Q. What do you think that \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future\">ideal school day\u003c/a> could look like? \u003c/strong>\u003c/p>\n\u003cp>A. Remember Ichabod Crane, that parody of the tiresome schoolmaster in Washington Irving’s story “The Legend of Sleep Hollow” (published in 1820). If you plunked him down in a contemporary school room, he wouldn’t have a clue what electricity was, he’d be baffled by computers, but he would know exactly where to stand and he’d know exactly where he stood: front of the class, in charge, teaching to the test!\u003c/p>\n\u003cfigure id=\"attachment_14676\" class=\"wp-caption left\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-14676\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/cathy21-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\">Cathy Davidson\u003c/figcaption>\u003c/figure>\n\u003cp>In my ideal school, there would be no one school day because every day would be different. And it wouldn’t be a school of the future: the future is now!\u003cem> \u003c/em>In researching \u003cem>Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn\u003c/em>, I spent time with incredible teachers who, in ways large and small, inspire their students to learn. My future school would bring them together, take lessons from them. They give us heart and will because they already exist. We can learn from these three, one who taught decades ago in a rural one room school house, one senior scholar-teacher in a Manhattan school, one brand-new twenty-four year old teacher in a small urban city (in Durham, N.C.).\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"In my ideal school, there would be no one school day because every day would be different.\"\u003c/aside>\n\u003cul>\n\u003cli>\u003cstrong>\u003cem>From Inez Davidson\u003c/em>:\u003c/strong> Mrs. Davidson is a “back to the future” teacher whose Friday “challenge days” can be incorporated into any school today, right now. She taught back in the 1950s to 1980s, in a three-room school house in rural Mountain View, Alberta, Canada. She turned teaching third-, fourth-, and fifth-graders into an asset instead of a deficit, having kids teach one another what they had learned the year before. And every Friday, the third- and fourth-grade kids would be pitted against the fifth graders in a learning challenge that the kids themselves would dream up—spelling bees, math quizzes, geography tests, language tests, grammar tests, poetry and rhyming competitions. Or project challenge: Who can build the highest tower out of Popsicle sticks without glue? And then she set year-long challenges as well. My personal favorite was challenging the kids to find pen pals in as many Mountain Views as they could find anywhere in the world, researching the places where they lived, becoming pen pals, and then interviewing the pen pals for a final research paper on Mountain Views in China or New Zealand. Decades before the Internet, she made learning connect kids around the world, expanding horizons, teaching geography and languages and politics and history in a way that mattered intensely to the kids.\u003cstrong>\u003cem> \u003c/em>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>From Katie Salen\u003c/em>\u003cem>:\u003c/em>\u003c/strong>\u003cem> \u003c/em>I would take the idea of the Boss Level Challenge, a building block of the game mechanics that power \u003ca href=\"http://q2l.org/\">Quest2Learn\u003c/a>, a public school in Manhattan. Katie Salen is a professor at Parsons School of Design who was part of the \u003ca href=\"http://www.macfound.org/site/c.lkLXJ8MQKrH/b.946881/k.B85/Domestic_Grantmaking__Digital_Media__Learning.htm\">MacArthur Foundation Digital Media and Learning Initiative\u003c/a> that I’ve also been working with for several years, helping to run the annual Digital Media and Learning Competitions. Katie proposed working with the New York city school board, with teachers and parents, to create a revolutionary school within all the existing rules. Q2L works with the teachers’ unions, with the city’s lottery system of accepting pupils, with end-of-great testing, with college prep aspirations, with all of the supposed restrictions that limit teachers everywhere. I couldn’t believe she would succeed, but Katie is a gamer and she met the challenge. Q2L exists and she’s now working in Chicago to start similar schools. The specific assignment that I loved at Q2L took kids who had spent a semester building new levels for the popular digital learning game LittleBigPlanet (LBP) and challenged them to rebuild their video game level in the real world. They switched off the screens and had to calculate and plan, with blueprints and research and scissors and glue, paper and wood and paint. Brilliant! Kids need to understand the relays back and forth between real and virtual worlds and need the skills to navigate both.\u003cstrong>\u003cem> \u003c/em>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>From Duncan Germain\u003c/em>\u003cem>: \u003c/em>\u003c/strong>Duncan was a 24-year old first-year teacher when I spent time in his sixth grade class at Voyager Academy, a public charter school in Durham, North Carolina, where I live. He taught something called Creative Productions which was intended to take all the things kids were learning in other classes and give them real world application. I was there for the bridge building challenge where students self-organized into groups ranging in size from one (some kids preferred to work alone) to five. I talk about all the really remarkable skills his students were learning on the way to build the best model bridge but what most impressed me was the long sheet about collaboration that each student had to fill out, describing such things as how to “justify” the project they were doing and their methods relative to their other school studies, the habits of mind the project was instilling, and the relationship of the project to the real world. Sounds tough? They were doing it. When I asked Mr. Germain where he got the idea, he said from his father. These sixth graders were using a project-plan form that his father used as a management consultant helping businesses adjust to new global, distributed economies of work and labor.\u003c/li>\n\u003c/ul>\n\u003cp>These are just three examples. I think it's important for all of us to know that future school already exists, it is working. These great teachers and others I profile in \u003cem>Now You See It\u003c/em> inspired me and I hope they inspire other out there too.\u003c/p>\n\u003cp>\u003cstrong>Q. If you could suggest five practical applications to apply to every school in the country, what would they be?\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>End standardized EOG tests--they demotivate learning and good teaching. Instead test in challenging ways, using tough game mechanics with real-time feedback on results so kids can learn from the test---not be taught to scam the test!\u003c/li>\n\u003cli>Make all learning real, relevant, tied to communities, with real application in the kids’ lives outside of the classroom. Example: Ban research papers—unless they are published online and have an informative, persuasive, or other real purpose for others. Learning should have an impact beyond getting an “A” on the assignment.\u003c/li>\n\u003cli>Teach kids to think through, with, about, for--and create--new, interactive digital global communication. I don’t mean this as an add on. I mean rethinking all the subjects we now teach in view of the possibilities (what techies call “affordances”) of the digital age. That means getting rid of the \"two cultures\" binary. STEM subjects are impoverished without creativity, analysis, critical thinking. The Information Age is about putting back together the knowledge that the Industrial Age subdivided. A simpler way is to say have them all learn Scratch multimedia programming and think about the possibilities.\u003c/li>\n\u003cli>Restore arts, music, shop, P.E., dance: Kids need the soul-stirring learning that lets them move, make, sing, create, dream.\u003c/li>\n\u003cli>Eliminate the “college prep” and AP distinctions, and stop making college the implicit standard for all education, back to preschool. Many worthy careers don't need higher ed. Many careers that don’t need higher ed still need a liberal arts education in creative, applied, cross-disciplinary thinking, all of which are as necessary to run your whole hair salon or motorcycle repair shop as they are to get a law degree. Conversely, make college free and open to everyone, at any age. Now, that would be a game changer!\u003c/li>\n\u003c/ol>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003cem>This week, we feature the most popular posts from MindShift over the past year. \u003c/em>\u003c/h5>\n\u003cfigure id=\"attachment_14661\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/pasfam/180451048/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-14661\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/grad-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">What kids learn at a young age will determine whether they're prepared for a future full of unknowns. \u003c/figcaption>\u003c/figure>\n\u003cp>When most of us were deciding what to major in at college, the word Google was not a verb. It wasn't anywhere close to being conceived at all. Neither was Wikipedia or the iPhone or YouTube. We made decisions about our future employment based on what we knew existed at the time. We would become educators, journalists, lawyers, marketing reps, engineers.\u003c/p>\n\u003cp>Fast forward a couple of decades (or more) and we see that the career landscape has changed so drastically that jobs need new definitions. Social media strategist, app developer, mobile web engineer?\u003c/p>\n\u003cp>Some of us could ask ourselves if we would have embarked upon our current careers had we predicted how the Internet would revolutionize every part of our lives. It's hard to say, but when it comes to preparing our kids for what's ahead, Cathy Davidson has a few ideas. The author of \u003ca href=\"http://www.cathydavidson.com/\">\u003cem>Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn\u003c/em>\u003c/a> (Viking), who's also a professor at Duke University, believes that, in light of the fact that \"\u003ca href=\"http://opinionator.blogs.nytimes.com/2011/08/07/education-needs-a-digital-age-upgrade/\">65 percent of today’s grade-school kids may end up doing work that hasn’t been invented yet\u003c/a>,\" we should cast aside our fear of technology, and prepare our school-aged kids with important skills, both in technical ways and other less tangible ways.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We’re 15 years into something so paradigm-changing that we have not yet adjusted our institutions of learning, work, social life, and economic life to account for the massive change.\"\u003c/aside>\n\u003cp>\"We are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose,\" Davidson said. \"Once we absorb the realization that we’ve \u003cem>already changed\u003c/em>, and that we’re actually doing pretty well despite major realignments in our lives, then we can think about how we want to take this amazing new tool [the Internet] and use it in a way that better serves our lives. It’s time to survey our lives and figure out \u003c!--more-->what works, what doesn’t, and how we can make real and practical improvements in our schools, our workplace, our every day lives.\"\u003c/p>\n\u003cp>Davidson offers three can-do suggestions for parents:\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>EXPERIMENT WITH \u003ca href=\"http://scratch.mit.edu/\">SCRATCH\u003c/a>\u003c/strong>. It's a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/scratch-teaching-kids-about-programming-teaching-kids-about-remixing/\">brilliant and fun multimedia programming language\u003c/a> that allows inventive media mixing almost immediately, without any background. It is creative and fun. Even if your child has no interest in being a programmer when they grow up, familiarity with the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">building blocks of a programming language \u003c/a>will give them some skills and expertise at producing the kind of content they are already consuming. [See \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">5 Tools to Introduce Programming to Kids\u003c/a>.\"]\u003c/li>\n\u003cli>\u003cstrong>EMBARK ON A MEANINGFUL PROJECT.\u003c/strong>Help your child (at any age, really) by being willing to help out—but emphatically not to lead or rescue—in an extended, risky project that has real impact in the child’s community—school, neighborhood, church, synagogue, community center. But stay out of the way. Let the kids shape the project. Kids should find a project that will probably not succeed in all the ways they hope. Dreaming big, taking risks, and scaling back if and when you have to are fantastic skills. These skills are hardly ever taught in the school room which seems to be organized (as is much American society these days) as if some litigious personal injury lawyer is there ready to pounce at any moment.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>LEARN HOW TO BE A RESPONSIBLE DIGITAL CITIZEN. \u003c/strong>Learn how to give and take feedback in a public and responsible way. There are different software tools that can help you set up a system where each student has an online identity, for privacy. Give each student 10 stars to award over the course of, let’s say, a 10-week project. Each week, every student is required to award one star to a member of the team whom s/he deems to have done the most to move the project forward. Before students award their stars, they need to put in writing, on the class website, the reasons for the choice. They shouldn’t waste good energy on negative criticism. Critique is the easy way out, as anyone who has read the trollish comments on the Internet knows. Negative comments are a drain on everyone’s energy and negativity is not the same as high standards. If each star is awarded with a well thought out assessment of why merit has been earned, that is a far better way to train judgment than trashing. What special contribution did a classmate make that made you want to give him or her a star? Everyone will learn from the answer (and the accumulating stars). Sound easy? It’s not. But if you can learn \u003cem>judgment\u003c/em>--not silly bubble test grading, not sarcasm or bullying but clear-eyed judgment on the way to the group’s success at attaining its goals—then you are building up a repertoire of successful skills and methods that you can call upon later, in any circumstance.\u003c/li>\n\u003c/ol>\n\u003cp>Davidson believes the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/the-seven-golden-rules-of-using-technology-in-schools/\">culture of fear \u003c/a>that has dominated the public discussion around the Internet and kids is damaging at best, ruinous at worst.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Sadly, it’s a fearful time in American culture, with news focusing excessively on everything tragic, horrifying, and threatening in the world,\" she said. \"There is no evidence of an increase in such crime, just an increase in reporting.\"\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/how-do-we-prepare-our-children-for-whats-next/cover_large/\" rel=\"attachment wp-att-14670\">\u003cimg class=\"alignright size-medium wp-image-14670\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/cover_large-300x423.jpg\" alt=\"\" width=\"300\" height=\"423\">\u003c/a>And the notion that the Internet is ruining our brain, our attention and memory is flase, she says. \"Everything new changes our habits, makes new patterns, and there is certainly a learning curve whenever we face new challenges. But the fact is we’re doing amazingly well. Let’s have some perspective here!\" she says.\u003c/p>\n\u003cp>Davidson also believes the archaic education system -- especially when it comes to graded exams -- will inevitably change because it has to. The discrepancy between how kids learn inside the formal school environment -- complete with bell schedules and drills -- and the free-form and social nature of informal learning will invariably have to be addressed.\u003c/p>\n\u003cp>In my interview with Davidson, I ask her to enumerate practical steps schools can take to prepare students for the future, and what she considers to be the ideal school day.\u003c/p>\n\u003cp>Here's the full transcript of my interview with Davidson. I recommend reading it -- and Davidson's book -- in full. It's well worth the time.\u003c/p>\n\u003cp>\u003cstrong>Q. It seems that so much of the apprehension about bringing technology into schools is about fear. Fear of losing control of information, fear of harming children's attention spans, their learning brain. How do you think we can address or overcome these fears?\u003c/strong>\u003c/p>\n\u003cp>A. Sadly, it’s a fearful time in American culture, with news focusing excessively on everything tragic, horrifying, and threatening in the world, especially sexual crimes against children. There is no evidence of an increase in such crime, just an increase in reporting. And an exponential increase, for middle-class American parents, in limiting our children’s mobility. We know from research that a child’s world has shrunk in the last 200 years in the West from being allowed, as preteens, to wander to the next village or to roam over one’s city until now, where even “play” has to be monitored by an adult-arranged and supervised “play date.”\u003c/p>\n\u003cp>We are also fearful about ourselves—the Internet is ruining our brain, our attention, our memory. Well, it isn’t. Everything new changes our habits, makes new patterns, and there is certainly a learning curve whenever we face new challenges. But the fact is we’re doing amazingly well. Let’s have some perspective here!\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose.\"\u003c/aside>\n\u003cp>Historian Robert Darnton says there have been four great Information Ages in all human history, where a new technology has transformed how we communicate and interact—and he goes back to 4000 BC Mesopotamia for the first of these, the invention of writing. Then comes movable type, then mass steam-powered printing of the Industrial Age that makes books available to the masses for the first time in history, and now, our own Information Age where anyone can “Broadcast Yourself.” We’re 15 years into something so paradigm-changing that we have not yet adjusted our institutions of learning, work, social life, and economic life to account for the massive change. Fifteen years in is when people tend to start thinking about technological change in less fearful and more practical ways. They give up their nostalgia for the “before” and then start to focus on now, on how we can make the tools and resources available to them as productive as possible.\u003c/p>\n\u003cp>In other words, we are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose. Once we absorb the realization that we’ve \u003cem>already changed\u003c/em>, and that we’re actually doing pretty well despite major realignments in our lives, then we can think about how we want to take this amazing new tool and use it in a way that better serves our lives. Being afraid is never useful. It’s time to survey our lives and figure out what works, what doesn’t, and how we can make real and practical improvements in our schools, our workplace, our every day lives.\u003c/p>\n\u003cp>\u003cstrong>Q. What do you predict could happen if the education system continues to resist the change?\u003c/strong>\u003c/p>\n\u003cp>A. I predict the education system will change. It has to. There were enormous changes to all forms of education in the last decades of the nineteenth century. In fact, most of what we think of as “school” was developed and institutionalized about 120 years ago to teach kids regulation and efficiency, the bywords of industrialization. Farm kids and immigrant kids were streaming into the cities. To make an industrial labor force required the school bell (in literal and metaphoric terms) and lots of regimentation.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"I think we are on the verge of seeing a major change in educational policy and in how we test, how we measure, and how we teach and learn.\"\u003c/aside>\n\u003cp>We have a mismatch between the inventive ways kids learn at home online and in their game play and with their friends on social networks and the industrial age structure, division of subject matter, and ways of assessment in school. It will change—because everyone (parents, teachers, kids, principals, policy makers) know our schools are out of date. I think we are on the verge of seeing a major change in educational policy and in how we test (the first step—get rid of those End of Grade exams!), how we measure, and how we teach and learn. It \u003cem>will\u003c/em> happen because it has to.\u003c/p>\n\u003cp>\u003cstrong>Q. What do you think that \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future\">ideal school day\u003c/a> could look like? \u003c/strong>\u003c/p>\n\u003cp>A. Remember Ichabod Crane, that parody of the tiresome schoolmaster in Washington Irving’s story “The Legend of Sleep Hollow” (published in 1820). If you plunked him down in a contemporary school room, he wouldn’t have a clue what electricity was, he’d be baffled by computers, but he would know exactly where to stand and he’d know exactly where he stood: front of the class, in charge, teaching to the test!\u003c/p>\n\u003cfigure id=\"attachment_14676\" class=\"wp-caption left\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-14676\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/cathy21-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\">Cathy Davidson\u003c/figcaption>\u003c/figure>\n\u003cp>In my ideal school, there would be no one school day because every day would be different. And it wouldn’t be a school of the future: the future is now!\u003cem> \u003c/em>In researching \u003cem>Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn\u003c/em>, I spent time with incredible teachers who, in ways large and small, inspire their students to learn. My future school would bring them together, take lessons from them. They give us heart and will because they already exist. We can learn from these three, one who taught decades ago in a rural one room school house, one senior scholar-teacher in a Manhattan school, one brand-new twenty-four year old teacher in a small urban city (in Durham, N.C.).\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"In my ideal school, there would be no one school day because every day would be different.\"\u003c/aside>\n\u003cul>\n\u003cli>\u003cstrong>\u003cem>From Inez Davidson\u003c/em>:\u003c/strong> Mrs. Davidson is a “back to the future” teacher whose Friday “challenge days” can be incorporated into any school today, right now. She taught back in the 1950s to 1980s, in a three-room school house in rural Mountain View, Alberta, Canada. She turned teaching third-, fourth-, and fifth-graders into an asset instead of a deficit, having kids teach one another what they had learned the year before. And every Friday, the third- and fourth-grade kids would be pitted against the fifth graders in a learning challenge that the kids themselves would dream up—spelling bees, math quizzes, geography tests, language tests, grammar tests, poetry and rhyming competitions. Or project challenge: Who can build the highest tower out of Popsicle sticks without glue? And then she set year-long challenges as well. My personal favorite was challenging the kids to find pen pals in as many Mountain Views as they could find anywhere in the world, researching the places where they lived, becoming pen pals, and then interviewing the pen pals for a final research paper on Mountain Views in China or New Zealand. Decades before the Internet, she made learning connect kids around the world, expanding horizons, teaching geography and languages and politics and history in a way that mattered intensely to the kids.\u003cstrong>\u003cem> \u003c/em>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>From Katie Salen\u003c/em>\u003cem>:\u003c/em>\u003c/strong>\u003cem> \u003c/em>I would take the idea of the Boss Level Challenge, a building block of the game mechanics that power \u003ca href=\"http://q2l.org/\">Quest2Learn\u003c/a>, a public school in Manhattan. Katie Salen is a professor at Parsons School of Design who was part of the \u003ca href=\"http://www.macfound.org/site/c.lkLXJ8MQKrH/b.946881/k.B85/Domestic_Grantmaking__Digital_Media__Learning.htm\">MacArthur Foundation Digital Media and Learning Initiative\u003c/a> that I’ve also been working with for several years, helping to run the annual Digital Media and Learning Competitions. Katie proposed working with the New York city school board, with teachers and parents, to create a revolutionary school within all the existing rules. Q2L works with the teachers’ unions, with the city’s lottery system of accepting pupils, with end-of-great testing, with college prep aspirations, with all of the supposed restrictions that limit teachers everywhere. I couldn’t believe she would succeed, but Katie is a gamer and she met the challenge. Q2L exists and she’s now working in Chicago to start similar schools. The specific assignment that I loved at Q2L took kids who had spent a semester building new levels for the popular digital learning game LittleBigPlanet (LBP) and challenged them to rebuild their video game level in the real world. They switched off the screens and had to calculate and plan, with blueprints and research and scissors and glue, paper and wood and paint. Brilliant! Kids need to understand the relays back and forth between real and virtual worlds and need the skills to navigate both.\u003cstrong>\u003cem> \u003c/em>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>From Duncan Germain\u003c/em>\u003cem>: \u003c/em>\u003c/strong>Duncan was a 24-year old first-year teacher when I spent time in his sixth grade class at Voyager Academy, a public charter school in Durham, North Carolina, where I live. He taught something called Creative Productions which was intended to take all the things kids were learning in other classes and give them real world application. I was there for the bridge building challenge where students self-organized into groups ranging in size from one (some kids preferred to work alone) to five. I talk about all the really remarkable skills his students were learning on the way to build the best model bridge but what most impressed me was the long sheet about collaboration that each student had to fill out, describing such things as how to “justify” the project they were doing and their methods relative to their other school studies, the habits of mind the project was instilling, and the relationship of the project to the real world. Sounds tough? They were doing it. When I asked Mr. Germain where he got the idea, he said from his father. These sixth graders were using a project-plan form that his father used as a management consultant helping businesses adjust to new global, distributed economies of work and labor.\u003c/li>\n\u003c/ul>\n\u003cp>These are just three examples. I think it's important for all of us to know that future school already exists, it is working. These great teachers and others I profile in \u003cem>Now You See It\u003c/em> inspired me and I hope they inspire other out there too.\u003c/p>\n\u003cp>\u003cstrong>Q. If you could suggest five practical applications to apply to every school in the country, what would they be?\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>End standardized EOG tests--they demotivate learning and good teaching. Instead test in challenging ways, using tough game mechanics with real-time feedback on results so kids can learn from the test---not be taught to scam the test!\u003c/li>\n\u003cli>Make all learning real, relevant, tied to communities, with real application in the kids’ lives outside of the classroom. Example: Ban research papers—unless they are published online and have an informative, persuasive, or other real purpose for others. Learning should have an impact beyond getting an “A” on the assignment.\u003c/li>\n\u003cli>Teach kids to think through, with, about, for--and create--new, interactive digital global communication. I don’t mean this as an add on. I mean rethinking all the subjects we now teach in view of the possibilities (what techies call “affordances”) of the digital age. That means getting rid of the \"two cultures\" binary. STEM subjects are impoverished without creativity, analysis, critical thinking. The Information Age is about putting back together the knowledge that the Industrial Age subdivided. A simpler way is to say have them all learn Scratch multimedia programming and think about the possibilities.\u003c/li>\n\u003cli>Restore arts, music, shop, P.E., dance: Kids need the soul-stirring learning that lets them move, make, sing, create, dream.\u003c/li>\n\u003cli>Eliminate the “college prep” and AP distinctions, and stop making college the implicit standard for all education, back to preschool. Many worthy careers don't need higher ed. Many careers that don’t need higher ed still need a liberal arts education in creative, applied, cross-disciplinary thinking, all of which are as necessary to run your whole hair salon or motorcycle repair shop as they are to get a law degree. Conversely, make college free and open to everyone, at any age. Now, that would be a game changer!\u003c/li>\n\u003c/ol>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 240px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/the-first-internet-class-goes-to-college/graduation/\" rel=\"attachment wp-att-14902\">\u003cimg class=\"size-full wp-image-14902\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/graduation.jpg\" alt=\"\" width=\"240\" height=\"160\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Dave Herholz\u003c/p>\n\u003c/div>\n\u003cp>You can learn anything you want on the Internet, so the adage goes. But even if that's true, even if it's now easier than ever to learn about almost any subject online, there are still very few opportunities to gain formal recognition -- \"credit,\" if you will -- for informal learning done online.\u003c/p>\n\u003cp>In September, the \u003ca href=\"http://mozilla.org\">Mozilla Foundation\u003c/a> launched its \u003ca href=\"https://wiki.mozilla.org/Badges\">Open Badges Project\u003c/a>, an effort to develop a technology framework that would make it easier to build, display and share digital learning badges. These badges are meant to showcase and recognize all kinds of skills and competencies -- subject matter expertise as college degrees are meant to indicate for example, as well \"soft skills\" that aren't so easily apparent based on traditional forms of credentialing. (We examined some of the technology infrastructure of the Open Badges Project in a story \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/mozillas-open-badges-project-a-new-way-to-recognize-learning/\">earlier this year\u003c/a>.)\u003c/p>\n\u003caside class=\"pullquote alignleft\">Having some way to highlight other skills, competencies, and experiences is important in setting one potential hire apart from another.\u003c/aside>\n\u003cp>When the Mozilla Foundation announced the Open Badges Project, it was in conjunction with the MacArthur Foundation and HASTAC, as \"Badges for Lifelong Learning\" is the theme of this year's \u003ca href=\"http://www.dmlcompetition.net/\">Digital Media and Learning Competition\u003c/a>, an annual contest that supports research of how digital technologies are changing the way we learn and work. On stage at the formal unveiling of the Open Badges Project were representatives from not just Mozilla and the MacArthur Foundation, but from the Departments of Education, Labor and Veterans Affairs, from NASA as well as from other businesses.\u003c/p>\n\u003cp>When the Open Badges Project was first announced, some educators questioned whether \"badges\" were a form of \u003ca href=\"http://hastac.org/blogs/adarel/2011/09/22/bibbidi-bobbidi-badge\">gamification of education\u003c/a>, just another way, they said, to force learners to \u003c!--more-->\u003ca href=\"http://www.alex-reid.net/2011/09/welcome-to-badge-world.html\">think more about certification and credentialing\u003c/a> than about the learning process itself. But participation in the Open Badge Project from businesses and agencies like the Department of Labor has given it credibility. And whether we like it or not, many learners are extrinsically motivated to pursue certain educational endeavors -- they need skills and often certification in order to demonstrate their mastery to employers.\u003c/p>\n\u003cp>But even with the Department of Labor's involvement in the Open Badges Project and in the DML Competition, will employers recognize badges?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As informal learning opportunities grow, gaining employers' recognition and acceptance may well be one of the most important challenges of the coming years.\u003c/p>\n\u003cp>Having a formal degree -- whether it's a high school or a college diploma -- still carries the most weight with employers, and in some ways, badges may simply serve to complement these. But even with the emphasis on degrees, having some way to highlight other skills, competencies, and experiences is important in setting one potential hire apart from another. Indeed, many job descriptions do frame the necessity of a college degree this way -- \"or equivalent experience\" -- so the task ahead for the Mozilla Open Badges project will be, in part, to be seen as a valid \"equivalent.\"\u003c/p>\n\u003cp>A number of the badges that were submitted to the DML Competition, for example, serve to highlight the accomplishments of teens. As youth unemployment remains high -- \u003ca href=\"http://www.youthradio.org/news/excerpt-youth-unemployment-since-lehman-brothers-collapse-greece-compared-to-us\">16.8% in the U.S. and upwards of 50% in Spain\u003c/a> -- alternate forms of credentialing might be able to help those without any higher education and often without substantial work experience find ways to showcase the skills they do possess.\u003c/p>\n\u003cp>Similarly, a badge proposal from the Department of Veterans Affairs -- \u003ca href=\"http://www.dmlcompetition.net/Competition/4/badges-projects.php?id=2667\">Badges for Vets\u003c/a> -- may help veterans translate their military experience into civilian job skills.\u003c/p>\n\u003cp>While badges might help employers better identify and recruit qualified employees, there are still some questions about whether this would actually function any differently than current hiring practices. But a shift may already be underway, evident in other new forms of credentialing that the Internet is providing. The announcement from \u003ca href=\"http://web.mit.edu/press/2011/mitx-education-initiative.html\">MIT\u003c/a> this week about its plans to offer a certificate for its new online learning initiative is just one indication that informal learning is on the cusp of more formal recognition.\u003c/p>\n\u003cp>This is already happening, to a certain extent, in the tech industry where the right programming skills aren't necessarily correlated to college degrees (it's quite possible, for example, to have your Bachelor's in Computer Science and not know a particular programming language). \u003ca href=\"http://stackoverflow.com/\">Stack Overflow\u003c/a>, for example, launched a \u003ca href=\"http://careers.stackoverflow.com/\">job recruitment site\u003c/a> this year, allowing job hunters to highlight not just their resume but to showcase their best answers from the larger Q&A website. And another tech company \u003ca href=\"http://www.topcoder.com/\">TopCoder\u003c/a> offers programming competitions whereby participants have long had the ability to share their scores with potential employers, something that CTO Mike Lyons \u003ca href=\"http://www.nytimes.com/2011/11/20/business/digital-badges-may-highlight-job-seekers-skills.html\">says\u003c/a> is helpful during job searches: “Rather than saying ‘look me up,’ people have this transportable widget at their Web site.”\u003c/p>\n\u003cp>Showcasing these sorts of accomplishments on one's own Web site is becoming increasingly important as job applicants find ways to leverage their online presence -- their blogs, digital portfolios, LinkedIn recommendations and the like -- knowing that employers are prone to Google them. As such, it seems clear that the resume of the future will likely contain lots of digital links, whether they're Open Badges or otherwise. What's less clear is how much of this digital profile will matter to employers, or if they'll still look for that formal piece of paper, a college degree.\u003c/p>\n\u003cp>Open education advocate and university professor \u003ca href=\"http://opencontent.org/blog/archives/2113\">David Wiley\u003c/a> is optimistic. \"Say I’m Google,\" he \u003ca href=\"http://opencontent.org/blog/archives/2113\">writes on his blog\u003c/a>, \"and I need to hire an engineer. My job ad requirement says 'BS in Computer Science or equivalent.' I get two applicants. The first has a BS in Computer Science from XYZ State College. The second has certificates of successful completion for open courses in data structures and algorithms, artificial intelligence, and machine learning from Stanford and MITx. Do you think I’ll seriously consider candidate two? You bet I will.\"\u003c/p>\n\u003cp>But \u003ca href=\"http://larrysanger.org/2011/09/response-to-david-wiley-on-an-education-badge-system/\">Wikipedia co-founder Larry Sanger\u003c/a> is less certain that the Open Badges Project, in its current manifestation at least whereby anyone can create a badge and offer a credential, will actually mean anything to employers:\u003c/p>\n\u003cblockquote>\u003cp>If a “badge” is the sort of thing that by common practice almost anybody can define, and then claim, then I’m not likely to take it seriously, and most others won’t either. In other words, the badge is a credential and a credential has to have, well, credibility. If supposed credentials are granted as easily as diploma mill “degrees,” the whole endeavor will–obviously, I think–not get off the ground. Some geeks might go about claiming to have all sorts of “badges,” but when it comes to hiring, I will ignore such self-claimed badges.\u003c/p>\u003c/blockquote>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Of course, we have a long way to go before badges are ubiquitous the same way that college degrees are. As it currently stands, the Open Badges Project is too young to elicit much attention from Human Resources Departments. (The HR officials I talked to hadn't heard of the project.) But as alternative credentialing efforts -- whether from Stack Overflow or from MIT -- take off, it's likely to be an issue that more employers (and employees and higher education institutions) are going to have to face.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 240px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/the-first-internet-class-goes-to-college/graduation/\" rel=\"attachment wp-att-14902\">\u003cimg class=\"size-full wp-image-14902\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/graduation.jpg\" alt=\"\" width=\"240\" height=\"160\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Dave Herholz\u003c/p>\n\u003c/div>\n\u003cp>You can learn anything you want on the Internet, so the adage goes. But even if that's true, even if it's now easier than ever to learn about almost any subject online, there are still very few opportunities to gain formal recognition -- \"credit,\" if you will -- for informal learning done online.\u003c/p>\n\u003cp>In September, the \u003ca href=\"http://mozilla.org\">Mozilla Foundation\u003c/a> launched its \u003ca href=\"https://wiki.mozilla.org/Badges\">Open Badges Project\u003c/a>, an effort to develop a technology framework that would make it easier to build, display and share digital learning badges. These badges are meant to showcase and recognize all kinds of skills and competencies -- subject matter expertise as college degrees are meant to indicate for example, as well \"soft skills\" that aren't so easily apparent based on traditional forms of credentialing. (We examined some of the technology infrastructure of the Open Badges Project in a story \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/mozillas-open-badges-project-a-new-way-to-recognize-learning/\">earlier this year\u003c/a>.)\u003c/p>\n\u003caside class=\"pullquote alignleft\">Having some way to highlight other skills, competencies, and experiences is important in setting one potential hire apart from another.\u003c/aside>\n\u003cp>When the Mozilla Foundation announced the Open Badges Project, it was in conjunction with the MacArthur Foundation and HASTAC, as \"Badges for Lifelong Learning\" is the theme of this year's \u003ca href=\"http://www.dmlcompetition.net/\">Digital Media and Learning Competition\u003c/a>, an annual contest that supports research of how digital technologies are changing the way we learn and work. On stage at the formal unveiling of the Open Badges Project were representatives from not just Mozilla and the MacArthur Foundation, but from the Departments of Education, Labor and Veterans Affairs, from NASA as well as from other businesses.\u003c/p>\n\u003cp>When the Open Badges Project was first announced, some educators questioned whether \"badges\" were a form of \u003ca href=\"http://hastac.org/blogs/adarel/2011/09/22/bibbidi-bobbidi-badge\">gamification of education\u003c/a>, just another way, they said, to force learners to \u003c!--more-->\u003ca href=\"http://www.alex-reid.net/2011/09/welcome-to-badge-world.html\">think more about certification and credentialing\u003c/a> than about the learning process itself. But participation in the Open Badge Project from businesses and agencies like the Department of Labor has given it credibility. And whether we like it or not, many learners are extrinsically motivated to pursue certain educational endeavors -- they need skills and often certification in order to demonstrate their mastery to employers.\u003c/p>\n\u003cp>But even with the Department of Labor's involvement in the Open Badges Project and in the DML Competition, will employers recognize badges?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As informal learning opportunities grow, gaining employers' recognition and acceptance may well be one of the most important challenges of the coming years.\u003c/p>\n\u003cp>Having a formal degree -- whether it's a high school or a college diploma -- still carries the most weight with employers, and in some ways, badges may simply serve to complement these. But even with the emphasis on degrees, having some way to highlight other skills, competencies, and experiences is important in setting one potential hire apart from another. Indeed, many job descriptions do frame the necessity of a college degree this way -- \"or equivalent experience\" -- so the task ahead for the Mozilla Open Badges project will be, in part, to be seen as a valid \"equivalent.\"\u003c/p>\n\u003cp>A number of the badges that were submitted to the DML Competition, for example, serve to highlight the accomplishments of teens. As youth unemployment remains high -- \u003ca href=\"http://www.youthradio.org/news/excerpt-youth-unemployment-since-lehman-brothers-collapse-greece-compared-to-us\">16.8% in the U.S. and upwards of 50% in Spain\u003c/a> -- alternate forms of credentialing might be able to help those without any higher education and often without substantial work experience find ways to showcase the skills they do possess.\u003c/p>\n\u003cp>Similarly, a badge proposal from the Department of Veterans Affairs -- \u003ca href=\"http://www.dmlcompetition.net/Competition/4/badges-projects.php?id=2667\">Badges for Vets\u003c/a> -- may help veterans translate their military experience into civilian job skills.\u003c/p>\n\u003cp>While badges might help employers better identify and recruit qualified employees, there are still some questions about whether this would actually function any differently than current hiring practices. But a shift may already be underway, evident in other new forms of credentialing that the Internet is providing. The announcement from \u003ca href=\"http://web.mit.edu/press/2011/mitx-education-initiative.html\">MIT\u003c/a> this week about its plans to offer a certificate for its new online learning initiative is just one indication that informal learning is on the cusp of more formal recognition.\u003c/p>\n\u003cp>This is already happening, to a certain extent, in the tech industry where the right programming skills aren't necessarily correlated to college degrees (it's quite possible, for example, to have your Bachelor's in Computer Science and not know a particular programming language). \u003ca href=\"http://stackoverflow.com/\">Stack Overflow\u003c/a>, for example, launched a \u003ca href=\"http://careers.stackoverflow.com/\">job recruitment site\u003c/a> this year, allowing job hunters to highlight not just their resume but to showcase their best answers from the larger Q&A website. And another tech company \u003ca href=\"http://www.topcoder.com/\">TopCoder\u003c/a> offers programming competitions whereby participants have long had the ability to share their scores with potential employers, something that CTO Mike Lyons \u003ca href=\"http://www.nytimes.com/2011/11/20/business/digital-badges-may-highlight-job-seekers-skills.html\">says\u003c/a> is helpful during job searches: “Rather than saying ‘look me up,’ people have this transportable widget at their Web site.”\u003c/p>\n\u003cp>Showcasing these sorts of accomplishments on one's own Web site is becoming increasingly important as job applicants find ways to leverage their online presence -- their blogs, digital portfolios, LinkedIn recommendations and the like -- knowing that employers are prone to Google them. As such, it seems clear that the resume of the future will likely contain lots of digital links, whether they're Open Badges or otherwise. 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You bet I will.\"\u003c/p>\n\u003cp>But \u003ca href=\"http://larrysanger.org/2011/09/response-to-david-wiley-on-an-education-badge-system/\">Wikipedia co-founder Larry Sanger\u003c/a> is less certain that the Open Badges Project, in its current manifestation at least whereby anyone can create a badge and offer a credential, will actually mean anything to employers:\u003c/p>\n\u003cblockquote>\u003cp>If a “badge” is the sort of thing that by common practice almost anybody can define, and then claim, then I’m not likely to take it seriously, and most others won’t either. In other words, the badge is a credential and a credential has to have, well, credibility. If supposed credentials are granted as easily as diploma mill “degrees,” the whole endeavor will–obviously, I think–not get off the ground. Some geeks might go about claiming to have all sorts of “badges,” but when it comes to hiring, I will ignore such self-claimed badges.\u003c/p>\u003c/blockquote>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Of course, we have a long way to go before badges are ubiquitous the same way that college degrees are. As it currently stands, the Open Badges Project is too young to elicit much attention from Human Resources Departments. (The HR officials I talked to hadn't heard of the project.) But as alternative credentialing efforts -- whether from Stack Overflow or from MIT -- take off, it's likely to be an issue that more employers (and employees and higher education institutions) are going to have to face.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003ch5>\u003c/h5>\n\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 438px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/life-in-a-21st-century-english-class/screen-shot-2011-12-21-at-3-00-34-pm/\" rel=\"attachment wp-att-17637\">\u003cimg class=\"size-full wp-image-17637\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/Screen-shot-2011-12-21-at-3.00.34-PM.png\" alt=\"\" width=\"438\" height=\"245\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/12/Screen-shot-2011-12-21-at-3.00.34-PM.png 438w, https://ww2.kqed.org/app/uploads/sites/23/2011/12/Screen-shot-2011-12-21-at-3.00.34-PM-400x224.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/12/Screen-shot-2011-12-21-at-3.00.34-PM-320x179.png 320w\" sizes=\"(max-width: 438px) 100vw, 438px\">\u003c/a>\n\u003cp class=\"wp-caption-text\">Creating a Common Craft-style video is part of the classroom assignment.\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca title=\"Posts by Shelley Wright\" href=\"http://plpnetwork.com/author/shelley-wright/\" rel=\"author\">Shelley Wright\u003c/a>\u003c/h5>\n\u003cp>I teach in an inquiry, project-based, technology embedded classroom. A mouthful, I know. So what does that mean? To begin with, I don’t lecture. My students don’t take notes, at least not in the traditional sense, and we don’t read a novel and simply answer the questions.\u003c/p>\n\u003cp>It means my classroom is a place where my students spend time piecing together what they have learned, critically evaluating its larger purpose, and reflecting on their own learning. It also means my students don’t acquire knowledge just for the sake of acquiring it. They need to do something with it — that’s where “project-based” comes into play.\u003c/p>\n\u003cp>Finally, technology is embedded into the structure of all we do. It’s part of how we research, how we capture information, and how we display our learning. It’s never an accessory tacked on at the end.\u003c/p>\n\u003cp>In my English classroom, this looks a lot different than in my biology and chemistry classrooms (\u003ca href=\"http://plpnetwork.com/2011/11/04/life-in-a-technology-embedded-classroom-science-2/\" target=\"_blank\">which you can read about here\u003c/a>). My English curriculum is largely skills-based, which provides a fair \u003c!--more-->amount of flexibility. Many people ask me how I have the opportunities to do what I do in my classroom. My answer? It’s all in how you look at the curriculum.\u003c/p>\n\u003ch5>MEETING CURRICULUM \u003cem>AND\u003c/em> TEACHING GOALS\u003c/h5>\n\u003cp>My curriculum states that I need to develop skills in 5 areas: reading, writing, viewing and representing, listening and speaking. The curriculum also suggests themes. Our grade 11 theme is childhood, but nowhere does it state \u003cem>whose\u003c/em> childhood. So this year we read Patricia McCormick’s novel \u003cem>Sold\u003c/em>, which chronicles the childhood, or more specifically the loss of childhood, in a young girl who is trafficked. \u003ca href=\"http://en.wikipedia.org/wiki/Sold_%28novel%29\" target=\"_blank\">A powerful story.\u003c/a> This was the springboard into our unit on modern slavery and creating a social media campaign.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Whenever we begin a new inquiry unit, research is always involved. We start by sitting in a circle to talk through what we want, and need, to know about slavery in the contemporary world. From there the research begins. The first thing my students do is open a Google doc, access their Diigo or Delicious account, and sign into \u003ca href=\"http://www.symbaloo.com/\" target=\"_blank\">Symbaloo\u003c/a>, a site that houses all of their favorite tools. We spend approximately one week on our initial research. Any more than this and students tend to become overwhelmed.\u003c/p>\n\u003cp>After researching, we come back together to discuss what needs to happen next. What is the best way to present our learning? What will be the most powerful? What do we want others to learn from us? Throughout this process, my students do most of the talking and leading. I tend to sit and listen, and at critical moments, draw out the nuances or similarities of what is being said. And when things aren’t working, sometimes I need to suggest a new direction.\u003c/p>\n\u003ch5>SOCIAL MEDIA-WISE\u003c/h5>\n\u003cp>This semester, we’ve chosen to create a social media campaign to raise awareness around modern slavery. This is the project-based part. It’s not enough for my students to learn about slavery, they need to do something with it, specifically “real world” projects that matter.\u003c/p>\n\u003cp>One of the most important things we can do is teach our students how to use social media wisely, and how social media can be used for social good. My students started by creating a Flickr feed\u003ca href=\"http://www.facebook.com/#%21/groups/294409297238609/\" target=\"_blank\">, Facebook\u003c/a> page, a \u003ca href=\"http://www.youtube.com/user/SlaveryStillExists\" target=\"_blank\">YouTube account\u003c/a>, \u003ca href=\"http://slaverystillexists-ccs.tumblr.com/\" target=\"_blank\">a Tumblr blog\u003c/a>, and a Twitter account.\u003c/p>\n\u003cp>They decided that visual representations of their knowledge would be the most powerful. So some of my students created photographs depicting images that they felt best represented modern trafficking. These photos were then edited in Picnik, and posted to our blog.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/life-in-a-21st-century-english-class/450px-the_secret_life_of_bees/\" rel=\"attachment wp-att-17638\">\u003cimg class=\"alignleft size-medium wp-image-17638\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/450px-The_Secret_Life_of_Bees-300x400.jpg\" alt=\"\" width=\"300\" height=\"400\">\u003c/a>Teaching this way also allows me to teach real writing to my students. Before we started to create videos, my students looked at numerous YouTube videos about slavery. They focused on those they found powerful, and conversely, those that weren’t very effective. We analyzed the differences between the two. My students talked animatedly about how the powerful videos touched your emotions.\u003c/p>\n\u003cp>I grabbed a piece of paper and drew a triangle. On each tip I wrote one of three words: Logos, Pathos, and Ethos. When you write for an audience, you can appeal to knowledge, emotion, or ethics — the Aristotelian triad. A few years ago I tried to teach this idea to a grade 12 class when we were studying essay writing. They didn’t get it. But in the context we were using, after comparing social media content, it made perfect sense to my grade 11 students. So we designed our videos with the triad in mind.\u003c/p>\n\u003cp>My students decided to create \u003ca href=\"http://www.commoncraft.com/\" target=\"_blank\">Common Craft-styled\u003c/a> videos to educate viewers about slavery. These videos took hours. First, students needed to distill all of their “fact” knowledge into a compelling story. Then they needed to write the script, create paper characters, and finally begin to practice moving their papers on the whiteboard. My students soon discovered there is only a very small area to use on the whiteboard while filming these videos, otherwise you move out of view of the camera. In the end, it took hours to coordinate movement with script, film & then edit our videos. The remarkable thing is that these videos fulfilled many objectives across all 5 strands.\u003c/p>\n\u003cp>Here’s one example:\u003cbr>\nhttp://youtu.be/uj1-IBBO6YY\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>As part of this project, my students have also Skyped into classrooms to teach what they have learned, so that other students can begin this enormously important discussion in their own communities. This is the connected part. My students believe that what they have learned is valuable, for themselves and for others too. They also believe they have a role to play in teaching others.\u003c/p>\n\u003cp>My student are also creating a \u003ca href=\"http://museumbox.e2bn.org/\" target=\"_blank\">Museum Box\u003c/a>, a project inspired by the work of Thomas Clarkson, who spent most of his adult life trying to abolish the trans-Atlantic slave trade. Clarkson carried a box to support his argument. The Museum Box site allows you to build an argument or description of an event, person or historical period by placing items in a virtual box. Students can display anything from a text file to a movie. My students will be using this platform to argue their thesis, rather than writing a traditional essay.\u003c/p>\n\u003cp>For our second novel, we’re reading \u003cem>The Secret Life of Bees\u003c/em>. For this unit, my students are engaged in wiki work. In pairs, my students are responsible for identifying the major themes in each chapter, and how they are developed. The first week I model this skill, and throughout the novel I coach my students as necessary. They’re also responsible for posting and responding to the discussion questions for each chapter.\u003c/p>\n\u003ch5>CLASSROOM IMPACT\u003c/h5>\n\u003cp>My students have started designing our curriculum units. Seriously. While transitioning to our current unit, we discussed the possibilities as a class. Both Dr. Seuss & Christmas literature were mentioned as possible study topics. But one student wasn’t sold on either.\u003c/p>\n\u003cp>\u003cem>“Could we do something entirely different? Something that you haven’t done before?”\u003c/em>\u003c/p>\n\u003cp>\u003cem>“Sure. What are you thinking?”\u003c/em>\u003c/p>\n\u003cp>\u003cem>She thought and then said, “What about a movie unit? Could we study movies of different genres and then analyze them for themes and other different features? Is that possible?”\u003c/em>\u003c/p>\n\u003cp>\u003cem>I explained that, with the English curriculum, we have more flexibility than with chemistry or biology. In those subjects, I’m specifically told what content I need to teach. In English, the concern is mostly around teaching skills, although the curriculum does stipulate how many novels, short stories, poems, etc. we need to include.\u003c/em>\u003c/p>\n\u003cp>\u003cem>I further explained the five “strands” that we use in English and that there are multiple skill objectives for each strand.\u003c/em>\u003c/p>\n\u003cp>\u003cem>“So yes, it’s possible to do something with movies.” \u003c/em>\u003c/p>\n\u003cp>I asked them to talk a little bit more about what it might look like. My students brainstormed various possibilities. Maybe dividing into groups to show clips from various genres. Each group would be responsible to facilitate the discussion around the analysis. Maybe creating a digital space to post movie critiques, and other connected classrooms could join us. And, of course, there would be writing involved too.\u003c/p>\n\u003cp>After hearing a number of ideas, and seeing a plan beginning to formulate, one of my students looked at me and said, “Can you help us create a unit plan for this?”\u003c/p>\n\u003cp>Wow. Never in a million years did I think my students would ever say those words. Another student remarked, “Yeah, I only know how to teach swimming lessons.”\u003c/p>\n\u003cp>I looked at him and said, “Well, it’s not that much different.” When he gets in the pool he doesn’t just splash around for 30 minutes. He knows exactly what he’s going in there to accomplish. Not only that, he knows what it looks like when someone has mastered the skill and when someone isn’t even close. He agreed. Curriculum & teaching is pretty much that. We need to know what our outcomes are, the content we’re using to get there, and what we’re using to show our learning.\u003c/p>\n\u003cp>My students are always a bit surprised to see what curriculum actually looks like. They pulled out the objectives we are meeting with this unit. They chose six genres that they will look at with films as diverse as \u003cem>The Princess Bride\u003c/em>, \u003cem>A Time to Kill\u003c/em>, and Hitchcock’s \u003cem>North by Northwest\u003c/em>. In groups they will analyze six elements in each film: themes, writing, character development, film techniques, setting and plot development.\u003c/p>\n\u003cp>Once students have watched the film, they will meet with their group to discuss their findings. A group summary of their findings will be posted to the wiki. Students will also write a short analysis rating the film, including their basis for doing so. Ratings will be published to the wiki.\u003c/p>\n\u003cp>The next day, there will be an in-class discussion of the movie. Each group will contribute their observations. From the list of movies chosen, students will need to write a longer critique, much like an essay.\u003c/p>\n\u003cp>Students are excited about this unit because they designed it around something of interest to them. I’m excited about this unit because film is the medium of the future, and our students need to be astute at critically evaluating it.\u003c/p>\n\u003ch5>MY TEACHING, THEN AND NOW\u003c/h5>\n\u003cp>Before the technology/constructivist shift in my classsroom, I would have taught all of this quite traditionally. We’d read books, answer questions, and then address those questions in class. I’d lecture a lot, with supplemental grammar lessons here and there, and I’d include some type of artistic project to achieve viewing and representing objectives. The whole design would have been extremely teacher centered. And at the end of it all, I’d hope they learned something about writing and thinking.\u003c/p>\n\u003cp>Instead, inquiry and technology are a natural part of our English classes. It’s what my students have come to expect and have started to design themselves. Instead, of saying, “hand in your assignments,” I say, “publish your assignments and send me the link.” They think about connecting and sharing their learning in the larger world.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>That’s the 21st century difference.\u003c/p>\n\u003ch5>\u003cem>Shelley Wright is a teacher/education blogger living in Moose Jaw, Saskatchewan in Canada. She teaches high school English, science and technology.\u003c/em>\u003c/h5>\n\u003ch5>\u003cem>This article originally appeared on \u003ca href=\"http://plpnetwork.com/2011/11/30/life-in-a-inquiry-driven-technology-embedded-connected-classroom-english/\">Voices from the Learning Revolution\u003c/a>.\u003c/em>\u003c/h5>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003c/h5>\n\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 438px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/life-in-a-21st-century-english-class/screen-shot-2011-12-21-at-3-00-34-pm/\" rel=\"attachment wp-att-17637\">\u003cimg class=\"size-full wp-image-17637\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/Screen-shot-2011-12-21-at-3.00.34-PM.png\" alt=\"\" width=\"438\" height=\"245\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/12/Screen-shot-2011-12-21-at-3.00.34-PM.png 438w, https://ww2.kqed.org/app/uploads/sites/23/2011/12/Screen-shot-2011-12-21-at-3.00.34-PM-400x224.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/12/Screen-shot-2011-12-21-at-3.00.34-PM-320x179.png 320w\" sizes=\"(max-width: 438px) 100vw, 438px\">\u003c/a>\n\u003cp class=\"wp-caption-text\">Creating a Common Craft-style video is part of the classroom assignment.\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca title=\"Posts by Shelley Wright\" href=\"http://plpnetwork.com/author/shelley-wright/\" rel=\"author\">Shelley Wright\u003c/a>\u003c/h5>\n\u003cp>I teach in an inquiry, project-based, technology embedded classroom. A mouthful, I know. So what does that mean? To begin with, I don’t lecture. My students don’t take notes, at least not in the traditional sense, and we don’t read a novel and simply answer the questions.\u003c/p>\n\u003cp>It means my classroom is a place where my students spend time piecing together what they have learned, critically evaluating its larger purpose, and reflecting on their own learning. It also means my students don’t acquire knowledge just for the sake of acquiring it. They need to do something with it — that’s where “project-based” comes into play.\u003c/p>\n\u003cp>Finally, technology is embedded into the structure of all we do. It’s part of how we research, how we capture information, and how we display our learning. It’s never an accessory tacked on at the end.\u003c/p>\n\u003cp>In my English classroom, this looks a lot different than in my biology and chemistry classrooms (\u003ca href=\"http://plpnetwork.com/2011/11/04/life-in-a-technology-embedded-classroom-science-2/\" target=\"_blank\">which you can read about here\u003c/a>). My English curriculum is largely skills-based, which provides a fair \u003c!--more-->amount of flexibility. Many people ask me how I have the opportunities to do what I do in my classroom. My answer? It’s all in how you look at the curriculum.\u003c/p>\n\u003ch5>MEETING CURRICULUM \u003cem>AND\u003c/em> TEACHING GOALS\u003c/h5>\n\u003cp>My curriculum states that I need to develop skills in 5 areas: reading, writing, viewing and representing, listening and speaking. The curriculum also suggests themes. Our grade 11 theme is childhood, but nowhere does it state \u003cem>whose\u003c/em> childhood. So this year we read Patricia McCormick’s novel \u003cem>Sold\u003c/em>, which chronicles the childhood, or more specifically the loss of childhood, in a young girl who is trafficked. \u003ca href=\"http://en.wikipedia.org/wiki/Sold_%28novel%29\" target=\"_blank\">A powerful story.\u003c/a> This was the springboard into our unit on modern slavery and creating a social media campaign.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Whenever we begin a new inquiry unit, research is always involved. We start by sitting in a circle to talk through what we want, and need, to know about slavery in the contemporary world. From there the research begins. The first thing my students do is open a Google doc, access their Diigo or Delicious account, and sign into \u003ca href=\"http://www.symbaloo.com/\" target=\"_blank\">Symbaloo\u003c/a>, a site that houses all of their favorite tools. We spend approximately one week on our initial research. Any more than this and students tend to become overwhelmed.\u003c/p>\n\u003cp>After researching, we come back together to discuss what needs to happen next. What is the best way to present our learning? What will be the most powerful? What do we want others to learn from us? Throughout this process, my students do most of the talking and leading. I tend to sit and listen, and at critical moments, draw out the nuances or similarities of what is being said. And when things aren’t working, sometimes I need to suggest a new direction.\u003c/p>\n\u003ch5>SOCIAL MEDIA-WISE\u003c/h5>\n\u003cp>This semester, we’ve chosen to create a social media campaign to raise awareness around modern slavery. This is the project-based part. It’s not enough for my students to learn about slavery, they need to do something with it, specifically “real world” projects that matter.\u003c/p>\n\u003cp>One of the most important things we can do is teach our students how to use social media wisely, and how social media can be used for social good. My students started by creating a Flickr feed\u003ca href=\"http://www.facebook.com/#%21/groups/294409297238609/\" target=\"_blank\">, Facebook\u003c/a> page, a \u003ca href=\"http://www.youtube.com/user/SlaveryStillExists\" target=\"_blank\">YouTube account\u003c/a>, \u003ca href=\"http://slaverystillexists-ccs.tumblr.com/\" target=\"_blank\">a Tumblr blog\u003c/a>, and a Twitter account.\u003c/p>\n\u003cp>They decided that visual representations of their knowledge would be the most powerful. So some of my students created photographs depicting images that they felt best represented modern trafficking. These photos were then edited in Picnik, and posted to our blog.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/life-in-a-21st-century-english-class/450px-the_secret_life_of_bees/\" rel=\"attachment wp-att-17638\">\u003cimg class=\"alignleft size-medium wp-image-17638\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/450px-The_Secret_Life_of_Bees-300x400.jpg\" alt=\"\" width=\"300\" height=\"400\">\u003c/a>Teaching this way also allows me to teach real writing to my students. Before we started to create videos, my students looked at numerous YouTube videos about slavery. They focused on those they found powerful, and conversely, those that weren’t very effective. We analyzed the differences between the two. My students talked animatedly about how the powerful videos touched your emotions.\u003c/p>\n\u003cp>I grabbed a piece of paper and drew a triangle. On each tip I wrote one of three words: Logos, Pathos, and Ethos. When you write for an audience, you can appeal to knowledge, emotion, or ethics — the Aristotelian triad. A few years ago I tried to teach this idea to a grade 12 class when we were studying essay writing. They didn’t get it. But in the context we were using, after comparing social media content, it made perfect sense to my grade 11 students. So we designed our videos with the triad in mind.\u003c/p>\n\u003cp>My students decided to create \u003ca href=\"http://www.commoncraft.com/\" target=\"_blank\">Common Craft-styled\u003c/a> videos to educate viewers about slavery. These videos took hours. First, students needed to distill all of their “fact” knowledge into a compelling story. Then they needed to write the script, create paper characters, and finally begin to practice moving their papers on the whiteboard. My students soon discovered there is only a very small area to use on the whiteboard while filming these videos, otherwise you move out of view of the camera. In the end, it took hours to coordinate movement with script, film & then edit our videos. The remarkable thing is that these videos fulfilled many objectives across all 5 strands.\u003c/p>\n\u003cp>Here’s one example:\u003cbr>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/uj1-IBBO6YY'\n title='//www.youtube.com/embed/uj1-IBBO6YY'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp> \u003c/p>\n\u003cp>As part of this project, my students have also Skyped into classrooms to teach what they have learned, so that other students can begin this enormously important discussion in their own communities. This is the connected part. My students believe that what they have learned is valuable, for themselves and for others too. They also believe they have a role to play in teaching others.\u003c/p>\n\u003cp>My student are also creating a \u003ca href=\"http://museumbox.e2bn.org/\" target=\"_blank\">Museum Box\u003c/a>, a project inspired by the work of Thomas Clarkson, who spent most of his adult life trying to abolish the trans-Atlantic slave trade. Clarkson carried a box to support his argument. The Museum Box site allows you to build an argument or description of an event, person or historical period by placing items in a virtual box. Students can display anything from a text file to a movie. My students will be using this platform to argue their thesis, rather than writing a traditional essay.\u003c/p>\n\u003cp>For our second novel, we’re reading \u003cem>The Secret Life of Bees\u003c/em>. For this unit, my students are engaged in wiki work. In pairs, my students are responsible for identifying the major themes in each chapter, and how they are developed. The first week I model this skill, and throughout the novel I coach my students as necessary. They’re also responsible for posting and responding to the discussion questions for each chapter.\u003c/p>\n\u003ch5>CLASSROOM IMPACT\u003c/h5>\n\u003cp>My students have started designing our curriculum units. Seriously. While transitioning to our current unit, we discussed the possibilities as a class. Both Dr. Seuss & Christmas literature were mentioned as possible study topics. But one student wasn’t sold on either.\u003c/p>\n\u003cp>\u003cem>“Could we do something entirely different? Something that you haven’t done before?”\u003c/em>\u003c/p>\n\u003cp>\u003cem>“Sure. What are you thinking?”\u003c/em>\u003c/p>\n\u003cp>\u003cem>She thought and then said, “What about a movie unit? Could we study movies of different genres and then analyze them for themes and other different features? Is that possible?”\u003c/em>\u003c/p>\n\u003cp>\u003cem>I explained that, with the English curriculum, we have more flexibility than with chemistry or biology. In those subjects, I’m specifically told what content I need to teach. In English, the concern is mostly around teaching skills, although the curriculum does stipulate how many novels, short stories, poems, etc. we need to include.\u003c/em>\u003c/p>\n\u003cp>\u003cem>I further explained the five “strands” that we use in English and that there are multiple skill objectives for each strand.\u003c/em>\u003c/p>\n\u003cp>\u003cem>“So yes, it’s possible to do something with movies.” \u003c/em>\u003c/p>\n\u003cp>I asked them to talk a little bit more about what it might look like. My students brainstormed various possibilities. Maybe dividing into groups to show clips from various genres. Each group would be responsible to facilitate the discussion around the analysis. Maybe creating a digital space to post movie critiques, and other connected classrooms could join us. And, of course, there would be writing involved too.\u003c/p>\n\u003cp>After hearing a number of ideas, and seeing a plan beginning to formulate, one of my students looked at me and said, “Can you help us create a unit plan for this?”\u003c/p>\n\u003cp>Wow. Never in a million years did I think my students would ever say those words. Another student remarked, “Yeah, I only know how to teach swimming lessons.”\u003c/p>\n\u003cp>I looked at him and said, “Well, it’s not that much different.” When he gets in the pool he doesn’t just splash around for 30 minutes. He knows exactly what he’s going in there to accomplish. Not only that, he knows what it looks like when someone has mastered the skill and when someone isn’t even close. He agreed. Curriculum & teaching is pretty much that. We need to know what our outcomes are, the content we’re using to get there, and what we’re using to show our learning.\u003c/p>\n\u003cp>My students are always a bit surprised to see what curriculum actually looks like. They pulled out the objectives we are meeting with this unit. They chose six genres that they will look at with films as diverse as \u003cem>The Princess Bride\u003c/em>, \u003cem>A Time to Kill\u003c/em>, and Hitchcock’s \u003cem>North by Northwest\u003c/em>. In groups they will analyze six elements in each film: themes, writing, character development, film techniques, setting and plot development.\u003c/p>\n\u003cp>Once students have watched the film, they will meet with their group to discuss their findings. A group summary of their findings will be posted to the wiki. Students will also write a short analysis rating the film, including their basis for doing so. Ratings will be published to the wiki.\u003c/p>\n\u003cp>The next day, there will be an in-class discussion of the movie. Each group will contribute their observations. From the list of movies chosen, students will need to write a longer critique, much like an essay.\u003c/p>\n\u003cp>Students are excited about this unit because they designed it around something of interest to them. I’m excited about this unit because film is the medium of the future, and our students need to be astute at critically evaluating it.\u003c/p>\n\u003ch5>MY TEACHING, THEN AND NOW\u003c/h5>\n\u003cp>Before the technology/constructivist shift in my classsroom, I would have taught all of this quite traditionally. We’d read books, answer questions, and then address those questions in class. I’d lecture a lot, with supplemental grammar lessons here and there, and I’d include some type of artistic project to achieve viewing and representing objectives. The whole design would have been extremely teacher centered. And at the end of it all, I’d hope they learned something about writing and thinking.\u003c/p>\n\u003cp>Instead, inquiry and technology are a natural part of our English classes. It’s what my students have come to expect and have started to design themselves. Instead, of saying, “hand in your assignments,” I say, “publish your assignments and send me the link.” They think about connecting and sharing their learning in the larger world.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That’s the 21st century difference.\u003c/p>\n\u003ch5>\u003cem>Shelley Wright is a teacher/education blogger living in Moose Jaw, Saskatchewan in Canada. She teaches high school English, science and technology.\u003c/em>\u003c/h5>\n\u003ch5>\u003cem>This article originally appeared on \u003ca href=\"http://plpnetwork.com/2011/11/30/life-in-a-inquiry-driven-technology-embedded-connected-classroom-english/\">Voices from the Learning Revolution\u003c/a>.\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/toolstop/4324413963/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-17594\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/4324413963_f703f734f3-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Toolstop\u003c/p>\n\u003c/div>\n\u003ch5>By Jon Kalish, NPR\u003c/h5>\n\u003cp>As information becomes more digital, public libraries are striving to redefine their roles. A small number are working to create \"hackerspaces,\" where do-it-yourselfers share sophisticated tools and their expertise.\u003c/p>\n\u003cp>The Allen County Public Library, which serves the city of Fort Wayne, Ind., has a modest hackerspace inside a trailer in its parking lot. Library director Jeff Krull says hosting it is consistent with the library's mission.\u003c/p>\n\u003cp>\"We see the library as not being in the book business, but being in the learning business and the exploration business and the expand-your-mind business,\" he says. \"We feel this is really in that spirit, that we provide a resource to the community that individuals would not be able to have access to on their own.\"\u003c/p>\n\u003cp>The 50-foot trailer is known as the Maker Station and belongs to TekVenture, an educational nonprofit that had struggled to find a building it could afford before it was approached by the library. TekVenture signed an agreement with the library to operate in its parking lot for a year. TekVenture President Greg Jacobs says this partnership made sense.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We see the library as not being in the book business, but being in the learning business and the exploration business and the expand-your-mind business.\"\u003c/aside>\n\u003cp>\"The library is a well-established, respectable institution in the area. The library is used by everybody,\" he says. \"Regardless of your stripe in society, you're going to use library facilities.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The Allen County facility includes a CNC router, a computer-controlled power tool that cuts wood, plastic and some metals. The Maker Station also has a lathe, scroll and band saws, an electronics \u003c!--more-->bench and an injection molding machine, which makes objects by heating up recycled plastic chips.\u003c/p>\n\u003cp>Like any hackerspace worth its salt, it has a 3-D printer, which can produce plastic objects based on a computer file. In recent years, there's been some chatter on the librarian blogs about the rise of 3-D printing. Meg Backus has a blog about \"interventionist librarianship\" and teaches a course at Syracuse University called \"Innovations in Public Libraries.\"\u003c/p>\n\u003cp>\"People in the library world have noticed that 3-D printers would be a fit for libraries or that libraries should be paying attention to this technology and how it develops, because this could be a really big deal,\" Backus says. \"I'd be completely surprised if we don't all have 3-D printers in 20 years.\"\u003c/p>\n\u003cp>There's already a 3-D printer, donated by a local computer store, in the Fayetteville Free Library in upstate New York. Not only that, the library was recently awarded $10,000 for the creation of a hackerspace. Lauren Smedley, 29, is the librarian responsible for winning the grant and raising $3,500 in pledges for the hackerspace on the website IndieGoGo.\u003c/p>\n\u003cp>Smedley walks a visitor into an unoccupied wing of her library with 10-foot-high ceilings. She explains that this was once the home of the Stickley furniture factory.\u003c/p>\n\u003cp>\"People used to make things in this very room, and we're going to offer this community the opportunity to once again make things here,\" she says. \"And it's just a thrill. It's really exciting.\"\u003c/p>\n\u003cp>Smedley is calling the Fayetteville hackerspace the \"Fabulous Laboratory.\" It will have about 8,000 square feet and be equipped with a number of sophisticated, computer-controlled power tools. This Fabulous Laboratory may not seem out of place in a library that has a cafe, video-gaming stations and iPads available for checkout, and regular author appearances via Skype.\u003c/p>\n\u003cp>\"I really envision this space being a place for people to come and tinker and explore,\" she says. \"We're really looking to have a peer-to-peer training that has proven effective in maker spaces, really, across the world, with some facilitation from the library staff. It's really whatever the community wants to use it for is how we'll support it.\"\u003c/p>\n\u003cp>The library is expecting a grant from the state of New York to renovate the wing for the hackerspace and a business incubation center.\u003c/p>\n\u003cp>Meg Backus teaches a course on \"Innovation in Public Libraries\" with colleague Thomas Gokey. They put together this video to explain more about 3-D printing and hackerspaces.\u003cbr>\nhttp://youtu.be/HCXlJ36x-q0\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story \u003ca href=\"http://www.npr.org/2011/12/10/143401182/libraries-make-room-for-high-tech-hackerspaces\">originally appeared on NPR.org\u003c/a>. Read a related story about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/the-public-library-completely-reimagined/\">reimagined public library in Fayetville. \u003c/a>\u003cbr>\n\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\">\u003ca href=\"http://www.flickr.com/photos/toolstop/4324413963/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-17594\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/4324413963_f703f734f3-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Toolstop\u003c/p>\n\u003c/div>\n\u003ch5>By Jon Kalish, NPR\u003c/h5>\n\u003cp>As information becomes more digital, public libraries are striving to redefine their roles. A small number are working to create \"hackerspaces,\" where do-it-yourselfers share sophisticated tools and their expertise.\u003c/p>\n\u003cp>The Allen County Public Library, which serves the city of Fort Wayne, Ind., has a modest hackerspace inside a trailer in its parking lot. Library director Jeff Krull says hosting it is consistent with the library's mission.\u003c/p>\n\u003cp>\"We see the library as not being in the book business, but being in the learning business and the exploration business and the expand-your-mind business,\" he says. \"We feel this is really in that spirit, that we provide a resource to the community that individuals would not be able to have access to on their own.\"\u003c/p>\n\u003cp>The 50-foot trailer is known as the Maker Station and belongs to TekVenture, an educational nonprofit that had struggled to find a building it could afford before it was approached by the library. TekVenture signed an agreement with the library to operate in its parking lot for a year. TekVenture President Greg Jacobs says this partnership made sense.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We see the library as not being in the book business, but being in the learning business and the exploration business and the expand-your-mind business.\"\u003c/aside>\n\u003cp>\"The library is a well-established, respectable institution in the area. The library is used by everybody,\" he says. \"Regardless of your stripe in society, you're going to use library facilities.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The Allen County facility includes a CNC router, a computer-controlled power tool that cuts wood, plastic and some metals. The Maker Station also has a lathe, scroll and band saws, an electronics \u003c!--more-->bench and an injection molding machine, which makes objects by heating up recycled plastic chips.\u003c/p>\n\u003cp>Like any hackerspace worth its salt, it has a 3-D printer, which can produce plastic objects based on a computer file. In recent years, there's been some chatter on the librarian blogs about the rise of 3-D printing. Meg Backus has a blog about \"interventionist librarianship\" and teaches a course at Syracuse University called \"Innovations in Public Libraries.\"\u003c/p>\n\u003cp>\"People in the library world have noticed that 3-D printers would be a fit for libraries or that libraries should be paying attention to this technology and how it develops, because this could be a really big deal,\" Backus says. \"I'd be completely surprised if we don't all have 3-D printers in 20 years.\"\u003c/p>\n\u003cp>There's already a 3-D printer, donated by a local computer store, in the Fayetteville Free Library in upstate New York. Not only that, the library was recently awarded $10,000 for the creation of a hackerspace. Lauren Smedley, 29, is the librarian responsible for winning the grant and raising $3,500 in pledges for the hackerspace on the website IndieGoGo.\u003c/p>\n\u003cp>Smedley walks a visitor into an unoccupied wing of her library with 10-foot-high ceilings. She explains that this was once the home of the Stickley furniture factory.\u003c/p>\n\u003cp>\"People used to make things in this very room, and we're going to offer this community the opportunity to once again make things here,\" she says. \"And it's just a thrill. It's really exciting.\"\u003c/p>\n\u003cp>Smedley is calling the Fayetteville hackerspace the \"Fabulous Laboratory.\" It will have about 8,000 square feet and be equipped with a number of sophisticated, computer-controlled power tools. This Fabulous Laboratory may not seem out of place in a library that has a cafe, video-gaming stations and iPads available for checkout, and regular author appearances via Skype.\u003c/p>\n\u003cp>\"I really envision this space being a place for people to come and tinker and explore,\" she says. \"We're really looking to have a peer-to-peer training that has proven effective in maker spaces, really, across the world, with some facilitation from the library staff. It's really whatever the community wants to use it for is how we'll support it.\"\u003c/p>\n\u003cp>The library is expecting a grant from the state of New York to renovate the wing for the hackerspace and a business incubation center.\u003c/p>\n\u003cp>Meg Backus teaches a course on \"Innovation in Public Libraries\" with colleague Thomas Gokey. They put together this video to explain more about 3-D printing and hackerspaces.\u003cbr>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/HCXlJ36x-q0'\n title='//www.youtube.com/embed/HCXlJ36x-q0'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\n\u003cp>\u003cem>This story \u003ca href=\"http://www.npr.org/2011/12/10/143401182/libraries-make-room-for-high-tech-hackerspaces\">originally appeared on NPR.org\u003c/a>. Read a related story about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/the-public-library-completely-reimagined/\">reimagined public library in Fayetville. \u003c/a>\u003cbr>\n\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "New Etiquette for Using Tech, In and Out of Class",
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"content": "\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/new-etiquette-for-using-tech-in-and-out-of-class/10_11-15_newtech_0654-3/\" rel=\"attachment wp-att-17516\">\u003cimg class=\"size-medium wp-image-17516\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/10_11.15_newtech_0654-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Lenny Gonzales\u003c/p>\n\u003c/div>\n\u003ch5>\u003ca href=\"http://www.pbs.org/mediashift/doug-ward/\">By Doug Ward\u003c/a>\u003c/h5>\n\u003cp>If you want to see a teacher fume, just bring up the topic of cell phones in class.\u003c/p>\n\u003cp>Technology, especially social media and text messaging, competes for students' attention as never before. When half of social media users say they \u003ca href=\"http://news.cnet.com/8301-27083_3-10469162-247.html\">check messages from bed\u003c/a>, and 11 percent of those 25 or younger are willing to interrupt sex for a Twitter or Facebook message, what chance do teachers have of keeping students' attention in class?\u003c/p>\n\u003cp>Then again, teachers often have their own problems paying attention.\u003c/p>\n\u003cp>We chide students for texting in class but then encourage them to tweet. We force students to put away their phones when we lead class discussions but then immerse ourselves in our own screens when colleagues speak. At meetings of all sorts, we have accepted a new posture: heads down, fingers tapping out words, eyes awaiting responses. Faculty members have adopted many of the same habits they condemn in their students.\u003c/p>\n\u003caside class=\"pullquote alignleft\">We want students to be engaged because it fosters learning. And yet the rules of engagement are changing -- in education, in business, in life.\u003c/aside>\n\u003cp>It seems, then, that everyone, teachers and students alike, need to find new ground rules on how to engage when real and online life collide.\u003c!--more-->\u003c/p>\n\u003ch5>WHAT ARE WE GAINING AND LOSING?\u003c/h5>\n\u003cp>At the recent \u003ca href=\"http://journalisminteractive.com/2011/\">Journalism Interactive\u003c/a> conference, for instance, an array of speakers grappled with the role of technology in the classroom, with the use of tech in the news media, its influence on teaching and learning, and its opportunities and frustrations.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Audience members -- mostly professors -- sat heads down, eyes trained on smartphones, tablets and laptops. At the front of the room, panel members tweeted, checked messages from the audience, and followed the conference Twitter stream. It was hard to tell whether anyone was paying attention.\u003c/p>\n\u003cp>None of this was surprising. Promos for the conference encouraged participants to bring their gadgets. And this was, after all, a gathering of journalists, who crave constant information. With my own iPad and keyboard, I took copious notes and occasionally checked the live blog, the electronic schedule and, uh-hum, my email.\u003c/p>\n\u003cp>I began to wonder whether in our haste to share and record we haven't lost something. When we live tweet, are we truly paying attention? Has technology focused us so much on the 140-character sound bite that we miss the bigger message or even \u003ca href=\"https://www.nytimes.com/2009/05/27/dining/27text.html?pagewanted=all\">the dinner table conversation\u003c/a>? Are we becoming so hooked on the thrill of speed and immediacy that we are losing our sense of context?\u003c/p>\n\u003cp>More broadly, have we lost the ability to be present, to listen and pay attention -- really pay attention -- to make connections and ponder ramifications?\u003c/p>\n\u003ch5>VALUE OF ENGAGEMENT OF ALL KINDS\u003c/h5>\n\u003cp>I have no intention of condemning technology. Tweeting and live blogging during events can \u003ca href=\"https://chronicle.com/article/A-Social-Network-Can-Be-a/129609/\">create a broader conversation\u003c/a>, and can allow audience members to participate more easily and to ask questions and make observations that might otherwise fade away. They can be excellent tools for teaching and learning. They also create a potentially valuable archive.\u003c/p>\n\u003cp>And yet, the \u003ca href=\"http://chronicle.com/blogs/profhacker/developing-a-digital-etiquette-policy/35406\">rules of etiquette have grown murky\u003c/a>, in the classroom, the auditorium and nearly everywhere else that people gather. A recent conversation with a colleague about how students engaged with a guest speaker in a class drove that point home for me. The colleague had asked students to live tweet the event, something that made one student seem especially uncomfortable. As classmates and even the speaker tweeted, that lone student sat and watched, looking disturbed, even pained.\u003c/p>\n\u003cp>To a degree, I understood. The student was being asked to do the very thing most professors had warned about not doing in other classes. As professors, we expect our students to pay attention to classroom conversations rather than monitor their phones or \u003ca href=\"https://chronicle.com/blogs/wiredcampus/students-passing-notes-in-class-via-text-message/2523\">pass personal notes via text\u003c/a> message. Some professors have asked students to \u003ca href=\"https://chronicle.com/article/Thoreaus-Cellphone-Experiment/125962/\">check in their cell phones before class.\u003c/a> Some \u003ca href=\"https://chronicle.com/blogs/brainstorm/digital-doubts/35261\">don't even allow laptop computers\u003c/a> because students have trouble resisting the siren song of Facebook.\u003c/p>\n\u003cp>Students themselves have expressed concern about the boundaries and \u003ca href=\"https://chronicle.com/article/No-Cellphone-No-Internet-So/127391/\">ramifications of technology\u003c/a>. At my own university, the Student Senate recently polled faculty members about classroom technology use and asked about the usefulness of policy recommendations that professors could add to syllabuses. The announcement for the poll said students were confused by a wide variety of policies and practices across campus.\u003c/p>\n\u003ch5>REDRAWING THE BOUNDARIES\u003c/h5>\n\u003cp>We want our students to be engaged because engagement fosters learning. And yet the rules of engagement are changing -- in education, \u003ca href=\"http://www.inc.com/guides/how-to-create-a-cell-phone-policy.html\">in business\u003c/a>, in life. We once knew and accepted the unwritten standards of etiquette: When a speaker spoke, we paid attention. We may have taken notes, but we listened respectfully, eyes forward. Being present and attentive was simple courtesy.\u003c/p>\n\u003cp>Now, though, we're redrawing boundaries without discussing why the original ones existed in the first place -- or understanding what impact the new boundaries may have. Our tolerance and our culture are changing one tweet at a time.\u003c/p>\n\u003cp>It's something we need to pay attention to.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003c/em>\u003cem>Doug Ward is an associate professor of journalism and the Budig Professor of Writing at the University of Kansas. He is the author of \"A New Brand of Business: Charles Coolidge Parlin, Curtis Publishing Company, and the Origins of Market Research\" and a former editor at The New York Times. \u003c/em>\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/new-etiquette-for-using-tech-in-and-out-of-class/pbs-mediashift-logo-final-10/\" rel=\"attachment wp-att-17515\">\u003cimg class=\"alignleft size-thumbnail wp-image-17515\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"41\" height=\"41\">\u003c/a>This story 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 alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/new-etiquette-for-using-tech-in-and-out-of-class/10_11-15_newtech_0654-3/\" rel=\"attachment wp-att-17516\">\u003cimg class=\"size-medium wp-image-17516\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/10_11.15_newtech_0654-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Lenny Gonzales\u003c/p>\n\u003c/div>\n\u003ch5>\u003ca href=\"http://www.pbs.org/mediashift/doug-ward/\">By Doug Ward\u003c/a>\u003c/h5>\n\u003cp>If you want to see a teacher fume, just bring up the topic of cell phones in class.\u003c/p>\n\u003cp>Technology, especially social media and text messaging, competes for students' attention as never before. When half of social media users say they \u003ca href=\"http://news.cnet.com/8301-27083_3-10469162-247.html\">check messages from bed\u003c/a>, and 11 percent of those 25 or younger are willing to interrupt sex for a Twitter or Facebook message, what chance do teachers have of keeping students' attention in class?\u003c/p>\n\u003cp>Then again, teachers often have their own problems paying attention.\u003c/p>\n\u003cp>We chide students for texting in class but then encourage them to tweet. We force students to put away their phones when we lead class discussions but then immerse ourselves in our own screens when colleagues speak. At meetings of all sorts, we have accepted a new posture: heads down, fingers tapping out words, eyes awaiting responses. Faculty members have adopted many of the same habits they condemn in their students.\u003c/p>\n\u003caside class=\"pullquote alignleft\">We want students to be engaged because it fosters learning. And yet the rules of engagement are changing -- in education, in business, in life.\u003c/aside>\n\u003cp>It seems, then, that everyone, teachers and students alike, need to find new ground rules on how to engage when real and online life collide.\u003c!--more-->\u003c/p>\n\u003ch5>WHAT ARE WE GAINING AND LOSING?\u003c/h5>\n\u003cp>At the recent \u003ca href=\"http://journalisminteractive.com/2011/\">Journalism Interactive\u003c/a> conference, for instance, an array of speakers grappled with the role of technology in the classroom, with the use of tech in the news media, its influence on teaching and learning, and its opportunities and frustrations.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Audience members -- mostly professors -- sat heads down, eyes trained on smartphones, tablets and laptops. At the front of the room, panel members tweeted, checked messages from the audience, and followed the conference Twitter stream. It was hard to tell whether anyone was paying attention.\u003c/p>\n\u003cp>None of this was surprising. Promos for the conference encouraged participants to bring their gadgets. And this was, after all, a gathering of journalists, who crave constant information. With my own iPad and keyboard, I took copious notes and occasionally checked the live blog, the electronic schedule and, uh-hum, my email.\u003c/p>\n\u003cp>I began to wonder whether in our haste to share and record we haven't lost something. When we live tweet, are we truly paying attention? Has technology focused us so much on the 140-character sound bite that we miss the bigger message or even \u003ca href=\"https://www.nytimes.com/2009/05/27/dining/27text.html?pagewanted=all\">the dinner table conversation\u003c/a>? Are we becoming so hooked on the thrill of speed and immediacy that we are losing our sense of context?\u003c/p>\n\u003cp>More broadly, have we lost the ability to be present, to listen and pay attention -- really pay attention -- to make connections and ponder ramifications?\u003c/p>\n\u003ch5>VALUE OF ENGAGEMENT OF ALL KINDS\u003c/h5>\n\u003cp>I have no intention of condemning technology. Tweeting and live blogging during events can \u003ca href=\"https://chronicle.com/article/A-Social-Network-Can-Be-a/129609/\">create a broader conversation\u003c/a>, and can allow audience members to participate more easily and to ask questions and make observations that might otherwise fade away. They can be excellent tools for teaching and learning. They also create a potentially valuable archive.\u003c/p>\n\u003cp>And yet, the \u003ca href=\"http://chronicle.com/blogs/profhacker/developing-a-digital-etiquette-policy/35406\">rules of etiquette have grown murky\u003c/a>, in the classroom, the auditorium and nearly everywhere else that people gather. A recent conversation with a colleague about how students engaged with a guest speaker in a class drove that point home for me. The colleague had asked students to live tweet the event, something that made one student seem especially uncomfortable. As classmates and even the speaker tweeted, that lone student sat and watched, looking disturbed, even pained.\u003c/p>\n\u003cp>To a degree, I understood. The student was being asked to do the very thing most professors had warned about not doing in other classes. As professors, we expect our students to pay attention to classroom conversations rather than monitor their phones or \u003ca href=\"https://chronicle.com/blogs/wiredcampus/students-passing-notes-in-class-via-text-message/2523\">pass personal notes via text\u003c/a> message. Some professors have asked students to \u003ca href=\"https://chronicle.com/article/Thoreaus-Cellphone-Experiment/125962/\">check in their cell phones before class.\u003c/a> Some \u003ca href=\"https://chronicle.com/blogs/brainstorm/digital-doubts/35261\">don't even allow laptop computers\u003c/a> because students have trouble resisting the siren song of Facebook.\u003c/p>\n\u003cp>Students themselves have expressed concern about the boundaries and \u003ca href=\"https://chronicle.com/article/No-Cellphone-No-Internet-So/127391/\">ramifications of technology\u003c/a>. At my own university, the Student Senate recently polled faculty members about classroom technology use and asked about the usefulness of policy recommendations that professors could add to syllabuses. The announcement for the poll said students were confused by a wide variety of policies and practices across campus.\u003c/p>\n\u003ch5>REDRAWING THE BOUNDARIES\u003c/h5>\n\u003cp>We want our students to be engaged because engagement fosters learning. And yet the rules of engagement are changing -- in education, \u003ca href=\"http://www.inc.com/guides/how-to-create-a-cell-phone-policy.html\">in business\u003c/a>, in life. We once knew and accepted the unwritten standards of etiquette: When a speaker spoke, we paid attention. We may have taken notes, but we listened respectfully, eyes forward. Being present and attentive was simple courtesy.\u003c/p>\n\u003cp>Now, though, we're redrawing boundaries without discussing why the original ones existed in the first place -- or understanding what impact the new boundaries may have. Our tolerance and our culture are changing one tweet at a time.\u003c/p>\n\u003cp>It's something we need to pay attention to.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003c/em>\u003cem>Doug Ward is an associate professor of journalism and the Budig Professor of Writing at the University of Kansas. He is the author of \"A New Brand of Business: Charles Coolidge Parlin, Curtis Publishing Company, and the Origins of Market Research\" and a former editor at The New York Times. \u003c/em>\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/new-etiquette-for-using-tech-in-and-out-of-class/pbs-mediashift-logo-final-10/\" rel=\"attachment wp-att-17515\">\u003cimg class=\"alignleft size-thumbnail wp-image-17515\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"41\" height=\"41\">\u003c/a>This story 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\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/applying-the-7-golden-rules-one-teachers-take-of-technology/kids-computers/\" rel=\"attachment wp-att-15750\">\u003cimg class=\"size-medium wp-image-15750\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Kids-computers-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003cp>Computer science is not widely taught, even though programming may be one of the most important skills of the 21st century. While most schools do recognize the importance of helping students learn how to use new technologies, you'll still find scant opportunities in K-12 classes for students to learn how to actually \u003cem>build\u003c/em> those very technologies.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.acm.org/runningonempty/\">report\u003c/a> issued last year by the Association of Computing Machinery found that very few states offer K-12 computer science education at all. Just nine states allow CS courses to count towards graduation requirements for math or science. And no states require computer science for graduation.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Teaching computer science isn't simply about learning to program. It's about computational thinking, logic, reasoning, and problem solving too.\u003c/aside>\n\u003cp>Why the absence of CS courses from elementary and secondary schools? A\u003ca href=\"http://thejournal.com/Articles/2011/12/05/Overhauling-Computer-Science-Education.aspx\"> recent article in Technology Horizons Journal\u003c/a> points to a few obstacles to teaching computer science: questions about teacher certification, debates about what a CS curriculum should contain, and concerns about where CS fits into the curriculum and/or the schedule. Is computer science math? Is it \u003c!--more-->science? Does it replace another course?\u003c/p>\n\u003cp>There are, no doubt, increasing opportunities for kids to learn programming. But these often occur as after-school projects (things like the \u003ca href=\"http://www.firstlegoleague.org/\">First Lego League\u003c/a>) or as self-directed programs (such as learning to code with online materials like \u003ca href=\"http://hackety-hack.com/\">Hackety Hack\u003c/a>). While these do attract those students who are interested in programming, they do little to expose the general student population to computer science.\u003c/p>\n\u003cp>Studies have repeatedly shown that early exposure to science, technology, engineering and math (STEM) subjects is important in convincing students to think about STEM careers. Earlier this year, \u003ca href=\"http://www.microsoft.com/presspass/press/2011/sep11/09-07MSSTEMSurveyPR.mspx\">Microsoft surveyed\u003c/a> some 500 college students pursuing STEM degrees, and nearly four out of five of them said they had made the decision to be a STEM major in high school or earlier. One in five said they made the decision in middle school or earlier. These students pointed to the influence of a particular teacher or a particular class as sparking their interest -- notably, almost 70% of girls said this was what made them decide to study STEM (versus just 51% of boys).\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But just one in five of these college students said that their K-12 education helped prepare them extremely well for their college courses. While that can be interpreted as a challenge to the state of STEM education broadly, this is particularly true when it comes to computer science. There are plenty of opportunities for students to take biology before stepping into a Biology 101 class in college; there are very few opportunities for students to take programming before stepping into CS 101.\u003c/p>\n\u003cp>\"Program or be programmed,\" as author \u003ca href=\"http://programorbeprogrammed.com/\">Douglas Rushkoff\u003c/a> says, noting that we must learn how to be producers not just consumers of computer technology.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But teaching computer science isn't simply about learning to program. It's about computational thinking, logic, reasoning, and problem solving too. These skills are imperative to what K-12 students should be learning. The challenge: finding the support among administrators and teachers to make learning computer science the way in which students gain these skills.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/applying-the-7-golden-rules-one-teachers-take-of-technology/kids-computers/\" rel=\"attachment wp-att-15750\">\u003cimg class=\"size-medium wp-image-15750\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Kids-computers-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003cp>Computer science is not widely taught, even though programming may be one of the most important skills of the 21st century. While most schools do recognize the importance of helping students learn how to use new technologies, you'll still find scant opportunities in K-12 classes for students to learn how to actually \u003cem>build\u003c/em> those very technologies.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.acm.org/runningonempty/\">report\u003c/a> issued last year by the Association of Computing Machinery found that very few states offer K-12 computer science education at all. Just nine states allow CS courses to count towards graduation requirements for math or science. And no states require computer science for graduation.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Teaching computer science isn't simply about learning to program. It's about computational thinking, logic, reasoning, and problem solving too.\u003c/aside>\n\u003cp>Why the absence of CS courses from elementary and secondary schools? A\u003ca href=\"http://thejournal.com/Articles/2011/12/05/Overhauling-Computer-Science-Education.aspx\"> recent article in Technology Horizons Journal\u003c/a> points to a few obstacles to teaching computer science: questions about teacher certification, debates about what a CS curriculum should contain, and concerns about where CS fits into the curriculum and/or the schedule. Is computer science math? Is it \u003c!--more-->science? Does it replace another course?\u003c/p>\n\u003cp>There are, no doubt, increasing opportunities for kids to learn programming. But these often occur as after-school projects (things like the \u003ca href=\"http://www.firstlegoleague.org/\">First Lego League\u003c/a>) or as self-directed programs (such as learning to code with online materials like \u003ca href=\"http://hackety-hack.com/\">Hackety Hack\u003c/a>). While these do attract those students who are interested in programming, they do little to expose the general student population to computer science.\u003c/p>\n\u003cp>Studies have repeatedly shown that early exposure to science, technology, engineering and math (STEM) subjects is important in convincing students to think about STEM careers. Earlier this year, \u003ca href=\"http://www.microsoft.com/presspass/press/2011/sep11/09-07MSSTEMSurveyPR.mspx\">Microsoft surveyed\u003c/a> some 500 college students pursuing STEM degrees, and nearly four out of five of them said they had made the decision to be a STEM major in high school or earlier. One in five said they made the decision in middle school or earlier. These students pointed to the influence of a particular teacher or a particular class as sparking their interest -- notably, almost 70% of girls said this was what made them decide to study STEM (versus just 51% of boys).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_3170\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/roundup/top-5-colorful-highlights-of-the-week/macro-of-sharpened-colored-pencils-aranged-in-a-circle-2/\" rel=\"attachment wp-att-3170\">\u003cimg class=\"size-medium wp-image-3170\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/10/Horia-Varlan1-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>The idea of using the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/10-reasons-to-ban-pens-and-pencils-in-the-class/\">pencil as an analogy to talk about technology\u003c/a> in the classroom is hardly a new one. But the analogy has resurfaced and spread in recent weeks, sparked in part by a reading of John T. Spencer's book \u003ca href=\"http://www.educationrethink.com/2010/11/book-cover-pencil-me-in.html\">Pencil Me In,\u003c/a> which uses the pencil allegory to talk about technology integration, and by the virality of the Twitter hashtag \u003ca href=\"http://twitter.com/#!/search?q=%23pencilchat\">#pencilchat\u003c/a>.\u003c/p>\n\u003cp>Comparing the tools -- pencils and computers -- is something that \u003ca href=\"http://en.wikipedia.org/wiki/Seymour_Papert\">Seymour Papert\u003c/a>, \"the father of educational computing,\" has done for \u003ca href=\"http://dailypapert.com/?p=755\">decades\u003c/a> now. Back in 1984, Papert wrote:\u003c/p>\n\u003cblockquote>\u003cp>Imagine (if you can) that we lived in a world without writing--and, of course, without pencils, pens and books. Then one day, somebody invents writing and the pencil, and people say, “Wow, this would be great for education. Let’s give these things to all the children and teach \u003c!--more-->them to write.” So then somebody else says, “Hey, wait a minute. You can’t just do that. You can’t just give every child a pencil. You’d better start by doing some rigorous experiments on a small scale. So, we’ll put one pencil in a classroom and we’ll see what happens. If great things happen, we’ll put two pencils in a classroom, and if greater things happen, then we’ll put in more…” -- “\u003ca href=\"http://www.stager.org/articles/newlearnings.pdf\">New Theories for New Learnings\u003c/a>.” \u003cem>School Psychology Review\u003c/em>\u003c/p>\u003c/blockquote>\n\u003cp>The pencil metaphor works so well for ed-tech because it highlights the arguments and obstacles surrounding schools' adoption of computers, contrasting them with a very old piece of technology: the pencil.\u003c/p>\n\u003cp>Take the debates surrounding \"acceptable use policies\" and substitute the word \"pencils\" for the phrase \"social networks.\" Weigh the concerns over whether or not there is actual research proving that technology (pencils) improve student achievement. Think about the fears over whether or not technology (pencils) will replace teachers. Consider the role of corporate influence on education, with the vast business behind the technology (pencil) market. Or think about the challenges of BYOD (Bring Your Own Device), and again, substitute cellphones or laptops that kids bring from home with pencils that, indeed, their parents are supplying them. Think about the divide between those with wooden pencils versus those with mechanical pencils.\u003c/p>\n\u003cp>The comparisons between pencils and computing devices can go on (and indeed thousands of comparisons were made with the \u003ca href=\"http://twitter.com/#!/search?q=%23pencilchat\">#pencilchat hashtag \u003c/a>on Twitter).\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The first few tweets about the challenges of \"pencil integration\" were quickly picked up by others, thanks in part to that hashtag. #Pencilchat invokes a whole other set of references too, pointing to the large number of \u003ca href=\"http://edudemic.com/2011/10/twitter-hashtag-dictionary/\">education-related \"chats\"\u003c/a> held on Twitter. For many tech-savvy educators, Twitter has become the go-to site to turn to others for tips and advice on bringing technology into the classroom, and as such, it's no surprise that the #pencilchat elicited such a strong response from those who are on the front lines of ed-tech adoption.\u003c/p>\n\u003cp>No doubt as computing devices become a more integral part of our worlds -- at home and at work and at school -- there are controversies and concerns about technology. The cost. The impact. The dangers. The benefits. By shifting the discussion from computers to pencils, the #pencilchat hashtag helps highlight the frustrations that many educators face with bringing new tools into the classroom.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>You can view a collection of some of the #pencilchat tweets on \u003ca href=\"http://storify.com/edteck/pencilchat-log\">Storify\u003c/a>.\u003c/p>\n\n",
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"description": "The idea of using the pencil as an analogy to talk about technology in the classroom is hardly a new one. But the analogy has resurfaced and spread in recent weeks, sparked in part by a reading of John T. Spencer's book Pencil Me In, which uses the pencil allegory to talk about technology integration,",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_3170\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/roundup/top-5-colorful-highlights-of-the-week/macro-of-sharpened-colored-pencils-aranged-in-a-circle-2/\" rel=\"attachment wp-att-3170\">\u003cimg class=\"size-medium wp-image-3170\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/10/Horia-Varlan1-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>The idea of using the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/10-reasons-to-ban-pens-and-pencils-in-the-class/\">pencil as an analogy to talk about technology\u003c/a> in the classroom is hardly a new one. But the analogy has resurfaced and spread in recent weeks, sparked in part by a reading of John T. Spencer's book \u003ca href=\"http://www.educationrethink.com/2010/11/book-cover-pencil-me-in.html\">Pencil Me In,\u003c/a> which uses the pencil allegory to talk about technology integration, and by the virality of the Twitter hashtag \u003ca href=\"http://twitter.com/#!/search?q=%23pencilchat\">#pencilchat\u003c/a>.\u003c/p>\n\u003cp>Comparing the tools -- pencils and computers -- is something that \u003ca href=\"http://en.wikipedia.org/wiki/Seymour_Papert\">Seymour Papert\u003c/a>, \"the father of educational computing,\" has done for \u003ca href=\"http://dailypapert.com/?p=755\">decades\u003c/a> now. Back in 1984, Papert wrote:\u003c/p>\n\u003cblockquote>\u003cp>Imagine (if you can) that we lived in a world without writing--and, of course, without pencils, pens and books. Then one day, somebody invents writing and the pencil, and people say, “Wow, this would be great for education. Let’s give these things to all the children and teach \u003c!--more-->them to write.” So then somebody else says, “Hey, wait a minute. You can’t just do that. You can’t just give every child a pencil. You’d better start by doing some rigorous experiments on a small scale. So, we’ll put one pencil in a classroom and we’ll see what happens. If great things happen, we’ll put two pencils in a classroom, and if greater things happen, then we’ll put in more…” -- “\u003ca href=\"http://www.stager.org/articles/newlearnings.pdf\">New Theories for New Learnings\u003c/a>.” \u003cem>School Psychology Review\u003c/em>\u003c/p>\u003c/blockquote>\n\u003cp>The pencil metaphor works so well for ed-tech because it highlights the arguments and obstacles surrounding schools' adoption of computers, contrasting them with a very old piece of technology: the pencil.\u003c/p>\n\u003cp>Take the debates surrounding \"acceptable use policies\" and substitute the word \"pencils\" for the phrase \"social networks.\" Weigh the concerns over whether or not there is actual research proving that technology (pencils) improve student achievement. Think about the fears over whether or not technology (pencils) will replace teachers. Consider the role of corporate influence on education, with the vast business behind the technology (pencil) market. Or think about the challenges of BYOD (Bring Your Own Device), and again, substitute cellphones or laptops that kids bring from home with pencils that, indeed, their parents are supplying them. Think about the divide between those with wooden pencils versus those with mechanical pencils.\u003c/p>\n\u003cp>The comparisons between pencils and computing devices can go on (and indeed thousands of comparisons were made with the \u003ca href=\"http://twitter.com/#!/search?q=%23pencilchat\">#pencilchat hashtag \u003c/a>on Twitter).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The first few tweets about the challenges of \"pencil integration\" were quickly picked up by others, thanks in part to that hashtag. #Pencilchat invokes a whole other set of references too, pointing to the large number of \u003ca href=\"http://edudemic.com/2011/10/twitter-hashtag-dictionary/\">education-related \"chats\"\u003c/a> held on Twitter. For many tech-savvy educators, Twitter has become the go-to site to turn to others for tips and advice on bringing technology into the classroom, and as such, it's no surprise that the #pencilchat elicited such a strong response from those who are on the front lines of ed-tech adoption.\u003c/p>\n\u003cp>No doubt as computing devices become a more integral part of our worlds -- at home and at work and at school -- there are controversies and concerns about technology. The cost. The impact. The dangers. The benefits. By shifting the discussion from computers to pencils, the #pencilchat hashtag helps highlight the frustrations that many educators face with bringing new tools into the classroom.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>You can view a collection of some of the #pencilchat tweets on \u003ca href=\"http://storify.com/edteck/pencilchat-log\">Storify\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "California Bill Pushes for Free Online College Books",
"title": "California Bill Pushes for Free Online College Books",
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"content": "\u003cfigure id=\"attachment_17467\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/albertogp123/5843032561/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-17467\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/5843032561_b8bc8b990b-300x305.jpg\" alt=\"\" width=\"300\" height=\"305\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Every year, the average college student \u003ca href=\"http://www.collegeboard.com/student/pay/add-it-up/482.html\">pays about $1,100\u003c/a> for textbooks alone. At this point, most textbooks assigned by college professors average around $150 each. That's almost the \u003ca href=\"http://www.cccapply.org/faq/costs.asp#1\">same cost\u003c/a> as the course itself at California community colleges.\u003c/p>\n\u003cp>But the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/open-education-sites-offer-free-content-for-all/\">free, open-content movement\u003c/a> that's been percolating for the past few years may change all that for the three million college students in California.\u003c/p>\n\u003cp>At a time when \u003ca href=\"http://www.nytimes.com/2011/09/25/us/as-state-tuition-rises-financial-aid-offices-struggle-to-adjust.html\">rising tuition costs \u003c/a>are compelling students to \u003ca href=\"http://campustechnology.com/articles/2011/11/29/some-undergrads-skipping-textbook-buying.aspx\">reconsider buying college texts\u003c/a> or even \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-valuable-is-a-college-degree/\">rethink the value of a college degree\u003c/a>, the California State Legislature is pushing for colleges to use open education resources in the form of free online textbooks instead of print books as a means of saving students money.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We need to think of a model that will completely change the way we do things.\"\u003c/aside>\n\u003cp>State Senate President pro Tem Darrell Steinberg is proposing a bill today that will allocate $25 million of state coffers to create 50 free online college book titles that teachers can use, remix, add to, or edit as they see fit. The bill establishes the online California Digital Open Source Library, which will house the 50 most commonly used books for required lower-division courses. Similar to \u003ca href=\"http://www.flatworldknowledge.com/\">Flat World Knowledge\u003c/a>, students and teachers will be able to access and adapt the texts online for free, or pay $20 for either printed form or interactive app form for tablets or mobile devices (think \u003ca href=\"http://www.kno.com\">Kno\u003c/a> or \u003ca href=\"http://www.inkling.com\">Inkling\u003c/a>).\u003c/p>\n\u003cp>The bill calls for a request for proposal (RFP) to be submitted from all content providers, electronic platform providers, as well as publishers, that will fall under a Creative Commons license, which means it's open for reuse and repurposing (not copyrighted like most print books). A panel of expert faculty members would approve the content to make sure it meets the right standards and qualifications.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>California follows \u003ca href=\"http://chronicle.com/article/State-of-Washington-to-Offer/125887/\">Washington state, which in a similar move earlier this year\u003c/a>, developed a plan for an Open Course Library that will contain online texts for the 81 of the most popular courses with a $30 price cap.\u003c/p>\n\u003cp>Though college textbook publishers do offer online versions of their books, teachers complain that the costs add up once you include printing hard copies and other ancillary features, like interactive tests. What's more, the online versions are \u003ca href=\"http://chronicle.com/article/State-of-Washington-to-Offer/125887/\">only available for one academic quarter\u003c/a>. \"I find the publishers' online offerings nothing more than the old ancillaries they've always offered bundled up in a proprietary system,\" said David Lippman, a math teacher at Pierce College to the \u003ca href=\"http://chronicle.com/article/State-of-Washington-to-Offer/125887/\">Chronicle of Higher Education.\u003c/a>\u003c/p>\n\u003cp>For forward-thinking college professors, being able to customize class curriculum from different sources can be liberating. \"Using resources from all different kinds of sources and making them relevant to students can be really powerful,\" said Carmel Crane, instructional technology manager at St. Mary's College. \"Teachers naturally pull from different resources to piecemeal a curriculum together and take it to the next level. Technology makes things more accessible and a more rapid transformation is taking place because of that.\"\u003c/p>\n\u003cp>But when it comes to creating content for open use, Crane said the issue gets sticky. \"Some faculty are concerned with rights of research they've worked so hard to accumulate and establish,\" she said. \"Publishing has been a source of income for faculty, but the industry has been turned on its head.\"\u003c/p>\n\u003cp>Crane said some faculty are hesitant to make their content available freely not just because of cost but because they're concerned about what happens to their research after it's been released. \"If it can be changed in any way, they're worried about what happens to their reputation as a researcher,\" she said.\u003c/p>\n\u003cp>Una Daly, the communication college outreach manager at Open Courseware Consortium says teachers want to collaborate, but they haven't been supported on the college level. \"There's a lot more that needs to be done to support instructors,\" she said. Though some do go above and beyond their given responsibilities to create content, \"that's tough.\"\u003c/p>\n\u003cp>\"In order to make it sustainable, teachers need to be respected and rewarded for that work,\" she said.\u003c/p>\n\u003cp>The first prototype of the interactive open digital textbook that models what Steinberg is hoping to recreate in California is \u003ca href=\"http://cnx.org/content/m16026/latest/?collection=col10522/latest\">\u003cem>Collaborative Statistics\u003c/em>\u003c/a>, written by Barbara Illowsky and Susan Dean, faculty members at De Anza College in Cupertino, Calif. The book is found on \u003ca id=\"OREDU0000643\" title=\"Rice University \" href=\"http://www.latimes.com/topic/education/colleges-universities/rice-university--OREDU0000643.topic\">Rice University's\u003c/a> Connexions repository, which contains 1,100 open textbooks. Developed by the \u003ca href=\"http://www.20mm.org/\">20 Million Minds Foundation\u003c/a> in collaboration with Kno, the PDF of the book is free, but students can choose to pay $20 for the \u003ca href=\"https://www.kno.com/book/details?productId=txt9780983804905\">interactive app on the iPad through Kno\u003c/a>, which features live links and videos.\u003c/p>\n\u003cp>A big player in the creation of the Steinberg bill is Dean Florez, who's a former state senator and now the founder of \u003ca href=\"http://www.20mm.org/\">20 Million Minds Foundation\u003c/a>, a nonprofit that receives support from the Gates, Hewlett, and Maxwell Foundations.\u003c/p>\n\u003cp>\"We need to think of a model that will completely change the way we do things,\" Florez said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>More resources here:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/10-open-education-resources-you-may-not-know-about-but-should/\">10 Open Education Sources You May Not Know (But Should)\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/10-ways-open-courseware-has-freed-education/\">How OpenCourseWare Has Freed Education\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-education-resources/\">More open-education resources stories\u003c/a>\u003c/li>\n\u003c/ul>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_17467\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/albertogp123/5843032561/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-17467\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/5843032561_b8bc8b990b-300x305.jpg\" alt=\"\" width=\"300\" height=\"305\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Every year, the average college student \u003ca href=\"http://www.collegeboard.com/student/pay/add-it-up/482.html\">pays about $1,100\u003c/a> for textbooks alone. At this point, most textbooks assigned by college professors average around $150 each. That's almost the \u003ca href=\"http://www.cccapply.org/faq/costs.asp#1\">same cost\u003c/a> as the course itself at California community colleges.\u003c/p>\n\u003cp>But the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/open-education-sites-offer-free-content-for-all/\">free, open-content movement\u003c/a> that's been percolating for the past few years may change all that for the three million college students in California.\u003c/p>\n\u003cp>At a time when \u003ca href=\"http://www.nytimes.com/2011/09/25/us/as-state-tuition-rises-financial-aid-offices-struggle-to-adjust.html\">rising tuition costs \u003c/a>are compelling students to \u003ca href=\"http://campustechnology.com/articles/2011/11/29/some-undergrads-skipping-textbook-buying.aspx\">reconsider buying college texts\u003c/a> or even \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-valuable-is-a-college-degree/\">rethink the value of a college degree\u003c/a>, the California State Legislature is pushing for colleges to use open education resources in the form of free online textbooks instead of print books as a means of saving students money.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We need to think of a model that will completely change the way we do things.\"\u003c/aside>\n\u003cp>State Senate President pro Tem Darrell Steinberg is proposing a bill today that will allocate $25 million of state coffers to create 50 free online college book titles that teachers can use, remix, add to, or edit as they see fit. The bill establishes the online California Digital Open Source Library, which will house the 50 most commonly used books for required lower-division courses. Similar to \u003ca href=\"http://www.flatworldknowledge.com/\">Flat World Knowledge\u003c/a>, students and teachers will be able to access and adapt the texts online for free, or pay $20 for either printed form or interactive app form for tablets or mobile devices (think \u003ca href=\"http://www.kno.com\">Kno\u003c/a> or \u003ca href=\"http://www.inkling.com\">Inkling\u003c/a>).\u003c/p>\n\u003cp>The bill calls for a request for proposal (RFP) to be submitted from all content providers, electronic platform providers, as well as publishers, that will fall under a Creative Commons license, which means it's open for reuse and repurposing (not copyrighted like most print books). A panel of expert faculty members would approve the content to make sure it meets the right standards and qualifications.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>California follows \u003ca href=\"http://chronicle.com/article/State-of-Washington-to-Offer/125887/\">Washington state, which in a similar move earlier this year\u003c/a>, developed a plan for an Open Course Library that will contain online texts for the 81 of the most popular courses with a $30 price cap.\u003c/p>\n\u003cp>Though college textbook publishers do offer online versions of their books, teachers complain that the costs add up once you include printing hard copies and other ancillary features, like interactive tests. What's more, the online versions are \u003ca href=\"http://chronicle.com/article/State-of-Washington-to-Offer/125887/\">only available for one academic quarter\u003c/a>. \"I find the publishers' online offerings nothing more than the old ancillaries they've always offered bundled up in a proprietary system,\" said David Lippman, a math teacher at Pierce College to the \u003ca href=\"http://chronicle.com/article/State-of-Washington-to-Offer/125887/\">Chronicle of Higher Education.\u003c/a>\u003c/p>\n\u003cp>For forward-thinking college professors, being able to customize class curriculum from different sources can be liberating. \"Using resources from all different kinds of sources and making them relevant to students can be really powerful,\" said Carmel Crane, instructional technology manager at St. Mary's College. \"Teachers naturally pull from different resources to piecemeal a curriculum together and take it to the next level. Technology makes things more accessible and a more rapid transformation is taking place because of that.\"\u003c/p>\n\u003cp>But when it comes to creating content for open use, Crane said the issue gets sticky. \"Some faculty are concerned with rights of research they've worked so hard to accumulate and establish,\" she said. \"Publishing has been a source of income for faculty, but the industry has been turned on its head.\"\u003c/p>\n\u003cp>Crane said some faculty are hesitant to make their content available freely not just because of cost but because they're concerned about what happens to their research after it's been released. \"If it can be changed in any way, they're worried about what happens to their reputation as a researcher,\" she said.\u003c/p>\n\u003cp>Una Daly, the communication college outreach manager at Open Courseware Consortium says teachers want to collaborate, but they haven't been supported on the college level. \"There's a lot more that needs to be done to support instructors,\" she said. Though some do go above and beyond their given responsibilities to create content, \"that's tough.\"\u003c/p>\n\u003cp>\"In order to make it sustainable, teachers need to be respected and rewarded for that work,\" she said.\u003c/p>\n\u003cp>The first prototype of the interactive open digital textbook that models what Steinberg is hoping to recreate in California is \u003ca href=\"http://cnx.org/content/m16026/latest/?collection=col10522/latest\">\u003cem>Collaborative Statistics\u003c/em>\u003c/a>, written by Barbara Illowsky and Susan Dean, faculty members at De Anza College in Cupertino, Calif. The book is found on \u003ca id=\"OREDU0000643\" title=\"Rice University \" href=\"http://www.latimes.com/topic/education/colleges-universities/rice-university--OREDU0000643.topic\">Rice University's\u003c/a> Connexions repository, which contains 1,100 open textbooks. Developed by the \u003ca href=\"http://www.20mm.org/\">20 Million Minds Foundation\u003c/a> in collaboration with Kno, the PDF of the book is free, but students can choose to pay $20 for the \u003ca href=\"https://www.kno.com/book/details?productId=txt9780983804905\">interactive app on the iPad through Kno\u003c/a>, which features live links and videos.\u003c/p>\n\u003cp>A big player in the creation of the Steinberg bill is Dean Florez, who's a former state senator and now the founder of \u003ca href=\"http://www.20mm.org/\">20 Million Minds Foundation\u003c/a>, a nonprofit that receives support from the Gates, Hewlett, and Maxwell Foundations.\u003c/p>\n\u003cp>\"We need to think of a model that will completely change the way we do things,\" Florez said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>More resources here:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/10-open-education-resources-you-may-not-know-about-but-should/\">10 Open Education Sources You May Not Know (But Should)\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/10-ways-open-courseware-has-freed-education/\">How OpenCourseWare Has Freed Education\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-education-resources/\">More open-education resources stories\u003c/a>\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-17416\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/Screen-shot-2011-12-09-at-8.26.06-PM-300x144.png\" alt=\"\" width=\"300\" height=\"144\">\n\u003cp class=\"wp-media-credit\">YouTube\u003c/p>\n\u003c/div>\n\u003cp>All schools can now use the YouTube educational video site, \u003ca href=\"http://www.youtube.com/education\">youtube.com/education\u003c/a>, without having to jump over Internet filtering hurdles.\u003c/p>\n\u003cp>For schools that choose to opt in to the YouTube for Schools Program, YouTube will redirect Web users who go to the site straight over to \u003ca href=\"http://www.youtube.com/education\">youtube.com/education\u003c/a>. On this portion of the site, all comments are disabled and the only related videos are those that can be found in the Education portal of the site. The option has been created for parents, teachers, and administrators who fear children will be exposed to inappropriate materials on the site.\u003c/p>\n\u003cp>Teachers can choose from the hundreds of thousands of videos on YouTube EDU created by more than 600 partners like the Smithsonian, TED, Steve Spangler Science, and Numberphile.\u003c/p>\n\u003cp>After two months of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/youtube-launches-new-education-site-with-school-access/\">piloting the YouTube For Schools program\u003c/a> with more than 100 schools across the country, the program is now available to any school that wants to use it. Schools can sign up at \u003ca href=\"http://www.youtube.com/schools\">youtube.com/schools\u003c/a>.\u003c/p>\n\u003cp>And as promised, the site has been beefed up with content specific to K-12 education -- thousands of more videos curated by teachers that align with Common Core Standards, according \u003c!--more-->to Angela Lin, head of YouTube Edu. More than \u003ca href=\"http://www.youtube.com/user/edupartnerplaylists/videos?view=pl&page=1\">200 playlists \u003c/a>have been designated by subject -- math, science, social studies, and English language arts -- and by grade level. Teachers can find them listed out at\u003ca href=\"http://www.youtube.com/teachers\"> youtube.com/teachers\u003c/a>, the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/youtube-launches-site-specifically-for-teachers/\">site launched in September\u003c/a> that shows teachers how to use videos in classrooms. Teachers can also suggest their own education playlist on the site.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Teachers have been through part of a months-long process watching videos to identify what make sense, what aligns with common core standards, and videos that they want to show in their own classrooms, whether it's a great kick-off video to a subject or to demonstrate concepts,\" Lin said. \"The site is now gives teachers a way to find relevant content that's easier and more efficient.\"\u003c/p>\n\u003cp>YouTube is also partnering with education content-creators: The company is investing in 100 channels and content creators that will produce original programming exclusive to YouTube. The \u003ca href=\"http://education.ted.com/\">TED Education channel\u003c/a>, for example, will include videos that are exclusive to the YouTube player, meaning that they won't be available on Hulu or other online video platforms.\u003c/p>\n\u003cp>\"We’re helping seed new channels in this space,\" Lin said.\u003c/p>\n\u003cp>Videos from education organizations like the Spangler Effect, Numberphile, DeepSky Videos, and Crash Course will be on the Education site. Others include:\u003c/p>\n\u003cp>\u003cstrong>SCIENCE\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Newton's laws of motion - OK Go - \u003ca href=\"http://www.youtube.com/edupartnerplaylists#p/c/1546675378373ABC/7/qybUFnY7Y8w\">Rube Goldberg Machine\u003c/a>\u003c/li>\n\u003cli>Experiments - Steve Spangler - \u003ca href=\"http://www.youtube.com/watch?v=7meZnK5RmGI&feature=related\">Oozing pumpkin experiment\u003c/a>\u003c/li>\n\u003cli>Light - minutephysics - \u003ca href=\"http://www.youtube.com/watch?v=S9dqJRyk0YM&feature=edu_spotlight\">There is no pink light\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>MATH\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Sums of infinite series - Vihart - \u003ca href=\"http://www.youtube.com/watch?v=DK5Z709J2eo\">Infinity Elephants\u003c/a>\u003c/li>\n\u003cli>Pythagorean theorem - PatrickJMT - \u003ca href=\"http://www.youtube.com/watch?v=WziqDlzHYxU\">Pythagorean Theorem\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>ENGLISH\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Shakespeare - Open University - \u003ca href=\"http://www.youtube.com/watch?v=BMkuUADWW2A\">The History of English \u003c/a>\u003c/p>\n\u003cp>To sign up for the Education network setting, network administrators can go to \u003ca href=\"http://www.youtube.com/schools\">youtube.com/schools\u003c/a>. They'll fill out a form and receive an authentication key that allows them to modify the http header. If YouTube is blocked, as it is in most schools, they can unblock the domain because all YouTube.com links will be redirected directly to \u003ca href=\"http://www.youtube.com/education\">youtube.com/education\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This article is updated to clarify that YouTube is not creating content, but partnering with those that create content. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-17416\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/Screen-shot-2011-12-09-at-8.26.06-PM-300x144.png\" alt=\"\" width=\"300\" height=\"144\">\n\u003cp class=\"wp-media-credit\">YouTube\u003c/p>\n\u003c/div>\n\u003cp>All schools can now use the YouTube educational video site, \u003ca href=\"http://www.youtube.com/education\">youtube.com/education\u003c/a>, without having to jump over Internet filtering hurdles.\u003c/p>\n\u003cp>For schools that choose to opt in to the YouTube for Schools Program, YouTube will redirect Web users who go to the site straight over to \u003ca href=\"http://www.youtube.com/education\">youtube.com/education\u003c/a>. On this portion of the site, all comments are disabled and the only related videos are those that can be found in the Education portal of the site. The option has been created for parents, teachers, and administrators who fear children will be exposed to inappropriate materials on the site.\u003c/p>\n\u003cp>Teachers can choose from the hundreds of thousands of videos on YouTube EDU created by more than 600 partners like the Smithsonian, TED, Steve Spangler Science, and Numberphile.\u003c/p>\n\u003cp>After two months of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/youtube-launches-new-education-site-with-school-access/\">piloting the YouTube For Schools program\u003c/a> with more than 100 schools across the country, the program is now available to any school that wants to use it. Schools can sign up at \u003ca href=\"http://www.youtube.com/schools\">youtube.com/schools\u003c/a>.\u003c/p>\n\u003cp>And as promised, the site has been beefed up with content specific to K-12 education -- thousands of more videos curated by teachers that align with Common Core Standards, according \u003c!--more-->to Angela Lin, head of YouTube Edu. More than \u003ca href=\"http://www.youtube.com/user/edupartnerplaylists/videos?view=pl&page=1\">200 playlists \u003c/a>have been designated by subject -- math, science, social studies, and English language arts -- and by grade level. Teachers can find them listed out at\u003ca href=\"http://www.youtube.com/teachers\"> youtube.com/teachers\u003c/a>, the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/youtube-launches-site-specifically-for-teachers/\">site launched in September\u003c/a> that shows teachers how to use videos in classrooms. Teachers can also suggest their own education playlist on the site.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Wiring Insects for Hands-On Science Experiments",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/wiring-insects-for-hands-on-science-experiments/roboroach/\" rel=\"attachment wp-att-17334\">\u003cimg class=\"alignleft size-full wp-image-17334\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/roboroach.jpg\" alt=\"\" width=\"300\" height=\"260\">\u003c/a>While there's technology that removes science students from their physical specimens, like the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/animal-dissection-theres-an-app-for-that/\">applications that offer alternatives to frog dissection\u003c/a>, another company is using tech to connect them to dismembered bugs.\u003c/p>\n\u003cp>Far from the virtual world, It's all hands-on work with\u003ca href=\"http://backyardbrains.com\"> Backyard Brains\u003c/a>. Insects lose their legs and their antenna. And for budding young researchers and scientists, the touch and feel is just part of the process.\u003c/p>\n\u003cp>Backyard Brains sells several affordable, entry-level brain recording kits that let students (of all ages) learn about and experiment with the nervous system. The \u003ca href=\"http://www.backyardbrains.com/SpikerBox.aspx\">SpikerBox\u003c/a> ($99), for example, lets you connect neural probes to a cockroach's leg and send electrical impulses in order to record its neural activity. Another product just released this week, the \u003ca href=\"http://www.backyardbrains.com/DIYRoboroach.aspx\">RoboRoach\u003c/a> ($99), lets you stimulate a cockroach's antenna nerves electronically, allowing the student to steer the insect left or right.\u003c/p>\n\u003caside class=\"pullquote alignleft\">The kit demands students think about what constitutes appropriate care and experimentation.\u003c/aside>\n\u003cp>Okay, perhaps even without the advent of virtual app alternatives to experimentation, the idea of removing legs and antenna from insects and connecting neural stimulators to them gives you \u003c!--more-->pause. But as co-founder Greg Gage stresses, \"we don't kill insects.\" The company also says it prefers to \"not be in the insect business.\" (It can point you to online cockroach suppliers. That's a whole other story.) What it does supply are the kits, the circuit boards, the electrodes and the curriculum.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/wiring-insects-for-hands-on-science-experiments/spikerbox/\" rel=\"attachment wp-att-17335\">\u003cimg class=\"alignright size-full wp-image-17335\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/spikerbox.png\" alt=\"\" width=\"300\" height=\"240\">\u003c/a>That curriculum is an interesting blend of both biology (the neuroscience) and engineering (the circuitry), which provides opportunities for \"collaboration across the curriculum and across classes.\" Gage says that some of the schools that have used the kits, one class will assemble the circuit boards while another will conduct the research.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And in response to criticism of insect experimentation, Backyard Brains teaches about ethics as part of its curriculum. As Gage points out, you can actually perform all these experiments on cockroaches without killing them. And even if you pull a leg off an adolescent cockroach to test in the SpikerBox, it'll grow back. All of this is an opportunity to discuss what it means for scientists -- neuroscientists or otherwise -- to conduct their work on animals. It demands students think about what constitutes appropriate care and experimentation.\u003c/p>\n\u003cp>Backyard Brains was partly inspired by co-founder Gage and Tim Marzullo's own experiences teaching neuroscience and recognizing that a lot of the equipment for students to conduct experiments on was out-of-reach -- due to money and due to regulations about animal experimentation. So the two created a \"self-imposed engineering challenge\" in which they came up with the very simple operation of the Spikerbox.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The startup is working on its next product, an affordable and portable \u003ca href=\"http://news.backyardbrains.com/tag/optogenetics-already-commoditized/\">optogenetics device\u003c/a> (that means it uses light to stimulate neurons). This is some of the most cutting edge neuroscience technology, says Gage, but the equipment is not accessible outside scientific labs -- that is, until Backyard Brains comes along, this time to offer experiments on fruit flies.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/wiring-insects-for-hands-on-science-experiments/roboroach/\" rel=\"attachment wp-att-17334\">\u003cimg class=\"alignleft size-full wp-image-17334\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/roboroach.jpg\" alt=\"\" width=\"300\" height=\"260\">\u003c/a>While there's technology that removes science students from their physical specimens, like the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/animal-dissection-theres-an-app-for-that/\">applications that offer alternatives to frog dissection\u003c/a>, another company is using tech to connect them to dismembered bugs.\u003c/p>\n\u003cp>Far from the virtual world, It's all hands-on work with\u003ca href=\"http://backyardbrains.com\"> Backyard Brains\u003c/a>. Insects lose their legs and their antenna. And for budding young researchers and scientists, the touch and feel is just part of the process.\u003c/p>\n\u003cp>Backyard Brains sells several affordable, entry-level brain recording kits that let students (of all ages) learn about and experiment with the nervous system. The \u003ca href=\"http://www.backyardbrains.com/SpikerBox.aspx\">SpikerBox\u003c/a> ($99), for example, lets you connect neural probes to a cockroach's leg and send electrical impulses in order to record its neural activity. Another product just released this week, the \u003ca href=\"http://www.backyardbrains.com/DIYRoboroach.aspx\">RoboRoach\u003c/a> ($99), lets you stimulate a cockroach's antenna nerves electronically, allowing the student to steer the insect left or right.\u003c/p>\n\u003caside class=\"pullquote alignleft\">The kit demands students think about what constitutes appropriate care and experimentation.\u003c/aside>\n\u003cp>Okay, perhaps even without the advent of virtual app alternatives to experimentation, the idea of removing legs and antenna from insects and connecting neural stimulators to them gives you \u003c!--more-->pause. But as co-founder Greg Gage stresses, \"we don't kill insects.\" The company also says it prefers to \"not be in the insect business.\" (It can point you to online cockroach suppliers. That's a whole other story.) What it does supply are the kits, the circuit boards, the electrodes and the curriculum.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/wiring-insects-for-hands-on-science-experiments/spikerbox/\" rel=\"attachment wp-att-17335\">\u003cimg class=\"alignright size-full wp-image-17335\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/spikerbox.png\" alt=\"\" width=\"300\" height=\"240\">\u003c/a>That curriculum is an interesting blend of both biology (the neuroscience) and engineering (the circuitry), which provides opportunities for \"collaboration across the curriculum and across classes.\" Gage says that some of the schools that have used the kits, one class will assemble the circuit boards while another will conduct the research.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"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 />",
"airtime": "SUN 9pm-10pm",
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"meta": {
"site": "radio",
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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",
"officialWebsiteLink": "https://www.commonwealthclub.org/podcasts",
"meta": {
"site": "news",
"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",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"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/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
}
},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"id": "here-and-now",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/hiddenbrain.jpg",
"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
"site": "news",
"source": "NPR"
},
"link": "/radio/program/hidden-brain",
"subscribe": {
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"tuneIn": "https://tunein.com/podcasts/Science-Podcasts/Hidden-Brain-p787503/",
"rss": "https://feeds.npr.org/510308/podcast.xml"
}
},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"rss": "https://feeds.npr.org/510313/podcast.xml"
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
"imageAlt": "KQED Hyphenación",
"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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"amazon": "https://music.amazon.com/podcasts/6c3dd23c-93fb-4aab-97ba-1725fa6315f1/hyphenaci%C3%B3n",
"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Political Mind of Jerry Brown",
"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/xtTd",
"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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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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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": {
"site": "news",
"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
"site": "news",
"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of 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": {
"apple": "https://podcasts.apple.com/us/podcast/id73801135",
"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
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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": {
"site": "news",
"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",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Political Breakdown",
"officialWebsiteLink": "/podcasts/politicalbreakdown",
"meta": {
"site": "radio",
"source": "kqed",
"order": 5
},
"link": "/podcasts/politicalbreakdown",
"subscribe": {
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"amazon": "https://music.amazon.com/podcasts/e0c2d153-ad36-4c8d-901d-f1da6a724824/political-breakdown",
"npr": "https://www.npr.org/podcasts/572155894/political-breakdown",
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