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"disqusTitle": "Scratching that (Incessant) Technology Itch",
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"content": "\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-16916\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/10_11.15_newtech_0654-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\n\u003cp class=\"wp-media-credit\">Lenny Gonzales\u003c/p>\n\u003c/div>\n\u003cp>Our love-hate relationship with technology is the subject of research psychologist Dr. Larry D. Rosen's new book \u003cem>iDisorder\u003c/em>. From his perspective, \"tech gadgets and applications are turning us into basket-cases suffering from versions of obsessive-compulsive disorder and attention-deficit syndrome,\" according to a recent \u003ca href=\"http://hechingered.org/content/how-a-tech-break-can-help-students-refocus_4556/\">HechingerEd blog\u003c/a>.\u003c/p>\n\u003cp>Rosen also spoke at last year's \u003ca href=\"http://www.learningandthebrain.com/\">Learning & the Brain Conference,\u003c/a> along with Dr. Gary Small, author of the book \u003cem>\u003ca href=\"http://www.amazon.com/iBrain-Surviving-Technological-Alteration-Modern/dp/0061340332\">iBrain\u003c/a>\u003c/em>:\u003ca href=\"http://www.amazon.com/iBrain-Surviving-Technological-Alteration-Modern/dp/0061340332\"> \u003cem>Surviving the Technological Alteration of the Modern Mind.\u003c/em>\u003c/a> (Yes, the similarity of the titles are noted.)\u003c/p>\n\u003cp>The two authors bring their own experiences and perspectives to the table, some on opposite spectrums, but some quite similar. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/how-technology-wires-the-learning-brain/\">This MindShift article, How Technology Wires the Learning Brain\u003c/a> describes Small's point of view about one specific tactic he agrees with Rosen: scratch the technology itch in intervals, then set it aside.\u003c/p>\n\u003cp>Here's that original post:\u003c/p>\n\u003cp>Kids between the ages of 8 and 18 spend 11.5 hours a day using technology -- whether that’s computers, television, mobile phones, or video games – and usually more than one at a time. That’s a big chunk of their 15 or 16 waking hours.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The technology train has left. You have to deal with it, understand it, and get some perspective.”\u003c/aside>\n\u003cp>But does that spell doom for the next generation? Not necessarily, according to \u003ca href=\"http://drgarysmall.com/\">Dr. Gary Small,\u003c/a> a neuroscientist and professor at UCLA, who spoke at the \u003ca href=\"http://www.learningandthebrain.com/\">Learning & the Brain Conference\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Young people are born into technology, and they’re used to using it 24/7,” Small said. “Their brains are wired to use it elegantly.”\u003c!--more-->\u003c/p>\n\u003cp>The downside of such immersion in technological devices, he said, is that they’re not having conversations, looking people in the eye, or noticing verbal cues. “These are important 'technologies,' so to speak, that have evolved over centuries and are tremendously powerful.”\u003c/p>\n\u003cp>But that’s not the headline here. Small’s main point was this: “The technology train has left. You have to deal with it, understand it, and get some perspective.”\u003c/p>\n\u003cp>Video games, for example, aren’t just about repetitive tasks – many of them have built-in social components that allow kids to communicate. Texting isn’t about using a gadget -- it’s about connecting with someone else.\u003c/p>\n\u003cp>“Texting is an expression of what it means to be human,” Small said. “We love being connected to other people. It’s a very compelling emotional urge, and it’s hard to give up moment to moment.”\u003c/p>\n\u003cp>\u003cstrong>That’s why one well-liked teacher Small knows gives her students a five-minute texting break in the middle of class. Educators also use \u003ca href=\"http://www.abcactionnews.com/dpp/news/region_pasco/wesley_chapel/teacher-welcomes-texting-in-class\">texting in class \u003c/a>as a means to gauge understanding of the subject and take instant polls, for example.\u003c/strong>\u003c/p>\n\u003cp>It might seem odd, but Small suggests also carving out time for face-to-face emotional exercises and in-person conversations to counterbalance all the inevitable gadget-communication.\u003c/p>\n\u003cp>“We \u003cem>can\u003c/em> train empathic behavior,” he said.\u003c/p>\n\u003ch5>\u003cstrong>TECH AND CREATIVITY\u003c/strong>\u003c/h5>\n\u003cp>Is technology making us less creative? Parents and educators have been worried about this issue, wondering whether hours of playing video games will zap their inclination to write or paint or sing.\u003c/p>\n\u003cp>Small said the Internet trains our minds to have a “staccato” train of thought, jumping from idea to idea, like we do from Web site to Web site. But is that the most creative way to think? Do we have time to sit back and be thoughtful?\u003c/p>\n\u003caside class=\"pullquote alignleft\">There is an undeniable Pavlovian response to certain stimulus – and the Internet happens to be the medium for gratifying the urge.\u003c/aside>\n\u003cp>On one hand, we’re trained not to think deeply about subjects when we text quick snippets, Tweet short thoughts, or click on a simple thumbs up or thumbs down on a link. We experience information overload and have no time for reflection or problem solving.\u003c/p>\n\u003cp>On the other hand, technology trains the brain to be nimble and to process new ideas quickly. We become more open to new ideas, and communicate more freely and frequently.\u003c/p>\n\u003cp>“The brain is complex,” he said. “The answers are not straightforward.”\u003c/p>\n\u003ch5>\u003cstrong>IS THE INTERNET MAKING US SMARTER?\u003c/strong>\u003c/h5>\n\u003cp>In a study called \u003ca href=\"http://journals.lww.com/ajgponline/Abstract/2009/02000/Your_Brain_on_Google__Patterns_of_Cerebral.4.aspx\">“Your Brain on Google,”\u003c/a> Small and his peers tested the brain activity of two groups -- “Internet-naïve” (mostly 65 and older who had very little experience online) and “Internet smart”-- while reading a book versus conducting a Google search.\u003c/p>\n\u003cp>In the “Internet savvy” group, there was twice as much brain activity in all parts of the brain while they were conducting a Google search than while they were reading a book. And in the “Internet-naïve” group, after a week of Googling subjects online, there was a significant burst in frontal lobe activity, which controls short-term memory and decision-making.\u003c/p>\n\u003cp>Small’s conclusion? “Google is making us smart,” he said. “Searching online is brain exercise.”\u003c/p>\n\u003cp>Technology can train our brains in positive ways, he added. Surgeons who play video games, for example, make fewer surgical errors. Those who play video games have improved reaction time, better peripheral vision.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“It’s a matter of finding balance,” he said. “Upgrade the technology skills of older ‘digital immigrants,’ and help young kids improve social skills.”\u003c/p>\n\u003ch5>Other interesting nuggets from Small’s talk:\u003c/h5>\n\u003cul>\n\u003cli>Is technology addictive? Another complex question. Small said the American Psychiatric Group doesn’t think so. But there is an undeniable Pavlovian response to certain stimulus – and the Internet happens to be the medium for gratifying the urge. For example, if you’re addicted to shopping, is e-Bay to blame? When triggered, dopamine creates powerful urges to keep it flowing. “The consequence of a certain behavior reinforces a behavior,” Small said.\u003c/li>\n\u003cli>Brains are malleable, much like computers. If we spend a lot of time engaged in a repeated mental task, the neural circuits will strengthen. Conversely, if we neglect those tasks, the neural circuits will weaken.\u003c/li>\n\u003cli>The “thinking brain” – seeing the big picture – is not fully developed in children. Empathy and the ability to perceive and understand emotional point of view and communicate that understanding has not kicked in.\u003c/li>\n\u003cli>The term “use it or lose it” applies to brain functions: 60% of synaptic connections are pruned away when not used.\u003c/li>\n\u003cli>What will happen to brain development as result of the evolution of the handheld tool? Genetic variants that adapt best to environment are most likely to survive.\u003c/li>\n\u003c/ul>\n\n",
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"description": "Lenny Gonzales Our love-hate relationship with technology is the subject of research psychologist Dr. Larry D. Rosen's new book iDisorder. From his perspective, "tech gadgets and applications are turning us into basket-cases suffering from versions of obsessive-compulsive disorder and attention-deficit syndrome," according to a recent HechingerEd blog. Rosen also spoke at last year's Learning &",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-16916\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/10_11.15_newtech_0654-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\n\u003cp class=\"wp-media-credit\">Lenny Gonzales\u003c/p>\n\u003c/div>\n\u003cp>Our love-hate relationship with technology is the subject of research psychologist Dr. Larry D. Rosen's new book \u003cem>iDisorder\u003c/em>. From his perspective, \"tech gadgets and applications are turning us into basket-cases suffering from versions of obsessive-compulsive disorder and attention-deficit syndrome,\" according to a recent \u003ca href=\"http://hechingered.org/content/how-a-tech-break-can-help-students-refocus_4556/\">HechingerEd blog\u003c/a>.\u003c/p>\n\u003cp>Rosen also spoke at last year's \u003ca href=\"http://www.learningandthebrain.com/\">Learning & the Brain Conference,\u003c/a> along with Dr. Gary Small, author of the book \u003cem>\u003ca href=\"http://www.amazon.com/iBrain-Surviving-Technological-Alteration-Modern/dp/0061340332\">iBrain\u003c/a>\u003c/em>:\u003ca href=\"http://www.amazon.com/iBrain-Surviving-Technological-Alteration-Modern/dp/0061340332\"> \u003cem>Surviving the Technological Alteration of the Modern Mind.\u003c/em>\u003c/a> (Yes, the similarity of the titles are noted.)\u003c/p>\n\u003cp>The two authors bring their own experiences and perspectives to the table, some on opposite spectrums, but some quite similar. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/how-technology-wires-the-learning-brain/\">This MindShift article, How Technology Wires the Learning Brain\u003c/a> describes Small's point of view about one specific tactic he agrees with Rosen: scratch the technology itch in intervals, then set it aside.\u003c/p>\n\u003cp>Here's that original post:\u003c/p>\n\u003cp>Kids between the ages of 8 and 18 spend 11.5 hours a day using technology -- whether that’s computers, television, mobile phones, or video games – and usually more than one at a time. That’s a big chunk of their 15 or 16 waking hours.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The technology train has left. You have to deal with it, understand it, and get some perspective.”\u003c/aside>\n\u003cp>But does that spell doom for the next generation? Not necessarily, according to \u003ca href=\"http://drgarysmall.com/\">Dr. Gary Small,\u003c/a> a neuroscientist and professor at UCLA, who spoke at the \u003ca href=\"http://www.learningandthebrain.com/\">Learning & the Brain Conference\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Young people are born into technology, and they’re used to using it 24/7,” Small said. “Their brains are wired to use it elegantly.”\u003c!--more-->\u003c/p>\n\u003cp>The downside of such immersion in technological devices, he said, is that they’re not having conversations, looking people in the eye, or noticing verbal cues. “These are important 'technologies,' so to speak, that have evolved over centuries and are tremendously powerful.”\u003c/p>\n\u003cp>But that’s not the headline here. Small’s main point was this: “The technology train has left. You have to deal with it, understand it, and get some perspective.”\u003c/p>\n\u003cp>Video games, for example, aren’t just about repetitive tasks – many of them have built-in social components that allow kids to communicate. Texting isn’t about using a gadget -- it’s about connecting with someone else.\u003c/p>\n\u003cp>“Texting is an expression of what it means to be human,” Small said. “We love being connected to other people. It’s a very compelling emotional urge, and it’s hard to give up moment to moment.”\u003c/p>\n\u003cp>\u003cstrong>That’s why one well-liked teacher Small knows gives her students a five-minute texting break in the middle of class. Educators also use \u003ca href=\"http://www.abcactionnews.com/dpp/news/region_pasco/wesley_chapel/teacher-welcomes-texting-in-class\">texting in class \u003c/a>as a means to gauge understanding of the subject and take instant polls, for example.\u003c/strong>\u003c/p>\n\u003cp>It might seem odd, but Small suggests also carving out time for face-to-face emotional exercises and in-person conversations to counterbalance all the inevitable gadget-communication.\u003c/p>\n\u003cp>“We \u003cem>can\u003c/em> train empathic behavior,” he said.\u003c/p>\n\u003ch5>\u003cstrong>TECH AND CREATIVITY\u003c/strong>\u003c/h5>\n\u003cp>Is technology making us less creative? Parents and educators have been worried about this issue, wondering whether hours of playing video games will zap their inclination to write or paint or sing.\u003c/p>\n\u003cp>Small said the Internet trains our minds to have a “staccato” train of thought, jumping from idea to idea, like we do from Web site to Web site. But is that the most creative way to think? Do we have time to sit back and be thoughtful?\u003c/p>\n\u003caside class=\"pullquote alignleft\">There is an undeniable Pavlovian response to certain stimulus – and the Internet happens to be the medium for gratifying the urge.\u003c/aside>\n\u003cp>On one hand, we’re trained not to think deeply about subjects when we text quick snippets, Tweet short thoughts, or click on a simple thumbs up or thumbs down on a link. We experience information overload and have no time for reflection or problem solving.\u003c/p>\n\u003cp>On the other hand, technology trains the brain to be nimble and to process new ideas quickly. We become more open to new ideas, and communicate more freely and frequently.\u003c/p>\n\u003cp>“The brain is complex,” he said. “The answers are not straightforward.”\u003c/p>\n\u003ch5>\u003cstrong>IS THE INTERNET MAKING US SMARTER?\u003c/strong>\u003c/h5>\n\u003cp>In a study called \u003ca href=\"http://journals.lww.com/ajgponline/Abstract/2009/02000/Your_Brain_on_Google__Patterns_of_Cerebral.4.aspx\">“Your Brain on Google,”\u003c/a> Small and his peers tested the brain activity of two groups -- “Internet-naïve” (mostly 65 and older who had very little experience online) and “Internet smart”-- while reading a book versus conducting a Google search.\u003c/p>\n\u003cp>In the “Internet savvy” group, there was twice as much brain activity in all parts of the brain while they were conducting a Google search than while they were reading a book. And in the “Internet-naïve” group, after a week of Googling subjects online, there was a significant burst in frontal lobe activity, which controls short-term memory and decision-making.\u003c/p>\n\u003cp>Small’s conclusion? “Google is making us smart,” he said. “Searching online is brain exercise.”\u003c/p>\n\u003cp>Technology can train our brains in positive ways, he added. Surgeons who play video games, for example, make fewer surgical errors. Those who play video games have improved reaction time, better peripheral vision.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It’s a matter of finding balance,” he said. “Upgrade the technology skills of older ‘digital immigrants,’ and help young kids improve social skills.”\u003c/p>\n\u003ch5>Other interesting nuggets from Small’s talk:\u003c/h5>\n\u003cul>\n\u003cli>Is technology addictive? Another complex question. Small said the American Psychiatric Group doesn’t think so. But there is an undeniable Pavlovian response to certain stimulus – and the Internet happens to be the medium for gratifying the urge. For example, if you’re addicted to shopping, is e-Bay to blame? When triggered, dopamine creates powerful urges to keep it flowing. “The consequence of a certain behavior reinforces a behavior,” Small said.\u003c/li>\n\u003cli>Brains are malleable, much like computers. If we spend a lot of time engaged in a repeated mental task, the neural circuits will strengthen. Conversely, if we neglect those tasks, the neural circuits will weaken.\u003c/li>\n\u003cli>The “thinking brain” – seeing the big picture – is not fully developed in children. Empathy and the ability to perceive and understand emotional point of view and communicate that understanding has not kicked in.\u003c/li>\n\u003cli>The term “use it or lose it” applies to brain functions: 60% of synaptic connections are pruned away when not used.\u003c/li>\n\u003cli>What will happen to brain development as result of the evolution of the handheld tool? Genetic variants that adapt best to environment are most likely to survive.\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Teaching Kids About Entrepreneurship, One Ladybug at a Time",
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"content": "\u003cp>\u003cimg class=\"alignleft size-full wp-image-16888\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/lull_ladybug1.jpg\" alt=\"\" width=\"300\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/11/lull_ladybug1.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2011/11/lull_ladybug1-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/11/lull_ladybug1-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/11/lull_ladybug1-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/11/lull_ladybug1-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/11/lull_ladybug1-75x75.jpg 75w\" sizes=\"(max-width: 300px) 100vw, 300px\">We start teaching kids about jobs and professions at an early age. By elementary school, they know what doctors, scientists, farmers and firefighters do. In some cases, there are supporting programs to help kids gain knowledge and hands-on experience needed for those careers and to put them in touch with those who work in the field.\u003c/p>\n\u003cp>That's not always the case when it comes to entrepreneurship, even though the skills necessary to build and run one's own company can be relevant to anyone: financial literacy, responsibility, problem-solving, creative thinking, collaboration and independence. Add to that list \"technical skills,\" and we have not just an outline for a curriculum for career-readiness, but also the building blocks for what has become -- and will probably become more so -- a crucial driving force for economic growth in the country.\u003c/p>\n\u003cp>So how do you explain \"entrepreneurship\" to kids? How do you explain business models, business plans, and basic economics?\u003c/p>\n\u003cp>Lull Mengesha argues that many elementary school-age kids already have an understanding of bartering, and that's where he starts the first book in his series \"\u003cem>Building an Entrepreneur\u003c/em>.\" \u003cem>\u003ca href=\"http://www.amazon.com/Lull-his-ladybugs-Fostering-Entrepreneurial/dp/098357250X\">Lull and \u003c!--more-->His Ladybugs\u003c/a>\u003c/em> is based off of Mengesha's own experiences growing up and developing his own business sensibilities.\u003c/p>\n\u003cp>Born in Khartoum, Sudan, Mengesha came to the U.S. as an infant and grew up in a low-income neighborhood outside of San Diego. He was bussed into a school in a different part of town, where he and his friends would stare at their school-provided meals and wish they had the sack lunches -- full of snack-cakes and juice-boxes and chips -- their wealthier classmates would bring to school.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>Lull and the Ladybugs\u003c/em> describes how young Mengesha comes up with a way to get one of these coveted sack lunches, which his mom tells him she can't afford. Since he can't buy the contents of a sack lunch, Mengesha realizes he can try trading. In doing so, he taps into the bartering culture young students are already familiar with (in his case, trading Silly Bands). But what does a poor kid have to offer a wealthier one? Mengesha comes up with the innovative idea to catch ladybugs in jars, as well as a clever way to \"pitch\" the proposed trade to the other kids in the cafeteria.\u003c/p>\n\u003cp>Mengesha has shared this story in his talks with students, and says he's noticed that it creates valuable discussion centered around economics, entrepreneurship and culture. Mengesha also the wrote the book \u003cem>\u003ca href=\"http://www.amazon.com/The-Only-Black-Student-ebook/dp/B003980XG6/ref=ntt_at_ep_dpt_2\">The Only Black Student\u003c/a>\u003c/em> about his experiences at a \"PWI\" (predominantly white institution), which has been frequently assigned in college classrooms to discuss race, academics, and achievement.\u003c/p>\n\u003cp>But \u003cem>Lull and the Ladybugs\u003c/em> is aimed at the 6 to 8 year age range, a recognition that the message about building one's own future needs to start far earlier than college. \"I worked with several elementary classes and the biggest challenge was explaining what an entrepreneur is,\" says Mengesha. \"However kids intuitively understand bartering the first day they hit the cafeteria trying to trade up for more awesome snacks. Instead of trying to teach terminology I became more focused on teaching the experiences and lessons of an entrepreneur.\"\u003c/p>\n\u003cp>Mengesha plans on writing a whole series of \"Building an Entrepreneur\" books to teach lessons to kids \"as early and as intuitively as possible.\" He also wants to focus on students who culturally and economically don't necessarily come from a business-oriented or an economically privileged background.\u003c/p>\n\u003cp>Although Mengesha himself now has a Bachelors degree in economics, a Masters in Information Management, and a job at Boeing, he is himself a serial entrepreneur. That's evident in his book-publishing work (all his books are self-published), his plans to develop educational curriculum around entrepreneurship, as well as several other projects he's involved in.\u003c/p>\n\u003cp>\"If you talk to any successful entrepreneur, they usually have a history of entrepreneurship starting at an early age involving available goods or services\" -- selling lemonade, for example, or mowing lawns, Mengesha says. Sometimes students are punished for this sort of thing when it happens on school grounds.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>So how can we encourage students to explore their own entrepreneurial ideas (not those necessarily imposed or dictated by schools or that only feed the school coffers)? How can we create a space for students to explore and grow their business acumen? If indeed these skills about building a business are crucial -- for students' future as for the country's economy -- how can we better support them in and out of school? The story of Lull's ladybugs suggests that students are already thinking about these endeavors. How can we build on that?\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"alignleft size-full wp-image-16888\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/lull_ladybug1.jpg\" alt=\"\" width=\"300\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/11/lull_ladybug1.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2011/11/lull_ladybug1-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/11/lull_ladybug1-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/11/lull_ladybug1-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/11/lull_ladybug1-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/11/lull_ladybug1-75x75.jpg 75w\" sizes=\"(max-width: 300px) 100vw, 300px\">We start teaching kids about jobs and professions at an early age. By elementary school, they know what doctors, scientists, farmers and firefighters do. In some cases, there are supporting programs to help kids gain knowledge and hands-on experience needed for those careers and to put them in touch with those who work in the field.\u003c/p>\n\u003cp>That's not always the case when it comes to entrepreneurship, even though the skills necessary to build and run one's own company can be relevant to anyone: financial literacy, responsibility, problem-solving, creative thinking, collaboration and independence. Add to that list \"technical skills,\" and we have not just an outline for a curriculum for career-readiness, but also the building blocks for what has become -- and will probably become more so -- a crucial driving force for economic growth in the country.\u003c/p>\n\u003cp>So how do you explain \"entrepreneurship\" to kids? How do you explain business models, business plans, and basic economics?\u003c/p>\n\u003cp>Lull Mengesha argues that many elementary school-age kids already have an understanding of bartering, and that's where he starts the first book in his series \"\u003cem>Building an Entrepreneur\u003c/em>.\" \u003cem>\u003ca href=\"http://www.amazon.com/Lull-his-ladybugs-Fostering-Entrepreneurial/dp/098357250X\">Lull and \u003c!--more-->His Ladybugs\u003c/a>\u003c/em> is based off of Mengesha's own experiences growing up and developing his own business sensibilities.\u003c/p>\n\u003cp>Born in Khartoum, Sudan, Mengesha came to the U.S. as an infant and grew up in a low-income neighborhood outside of San Diego. He was bussed into a school in a different part of town, where he and his friends would stare at their school-provided meals and wish they had the sack lunches -- full of snack-cakes and juice-boxes and chips -- their wealthier classmates would bring to school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Lull and the Ladybugs\u003c/em> describes how young Mengesha comes up with a way to get one of these coveted sack lunches, which his mom tells him she can't afford. Since he can't buy the contents of a sack lunch, Mengesha realizes he can try trading. In doing so, he taps into the bartering culture young students are already familiar with (in his case, trading Silly Bands). But what does a poor kid have to offer a wealthier one? Mengesha comes up with the innovative idea to catch ladybugs in jars, as well as a clever way to \"pitch\" the proposed trade to the other kids in the cafeteria.\u003c/p>\n\u003cp>Mengesha has shared this story in his talks with students, and says he's noticed that it creates valuable discussion centered around economics, entrepreneurship and culture. Mengesha also the wrote the book \u003cem>\u003ca href=\"http://www.amazon.com/The-Only-Black-Student-ebook/dp/B003980XG6/ref=ntt_at_ep_dpt_2\">The Only Black Student\u003c/a>\u003c/em> about his experiences at a \"PWI\" (predominantly white institution), which has been frequently assigned in college classrooms to discuss race, academics, and achievement.\u003c/p>\n\u003cp>But \u003cem>Lull and the Ladybugs\u003c/em> is aimed at the 6 to 8 year age range, a recognition that the message about building one's own future needs to start far earlier than college. \"I worked with several elementary classes and the biggest challenge was explaining what an entrepreneur is,\" says Mengesha. \"However kids intuitively understand bartering the first day they hit the cafeteria trying to trade up for more awesome snacks. Instead of trying to teach terminology I became more focused on teaching the experiences and lessons of an entrepreneur.\"\u003c/p>\n\u003cp>Mengesha plans on writing a whole series of \"Building an Entrepreneur\" books to teach lessons to kids \"as early and as intuitively as possible.\" He also wants to focus on students who culturally and economically don't necessarily come from a business-oriented or an economically privileged background.\u003c/p>\n\u003cp>Although Mengesha himself now has a Bachelors degree in economics, a Masters in Information Management, and a job at Boeing, he is himself a serial entrepreneur. That's evident in his book-publishing work (all his books are self-published), his plans to develop educational curriculum around entrepreneurship, as well as several other projects he's involved in.\u003c/p>\n\u003cp>\"If you talk to any successful entrepreneur, they usually have a history of entrepreneurship starting at an early age involving available goods or services\" -- selling lemonade, for example, or mowing lawns, Mengesha says. Sometimes students are punished for this sort of thing when it happens on school grounds.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>So how can we encourage students to explore their own entrepreneurial ideas (not those necessarily imposed or dictated by schools or that only feed the school coffers)? How can we create a space for students to explore and grow their business acumen? If indeed these skills about building a business are crucial -- for students' future as for the country's economy -- how can we better support them in and out of school? The story of Lull's ladybugs suggests that students are already thinking about these endeavors. How can we build on that?\u003c/p>\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/2011/11/what-to-say-when-praising-effort-and-process/3120877348_5130705a52/\" rel=\"attachment wp-att-16873\">\u003cimg class=\"size-medium wp-image-16873\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/3120877348_5130705a52-300x184.jpg\" alt=\"\" width=\"300\" height=\"184\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:SarahReido\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://ascd.typepad.com/blog/2011/11/what-is-process-praise-why-should-you-use-it.html\">ASCD\u003c/a>\u003c/h5>\n\u003cp>Last week's \u003ca href=\"../2011/11/can-everyone-be-smart-at-everything/\" target=\"_blank\">most-clicked ASCD SmartBrief story\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-everyone-be-smart-at-everything/\">\u003cem>Can Everyone Be Smart at Everything?\u003c/em>\u003c/a> underscored the importance of praising students for effort and the processes they use to learn. This cultivates what Carol Dweck calls a \"\u003ca href=\"http://ascd.typepad.com/blog/2010/08/even-geniuses-work-hard.html\" target=\"_blank\">growth mindset\u003c/a>,\" and helps kids identify the practices that develop their knowledge and skills, and supports their perseverance toward goals, by acknowledging hard work over so-called innate talent.\u003c/p>\n\u003cp>Being smart means learning comes easy is one of the \u003ca href=\"http://ascd.typepad.com/blog/2008/03/myths-that-haun.html\" target=\"_blank\">myths that haunt students\u003c/a>. This fixed mindset leads students to avoid challenges for fear of looking stupid. Dweck says teachers can challenge students' fixed mindset beliefs by using effort or \"process\" praise -- for engagement, perseverance, strategies, improvement, and the like. She provides some examples of process praise in her \u003cem>Educational Leadership\u003c/em> article, \"\u003ca href=\"http://www.ascd.org/publications/educational-leadership/oct07/vol65/num02/The-Perils-and-Promises-of-Praise.aspx\" target=\"_blank\">The Perils and Promises of Praise\u003c/a>\":\u003c/p>\n\u003cul>\n\u003cul>\n\u003cli>You really studied for your English test, and your improvement shows it. You read the material over several times, outlined it, and tested yourself on it. That really worked!\u003c/li>\n\u003c/ul>\n\u003c/ul>\n\u003cul>\n\u003cul>\n\u003cli>I like the way you tried all kinds of strategies on that math problem until you finally got it.\u003c/li>\n\u003c/ul>\n\u003c/ul>\n\u003cul>\n\u003cul>\n\u003cli>It was a long, hard assignment, but you stuck to it and got it done. You stayed at your desk, kept up your concentration, and kept working. That's great!\u003c!--more-->\u003c/li>\n\u003c/ul>\n\u003c/ul>\n\u003cul>\n\u003cul>\n\u003cli>I like that you took on that challenging project for your science class. It will take a lot of work—doing the research, designing the machine, buying the parts, and building it. You're going to learn a lot of great things.\u003c/li>\n\u003c/ul>\n\u003c/ul>\n\u003cul>\n\u003cul>\n\u003cli>For the student who gets an \u003cem>A\u003c/em> without trying: \"All right, that was too easy for you. Let's do something more challenging that you can learn from.\"\u003c/li>\n\u003c/ul>\n\u003c/ul>\n\u003cul>\n\u003cli>For the student who works hard and \u003cem>doesn't\u003c/em> do well: \"I liked the effort you put in. Let's work together some more and figure out what you don't understand.\"\u003c/li>\n\u003c/ul>\n\u003cp>Any other ideas from parents and educators?\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://ascd.typepad.com/blog/2011/11/what-is-process-praise-why-should-you-use-it.html\" target=\"_blank\">ASCD blog In Service\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\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/2011/11/what-to-say-when-praising-effort-and-process/3120877348_5130705a52/\" rel=\"attachment wp-att-16873\">\u003cimg class=\"size-medium wp-image-16873\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/3120877348_5130705a52-300x184.jpg\" alt=\"\" width=\"300\" height=\"184\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:SarahReido\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://ascd.typepad.com/blog/2011/11/what-is-process-praise-why-should-you-use-it.html\">ASCD\u003c/a>\u003c/h5>\n\u003cp>Last week's \u003ca href=\"../2011/11/can-everyone-be-smart-at-everything/\" target=\"_blank\">most-clicked ASCD SmartBrief story\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-everyone-be-smart-at-everything/\">\u003cem>Can Everyone Be Smart at Everything?\u003c/em>\u003c/a> underscored the importance of praising students for effort and the processes they use to learn. This cultivates what Carol Dweck calls a \"\u003ca href=\"http://ascd.typepad.com/blog/2010/08/even-geniuses-work-hard.html\" target=\"_blank\">growth mindset\u003c/a>,\" and helps kids identify the practices that develop their knowledge and skills, and supports their perseverance toward goals, by acknowledging hard work over so-called innate talent.\u003c/p>\n\u003cp>Being smart means learning comes easy is one of the \u003ca href=\"http://ascd.typepad.com/blog/2008/03/myths-that-haun.html\" target=\"_blank\">myths that haunt students\u003c/a>. This fixed mindset leads students to avoid challenges for fear of looking stupid. Dweck says teachers can challenge students' fixed mindset beliefs by using effort or \"process\" praise -- for engagement, perseverance, strategies, improvement, and the like. She provides some examples of process praise in her \u003cem>Educational Leadership\u003c/em> article, \"\u003ca href=\"http://www.ascd.org/publications/educational-leadership/oct07/vol65/num02/The-Perils-and-Promises-of-Praise.aspx\" target=\"_blank\">The Perils and Promises of Praise\u003c/a>\":\u003c/p>\n\u003cul>\n\u003cul>\n\u003cli>You really studied for your English test, and your improvement shows it. You read the material over several times, outlined it, and tested yourself on it. That really worked!\u003c/li>\n\u003c/ul>\n\u003c/ul>\n\u003cul>\n\u003cul>\n\u003cli>I like the way you tried all kinds of strategies on that math problem until you finally got it.\u003c/li>\n\u003c/ul>\n\u003c/ul>\n\u003cul>\n\u003cul>\n\u003cli>It was a long, hard assignment, but you stuck to it and got it done. You stayed at your desk, kept up your concentration, and kept working. That's great!\u003c!--more-->\u003c/li>\n\u003c/ul>\n\u003c/ul>\n\u003cul>\n\u003cul>\n\u003cli>I like that you took on that challenging project for your science class. It will take a lot of work—doing the research, designing the machine, buying the parts, and building it. You're going to learn a lot of great things.\u003c/li>\n\u003c/ul>\n\u003c/ul>\n\u003cul>\n\u003cul>\n\u003cli>For the student who gets an \u003cem>A\u003c/em> without trying: \"All right, that was too easy for you. Let's do something more challenging that you can learn from.\"\u003c/li>\n\u003c/ul>\n\u003c/ul>\n\u003cul>\n\u003cli>For the student who works hard and \u003cem>doesn't\u003c/em> do well: \"I liked the effort you put in. Let's work together some more and figure out what you don't understand.\"\u003c/li>\n\u003c/ul>\n\u003cp>Any other ideas from parents and educators?\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://ascd.typepad.com/blog/2011/11/what-is-process-praise-why-should-you-use-it.html\" target=\"_blank\">ASCD blog In Service\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Teaching Without Technology? ",
"title": "Teaching Without Technology? ",
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"content": "\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-16853\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/11_1.21_Ipad_Algebra_0238-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\n\u003cp class=\"wp-media-credit\">Lenny Gonzales\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://www.pbs.org/mediashift/aran-levasseur-1/\">Aran Levasseur\u003c/a>\u003c/h5>\n\u003cp>New technology is a lightning rod and polarizing force because it not only begins to influence what we see and how we see it, but, over time, who we are, writes Nicholas Carr in his book, \"\u003ca href=\"http://www.amazon.com/Shallows-What-Internet-Doing-Brains/dp/0393072223\">The Shallows: What the Internet is Doing to Our Brains\u003c/a>.\"\u003c/p>\n\u003cp>It makes sense then, that debate of digital technology's role in society is naturally being played out in microcosmic form within schools. Education is designed to transmit a culture's history, values and theories of knowledge while also preparing students for the world of tomorrow. Yet, in times like ours, when the gulf between the past and future stretches light years, cognitive dissonance ensues when students, teachers and parents try to figure out what technology should be used to bridge this timeline.\u003c/p>\n\u003ch4>Anti-Tech in America's Tech Capital\u003c/h4>\n\u003cp>While critique of new technology within schools is healthy and to be expected, a recent \u003cem>New York Times\u003c/em> article revealed an unexpected source: Silicon Valley. The essence of the article, \"\u003ca href=\"http://www.nytimes.com/2011/10/23/technology/at-waldorf-school-in-silicon-valley-technology-can-wait.html?pagewanted=all\">A Silicon Valley School That Doesn't Compute\u003c/a>,\" can be found in the third paragraph:\u003c/p>\n\u003caside class=\"pullquote alignleft\">Students who do best within the current system are those who can capture the transmission -- as unfiltered as possible -- and mirror back to the teacher what they have delineated. \u003c/aside>\n\u003cp>\"Schools nationwide have rushed to supply their classrooms with computers, and many policy makers say it is foolish to do otherwise. But the contrarian point of view can be found at the epicenter of the tech economy, where some parents and educators have a message: computers and schools don't mix.\"\u003c/p>\n\u003cp>The conflict between computers and schools is really a conflict between educational paradigms. The traditional and dominant paradigm is rooted in the book and the pedagogy is one of \u003c!--more-->transmission. Teachers, who have presumably read more books than their students and listened to more scholarly lectures, transmit what they've learned to their students in a similar fashion.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The students who do best within this system are those who can capture the transmission -- as unfiltered as possible -- and mirror back to the teacher what they have delineated. Within this model, digital technology can provide improvements, but they are cosmetic.\u003c/p>\n\u003cp>Teachers can enhance their lectures with presentation software, videos and other forms of multimedia, but the methods stay the same. For teachers who don't understand how these new tools can enhance what they are teaching, then technology can be a distraction.\u003c/p>\n\u003ch4>Inquiry-Based Learning and Technology\u003c/h4>\n\u003cp>The pedagogy that's emerging to deliver 21st-century skills is student-centered and inquiry-based. In the inquiry-based approach, student interest drives the learning process and the teacher shifts from the sage on the stage into more of a coaching role. Within this system of learning, there is real value in having the widest range of technological tools for not only consuming information in all its multimodal forms, but for creatively demonstrating what one has learned.\u003c/p>\n\u003caside class=\"pullquote alignright\">We need to learn how digital tools can augment our thinking and discover what new kinds of cognitive and social capacities they yield.\u003c/aside>\n\u003cp>Within an inquiry model, in addition to keeping an eye on content, teachers should be focused on what kinds of skills they want their students to cultivate -- such as critical thinking, communication and collaboration -- and then from this baseline determine what kinds of tools are best for developing those skills. Some will be digital, some won't. But to eliminate digital tools from the classroom toolkit completely is a sign of the confusion and fear people are feeling as the gravitational pull of digital technology bends our culture.\u003c/p>\n\u003cp>Technology shapes habits of mind. Different tools allow for varying kinds of experiences. Modern neuroscience has revealed that different experiences lead to other kinds of brain structures. As a result, perception and thinking are altered by the technology we use.\u003c/p>\n\u003ch4>Integrating Tech Tools\u003c/h4>\n\u003cp>For those of us who have been wired to learn in specific ways and with certain tools, when new ways and tools come along that undo that wiring, it's understandable why many might think that the gold standard of learning is being attacked. Socrates felt the same way about the technology of literacy. But this is why it's so critical to integrate digital tools into a learning environment.\u003c/p>\n\u003cp>If schools don't train students to use and think about digital tools in a thoughtful way, where else is it going to happen? A recent article by Clive Thompson in Wired on \"\u003ca href=\"http://www.wired.com/magazine/2011/11/st_thompson_searchresults/\">Why Students Can't Search\u003c/a>\" underscores this point. The crux of the article states that \"students aren't assessing information sources on their own merit -- they're putting too much trust in the machine.\" Just because students are at ease inputting words or phrases into a search engine doesn't mean they know how to engage in critical research and judge sources. This kind of critical thinking takes training.\u003c/p>\n\u003cp>To say digital literacy is something that students can learn once they are older is akin to an oral culture saying reading can be taught only once students have mastered the oral tradition. As a society, we need to learn to not only know how to use digital tools but, perhaps more importantly, learn how they can augment our thinking and discover what new kinds of cognitive and social capacities they yield.\u003c/p>\n\u003cp>This is a process of discovery -- and like all discovery, it's filled with trial and error. Our current educational system stigmatizes mistakes. To understand how digital technology can enhance teaching and learning in the 21st century we'll need to embrace James Joyce's philosophy: \"A man of genius makes no mistakes; his errors are volitional and are portals of discovery.\"\u003c/p>\n\u003cp>\u003cem>Aran Levasseur has an eclectic background that ranges from outdoor education to life coaching, and from habitat restoration to video production. For the last five years he's taught middle school history and science. From the beginning he's been integrating technology into his classes to enhance his teaching and student learning. He recently gave \u003ca href=\"http://vimeo.com/22398353\">a talk at TEDxSFED on videogames and learning\u003c/a>. Currently he's the Academic Technology Coordinator at San Francisco University High School.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/teaching-without-technology/pbs-mediashift-logo-final-9/\" rel=\"attachment wp-att-16856\">\u003cimg class=\"alignleft size-thumbnail wp-image-16856\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"52\" height=\"52\">\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/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"description": "Lenny Gonzales By Aran Levasseur New technology is a lightning rod and polarizing force because it not only begins to influence what we see and how we see it, but, over time, who we are, writes Nicholas Carr in his book, "The Shallows: What the Internet is Doing to Our Brains." It makes sense then,",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-16853\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/11_1.21_Ipad_Algebra_0238-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\n\u003cp class=\"wp-media-credit\">Lenny Gonzales\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://www.pbs.org/mediashift/aran-levasseur-1/\">Aran Levasseur\u003c/a>\u003c/h5>\n\u003cp>New technology is a lightning rod and polarizing force because it not only begins to influence what we see and how we see it, but, over time, who we are, writes Nicholas Carr in his book, \"\u003ca href=\"http://www.amazon.com/Shallows-What-Internet-Doing-Brains/dp/0393072223\">The Shallows: What the Internet is Doing to Our Brains\u003c/a>.\"\u003c/p>\n\u003cp>It makes sense then, that debate of digital technology's role in society is naturally being played out in microcosmic form within schools. Education is designed to transmit a culture's history, values and theories of knowledge while also preparing students for the world of tomorrow. Yet, in times like ours, when the gulf between the past and future stretches light years, cognitive dissonance ensues when students, teachers and parents try to figure out what technology should be used to bridge this timeline.\u003c/p>\n\u003ch4>Anti-Tech in America's Tech Capital\u003c/h4>\n\u003cp>While critique of new technology within schools is healthy and to be expected, a recent \u003cem>New York Times\u003c/em> article revealed an unexpected source: Silicon Valley. The essence of the article, \"\u003ca href=\"http://www.nytimes.com/2011/10/23/technology/at-waldorf-school-in-silicon-valley-technology-can-wait.html?pagewanted=all\">A Silicon Valley School That Doesn't Compute\u003c/a>,\" can be found in the third paragraph:\u003c/p>\n\u003caside class=\"pullquote alignleft\">Students who do best within the current system are those who can capture the transmission -- as unfiltered as possible -- and mirror back to the teacher what they have delineated. \u003c/aside>\n\u003cp>\"Schools nationwide have rushed to supply their classrooms with computers, and many policy makers say it is foolish to do otherwise. But the contrarian point of view can be found at the epicenter of the tech economy, where some parents and educators have a message: computers and schools don't mix.\"\u003c/p>\n\u003cp>The conflict between computers and schools is really a conflict between educational paradigms. The traditional and dominant paradigm is rooted in the book and the pedagogy is one of \u003c!--more-->transmission. Teachers, who have presumably read more books than their students and listened to more scholarly lectures, transmit what they've learned to their students in a similar fashion.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The students who do best within this system are those who can capture the transmission -- as unfiltered as possible -- and mirror back to the teacher what they have delineated. Within this model, digital technology can provide improvements, but they are cosmetic.\u003c/p>\n\u003cp>Teachers can enhance their lectures with presentation software, videos and other forms of multimedia, but the methods stay the same. For teachers who don't understand how these new tools can enhance what they are teaching, then technology can be a distraction.\u003c/p>\n\u003ch4>Inquiry-Based Learning and Technology\u003c/h4>\n\u003cp>The pedagogy that's emerging to deliver 21st-century skills is student-centered and inquiry-based. In the inquiry-based approach, student interest drives the learning process and the teacher shifts from the sage on the stage into more of a coaching role. Within this system of learning, there is real value in having the widest range of technological tools for not only consuming information in all its multimodal forms, but for creatively demonstrating what one has learned.\u003c/p>\n\u003caside class=\"pullquote alignright\">We need to learn how digital tools can augment our thinking and discover what new kinds of cognitive and social capacities they yield.\u003c/aside>\n\u003cp>Within an inquiry model, in addition to keeping an eye on content, teachers should be focused on what kinds of skills they want their students to cultivate -- such as critical thinking, communication and collaboration -- and then from this baseline determine what kinds of tools are best for developing those skills. Some will be digital, some won't. But to eliminate digital tools from the classroom toolkit completely is a sign of the confusion and fear people are feeling as the gravitational pull of digital technology bends our culture.\u003c/p>\n\u003cp>Technology shapes habits of mind. Different tools allow for varying kinds of experiences. Modern neuroscience has revealed that different experiences lead to other kinds of brain structures. As a result, perception and thinking are altered by the technology we use.\u003c/p>\n\u003ch4>Integrating Tech Tools\u003c/h4>\n\u003cp>For those of us who have been wired to learn in specific ways and with certain tools, when new ways and tools come along that undo that wiring, it's understandable why many might think that the gold standard of learning is being attacked. Socrates felt the same way about the technology of literacy. But this is why it's so critical to integrate digital tools into a learning environment.\u003c/p>\n\u003cp>If schools don't train students to use and think about digital tools in a thoughtful way, where else is it going to happen? A recent article by Clive Thompson in Wired on \"\u003ca href=\"http://www.wired.com/magazine/2011/11/st_thompson_searchresults/\">Why Students Can't Search\u003c/a>\" underscores this point. The crux of the article states that \"students aren't assessing information sources on their own merit -- they're putting too much trust in the machine.\" Just because students are at ease inputting words or phrases into a search engine doesn't mean they know how to engage in critical research and judge sources. This kind of critical thinking takes training.\u003c/p>\n\u003cp>To say digital literacy is something that students can learn once they are older is akin to an oral culture saying reading can be taught only once students have mastered the oral tradition. As a society, we need to learn to not only know how to use digital tools but, perhaps more importantly, learn how they can augment our thinking and discover what new kinds of cognitive and social capacities they yield.\u003c/p>\n\u003cp>This is a process of discovery -- and like all discovery, it's filled with trial and error. Our current educational system stigmatizes mistakes. To understand how digital technology can enhance teaching and learning in the 21st century we'll need to embrace James Joyce's philosophy: \"A man of genius makes no mistakes; his errors are volitional and are portals of discovery.\"\u003c/p>\n\u003cp>\u003cem>Aran Levasseur has an eclectic background that ranges from outdoor education to life coaching, and from habitat restoration to video production. For the last five years he's taught middle school history and science. From the beginning he's been integrating technology into his classes to enhance his teaching and student learning. He recently gave \u003ca href=\"http://vimeo.com/22398353\">a talk at TEDxSFED on videogames and learning\u003c/a>. Currently he's the Academic Technology Coordinator at San Francisco University High School.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/teaching-without-technology/pbs-mediashift-logo-final-9/\" rel=\"attachment wp-att-16856\">\u003cimg class=\"alignleft size-thumbnail wp-image-16856\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"52\" height=\"52\">\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/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 241px\">\u003cimg class=\"size-full wp-image-16845\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/973656906.png\" alt=\"\" width=\"241\" height=\"241\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/11/973656906.png 241w, https://ww2.kqed.org/app/uploads/sites/23/2011/11/973656906-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/11/973656906-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/11/973656906-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/11/973656906-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/11/973656906-75x75.png 75w\" sizes=\"(max-width: 241px) 100vw, 241px\">\n\u003cp class=\"wp-media-credit\">Global Education Conference\u003c/p>\n\u003c/div>\n\u003ch5>By Betsy Corcoran, \u003ca href=\"http://www.edsurge.com/\">EdSurge\u003c/a>\u003c/h5>\n\u003cp>Demonstrating how technology is the connective tissue in education, thousands of teachers and students from around the world will meet up in cyberspace this week to share ideas about \u003ca href=\"http://globaleducation.ning.com/page/2011-conference\">global collaboration in learning.\u003c/a>\u003c/p>\n\u003cp>The totally free and ginormous conference, which runs from November 14 to 18, 24 hours a day, is the brainchild of two hyper-networked educators, Lucy Gray and Steve Hargadon, each of whom has built formidable online communities of educators. Gray has \u003ca href=\"http://globaleducation.ning.com/\">focused on helping educators connect with their peers\u003c/a> around the globe; while Hargadon's community, \u003ca href=\"http://classroom20.ning.com/\">Classroom 2.0\u003c/a>, focuses on exploring emerging technology. Last year, they joined forces to create the first Global Education Conference, which attracted more than 15,000 participant log-ins from around the globe.\u003c/p>\n\u003cp>This year, the grand meet-up promises to be even bigger --\u003cem>¿cómo se dice en espanol, en francais, en deutsch --\u003c/em> you get the idea, more international than ever. Sessions are divided into four strands (teachers, students, curriculum, policy/leadership). Gray and Hargadon have given the go-ahead to more than 300 independent sessions, along with a dozen or so keynotes including ones by \u003ca href=\"http://novemberlearning.com/\">Alan November\u003c/a> (education-technology consultant) on Monday, \u003ca href=\"http://www.notosh.com/\">Ewan McIntosh\u003c/a>, CEO of NoTosh Ltd. (an \u003c!--more-->education design consultancy) on Tuesday, \u003ca href=\"http://isites.harvard.edu/chris_dede\">Chris Dede\u003c/a> (Harvard Graduate School of Education professor) on Wednesday, Esther Wojcicki (a high school journalism teacher and Google advisor), and wrapping up with Ed Gragert (executive director of iEARN-USA) on Friday.\u003c/p>\n\u003cp>Conference participants will also have a secret code so they can watch a virtual screening of a stirring new documentary \u003ca href=\"http://globaleducation.ning.com/page/virtual-film-screening-louder-than-a-bomb\">\"Louder than a Bomb,\"\u003c/a> which follows Chicago high school students competing in the world's largest poetry slam competition.\u003c/p>\n\u003cp>It's worth exploring the entire week's program, but just to give a glimpse of the variety of subjects covered, here are a few highlights from the collection of sessions:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Lessons from the teapot: Using Facebook in the classroom: \u003c/strong>Forget planking. This is how a couple of teachers in Australia and their students started a new fad in Australia: \"teapotting.\"\u003c/li>\n\u003cli>\u003cstrong>Design a Global Collaborative Project in 10 weeks from Start to Finish...Anyone Can Do It: \u003c/strong>Teachers in Sao Paulo, Brazil describe how they created an international \"i-Spy\" project, grades K-3.\u003c/li>\n\u003cli>\u003cstrong>Youth Media Creation in the At-Risk Student Population:\u003c/strong> How at-risk students are creating high quality youth media projects.\u003cstrong>\u003c/strong>\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>Dipping into the Edtech fun--outside of Silicon Valley: \u003c/strong>From Mongolia to anywhere in the world, how educators are building the technology tools that are right for their environment. (Disclaimer: EdSurge will lead this session.)\u003cstrong>\u003c/strong>\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>Low-Cost Blended Schools: \u003c/strong>Long-time reformer Tom Vander Ark talks about how to create blended learning programs with inexpensive tablet computers and open source content.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>Overcoming the Digital Divide: How Computer Labs Can Reduce Poverty and Boost Online Learning for 1 Billion Impoverished Children: \u003c/strong>How to build a school computer lab in the developing world.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>Hungry for Peace: \u003c/strong>The tale of a family two years into a four-year project to eat a meal from every country in the world.\u003c/li>\n\u003c/ul>\n\u003cp>That's just a peek at a few of the sessions. \u003ca href=\"http://globaleducation.ning.com/page/2011-sessions-and-schedule\">Look here for the full glorious list,\u003c/a> then scroll down to find your very own time zone. There's a \u003ca href=\"http://globaleducation.ning.com/page/2011-sessions-and-schedule\">talk for everyone\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 241px\">\u003cimg class=\"size-full wp-image-16845\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/973656906.png\" alt=\"\" width=\"241\" height=\"241\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/11/973656906.png 241w, https://ww2.kqed.org/app/uploads/sites/23/2011/11/973656906-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/11/973656906-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/11/973656906-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/11/973656906-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/11/973656906-75x75.png 75w\" sizes=\"(max-width: 241px) 100vw, 241px\">\n\u003cp class=\"wp-media-credit\">Global Education Conference\u003c/p>\n\u003c/div>\n\u003ch5>By Betsy Corcoran, \u003ca href=\"http://www.edsurge.com/\">EdSurge\u003c/a>\u003c/h5>\n\u003cp>Demonstrating how technology is the connective tissue in education, thousands of teachers and students from around the world will meet up in cyberspace this week to share ideas about \u003ca href=\"http://globaleducation.ning.com/page/2011-conference\">global collaboration in learning.\u003c/a>\u003c/p>\n\u003cp>The totally free and ginormous conference, which runs from November 14 to 18, 24 hours a day, is the brainchild of two hyper-networked educators, Lucy Gray and Steve Hargadon, each of whom has built formidable online communities of educators. Gray has \u003ca href=\"http://globaleducation.ning.com/\">focused on helping educators connect with their peers\u003c/a> around the globe; while Hargadon's community, \u003ca href=\"http://classroom20.ning.com/\">Classroom 2.0\u003c/a>, focuses on exploring emerging technology. Last year, they joined forces to create the first Global Education Conference, which attracted more than 15,000 participant log-ins from around the globe.\u003c/p>\n\u003cp>This year, the grand meet-up promises to be even bigger --\u003cem>¿cómo se dice en espanol, en francais, en deutsch --\u003c/em> you get the idea, more international than ever. Sessions are divided into four strands (teachers, students, curriculum, policy/leadership). Gray and Hargadon have given the go-ahead to more than 300 independent sessions, along with a dozen or so keynotes including ones by \u003ca href=\"http://novemberlearning.com/\">Alan November\u003c/a> (education-technology consultant) on Monday, \u003ca href=\"http://www.notosh.com/\">Ewan McIntosh\u003c/a>, CEO of NoTosh Ltd. 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This is how a couple of teachers in Australia and their students started a new fad in Australia: \"teapotting.\"\u003c/li>\n\u003cli>\u003cstrong>Design a Global Collaborative Project in 10 weeks from Start to Finish...Anyone Can Do It: \u003c/strong>Teachers in Sao Paulo, Brazil describe how they created an international \"i-Spy\" project, grades K-3.\u003c/li>\n\u003cli>\u003cstrong>Youth Media Creation in the At-Risk Student Population:\u003c/strong> How at-risk students are creating high quality youth media projects.\u003cstrong>\u003c/strong>\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>Dipping into the Edtech fun--outside of Silicon Valley: \u003c/strong>From Mongolia to anywhere in the world, how educators are building the technology tools that are right for their environment. (Disclaimer: EdSurge will lead this session.)\u003cstrong>\u003c/strong>\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>Low-Cost Blended Schools: \u003c/strong>Long-time reformer Tom Vander Ark talks about how to create blended learning programs with inexpensive tablet computers and open source content.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>Overcoming the Digital Divide: How Computer Labs Can Reduce Poverty and Boost Online Learning for 1 Billion Impoverished Children: \u003c/strong>How to build a school computer lab in the developing world.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>Hungry for Peace: \u003c/strong>The tale of a family two years into a four-year project to eat a meal from every country in the world.\u003c/li>\n\u003c/ul>\n\u003cp>That's just a peek at a few of the sessions. \u003ca href=\"http://globaleducation.ning.com/page/2011-sessions-and-schedule\">Look here for the full glorious list,\u003c/a> then scroll down to find your very own time zone. There's a \u003ca href=\"http://globaleducation.ning.com/page/2011-sessions-and-schedule\">talk for everyone\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_16831\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-16831\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/ML_stanford-300x328.jpg\" alt=\"\" width=\"300\" height=\"328\">\u003cfigcaption class=\"wp-caption-text\">Thousands of people have enrolled for Stanford's online science and robotics classes.\u003c/figcaption>\u003c/figure>\n\u003cp>This summer, Stanford University \u003ca href=\"http://soe.stanford.edu/about/20110815.html\">announced\u003c/a> its plans to make three of its introductory computer science classes available for free to the general public. The classes -- \u003ca href=\"http://www.ml-class.org/course/auth/welcome\">Machine Learning\u003c/a>, \u003ca href=\"http://www.db-class.org/course/auth/welcome\">Introduction to Databases\u003c/a>, and \u003ca href=\"https://www.ai-class.com/\">Introduction to Artificial Intelligence\u003c/a> -- were to be taught by Stanford faculty and held online in conjunction with the regular on campus courses held during this October to December term.\u003c/p>\n\u003cp>Those participating in the online versions were able to take (almost) that same class as the enrolled Stanford students, and the online students were given the option to take an easier version too, one that didn't require completing the homework or taking the quizzes. Those who successfully completed the courses won't receive grades or credit but will receive a signed \"statement of accomplishment\" from the professors.\u003c/p>\n\u003cp>The \u003ca href=\"http://www.nytimes.com/2011/08/16/science/16stanford.html\">news\u003c/a> of Stanford's online experiment generated an immense amount of interest, with more than 130,000 signing up for the A.I. class and roughly 50,000 registering for the Machine Learning and Databases classes. Now that the term is in full swing, those numbers have dropped off substantially. Even so, some 35,000 students have turned in the first three weeks of homework assignments, reports \u003ca href=\"http://edsurge.com\">EdSurge\u003c/a> in its latest newsletter, joining the 175 Stanford students taking the class on campus.\u003c/p>\n\u003cp>Managing a class of that size is almost unimaginable. Even so, Professors Peter Norvig and Sebastian Thrun held office hours last week via a \u003ca href=\"http://plus.google.com\">Google Hangout\u003c/a>. That too was a bit \u003c!--more-->oversubscribed, and even with the ability now to watch Hangouts live via YouTube, some people were not able to attend.\u003c/p>\n\u003cp>For their part, students seem to have a mixed reaction to the different classes. \u003ca href=\"https://plus.google.com/102076128417589427747/posts/gBmHyVDqrma\">Some\u003c/a> seem to prefer the style of the Machine Learning over the Artificial Intelligence course, for example, because the former is better designed, moves from easy to difficult subject matter, and requires hands-on programming assignments. (It's interesting to note here that the Machine Learning and Databases classes are regular School of Engineering courses, whereas the AI class is a partnership between Stanford and a startup called \u003ca href=\"http://www.knowit.com/\">Know It\u003c/a>.) Of course, the differences in opinion aren't that surprising; you'll find students in any class react differently to the content and instruction. When a class has 35,000 students, there are bound to be differences of opinion.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Seb Schmoller, who is taking the A.I. class, has been documenting his experiences \u003ca href=\"http://fm.schmoller.net/ai-course/\">on his blog\u003c/a> and also has a longer write-up of \"\u003ca href=\"http://newsletter.alt.ac.uk/2011/11/what-can-we-learn-from-stanford-university%E2%80%99s-free-online-computer-science-courses/\">what we can learn\u003c/a>\" from the experiment on ALT News Online. He argues there are several key themes that educators (and not just those in the Stanford Engineering School) should be looking at: the willingness for \"world class\" teachers at \"world class\" schools to give away courses for free; knowledge about how to operate classes at such a massive scale -- technologically as well as pedagogically; data about how people interact with content and with each other in these massive informal learning settings.\u003c/p>\n\u003cp>\"The three mass courses offered by Stanford are, by definition, far too large in scale for there to be anything other than superficial interaction between students and teachers,\" says Schmoller. \"But, if the A.I. course is anything to go by, what Stanford University has solved, with its short quirky and quiz-laden videos, is a way to give learners the feeling that they are receiving personal tuition, with plenty of scope alongside this for peer interaction.\"\u003c/p>\n\u003cp>What's also interesting to see is the amount of community that's built up around these courses. Participants have created special Google+ Circles containing enrolled students. They've posted homework help to sites like \u003ca href=\"http://news.ycombinator.com\">Hacker News\u003c/a>. And when the adaptive learning startup \u003ca href=\"http://grockit.com\">Grockit\u003c/a> developed a new \u003ca href=\"https://grockit.com/answers\">tool that enables real-time Q&A for online videos\u003c/a>, one of the first use-cases was for the A.I. course materials, letting students point to specific places in the lectures where things were unclear and turn to others for better explanations.\u003c/p>\n\u003cp>All of this seems to point to a very interesting future for these sorts of massive online classes.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Are you taking one of the online CS classes? If so, let us know your thoughts in the comments.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_16831\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-16831\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/ML_stanford-300x328.jpg\" alt=\"\" width=\"300\" height=\"328\">\u003cfigcaption class=\"wp-caption-text\">Thousands of people have enrolled for Stanford's online science and robotics classes.\u003c/figcaption>\u003c/figure>\n\u003cp>This summer, Stanford University \u003ca href=\"http://soe.stanford.edu/about/20110815.html\">announced\u003c/a> its plans to make three of its introductory computer science classes available for free to the general public. The classes -- \u003ca href=\"http://www.ml-class.org/course/auth/welcome\">Machine Learning\u003c/a>, \u003ca href=\"http://www.db-class.org/course/auth/welcome\">Introduction to Databases\u003c/a>, and \u003ca href=\"https://www.ai-class.com/\">Introduction to Artificial Intelligence\u003c/a> -- were to be taught by Stanford faculty and held online in conjunction with the regular on campus courses held during this October to December term.\u003c/p>\n\u003cp>Those participating in the online versions were able to take (almost) that same class as the enrolled Stanford students, and the online students were given the option to take an easier version too, one that didn't require completing the homework or taking the quizzes. Those who successfully completed the courses won't receive grades or credit but will receive a signed \"statement of accomplishment\" from the professors.\u003c/p>\n\u003cp>The \u003ca href=\"http://www.nytimes.com/2011/08/16/science/16stanford.html\">news\u003c/a> of Stanford's online experiment generated an immense amount of interest, with more than 130,000 signing up for the A.I. class and roughly 50,000 registering for the Machine Learning and Databases classes. Now that the term is in full swing, those numbers have dropped off substantially. Even so, some 35,000 students have turned in the first three weeks of homework assignments, reports \u003ca href=\"http://edsurge.com\">EdSurge\u003c/a> in its latest newsletter, joining the 175 Stanford students taking the class on campus.\u003c/p>\n\u003cp>Managing a class of that size is almost unimaginable. Even so, Professors Peter Norvig and Sebastian Thrun held office hours last week via a \u003ca href=\"http://plus.google.com\">Google Hangout\u003c/a>. That too was a bit \u003c!--more-->oversubscribed, and even with the ability now to watch Hangouts live via YouTube, some people were not able to attend.\u003c/p>\n\u003cp>For their part, students seem to have a mixed reaction to the different classes. \u003ca href=\"https://plus.google.com/102076128417589427747/posts/gBmHyVDqrma\">Some\u003c/a> seem to prefer the style of the Machine Learning over the Artificial Intelligence course, for example, because the former is better designed, moves from easy to difficult subject matter, and requires hands-on programming assignments. (It's interesting to note here that the Machine Learning and Databases classes are regular School of Engineering courses, whereas the AI class is a partnership between Stanford and a startup called \u003ca href=\"http://www.knowit.com/\">Know It\u003c/a>.) Of course, the differences in opinion aren't that surprising; you'll find students in any class react differently to the content and instruction. When a class has 35,000 students, there are bound to be differences of opinion.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Seb Schmoller, who is taking the A.I. class, has been documenting his experiences \u003ca href=\"http://fm.schmoller.net/ai-course/\">on his blog\u003c/a> and also has a longer write-up of \"\u003ca href=\"http://newsletter.alt.ac.uk/2011/11/what-can-we-learn-from-stanford-university%E2%80%99s-free-online-computer-science-courses/\">what we can learn\u003c/a>\" from the experiment on ALT News Online. He argues there are several key themes that educators (and not just those in the Stanford Engineering School) should be looking at: the willingness for \"world class\" teachers at \"world class\" schools to give away courses for free; knowledge about how to operate classes at such a massive scale -- technologically as well as pedagogically; data about how people interact with content and with each other in these massive informal learning settings.\u003c/p>\n\u003cp>\"The three mass courses offered by Stanford are, by definition, far too large in scale for there to be anything other than superficial interaction between students and teachers,\" says Schmoller. \"But, if the A.I. course is anything to go by, what Stanford University has solved, with its short quirky and quiz-laden videos, is a way to give learners the feeling that they are receiving personal tuition, with plenty of scope alongside this for peer interaction.\"\u003c/p>\n\u003cp>What's also interesting to see is the amount of community that's built up around these courses. Participants have created special Google+ Circles containing enrolled students. They've posted homework help to sites like \u003ca href=\"http://news.ycombinator.com\">Hacker News\u003c/a>. And when the adaptive learning startup \u003ca href=\"http://grockit.com\">Grockit\u003c/a> developed a new \u003ca href=\"https://grockit.com/answers\">tool that enables real-time Q&A for online videos\u003c/a>, one of the first use-cases was for the A.I. course materials, letting students point to specific places in the lectures where things were unclear and turn to others for better explanations.\u003c/p>\n\u003cp>All of this seems to point to a very interesting future for these sorts of massive online classes.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Are you taking one of the online CS classes? If so, let us know your thoughts in the comments.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.practomime.com/wp-content/uploads/2011/05/LAPIS-Poster-2-Low-Res.jpg\">\u003cimg class=\"size-medium wp-image-16811\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/LAPIS-Poster-2-Low-Res-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Practomime.com\u003c/p>\n\u003c/div>\n\u003ch5>By Nathan Maton\u003c/h5>\n\u003cp>What can possibly get kids excited to learn a dead language? This was the challenge for Latin teacher Kevin Ballestrini.\u003c/p>\n\u003cp>Ideally, he could take the entire class to Rome and walk them through the ruins, where they could practice speaking the language while learning the history. He found a way to do it -- at least in the virtual world.\u003c/p>\n\u003cp>Ballestrini has turned his introductory Latin class at Connecticut’s Norwich Free Academy into an alternate reality. The students’ job: to save the world by joining a shadowy organization on a quest to find the Lapis Saeculōrum that was part of an Ancient Roman society.\u003c/p>\n\u003cp>“Mr. Bal told us this isn’t school anymore,” says 10th-grader Caroline Scheck. “He told us, ‘You’re on a mission to save the world.’ Naturally, we all thought he was crazy. He even asked, ‘Who thinks I’m crazy?’ and a few of us raised our hands.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“I took Spanish for four years and I don’t think I’ve learned as much as I have in that class as I have in just two months.\"\u003c/aside>\n\u003cp>But there's a method to the madness. “It’s a mix of a role-playing game and an alternate reality game,” Ballestrini says. Students play the role of Romans in a reconstruction of ancient Pompeii (or ancient Rome) and have to learn to think, act, create and write like a Roman in order to win the game. And those are the same goals of any introductory Latin course.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Using an \u003ca href=\"http://www.practomime.com/\">online portal\u003c/a>, student teams direct their character in Latin to find mysterious inscriptions on stones and solve mysteries. Then they can see how other teams' characters responded to the \u003c!--more-->prompts. Much of the action takes place in the “TSTT-interface – a sophisticated simulation cleverly disguised as an Internet forum. Each night, the students receive, in a forum post that pretends to be a “TSTT immersion session,” a new piece of the narrative and a prompt to which their team’s Roman must respond.\u003c/p>\n\u003cp>“Each individual student is responsible for his or her contribution so the group product is never anything that affects their grades,” Ballestrini says. “I give experience points for completing tasks instead of grades, and then when it’s time to report grades, the student and I have a conversation about their progress and decide the right grade.”\u003c/p>\n\u003cp>In its second year, the game is now being run in 30 classrooms across the country and can be done with as little tech as pen and paper or as fully tech integrated as mobile phones and a full Web site. Ballistrini is excited to see the game expanding beyond just his classroom. He’s started a company with his research partner Roger Travis to capture this new style of learning through engaging games.\u003c/p>\n\u003cp>But most importantly, his students are loving it, too.\u003c/p>\n\u003cp>“Latin is my favorite class,” said Peter Liang, a 9\u003csup>th\u003c/sup> grader in Ballestrini’s class. “I look forward to it every day. The class is funny because some missions, you have to go back in time and create a battle scene. It's so much better than learning from a book! We go on a Web site and get to use Latin every day. And not just for 60 minutes in class. We have to think of sentence structures and the online opportunity.”\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-an-online-game-crack-the-code-to-language-learning/mission-4-1-a/\" rel=\"attachment wp-att-16815\">\u003cimg class=\"alignleft size-medium wp-image-16815\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/Mission-4-1-A-300x187.png\" alt=\"\" width=\"300\" height=\"187\">\u003c/a>Another student observes a huge difference in how the game format has helped her learn this obsolete language. “I took Spanish for four years and I don’t think I’ve learned as much as I have in that class as I have in just two months,\" said Caroline Scheck. “I can write sentences because we’re using it like we’re writing a story. As a child, you’d learn Latin by people speaking to you in sentences. You know how sometimes in languages you just learn words and then later on you use sentences? This time, we’re just learning it as if someone was speaking to us.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Rather than coming into class with their homework done entirely wrong, I’m catching the misconceptions well in advance, and have a better understanding of what they’re understanding.”\u003c/aside>\n\u003cp>Apart from student engagement, Ballestrini believes this class structure accomplishes a few other important objectives: It matches the exact curriculum goals, teaches students to flex their online skills, and it alerts him to potential problems in students’ learning process. The students who are excelling mentor the struggling students, as together they figure out the correct Latin text that will control the character.\u003c/p>\n\u003cp>What's more, Ballestrini feels he gets to know his students better.\u003c/p>\n\u003cp>“Each night, I get to see insights into their thinking in ways I’ve never been able to see before,” he says. “It allows me some great affordances where I can jump in at 7:30 at night and say, ‘You’re on track,’ or, ‘There’s a conceptual problem and let’s take a look at why.’ So rather than coming into class with their homework done entirely wrong, I’m catching the misconceptions well in advance, I’m doing work I feel is more productive and have a better understanding of what they’re understanding.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Is his experiment a success? It may be too early to tell, but it will be interesting to see if the game successfully transfers to the other 30 courses.\u003c/p>\n\u003cdiv class=\"prezi-player\">\n\u003cdiv class=\"prezi-player-links\">\n\u003cp>\u003cem>Update: Check out Ballestrini's \u003ca href=\"http://prezi.com\">Prezi\u003c/a> on how the class works.\u003c/em>\u003c/p>\n\u003c/div>\n\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Using an \u003ca href=\"http://www.practomime.com/\">online portal\u003c/a>, student teams direct their character in Latin to find mysterious inscriptions on stones and solve mysteries. Then they can see how other teams' characters responded to the \u003c!--more-->prompts. Much of the action takes place in the “TSTT-interface – a sophisticated simulation cleverly disguised as an Internet forum. Each night, the students receive, in a forum post that pretends to be a “TSTT immersion session,” a new piece of the narrative and a prompt to which their team’s Roman must respond.\u003c/p>\n\u003cp>“Each individual student is responsible for his or her contribution so the group product is never anything that affects their grades,” Ballestrini says. “I give experience points for completing tasks instead of grades, and then when it’s time to report grades, the student and I have a conversation about their progress and decide the right grade.”\u003c/p>\n\u003cp>In its second year, the game is now being run in 30 classrooms across the country and can be done with as little tech as pen and paper or as fully tech integrated as mobile phones and a full Web site. Ballistrini is excited to see the game expanding beyond just his classroom. He’s started a company with his research partner Roger Travis to capture this new style of learning through engaging games.\u003c/p>\n\u003cp>But most importantly, his students are loving it, too.\u003c/p>\n\u003cp>“Latin is my favorite class,” said Peter Liang, a 9\u003csup>th\u003c/sup> grader in Ballestrini’s class. “I look forward to it every day. The class is funny because some missions, you have to go back in time and create a battle scene. It's so much better than learning from a book! We go on a Web site and get to use Latin every day. And not just for 60 minutes in class. We have to think of sentence structures and the online opportunity.”\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-an-online-game-crack-the-code-to-language-learning/mission-4-1-a/\" rel=\"attachment wp-att-16815\">\u003cimg class=\"alignleft size-medium wp-image-16815\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/Mission-4-1-A-300x187.png\" alt=\"\" width=\"300\" height=\"187\">\u003c/a>Another student observes a huge difference in how the game format has helped her learn this obsolete language. “I took Spanish for four years and I don’t think I’ve learned as much as I have in that class as I have in just two months,\" said Caroline Scheck. “I can write sentences because we’re using it like we’re writing a story. As a child, you’d learn Latin by people speaking to you in sentences. You know how sometimes in languages you just learn words and then later on you use sentences? This time, we’re just learning it as if someone was speaking to us.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Rather than coming into class with their homework done entirely wrong, I’m catching the misconceptions well in advance, and have a better understanding of what they’re understanding.”\u003c/aside>\n\u003cp>Apart from student engagement, Ballestrini believes this class structure accomplishes a few other important objectives: It matches the exact curriculum goals, teaches students to flex their online skills, and it alerts him to potential problems in students’ learning process. The students who are excelling mentor the struggling students, as together they figure out the correct Latin text that will control the character.\u003c/p>\n\u003cp>What's more, Ballestrini feels he gets to know his students better.\u003c/p>\n\u003cp>“Each night, I get to see insights into their thinking in ways I’ve never been able to see before,” he says. “It allows me some great affordances where I can jump in at 7:30 at night and say, ‘You’re on track,’ or, ‘There’s a conceptual problem and let’s take a look at why.’ So rather than coming into class with their homework done entirely wrong, I’m catching the misconceptions well in advance, I’m doing work I feel is more productive and have a better understanding of what they’re understanding.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Is his experiment a success? It may be too early to tell, but it will be interesting to see if the game successfully transfers to the other 30 courses.\u003c/p>\n\u003cdiv class=\"prezi-player\">\n\u003cdiv class=\"prezi-player-links\">\n\u003cp>\u003cem>Update: Check out Ballestrini's \u003ca href=\"http://prezi.com\">Prezi\u003c/a> on how the class works.\u003c/em>\u003c/p>\n\u003c/div>\n\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_16783\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/the-public-library-completely-reimagined/exterior/\" rel=\"attachment wp-att-16783\">\u003cimg class=\"size-full wp-image-16783\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/Exterior.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>You'll hear a lot of talk about the \"death of the public library\" these days. It isn't simply the perpetual budget crises that many face either. It's the move to digital literature, and the idea that once there are no more print books (or rather \u003cem>if \u003c/em>there are no more print books), the library as an institution will cease to exist.\u003c/p>\n\u003cp>Librarians will remind you, of course, that a library is much more than a book repository. It's an information center (free and open information, I should add). It's an educational center. It's a digital access center. It's a community center. It's fairly clear when you describe the library like this that none of these roles are going away (nor should they), no matter what format our reading habits may move to.\u003c/p>\n\u003cp>But these new formats will indeed change libraries -- how they operate as well as how they look. As our books become digitized, there may be less need for row upon of \u003c!--more-->bookshelves. And as such, that's a great opportunity for libraries to re-think how to use that space.\u003c/p>\n\u003cp>Earlier this year, \u003ca href=\"http://blog.makezine.com/archive/2011/03/is-it-time-to-rebuild-retool-public-libraries-and-make-techshops.html\">MAKE Magazine's Phillip Torrone\u003c/a> wrote a provocative article asking \"Is it time to rebuild and retool libraries and make 'techshops'?\" In other words, should libraries join some of the other new community centers that are being created (such as \u003ca href=\"http://generalassemb.ly\">General Assembly\u003c/a> which we \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/new-york-citys-general-assembly-the-university-of-the-future/\">covered\u003c/a> yesterday) and become \"hackerspaces\" or \"makerspaces\"?\u003c/p>\n\u003cp>\"Yes!\", says librarian Lauren Smedley, who is in the process of creating what might just be the first maker-space within a U.S. public library. The \u003ca href=\"http://www.fayettevillefreelibrary.org/\">Fayetteville Free Library\u003c/a> where Smedley works is building a \u003ca href=\"http://www.fayettevillefreelibrary.org/about-us/services/fablab.html\">Fab Lab\u003c/a> -- short for fabrication laboratory -- that will provide free public access to machines and software for manufacturing and making things.\u003c/p>\n\u003cfigure id=\"attachment_16784\" class=\"wp-caption alignright\" style=\"max-width: 180px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/the-public-library-completely-reimagined/lm2/\" rel=\"attachment wp-att-16784\">\u003cimg class=\"size-full wp-image-16784 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/lm2.jpg\" alt=\"\" width=\"180\" height=\"301\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>So far, the Fab Lab is equipped with a \u003ca href=\"http://www.makerbot.com/\">MakerBot\u003c/a>, a 3D printer that lets you \"print\" plastic pieces of your own design. The potential for 3D printers to revolutionize manufacturing as we know it is huge: imagine being able to design and then manufacture -- or \"print\" -- whatever you want. Moreoever, imagine the tools of manufacturing being in the hands of everyone, not just giant factories (and remember, since this is a public library, this is really putting the technology in the hands of everyone, not just those that can afford a membership at a traditional hackerspace).\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Smedley says she plans on adding other equipment as well, including a \u003ca href=\"http://www.ez-router.com/products/cnc-router-systems/ez-router/\">CNC Router\u003c/a> and a \u003ca href=\"http://en.wikipedia.org/wiki/Laser_cutting\">laser cutter\u003c/a>. Smedley helped her library win a $10,000 innovation grant at the recent \u003ca href=\"http://contactcon.com/\">Contact Summit\u003c/a> in New York and is also raising money via an \u003ca href=\"http://www.indiegogo.com/FFL-Fab-Lab\">Indiegogo campaign\u003c/a>. She's reaching out to local science teachers, as well as encouraging those already active in area hackerspaces and makerspaces to get involved. Her plans also include offering free classes and programs for the community, including Introduction to 3D Printing, 3D design software training, computer programming, and \u003ca href=\"http://www.geekgirlcamp.com/\">Geek Girl Camps\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_16785\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/the-public-library-completely-reimagined/ew1/\" rel=\"attachment wp-att-16785\">\u003cimg class=\"size-full wp-image-16785\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/EW1.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>The Fayetteville Free Library is actually housed in part in an old furniture factory, so the site already has a \"history of making,\" says Smedley. But as a new-to-the-profession librarian herself, Smedley has been thinking a lot about \"innovation in public libraries\": what belongs in a 21st century library? What should a 21st century library look like? What resources should it offer?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Smedley says she wants to prove that libraries aren't just about books. They are about free access to information and to technology -- and not just to reading books or using computers, but actually building and making things.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_16783\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/the-public-library-completely-reimagined/exterior/\" rel=\"attachment wp-att-16783\">\u003cimg class=\"size-full wp-image-16783\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/Exterior.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>You'll hear a lot of talk about the \"death of the public library\" these days. It isn't simply the perpetual budget crises that many face either. It's the move to digital literature, and the idea that once there are no more print books (or rather \u003cem>if \u003c/em>there are no more print books), the library as an institution will cease to exist.\u003c/p>\n\u003cp>Librarians will remind you, of course, that a library is much more than a book repository. It's an information center (free and open information, I should add). It's an educational center. It's a digital access center. It's a community center. It's fairly clear when you describe the library like this that none of these roles are going away (nor should they), no matter what format our reading habits may move to.\u003c/p>\n\u003cp>But these new formats will indeed change libraries -- how they operate as well as how they look. As our books become digitized, there may be less need for row upon of \u003c!--more-->bookshelves. And as such, that's a great opportunity for libraries to re-think how to use that space.\u003c/p>\n\u003cp>Earlier this year, \u003ca href=\"http://blog.makezine.com/archive/2011/03/is-it-time-to-rebuild-retool-public-libraries-and-make-techshops.html\">MAKE Magazine's Phillip Torrone\u003c/a> wrote a provocative article asking \"Is it time to rebuild and retool libraries and make 'techshops'?\" In other words, should libraries join some of the other new community centers that are being created (such as \u003ca href=\"http://generalassemb.ly\">General Assembly\u003c/a> which we \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/new-york-citys-general-assembly-the-university-of-the-future/\">covered\u003c/a> yesterday) and become \"hackerspaces\" or \"makerspaces\"?\u003c/p>\n\u003cp>\"Yes!\", says librarian Lauren Smedley, who is in the process of creating what might just be the first maker-space within a U.S. public library. The \u003ca href=\"http://www.fayettevillefreelibrary.org/\">Fayetteville Free Library\u003c/a> where Smedley works is building a \u003ca href=\"http://www.fayettevillefreelibrary.org/about-us/services/fablab.html\">Fab Lab\u003c/a> -- short for fabrication laboratory -- that will provide free public access to machines and software for manufacturing and making things.\u003c/p>\n\u003cfigure id=\"attachment_16784\" class=\"wp-caption alignright\" style=\"max-width: 180px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/the-public-library-completely-reimagined/lm2/\" rel=\"attachment wp-att-16784\">\u003cimg class=\"size-full wp-image-16784 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/lm2.jpg\" alt=\"\" width=\"180\" height=\"301\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>So far, the Fab Lab is equipped with a \u003ca href=\"http://www.makerbot.com/\">MakerBot\u003c/a>, a 3D printer that lets you \"print\" plastic pieces of your own design. The potential for 3D printers to revolutionize manufacturing as we know it is huge: imagine being able to design and then manufacture -- or \"print\" -- whatever you want. Moreoever, imagine the tools of manufacturing being in the hands of everyone, not just giant factories (and remember, since this is a public library, this is really putting the technology in the hands of everyone, not just those that can afford a membership at a traditional hackerspace).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Smedley says she plans on adding other equipment as well, including a \u003ca href=\"http://www.ez-router.com/products/cnc-router-systems/ez-router/\">CNC Router\u003c/a> and a \u003ca href=\"http://en.wikipedia.org/wiki/Laser_cutting\">laser cutter\u003c/a>. Smedley helped her library win a $10,000 innovation grant at the recent \u003ca href=\"http://contactcon.com/\">Contact Summit\u003c/a> in New York and is also raising money via an \u003ca href=\"http://www.indiegogo.com/FFL-Fab-Lab\">Indiegogo campaign\u003c/a>. She's reaching out to local science teachers, as well as encouraging those already active in area hackerspaces and makerspaces to get involved. Her plans also include offering free classes and programs for the community, including Introduction to 3D Printing, 3D design software training, computer programming, and \u003ca href=\"http://www.geekgirlcamp.com/\">Geek Girl Camps\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_16785\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/the-public-library-completely-reimagined/ew1/\" rel=\"attachment wp-att-16785\">\u003cimg class=\"size-full wp-image-16785\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/EW1.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>The Fayetteville Free Library is actually housed in part in an old furniture factory, so the site already has a \"history of making,\" says Smedley. But as a new-to-the-profession librarian herself, Smedley has been thinking a lot about \"innovation in public libraries\": what belongs in a 21st century library? What should a 21st century library look like? What resources should it offer?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Smedley says she wants to prove that libraries aren't just about books. They are about free access to information and to technology -- and not just to reading books or using computers, but actually building and making things.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Three Goals to Spark Innovation and Collaboration",
"title": "Three Goals to Spark Innovation and Collaboration",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-16770\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/spacepleb-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\n\u003cp class=\"wp-media-credit\">Flickr: Spacepleb\u003c/p>\n\u003c/div>\n\u003cp>It's been roughly two months since the launch of the Department of Education's \u003ca href=\"http://www.digitalpromise.org/\">Digital Promise\u003c/a>, and though it's still very early in the process, a few pointed goals are emerging.\u003c/p>\n\u003cp>The main premise behind Digital Promise is to serve as a national center for research to spur innovation that will improve learning through technology, said Karen Cator, Department of Education's Director of Technology.\u003c/p>\n\u003cp>At this point, the center has three goals:\u003c/p>\n\u003cp>\u003cstrong>1. \u003c/strong> To bring smart ideas based on sound research to those who can bring it to life. More specifically giving entrepreneurs, investors, and innovators who create new learning products a central place to access the vast amount of research that's already been conducted about how we learn and ways to improve learning.\u003c/p>\n\u003cp>\u003cstrong>2.\u003c/strong> To offer challenges and prizes as an incentive to those who can find ways to vastly improve opportunities to learn.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>3.\u003c/strong> To create an organization where schools and leaders can work together on problems with using technology to improve learning. This group is called the \u003cstrong>League of Innovative Schools\u003c/strong>, and at this very early stage, it's a loosely knit collaboration of people who've expressed interest in becoming involved.\u003c/p>\n\u003cp>Within this group, there are three specific goals.\u003c/p>\n\u003cul>\n\u003cli>Making sure that schools and districts are informed and supportive of innovation when investing in new technologies -- it's what Cator refers to as \"smart demand.\"\u003c/li>\n\u003cli>Gathering evidence and learning more about what's already happening in schools and districts with respect to using technology. Harvard professor and Macarthur Fellow \u003ca href=\"http://www.economics.harvard.edu/faculty/fryer\">Roland \u003c!--more-->Fryer\u003c/a> is heading up the effort of figuring out how to gather new and different kinds of evidence, Cator said.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Finding ways to learn from each other through collaboration.\u003c/li>\n\u003c/ul>\n\u003cp>For the most part, this is being headed up by Mark Edwards, superintendent of Moorseville Graded School District in North Carolina. Edwards is organizing\u003ca href=\"http://www2.mooresvilletribune.com/news/2011/oct/31/schools-digital-league-launch-mooresville-ar-1557397/\"> the first meeting\u003c/a> for the League of Innovative Schools on Nov. 28-29, with superintendents from around the country, as well as education consultants and service providers. (See more about Edwards' views on learning technologies in this \u003ca href=\"http://www.pbs.org/newshour/bb/education/jan-june11/technology_04-08.html\">PBS Newshour video\u003c/a>.)\u003c/p>\n\u003cp>At the moment, the Digital Promise Web site is very much a work in progress -- a repository of comments and input from educators and school officials. Under the \u003ca href=\"http://www.digitalpromise.org/grand-challenges\">Grand Challenges\u003c/a> tab, the site asks: What challenges in teaching and learning can technology help us solve? Comments include things like quality professional development for all, how to use video games for learning, how to best support innovators, how to implement flipped teaching in class, and using technology for performance assessment.\u003c/p>\n\u003cp>Under the \u003ca href=\"http://digitalpromise.ideascale.com/\">League\u003c/a> tab, the site asks: \"How are you using technology to advance teaching and learning in innovative ways?\" People have offered up things like offline and online mobile learning, software that tests and trains reading, and online assessments. Some of the ideas here seem to be written by those who have created educational products, but there's also feedback from those who want to share their own experience and ideas.\u003c/p>\n\u003cp>Other recent initiatives from the DOE:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.learningregistry.org/\">The Learning Registry\u003c/a>, a central repository of online education portals where those who create education content can collaborate and share resources. What does this mean for educators? They can find a list of resources like \u003ca href=\"http://www.pbslearningmedia.org/\">PBS Learning Media\u003c/a>, a trove of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/pbs-learningmedia-14000-pieces-of-great-digital-content/\">16,000-plus educational digital assets\u003c/a> and resources organized by grade and subject area, and \u003ca href=\"http://smithsonianeducation.org/\">Smithsonian Education\u003c/a>, which provides free access to almost everything under the Smithsonian umbrella.\u003c/li>\n\u003cli>Microsoft will take over the DOE's TEACH campaign, the online advocacy and recruitment program, which includes the \u003ca href=\"http://teach.gov/\">Teach.gov\u003c/a> site. As Edweek's Ian Quillen \u003ca href=\"http://blogs.edweek.org/edweek/DigitalEducation/2011/11/national_learning_registry_off.html\">points out\u003c/a>, Microsoft has \u003ca href=\"http://www.edweek.org/ew/articles/2011/10/26/09fcc.h31.html\">been involved\u003c/a> with the Federal Communications Commission's \u003ca href=\"http://connect2compete.org/\">\"Connect to Compete\"\u003c/a> program to bring broadband to low-income communities, \"as well as launching programs to offer discounted hardware and software to educators and digital literacy training to the public.\"\u003c/li>\n\u003c/ul>\n\u003cp>Read more about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/four-new-initiatives-from-the-department-of-education/\">DOE's plans here\u003c/a>.\u003c/p>\n\u003cp>\u003cem>This post was updated to clarify the number of digital assets on PBS Learning Media.\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"description": "Flickr: Spacepleb It's been roughly two months since the launch of the Department of Education's Digital Promise, and though it's still very early in the process, a few pointed goals are emerging. The main premise behind Digital Promise is to serve as a national center for research to spur innovation that will improve learning through",
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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-16770\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/spacepleb-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\n\u003cp class=\"wp-media-credit\">Flickr: Spacepleb\u003c/p>\n\u003c/div>\n\u003cp>It's been roughly two months since the launch of the Department of Education's \u003ca href=\"http://www.digitalpromise.org/\">Digital Promise\u003c/a>, and though it's still very early in the process, a few pointed goals are emerging.\u003c/p>\n\u003cp>The main premise behind Digital Promise is to serve as a national center for research to spur innovation that will improve learning through technology, said Karen Cator, Department of Education's Director of Technology.\u003c/p>\n\u003cp>At this point, the center has three goals:\u003c/p>\n\u003cp>\u003cstrong>1. \u003c/strong> To bring smart ideas based on sound research to those who can bring it to life. More specifically giving entrepreneurs, investors, and innovators who create new learning products a central place to access the vast amount of research that's already been conducted about how we learn and ways to improve learning.\u003c/p>\n\u003cp>\u003cstrong>2.\u003c/strong> To offer challenges and prizes as an incentive to those who can find ways to vastly improve opportunities to learn.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>3.\u003c/strong> To create an organization where schools and leaders can work together on problems with using technology to improve learning. This group is called the \u003cstrong>League of Innovative Schools\u003c/strong>, and at this very early stage, it's a loosely knit collaboration of people who've expressed interest in becoming involved.\u003c/p>\n\u003cp>Within this group, there are three specific goals.\u003c/p>\n\u003cul>\n\u003cli>Making sure that schools and districts are informed and supportive of innovation when investing in new technologies -- it's what Cator refers to as \"smart demand.\"\u003c/li>\n\u003cli>Gathering evidence and learning more about what's already happening in schools and districts with respect to using technology. Harvard professor and Macarthur Fellow \u003ca href=\"http://www.economics.harvard.edu/faculty/fryer\">Roland \u003c!--more-->Fryer\u003c/a> is heading up the effort of figuring out how to gather new and different kinds of evidence, Cator said.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Finding ways to learn from each other through collaboration.\u003c/li>\n\u003c/ul>\n\u003cp>For the most part, this is being headed up by Mark Edwards, superintendent of Moorseville Graded School District in North Carolina. Edwards is organizing\u003ca href=\"http://www2.mooresvilletribune.com/news/2011/oct/31/schools-digital-league-launch-mooresville-ar-1557397/\"> the first meeting\u003c/a> for the League of Innovative Schools on Nov. 28-29, with superintendents from around the country, as well as education consultants and service providers. (See more about Edwards' views on learning technologies in this \u003ca href=\"http://www.pbs.org/newshour/bb/education/jan-june11/technology_04-08.html\">PBS Newshour video\u003c/a>.)\u003c/p>\n\u003cp>At the moment, the Digital Promise Web site is very much a work in progress -- a repository of comments and input from educators and school officials. Under the \u003ca href=\"http://www.digitalpromise.org/grand-challenges\">Grand Challenges\u003c/a> tab, the site asks: What challenges in teaching and learning can technology help us solve? Comments include things like quality professional development for all, how to use video games for learning, how to best support innovators, how to implement flipped teaching in class, and using technology for performance assessment.\u003c/p>\n\u003cp>Under the \u003ca href=\"http://digitalpromise.ideascale.com/\">League\u003c/a> tab, the site asks: \"How are you using technology to advance teaching and learning in innovative ways?\" People have offered up things like offline and online mobile learning, software that tests and trains reading, and online assessments. Some of the ideas here seem to be written by those who have created educational products, but there's also feedback from those who want to share their own experience and ideas.\u003c/p>\n\u003cp>Other recent initiatives from the DOE:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.learningregistry.org/\">The Learning Registry\u003c/a>, a central repository of online education portals where those who create education content can collaborate and share resources. What does this mean for educators? They can find a list of resources like \u003ca href=\"http://www.pbslearningmedia.org/\">PBS Learning Media\u003c/a>, a trove of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/pbs-learningmedia-14000-pieces-of-great-digital-content/\">16,000-plus educational digital assets\u003c/a> and resources organized by grade and subject area, and \u003ca href=\"http://smithsonianeducation.org/\">Smithsonian Education\u003c/a>, which provides free access to almost everything under the Smithsonian umbrella.\u003c/li>\n\u003cli>Microsoft will take over the DOE's TEACH campaign, the online advocacy and recruitment program, which includes the \u003ca href=\"http://teach.gov/\">Teach.gov\u003c/a> site. As Edweek's Ian Quillen \u003ca href=\"http://blogs.edweek.org/edweek/DigitalEducation/2011/11/national_learning_registry_off.html\">points out\u003c/a>, Microsoft has \u003ca href=\"http://www.edweek.org/ew/articles/2011/10/26/09fcc.h31.html\">been involved\u003c/a> with the Federal Communications Commission's \u003ca href=\"http://connect2compete.org/\">\"Connect to Compete\"\u003c/a> program to bring broadband to low-income communities, \"as well as launching programs to offer discounted hardware and software to educators and digital literacy training to the public.\"\u003c/li>\n\u003c/ul>\n\u003cp>Read more about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/four-new-initiatives-from-the-department-of-education/\">DOE's plans here\u003c/a>.\u003c/p>\n\u003cp>\u003cem>This post was updated to clarify the number of digital assets on PBS Learning Media.\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Is New York City's General Assembly the University of the Future?",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/new-york-citys-general-assembly-the-university-of-the-future/ga_community2/\" rel=\"attachment wp-att-16734\">\u003cimg class=\"alignright size-full wp-image-16734\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/GA_community2.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>What is a university? There's a legal answer to that question, of course, as well as historical, philosophical, instructional, and civic. And strictly by some of these definitions, \u003ca href=\"http://www.generalassemb.ly/\">General Assembly\u003c/a> doesn't qualify as a university. There are no degrees awarded. There is no .edu Web domain. There is no football team.\u003c/p>\n\u003cp>And yet the New York City-based organization has a \"campus.\" It offers classes in engineering and entrepreneurship. It even offers \u003ca href=\"http://www.generalassemb.ly/frontendwebprogram\">certification\u003c/a>. And by \u003ca href=\"http://www.geekwire.com/2011/dave-schappell-power-general-assembly-love-seattle\">some accounts\u003c/a> at least, what General Assembly offers the New York City community (and soon \u003ca href=\"http://www.businessinsider.com/general-assembly-london-2011-11\">London\u003c/a>, too) is very possibly the future of higher education. At the very least, it could be the future of more informal, lifelong learning.\u003c/p>\n\u003cp>General Assembly officially \u003ca href=\"http://bits.blogs.nytimes.com/2011/01/24/a-place-for-techies-to-gather/\">opened\u003c/a> at the beginning of the year, a self-professed \"campus to the public.\" That campus offers classes on topics like Web design, startup accounting, and product \u003c!--more-->design, tapping into the growing interest -- in New York City as elsewhere -- in technology and entrepreneurship.\u003c/p>\n\u003cp>But the classes offer something a little different than what you'd find in a traditional university or city college course catalog. Take, for example, Alexis Ohanian's class \u003ca href=\"http://makingsomethingpeoplelove.eventbrite.com/\">Making Something People Love\u003c/a>. The class will cost you $30 for just one evening's worth of instruction. But for those who are familiar with Ohanian's work -- he's the co-founder of \u003ca href=\"http://reddit.com\">Reddit\u003c/a> and \u003ca href=\"http://hipmunk.com\">Hipmunk\u003c/a> -- one evening is a huge opportunity not just for learning from an iconic entrepreneur, but to make important intellectual, professional, and social connections.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/new-york-citys-general-assembly-the-university-of-the-future/ga_signage1/\" rel=\"attachment wp-att-16733\">\u003cimg class=\"alignright size-full wp-image-16733\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/GA_signage1.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>Another factor that makes General Assembly unique is that it offers more than classes. General Assembly has some of the resources you'd expect from a traditional campus -- seminar rooms, classrooms, a media room, a library. But there's also a large communal working area and for a monthly membership fee, students can have access round-the-clock to the work-space. Some startups and entrepreneurs pay an additional fee to rent \"office\" space (desks really) there. For them, General Assembly is more akin to a startup incubator.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Some of those startups, in turn, help teach the different classes. It's an interesting blend of startups and community, which is what helps make General Assembly into a hands-on laboratory for building a startup -- for programming, for business and product development, and for networking.\u003c/p>\n\u003cp>That important networking piece might appeal to learners who want to be surrounded by other like-minded people taking on the same or similar educational (as well as entrepreneurial and engineering) challenges.\u003c/p>\n\u003cp>In addition to learning how-to concepts about launching a business or learning computer science, those who are part of the General Assembly community are actually doing those very things. And while the courses that General Assembly offers aren't free, they're far cheaper than college tuition and with far less of a time commitment.\u003c/p>\n\u003cp>General Assembly has announced its plans to expand to London, and there is talk about making the courses available online, as well. But as it expands into these new geographies -- both virtual and physical -- it will have to work to maintain that focus on a committed community of teachers and learners, wanting hands-on, practical learning experiences.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>With recent doubts about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-valuable-is-a-college-degree/\">value of a college degree\u003c/a>, the idea of a learning hub like the General Assembly seems like it might have legs.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/new-york-citys-general-assembly-the-university-of-the-future/ga_community2/\" rel=\"attachment wp-att-16734\">\u003cimg class=\"alignright size-full wp-image-16734\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/GA_community2.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>What is a university? There's a legal answer to that question, of course, as well as historical, philosophical, instructional, and civic. And strictly by some of these definitions, \u003ca href=\"http://www.generalassemb.ly/\">General Assembly\u003c/a> doesn't qualify as a university. There are no degrees awarded. There is no .edu Web domain. There is no football team.\u003c/p>\n\u003cp>And yet the New York City-based organization has a \"campus.\" It offers classes in engineering and entrepreneurship. It even offers \u003ca href=\"http://www.generalassemb.ly/frontendwebprogram\">certification\u003c/a>. And by \u003ca href=\"http://www.geekwire.com/2011/dave-schappell-power-general-assembly-love-seattle\">some accounts\u003c/a> at least, what General Assembly offers the New York City community (and soon \u003ca href=\"http://www.businessinsider.com/general-assembly-london-2011-11\">London\u003c/a>, too) is very possibly the future of higher education. At the very least, it could be the future of more informal, lifelong learning.\u003c/p>\n\u003cp>General Assembly officially \u003ca href=\"http://bits.blogs.nytimes.com/2011/01/24/a-place-for-techies-to-gather/\">opened\u003c/a> at the beginning of the year, a self-professed \"campus to the public.\" That campus offers classes on topics like Web design, startup accounting, and product \u003c!--more-->design, tapping into the growing interest -- in New York City as elsewhere -- in technology and entrepreneurship.\u003c/p>\n\u003cp>But the classes offer something a little different than what you'd find in a traditional university or city college course catalog. Take, for example, Alexis Ohanian's class \u003ca href=\"http://makingsomethingpeoplelove.eventbrite.com/\">Making Something People Love\u003c/a>. The class will cost you $30 for just one evening's worth of instruction. But for those who are familiar with Ohanian's work -- he's the co-founder of \u003ca href=\"http://reddit.com\">Reddit\u003c/a> and \u003ca href=\"http://hipmunk.com\">Hipmunk\u003c/a> -- one evening is a huge opportunity not just for learning from an iconic entrepreneur, but to make important intellectual, professional, and social connections.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/new-york-citys-general-assembly-the-university-of-the-future/ga_signage1/\" rel=\"attachment wp-att-16733\">\u003cimg class=\"alignright size-full wp-image-16733\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/GA_signage1.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>Another factor that makes General Assembly unique is that it offers more than classes. General Assembly has some of the resources you'd expect from a traditional campus -- seminar rooms, classrooms, a media room, a library. But there's also a large communal working area and for a monthly membership fee, students can have access round-the-clock to the work-space. Some startups and entrepreneurs pay an additional fee to rent \"office\" space (desks really) there. For them, General Assembly is more akin to a startup incubator.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Some of those startups, in turn, help teach the different classes. It's an interesting blend of startups and community, which is what helps make General Assembly into a hands-on laboratory for building a startup -- for programming, for business and product development, and for networking.\u003c/p>\n\u003cp>That important networking piece might appeal to learners who want to be surrounded by other like-minded people taking on the same or similar educational (as well as entrepreneurial and engineering) challenges.\u003c/p>\n\u003cp>In addition to learning how-to concepts about launching a business or learning computer science, those who are part of the General Assembly community are actually doing those very things. And while the courses that General Assembly offers aren't free, they're far cheaper than college tuition and with far less of a time commitment.\u003c/p>\n\u003cp>General Assembly has announced its plans to expand to London, and there is talk about making the courses available online, as well. But as it expands into these new geographies -- both virtual and physical -- it will have to work to maintain that focus on a committed community of teachers and learners, wanting hands-on, practical learning experiences.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>With recent doubts about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-valuable-is-a-college-degree/\">value of a college degree\u003c/a>, the idea of a learning hub like the General Assembly seems like it might have legs.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-16724\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/IMG_0127-e1320260536957-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\n\u003cp class=\"wp-media-credit\">Brandon McFarland/Turnstyle News\u003c/p>\n\u003c/div>\n\u003ch5>\u003ca href=\"http://turnstylenews.com/author/robyngee\">By Robyn Gee\u003c/a>, Turnstyle\u003c/h5>\n\u003cp>As thousands of people, including many teachers, took to the streets of Oakland, California last week to \u003ca href=\"http://turnstylenews.com/2011/11/03/a-moment-of-tension-at-oaklands-port-during-general-strike/\" target=\"_blank\">participate in the general strike\u003c/a>, Kristen Burzynski used her eighth-grade science class time to talk to her students about the Occupy protests.\u003c/p>\n\u003cp>She’s one of many educators seizing on the protests as a teachable moment. The\u003ca href=\"http://occupywallst.org/\" target=\"_blank\"> Occupy Wall Street\u003c/a> movement has inspired impromptu lectures, classes and workshops to take place on street corners all over the country. \u003ca href=\"http://www.facebook.com/#%21/OccupyColleges\" target=\"_blank\">Occupy Colleges\u003c/a>, a Facebook Community, is even promoting a \u003ca href=\"https://www.facebook.com/event.php?eid=278812558817419\" target=\"_blank\">National Solidarity Teach In\u003c/a>, to which 87 colleges have committed.\u003c/p>\n\u003cp>Teach-ins as a form of peaceful protest are not new, of course. During the Vietnam War, large numbers of people would gather for lectures, debates, movies, musical performances, and \u003c!--more-->discussions about the issues. The idea was that there would be no time limit on the discussion and sharing of information.\u003c/p>\n\u003cp>And now, for what many are hoping is a new national movement, there is no lack of Occupy-related material for teachers to use in their classrooms. The \u003ca href=\"http://learning.blogs.nytimes.com/tag/occupy-wall-street/\" target=\"_blank\">New York Times Learning Blog\u003c/a> has a whole series of lesson plans focused on Occupy Wall Street and teachers like Burzynski are crafting their own lessons.\u003c/p>\n\u003cp>In Burzynski’s class at Community Day School she began her lesson by asking students to think about three slogans of the movement: “We are the 99 percent,” “Human need not corporate greed,” and “Save the American dream.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Her students had heard these phrases before and recognized the images of the \u003ca href=\"http://www.occupyoakland.org/\" target=\"_blank\">Occupy Oakland\u003c/a> camp. Burzynski asked her students, “What do the protesters want?” Responses included money, fairness, and jobs. She answered, “You know, Occupy Wall Street has been criticized for NOT having a distinct goal – a lot of people are saying, What are they asking for? I think it’s cool that you guys are able to hit a lot of things they’re asking for without being told about it.”\u003c/p>\n\u003cp>To explain the 99 percent wealth disparity, Burzynski asked all her students to try a math problem. She told students to imagine that there were one hundred people and one hundred dollars. One person has 40 dollars. The other 99 people have to split the other 60 dollars. How much would each of the 99 people get? Students mulled over this long division problem, before throwing out guesses, “A penny!” “A quarter!”\u003c/p>\n\u003cp>To spark further discussion about the protesters, Burzynski read provocative questions about the issues, and had students travel to one side of the room if they would answer \"yes,\" and the other side if they would answer \"no.\" One statement she read was, “Are peaceful protests effective?”\u003c/p>\n\u003cp>Students were divided. One student said, “No. You have to be chaotic or no one will listen to you. No one will pay attention.” In rebuttal, another student said, “If you are angry, violent, and disruptive, they’re going to look at you like, ‘Oh you’re ignorant.’ If you do it peacefully, they have no choice but to listen to you.”\u003c/p>\n\u003cp>Burzynski ended the lesson by asking students if they had the choice, would they have come to school or joined the general strike that happened yesterday?\u003c/p>\n\u003cp>Again, students were divided. Some said they would have come to school, because getting an education is more important. Others thought they should protest, especially when Oakland schools are being closed.\u003c/p>\n\u003cp>Several teachers did strike, either calling in for substitutes ahead of time, or just not showing up. Ultimately, this cost Oakland Unified School District (OUSD) about $60,000 to cover the cost of substitute teachers, according to the \u003ca href=\"http://www.baycitizen.org/\" target=\"_blank\">Bay Citizen\u003c/a>.\u003ca href=\"http://publicportal.ousd.k12.ca.us/19941010723359347/blank/browse.asp?A=383&BMDRN=2000&BCOB=0&C=57979\" target=\"_blank\"> OUSD issued a statement \u003c/a>of support for the strike events: “The Alameda County Labor Coalition, which includes our school district unions, has endorsed this action and OUSD teachers and non-instructional staff may demonstrate solidarity with the movement.”\u003c/p>\n\u003cp>But this statement of solidarity did not exempt the district from being a target of protesters, especially those in the communities affected by the handful of Oakland schools that are slated for closure. Aaron Stark is a teacher at Maxwell Park International Academy, one of the schools slated for closure. “We’ve lost all the support staff. There’s no noon supervisor to watch the children, so for the first six weeks of school we were splitting the time, but it’s a real safety issue. There’s no librarian, we have a volunteer now. We have no P.E. teacher,” said Stark.\u003c/p>\n\u003cp>A large group of parents, teachers, and students who had decided to strike gathered yesterday at Laney College in Oakland to have a teach-in, then march on the school district, and finally join the rest of the general strike protesters.\u003c/p>\n\u003cp>Tim Marshall, an Oakland teacher, had brought his daughter Rosemary with him to Laney. He said, “We teach citizenship, and responsibility, and all the things that make a good citizen are being demonstrated here. People taking an interest in their fellow man, and showing people that we have a voice and we should be able to participate in our own democracy. [Rosemary’s] going to learn this lesson over the course of her life, and I’m just showing her, the people of Oakland, her schoolmates are here, we’re all in this together. I hope we let people know we’re tired of cuts, tired of austerity, tired of poverty, and we’re going to make some changes,” said Marshall.\u003c/p>\n\u003cp>Marshall is one among many teachers who viewed yesterday as an educational experience even outside of the classroom. Some professors from Laney College and Merritt College even held their classes at 14th and Broadway, the epicenter of Occupy Oakland.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://turnstylenews.com/2011/11/03/teachers-bring-occupy-lessons-into-the-classroom/\" target=\"_blank\">Turnstyle\u003c/a>, an online information service produced by young reporters, writers, and producers, age 18-34.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-16724\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/IMG_0127-e1320260536957-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\n\u003cp class=\"wp-media-credit\">Brandon McFarland/Turnstyle News\u003c/p>\n\u003c/div>\n\u003ch5>\u003ca href=\"http://turnstylenews.com/author/robyngee\">By Robyn Gee\u003c/a>, Turnstyle\u003c/h5>\n\u003cp>As thousands of people, including many teachers, took to the streets of Oakland, California last week to \u003ca href=\"http://turnstylenews.com/2011/11/03/a-moment-of-tension-at-oaklands-port-during-general-strike/\" target=\"_blank\">participate in the general strike\u003c/a>, Kristen Burzynski used her eighth-grade science class time to talk to her students about the Occupy protests.\u003c/p>\n\u003cp>She’s one of many educators seizing on the protests as a teachable moment. The\u003ca href=\"http://occupywallst.org/\" target=\"_blank\"> Occupy Wall Street\u003c/a> movement has inspired impromptu lectures, classes and workshops to take place on street corners all over the country. \u003ca href=\"http://www.facebook.com/#%21/OccupyColleges\" target=\"_blank\">Occupy Colleges\u003c/a>, a Facebook Community, is even promoting a \u003ca href=\"https://www.facebook.com/event.php?eid=278812558817419\" target=\"_blank\">National Solidarity Teach In\u003c/a>, to which 87 colleges have committed.\u003c/p>\n\u003cp>Teach-ins as a form of peaceful protest are not new, of course. During the Vietnam War, large numbers of people would gather for lectures, debates, movies, musical performances, and \u003c!--more-->discussions about the issues. The idea was that there would be no time limit on the discussion and sharing of information.\u003c/p>\n\u003cp>And now, for what many are hoping is a new national movement, there is no lack of Occupy-related material for teachers to use in their classrooms. The \u003ca href=\"http://learning.blogs.nytimes.com/tag/occupy-wall-street/\" target=\"_blank\">New York Times Learning Blog\u003c/a> has a whole series of lesson plans focused on Occupy Wall Street and teachers like Burzynski are crafting their own lessons.\u003c/p>\n\u003cp>In Burzynski’s class at Community Day School she began her lesson by asking students to think about three slogans of the movement: “We are the 99 percent,” “Human need not corporate greed,” and “Save the American dream.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Her students had heard these phrases before and recognized the images of the \u003ca href=\"http://www.occupyoakland.org/\" target=\"_blank\">Occupy Oakland\u003c/a> camp. Burzynski asked her students, “What do the protesters want?” Responses included money, fairness, and jobs. She answered, “You know, Occupy Wall Street has been criticized for NOT having a distinct goal – a lot of people are saying, What are they asking for? I think it’s cool that you guys are able to hit a lot of things they’re asking for without being told about it.”\u003c/p>\n\u003cp>To explain the 99 percent wealth disparity, Burzynski asked all her students to try a math problem. She told students to imagine that there were one hundred people and one hundred dollars. One person has 40 dollars. The other 99 people have to split the other 60 dollars. How much would each of the 99 people get? Students mulled over this long division problem, before throwing out guesses, “A penny!” “A quarter!”\u003c/p>\n\u003cp>To spark further discussion about the protesters, Burzynski read provocative questions about the issues, and had students travel to one side of the room if they would answer \"yes,\" and the other side if they would answer \"no.\" One statement she read was, “Are peaceful protests effective?”\u003c/p>\n\u003cp>Students were divided. One student said, “No. You have to be chaotic or no one will listen to you. No one will pay attention.” In rebuttal, another student said, “If you are angry, violent, and disruptive, they’re going to look at you like, ‘Oh you’re ignorant.’ If you do it peacefully, they have no choice but to listen to you.”\u003c/p>\n\u003cp>Burzynski ended the lesson by asking students if they had the choice, would they have come to school or joined the general strike that happened yesterday?\u003c/p>\n\u003cp>Again, students were divided. Some said they would have come to school, because getting an education is more important. Others thought they should protest, especially when Oakland schools are being closed.\u003c/p>\n\u003cp>Several teachers did strike, either calling in for substitutes ahead of time, or just not showing up. Ultimately, this cost Oakland Unified School District (OUSD) about $60,000 to cover the cost of substitute teachers, according to the \u003ca href=\"http://www.baycitizen.org/\" target=\"_blank\">Bay Citizen\u003c/a>.\u003ca href=\"http://publicportal.ousd.k12.ca.us/19941010723359347/blank/browse.asp?A=383&BMDRN=2000&BCOB=0&C=57979\" target=\"_blank\"> OUSD issued a statement \u003c/a>of support for the strike events: “The Alameda County Labor Coalition, which includes our school district unions, has endorsed this action and OUSD teachers and non-instructional staff may demonstrate solidarity with the movement.”\u003c/p>\n\u003cp>But this statement of solidarity did not exempt the district from being a target of protesters, especially those in the communities affected by the handful of Oakland schools that are slated for closure. Aaron Stark is a teacher at Maxwell Park International Academy, one of the schools slated for closure. “We’ve lost all the support staff. There’s no noon supervisor to watch the children, so for the first six weeks of school we were splitting the time, but it’s a real safety issue. There’s no librarian, we have a volunteer now. We have no P.E. teacher,” said Stark.\u003c/p>\n\u003cp>A large group of parents, teachers, and students who had decided to strike gathered yesterday at Laney College in Oakland to have a teach-in, then march on the school district, and finally join the rest of the general strike protesters.\u003c/p>\n\u003cp>Tim Marshall, an Oakland teacher, had brought his daughter Rosemary with him to Laney. He said, “We teach citizenship, and responsibility, and all the things that make a good citizen are being demonstrated here. People taking an interest in their fellow man, and showing people that we have a voice and we should be able to participate in our own democracy. [Rosemary’s] going to learn this lesson over the course of her life, and I’m just showing her, the people of Oakland, her schoolmates are here, we’re all in this together. I hope we let people know we’re tired of cuts, tired of austerity, tired of poverty, and we’re going to make some changes,” said Marshall.\u003c/p>\n\u003cp>Marshall is one among many teachers who viewed yesterday as an educational experience even outside of the classroom. Some professors from Laney College and Merritt College even held their classes at 14th and Broadway, the epicenter of Occupy Oakland.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://turnstylenews.com/2011/11/03/teachers-bring-occupy-lessons-into-the-classroom/\" target=\"_blank\">Turnstyle\u003c/a>, an online information service produced by young reporters, writers, and producers, age 18-34.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Why Aren't Students Using E-Books?",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/south-korean-schools-go-paperless-can-others-follow/textbooks_digital/\" rel=\"attachment wp-att-13509\">\u003cimg class=\"size-full wp-image-13509\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/textbooks_digital.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Kathryn\u003c/p>\n\u003c/div>\n\u003cp>Though we keep hearing about a huge increase in sales of e-books, a recent survey shows that, for students, that needle has not really moved much.\u003c/p>\n\u003cp>The library e-book provider \u003ca href=\"http://ebrary.com\">eBrary\u003c/a> released some of the preliminary results from its 2011 Global Student E-Book Survey last week. Among its findings: that students' e-book usage has not increased significantly in the past 3 years.\u003c/p>\n\u003cp>That's contrary to other reports about consumers using e-books. Back in May, Amazon said that it was \u003ca href=\"http://www.nytimes.com/2011/05/20/technology/20amazon.html\">selling more e-books than print\u003c/a>, ad the \u003ca href=\"http://www.pcworld.com/article/243129/ebooks_vs_print_books.html\">Association of American Publishers\u003c/a> says that for the first half of the year, e-book sales are up 160% while hardcover and paperback sales were both down nearly 20%.\u003c/p>\n\u003cp>So why are students' buying habits different? Why aren't they buying more e-books?\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The vast majority of students would choose electronic over print if it were available and if better tools along with fewer restrictions were offered.\"\u003c/aside>\n\u003cp>Part of the answer lies in the fact that the books they need -- textbooks at least -- are not always available in digital format. Even if some titles are available, many students opt to buy all their books at the same time from the same location (whether that retailer is online or a traditional brick-and-mortar bookstore or a textbook rental company). As different e-readers and e-reader apps \u003c!--more-->have access to different catalogs, there isn't really a seamless shopping experience for digital textbooks.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It's not as though students aren't interested in e-books. According to the eBrary survey, \"the vast majority of students would choose electronic over print if it were available and if better tools along with fewer restrictions were offered.\" Those latter points are key: better tools and fewer restrictions. Despite some of the improvements to note-taking in textbook apps like \u003ca href=\"http://inkling.com\">Inkling\u003c/a> and \u003ca href=\"http://kno.com\">Kno\u003c/a>, it's still not quite as easy to mark up a digital text as it is a printed one. And oftentimes the content in these books is \"locked down,\" so students can't share their notes or share their books with another.\u003c/p>\n\u003cp>That sharing aspect is important. Students want to be able to utilize social media as they do their reading and research, and according to those surveyed by eBrary, they want their textbooks integrated with social tools. Again, many apps are recognizing the importance of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/how-social-networks-might-change-the-way-we-read-books/\">social reading\u003c/a>, whether it's shared highlighting via the Kindle or a dedicated e-reader or via a Web-based tool like \u003ca href=\"http://highlighter.com\">Highlighter\u003c/a>.\u003c/p>\n\u003cp>But students also share their textbooks because they are so incredibly expensive. And as the digital rights management (DRM) restrictions on e-books makes lending someone your copy difficult if not impossible, students are likely steering away from e-books because they simply don't work for them -- practically or economically. After all, there is little savings to be found in many digital textbooks. They cost roughly the same as print, but come without the ability to sell back a used copy at the end of the semester.\u003c/p>\n\u003cp>The slow adoption of digital textbooks by students doesn't necessarily mean that textbooks will be the last bastion of print. But it does highlight the ways in which students' needs aren't being met yet by digital content providers. That means there's still a huge opportunity here to reshape what the textbooks of the future look like. Openly licensed content, for example, could address students' concerns about sharing. Better social tools could help meet their needs for social reading and learning. Open educational resources could provide free content, while an iTunes model of sorts -- one that sold the \"song\" (or rather the chapter) rather than the \"album\" (the whole book) could save students money.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Students' reluctance to move to digital textbooks should also be an indication that we have to make sure we're building learning tools that meet the needs of learners. Despite all the promises about lighter backpacks, students' purchasing habits here indicate that they're making decisions about what works best for how they study.\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/2011/07/south-korean-schools-go-paperless-can-others-follow/textbooks_digital/\" rel=\"attachment wp-att-13509\">\u003cimg class=\"size-full wp-image-13509\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/textbooks_digital.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Kathryn\u003c/p>\n\u003c/div>\n\u003cp>Though we keep hearing about a huge increase in sales of e-books, a recent survey shows that, for students, that needle has not really moved much.\u003c/p>\n\u003cp>The library e-book provider \u003ca href=\"http://ebrary.com\">eBrary\u003c/a> released some of the preliminary results from its 2011 Global Student E-Book Survey last week. Among its findings: that students' e-book usage has not increased significantly in the past 3 years.\u003c/p>\n\u003cp>That's contrary to other reports about consumers using e-books. Back in May, Amazon said that it was \u003ca href=\"http://www.nytimes.com/2011/05/20/technology/20amazon.html\">selling more e-books than print\u003c/a>, ad the \u003ca href=\"http://www.pcworld.com/article/243129/ebooks_vs_print_books.html\">Association of American Publishers\u003c/a> says that for the first half of the year, e-book sales are up 160% while hardcover and paperback sales were both down nearly 20%.\u003c/p>\n\u003cp>So why are students' buying habits different? Why aren't they buying more e-books?\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The vast majority of students would choose electronic over print if it were available and if better tools along with fewer restrictions were offered.\"\u003c/aside>\n\u003cp>Part of the answer lies in the fact that the books they need -- textbooks at least -- are not always available in digital format. Even if some titles are available, many students opt to buy all their books at the same time from the same location (whether that retailer is online or a traditional brick-and-mortar bookstore or a textbook rental company). As different e-readers and e-reader apps \u003c!--more-->have access to different catalogs, there isn't really a seamless shopping experience for digital textbooks.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It's not as though students aren't interested in e-books. According to the eBrary survey, \"the vast majority of students would choose electronic over print if it were available and if better tools along with fewer restrictions were offered.\" Those latter points are key: better tools and fewer restrictions. Despite some of the improvements to note-taking in textbook apps like \u003ca href=\"http://inkling.com\">Inkling\u003c/a> and \u003ca href=\"http://kno.com\">Kno\u003c/a>, it's still not quite as easy to mark up a digital text as it is a printed one. And oftentimes the content in these books is \"locked down,\" so students can't share their notes or share their books with another.\u003c/p>\n\u003cp>That sharing aspect is important. Students want to be able to utilize social media as they do their reading and research, and according to those surveyed by eBrary, they want their textbooks integrated with social tools. Again, many apps are recognizing the importance of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/how-social-networks-might-change-the-way-we-read-books/\">social reading\u003c/a>, whether it's shared highlighting via the Kindle or a dedicated e-reader or via a Web-based tool like \u003ca href=\"http://highlighter.com\">Highlighter\u003c/a>.\u003c/p>\n\u003cp>But students also share their textbooks because they are so incredibly expensive. And as the digital rights management (DRM) restrictions on e-books makes lending someone your copy difficult if not impossible, students are likely steering away from e-books because they simply don't work for them -- practically or economically. After all, there is little savings to be found in many digital textbooks. They cost roughly the same as print, but come without the ability to sell back a used copy at the end of the semester.\u003c/p>\n\u003cp>The slow adoption of digital textbooks by students doesn't necessarily mean that textbooks will be the last bastion of print. But it does highlight the ways in which students' needs aren't being met yet by digital content providers. That means there's still a huge opportunity here to reshape what the textbooks of the future look like. Openly licensed content, for example, could address students' concerns about sharing. Better social tools could help meet their needs for social reading and learning. Open educational resources could provide free content, while an iTunes model of sorts -- one that sold the \"song\" (or rather the chapter) rather than the \"album\" (the whole book) could save students money.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Students' reluctance to move to digital textbooks should also be an indication that we have to make sure we're building learning tools that meet the needs of learners. Despite all the promises about lighter backpacks, students' purchasing habits here indicate that they're making decisions about what works best for how they study.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"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.",
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"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>",
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"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?",
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"tagline": "Politics from a personal perspective",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"radiolab": {
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"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"soldout": {
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"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
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"info": "",
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"tech-nation": {
"id": "tech-nation",
"title": "Tech Nation Radio Podcast",
"info": "Tech Nation is a weekly public radio program, hosted by Dr. Moira Gunn. Founded in 1993, it has grown from a simple interview show to a multi-faceted production, featuring conversations with noted technology and science leaders, and a weekly science and technology-related commentary.",
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"ted-radio-hour": {
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"title": "TED Radio Hour",
"info": "The TED Radio Hour is a journey through fascinating ideas, astonishing inventions, fresh approaches to old problems, and new ways to think and create.",
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