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"content": "\u003cfigure id=\"attachment_16689\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/saxtouri/2461246945/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-16689\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/2461246945_d9ba5b1d04-300x243.jpg\" alt=\"\" width=\"300\" height=\"243\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Recent studies question the theory of native intelligences. If they have to work hard, does that mean they're not smart?\u003c/figcaption>\u003c/figure>\n\u003cp>When a student gets a good grade, wins an award, or proudly holds up a painting, we all know by now that we're not supposed to say, \"Good job!\" Praising the achievement rather than the effort will backfire.\u003c/p>\n\u003cp>To a kid, \"Good job\" means \"You're smart\" or \"You're talented\" -- the praise goes to inherent, natural-born abilities or intelligence. But that immediate spark of self-pride will turn into deep self-doubt when the child invariably comes across a bigger challenge and doesn't immediately succeed.\u003c/p>\n\u003cp>Kids who are praised for their intelligence end up caring more about grades, trophies, and awards than those who are praised for their effort, according to the famous 1998 Stanford report \"Effects of Intelligence and Effort Praise\" by Claudia Mueller and Carol Dweck. The study showed that \"after failure, [kids] also displayed less task persistence, less task enjoyment, more low-ability attributions, and worse task performance than children praised for effort.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">Kids might think that if they have to work hard at something, that must mean they're not smart. \"It’s a theory about how the world works.\"\u003c/aside>\n\u003cp>But there's another byproduct: children praised for intelligence \"described it as a \u003cem>fixed trait\u003c/em> more than children praised for hard work, who believed it to be subject to improvement.\"\u003c/p>\n\u003cp>Why is that such a bad thing? Because telling kids they're smart when they get good grades encourages them to continue focusing on the grade rather than the learning process. They just want to keep being smart.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>BEYOND SMARTS\u003c/strong>\u003c/p>\n\u003cp>In more recent years, research on \u003cem>how \u003c/em>the brain learns is building on those studies. \"How we learn shapes what we know and what we can do,\" writes author Annie Murphy Paul \u003ca href=\"http://ideas.time.com/2011/10/12/the-science-of-how-we-learn/#ixzz1cl1QGIPI\">in a recent \u003cem>Time \u003c/em>column\u003c/a>. \"Our knowledge and our abilities are largely determined not by our IQ or some other fixed \u003c!--more-->measure of intelligence, but by the effectiveness of our learning process: call it our learning quotient.\"\u003c/p>\n\u003cp>The idea that anyone can learn, regardless of their inherent IQ -- with emphasis on the process, the work, the effort -- is at the heart of the work of \u003ca href=\"http://blogs.berkeley.edu/author/rmendoza-denton/\">Rodolfo Mendoza-Denton\u003c/a>, associate professor of psychology at UC Berkeley.\u003c/p>\n\u003cp>Mendoza-Denton extends the idea that what's harmful about emphasis on achievement and intelligence can also be applied to emphasis on learning styles (audio, visual) or \"\u003ca href=\"http://pzweb.harvard.edu/pis/hg_mi_after_20_years.pdf\">multiple intelligences\u003c/a>,\" a theory by Harvard professor \u003ca href=\"http://www.howardgardner.com/http://www.howardgardner.com/\">Howard Gardner\u003c/a> who distinguishes between different kinds of learners: spatial, linguistic, logical-mathematical, and so on.\u003c/p>\n\u003cp>Mendoza-Denton believes that emphasizing \"native intelligences\" reinforces the belief that kids are good at some things and, conversely, bad at others.\u003c/p>\n\u003cp>\"It’s pervasive in our cultural narrative,\" Mendoza-Denton said at the recent \u003ca href=\"http://www.innovativelearningconference.org/\">Innovative Learning Conference\u003c/a>. \"'I'm not this kind of learner or that kind of learner. I'm good at words, but not math.'\"\u003c/p>\n\u003cp>Taking that idea one step further, kids might think that if they have to work hard at something, that must mean they're not smart. \"It’s a theory about how the world works,\" he said.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.npr.org/blogs/health/2011/08/29/139973743/think-youre-an-auditory-or-visual-learner-scientists-say-its-unlikely\">recent story on NPR\u003c/a> somewhat backs up Mendoza-Denton's theories. Although \"an entire industry has sprouted based on learning styles,\" a review of learning style studies led psychologist Doug Rohrer to believe that there is \"no scientific evidence backing up the idea.\"\u003c/p>\n\u003cp>\"We have not found evidence from a randomized control trial supporting any of these, and until such evidence exists, we don't recommend that they be used,\" he \u003ca href=\"http://www.npr.org/blogs/health/2011/08/29/139973743/think-youre-an-auditory-or-visual-learner-scientists-say-its-unlikely\">told NPR\u003c/a>.\u003c/p>\n\u003cp>Another researcher added more nuance. In a \u003ca href=\"http://californiawatch.org/dailyreport/researchers-question-learning-styles-theory-12734\">recent story by California Watch\u003c/a>, a researcher questions the effects of calling out native abilities. “Clearly, people have distinctive abilities and aptitudes. Some people have higher visual ability, and some have higher auditory ability,” said UCSD professor Hal Pashler, lead author on the report. “But the question is whether that predicts anything about the most effective way to teach them. … There is a complete lack of evidence of the sort.”\u003c/p>\n\u003cp>This has caused a \u003ca href=\"http://fwd.pearson.com/blog/2011/09/01/npr-says-learning-styles-are-a-myth/\">big debate\u003c/a> in education circles by those who question the motivation of those debunking learning styles. But Mendoza-Denton maintains that reinforcing the idea that effort and elbow grease are as important or more than innate smarts will place kids on the best path of learning.\u003c/p>\n\u003cp>\"Instead of saying, 'I’m not good at math, why bother trying,' she'll say, 'I didn’t study enough, so I should try harder,'\" Mendoza-Denton said. \"The meaning of difficulty changes. Difficulty means trying harder, trying a different strategy. They understand that change is possible, and progress occurs over time.\"\u003c/p>\n\u003caside class=\"pullquote alignright\">\"The meaning of difficulty changes. Difficulty means trying harder, trying a different strategy. They understand that change is possible, and progress occurs over time.\"\u003c/aside>\n\u003cp>And just as importantly, that mistakes are \u003cem>part\u003c/em> of good learning. As a \u003ca href=\"http://www.wired.com/wiredscience/2011/10/why-do-some-people-learn-faster-2/\">Wired article\u003c/a> recently reported about why some are more effective at learning from mistakes, \"the important part is what happens next.\" People with a \"growth mindset\" -- those who \"believe that we can get better at almost anything, provided we invest the necessary time and energy\" -- were significantly better at learning from their mistakes.\u003c/p>\n\u003cp>This also touches on social justice issues, of course, that bring up stereotype beliefs about gender and race -- Asians are better at math, girls are worse at math, African Americans don't do well on tests like the SAT. Mendoza-Denton cited a number of studies that showed students live up (or down) to the expectations set for them. It's a self-fulfilling prophecy.\u003c/p>\n\u003cp>All of this is not to say that people don't have specific talents, he said. \"People have aptitudes that are undeniable,\" he said. \"We can’t all be geniuses, but we can all access learning.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>So what should parents and teachers take away from this? What we might consider ancillary to learning -- things like bonding with the teacher or mentor, words of praise about working hard over good grades -- are actually crucial to achievement. \"Simple things can affect achievement in a deep way,\" he said.\u003c/p>\n\u003cdiv>All of this raises further questions. What values about learning do we want for our kids? Is it important for them to be naturally smart to be ultimately successful? What does this say about our school assessments? How do we measure and define \"achievement\" without grades? More food for thought.\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>BEYOND SMARTS\u003c/strong>\u003c/p>\n\u003cp>In more recent years, research on \u003cem>how \u003c/em>the brain learns is building on those studies. \"How we learn shapes what we know and what we can do,\" writes author Annie Murphy Paul \u003ca href=\"http://ideas.time.com/2011/10/12/the-science-of-how-we-learn/#ixzz1cl1QGIPI\">in a recent \u003cem>Time \u003c/em>column\u003c/a>. \"Our knowledge and our abilities are largely determined not by our IQ or some other fixed \u003c!--more-->measure of intelligence, but by the effectiveness of our learning process: call it our learning quotient.\"\u003c/p>\n\u003cp>The idea that anyone can learn, regardless of their inherent IQ -- with emphasis on the process, the work, the effort -- is at the heart of the work of \u003ca href=\"http://blogs.berkeley.edu/author/rmendoza-denton/\">Rodolfo Mendoza-Denton\u003c/a>, associate professor of psychology at UC Berkeley.\u003c/p>\n\u003cp>Mendoza-Denton extends the idea that what's harmful about emphasis on achievement and intelligence can also be applied to emphasis on learning styles (audio, visual) or \"\u003ca href=\"http://pzweb.harvard.edu/pis/hg_mi_after_20_years.pdf\">multiple intelligences\u003c/a>,\" a theory by Harvard professor \u003ca href=\"http://www.howardgardner.com/http://www.howardgardner.com/\">Howard Gardner\u003c/a> who distinguishes between different kinds of learners: spatial, linguistic, logical-mathematical, and so on.\u003c/p>\n\u003cp>Mendoza-Denton believes that emphasizing \"native intelligences\" reinforces the belief that kids are good at some things and, conversely, bad at others.\u003c/p>\n\u003cp>\"It’s pervasive in our cultural narrative,\" Mendoza-Denton said at the recent \u003ca href=\"http://www.innovativelearningconference.org/\">Innovative Learning Conference\u003c/a>. \"'I'm not this kind of learner or that kind of learner. I'm good at words, but not math.'\"\u003c/p>\n\u003cp>Taking that idea one step further, kids might think that if they have to work hard at something, that must mean they're not smart. \"It’s a theory about how the world works,\" he said.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.npr.org/blogs/health/2011/08/29/139973743/think-youre-an-auditory-or-visual-learner-scientists-say-its-unlikely\">recent story on NPR\u003c/a> somewhat backs up Mendoza-Denton's theories. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>So what should parents and teachers take away from this? What we might consider ancillary to learning -- things like bonding with the teacher or mentor, words of praise about working hard over good grades -- are actually crucial to achievement. \"Simple things can affect achievement in a deep way,\" he said.\u003c/p>\n\u003cdiv>All of this raises further questions. What values about learning do we want for our kids? Is it important for them to be naturally smart to be ultimately successful? What does this say about our school assessments? How do we measure and define \"achievement\" without grades? More food for thought.\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cimg class=\"alignleft size-medium wp-image-16644\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/new_banner-300x191.jpg\" alt=\"\" width=\"300\" height=\"191\">It takes people with big ideas -- and smart ways to implement them -- to make any progress. And that's the point of the \u003ca href=\"http://bigideasfest.org\">Big Ideas Fest\u003c/a>, held December 4-7 in Half Moon Bay, Calif., a gathering of leaders and innovators who will share their thoughts and tactics with educators and all those interested in education innovation.\u003c/p>\n\u003cp>Check out the \u003ca href=\"http://bigideasfest.org/2011-big-ideas-fest/2011-speakers-big-ideas-fest\">stellar lineup of speakers\u003c/a>, including, among many others:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Lee LeFever,\u003c/strong> founder and principal of \u003ca href=\"http://www.commoncraft.com/\">Common Craft\u003c/a>. Have you seen Common Craft's excellent explainer videos? Take a look at \u003ca href=\"http://www.commoncraft.com/video/augmented-reality\">this one\u003c/a> about augmented reality.\u003c/li>\n\u003cli>\u003cstrong>Gerald Richards\u003c/strong>, Chief Executive Officer\u003ca href=\"http://www.826national.org/\"> of 826 National\u003c/a>, the highly respected tutoring and publishing nonprofit that focuses on helping students with expository and creative writing.\u003c/li>\n\u003cli>\u003cstrong>Martha Kanter\u003c/strong>, Under Secretary, \u003ca href=\"http://www.ed.gov/\">U.S. Department of Education\u003c/a>, who reports to Secretary of Education Arne Duncan and oversees policies, programs, and activities related to almost \u003c!--more-->everything.\u003c/li>\n\u003cli>\u003cstrong>Neeru Khosla\u003c/strong>, Co-Founder and Executive Director of \u003ca href=\"http://www.ck12.org/flexbook/\">CK-12 Foundation\u003c/a>, a non-profit organization that offers customizable digital content for K-12.\u003c/li>\n\u003c/ul>\n\u003cp>Big Ideas is organized by \u003ca href=\"http://www.iskme.org/\">ISKME\u003c/a>, the Institute for the Study of Knowledge Management in Education, which is also behind Open Educational Resources (\u003ca href=\"http://www.oercommons.org/\">OER\u003c/a>).\u003c/p>\n\u003cp>\u003ca href=\"http://www.kqed.org/education/\">KQED Education\u003c/a> will be there, as well, offering tips on Twitter and other digital media advice. And like last year, I will be there representing MindShift and covering the event.\u003c/p>\n\u003cp>Last year's event was a phenomenal experience, full of high-concept and practical big ideas.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I spoke with Salman Khan for the first time.\u003c/p>\n\u003cp>http://youtu.be/Tksh1zHEkIM\u003c/p>\n\u003cp>Dr. Sugata Mitra told me about his ideal for a school.\u003c/p>\n\u003cp>http://vimeo.com/18685938\u003c/p>\n\u003cp>Maker Faire's Dale Dougherty talked about how kids can build their own schools just the way they want them.\u003cbr>\nhttp://youtu.be/S55FHeO9j4A\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>I'm really looking forward to this year's event and hoping to see you there!\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"alignleft size-medium wp-image-16644\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/new_banner-300x191.jpg\" alt=\"\" width=\"300\" height=\"191\">It takes people with big ideas -- and smart ways to implement them -- to make any progress. And that's the point of the \u003ca href=\"http://bigideasfest.org\">Big Ideas Fest\u003c/a>, held December 4-7 in Half Moon Bay, Calif., a gathering of leaders and innovators who will share their thoughts and tactics with educators and all those interested in education innovation.\u003c/p>\n\u003cp>Check out the \u003ca href=\"http://bigideasfest.org/2011-big-ideas-fest/2011-speakers-big-ideas-fest\">stellar lineup of speakers\u003c/a>, including, among many others:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Lee LeFever,\u003c/strong> founder and principal of \u003ca href=\"http://www.commoncraft.com/\">Common Craft\u003c/a>. Have you seen Common Craft's excellent explainer videos? Take a look at \u003ca href=\"http://www.commoncraft.com/video/augmented-reality\">this one\u003c/a> about augmented reality.\u003c/li>\n\u003cli>\u003cstrong>Gerald Richards\u003c/strong>, Chief Executive Officer\u003ca href=\"http://www.826national.org/\"> of 826 National\u003c/a>, the highly respected tutoring and publishing nonprofit that focuses on helping students with expository and creative writing.\u003c/li>\n\u003cli>\u003cstrong>Martha Kanter\u003c/strong>, Under Secretary, \u003ca href=\"http://www.ed.gov/\">U.S. Department of Education\u003c/a>, who reports to Secretary of Education Arne Duncan and oversees policies, programs, and activities related to almost \u003c!--more-->everything.\u003c/li>\n\u003cli>\u003cstrong>Neeru Khosla\u003c/strong>, Co-Founder and Executive Director of \u003ca href=\"http://www.ck12.org/flexbook/\">CK-12 Foundation\u003c/a>, a non-profit organization that offers customizable digital content for K-12.\u003c/li>\n\u003c/ul>\n\u003cp>Big Ideas is organized by \u003ca href=\"http://www.iskme.org/\">ISKME\u003c/a>, the Institute for the Study of Knowledge Management in Education, which is also behind Open Educational Resources (\u003ca href=\"http://www.oercommons.org/\">OER\u003c/a>).\u003c/p>\n\u003cp>\u003ca href=\"http://www.kqed.org/education/\">KQED Education\u003c/a> will be there, as well, offering tips on Twitter and other digital media advice. And like last year, I will be there representing MindShift and covering the event.\u003c/p>\n\u003cp>Last year's event was a phenomenal experience, full of high-concept and practical big ideas.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I spoke with Salman Khan for the first time.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/Tksh1zHEkIM'\n title='//www.youtube.com/embed/Tksh1zHEkIM'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Dr. Sugata Mitra told me about his ideal for a school.\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Maker Faire's Dale Dougherty talked about how kids can build their own schools just the way they want them.\u003cbr>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/S55FHeO9j4A'\n title='//www.youtube.com/embed/S55FHeO9j4A'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\n\u003cp>I'm really looking forward to this year's event and hoping to see you there!\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The word \"cyberlearning\" evokes a lot of different images.\u003c/p>\n\u003cp>It can mean using an augmented reality app on a mobile phone to learn about a city's history. It can mean working with a remote science lab clear across the world to conduct scientific research about measuring cell phone radiation. For some students, it's a way to teach other kids about things like astronomy through video games.\u003c/p>\n\u003cp>In this video, produced by \u003ca href=\"http://www.kqed.org/education/\">KQED Education\u003c/a> in conjunction with \u003ca href=\"http://osep.northwestern.edu/projects/ilab\">Northwestern University's iLab\u003c/a>, which helped organize the \u003ca href=\"http://live.cyberlearningstem.org/\">Conference on Cyberlearning Tools for STEM Education,\u003c/a> we see how technology adds the fuel and fire to science and math education.\u003c/p>\n\u003cp>Check out the different stories.\u003c/p>\n\u003cp>http://youtu.be/gu5eEF9-r2k\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[Produced by Kelly Whalen.]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Read more about innovative science education:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-cell-phones-fry-your-brain-ask-student-scientists/\">Can Cell Phones Fry Your Brain? Ask Students\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/science-math-and-fan-fiction-whats-worth-learning/\">Science, Math, Fan Fiction: What's Worth Learning?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/video-games-and-simulations-bring-science-to-life/\">Video Games and Simulations Bring Science to Life\u003c/a>\u003c/li>\n\u003c/ul>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The word \"cyberlearning\" evokes a lot of different images.\u003c/p>\n\u003cp>It can mean using an augmented reality app on a mobile phone to learn about a city's history. It can mean working with a remote science lab clear across the world to conduct scientific research about measuring cell phone radiation. For some students, it's a way to teach other kids about things like astronomy through video games.\u003c/p>\n\u003cp>In this video, produced by \u003ca href=\"http://www.kqed.org/education/\">KQED Education\u003c/a> in conjunction with \u003ca href=\"http://osep.northwestern.edu/projects/ilab\">Northwestern University's iLab\u003c/a>, which helped organize the \u003ca href=\"http://live.cyberlearningstem.org/\">Conference on Cyberlearning Tools for STEM Education,\u003c/a> we see how technology adds the fuel and fire to science and math education.\u003c/p>\n\u003cp>Check out the different stories.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/gu5eEF9-r2k'\n title='//www.youtube.com/embed/gu5eEF9-r2k'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/akhilsunnithan/5359644291/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-16590\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/5359644291_71c5afe6e4-300x301.jpg\" alt=\"\" width=\"300\" height=\"301\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Akhilsunnithan\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca title=\"View user profile.\" href=\"http://californiawatch.org/user/eleanor-yang-su\">Eleanor Yang Su, \u003c/a>\u003ca href=\"http://californiawatch.org/\">California Watch\u003c/a>\u003c/h5>\n\u003cp>Teachers who once shunned the idea of students citing Wikipedia on class assignments now are embracing the Web site as a teaching tool.\u003c/p>\n\u003cp>Dozens of teachers at high schools and universities – including several in California – are assigning their students to write and edit entries for the online encyclopedia. The projects are designed to help students improve their research and writing skills, while adding to the public knowledge.\u003c/p>\n\u003cp>Sheldon Gen, an associate professor at San Francisco State University, asked students to write Wikipedia entries for an environmental policy class. His graduate students chose topics ranging from Mendocino County’s ban of genetically modified organisms to recent amendments to the Clean Air Act. Gen said some students initially were skeptical of Wikipedia and the assignment.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"One thing they truly appreciated is they published articles that are now part of the public dialogue.”\u003c/aside>\n\u003cp>“The perception among a lot of people is that Wikipedia is not a particularly good source for newsworthy, policy-worthy information. My students shared that skepticism,” Gen said. “But all of them said at the end that they really liked the project. One thing they truly appreciated is they published articles that are now part of the public dialogue.”\u003c/p>\n\u003cp>Eric Goldman, an associate professor at the Santa Clara University School of Law, said he warned his students that the editing process for Wikipedia entries could be ruthless.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The students felt a lot of stress that their entries would be edited into nonsense,” Goldman said. “As it turned out, in the second course I taught, the students were almost disappointed that they got virtually no feedback at all.”\u003c/p>\n\u003cp>The Wikimedia Foundation, which operates Wikipedia, has worked with 24 universities in \u003ca href=\"http://en.wikipedia.org/wiki/Wikipedia:WikiProject_United_States_Public_Policy/Courses\" target=\"_blank\">an initiative\u003c/a> to improve the U.S. public policy entries on the site. Professors at UC Berkeley, the University of San Francisco and USC also participated.\u003c/p>\n\u003cp>The Wikimedia Foundation recently announced that it is \u003ca href=\"http://blog.wikimedia.org/2011/07/29/for-wikipedia-in-education-the-future-is-now/\" target=\"_blank\">expanding the project\u003c/a> to all topic areas and countries. Foundation spokesman Frank Schulenburg said teachers began assigning students Wikipedia entries in the early days of the site, and the foundation liked the idea and decided to support it. The foundation has not always been able to keep up with the demand for sufficient support and help in navigating Wikipedia’s technical aspects.\u003c/p>\n\u003cp>In fact, some professors say they have opted out of projects because they lacked adequate support from Wikipedia to keep students on track. Goldman acknowledged that while rewarding, the project took considerably more time than expected, and he’s not sure he will do it again.\u003c/p>\n\u003cp>Next spring, the Wikimedia Foundation plans to begin a pilot program with a high school teacher in Virginia to see how younger students do. Some high school teachers already have experimented with assignments on their own.\u003c/p>\n\u003cp>James Butler, a high school teacher in North Carolina, has been assigning Wikipedia projects to his Advanced Placement biology students for three years and says the experience has been “profoundly beneficial.”\u003c/p>\n\u003cp>One of Butler’s students, Timothy Hatfield Jr., 17, spent months combing through scientific journals, articles and books to help write and edit \u003ca href=\"http://en.wikipedia.org/wiki/Loggerhead_sea_turtle\" target=\"_blank\">a 5,200-word article\u003c/a> on the loggerhead sea turtle. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/akhilsunnithan/5359644291/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-16590\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/5359644291_71c5afe6e4-300x301.jpg\" alt=\"\" width=\"300\" height=\"301\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Akhilsunnithan\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca title=\"View user profile.\" href=\"http://californiawatch.org/user/eleanor-yang-su\">Eleanor Yang Su, \u003c/a>\u003ca href=\"http://californiawatch.org/\">California Watch\u003c/a>\u003c/h5>\n\u003cp>Teachers who once shunned the idea of students citing Wikipedia on class assignments now are embracing the Web site as a teaching tool.\u003c/p>\n\u003cp>Dozens of teachers at high schools and universities – including several in California – are assigning their students to write and edit entries for the online encyclopedia. The projects are designed to help students improve their research and writing skills, while adding to the public knowledge.\u003c/p>\n\u003cp>Sheldon Gen, an associate professor at San Francisco State University, asked students to write Wikipedia entries for an environmental policy class. His graduate students chose topics ranging from Mendocino County’s ban of genetically modified organisms to recent amendments to the Clean Air Act. Gen said some students initially were skeptical of Wikipedia and the assignment.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"One thing they truly appreciated is they published articles that are now part of the public dialogue.”\u003c/aside>\n\u003cp>“The perception among a lot of people is that Wikipedia is not a particularly good source for newsworthy, policy-worthy information. My students shared that skepticism,” Gen said. “But all of them said at the end that they really liked the project. One thing they truly appreciated is they published articles that are now part of the public dialogue.”\u003c/p>\n\u003cp>Eric Goldman, an associate professor at the Santa Clara University School of Law, said he warned his students that the editing process for Wikipedia entries could be ruthless.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The students felt a lot of stress that their entries would be edited into nonsense,” Goldman said. “As it turned out, in the second course I taught, the students were almost disappointed that they got virtually no feedback at all.”\u003c/p>\n\u003cp>The Wikimedia Foundation, which operates Wikipedia, has worked with 24 universities in \u003ca href=\"http://en.wikipedia.org/wiki/Wikipedia:WikiProject_United_States_Public_Policy/Courses\" target=\"_blank\">an initiative\u003c/a> to improve the U.S. public policy entries on the site. Professors at UC Berkeley, the University of San Francisco and USC also participated.\u003c/p>\n\u003cp>The Wikimedia Foundation recently announced that it is \u003ca href=\"http://blog.wikimedia.org/2011/07/29/for-wikipedia-in-education-the-future-is-now/\" target=\"_blank\">expanding the project\u003c/a> to all topic areas and countries. Foundation spokesman Frank Schulenburg said teachers began assigning students Wikipedia entries in the early days of the site, and the foundation liked the idea and decided to support it. The foundation has not always been able to keep up with the demand for sufficient support and help in navigating Wikipedia’s technical aspects.\u003c/p>\n\u003cp>In fact, some professors say they have opted out of projects because they lacked adequate support from Wikipedia to keep students on track. Goldman acknowledged that while rewarding, the project took considerably more time than expected, and he’s not sure he will do it again.\u003c/p>\n\u003cp>Next spring, the Wikimedia Foundation plans to begin a pilot program with a high school teacher in Virginia to see how younger students do. Some high school teachers already have experimented with assignments on their own.\u003c/p>\n\u003cp>James Butler, a high school teacher in North Carolina, has been assigning Wikipedia projects to his Advanced Placement biology students for three years and says the experience has been “profoundly beneficial.”\u003c/p>\n\u003cp>One of Butler’s students, Timothy Hatfield Jr., 17, spent months combing through scientific journals, articles and books to help write and edit \u003ca href=\"http://en.wikipedia.org/wiki/Loggerhead_sea_turtle\" target=\"_blank\">a 5,200-word article\u003c/a> on the loggerhead sea turtle. He analyzed reference material from several countries and attained permission from photographers to publish their work on the site.\u003c/p>\n\u003cp>Hatfield made 476 edits to the article, all tracked on the Web site, and the article eventually earned featured status, a designation fewer than 1 percent of all entries receive.\u003c/p>\n\u003cp>“I learned how to truly research and find reputable sources,” Hatfield said. “There’s always going to be someone that challenges you. You can’t leave room for assumptions.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Eleanor Yang Su is a contributor for \u003ca href=\"http://www.californiawatch.org\">California Watch\u003c/a>, the state’s largest investigative reporting team and part of the Center for Investigative Reporting. Learn more at \u003ca href=\"http://www.californiawatch.org\">www.californiawatch.org\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_16570\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-full wp-image-16570\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/MT_home_SM.png\" alt=\"\" width=\"300\" height=\"331\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Amidst \u003ca href=\"http://www.latimes.com/news/local/la-me-science-20111031,0,3957251.story\">grim reports\u003c/a> this week that California schools are \"failing to invest enough time, money and training to teach science well,\" and that only \u003ca href=\"http://www.cftl.org/Whats__New.htm\">one out of 10 elementary school students\u003c/a> gets to play with hands-on science experiments, a shining counter-example is happening at the \u003ca href=\"http://nuevaschool.org/\">Nueva School\u003c/a> in the wealthy San Francisco suburb of Hillsborough.\u003c/p>\n\u003cp>Sixth-grade students are using Wii remote controls to collect scientific data on things like positive and negative acceleration and thinking about conceptual issues like the difference between engineering and science.\u003c/p>\n\u003cp>Led by Stanford researchers, the class is using Wii remote controls (available online for anywhere from $15 to $40) to create things like a rat-trap car, a marble roller-coaster, and balloon-powered vehicle to test different theories.\u003c/p>\n\u003cp>With the rat-trap car, students have created a Wii-strapped vehicle with CDs as wheels, like a skateboard. They've already experimented with smaller mousetraps and lighter batteries to see if the cars would go faster, but landed on the rat trap as the best way to measure the information they needed.\u003c/p>\n\u003cp>The main objective of the experiment is not necessarily to measure speed, but to show students \u003cem>how\u003c/em> to capture data like scientists do. Kids are typically confused by graphs, but with the Wii experiment, they could see the horizontal, vertical, and lateral aspects of the accelerometer.\u003c/p>\n\u003caside class=\"pullquote alignleft\">With the Wii remotes, students are using interesting new technology and participating in the creation of their own designs.\u003c/aside>\n\u003cp>\"Kids see patterns in data,\" said Wendy Ju, one of the Stanford researchers working with the students at the \u003ca href=\"http://www.innovativelearningconference.org/\">Innovative Learning Conference\u003c/a> held at Nueva recently. \"What does that data do to \u003c!--more-->contribute to their designs?\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>With the marble roller coaster, students used the Wii remotes to test their theories on speed. They designed the roller coaster, then used the infrared camera in front of the Wii remote to see where in the structure the marbles would role by the fastest. The same idea was used to test the speed of the balloon-powered cars.\u003c/p>\n\u003cp>During the course of the classes, the Stanford researchers have been surprised by students' reactions: The students were more interested in the \u003cem>designing\u003c/em> phase than by the measuring phase.\u003c/p>\n\u003cp>\"Students had a hard time letting go of the engineering,\" Ju said. \"They wanted to keep redesigning things. The moments of talking about measuring stuff was interrupted by trying to find ways of redesigning and changing things.\"\u003c/p>\n\u003cp>This tension between science and engineering is one of the ideas being explored through the eyes of sixth-graders. \"Science labs are often really engineering projects in drag,\" said Stanford computer science professor Terry Winograd. \"You make it work, but you don’t think about how you got there. There’s a feat, but not a deep understanding of what’s going on. You don’t get to probe the phenomenon.\"\u003c/p>\n\u003cp>The Nueva kids are lucky. For most students, should they be lucky enough to have time to conduct science experiments in class, it's typically completed in 15 minutes and has a preordained outcome. \"You can see where all the right answers are, and from the perspective of science, it's too neat,\" Winograd said. \"It just tests whether you can follow instructions.\"\u003c/p>\n\u003cp>That's not the best way of teaching science and scientific inquiry, he said. With the Wii remotes, students are using interesting new technology and participating in the creation of their own designs. They're actually helping researchers develop tools that can be used by other kids, and they've been incredibly vocal about what methods to use.\u003c/p>\n\u003cp>Researchers have been operating video cameras throughout the workshops, and have hundreds of hours of footage of the kids' experiments. \"You can see where kids think something else is going on and they argue about it amongst themselves, and talk about what they think \u003cem>should\u003c/em> happen,\" Ju said.\u003c/p>\n\u003cp>This is the third year of the \u003ca href=\"http://wiiscience.org/\">WiiScience\u003c/a> program at Nueva. How amazing would it be to see the proliferation of a class like this in all elementary schools.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"description": "Amidst grim reports this week that California schools are "failing to invest enough time, money and training to teach science well," and that only one out of 10 elementary school students gets to play with hands-on science experiments, a shining counter-example is happening at the Nueva School in the wealthy San Francisco suburb of Hillsborough.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>With the marble roller coaster, students used the Wii remotes to test their theories on speed. They designed the roller coaster, then used the infrared camera in front of the Wii remote to see where in the structure the marbles would role by the fastest. The same idea was used to test the speed of the balloon-powered cars.\u003c/p>\n\u003cp>During the course of the classes, the Stanford researchers have been surprised by students' reactions: The students were more interested in the \u003cem>designing\u003c/em> phase than by the measuring phase.\u003c/p>\n\u003cp>\"Students had a hard time letting go of the engineering,\" Ju said. \"They wanted to keep redesigning things. The moments of talking about measuring stuff was interrupted by trying to find ways of redesigning and changing things.\"\u003c/p>\n\u003cp>This tension between science and engineering is one of the ideas being explored through the eyes of sixth-graders. \"Science labs are often really engineering projects in drag,\" said Stanford computer science professor Terry Winograd. \"You make it work, but you don’t think about how you got there. There’s a feat, but not a deep understanding of what’s going on. You don’t get to probe the phenomenon.\"\u003c/p>\n\u003cp>The Nueva kids are lucky. For most students, should they be lucky enough to have time to conduct science experiments in class, it's typically completed in 15 minutes and has a preordained outcome. \"You can see where all the right answers are, and from the perspective of science, it's too neat,\" Winograd said. \"It just tests whether you can follow instructions.\"\u003c/p>\n\u003cp>That's not the best way of teaching science and scientific inquiry, he said. With the Wii remotes, students are using interesting new technology and participating in the creation of their own designs. They're actually helping researchers develop tools that can be used by other kids, and they've been incredibly vocal about what methods to use.\u003c/p>\n\u003cp>Researchers have been operating video cameras throughout the workshops, and have hundreds of hours of footage of the kids' experiments. \"You can see where kids think something else is going on and they argue about it amongst themselves, and talk about what they think \u003cem>should\u003c/em> happen,\" Ju said.\u003c/p>\n\u003cp>This is the third year of the \u003ca href=\"http://wiiscience.org/\">WiiScience\u003c/a> program at Nueva. How amazing would it be to see the proliferation of a class like this in all elementary schools.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Mixed Perceptions About Kids Using Digital Media",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/mixed-perceptions-about-kids-using-digital-media/jac-2/\" rel=\"attachment wp-att-16524\">\u003cimg class=\"alignleft size-medium wp-image-16524\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Jac1-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\u003c/p>\n\u003cp>\u003cem>The subject of kids and media -- how much they consume, what's \"good\" for them, what parents' role should be -- is a broad and complicated topic. New studies are continually released with a wide range of advice and information.\u003c/em>\u003c/p>\n\u003cp>\u003cem>The \u003ca href=\"http://www.joanganzcooneycenter.org/\" target=\"_blank\">Joan Ganz Cooney Center \u003c/a>is a great resource of illuminating research, and recently completed a comprehensive report called \u003ca href=\"http://www.joanganzcooneycenter.org/Reports-29.html\" target=\"_blank\">Family Matters: Designing Media for a Digital Age\u003c/a>. The report is packed full of interesting (and sometimes counter-intuitive) information, including \u003ca href=\"http://www.huffingtonpost.com/michael-levine/headsup-media-producers-f_b_871744.html\" target=\"_blank\">the following\u003c/a>:\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cem>More than a third of parents have learned something technical from their child.\u003c/em>\u003c/li>\n\u003cli>\u003cem>Most believe that video games help children foster skills that are important to their academic achievement.\u003c/em>\u003c/li>\n\u003cli>\u003cem>57% recognize that digital media presents ways for children to converse and connect with friends and family.\u003c/em>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem>Those are just some of the positive perspectives from the report. But it's a lot more nuanced than that. Here's more about the study.\u003c/em>\u003c/p>\n\u003ch5>By \u003cstrong>Eleanor Yang Su,\u003c/strong> \u003ca href=\"http://californiawatch.org/dailyreport/perceptions-mixed-kids-use-digital-media-13305\" target=\"_blank\">California Watch\u003c/a>\u003cstrong>\u003c/strong>\u003c/h5>\n\u003cp>A majority of American parents say they are concerned that digital media is interfering with childhood development. Yet most do not think their own children spend too much time with electronic devices.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>That’s according to a recent \u003ca href=\"http://www.joanganzcooneycenter.org/upload_kits/jgcc_familiesmatter.pdf\" target=\"_blank\">report [PDF]\u003c/a> by the \u003ca href=\"http://www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center\u003c/a> at Sesame Workshop. The nonprofit research lab analyzed surveys of 810 parents with children ages 3 through 10 and reported some seemingly paradoxical findings:\u003c/p>\n\u003cul>\n\u003cli>About 59 percent of parents say their children’s digital media use prevents them from getting physical exercise.\u003c/li>\n\u003cli>More than half (53 percent) say the media use can pose a threat for online safety and privacy.\u003c/li>\n\u003cli>About 40 percent of parents say digital media infringes on time their children would otherwise spend in face-to-face interactions.\u003c/li>\n\u003cli>Only 18 percent of parents believe their own children spend too much time with digital media.\u003c/li>\n\u003c/ul>\n\u003caside class=\"pullquote alignleft\">“If kids start using computers before they get to school, they’ll be at an academic advantage because they’ll be more comfortable with the tool.”\u003c/aside>\n\u003cp>Why the apparent contradiction? Researchers say it’s likely because the nature of digital devices today is more private and portable. Parents may not be aware of just how much time their little ones are spending in their rooms, using social networks or playing video games.\u003c/p>\n\u003cp>Some childhood experts said the findings are not surprising, considering earlier reports on media use. Children ages 8 to 18 are spending an average of 7½ hours a day with digital media, including\u003c!--more-->TV, computers and video games, according to a \u003ca href=\"http://www.kff.org/entmedia/mh012010pkg.cfm\" target=\"_blank\">study\u003c/a> released last year by the Kaiser Family Foundation.\u003c/p>\n\u003cp>Parents need to consider what sort of activities their children are missing out on when they spend so much time with electronics, said Peter Mangione, co-director of the Center for Child & Family Studies at WestEd. The San Francisco-based nonprofit provides research, development and services to improve learning outcomes.\u003c/p>\n\u003cp>“I would not want a child spending half their free time on digital media,” Mangione said. “When they’re in the middle of the childhood period – age 7 through 10 – they’re meant to be engaged: talking with people face to face, working in groups, collaborating, learning how to regulate behavior. Those are the things that have an impact on how well the child will function later on.”\u003c/p>\n\u003cp>While many groups have blamed digital media for hindering family relationships and infringing on children’s physical activities, the Cooney Center researchers are cautiously optimistic about its potential to educate.\u003c/p>\n\u003cp>“It’s a digital world, so at some point, kids are going to use digital media, whether by choice or not,” said Lori Takeuchi, author of the Cooney Center report. “If kids start using computers before they get to school, they’ll be at an academic advantage because they’ll be more comfortable with the tool.”\u003c/p>\n\u003cp>Takeuchi added that social media can help expose children to other cultures and viewpoints.\u003c/p>\n\u003cp>“It gives kids this idea that they can communicate with the world outside their home,” she said. “So you can raise them to care about the planet and world issues.”\u003c/p>\n\u003cp>But, she said, that potential will be realized only once television producers, video game makers and other media producers create better-quality educational programs.\u003c/p>\n\u003cp>Unlike movies and TV shows with broader appeal, many video games tend to target just children or adults. There is an optimal period, around the time when children are 6 or 7, when they want to engage in games with their parents and could stand to learn something, Takeuchi said.\u003c/p>\n\u003cp>In the report, she made recommendations to those in the industry to innovate and create new programs and applications that would give children a chance to use their digital media to socialize, exercise and play with others.\u003c/p>\n\u003cp>As for her advice for parents, Takeuchi suggests that they make screen time into family time by watching TV or playing video games with their kids. That would help inform parents about how much digital media their kids are consuming and make it a more enriching experience.\u003c/p>\n\u003cp>“Research has found that kids learn a lot more when a parent is watching TV with their child and is there to explain what’s going on,” Takeuchi said. “Parents can be open-minded and seek out information about the potential of using digital media for learning.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Eleanor Yang Su is a contributor for \u003ca href=\"http://www.californiawatch.org\">California Watch\u003c/a>, the state’s largest investigative reporting team and part of the Center for Investigative Reporting. Learn more at www.californiawatch.org\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/mixed-perceptions-about-kids-using-digital-media/jac-2/\" rel=\"attachment wp-att-16524\">\u003cimg class=\"alignleft size-medium wp-image-16524\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Jac1-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\u003c/p>\n\u003cp>\u003cem>The subject of kids and media -- how much they consume, what's \"good\" for them, what parents' role should be -- is a broad and complicated topic. New studies are continually released with a wide range of advice and information.\u003c/em>\u003c/p>\n\u003cp>\u003cem>The \u003ca href=\"http://www.joanganzcooneycenter.org/\" target=\"_blank\">Joan Ganz Cooney Center \u003c/a>is a great resource of illuminating research, and recently completed a comprehensive report called \u003ca href=\"http://www.joanganzcooneycenter.org/Reports-29.html\" target=\"_blank\">Family Matters: Designing Media for a Digital Age\u003c/a>. The report is packed full of interesting (and sometimes counter-intuitive) information, including \u003ca href=\"http://www.huffingtonpost.com/michael-levine/headsup-media-producers-f_b_871744.html\" target=\"_blank\">the following\u003c/a>:\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cem>More than a third of parents have learned something technical from their child.\u003c/em>\u003c/li>\n\u003cli>\u003cem>Most believe that video games help children foster skills that are important to their academic achievement.\u003c/em>\u003c/li>\n\u003cli>\u003cem>57% recognize that digital media presents ways for children to converse and connect with friends and family.\u003c/em>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem>Those are just some of the positive perspectives from the report. But it's a lot more nuanced than that. Here's more about the study.\u003c/em>\u003c/p>\n\u003ch5>By \u003cstrong>Eleanor Yang Su,\u003c/strong> \u003ca href=\"http://californiawatch.org/dailyreport/perceptions-mixed-kids-use-digital-media-13305\" target=\"_blank\">California Watch\u003c/a>\u003cstrong>\u003c/strong>\u003c/h5>\n\u003cp>A majority of American parents say they are concerned that digital media is interfering with childhood development. Yet most do not think their own children spend too much time with electronic devices.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That’s according to a recent \u003ca href=\"http://www.joanganzcooneycenter.org/upload_kits/jgcc_familiesmatter.pdf\" target=\"_blank\">report [PDF]\u003c/a> by the \u003ca href=\"http://www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center\u003c/a> at Sesame Workshop. The nonprofit research lab analyzed surveys of 810 parents with children ages 3 through 10 and reported some seemingly paradoxical findings:\u003c/p>\n\u003cul>\n\u003cli>About 59 percent of parents say their children’s digital media use prevents them from getting physical exercise.\u003c/li>\n\u003cli>More than half (53 percent) say the media use can pose a threat for online safety and privacy.\u003c/li>\n\u003cli>About 40 percent of parents say digital media infringes on time their children would otherwise spend in face-to-face interactions.\u003c/li>\n\u003cli>Only 18 percent of parents believe their own children spend too much time with digital media.\u003c/li>\n\u003c/ul>\n\u003caside class=\"pullquote alignleft\">“If kids start using computers before they get to school, they’ll be at an academic advantage because they’ll be more comfortable with the tool.”\u003c/aside>\n\u003cp>Why the apparent contradiction? Researchers say it’s likely because the nature of digital devices today is more private and portable. Parents may not be aware of just how much time their little ones are spending in their rooms, using social networks or playing video games.\u003c/p>\n\u003cp>Some childhood experts said the findings are not surprising, considering earlier reports on media use. Children ages 8 to 18 are spending an average of 7½ hours a day with digital media, including\u003c!--more-->TV, computers and video games, according to a \u003ca href=\"http://www.kff.org/entmedia/mh012010pkg.cfm\" target=\"_blank\">study\u003c/a> released last year by the Kaiser Family Foundation.\u003c/p>\n\u003cp>Parents need to consider what sort of activities their children are missing out on when they spend so much time with electronics, said Peter Mangione, co-director of the Center for Child & Family Studies at WestEd. The San Francisco-based nonprofit provides research, development and services to improve learning outcomes.\u003c/p>\n\u003cp>“I would not want a child spending half their free time on digital media,” Mangione said. “When they’re in the middle of the childhood period – age 7 through 10 – they’re meant to be engaged: talking with people face to face, working in groups, collaborating, learning how to regulate behavior. Those are the things that have an impact on how well the child will function later on.”\u003c/p>\n\u003cp>While many groups have blamed digital media for hindering family relationships and infringing on children’s physical activities, the Cooney Center researchers are cautiously optimistic about its potential to educate.\u003c/p>\n\u003cp>“It’s a digital world, so at some point, kids are going to use digital media, whether by choice or not,” said Lori Takeuchi, author of the Cooney Center report. “If kids start using computers before they get to school, they’ll be at an academic advantage because they’ll be more comfortable with the tool.”\u003c/p>\n\u003cp>Takeuchi added that social media can help expose children to other cultures and viewpoints.\u003c/p>\n\u003cp>“It gives kids this idea that they can communicate with the world outside their home,” she said. “So you can raise them to care about the planet and world issues.”\u003c/p>\n\u003cp>But, she said, that potential will be realized only once television producers, video game makers and other media producers create better-quality educational programs.\u003c/p>\n\u003cp>Unlike movies and TV shows with broader appeal, many video games tend to target just children or adults. There is an optimal period, around the time when children are 6 or 7, when they want to engage in games with their parents and could stand to learn something, Takeuchi said.\u003c/p>\n\u003cp>In the report, she made recommendations to those in the industry to innovate and create new programs and applications that would give children a chance to use their digital media to socialize, exercise and play with others.\u003c/p>\n\u003cp>As for her advice for parents, Takeuchi suggests that they make screen time into family time by watching TV or playing video games with their kids. That would help inform parents about how much digital media their kids are consuming and make it a more enriching experience.\u003c/p>\n\u003cp>“Research has found that kids learn a lot more when a parent is watching TV with their child and is there to explain what’s going on,” Takeuchi said. “Parents can be open-minded and seek out information about the potential of using digital media for learning.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Eleanor Yang Su is a contributor for \u003ca href=\"http://www.californiawatch.org\">California Watch\u003c/a>, the state’s largest investigative reporting team and part of the Center for Investigative Reporting. Learn more at www.californiawatch.org\u003c/em>\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://www.flickr.com/photos/neeta_lind/4783353845/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-16410\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/4783353845_76cef41fba-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Neeta Lind\u003c/p>\n\u003c/div>\n\u003cp>There's no question that for both kids and adults, our attention is divided. Texts, emails, Twitter, Facebook are all chiming, ringing, beeping, and chirping for our attention.\u003c/p>\n\u003cp>How does this affect kids? The media has covered the subject in terms of fear of \u003ca href=\"http://www.msnbc.msn.com/id/42557051/ns/nightly_news/t/will-teen-multitasking-give-rise-add-study-may-offer-answer/#.TqhzF3EzIu4\">multitasking leading to ADD, \u003c/a>\u003ca href=\"http://www.pbs.org/newshour/rundown/2011/01/miles-obrien-teen-brains-on-technology.html\">losing control to digital devices\u003c/a>, and the dangers of \u003ca href=\"http://www.nytimes.com/2010/11/21/technology/21brain.html?_r=1&ref=todayspaper\">not being able to focus\u003c/a>. And in most cases, the Internet (and technology in general) has been declared the culprit.\u003c/p>\n\u003cp>But rather than blaming the medium, David Levy, author of \u003cem>Scrolling Forward: Making Sense of Documents in the Digital Age, \u003c/em>and a professor at the Information School at the University of Washington, believes the challenges of multitasking present us with an opportunity to take control of the situation, starting at a young age.\u003c/p>\n\u003cp>\"We're led to believe that we're victims and we don't have a choice in the matter and it's the Internet's fault,\" Levy said at the \u003ca href=\"http://www.innovativelearningconference.org/\">Innovative Learning Conference\u003c/a> last week. \"But the problem is bigger than technology.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The problem is bigger than technology.\"\u003c/aside>\n\u003cp>Levy cited a 2009 Stanford study,\u003cem> Impacts of Media Multitasking on Children's Learning and Development\u003c/em> [\u003ca href=\"multitasking.stanford.edu/MultitaskingBackgroundPaper.pdf\">PDF\u003c/a>], which concluded that schools have yet to meet the challenge of dealing with stretched attention that media multitasking requires. USC Professor \u003ca href=\"http://henryjenkins.org/\">Henry Jenkins\u003c/a>, author of \u003c!--more-->multiple books on media and pop culture, has also emphasized the importance of teaching multitasking as a skill.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Levy's proposal to parents and to the education system: Teach the tools that will teach kids to focus, avoid distraction, and judge what to pay attention to as they're exposed to a slew of diversions. It's a matter of training the brain.\u003c/p>\n\u003cp>\"We need a culture of education that teaches these kinds of skills,\" he said.\u003c/p>\n\u003cp>Levy recently completed a study on mindfulness training, testing the ability to narrow or widen the mind's focus at will -- whether to focus on one thing or survey the larger scene. The results were not surprising: the group that received meditation training was far less stressed than those who didn't after completing a highly stressful 20-minute multitasking exercise during which they were asked to deal with simultaneous demands like instant messages, alarms, phone calls, texts, and people asking them questions.\u003c/p>\n\u003cp>Those taught to meditate showed longer periods of time on specific tasks. \"Something about their training caused them to change their strategy,\" Levy said. \"They decided to focus on tasks and ignore what they thought wasn't important.\"\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>The meditators said they practiced the breathing they'd learned and listened to the little voice in their head saying \"slow down.\" They focused on the immediate experience and less on their evaluation. \"They realized they didn’t have to respond to everything right away, not everything is urgent,\" Levy said. \"They felt more in control, less tense, less afraid.\"\u003c/p>\n\u003cp>Attention is like a muscle that needs to be trained. If the muscle is untrained, the mind wanders all over the place all day long. The same thing applies to any skill -- it takes practice. Media multitasking involves the ability to attend to something and to make a decision. Part of what kids should learn is that they can make a choice.\u003c/p>\n\u003cp>\"When they get a text, they could ignore it, or have a look at it to see if it’s important, then come back to it later if they need to,\" he said. \"But for a lot of people, they don't have the strength of mind to ignore the text.\"\u003c/p>\n\u003cp>The key is choice. Training the mind gives the mind more choice about what it’ll do, and make more skillful choices. Rather than assuming that kids will figure this out on their own, Levy said we \"need to be talking to young people about it.\"\u003c/p>\n\u003cp>For more information and reference, Levy suggests:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.mindfulschools.org/\">Mindful Schools\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.mindfuled.org/\">Mindfulness in Education Network\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://mindfuleducation.org/\">Association for Mindfulness in Education\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://contemplativemind.org/\">Center for Contemplative Mind Society\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \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://www.flickr.com/photos/neeta_lind/4783353845/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-16410\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/4783353845_76cef41fba-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Neeta Lind\u003c/p>\n\u003c/div>\n\u003cp>There's no question that for both kids and adults, our attention is divided. Texts, emails, Twitter, Facebook are all chiming, ringing, beeping, and chirping for our attention.\u003c/p>\n\u003cp>How does this affect kids? The media has covered the subject in terms of fear of \u003ca href=\"http://www.msnbc.msn.com/id/42557051/ns/nightly_news/t/will-teen-multitasking-give-rise-add-study-may-offer-answer/#.TqhzF3EzIu4\">multitasking leading to ADD, \u003c/a>\u003ca href=\"http://www.pbs.org/newshour/rundown/2011/01/miles-obrien-teen-brains-on-technology.html\">losing control to digital devices\u003c/a>, and the dangers of \u003ca href=\"http://www.nytimes.com/2010/11/21/technology/21brain.html?_r=1&ref=todayspaper\">not being able to focus\u003c/a>. And in most cases, the Internet (and technology in general) has been declared the culprit.\u003c/p>\n\u003cp>But rather than blaming the medium, David Levy, author of \u003cem>Scrolling Forward: Making Sense of Documents in the Digital Age, \u003c/em>and a professor at the Information School at the University of Washington, believes the challenges of multitasking present us with an opportunity to take control of the situation, starting at a young age.\u003c/p>\n\u003cp>\"We're led to believe that we're victims and we don't have a choice in the matter and it's the Internet's fault,\" Levy said at the \u003ca href=\"http://www.innovativelearningconference.org/\">Innovative Learning Conference\u003c/a> last week. \"But the problem is bigger than technology.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The problem is bigger than technology.\"\u003c/aside>\n\u003cp>Levy cited a 2009 Stanford study,\u003cem> Impacts of Media Multitasking on Children's Learning and Development\u003c/em> [\u003ca href=\"multitasking.stanford.edu/MultitaskingBackgroundPaper.pdf\">PDF\u003c/a>], which concluded that schools have yet to meet the challenge of dealing with stretched attention that media multitasking requires. USC Professor \u003ca href=\"http://henryjenkins.org/\">Henry Jenkins\u003c/a>, author of \u003c!--more-->multiple books on media and pop culture, has also emphasized the importance of teaching multitasking as a skill.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Levy's proposal to parents and to the education system: Teach the tools that will teach kids to focus, avoid distraction, and judge what to pay attention to as they're exposed to a slew of diversions. It's a matter of training the brain.\u003c/p>\n\u003cp>\"We need a culture of education that teaches these kinds of skills,\" he said.\u003c/p>\n\u003cp>Levy recently completed a study on mindfulness training, testing the ability to narrow or widen the mind's focus at will -- whether to focus on one thing or survey the larger scene. The results were not surprising: the group that received meditation training was far less stressed than those who didn't after completing a highly stressful 20-minute multitasking exercise during which they were asked to deal with simultaneous demands like instant messages, alarms, phone calls, texts, and people asking them questions.\u003c/p>\n\u003cp>Those taught to meditate showed longer periods of time on specific tasks. \"Something about their training caused them to change their strategy,\" Levy said. \"They decided to focus on tasks and ignore what they thought wasn't important.\"\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>The meditators said they practiced the breathing they'd learned and listened to the little voice in their head saying \"slow down.\" They focused on the immediate experience and less on their evaluation. \"They realized they didn’t have to respond to everything right away, not everything is urgent,\" Levy said. \"They felt more in control, less tense, less afraid.\"\u003c/p>\n\u003cp>Attention is like a muscle that needs to be trained. If the muscle is untrained, the mind wanders all over the place all day long. The same thing applies to any skill -- it takes practice. Media multitasking involves the ability to attend to something and to make a decision. Part of what kids should learn is that they can make a choice.\u003c/p>\n\u003cp>\"When they get a text, they could ignore it, or have a look at it to see if it’s important, then come back to it later if they need to,\" he said. \"But for a lot of people, they don't have the strength of mind to ignore the text.\"\u003c/p>\n\u003cp>The key is choice. Training the mind gives the mind more choice about what it’ll do, and make more skillful choices. Rather than assuming that kids will figure this out on their own, Levy said we \"need to be talking to young people about it.\"\u003c/p>\n\u003cp>For more information and reference, Levy suggests:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.mindfulschools.org/\">Mindful Schools\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.mindfuled.org/\">Mindfulness in Education Network\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://mindfuleducation.org/\">Association for Mindfulness in Education\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://contemplativemind.org/\">Center for Contemplative Mind Society\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Are Online Math Programs Better Than Literacy?",
"title": "Are Online Math Programs Better Than Literacy?",
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"content": "\u003cfigure id=\"attachment_16388\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-16388\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/kidsworking-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003cfigcaption class=\"wp-caption-text\">Students at Rocketship Mateo Elementary working in the Learning Lab.\u003c/figcaption>\u003c/figure>\n\u003cp>When it comes to math and literacy software, the choices are vast and varied. But over the past months, I've heard a recurring complaint from different school administrators: The quality of literacy software is not as high as that of math.\u003c/p>\n\u003cp>Why is this the case?\u003c/p>\n\u003cp>I spoke to Aylan Samouha, chief schools officer at \u003ca href=\"http://www.rsed.org/\">Rocketship Education\u003c/a>, a network of charter elementary schools in San Jose that allots 25 percent of students' time at school in the computer lab, where they use \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/hybrid-learning-comes-to-life-at-rocketship/\">math and literacy software\u003c/a> for basic skills mastery. Time in classroom with their teacher is spent on what they call \"higher-order thinking\" and collaborative projects.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"There are aspects of math, particularly at the elementary school level, that lend themselves to online learning more easily.\"\u003c/aside>\n\u003cp>For math, Rocketship uses \u003ca href=\"http://www.dreambox.com\">Dreambox Learning\u003c/a>, \u003ca href=\"http://www.stmath.com\">ST Math\u003c/a>, \u003ca href=\"http://www.tenmarks.com\">TenMarks\u003c/a> and \u003ca href=\"http://luckybirdgames.com/\">Equatia\u003c/a>. For literacy, \u003ca href=\"http://www.compasslearning.com/\">Compass Learning\u003c/a> is used for vocabulary and \u003ca href=\"http://www.rosettastone.com/\">Rosetta Stone\u003c/a> for English language learners. Students also have independent reading time, for which they're given \"comprehension quizzes.\" For both math and literacy, students who need more individualized help work in small groups of four or five with math and literacy specialists.\u003c/p>\n\u003cp>Samouha, who's in charge of what software the school uses, says that the math software is \"much further along than literacy.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"It's not like people aren't trying to crack the code,\" he says. \"But the truth is that there are aspects of math, particularly at the elementary school level, that lend themselves to online learning more easily.\"\u003c/p>\n\u003cp>In general, he points out, with any form of learning -- online or otherwise -- basic skills are easier to teach, grasp, and to measure than higher-order thinking and concepts. And although math does \u003c!--more-->involve conceptual thinking, even at the elementary level, it's easier to break out conceptual skills than in literacy.\u003c/p>\n\u003cp>Take, for example, multiplication. A student can practice and master multiplication and make improvement on basic skills with varying degrees of understanding of the concept. \"A kid can spit out five-times-five quickly, whether they understand what that means,\" he says.\u003c/p>\n\u003cp>But literacy is a different animal. When it comes to vocabulary, the definition of a word is not a simple mathematical equation. A word has different meanings in different contexts, and some have multiple meanings. \"To isolate the basic skill of literacy is just much trickier to do,\" Samouha says.\u003c/p>\n\u003cp>What's more, the successful math software can scaffold the process, working on basic skills that lead to conceptualization, whereas in literacy the conceptualization process is immediate. \"Anytime you're starting to read a sentence, you're already in the world of conceptual understanding,\" he says.\u003c/p>\n\u003cp>What do they want to accomplish with literacy software? Two things: Comprehension and expression -- and \"almost everything falls under those big buckets,\" Samouha says.\u003c/p>\n\u003cp>\"We want a child to be able to read a text and derive meaning from that, literally understand what the author is trying to say, make connections between the text and their own experiences, and other text they’ve read,\" he says. \"That’s what real literacy mastery looks like with comprehension.\"\u003c/p>\n\u003cp>With expression, the goal is for the student to be able to communicate verbally and with writing -- the ability to express oneself in ways that are grammatically correct, interesting to read, presenting a logical point of view, showing a connection between what they're reading to their own experiences, all while being as descriptive as possible.\u003c/p>\n\u003cp>Of course, educators do just that -- they isolate each one of those skills and help students work on them individually. \"But for a computer to know whether or not there's a proper self-to-text connection is a lot trickier than finding out if they have the right answer to math problem,\" he says. \"We are much more cautious and protective on the literacy side. If we saw there was software that was just as effective as Dreambox is in math, we’d do that.\"\u003c/p>\n\u003cp>Which begs the question: Why are we using software to teach literacy, if it's not as effective.\u003c/p>\n\u003cp>Samouha says we need \u003cem>both\u003c/em> teachers and great software.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Why are we using software to teach literacy if it's not as effective?\u003c/aside>\n\u003cp>\"Learning happens best when human beings are freed up to do what they’re best at,\" he says. \"Teachers didn’t sign up to teach so they can teach short vowel sounds for four months. Or do times table recitation with kids. They're teachers because they want to teach concepts and ideas.\"\u003c/p>\n\u003cp>And especially in under-served communities, where basic skills are typically in need of \"shoring up to such degree that teachers get stuck there, it’s not good for kids or teachers.\"\u003c/p>\n\u003cp>All that said, Compass Learning does have an engaging program, and it's shown to increase students' \u003ca href=\"http://www.nwea.org/\">Northwestern Evaluation Association \u003c/a>scores, according to Samouha, who describes assessment as a reliable adaptive diagnostic test.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"For the very basic parts of literacy, it's starting to make itself valuable in the process,\" he says. \"We're starting to see benefits, but it’s at early stages. But literacy software right now doesn’t have as much lift as math.\"\u003c/p>\n\n",
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"description": "When it comes to math and literacy software, the choices are vast and varied. But over the past months, I've heard a recurring complaint from different school administrators: The quality of literacy software is not as high as that of math. Why is this the case? I spoke to Aylan Samouha, chief schools officer at",
"title": "Are Online Math Programs Better Than Literacy? | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_16388\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-16388\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/kidsworking-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003cfigcaption class=\"wp-caption-text\">Students at Rocketship Mateo Elementary working in the Learning Lab.\u003c/figcaption>\u003c/figure>\n\u003cp>When it comes to math and literacy software, the choices are vast and varied. But over the past months, I've heard a recurring complaint from different school administrators: The quality of literacy software is not as high as that of math.\u003c/p>\n\u003cp>Why is this the case?\u003c/p>\n\u003cp>I spoke to Aylan Samouha, chief schools officer at \u003ca href=\"http://www.rsed.org/\">Rocketship Education\u003c/a>, a network of charter elementary schools in San Jose that allots 25 percent of students' time at school in the computer lab, where they use \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/hybrid-learning-comes-to-life-at-rocketship/\">math and literacy software\u003c/a> for basic skills mastery. Time in classroom with their teacher is spent on what they call \"higher-order thinking\" and collaborative projects.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"There are aspects of math, particularly at the elementary school level, that lend themselves to online learning more easily.\"\u003c/aside>\n\u003cp>For math, Rocketship uses \u003ca href=\"http://www.dreambox.com\">Dreambox Learning\u003c/a>, \u003ca href=\"http://www.stmath.com\">ST Math\u003c/a>, \u003ca href=\"http://www.tenmarks.com\">TenMarks\u003c/a> and \u003ca href=\"http://luckybirdgames.com/\">Equatia\u003c/a>. For literacy, \u003ca href=\"http://www.compasslearning.com/\">Compass Learning\u003c/a> is used for vocabulary and \u003ca href=\"http://www.rosettastone.com/\">Rosetta Stone\u003c/a> for English language learners. Students also have independent reading time, for which they're given \"comprehension quizzes.\" For both math and literacy, students who need more individualized help work in small groups of four or five with math and literacy specialists.\u003c/p>\n\u003cp>Samouha, who's in charge of what software the school uses, says that the math software is \"much further along than literacy.\"\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 like people aren't trying to crack the code,\" he says. \"But the truth is that there are aspects of math, particularly at the elementary school level, that lend themselves to online learning more easily.\"\u003c/p>\n\u003cp>In general, he points out, with any form of learning -- online or otherwise -- basic skills are easier to teach, grasp, and to measure than higher-order thinking and concepts. And although math does \u003c!--more-->involve conceptual thinking, even at the elementary level, it's easier to break out conceptual skills than in literacy.\u003c/p>\n\u003cp>Take, for example, multiplication. A student can practice and master multiplication and make improvement on basic skills with varying degrees of understanding of the concept. \"A kid can spit out five-times-five quickly, whether they understand what that means,\" he says.\u003c/p>\n\u003cp>But literacy is a different animal. When it comes to vocabulary, the definition of a word is not a simple mathematical equation. A word has different meanings in different contexts, and some have multiple meanings. \"To isolate the basic skill of literacy is just much trickier to do,\" Samouha says.\u003c/p>\n\u003cp>What's more, the successful math software can scaffold the process, working on basic skills that lead to conceptualization, whereas in literacy the conceptualization process is immediate. \"Anytime you're starting to read a sentence, you're already in the world of conceptual understanding,\" he says.\u003c/p>\n\u003cp>What do they want to accomplish with literacy software? Two things: Comprehension and expression -- and \"almost everything falls under those big buckets,\" Samouha says.\u003c/p>\n\u003cp>\"We want a child to be able to read a text and derive meaning from that, literally understand what the author is trying to say, make connections between the text and their own experiences, and other text they’ve read,\" he says. \"That’s what real literacy mastery looks like with comprehension.\"\u003c/p>\n\u003cp>With expression, the goal is for the student to be able to communicate verbally and with writing -- the ability to express oneself in ways that are grammatically correct, interesting to read, presenting a logical point of view, showing a connection between what they're reading to their own experiences, all while being as descriptive as possible.\u003c/p>\n\u003cp>Of course, educators do just that -- they isolate each one of those skills and help students work on them individually. \"But for a computer to know whether or not there's a proper self-to-text connection is a lot trickier than finding out if they have the right answer to math problem,\" he says. \"We are much more cautious and protective on the literacy side. If we saw there was software that was just as effective as Dreambox is in math, we’d do that.\"\u003c/p>\n\u003cp>Which begs the question: Why are we using software to teach literacy, if it's not as effective.\u003c/p>\n\u003cp>Samouha says we need \u003cem>both\u003c/em> teachers and great software.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Why are we using software to teach literacy if it's not as effective?\u003c/aside>\n\u003cp>\"Learning happens best when human beings are freed up to do what they’re best at,\" he says. \"Teachers didn’t sign up to teach so they can teach short vowel sounds for four months. Or do times table recitation with kids. They're teachers because they want to teach concepts and ideas.\"\u003c/p>\n\u003cp>And especially in under-served communities, where basic skills are typically in need of \"shoring up to such degree that teachers get stuck there, it’s not good for kids or teachers.\"\u003c/p>\n\u003cp>All that said, Compass Learning does have an engaging program, and it's shown to increase students' \u003ca href=\"http://www.nwea.org/\">Northwestern Evaluation Association \u003c/a>scores, according to Samouha, who describes assessment as a reliable adaptive diagnostic test.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"For the very basic parts of literacy, it's starting to make itself valuable in the process,\" he says. \"We're starting to see benefits, but it’s at early stages. But literacy software right now doesn’t have as much lift as math.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/boedker/3846587018/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-16330\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/3846587018_0b621c70c0-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Boedker\u003c/p>\n\u003c/div>\n\u003ch5>By Andy Russell\u003c/h5>\n\u003cp>Picture for a moment the first thing you ever constructed, designed, prototyped, or invented. There’s a pretty good chance that you built your idea using toys like Lego, Play-Doh, Lincoln Logs, or perhaps, to your parents’ dismay, a mix of all of the above (good luck getting Play-Doh out of those bricks).\u003c/p>\n\u003cp>These are the best kinds of toys -- they not only entertain, but ultimately empower kids to design and share their own imaginative inventions. The virtues of great toys remain the same, even in the digital age. The main objective should be to inspire and scaffold imagination, just as LEGO did for generations of kids. To that end, here’s what to look for in a toy that encourages creative play.\u003c/p>\n\u003cp>\u003cstrong>PLAY PATTERNS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>While there are hundreds of new toys and games released each year, every one of them is rooted in core play patterns that comes from basic human behaviors. The not-so-great toys (Pet Rocks) are inherently limited to one or two play patterns (collecting and… well, collecting). But the best toys, like LEGOs, appeal to a variety of play patterns (modeling, collecting, storytelling, invention) over a range of ages and developmental stages. These are called “grow-with-me” toys because how kids play with the toys adapts over time with their cognitive development, from DUPLOs to LEGOs to MindStorms.\u003c/p>\n\u003caside class=\"pullquote alignleft\">They not only entertain, but ultimately empower kids to design and share their own imaginative inventions. \u003c/aside>\n\u003cp>Take, for example, doll play. Dolls and action figures are some of the most popular toys because they’re (sometimes quite literally) vehicles for so many different play patterns. Some kids collect dolls while others use them for storytelling, battling, or nurture play. Looking closely at kids’ storytelling with dolls and action figures, one might observe that children tell incredible stories \u003c!--more-->through narrative play at a young age, but struggle to share those stories through more formal disciplines like creative writing in class. There’s a gap between what the child imagines and what his or her tools (toys) currently afford.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For toy designers, this insight is invaluable, and can only be reached by watching kids’ natural play patterns. What can we create to help kids bridge this gap and realize their imagination in a way that’s more easily shared with friends and family? The goal here shouldn’t be to replace the child’s imagination, but to spark it with creative tools. \u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>WHAT'S THE PLATFORM?\u003c/strong>\u003c/p>\n\u003cp>Traditionally, toys and games offer very different approaches to play. Toys are kid-driven, tangible catalysts for imagination. Games, on the other hand, represent a collection of rules and challenges for achieving a pre-determined objective. Until recently, video games (and their digital platforms) have been similarly limited, but with the advent of mobile touch-screen devices like the iPad that allow for digital play, these two worlds are colliding to create tangible, kinesthetic, mobile play experiences for kids.\u003c/p>\n\u003cp>For years, electronics have been stuffed into toys to make them more empowering, but it did the opposite – in many cases, it made them more limiting. But platforms like the iPad allow the toy to be stuffed into the electronics to create hands-on, open-ended, and narrative play experiences that not only replicate traditional toys, but also infuse them with digital capabilities. In this scenario, play patterns are virtually limitless.\u003c/p>\n\u003cp>\u003cstrong>WHAT'S THE POTENTIAL?\u003c/strong>\u003c/p>\n\u003cp>Toys for creative play are not “all-in-one” experiences, but rather components of a larger ecosystem – catalysts for an open-ended world. As such, designers break down their big ideas into small pieces that feed the ecosystem – independent tools that can be flexed, torqued, and manipulated (sometimes figuratively, sometimes literally) into new and unique creations.\u003c/p>\n\u003cp>This brings us to two important distinctions between kids and adults. First, most adults are capable of juggling a variety of complex concepts at the same time. Young children, on the other hand, generally lack the cognitive ability to multitask or follow multi-step sequences. So for kids, it’s important to give them the chance to break down complex processes and concepts into their fundamentals – to create “primitives” as a programmer might say, that are more easily grasped and manipulated.\u003c/p>\n\u003cp>These primitives can also serve another role: story starters to spark the imagination. Which brings us to the second important distinction between kids and adults: some adults like blank canvases because of their endless possibilities. They’re inspired by the fact that they can create just about anything. For many kids, on the other hand those endless possibilities, at least at first, can be more inhibiting than inspiring.\u003c/p>\n\u003cp>The biggest hurdle in designing creative play is finding the right level of granularity. Too few components might make for either a conceptually complex or blunt tool. Too many pieces or too much flexibility could overwhelm or under-stimulate.\u003c/p>\n\u003cp>\u003cstrong>WILL IT SPAN AGE RANGE?\u003c/strong>\u003c/p>\n\u003cp>Would you consider this a “grow-with-me toy” that’s accessible to younger users and older kids? How can older kids’ masterpieces be used to encourage creativity in your younger users? Might those older “experts” in turn become teachers – inspiring a cycle of creative learning and a whole new generation of playful inventors to follow?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Andy Russell is a toy and game producer and a co-founder of Launchpad Toys, a San Francisco-based educational media startup building digital tools that empower kids to create, learn, and share their ideas through play. The company’s first product, Toontastic, is a creative learning tool for the iPad that empowers kids to draw and animate their own cartoons and share them with friends and family around the world.\u003c/em>\u003c/p>\n\n",
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"description": "Flickr:Boedker By Andy Russell Picture for a moment the first thing you ever constructed, designed, prototyped, or invented. There’s a pretty good chance that you built your idea using toys like Lego, Play-Doh, Lincoln Logs, or perhaps, to your parents’ dismay, a mix of all of the above (good luck getting Play-Doh out of those",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/boedker/3846587018/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-16330\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/3846587018_0b621c70c0-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Boedker\u003c/p>\n\u003c/div>\n\u003ch5>By Andy Russell\u003c/h5>\n\u003cp>Picture for a moment the first thing you ever constructed, designed, prototyped, or invented. There’s a pretty good chance that you built your idea using toys like Lego, Play-Doh, Lincoln Logs, or perhaps, to your parents’ dismay, a mix of all of the above (good luck getting Play-Doh out of those bricks).\u003c/p>\n\u003cp>These are the best kinds of toys -- they not only entertain, but ultimately empower kids to design and share their own imaginative inventions. The virtues of great toys remain the same, even in the digital age. The main objective should be to inspire and scaffold imagination, just as LEGO did for generations of kids. To that end, here’s what to look for in a toy that encourages creative play.\u003c/p>\n\u003cp>\u003cstrong>PLAY PATTERNS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>While there are hundreds of new toys and games released each year, every one of them is rooted in core play patterns that comes from basic human behaviors. The not-so-great toys (Pet Rocks) are inherently limited to one or two play patterns (collecting and… well, collecting). But the best toys, like LEGOs, appeal to a variety of play patterns (modeling, collecting, storytelling, invention) over a range of ages and developmental stages. These are called “grow-with-me” toys because how kids play with the toys adapts over time with their cognitive development, from DUPLOs to LEGOs to MindStorms.\u003c/p>\n\u003caside class=\"pullquote alignleft\">They not only entertain, but ultimately empower kids to design and share their own imaginative inventions. \u003c/aside>\n\u003cp>Take, for example, doll play. Dolls and action figures are some of the most popular toys because they’re (sometimes quite literally) vehicles for so many different play patterns. Some kids collect dolls while others use them for storytelling, battling, or nurture play. Looking closely at kids’ storytelling with dolls and action figures, one might observe that children tell incredible stories \u003c!--more-->through narrative play at a young age, but struggle to share those stories through more formal disciplines like creative writing in class. There’s a gap between what the child imagines and what his or her tools (toys) currently afford.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For toy designers, this insight is invaluable, and can only be reached by watching kids’ natural play patterns. What can we create to help kids bridge this gap and realize their imagination in a way that’s more easily shared with friends and family? The goal here shouldn’t be to replace the child’s imagination, but to spark it with creative tools. \u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>WHAT'S THE PLATFORM?\u003c/strong>\u003c/p>\n\u003cp>Traditionally, toys and games offer very different approaches to play. Toys are kid-driven, tangible catalysts for imagination. Games, on the other hand, represent a collection of rules and challenges for achieving a pre-determined objective. Until recently, video games (and their digital platforms) have been similarly limited, but with the advent of mobile touch-screen devices like the iPad that allow for digital play, these two worlds are colliding to create tangible, kinesthetic, mobile play experiences for kids.\u003c/p>\n\u003cp>For years, electronics have been stuffed into toys to make them more empowering, but it did the opposite – in many cases, it made them more limiting. But platforms like the iPad allow the toy to be stuffed into the electronics to create hands-on, open-ended, and narrative play experiences that not only replicate traditional toys, but also infuse them with digital capabilities. In this scenario, play patterns are virtually limitless.\u003c/p>\n\u003cp>\u003cstrong>WHAT'S THE POTENTIAL?\u003c/strong>\u003c/p>\n\u003cp>Toys for creative play are not “all-in-one” experiences, but rather components of a larger ecosystem – catalysts for an open-ended world. As such, designers break down their big ideas into small pieces that feed the ecosystem – independent tools that can be flexed, torqued, and manipulated (sometimes figuratively, sometimes literally) into new and unique creations.\u003c/p>\n\u003cp>This brings us to two important distinctions between kids and adults. First, most adults are capable of juggling a variety of complex concepts at the same time. Young children, on the other hand, generally lack the cognitive ability to multitask or follow multi-step sequences. So for kids, it’s important to give them the chance to break down complex processes and concepts into their fundamentals – to create “primitives” as a programmer might say, that are more easily grasped and manipulated.\u003c/p>\n\u003cp>These primitives can also serve another role: story starters to spark the imagination. Which brings us to the second important distinction between kids and adults: some adults like blank canvases because of their endless possibilities. They’re inspired by the fact that they can create just about anything. For many kids, on the other hand those endless possibilities, at least at first, can be more inhibiting than inspiring.\u003c/p>\n\u003cp>The biggest hurdle in designing creative play is finding the right level of granularity. Too few components might make for either a conceptually complex or blunt tool. Too many pieces or too much flexibility could overwhelm or under-stimulate.\u003c/p>\n\u003cp>\u003cstrong>WILL IT SPAN AGE RANGE?\u003c/strong>\u003c/p>\n\u003cp>Would you consider this a “grow-with-me toy” that’s accessible to younger users and older kids? How can older kids’ masterpieces be used to encourage creativity in your younger users? Might those older “experts” in turn become teachers – inspiring a cycle of creative learning and a whole new generation of playful inventors to follow?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Andy Russell is a toy and game producer and a co-founder of Launchpad Toys, a San Francisco-based educational media startup building digital tools that empower kids to create, learn, and share their ideas through play. The company’s first product, Toontastic, is a creative learning tool for the iPad that empowers kids to draw and animate their own cartoons and share them with friends and family around the world.\u003c/em>\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://blogs.nasa.gov/cm/newui/blog/viewpostlist.jsp?blogname=analogsfieldtesting\">\u003cimg class=\"size-full wp-image-16273\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/nasa_underwater.jpg\" alt=\"\" width=\"300\" height=\"223\">\u003c/a>\n\u003cp class=\"wp-media-credit\">NASA\u003c/p>\n\u003c/div>\n\u003cp>In the spirit of boosting \u003ca href=\"http://ww2.kqed.org/mindshift/tag/citizen-science/\">citizen science\u003c/a> projects, we're pointing to the increasing number of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/space-exploration-is-not-just-for-astronauts/\">opportunities\u003c/a> for volunteers -- those with no formal scientific training -- to encourage participation in real scientific research. These projects happen both on- and offline and volunteers are asked to assist with making observations and calculations alongside scientists.\u003c/p>\n\u003cp>(Remember \u003ca href=\"http://news.cnet.com/8301-27083_3-20108365-247/foldit-game-leads-to-aids-research-breakthrough/#ixzz1YStuTien\">last month's story\u003c/a> about how gamers helped AIDS researchers identify important an protein with the online game Foldit?)\u003c/p>\n\u003cp>In the same vein, \u003ca href=\"https://www.zooniverse.org/home\">Zooniverse\u003c/a>, a website where you can find a number of online science projects, has kicked off a new project this week and is asking for your help.\u003c/p>\n\u003cp>Zooniverse has partnered with \u003ca href=\"http://nasa.gov\">NASA\u003c/a>'s NEEMO project for a mission it's conducting over the next two weeks. Due in part to the short duration of the project, NEEMO is hoping that by opening the research up to volunteers, it will have \"more eyes on the problem.\"\u003c/p>\n\u003cp>NEEMO stands for NASA Extreme Environment Mission Operations. It's part of NASA's training regime for astronauts, scientists, and engineers for the off-planetary exploration. \u003c!--more-->NEEMO tries to duplicate the space environment by sending astronauts to work underwater.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This particular mission is taking place 43 feet underwater at the NOAA \"Aquarius\" facility, just off the coast of Key Largo, Florida. As the project's website explains: \"An aquanaut's time underwater is extremely valuable. SCUBA divers and personal submarines to help the crew gather huge amounts of data. We need you to be on our ground team and search these images for scientifically interesting items!\"\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/help-nasa-train-astronauts-underwater/neemo1/\" rel=\"attachment wp-att-16275\">\u003cimg class=\"alignright size-medium wp-image-16275\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/neemo1-300x196.jpg\" alt=\"\" width=\"300\" height=\"196\">\u003c/a>The project is similar to another run by Zooniverse, \u003ca href=\"http://galaxyzoo.org\">GalaxyZoo\u003c/a>, which asks people to help classify imagery and potentially identify galaxies based on photos taken from space telescopes. In the case of the NEEMO experiment, Zooniverse and NASA are asking volunteers to help identify underwater items like corals, barrels, and gorgonians from the raw imagery around the reef where the astronauts are training. You can give a \"thumbs up\" or \"thumbs down\" to others' identification, or if you spot something no one else has, you can highlight and mark that as well.\u003c/p>\n\u003cp>Zooniverse and NASA are hoping to test out the interface they use for these sorts of crowdsourcing experiments. What the scientists want to be able to find out is \"if an interface where people confirm or reject each other's classifications can prove more efficient than our current approach of purely independent classification.\"\u003c/p>\n\u003cp>Using the data from the project, NASA wants to help develop data sampling techniques that it can use, not just for training, but for actual future asteroid missions.\u003c/p>\n\u003cp>You can sign up to participate in the experiment (just as you can for any of the Zooniverse projects), and you can opt to spend as little or as much time as you like.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Take a look and report back to us!\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://blogs.nasa.gov/cm/newui/blog/viewpostlist.jsp?blogname=analogsfieldtesting\">\u003cimg class=\"size-full wp-image-16273\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/nasa_underwater.jpg\" alt=\"\" width=\"300\" height=\"223\">\u003c/a>\n\u003cp class=\"wp-media-credit\">NASA\u003c/p>\n\u003c/div>\n\u003cp>In the spirit of boosting \u003ca href=\"http://ww2.kqed.org/mindshift/tag/citizen-science/\">citizen science\u003c/a> projects, we're pointing to the increasing number of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/space-exploration-is-not-just-for-astronauts/\">opportunities\u003c/a> for volunteers -- those with no formal scientific training -- to encourage participation in real scientific research. These projects happen both on- and offline and volunteers are asked to assist with making observations and calculations alongside scientists.\u003c/p>\n\u003cp>(Remember \u003ca href=\"http://news.cnet.com/8301-27083_3-20108365-247/foldit-game-leads-to-aids-research-breakthrough/#ixzz1YStuTien\">last month's story\u003c/a> about how gamers helped AIDS researchers identify important an protein with the online game Foldit?)\u003c/p>\n\u003cp>In the same vein, \u003ca href=\"https://www.zooniverse.org/home\">Zooniverse\u003c/a>, a website where you can find a number of online science projects, has kicked off a new project this week and is asking for your help.\u003c/p>\n\u003cp>Zooniverse has partnered with \u003ca href=\"http://nasa.gov\">NASA\u003c/a>'s NEEMO project for a mission it's conducting over the next two weeks. Due in part to the short duration of the project, NEEMO is hoping that by opening the research up to volunteers, it will have \"more eyes on the problem.\"\u003c/p>\n\u003cp>NEEMO stands for NASA Extreme Environment Mission Operations. It's part of NASA's training regime for astronauts, scientists, and engineers for the off-planetary exploration. \u003c!--more-->NEEMO tries to duplicate the space environment by sending astronauts to work underwater.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This particular mission is taking place 43 feet underwater at the NOAA \"Aquarius\" facility, just off the coast of Key Largo, Florida. As the project's website explains: \"An aquanaut's time underwater is extremely valuable. SCUBA divers and personal submarines to help the crew gather huge amounts of data. We need you to be on our ground team and search these images for scientifically interesting items!\"\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/help-nasa-train-astronauts-underwater/neemo1/\" rel=\"attachment wp-att-16275\">\u003cimg class=\"alignright size-medium wp-image-16275\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/neemo1-300x196.jpg\" alt=\"\" width=\"300\" height=\"196\">\u003c/a>The project is similar to another run by Zooniverse, \u003ca href=\"http://galaxyzoo.org\">GalaxyZoo\u003c/a>, which asks people to help classify imagery and potentially identify galaxies based on photos taken from space telescopes. In the case of the NEEMO experiment, Zooniverse and NASA are asking volunteers to help identify underwater items like corals, barrels, and gorgonians from the raw imagery around the reef where the astronauts are training. You can give a \"thumbs up\" or \"thumbs down\" to others' identification, or if you spot something no one else has, you can highlight and mark that as well.\u003c/p>\n\u003cp>Zooniverse and NASA are hoping to test out the interface they use for these sorts of crowdsourcing experiments. What the scientists want to be able to find out is \"if an interface where people confirm or reject each other's classifications can prove more efficient than our current approach of purely independent classification.\"\u003c/p>\n\u003cp>Using the data from the project, NASA wants to help develop data sampling techniques that it can use, not just for training, but for actual future asteroid missions.\u003c/p>\n\u003cp>You can sign up to participate in the experiment (just as you can for any of the Zooniverse projects), and you can opt to spend as little or as much time as you like.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Take a look and report back to us!\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/2011/10/shifting-the-dialogue-for-the-public-at-large/screen-shot-2011-10-18-at-4-15-48-pm/\" rel=\"attachment wp-att-16234\">\u003cimg class=\"size-medium wp-image-16234\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Screen-shot-2011-10-18-at-4.15.48-PM-300x177.png\" alt=\"\" width=\"300\" height=\"177\">\u003c/a>\n\u003cp class=\"wp-caption-text\">Hands-on learning in a sixth-grade museum class was showcased during Education Nation.\u003c/p>\n\u003c/div>\n\u003cp>In Keil Hileman's sixth-grade class last month, students were digging into their individual dirt piles searching for archeological artifacts, and trying to identify what they found. Did it come from land or sea? What does the shape of the artifact indicate about its origin?\u003c/p>\n\u003cp>Hileman's class was on display in front of millions of online viewers at the \u003ca href=\"http://www.educationnation.com/index.cfm?objectid=BBCEDAC1-D338-11E0-810D000C296BA163\">Education Nation summit\u003c/a> last month. Hileman has been teaching for 19 years, but his classroom is far from traditional. He teaches museum studies at Monticello Trails Middle School in Shawnee, Kansas, and thinks the key to getting his students hooked on arcane historical facts is not the text book -- \"that's just the diving off point\" -- but by connecting them to the artifacts associated with those events.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"My students need to see how things work in the real world.\"\u003c/aside>\n\u003cp>When they studied slavery, for example, he brought in metal shackles for students to see and hold. \"Holding those shackles gives them an understanding immediately,\" he said. \"To hold\u003c!--more--> that piece of metal that restrained another human being -- that makes it real. A 12-year old or 14-year old doesn’t have that perspective.\"\u003c/p>\n\u003cp>Hileman's teaching practice exemplifies what Arne Duncan described to the 52 million people watching \u003ca href=\"http://www.educationnation.com/index.cfm?objectid=BBCEDAC1-D338-11E0-810D000C296BA163\">Education Nation\u003c/a> coverage \"magic.\"\u003c/p>\n\u003cp>\"Great teachers are always learning, never getting complacent, always challenging themselves,\" Duncan said. \"When you watch great teaching at work, it’s absolutely magic.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For Hileman, the idea of creating an atmosphere of collaboration in the classroom is key. He uses textbooks only as a diving board to explore subjects in depth, and he's always looking for a new angle to a story -- something his students -- or even he -- didn't necessarily know about. \"We’re [all] on the trail of learning together,\" he said. \"I’m going a little farther ahead so I can facilitate... but we’re all learning.\"\u003c/p>\n\u003cp>In Clearwater, Florida, fifth-grade teacher Tracy Daly demonstrated the difference between kinetic and potential energy by using a small\u003ca href=\"http://ballpointpenss.com/2011/05/24/ball-pendulum/\"> ball pendulum\u003c/a>. The audience watched her students design and build miniature roller coasters with classroom supplies.\u003c/p>\n\u003cp>\"My students need to see how things work in the real world,\" she said. \"They’re curious and I take advantage of that. And they have a blast while doing it.\"\u003c/p>\n\u003cp>In response to a question about her class's test score, she said she can see when her students are learning by watching them create these projects. \"Just because my test scores haven’t been to the expectation, doesn’t mean my students haven’t shown growth,\" she said.\u003c/p>\n\u003cp>Fourth-grade teacher Kristin Casareto from Oakland, Calif., gave her students the opportunity to take on the teacher's role in order to boost leadership skills.\u003c/p>\n\u003cp>\"They know that their voice is just as respected as any teacher in this school,\" she said.\u003c/p>\n\u003cp>These exhibitions of innovative teaching practices are a far cry from how most classrooms have been portrayed by major media. But these teachers were hailed as heroes to the audience, and they were featured alongside \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/meet-sal-khan-the-jerry-seinfeld-of-the-education-revolution/\">Salman Khan\u003c/a> and the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/class-dojo-wins-innovation-challenge-at-education-nation/\">start-up entrepreneurs of the Innovation Challenge\u003c/a> who launched Class Dojo and Kickboard -- names we're more likely to see at \u003ca href=\"http://ww2.kqed.org/mindshift/tag/iste/\">ISTE\u003c/a> than through mass media outlets with such a far reach. Online, the coverage tallied more than 1.6 million page views, according to NBC.\u003c/p>\n\u003cp>The topic of technology and learning was also a big highlight.\u003c/p>\n\u003cp>\"We’re at a crossroads on figuring out how to leverage technology to change instruction -- are we using it just as a device in the classroom?\" asked John King from New York Department of Education during one of the panels. \"I see kids actually learning differently because of the computer. But in other classes, I see kids doing worksheets on the screen, which is not really that different from what they've been doing.\"\u003c/p>\n\u003cp>Mobile phones and mobile devices will likely become more prevalent, he said, as schools start experimenting with different learning environments. And computer labs may soon be a thing of the past.\u003c/p>\n\u003cp>Pat Yongpradit, a computer science teacher at Springbrook High School in Silver Spring, Maryland, said he sees mobile technology changing the learning landscape, where smart phones can be used to access any information and learning can happen anywhere at anytime, not just in schools.\u003c/p>\n\u003cp>\"We’re a couple of years away to get to point at which point most people will have mobile devices that can bring up a Web site,\" he said. \"But when that happens, innovative educators will use that to its full extent.\"\u003c/p>\n\u003cp>Yongpradit brought up the \u003ca href=\"http://www.flatclassroomproject.org/\">Flat Classroom Project\u003c/a>, where students from collaborate globally on solving problems together. \"Educators all over the nation are using different sites and apps to connect students across the country and outside this country,\" he said. \"It can only lead to good things. At the very least, it will help kids be more selfless and aware. It's students solving real-world problems using technology for the good of humanity.\"\u003c/p>\n\u003cp>Yongpradit proposed an idea: use the premise of the Innovation Challenge -- asking young entrepreneurs to find viable ways of solving problems -- and apply it to all high school students around the country.\u003c/p>\n\u003cp>\"It' not just using technology, but become creators of technology,\" he said. \"Even at a young age, they can do something with technology to help the world.\"\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/shifting-the-dialogue-for-the-public-at-large/screen-shot-2011-10-18-at-4-15-48-pm/\" rel=\"attachment wp-att-16234\">\u003cimg class=\"size-medium wp-image-16234\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Screen-shot-2011-10-18-at-4.15.48-PM-300x177.png\" alt=\"\" width=\"300\" height=\"177\">\u003c/a>\n\u003cp class=\"wp-caption-text\">Hands-on learning in a sixth-grade museum class was showcased during Education Nation.\u003c/p>\n\u003c/div>\n\u003cp>In Keil Hileman's sixth-grade class last month, students were digging into their individual dirt piles searching for archeological artifacts, and trying to identify what they found. Did it come from land or sea? What does the shape of the artifact indicate about its origin?\u003c/p>\n\u003cp>Hileman's class was on display in front of millions of online viewers at the \u003ca href=\"http://www.educationnation.com/index.cfm?objectid=BBCEDAC1-D338-11E0-810D000C296BA163\">Education Nation summit\u003c/a> last month. Hileman has been teaching for 19 years, but his classroom is far from traditional. He teaches museum studies at Monticello Trails Middle School in Shawnee, Kansas, and thinks the key to getting his students hooked on arcane historical facts is not the text book -- \"that's just the diving off point\" -- but by connecting them to the artifacts associated with those events.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"My students need to see how things work in the real world.\"\u003c/aside>\n\u003cp>When they studied slavery, for example, he brought in metal shackles for students to see and hold. \"Holding those shackles gives them an understanding immediately,\" he said. \"To hold\u003c!--more--> that piece of metal that restrained another human being -- that makes it real. A 12-year old or 14-year old doesn’t have that perspective.\"\u003c/p>\n\u003cp>Hileman's teaching practice exemplifies what Arne Duncan described to the 52 million people watching \u003ca href=\"http://www.educationnation.com/index.cfm?objectid=BBCEDAC1-D338-11E0-810D000C296BA163\">Education Nation\u003c/a> coverage \"magic.\"\u003c/p>\n\u003cp>\"Great teachers are always learning, never getting complacent, always challenging themselves,\" Duncan said. \"When you watch great teaching at work, it’s absolutely magic.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For Hileman, the idea of creating an atmosphere of collaboration in the classroom is key. He uses textbooks only as a diving board to explore subjects in depth, and he's always looking for a new angle to a story -- something his students -- or even he -- didn't necessarily know about. \"We’re [all] on the trail of learning together,\" he said. \"I’m going a little farther ahead so I can facilitate... but we’re all learning.\"\u003c/p>\n\u003cp>In Clearwater, Florida, fifth-grade teacher Tracy Daly demonstrated the difference between kinetic and potential energy by using a small\u003ca href=\"http://ballpointpenss.com/2011/05/24/ball-pendulum/\"> ball pendulum\u003c/a>. The audience watched her students design and build miniature roller coasters with classroom supplies.\u003c/p>\n\u003cp>\"My students need to see how things work in the real world,\" she said. \"They’re curious and I take advantage of that. And they have a blast while doing it.\"\u003c/p>\n\u003cp>In response to a question about her class's test score, she said she can see when her students are learning by watching them create these projects. \"Just because my test scores haven’t been to the expectation, doesn’t mean my students haven’t shown growth,\" she said.\u003c/p>\n\u003cp>Fourth-grade teacher Kristin Casareto from Oakland, Calif., gave her students the opportunity to take on the teacher's role in order to boost leadership skills.\u003c/p>\n\u003cp>\"They know that their voice is just as respected as any teacher in this school,\" she said.\u003c/p>\n\u003cp>These exhibitions of innovative teaching practices are a far cry from how most classrooms have been portrayed by major media. But these teachers were hailed as heroes to the audience, and they were featured alongside \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/meet-sal-khan-the-jerry-seinfeld-of-the-education-revolution/\">Salman Khan\u003c/a> and the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/class-dojo-wins-innovation-challenge-at-education-nation/\">start-up entrepreneurs of the Innovation Challenge\u003c/a> who launched Class Dojo and Kickboard -- names we're more likely to see at \u003ca href=\"http://ww2.kqed.org/mindshift/tag/iste/\">ISTE\u003c/a> than through mass media outlets with such a far reach. Online, the coverage tallied more than 1.6 million page views, according to NBC.\u003c/p>\n\u003cp>The topic of technology and learning was also a big highlight.\u003c/p>\n\u003cp>\"We’re at a crossroads on figuring out how to leverage technology to change instruction -- are we using it just as a device in the classroom?\" asked John King from New York Department of Education during one of the panels. \"I see kids actually learning differently because of the computer. But in other classes, I see kids doing worksheets on the screen, which is not really that different from what they've been doing.\"\u003c/p>\n\u003cp>Mobile phones and mobile devices will likely become more prevalent, he said, as schools start experimenting with different learning environments. And computer labs may soon be a thing of the past.\u003c/p>\n\u003cp>Pat Yongpradit, a computer science teacher at Springbrook High School in Silver Spring, Maryland, said he sees mobile technology changing the learning landscape, where smart phones can be used to access any information and learning can happen anywhere at anytime, not just in schools.\u003c/p>\n\u003cp>\"We’re a couple of years away to get to point at which point most people will have mobile devices that can bring up a Web site,\" he said. \"But when that happens, innovative educators will use that to its full extent.\"\u003c/p>\n\u003cp>Yongpradit brought up the \u003ca href=\"http://www.flatclassroomproject.org/\">Flat Classroom Project\u003c/a>, where students from collaborate globally on solving problems together. \"Educators all over the nation are using different sites and apps to connect students across the country and outside this country,\" he said. \"It can only lead to good things. At the very least, it will help kids be more selfless and aware. It's students solving real-world problems using technology for the good of humanity.\"\u003c/p>\n\u003cp>Yongpradit proposed an idea: use the premise of the Innovation Challenge -- asking young entrepreneurs to find viable ways of solving problems -- and apply it to all high school students around the country.\u003c/p>\n\u003cp>\"It' not just using technology, but become creators of technology,\" he said. \"Even at a young age, they can do something with technology to help the world.\"\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"soldout": {
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