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"content": "\u003cfigure id=\"attachment_13875\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-13875\" href=\"http://ww2.kqed.org/mindshift/2011/07/mobile-learning-are-we-on-the-cusp-of-something-big/1442244452_3ef578b633_z-2/\">\u003cimg class=\"size-medium wp-image-13875\" title=\"1442244452_3ef578b633_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/1442244452_3ef578b633_z-300x226.jpg\" alt=\"\" width=\"300\" height=\"226\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>One of the most exciting things about living in the digital age is witnessing huge cultural changes occur in real time.\u003c/p>\n\u003cp>We're at just that point now with \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone/\">mobile learning\u003c/a>. Whether it's on an e-reader, a tablet, or a cell phone, there's great excitement -- though not a lot of research yet -- around the potential of how these devices can strengthen learning.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"There are frontiers that we’re just beginning to learn how to reach.\"\u003c/aside>\n\u003cp>\"What if your mobile device had a sixth sense?\" asked Harvard professor \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=chris_dede\">Chris Dede\u003c/a>, who's researching the diverse dimensions of mobile learning, at the recent \u003ca href=\"http://www.isteconference.org/2011/\">ISTE conference. \u003c/a>\u003c/p>\n\u003cp>When most of us consider education, we think of learning happening in isolated places -- schools. But mobile devices are upending that assumption. With innovations like augmented reality, different kinds of information and experiences can be superimposed onto the real world, complementing and adding another dimension to \"formal\" learning institutions.\u003c/p>\n\u003cp>Pilot programs are springing up all over the country (more on those soon), as educators and researchers determine what kind of learning can happen best with mobile devices.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"We know from generations of work that devices are catalysts,\" Dede said. \"The device never produces learning, but when coupled with changes in content, new forms of assessment, linking people together, \u003cem>that’s\u003c/em> what enables learning.\"\u003c/p>\n\u003cp>Mobile devices are getting more powerful with each new generation of gadgets. \"But a lot of people are frightened by them and banning them in schools where they might make the most impact,\" Dede said.\u003c/p>\n\u003cp>Dede's job, along with others in the field, is to make sense of the devices' strengths and weaknesses.\u003c/p>\n\u003cp>So what do we know so far?\u003c/p>\n\u003cp>When it comes to smart phones, some of what's powerful on larger screens doesn't relate as well to the small screen. \"I do a lot of work in virtual worlds. We can’t put virtual worlds on cell phones and have them work well,\" Dede said. \"Visual immersion works with a large screen. Sure, you can watch a movie on a small phone, but it doesn't have the same impact as watching it in an Imax theater.\"\u003c/p>\n\u003cp>Yet students who've been given the choice between Netbooks and smart phones say they prefer smart phones simply because it fits into their pockets, Dede said, referring to recent research. Does that mean they're more likely to engage in educational content on the smaller screen?\u003c/p>\n\u003cp>\"We need to figure out what's possible within that screen size and what they might be able to do if they had more screen real estate,\" Dede said. \"We want students to be able to bring their own technology to schools.\"\u003c/p>\n\u003cp>The way to find out is to pilot projects in math, science, and social studies, and build curriculum on e-readers, tablets, and cell phones. \"That way we get a feel for how learning happens,\" Dede said. \"There are frontiers that we’re just beginning to learn how to reach.\"\u003c/p>\n\u003cp>In my next post, I'll write more about the K-Nect smart phone-enabled math program.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_13875\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-13875\" href=\"http://ww2.kqed.org/mindshift/2011/07/mobile-learning-are-we-on-the-cusp-of-something-big/1442244452_3ef578b633_z-2/\">\u003cimg class=\"size-medium wp-image-13875\" title=\"1442244452_3ef578b633_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/1442244452_3ef578b633_z-300x226.jpg\" alt=\"\" width=\"300\" height=\"226\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>One of the most exciting things about living in the digital age is witnessing huge cultural changes occur in real time.\u003c/p>\n\u003cp>We're at just that point now with \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone/\">mobile learning\u003c/a>. Whether it's on an e-reader, a tablet, or a cell phone, there's great excitement -- though not a lot of research yet -- around the potential of how these devices can strengthen learning.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"There are frontiers that we’re just beginning to learn how to reach.\"\u003c/aside>\n\u003cp>\"What if your mobile device had a sixth sense?\" asked Harvard professor \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=chris_dede\">Chris Dede\u003c/a>, who's researching the diverse dimensions of mobile learning, at the recent \u003ca href=\"http://www.isteconference.org/2011/\">ISTE conference. \u003c/a>\u003c/p>\n\u003cp>When most of us consider education, we think of learning happening in isolated places -- schools. But mobile devices are upending that assumption. With innovations like augmented reality, different kinds of information and experiences can be superimposed onto the real world, complementing and adding another dimension to \"formal\" learning institutions.\u003c/p>\n\u003cp>Pilot programs are springing up all over the country (more on those soon), as educators and researchers determine what kind of learning can happen best with mobile devices.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"We know from generations of work that devices are catalysts,\" Dede said. \"The device never produces learning, but when coupled with changes in content, new forms of assessment, linking people together, \u003cem>that’s\u003c/em> what enables learning.\"\u003c/p>\n\u003cp>Mobile devices are getting more powerful with each new generation of gadgets. \"But a lot of people are frightened by them and banning them in schools where they might make the most impact,\" Dede said.\u003c/p>\n\u003cp>Dede's job, along with others in the field, is to make sense of the devices' strengths and weaknesses.\u003c/p>\n\u003cp>So what do we know so far?\u003c/p>\n\u003cp>When it comes to smart phones, some of what's powerful on larger screens doesn't relate as well to the small screen. \"I do a lot of work in virtual worlds. We can’t put virtual worlds on cell phones and have them work well,\" Dede said. \"Visual immersion works with a large screen. Sure, you can watch a movie on a small phone, but it doesn't have the same impact as watching it in an Imax theater.\"\u003c/p>\n\u003cp>Yet students who've been given the choice between Netbooks and smart phones say they prefer smart phones simply because it fits into their pockets, Dede said, referring to recent research. Does that mean they're more likely to engage in educational content on the smaller screen?\u003c/p>\n\u003cp>\"We need to figure out what's possible within that screen size and what they might be able to do if they had more screen real estate,\" Dede said. \"We want students to be able to bring their own technology to schools.\"\u003c/p>\n\u003cp>The way to find out is to pilot projects in math, science, and social studies, and build curriculum on e-readers, tablets, and cell phones. \"That way we get a feel for how learning happens,\" Dede said. \"There are frontiers that we’re just beginning to learn how to reach.\"\u003c/p>\n\u003cp>In my next post, I'll write more about the K-Nect smart phone-enabled math program.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Journalism Students Miss the Potential of Social Media",
"title": "Journalism Students Miss the Potential of Social Media",
"headTitle": "MindShift | KQED News",
"content": "\u003ch5>\n\u003c/h5>\u003cp>\u003ca href=\"http://www.flickr.com/photos/sskennel/2330323726/\">\u003cimg class=\"size-medium wp-image-13839\" title=\"Reporter's notebook\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/2330323726_61b725b577_z-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\u003c/p>\n\u003cp>By \u003ca href=\"http://www.pbs.org/mediashift/devin-harner-1/\">Devin Harner\u003c/a>\n\u003c/p>\u003cp>A couple of days after news broke of Osama bin Laden's killing in Pakistan, a group of students at \u003ca href=\"http://www.jjay.cuny.edu/\">John Jay College of Criminal Justice\u003c/a>, where we teach journalism, sat in a classroom and talked about how they were first alerted to the story. Most said Facebook. Some said friends or family, primarily via text message. No one named a newspaper. One student, Josh, said CNN.\u003c/p>\n\u003cp>CNN? So Josh just happened to be watching cable news late on a Sunday night when the bin Laden story broke?\u003c/p>\n\u003cp>\"Oh. No,\" he said. \"I heard about it on Facebook, then I turned on CNN to find out more.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Although they habitually post to Facebook, the thought of putting their work into the public domain was scary.\"\u003c/aside>\n\u003cp>In these days of social media, it was surprising that Josh didn't give Facebook due credit.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>After all, the discussion was about the first source, not the best. Did seeing comments on his status feed not count as information delivery in the same way a CNN report did? Was it not real for him until a traditional news outlet confirmed it?\u003c/p>\n\u003cp>We're used to our peers and mentors privileging legacy media -- be it broadcast or newspapers. But this is not what we expect of today's college students, a.k.a. tomorrow's journalists. In their wired world, there are increasingly fuzzy distinctions between professional and citizen, fact and rumor, confirmed and unconfirmed. We see their iPhones and Androids, iPads and laptops, and we figure part of our job as journalism instructors is to call attention to those distinctions. Yet, as Josh's answer suggests, students might be overcorrecting toward the old school, and in the process psyching themselves out of the journalism game.\u003c!--more-->\u003c/p>\n\u003ch4>Digital Revolution and Journalism\u003c/h4>\n\u003cp>We consider this tendency the \"digital divide 2.0,\" an updated version of the \u003ca href=\"http://www.pbs.org/mediashift/2007/01/your-guide-to-the-digital-divide017.html\">gap that long existed\u003c/a> between those who could afford pricey personal computers and dial-up Internet connections and those who could not. Despite the growing affordability of Net-based personal technology, the basic class disparity still exists among our students. Now this new version of the divide adds a psychological dimension that cuts across class lines and might be harder to define, diagnose and fix.\u003c/p>\n\u003cp>Although our students know how to act the part of digital natives, they're inclined to see the Internet as a tool for entertainment and socializing, rather than as an information source. Facebook is for photos and \"status,\" YouTube for cute or crazy clips to pass along to friends, and the rest a treasure trove of music, movies and TV shows (unless, of course, that history paper is due tomorrow and they need to visit Wikipedia).\u003c/p>\n\u003cp>Despite all the time they spend online, they're behind the curve in terms of understanding the journalistic potential of social media. In fact, some of them are reluctant to recognize the connection between legacy media and web 2.0, as if in doing so, they'd be assuming a power best left to professionals.\u003c/p>\n\u003cp>When our recent crop of digital journalism students were asked to create their own journalistic blogs and market their content through social media, they were uncomfortable. Although they habitually post to Facebook, the thought of actually reporting on a topic and putting their work into the public domain as journalism, versus a personal narrative of candid pictures and random Friday night ephemera, was scary.\u003c/p>\n\u003cp>In fact, a few students said that they didn't see blogs as journalism, because anyone could do them. They were in class to learn about reporting and writing -- capital-J Journalism -- and not to repeat what they already do on their own time.\u003c/p>\n\u003cp>When one of our colleagues at John Jay published a widely circulated \u003ca href=\"http://www.nytimes.com/2011/03/20/opinion/20selsberg.html?scp=1&sq=andy%20selsberg&st=cse\">Op-Ed\u003c/a> in the New York Times in March suggesting, perhaps polemically, that students be taught to write Twitter feeds and YouTube captions in composition class, our students were more horrified at the thought of bringing those activities into the classroom than many of their professors.\u003c/p>\n\u003cp>In some regards, it's refreshing that students already know what we think we're supposed to teach them. There \u003cem>is\u003c/em> a difference between what they post on Facebook and what they see on CNN. Not anyone can do journalism, or at least do it well. It does take time and training and some hard lessons to become responsible, thoughtful purveyors of information.\u003c/p>\n\u003cp>But no one ever gets to the point of responsible purveyor if they are too scared to test their capabilities as reporters, or too conservative as readers to trust beyond the mainstream media. If students can't see that there's journalism lurking in the everyday things they do with information, especially now that technology has made such things constant, instant and ubiquitous, then we truly do have reason to worry about the future of journalism -- particularly if the original digital divide is still a factor.\u003c/p>\n\u003ch4>A new digital gap emerges\u003c/h4>\n\u003cp>The digital divide reared its head this semester when one of our strongest journalism students said he wanted to sign up for an online section of Intermediate Reporting, but he was afraid to because he didn't have Internet access at home. During the summer break, the editor-in-chief of the student newspaper can't access the paper's \u003ca href=\"http://johnjaysentinel.com/\">new website\u003c/a> for the same reason.\u003c/p>\n\u003cp>\"If I did have the Internet, what would I use it for?\" he said.\u003c/p>\n\u003cp>If students who know, own and regularly access technology aren't inclined to put it to journalistic use, then what of the students who don't have such access? Not having the Internet at home -- or perhaps having parents who don't possess the time or means to demonstrate the web's legitimate capabilities -- pushes some students even further\u003cbr>\nback in the march toward careers in journalism.\u003c/p>\n\u003cp>The digital divide 2.0 is a psychological and sometimes economic divide, but it's also a generational one. When we started college in the early '90s, the library or the campus lab was the prime source of connectivity. As a consequence, we conceived of the Internet as a tool for doing work and getting information as we would on an old-fashioned terminal-based database or card catalog, or we used it to read primitive newspaper homepages.\u003c/p>\n\u003cp>When connectivity comes quickly and easily via intuitive mobile devices, and when the web becomes more about entertainment than information, then the associative power of Internet and workspace is undermined. Go to any college library now and count how many screens are on YouTube, Hulu or Facebook for purposes that have nothing to do with news or research.\u003c/p>\n\u003cp>As for Josh, it's possible that he overlooked Facebook because it has too much power, not too little. He may not see it as an information source because it's so ingrained in his world, such an extension of the self, that he doesn't see it as an external source at all. Like the air around him, it's so essential that it doesn't need to be acknowledged.\u003c/p>\n\u003cp>But how can students properly examine and harness the journalistic potential of digital media if they don't even see it as media, and how can they become content creators if they don't believe their content counts?\u003c/p>\n\u003cp>In addition to teaching nuts-and-bolts journalism, these are questions that we need to consider as we prepare our students to be media producers and consumers in the 21st century.\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://www.flickr.com/photos/musesings13/174111154/sizes/m/in/photostream/\">Reporter's essential tools photo\u003c/a> by \u003ca href=\"http://www.flickr.com/photos/musesings13/\">Valerie on Flickr\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Alexa Capeloto and Devin Harner are assistant professors of English at John Jay College of Criminal Justice/City University of New York where they direct the journalism program. Alexa earned her master's degree at Columbia's Graduate School of Journalism, and spent 10 years as a metro reporter and editor at the Detroit Free Press and the San Diego Union-Tribune before transitioning into academia. Devin has a Ph.D. in English from the University of Delaware and a background in journalism. His recent work has included essays on Chuck Palahniuk's non-fiction; on the film Adaptation's relationship to Susan Orlean's, The Orchid Thief; and on virtual time travel through YouTube.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca rel=\"attachment wp-att-13841\" href=\"http://ww2.kqed.org/mindshift/2011/07/journalism-students-miss-the-potential-of-social-media/pbs-mediashift-logo-final-3/\">\u003cimg class=\"alignleft size-thumbnail wp-image-13841\" title=\"pbs mediashift logo final\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"45\" height=\"45\">\u003c/a>This story was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>After all, the discussion was about the first source, not the best. Did seeing comments on his status feed not count as information delivery in the same way a CNN report did? Was it not real for him until a traditional news outlet confirmed it?\u003c/p>\n\u003cp>We're used to our peers and mentors privileging legacy media -- be it broadcast or newspapers. But this is not what we expect of today's college students, a.k.a. tomorrow's journalists. In their wired world, there are increasingly fuzzy distinctions between professional and citizen, fact and rumor, confirmed and unconfirmed. We see their iPhones and Androids, iPads and laptops, and we figure part of our job as journalism instructors is to call attention to those distinctions. Yet, as Josh's answer suggests, students might be overcorrecting toward the old school, and in the process psyching themselves out of the journalism game.\u003c!--more-->\u003c/p>\n\u003ch4>Digital Revolution and Journalism\u003c/h4>\n\u003cp>We consider this tendency the \"digital divide 2.0,\" an updated version of the \u003ca href=\"http://www.pbs.org/mediashift/2007/01/your-guide-to-the-digital-divide017.html\">gap that long existed\u003c/a> between those who could afford pricey personal computers and dial-up Internet connections and those who could not. Despite the growing affordability of Net-based personal technology, the basic class disparity still exists among our students. Now this new version of the divide adds a psychological dimension that cuts across class lines and might be harder to define, diagnose and fix.\u003c/p>\n\u003cp>Although our students know how to act the part of digital natives, they're inclined to see the Internet as a tool for entertainment and socializing, rather than as an information source. Facebook is for photos and \"status,\" YouTube for cute or crazy clips to pass along to friends, and the rest a treasure trove of music, movies and TV shows (unless, of course, that history paper is due tomorrow and they need to visit Wikipedia).\u003c/p>\n\u003cp>Despite all the time they spend online, they're behind the curve in terms of understanding the journalistic potential of social media. In fact, some of them are reluctant to recognize the connection between legacy media and web 2.0, as if in doing so, they'd be assuming a power best left to professionals.\u003c/p>\n\u003cp>When our recent crop of digital journalism students were asked to create their own journalistic blogs and market their content through social media, they were uncomfortable. Although they habitually post to Facebook, the thought of actually reporting on a topic and putting their work into the public domain as journalism, versus a personal narrative of candid pictures and random Friday night ephemera, was scary.\u003c/p>\n\u003cp>In fact, a few students said that they didn't see blogs as journalism, because anyone could do them. They were in class to learn about reporting and writing -- capital-J Journalism -- and not to repeat what they already do on their own time.\u003c/p>\n\u003cp>When one of our colleagues at John Jay published a widely circulated \u003ca href=\"http://www.nytimes.com/2011/03/20/opinion/20selsberg.html?scp=1&sq=andy%20selsberg&st=cse\">Op-Ed\u003c/a> in the New York Times in March suggesting, perhaps polemically, that students be taught to write Twitter feeds and YouTube captions in composition class, our students were more horrified at the thought of bringing those activities into the classroom than many of their professors.\u003c/p>\n\u003cp>In some regards, it's refreshing that students already know what we think we're supposed to teach them. There \u003cem>is\u003c/em> a difference between what they post on Facebook and what they see on CNN. Not anyone can do journalism, or at least do it well. It does take time and training and some hard lessons to become responsible, thoughtful purveyors of information.\u003c/p>\n\u003cp>But no one ever gets to the point of responsible purveyor if they are too scared to test their capabilities as reporters, or too conservative as readers to trust beyond the mainstream media. If students can't see that there's journalism lurking in the everyday things they do with information, especially now that technology has made such things constant, instant and ubiquitous, then we truly do have reason to worry about the future of journalism -- particularly if the original digital divide is still a factor.\u003c/p>\n\u003ch4>A new digital gap emerges\u003c/h4>\n\u003cp>The digital divide reared its head this semester when one of our strongest journalism students said he wanted to sign up for an online section of Intermediate Reporting, but he was afraid to because he didn't have Internet access at home. During the summer break, the editor-in-chief of the student newspaper can't access the paper's \u003ca href=\"http://johnjaysentinel.com/\">new website\u003c/a> for the same reason.\u003c/p>\n\u003cp>\"If I did have the Internet, what would I use it for?\" he said.\u003c/p>\n\u003cp>If students who know, own and regularly access technology aren't inclined to put it to journalistic use, then what of the students who don't have such access? Not having the Internet at home -- or perhaps having parents who don't possess the time or means to demonstrate the web's legitimate capabilities -- pushes some students even further\u003cbr>\nback in the march toward careers in journalism.\u003c/p>\n\u003cp>The digital divide 2.0 is a psychological and sometimes economic divide, but it's also a generational one. When we started college in the early '90s, the library or the campus lab was the prime source of connectivity. As a consequence, we conceived of the Internet as a tool for doing work and getting information as we would on an old-fashioned terminal-based database or card catalog, or we used it to read primitive newspaper homepages.\u003c/p>\n\u003cp>When connectivity comes quickly and easily via intuitive mobile devices, and when the web becomes more about entertainment than information, then the associative power of Internet and workspace is undermined. Go to any college library now and count how many screens are on YouTube, Hulu or Facebook for purposes that have nothing to do with news or research.\u003c/p>\n\u003cp>As for Josh, it's possible that he overlooked Facebook because it has too much power, not too little. He may not see it as an information source because it's so ingrained in his world, such an extension of the self, that he doesn't see it as an external source at all. Like the air around him, it's so essential that it doesn't need to be acknowledged.\u003c/p>\n\u003cp>But how can students properly examine and harness the journalistic potential of digital media if they don't even see it as media, and how can they become content creators if they don't believe their content counts?\u003c/p>\n\u003cp>In addition to teaching nuts-and-bolts journalism, these are questions that we need to consider as we prepare our students to be media producers and consumers in the 21st century.\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://www.flickr.com/photos/musesings13/174111154/sizes/m/in/photostream/\">Reporter's essential tools photo\u003c/a> by \u003ca href=\"http://www.flickr.com/photos/musesings13/\">Valerie on Flickr\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Alexa Capeloto and Devin Harner are assistant professors of English at John Jay College of Criminal Justice/City University of New York where they direct the journalism program. Alexa earned her master's degree at Columbia's Graduate School of Journalism, and spent 10 years as a metro reporter and editor at the Detroit Free Press and the San Diego Union-Tribune before transitioning into academia. Devin has a Ph.D. in English from the University of Delaware and a background in journalism. His recent work has included essays on Chuck Palahniuk's non-fiction; on the film Adaptation's relationship to Susan Orlean's, The Orchid Thief; and on virtual time travel through YouTube.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca rel=\"attachment wp-att-13841\" href=\"http://ww2.kqed.org/mindshift/2011/07/journalism-students-miss-the-potential-of-social-media/pbs-mediashift-logo-final-3/\">\u003cimg class=\"alignleft size-thumbnail wp-image-13841\" title=\"pbs mediashift logo final\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"45\" height=\"45\">\u003c/a>This story was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Beyond the Bubble Test: How Will We Measure Learning in the Future?",
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"content": "\u003cfigure id=\"attachment_13806\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/albertogp123/5843577306/\">\u003cimg class=\"size-medium wp-image-13806\" title=\"Exam\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/5843577306_06fd6132f7_z-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">New technology-based assessments will replace standardized bubble tests.\u003c/figcaption>\u003c/figure>\n\u003cp>Last September, Secretary of Education \u003ca href=\"http://www.ed.gov/news/speeches/beyond-bubble-tests-next-generation-assessments-secretary-arne-duncans-remarks-state-l\">Arne Duncan announced\u003c/a>: \"Today is a great day! I have looked forward to this day for a long time--and so have America's teachers, parents, students, and school leaders.\"\u003c/p>\n\u003cp>Duncan was excited about a new way of testing students, one that goes \"beyond the bubble test,\" the standardized assessments students take every year that have long been criticized as not only useless in measuring any kind of real learning, but actually detrimental to the entire education system.\u003c/p>\n\u003cp>Ask most teachers, and you'll hear a litany of reasons why they detest these assessments. They contend the current tests have \u003ca href=\"http://theinnovativeeducator.blogspot.com/2011/01/we-would-prefer-not-to-take-your-tests.html?spref=tw\">no bearing on student learning\u003c/a>. They waste time that could be better spent in class (the former president of United Teachers Los Angeles, \"dismisses the weeks before spring testing as 'Bubbling-In 101,'\" according \u003ca href=\"http://articles.latimes.com/2011/jul/11/local/la-me-test-prep-20110711\">to a Los Angeles Times article\u003c/a>.) They complain about \u003ca href=\"http://www.edweek.org/ew/articles/2010/11/17/12gallagher_ep.h30.html\">having to teach to the tests\u003c/a>, leaving them little time to try new ways of engaging students. And in some states, teachers are \u003ca href=\"http://cityroom.blogs.nytimes.com/2011/06/28/union-challenges-state-on-use-of-tests-in-teacher-evaluations/?scp=2&sq=teacher%20evaluation%20assessment&st=cse\">evaluated based on those very scores\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"If done incorrectly, the adoption of these assessments has the potential to lock our education system for another decade or more.\"\u003c/aside>\n\u003cp>With stakes so high, teachers, parents, and school administrators are watching the developments of the new tests closely. The actual details of what these new assessments will look like is being revealed along the way-- and it's extremely complicated. In brief, two separate groups -- Partnership for Assessment of Readiness for College and Careers, or \u003ca href=\"http://www.parcconline.org/\">PARCC\u003c/a>, and \u003ca href=\"http://www.k12.wa.us/SMARTER/default.aspx\">SMARTER Balanced Assessment Consortium\u003c/a> -- are using the federal government's Race to the Top Funds to come up with the new testing systems, which will be used by different states. (You can read much more about the details in this recent story in \u003ca href=\"http://www.edweek.org/ew/articles/2011/07/07/36parcc.h30.html?tkn=LOMFAJ3KSV%2BWVXEqMzhoTem5s8v1F8IyblOp&cmp=clp-edweek\">Education Week\u003c/a>.)\u003c/p>\n\u003cp>Both groups will create tests using technology in both administering and scoring and will measure \"performance-based tasks, designed to designed to mirror complex, real-world situations,\" according to the \u003ca href=\"http://www.nytimes.com/2010/09/03/education/03testing.html?sq=arne%20duncan%20new%20assessment&st=cse&adxnnl=1&scp=1&adxnnlx=1310763760-JSsI8EOMVc+6m9EC/LH5ww\">New York Times\u003c/a>.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"In performance-based tasks, which are increasingly common in tests administered by the military and in other fields, students are given a problem — they could be told, for example, to pretend they are a mayor who needs to reduce a city’s pollution — and must sift through a portfolio of tools and write analytically about how they would use them to solve the problem,\" the \u003ca href=\"http://www.nytimes.com/2010/09/03/education/03testing.html?sq=arne%20duncan%20new%20assessment&st=cse&adxnnl=1&scp=1&adxnnlx=1310763760-JSsI8EOMVc+6m9EC/LH5ww\">article explains\u003c/a>.\u003c/p>\n\u003cp>There are high expectations for the new tests. Last month, a who's-who of educators and education experts published \u003ca href=\"http://www.innosightinstitute.org/open_assessment_letter/\">an open letter\u003c/a> outlining what's at stake:\u003c/p>\n\u003cblockquote>\u003cp>If done correctly, the shift from pencil-and-paper to online assessments will build upon this opportunity to transform the nation’s education system and provide a platform for new approaches to learning and schooling, not just to testing. If done incorrectly, however, the adoption of these assessments also has the potential to lock our education system—for another decade or more—into its current factory-era model that has proved so inadequate to the task of meeting our nation’s education goals in the 21\u003csup>st\u003c/sup> century.\u003c/p>\n\u003cp>Some schools across the country are already moving in this innovative direction, as they shift from focusing on obsolete inputs of the past like seat time to creating new, blended schooling models that combine the best of face-to-face and online learning. An assessment framework stuck in the factory-era relic of its predecessors would not only be orthogonal to innovative efforts like these, but could also serve to stifle further innovation—literally cutting it off at the knees.\u003c/p>\u003c/blockquote>\n\u003cp>The writers make three recommendations: to create a \"dynamic testing ecosystem\" that includes a variety of platforms rather than just one test; to integrate innovation like instant feedback and real-time, adaptive assessments; and one that supports \"competency-based learning,\" not based on the school calendar, but when the student learns the subject.\u003c/p>\n\u003cp>The letter has made the rounds in education circles and has been signed by hundreds so far.\u003c/p>\n\u003cp>\u003cstrong>BEYOND TESTING\u003c/strong>\u003c/p>\n\u003cp>Apart from those lobbying for reform in testing, there's another movement afoot advocating that teachers, parents and students opt out of testing altogether. New York City educator Lisa Nielsen proposes that teachers \u003ca href=\"http://theinnovativeeducator.blogspot.com/2010/12/innovative-educators-lets-boycott.html\">boycott standardized tests\u003c/a> for all the reasons outlined above, and then some. \"Outdated assessments are driving outdated instruction,\" she writes.\u003c/p>\n\u003cp>People have created Facebook groups for \u003ca href=\"http://www.facebook.com/group.php?gid=66676141868\">opting out\u003c/a>, including one called \u003ca href=\"http://www.facebook.com/pages/Parents-Kids-Against-Standardized-Testing/117479641627357\">Parents and Kids Against Standardized Testing\u003c/a>, which has more than 1,000 fans. A recent \u003ca href=\"http://articles.cnn.com/2011-03-20/us/pennsylvania.school.testing_1_standardized-tests-schools-park-forest-elementary?_s=PM%3AUS\">CNN story\u003c/a> describes a mother who refused to have her two kids take standardized tests, while another decided to have her kids take it \"because she's afraid that holding her daughter out could harm the school's test results.\"\u003c/p>\n\u003cp>Will these new high-tech assessments fulfill everyone's high expectations? With so many ancillary issues tangled with it, as well as states' different priorities and standards, that's far from being determined.\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>\u003cfigure id=\"attachment_13806\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/albertogp123/5843577306/\">\u003cimg class=\"size-medium wp-image-13806\" title=\"Exam\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/5843577306_06fd6132f7_z-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">New technology-based assessments will replace standardized bubble tests.\u003c/figcaption>\u003c/figure>\n\u003cp>Last September, Secretary of Education \u003ca href=\"http://www.ed.gov/news/speeches/beyond-bubble-tests-next-generation-assessments-secretary-arne-duncans-remarks-state-l\">Arne Duncan announced\u003c/a>: \"Today is a great day! I have looked forward to this day for a long time--and so have America's teachers, parents, students, and school leaders.\"\u003c/p>\n\u003cp>Duncan was excited about a new way of testing students, one that goes \"beyond the bubble test,\" the standardized assessments students take every year that have long been criticized as not only useless in measuring any kind of real learning, but actually detrimental to the entire education system.\u003c/p>\n\u003cp>Ask most teachers, and you'll hear a litany of reasons why they detest these assessments. They contend the current tests have \u003ca href=\"http://theinnovativeeducator.blogspot.com/2011/01/we-would-prefer-not-to-take-your-tests.html?spref=tw\">no bearing on student learning\u003c/a>. They waste time that could be better spent in class (the former president of United Teachers Los Angeles, \"dismisses the weeks before spring testing as 'Bubbling-In 101,'\" according \u003ca href=\"http://articles.latimes.com/2011/jul/11/local/la-me-test-prep-20110711\">to a Los Angeles Times article\u003c/a>.) They complain about \u003ca href=\"http://www.edweek.org/ew/articles/2010/11/17/12gallagher_ep.h30.html\">having to teach to the tests\u003c/a>, leaving them little time to try new ways of engaging students. And in some states, teachers are \u003ca href=\"http://cityroom.blogs.nytimes.com/2011/06/28/union-challenges-state-on-use-of-tests-in-teacher-evaluations/?scp=2&sq=teacher%20evaluation%20assessment&st=cse\">evaluated based on those very scores\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"If done incorrectly, the adoption of these assessments has the potential to lock our education system for another decade or more.\"\u003c/aside>\n\u003cp>With stakes so high, teachers, parents, and school administrators are watching the developments of the new tests closely. The actual details of what these new assessments will look like is being revealed along the way-- and it's extremely complicated. In brief, two separate groups -- Partnership for Assessment of Readiness for College and Careers, or \u003ca href=\"http://www.parcconline.org/\">PARCC\u003c/a>, and \u003ca href=\"http://www.k12.wa.us/SMARTER/default.aspx\">SMARTER Balanced Assessment Consortium\u003c/a> -- are using the federal government's Race to the Top Funds to come up with the new testing systems, which will be used by different states. (You can read much more about the details in this recent story in \u003ca href=\"http://www.edweek.org/ew/articles/2011/07/07/36parcc.h30.html?tkn=LOMFAJ3KSV%2BWVXEqMzhoTem5s8v1F8IyblOp&cmp=clp-edweek\">Education Week\u003c/a>.)\u003c/p>\n\u003cp>Both groups will create tests using technology in both administering and scoring and will measure \"performance-based tasks, designed to designed to mirror complex, real-world situations,\" according to the \u003ca href=\"http://www.nytimes.com/2010/09/03/education/03testing.html?sq=arne%20duncan%20new%20assessment&st=cse&adxnnl=1&scp=1&adxnnlx=1310763760-JSsI8EOMVc+6m9EC/LH5ww\">New York Times\u003c/a>.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"In performance-based tasks, which are increasingly common in tests administered by the military and in other fields, students are given a problem — they could be told, for example, to pretend they are a mayor who needs to reduce a city’s pollution — and must sift through a portfolio of tools and write analytically about how they would use them to solve the problem,\" the \u003ca href=\"http://www.nytimes.com/2010/09/03/education/03testing.html?sq=arne%20duncan%20new%20assessment&st=cse&adxnnl=1&scp=1&adxnnlx=1310763760-JSsI8EOMVc+6m9EC/LH5ww\">article explains\u003c/a>.\u003c/p>\n\u003cp>There are high expectations for the new tests. Last month, a who's-who of educators and education experts published \u003ca href=\"http://www.innosightinstitute.org/open_assessment_letter/\">an open letter\u003c/a> outlining what's at stake:\u003c/p>\n\u003cblockquote>\u003cp>If done correctly, the shift from pencil-and-paper to online assessments will build upon this opportunity to transform the nation’s education system and provide a platform for new approaches to learning and schooling, not just to testing. If done incorrectly, however, the adoption of these assessments also has the potential to lock our education system—for another decade or more—into its current factory-era model that has proved so inadequate to the task of meeting our nation’s education goals in the 21\u003csup>st\u003c/sup> century.\u003c/p>\n\u003cp>Some schools across the country are already moving in this innovative direction, as they shift from focusing on obsolete inputs of the past like seat time to creating new, blended schooling models that combine the best of face-to-face and online learning. An assessment framework stuck in the factory-era relic of its predecessors would not only be orthogonal to innovative efforts like these, but could also serve to stifle further innovation—literally cutting it off at the knees.\u003c/p>\u003c/blockquote>\n\u003cp>The writers make three recommendations: to create a \"dynamic testing ecosystem\" that includes a variety of platforms rather than just one test; to integrate innovation like instant feedback and real-time, adaptive assessments; and one that supports \"competency-based learning,\" not based on the school calendar, but when the student learns the subject.\u003c/p>\n\u003cp>The letter has made the rounds in education circles and has been signed by hundreds so far.\u003c/p>\n\u003cp>\u003cstrong>BEYOND TESTING\u003c/strong>\u003c/p>\n\u003cp>Apart from those lobbying for reform in testing, there's another movement afoot advocating that teachers, parents and students opt out of testing altogether. New York City educator Lisa Nielsen proposes that teachers \u003ca href=\"http://theinnovativeeducator.blogspot.com/2010/12/innovative-educators-lets-boycott.html\">boycott standardized tests\u003c/a> for all the reasons outlined above, and then some. \"Outdated assessments are driving outdated instruction,\" she writes.\u003c/p>\n\u003cp>People have created Facebook groups for \u003ca href=\"http://www.facebook.com/group.php?gid=66676141868\">opting out\u003c/a>, including one called \u003ca href=\"http://www.facebook.com/pages/Parents-Kids-Against-Standardized-Testing/117479641627357\">Parents and Kids Against Standardized Testing\u003c/a>, which has more than 1,000 fans. A recent \u003ca href=\"http://articles.cnn.com/2011-03-20/us/pennsylvania.school.testing_1_standardized-tests-schools-park-forest-elementary?_s=PM%3AUS\">CNN story\u003c/a> describes a mother who refused to have her two kids take standardized tests, while another decided to have her kids take it \"because she's afraid that holding her daughter out could harm the school's test results.\"\u003c/p>\n\u003cp>Will these new high-tech assessments fulfill everyone's high expectations? With so many ancillary issues tangled with it, as well as states' different priorities and standards, that's far from being determined.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_13704\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-13704\" href=\"http://ww2.kqed.org/mindshift/2011/07/what-does-a-great-school-year-look-like-ask-the-students/shelleywright/\">\u003cimg class=\"size-medium wp-image-13704\" title=\"ShelleyWright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/ShelleyWright-300x200.png\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Shelley Wright's class constructed a complete Holocaust Museum as part of a school project.\u003c/figcaption>\u003c/figure>\n\u003cp>This past school year, Shelley Wright, a high school educator in Moose Jaw, Saskatchewan, made a number of big changes in her teaching practice. The class went paperless and used a Wiki, she incorporated project-based learning and collaboration into her lessons, she experimented with \"vessays.\" All along the way, she documented everything on her blog \u003ca href=\"http://shelleywright.wordpress.com/\">Wright's Room\u003c/a> -- not just operational information, but how those changes affected her view of learning and her relationship with her students.\u003c/p>\n\u003cp>It took a lot of courage on Wright's part to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/jumping-into-the-21st-century-one-teachers-account/\">just jump in \u003c/a>with these new practices. Since her blog already reflects her own opinions about the changes, I wondered what her students and the students' parents felt about them. I asked Wright to send out a query, and here's what we learned.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"I couldn’t rely on the teacher anymore, I had to rely on myself and my classmates; which is a lot harder than you think.\"\u003c/aside>\n\u003cp>First, here are some responses from students about the class's built-from-the-ground-up \u003ca href=\"http://shelleywright.wordpress.com/2011/04/04/improvise-learn-dont-regret/\">Holocaust Exhibit\u003c/a>, the epitome of project-based learning.\u003c/p>\n\u003cul>\n\u003cli>\"It was a great experience for me to learn different kinds of work. For example, painting, sewing, sound system, and working with different peers each day. I think that I could learn as much from a textbook but it for sure wouldn't be a fun and enjoyable way of learning. Before this, I thought that learning and school was that you sat in a desk for the day and wrote paperwork and math equations and different types of exams. I see now that school subjects can be taught in a more unique, fun, and enjoyable way for the students. It will help the students think positive about school and they will want to come and learn.\"\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\n\u003cfigure id=\"attachment_13709\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-13709\" href=\"http://ww2.kqed.org/mindshift/2011/07/what-does-a-great-school-year-look-like-ask-the-students/screen-shot-2011-07-14-at-12-48-39-pm/\">\u003cimg class=\"size-medium wp-image-13709\" title=\"Screen shot 2011-07-14 at 12.48.39 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/Screen-shot-2011-07-14-at-12.48.39-PM-300x300.png\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students work on the Holocaust exhibit.\u003c/figcaption>\u003c/figure>\n\u003cp>\"We were given the opportunity to go into any aspect of the holocaust. We weren't told to study certain things and had limits on what we wanted to learn. People just went into what interested them most. I wouldn't have been able to learn as much as I did if we were only using textbooks. Sure, they put the important 'stuff' in there everybody needs to know, but with the Internet, anybody can put things on it. So you can research anything and somebody will have something about it. Like, who would have thought that not only the Jews had stars. I definitely see learning differently after that project, because during the entire project I was kinda my own teacher. I wanted to know about something, I researched it and I was able to teach others what I learned and vice-versa. Usually I learn things only for the test and then after that, it's out of my mind two days later. But for this, what I learned doesn't get out of my head, because it's all things that interested me and I actually wanted to learn.\"\u003c/p>\u003c/li>\n\u003c/ul>\n\u003caside class=\"pullquote alignright\">\"Usually I learn things only for the test and it's out of my mind two days later. But for this, what I learned doesn't get out of my head, because it's all things that interested me and I actually wanted to learn.\"\u003c/aside>\n\u003cul>\n\u003cli>\"Suddenly the information wasn't just information - they were real stories - this project has made a lasting impression for me. Before [this project], learning consisted of novel studies -- reading a book and answering comprehensive questions. During this project we read novel(s), then got into groups and researched what we were interested in learning more about (compiling our information onto a shared Google Doc) and finally as a class we came up with a way to present everything we'd learned. It was a great experience and opportunity.\"\u003c!--more-->\u003c/li>\n\u003cli>\"Not only did I get to show my work, but people got to see the talents I have. I think it’s easier to pay attention to people than a book. Also, I couldn’t rely on the teacher anymore, I had to rely on myself and my classmates; which is a lot harder than you think.\"\u003c/li>\n\u003c/ul>\n\u003cp>And some thoughts about Wright's paperless, collaborative Wiki system:\u003c/p>\n\u003cul>\n\u003cli>\"Not only do I get to see my opinion, but I get to see others as well. I usually have a hard time answering questions, so seeing opinions from other people can be very helpful.\"\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\"I like how you can go and see what your peers have written and collaborate from that and make it better. I also like how we're not sitting in a classroom writing on a piece of paper but actually having class discussions about the questions and answers in class. I wish that I could change how some of the students didn't choose to go and write answers on the wiki and left it for the students who were answering every time.\"\u003c/li>\n\u003c/ul>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Before this, I thought that in school you sat in a desk for the day and wrote paperwork and math equations and exams. I see now that school subjects can be taught in a more unique, fun, and enjoyable way for the students.\"\u003c/p>\n\u003c/aside>\n\u003cul>\n\u003cli>\"It improved our team working skills and it was just really cool to work with! I loved that everybody could put their own thoughts into one thing and others could read what the others were thinking. Because some people think differently than others and view situations differently. What I didn't like about it was that around the middle, people stopped posting and left it up to other people.\"\u003c/li>\n\u003cli>\"The thing that I liked about it most was that I could access my work pretty much 24/7. We all know that teachers have a life outside of school but that doesn't mean that they don't work on school-related things. With the online wiki, if Mrs. Wright posted something new over the weekend I could start working on it asap, regardless if it was during school hours which I really liked. I wish that every class could have a wiki.\"\u003c/li>\n\u003c/ul>\n\u003cp>A couple of parents also weighed in about how Wright's changes seemed to affect their kids. A few quotes below:\u003c/p>\n\u003cul>\n\u003cli>\"[My daughter] has really enjoyed working in this way and is excited about her projects. I think it makes her feel her high school assignments are more on par with post secondary work than middle to elementary school projects, using these techniques. It also gives her a feeling of maturity and preparation for the last years of high school and gives her a look through the window at the work skills required in any post secondary studies she may pursue.\"\u003c/li>\n\u003cli>\"I think the most powerful thing [my daughter] experienced was the Holocaust museum, and the great deal of work it took to create it. Every night at dinner we’d have an updated progress report, sometimes successes, sometimes frustrations. We noticed that she would put in many long hours researching and creating her parts of the museum. She was also very excited about presenting her work to the public.\"\u003c/li>\n\u003c/ul>\n\u003cp>These comments prove to me that the hard work and perseverance Wright poured into her class have been incredibly fruitful. She's made herself vulnerable, taken risks, and trusted her students -- a true sign of a fearless teacher.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_13704\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-13704\" href=\"http://ww2.kqed.org/mindshift/2011/07/what-does-a-great-school-year-look-like-ask-the-students/shelleywright/\">\u003cimg class=\"size-medium wp-image-13704\" title=\"ShelleyWright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/ShelleyWright-300x200.png\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Shelley Wright's class constructed a complete Holocaust Museum as part of a school project.\u003c/figcaption>\u003c/figure>\n\u003cp>This past school year, Shelley Wright, a high school educator in Moose Jaw, Saskatchewan, made a number of big changes in her teaching practice. The class went paperless and used a Wiki, she incorporated project-based learning and collaboration into her lessons, she experimented with \"vessays.\" All along the way, she documented everything on her blog \u003ca href=\"http://shelleywright.wordpress.com/\">Wright's Room\u003c/a> -- not just operational information, but how those changes affected her view of learning and her relationship with her students.\u003c/p>\n\u003cp>It took a lot of courage on Wright's part to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/jumping-into-the-21st-century-one-teachers-account/\">just jump in \u003c/a>with these new practices. Since her blog already reflects her own opinions about the changes, I wondered what her students and the students' parents felt about them. I asked Wright to send out a query, and here's what we learned.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"I couldn’t rely on the teacher anymore, I had to rely on myself and my classmates; which is a lot harder than you think.\"\u003c/aside>\n\u003cp>First, here are some responses from students about the class's built-from-the-ground-up \u003ca href=\"http://shelleywright.wordpress.com/2011/04/04/improvise-learn-dont-regret/\">Holocaust Exhibit\u003c/a>, the epitome of project-based learning.\u003c/p>\n\u003cul>\n\u003cli>\"It was a great experience for me to learn different kinds of work. For example, painting, sewing, sound system, and working with different peers each day. I think that I could learn as much from a textbook but it for sure wouldn't be a fun and enjoyable way of learning. Before this, I thought that learning and school was that you sat in a desk for the day and wrote paperwork and math equations and different types of exams. I see now that school subjects can be taught in a more unique, fun, and enjoyable way for the students. It will help the students think positive about school and they will want to come and learn.\"\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\n\u003cfigure id=\"attachment_13709\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-13709\" href=\"http://ww2.kqed.org/mindshift/2011/07/what-does-a-great-school-year-look-like-ask-the-students/screen-shot-2011-07-14-at-12-48-39-pm/\">\u003cimg class=\"size-medium wp-image-13709\" title=\"Screen shot 2011-07-14 at 12.48.39 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/Screen-shot-2011-07-14-at-12.48.39-PM-300x300.png\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students work on the Holocaust exhibit.\u003c/figcaption>\u003c/figure>\n\u003cp>\"We were given the opportunity to go into any aspect of the holocaust. We weren't told to study certain things and had limits on what we wanted to learn. People just went into what interested them most. I wouldn't have been able to learn as much as I did if we were only using textbooks. Sure, they put the important 'stuff' in there everybody needs to know, but with the Internet, anybody can put things on it. So you can research anything and somebody will have something about it. Like, who would have thought that not only the Jews had stars. I definitely see learning differently after that project, because during the entire project I was kinda my own teacher. I wanted to know about something, I researched it and I was able to teach others what I learned and vice-versa. Usually I learn things only for the test and then after that, it's out of my mind two days later. But for this, what I learned doesn't get out of my head, because it's all things that interested me and I actually wanted to learn.\"\u003c/p>\u003c/li>\n\u003c/ul>\n\u003caside class=\"pullquote alignright\">\"Usually I learn things only for the test and it's out of my mind two days later. But for this, what I learned doesn't get out of my head, because it's all things that interested me and I actually wanted to learn.\"\u003c/aside>\n\u003cul>\n\u003cli>\"Suddenly the information wasn't just information - they were real stories - this project has made a lasting impression for me. Before [this project], learning consisted of novel studies -- reading a book and answering comprehensive questions. During this project we read novel(s), then got into groups and researched what we were interested in learning more about (compiling our information onto a shared Google Doc) and finally as a class we came up with a way to present everything we'd learned. It was a great experience and opportunity.\"\u003c!--more-->\u003c/li>\n\u003cli>\"Not only did I get to show my work, but people got to see the talents I have. I think it’s easier to pay attention to people than a book. Also, I couldn’t rely on the teacher anymore, I had to rely on myself and my classmates; which is a lot harder than you think.\"\u003c/li>\n\u003c/ul>\n\u003cp>And some thoughts about Wright's paperless, collaborative Wiki system:\u003c/p>\n\u003cul>\n\u003cli>\"Not only do I get to see my opinion, but I get to see others as well. I usually have a hard time answering questions, so seeing opinions from other people can be very helpful.\"\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\"I like how you can go and see what your peers have written and collaborate from that and make it better. I also like how we're not sitting in a classroom writing on a piece of paper but actually having class discussions about the questions and answers in class. I wish that I could change how some of the students didn't choose to go and write answers on the wiki and left it for the students who were answering every time.\"\u003c/li>\n\u003c/ul>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Before this, I thought that in school you sat in a desk for the day and wrote paperwork and math equations and exams. I see now that school subjects can be taught in a more unique, fun, and enjoyable way for the students.\"\u003c/p>\n\u003c/aside>\n\u003cul>\n\u003cli>\"It improved our team working skills and it was just really cool to work with! I loved that everybody could put their own thoughts into one thing and others could read what the others were thinking. Because some people think differently than others and view situations differently. What I didn't like about it was that around the middle, people stopped posting and left it up to other people.\"\u003c/li>\n\u003cli>\"The thing that I liked about it most was that I could access my work pretty much 24/7. We all know that teachers have a life outside of school but that doesn't mean that they don't work on school-related things. With the online wiki, if Mrs. Wright posted something new over the weekend I could start working on it asap, regardless if it was during school hours which I really liked. I wish that every class could have a wiki.\"\u003c/li>\n\u003c/ul>\n\u003cp>A couple of parents also weighed in about how Wright's changes seemed to affect their kids. A few quotes below:\u003c/p>\n\u003cul>\n\u003cli>\"[My daughter] has really enjoyed working in this way and is excited about her projects. I think it makes her feel her high school assignments are more on par with post secondary work than middle to elementary school projects, using these techniques. It also gives her a feeling of maturity and preparation for the last years of high school and gives her a look through the window at the work skills required in any post secondary studies she may pursue.\"\u003c/li>\n\u003cli>\"I think the most powerful thing [my daughter] experienced was the Holocaust museum, and the great deal of work it took to create it. Every night at dinner we’d have an updated progress report, sometimes successes, sometimes frustrations. We noticed that she would put in many long hours researching and creating her parts of the museum. She was also very excited about presenting her work to the public.\"\u003c/li>\n\u003c/ul>\n\u003cp>These comments prove to me that the hard work and perseverance Wright poured into her class have been incredibly fruitful. She's made herself vulnerable, taken risks, and trusted her students -- a true sign of a fearless teacher.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "How Educators are Finding Ways to Mix it Up",
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"content": "\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_13592\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-13592\" title=\"11_1.21_Ipad_Algebra_0085\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/11_1.21_Ipad_Algebra_0085-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003cfigcaption class=\"wp-caption-text\">Content in Context attendees learned about the San Francisco algebra class that's piloting the iPad app.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Things have changed dramatically in classrooms across the country. Teachers are experimenting in innovative ways, trying to find the best method of engaging students in learning. Last month, the Association of Educational Publishers presented \u003ca href=\"http://contentincontext.org/\">Content in Context Conference\u003c/a>, at which educators discussed the ways in which they're mixing it up. Frank Catalano headed up some of the meetings, and wrote about the highlights from the sessions. Here's his synopsis, as \u003ca href=\"http://www.ednetinsight.com/news-alerts/voice-from-the-field/tech-ideal-vs--the-real-classroom.html\">posted on EdNET Insight\u003c/a>.\u003c/em>\u003c/p>\n\u003ch5>By Frank Catalano\u003c/h5>\n\u003cp>We’ve all seen wish lists of what teachers want in digital resources and technology. We’ve all read the increasingly voluminous studies of what educators, in aggregate, have in their classrooms, schools, and districts.\u003c/p>\n\u003cp>But what, though, are they actually \u003cem>doing\u003c/em>?\u003c/p>\n\u003cp>If some of the highest-profile applications of digital tech to K-12 learning are any indication, teachers are experimenting in ways as varied and individual as the instructor and classroom.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Their inventiveness became clear as I helped put together, and then moderated, the opening general session of this year’s \u003ca href=\"http://contentincontext.org/\">Content in Context Conference\u003c/a>, organized by the Association of Educational Publishers. Session organizers asked educators far and wide to go into more depth about what’s happening with digital in the classroom, used teachers’ own videos to illustrate, and added a panel to provide the administrator and policy perspective.\u003c/p>\n\u003cp>The only consistency in deep implementations of tech is that there’s none. Here were some of the loosely common threads and trends:\u003c/p>\n\u003cp>\u003cstrong>One-to-one computing.\u003c/strong> One-to-one initiatives tend to get all of the attention, as though they were the gold standard of ed tech. But one-to-one…what? When the term was coined, it was one student to one desktop computer. Yet only the former has remained constant.\u003c/p>\n\u003cul>\n\u003cli>Fairfax County Public Schools in Virginia is piloting \u003cstrong>netbooks\u003c/strong> loaded with online textbooks for social studies classes in middle and high schools. Students like the ability to immediately look up and manipulate information. Teachers like how they support different learning styles. But Jim Siegl, technical architect for FCPS and a session panelist, said one surprise has been that high school students have been more resistant to the e-textbooks than their middle school counterparts—perhaps indicating that once study habits are established, they’re hard to change.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>iPads\u003c/strong> are the one-to-one device of choice in several district pilots in California and Virginia, noted session video contributor Tina Barseghian of KQED’s \u003ca href=\"../\">MindShift education blog\u003c/a>. Pros are iPads are compact, multipurpose, and students can watch videos or repeat information until a concept is understood. But, as Barseghian quotes one educator, even the bright-shiny iPads don’t replace the need to think.\u003c/li>\n\u003cli> Grandview High School in Jefferson County, Missouri, has been piloting \u003cstrong>Android tablets\u003c/strong> to replace textbooks for students and staff, starting with 20 in January and expanding to 400 for the entire school in August. Similar to iPad pilots, the pluses are portability and being able to have everything in one device. But that flexibility brings with it higher expectations—students noted pilot materials didn’t have electronic bookmarks, highlighting, printable pages, resizable fonts, text-to-speech capability, and a host of other features more common in consumer products.\u003c/li>\n\u003cli>In Pascack Hills and Pascack Valley High Schools in New Jersey, more “traditional” \u003cstrong>laptops\u003c/strong> rule the one-to-one roost. But it could be because the initiative has been under way since fall 2004, covering about 2,000 teachers and students. With seven years of experience, teachers appreciate the paperless exchange with students and how digital communication and assignments make everyone more accountable. Students haven’t yet tired of the multimedia capabilities, or as one student put it in a science presentation, “This is a live feed of my actual worms!”\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Choose your own (technology) adventure.\u003c/strong> Even one-to-one initiatives were a marvel of consistency, though, compared with how individual teachers creatively cobbled together digital resources to support their students—and their budgets.\u003c/p>\n\u003cul>\n\u003cli>Heather Erickson, a seventh- and eighth-grade communications arts teacher in rural Missouri, deals with limited broadband connectivity and shared computers. Yet she’s using Gaggle and Moodle for student/teacher communication; blogs for classroom commenting on assigned work (emphasizing revision, not just the final product); and other free tools like SurveyMonkey, Wordle.net, Photo Story 3, Animoto, and more.\u003c/li>\n\u003cli>Ananth Pai’s third-grade classroom in Maplewood, Minnesota, is stocked with learning games on devices ranging from Nintendo DS handhelds to older desktop computers. Not only do online games let students learn alongside students in other countries, but Pai—spending his own money—is finding student performance gains possible even in products developed for adults, such as the change-making mental skills games in Brain Age 2.\u003c/li>\n\u003cli>Philip Walter, a special education teacher at Clarke Central High School in Athens, Georgia, has taken an entirely different approach, using an iPhone and a bar code reader app. Students use both in local stores as the means to learn how to comparison shop. This life skills instruction is augmented by MP3 audio books with images to help non-readers learn and tools, such as AudioMemos and Dragon Dictation, to allow non-writers to submit assignments.\u003c/li>\n\u003c/ul>\n\u003cp>So what should education companies learn from these wildly varying, yet deep, implementations of technology in classrooms? For one, modular—and modifiable—educational content remains a strong need, as evidenced by comments from both students and teachers. It probably comes as no surprise that if these educators aren’t getting resources they can chunk and change from traditional publishers, they’ll turn—and are turning—to free content and Open Educational Resources.\u003c/p>\n\u003cp>Second, bandwidth matters. It’s the elephant in the classroom. Siegl noted “a day doesn’t go past” when bandwidth isn’t an issue in his district. Digital apps have to be more than web-based or delivered but designed to not be bandwidth hogs and allow caching of content at the school level.\u003c/p>\n\u003cp>Finally, all three panelists—Fairfax County Public Schools’ Siegl; Darlene Morrison, principal of Cromwell Valley Elementary Regional Magnet School of Technology in Towson, Maryland; and Cheryl Scott Williams, executive director of the Learning First Alliance—nodded knowingly when teachers complained that web filtering/blocking software and district approval policies were obstacles to more broad, creative use of digital resources and technology in the classroom. Products have to satisfy not just those who write the checks at the district level but teachers who ultimately use them day to day.\u003c/p>\n\u003cp>It’s clear that digital resources and technology are on the upswing in schools. Yet the challenges to education companies posed by a Balkanized digital classroom landscape and conflicts over district and teacher control are equally clear—and weren’t lost on the panel. As Williams wryly noted to the assembled executives, “I’m so glad I don’t have your jobs.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://twitter.com/FrankCatalano\">Frank Catalano\u003c/a> is the principal of \u003ca href=\"http://intrinsicstrategy.com/\">Intrinsic Strategy\u003c/a>, a marketing and product strategy consultancy. He works primarily with education companies in digital technology, content, and services. He thanks session organizers Jessica Reighard of Brookes Publishing and Sarah Kohnle of the Missouri State Teachers Association and notes videos from the AEP Content in Context Conference session, “What Schools Want and Where You Fit In,” can be viewed on \u003ca href=\"http://bit.ly/mvb4sX\">YouTube\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_13592\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-13592\" title=\"11_1.21_Ipad_Algebra_0085\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/11_1.21_Ipad_Algebra_0085-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003cfigcaption class=\"wp-caption-text\">Content in Context attendees learned about the San Francisco algebra class that's piloting the iPad app.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Things have changed dramatically in classrooms across the country. Teachers are experimenting in innovative ways, trying to find the best method of engaging students in learning. Last month, the Association of Educational Publishers presented \u003ca href=\"http://contentincontext.org/\">Content in Context Conference\u003c/a>, at which educators discussed the ways in which they're mixing it up. Frank Catalano headed up some of the meetings, and wrote about the highlights from the sessions. Here's his synopsis, as \u003ca href=\"http://www.ednetinsight.com/news-alerts/voice-from-the-field/tech-ideal-vs--the-real-classroom.html\">posted on EdNET Insight\u003c/a>.\u003c/em>\u003c/p>\n\u003ch5>By Frank Catalano\u003c/h5>\n\u003cp>We’ve all seen wish lists of what teachers want in digital resources and technology. We’ve all read the increasingly voluminous studies of what educators, in aggregate, have in their classrooms, schools, and districts.\u003c/p>\n\u003cp>But what, though, are they actually \u003cem>doing\u003c/em>?\u003c/p>\n\u003cp>If some of the highest-profile applications of digital tech to K-12 learning are any indication, teachers are experimenting in ways as varied and individual as the instructor and classroom.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Their inventiveness became clear as I helped put together, and then moderated, the opening general session of this year’s \u003ca href=\"http://contentincontext.org/\">Content in Context Conference\u003c/a>, organized by the Association of Educational Publishers. Session organizers asked educators far and wide to go into more depth about what’s happening with digital in the classroom, used teachers’ own videos to illustrate, and added a panel to provide the administrator and policy perspective.\u003c/p>\n\u003cp>The only consistency in deep implementations of tech is that there’s none. Here were some of the loosely common threads and trends:\u003c/p>\n\u003cp>\u003cstrong>One-to-one computing.\u003c/strong> One-to-one initiatives tend to get all of the attention, as though they were the gold standard of ed tech. But one-to-one…what? When the term was coined, it was one student to one desktop computer. Yet only the former has remained constant.\u003c/p>\n\u003cul>\n\u003cli>Fairfax County Public Schools in Virginia is piloting \u003cstrong>netbooks\u003c/strong> loaded with online textbooks for social studies classes in middle and high schools. Students like the ability to immediately look up and manipulate information. Teachers like how they support different learning styles. But Jim Siegl, technical architect for FCPS and a session panelist, said one surprise has been that high school students have been more resistant to the e-textbooks than their middle school counterparts—perhaps indicating that once study habits are established, they’re hard to change.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>iPads\u003c/strong> are the one-to-one device of choice in several district pilots in California and Virginia, noted session video contributor Tina Barseghian of KQED’s \u003ca href=\"../\">MindShift education blog\u003c/a>. Pros are iPads are compact, multipurpose, and students can watch videos or repeat information until a concept is understood. But, as Barseghian quotes one educator, even the bright-shiny iPads don’t replace the need to think.\u003c/li>\n\u003cli> Grandview High School in Jefferson County, Missouri, has been piloting \u003cstrong>Android tablets\u003c/strong> to replace textbooks for students and staff, starting with 20 in January and expanding to 400 for the entire school in August. Similar to iPad pilots, the pluses are portability and being able to have everything in one device. But that flexibility brings with it higher expectations—students noted pilot materials didn’t have electronic bookmarks, highlighting, printable pages, resizable fonts, text-to-speech capability, and a host of other features more common in consumer products.\u003c/li>\n\u003cli>In Pascack Hills and Pascack Valley High Schools in New Jersey, more “traditional” \u003cstrong>laptops\u003c/strong> rule the one-to-one roost. But it could be because the initiative has been under way since fall 2004, covering about 2,000 teachers and students. With seven years of experience, teachers appreciate the paperless exchange with students and how digital communication and assignments make everyone more accountable. Students haven’t yet tired of the multimedia capabilities, or as one student put it in a science presentation, “This is a live feed of my actual worms!”\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Choose your own (technology) adventure.\u003c/strong> Even one-to-one initiatives were a marvel of consistency, though, compared with how individual teachers creatively cobbled together digital resources to support their students—and their budgets.\u003c/p>\n\u003cul>\n\u003cli>Heather Erickson, a seventh- and eighth-grade communications arts teacher in rural Missouri, deals with limited broadband connectivity and shared computers. Yet she’s using Gaggle and Moodle for student/teacher communication; blogs for classroom commenting on assigned work (emphasizing revision, not just the final product); and other free tools like SurveyMonkey, Wordle.net, Photo Story 3, Animoto, and more.\u003c/li>\n\u003cli>Ananth Pai’s third-grade classroom in Maplewood, Minnesota, is stocked with learning games on devices ranging from Nintendo DS handhelds to older desktop computers. Not only do online games let students learn alongside students in other countries, but Pai—spending his own money—is finding student performance gains possible even in products developed for adults, such as the change-making mental skills games in Brain Age 2.\u003c/li>\n\u003cli>Philip Walter, a special education teacher at Clarke Central High School in Athens, Georgia, has taken an entirely different approach, using an iPhone and a bar code reader app. Students use both in local stores as the means to learn how to comparison shop. This life skills instruction is augmented by MP3 audio books with images to help non-readers learn and tools, such as AudioMemos and Dragon Dictation, to allow non-writers to submit assignments.\u003c/li>\n\u003c/ul>\n\u003cp>So what should education companies learn from these wildly varying, yet deep, implementations of technology in classrooms? For one, modular—and modifiable—educational content remains a strong need, as evidenced by comments from both students and teachers. It probably comes as no surprise that if these educators aren’t getting resources they can chunk and change from traditional publishers, they’ll turn—and are turning—to free content and Open Educational Resources.\u003c/p>\n\u003cp>Second, bandwidth matters. It’s the elephant in the classroom. Siegl noted “a day doesn’t go past” when bandwidth isn’t an issue in his district. Digital apps have to be more than web-based or delivered but designed to not be bandwidth hogs and allow caching of content at the school level.\u003c/p>\n\u003cp>Finally, all three panelists—Fairfax County Public Schools’ Siegl; Darlene Morrison, principal of Cromwell Valley Elementary Regional Magnet School of Technology in Towson, Maryland; and Cheryl Scott Williams, executive director of the Learning First Alliance—nodded knowingly when teachers complained that web filtering/blocking software and district approval policies were obstacles to more broad, creative use of digital resources and technology in the classroom. Products have to satisfy not just those who write the checks at the district level but teachers who ultimately use them day to day.\u003c/p>\n\u003cp>It’s clear that digital resources and technology are on the upswing in schools. Yet the challenges to education companies posed by a Balkanized digital classroom landscape and conflicts over district and teacher control are equally clear—and weren’t lost on the panel. As Williams wryly noted to the assembled executives, “I’m so glad I don’t have your jobs.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://twitter.com/FrankCatalano\">Frank Catalano\u003c/a> is the principal of \u003ca href=\"http://intrinsicstrategy.com/\">Intrinsic Strategy\u003c/a>, a marketing and product strategy consultancy. He works primarily with education companies in digital technology, content, and services. He thanks session organizers Jessica Reighard of Brookes Publishing and Sarah Kohnle of the Missouri State Teachers Association and notes videos from the AEP Content in Context Conference session, “What Schools Want and Where You Fit In,” can be viewed on \u003ca href=\"http://bit.ly/mvb4sX\">YouTube\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Computer Science With a Twist: Students Hack into Kinect",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-13451\" href=\"http://ww2.kqed.org/mindshift/2011/07/with-microsoft-kinect-students-can-learn-how-to-hack/kinecthack/\">\u003cimg class=\"size-full wp-image-13451\" title=\"kinecthack\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/kinecthack.jpg\" alt=\"\" width=\"300\" height=\"168\">\u003c/a>\u003c/p>\n\u003cp>Within the first 60 days of its release, Microsoft sold some eight million \u003ca href=\"http://www.xbox.com/en-US/kinect\">Kinects\u003c/a>, making it the \u003ca href=\"http://www.huffingtonpost.com/2011/03/09/microsoft-kinect-fastest-selling-consumer-electronics_n_833706.html\">fastest selling\u003c/a> consumer electronics device in history (beating out the iPad and the VCR).\u003c/p>\n\u003cp>For those who aren't familiar with it yet, Kinect is a sensor input device for the popular Xbox gaming console that allows gamers to play without any controllers.\u003c/p>\n\u003cp>It's been less than a year since the Kinect has been available to the public, and while the rapid uptake by consumers has broken records, it still feels as though the full potential has yet to be unleashed -- particularly in the classroom.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"I want to light a fire for you and your kids,\" said computer science teacher Baker, \"because this is really cool stuff.\"\u003c/aside>\n\u003cp>We're probably just beginning to explore the possibilities for building and using \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/video-games-as-learning-tools/\">video games for learning\u003c/a>. Now, the Kinect adds even more dimensions to gaming, least of which is the physical and the auditory, bringing \"the real world\" to gaming.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The Kinect sensors include a RGB camera, a depth sensor, and a microphone -- all meaning that the physical actions taken by gamers can be captured by the Kinect and used in turn to control simulations. \"You are the controller,\" as some of the early marketing for the device contends.\u003c!--more-->\u003c/p>\n\u003cp>But it isn't just this gesture-based computing that makes the Kinect interesting for educational applications. It's the fact that the Kinect software was \u003ca href=\"http://www.adafruit.com/blog/2010/11/09/our-first-kinect-hack-hello-world-with-the-motors/\">quickly hacked\u003c/a> and that now Microsoft has released a software development kit (\u003ca href=\"http://research.microsoft.com/en-us/um/redmond/projects/kinectsdk/\">SDK\u003c/a>) so that users can hack away, but with permission and even guidance -- a big draw for both hobbyists and student hackers.\u003c/p>\n\u003cp>These user-created hacks are, quite frankly, a lot more impressive than some of the original games that came with the Kinect.\u003c/p>\n\u003cp>At the \u003ca href=\"http://isteconference.org/ISTE/2011/program/search_results_details.php?sessionid=60804032&selection_id=63854524&rownumber=45&max=317&gopage=\">ISTE 2011\u003c/a> conference, Bryan Baker, a computer science teacher at Allen High School in Allen, Texas, gave a presentation on how to use Kinect and the \u003ca href=\"http://msdn.microsoft.com/en-us/aa937791\">XNA\u003c/a> Game Studio as a way of teaching high-school-level computer science students programming and game design.\u003c/p>\n\u003cp>\"I want to light a fire for you and your kids,\" said Baker in his presentation, \"because this is really cool stuff.\"\u003c/p>\n\u003cp>It is, indeed, because SDK for Kinect helps put game development in the hands of students. It's all free, save the cost of the Kinect device itself. The official SDK allows .NET developers to write apps in C++, C# or Visual Basic. Some of the unofficial hacks do open Kinect development to other programming languages, but as these are unofficial, they do raise some questions about how teachers handle official and unofficial \"hacking.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Nonetheless, the potentials for Kinect are still exciting, and as teachers will have the summer months to play with the official SDK, I predict we see more Kinect development occur in computer science classes in the fall. Indeed, as Baker exclaimed with delight, \"Some day, this device is going to take attendance for us!\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-13451\" href=\"http://ww2.kqed.org/mindshift/2011/07/with-microsoft-kinect-students-can-learn-how-to-hack/kinecthack/\">\u003cimg class=\"size-full wp-image-13451\" title=\"kinecthack\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/kinecthack.jpg\" alt=\"\" width=\"300\" height=\"168\">\u003c/a>\u003c/p>\n\u003cp>Within the first 60 days of its release, Microsoft sold some eight million \u003ca href=\"http://www.xbox.com/en-US/kinect\">Kinects\u003c/a>, making it the \u003ca href=\"http://www.huffingtonpost.com/2011/03/09/microsoft-kinect-fastest-selling-consumer-electronics_n_833706.html\">fastest selling\u003c/a> consumer electronics device in history (beating out the iPad and the VCR).\u003c/p>\n\u003cp>For those who aren't familiar with it yet, Kinect is a sensor input device for the popular Xbox gaming console that allows gamers to play without any controllers.\u003c/p>\n\u003cp>It's been less than a year since the Kinect has been available to the public, and while the rapid uptake by consumers has broken records, it still feels as though the full potential has yet to be unleashed -- particularly in the classroom.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"I want to light a fire for you and your kids,\" said computer science teacher Baker, \"because this is really cool stuff.\"\u003c/aside>\n\u003cp>We're probably just beginning to explore the possibilities for building and using \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/video-games-as-learning-tools/\">video games for learning\u003c/a>. Now, the Kinect adds even more dimensions to gaming, least of which is the physical and the auditory, bringing \"the real world\" to gaming.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The Kinect sensors include a RGB camera, a depth sensor, and a microphone -- all meaning that the physical actions taken by gamers can be captured by the Kinect and used in turn to control simulations. \"You are the controller,\" as some of the early marketing for the device contends.\u003c!--more-->\u003c/p>\n\u003cp>But it isn't just this gesture-based computing that makes the Kinect interesting for educational applications. It's the fact that the Kinect software was \u003ca href=\"http://www.adafruit.com/blog/2010/11/09/our-first-kinect-hack-hello-world-with-the-motors/\">quickly hacked\u003c/a> and that now Microsoft has released a software development kit (\u003ca href=\"http://research.microsoft.com/en-us/um/redmond/projects/kinectsdk/\">SDK\u003c/a>) so that users can hack away, but with permission and even guidance -- a big draw for both hobbyists and student hackers.\u003c/p>\n\u003cp>These user-created hacks are, quite frankly, a lot more impressive than some of the original games that came with the Kinect.\u003c/p>\n\u003cp>At the \u003ca href=\"http://isteconference.org/ISTE/2011/program/search_results_details.php?sessionid=60804032&selection_id=63854524&rownumber=45&max=317&gopage=\">ISTE 2011\u003c/a> conference, Bryan Baker, a computer science teacher at Allen High School in Allen, Texas, gave a presentation on how to use Kinect and the \u003ca href=\"http://msdn.microsoft.com/en-us/aa937791\">XNA\u003c/a> Game Studio as a way of teaching high-school-level computer science students programming and game design.\u003c/p>\n\u003cp>\"I want to light a fire for you and your kids,\" said Baker in his presentation, \"because this is really cool stuff.\"\u003c/p>\n\u003cp>It is, indeed, because SDK for Kinect helps put game development in the hands of students. It's all free, save the cost of the Kinect device itself. The official SDK allows .NET developers to write apps in C++, C# or Visual Basic. Some of the unofficial hacks do open Kinect development to other programming languages, but as these are unofficial, they do raise some questions about how teachers handle official and unofficial \"hacking.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Nonetheless, the potentials for Kinect are still exciting, and as teachers will have the summer months to play with the official SDK, I predict we see more Kinect development occur in computer science classes in the fall. Indeed, as Baker exclaimed with delight, \"Some day, this device is going to take attendance for us!\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_13435\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-13435\" href=\"http://ww2.kqed.org/mindshift/2011/07/a-teacher-built-technology-tool/screen-shot-2011-07-05-at-10-28-45-am/\">\u003cimg class=\"size-medium wp-image-13435\" title=\"Screen shot 2011-07-05 at 10.28.45 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/Screen-shot-2011-07-05-at-10.28.45-AM-300x176.png\" alt=\"\" width=\"300\" height=\"176\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A vocabulary lesson from a LessonCast.\u003c/figcaption>\u003c/figure>\n\u003cp>For all the gadgets and software and devices out there available to educators, what technology do they really need? Do we stop long enough to ask?\u003c/p>\n\u003cp>The exhibition hall at \u003ca href=\"http://www.iste.org\">ISTE 2011\u003c/a> was a mammoth affair, but walking up and down the seemingly endless aisles, I wondered which of these are really necessary?\u003c/p>\n\u003cp>The question has been on my mind at least as long as the \u003ca href=\"http://sfedu.startupweekend.org\">Startup Weekend Edu\u003c/a> last month, when (as we \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/you-have-54-hours-quick-build-an-ed-tech-startup/\">covered here\u003c/a>) teams came together to pitch, design, and build an ed-tech startup over the course of an intensive weekend. There were several teachers at the event, and it was interesting to hear their ideas about technology products and services.\u003c/p>\n\u003cp>One of the teams at Startup Weekend that worked on a teacher-driven idea was \u003ca href=\"http://lessoncast.org\">LessonCast\u003c/a>, and I had the sense as the team pitched their idea at the end of the weekend, that some of the investors and non-educators on the judging panel just didn't \"get it.\" \"I'm not sure who would use it,\" was one response. \"Well, teachers,\" said the founders.\u003c/p>\n\u003cp>The idea behind LessonCast is to enable teachers to make short, two-and-a-half minute videos explaining a particular lesson or classroom management strategy. Unlike other sites devoted to online instruction, LessonCast isn't about teachers teaching students per se, but rather teachers teaching and mentoring other teachers. \u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"We're trying to help build the expertise of teachers and to share that,\" says LessonCast co-founder Nicole Tucker-Smith, who points to her own experiences as a novice teacher turning to more experienced educators for help with lesson plans, project ideas, and classroom management tips. The startup wants to help educators share content via video, matching new and experienced educators, not just in the content of the tips and tricks and lessons, but in the production of the videos themselves as well.\u003c/p>\n\u003cp>\"We're trying to give teachers a greater voice,\" she says, not use technology or video instruction to replace or \"skirt around them.\"\u003c/p>\n\u003cp>LessonCast's mission is helping teachers share content, but it's also about helping foster mentor relationships -- both online and offline. Tucker-Smith says the startup has connections with several universities in order to get the product out to student teachers and in professional development settings.\u003c/p>\n\u003cp>Having just founded the startup last month, LessonCast still has a lot to work out. One thing the founding team knows is that it must make that process of creating the videos as simple as possible.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The founding team understands the limitations on teachers' time and technology -- both Tucker-Smith and another one of her co-founders, Katrina Stevens, are educators themselves. Balancing education and entrepreneurship is no easy task (and the startup is looking for engineering talent as well as weighing its investment options). But LessonCast is confident that it's building a tool that teachers want and need.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_13435\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-13435\" href=\"http://ww2.kqed.org/mindshift/2011/07/a-teacher-built-technology-tool/screen-shot-2011-07-05-at-10-28-45-am/\">\u003cimg class=\"size-medium wp-image-13435\" title=\"Screen shot 2011-07-05 at 10.28.45 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/Screen-shot-2011-07-05-at-10.28.45-AM-300x176.png\" alt=\"\" width=\"300\" height=\"176\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A vocabulary lesson from a LessonCast.\u003c/figcaption>\u003c/figure>\n\u003cp>For all the gadgets and software and devices out there available to educators, what technology do they really need? Do we stop long enough to ask?\u003c/p>\n\u003cp>The exhibition hall at \u003ca href=\"http://www.iste.org\">ISTE 2011\u003c/a> was a mammoth affair, but walking up and down the seemingly endless aisles, I wondered which of these are really necessary?\u003c/p>\n\u003cp>The question has been on my mind at least as long as the \u003ca href=\"http://sfedu.startupweekend.org\">Startup Weekend Edu\u003c/a> last month, when (as we \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/you-have-54-hours-quick-build-an-ed-tech-startup/\">covered here\u003c/a>) teams came together to pitch, design, and build an ed-tech startup over the course of an intensive weekend. There were several teachers at the event, and it was interesting to hear their ideas about technology products and services.\u003c/p>\n\u003cp>One of the teams at Startup Weekend that worked on a teacher-driven idea was \u003ca href=\"http://lessoncast.org\">LessonCast\u003c/a>, and I had the sense as the team pitched their idea at the end of the weekend, that some of the investors and non-educators on the judging panel just didn't \"get it.\" \"I'm not sure who would use it,\" was one response. \"Well, teachers,\" said the founders.\u003c/p>\n\u003cp>The idea behind LessonCast is to enable teachers to make short, two-and-a-half minute videos explaining a particular lesson or classroom management strategy. Unlike other sites devoted to online instruction, LessonCast isn't about teachers teaching students per se, but rather teachers teaching and mentoring other teachers. \u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"We're trying to help build the expertise of teachers and to share that,\" says LessonCast co-founder Nicole Tucker-Smith, who points to her own experiences as a novice teacher turning to more experienced educators for help with lesson plans, project ideas, and classroom management tips. The startup wants to help educators share content via video, matching new and experienced educators, not just in the content of the tips and tricks and lessons, but in the production of the videos themselves as well.\u003c/p>\n\u003cp>\"We're trying to give teachers a greater voice,\" she says, not use technology or video instruction to replace or \"skirt around them.\"\u003c/p>\n\u003cp>LessonCast's mission is helping teachers share content, but it's also about helping foster mentor relationships -- both online and offline. Tucker-Smith says the startup has connections with several universities in order to get the product out to student teachers and in professional development settings.\u003c/p>\n\u003cp>Having just founded the startup last month, LessonCast still has a lot to work out. One thing the founding team knows is that it must make that process of creating the videos as simple as possible.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The founding team understands the limitations on teachers' time and technology -- both Tucker-Smith and another one of her co-founders, Katrina Stevens, are educators themselves. Balancing education and entrepreneurship is no easy task (and the startup is looking for engineering talent as well as weighing its investment options). But LessonCast is confident that it's building a tool that teachers want and need.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/conbon/3310365334/\">\u003cimg class=\"size-medium wp-image-13208\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/3310365334_635b3b78e7_z-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>If the way we teach and learn is changing, the way that teachers learn should be changing, too. What are schools of education doing to keep ahead?\u003c/p>\n\u003cdiv>\n\u003cp>The following is a handful of examples of teacher education schools and programs whose progressive, tech-infused approach toward 21st century teaching is helping educators enter the classroom well-prepared.\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.teacherscollegesj.org/\" target=\"_blank\">Teachers College of San Joaquin\u003c/a> in Stockton, California, emphasizes \"multiple learning pathways,\" or the need to approach an academic subject from many different angles to accommodate different learning styles, and in linking the real world to the classroom. TCSJ was also the first college of its kind to\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/teachers-get-trained-with-the-ipad/\" target=\"_blank\"> trade textbooks for the iPad\u003c/a>, so that all prospective teachers well-versed in using the iPad for everything from their own edification (watching instructional videos, say) and that of their students (teachers-in-training are encouraged to use the iPad as a tool in their classrooms and then bring the results back to their peers at TCSJ).\u003c/li>\n\u003c/ul>\n\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.fullerton.edu/\" target=\"_blank\">California State University-Fullerton\u003c/a> has a one-to-one laptop cohort program that plunges a group of student teachers into the world of interactive whiteboards, digital media tools, and Web 2.0 teaching strategies, as well as the opportunity to teach in local one-to-one laptop schools as part of their field work. Also, CSU-Fullerton just graduated its first class of doctorates concentrating in \u003ca href=\"http://calstate.fullerton.edu/news/2011sp/First-Class-EdDs-Community-College-Leadership.asp\" target=\"_blank\">community college leadership\u003c/a>.\u003c/li>\n\u003cli>The \u003ca href=\"http://education.ucf.edu/index.cfm?id=1\" target=\"_blank\">University of Central Florida\u003c/a> is one of the very small number of schools of education that offer virtual-school training options for teachers-to-be. Through a partnership with \u003ca href=\"http://www.flvs.net/Pages/default.aspx\" target=\"_blank\">Florida Virtual School\u003c/a>, the nation's first public online school, UCF education students can choose the instructional technology and media track in either the master's or PhD program and apprentice with virtual school teachers.\u003c!--more-->\u003c/li>\n\u003cli>\u003ca href=\"http://curry.virginia.edu/\" target=\"_blank\">Curry School of Education\u003c/a> at the University of Virginia has a long history of lauded practices in teacher education, including a five-year combined bachelor's and master's program for students that straddles both the Curry School of Education and the U.Va. College of Arts and Sciences. Recently, the school teamed up with U.Va.'s engineering school to invigorate STEM education. The Curry Library Innovations Commons on campus is a model for the library of the future, with a big emphasis on promoting digital literacy and the use of technology in teaching and learning. In 2010, the Children's Engineering Center was added in order to showcase – and teach with – cutting edge tech tools.\u003c/li>\n\u003cli>Begun in 1863 as the Kansas State Normal School, \u003ca href=\"http://www.emporia.edu/teach/\" target=\"_blank\">Emporia State University Teachers College\u003c/a> is, they claim, the only state institution that's been preparing teachers for nearly 150 years. About 20 years ago, Emporia launched an internship program that gives its student teachers real teaching jobs in a local \"professional development\" school for a full year – with plenty of faculty support, of course. The success of this amount of field work drew attention from the U.S. Department of Education: they just \u003ca href=\"http://www.ed.gov/blog/2011/06/preparing-teachers-to-lead-and-succeed-emporia-state-universitys-teachers-college/\" target=\"_blank\">produced a video\u003c/a> about the school's approach.\u003c/li>\n\u003c/ul>\n\u003cp>What other innovative teaching programs have you heard about? Please add to our list in the comments below.\u003c/p>\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/conbon/3310365334/\">\u003cimg class=\"size-medium wp-image-13208\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/3310365334_635b3b78e7_z-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>If the way we teach and learn is changing, the way that teachers learn should be changing, too. What are schools of education doing to keep ahead?\u003c/p>\n\u003cdiv>\n\u003cp>The following is a handful of examples of teacher education schools and programs whose progressive, tech-infused approach toward 21st century teaching is helping educators enter the classroom well-prepared.\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.teacherscollegesj.org/\" target=\"_blank\">Teachers College of San Joaquin\u003c/a> in Stockton, California, emphasizes \"multiple learning pathways,\" or the need to approach an academic subject from many different angles to accommodate different learning styles, and in linking the real world to the classroom. TCSJ was also the first college of its kind to\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/teachers-get-trained-with-the-ipad/\" target=\"_blank\"> trade textbooks for the iPad\u003c/a>, so that all prospective teachers well-versed in using the iPad for everything from their own edification (watching instructional videos, say) and that of their students (teachers-in-training are encouraged to use the iPad as a tool in their classrooms and then bring the results back to their peers at TCSJ).\u003c/li>\n\u003c/ul>\n\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.fullerton.edu/\" target=\"_blank\">California State University-Fullerton\u003c/a> has a one-to-one laptop cohort program that plunges a group of student teachers into the world of interactive whiteboards, digital media tools, and Web 2.0 teaching strategies, as well as the opportunity to teach in local one-to-one laptop schools as part of their field work. Also, CSU-Fullerton just graduated its first class of doctorates concentrating in \u003ca href=\"http://calstate.fullerton.edu/news/2011sp/First-Class-EdDs-Community-College-Leadership.asp\" target=\"_blank\">community college leadership\u003c/a>.\u003c/li>\n\u003cli>The \u003ca href=\"http://education.ucf.edu/index.cfm?id=1\" target=\"_blank\">University of Central Florida\u003c/a> is one of the very small number of schools of education that offer virtual-school training options for teachers-to-be. Through a partnership with \u003ca href=\"http://www.flvs.net/Pages/default.aspx\" target=\"_blank\">Florida Virtual School\u003c/a>, the nation's first public online school, UCF education students can choose the instructional technology and media track in either the master's or PhD program and apprentice with virtual school teachers.\u003c!--more-->\u003c/li>\n\u003cli>\u003ca href=\"http://curry.virginia.edu/\" target=\"_blank\">Curry School of Education\u003c/a> at the University of Virginia has a long history of lauded practices in teacher education, including a five-year combined bachelor's and master's program for students that straddles both the Curry School of Education and the U.Va. College of Arts and Sciences. Recently, the school teamed up with U.Va.'s engineering school to invigorate STEM education. The Curry Library Innovations Commons on campus is a model for the library of the future, with a big emphasis on promoting digital literacy and the use of technology in teaching and learning. In 2010, the Children's Engineering Center was added in order to showcase – and teach with – cutting edge tech tools.\u003c/li>\n\u003cli>Begun in 1863 as the Kansas State Normal School, \u003ca href=\"http://www.emporia.edu/teach/\" target=\"_blank\">Emporia State University Teachers College\u003c/a> is, they claim, the only state institution that's been preparing teachers for nearly 150 years. About 20 years ago, Emporia launched an internship program that gives its student teachers real teaching jobs in a local \"professional development\" school for a full year – with plenty of faculty support, of course. The success of this amount of field work drew attention from the U.S. Department of Education: they just \u003ca href=\"http://www.ed.gov/blog/2011/06/preparing-teachers-to-lead-and-succeed-emporia-state-universitys-teachers-college/\" target=\"_blank\">produced a video\u003c/a> about the school's approach.\u003c/li>\n\u003c/ul>\n\u003cp>What other innovative teaching programs have you heard about? Please add to our list in the comments below.\u003c/p>\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_13139\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-13139\" title=\"10_11.15_newtech_0654\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/10_11.15_newtech_0654-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003cfigcaption class=\"wp-caption-text\">A student at Napa New Tech High uses his mobile phone at school.\u003c/figcaption>\u003c/figure>\n\u003cp>In my quest to understand how a mobile phone can be considered a learning tool, and whether it can actually \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/can-a-smart-phone-program-really-close-the-achievement-gap/\">help bridge the digital divide\u003c/a> between low-income, at-risk kids and those with access to computers, I had an illuminating conversation with \u003ca href=\"http://www.itofisher.com/mito/\">Mimi Ito\u003c/a>, a cultural anthropologist who studies new media use in young people. Ito is co-author of \u003ca href=\"http://www.amazon.com/Hanging-Out-Messing-Around-Geeking/dp/0262013363\">\u003cem>Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning with New Media\u003c/em>\u003c/a>, and has been studying the subject of how kids interact with mobile devices.\u003c/p>\n\u003cp>My conclusion: When it comes to the traditional definition of \"learning\" -- studying a subject like chemistry or literature -- mobile phones are not necessarily the best facilitators. Though kids are remarkably facile with phones -- texting, researching, Facebooking, Tweeting -- it's hard to imagine anyone being able to focus on a complicated subject with any depth of thought using a four-inch device.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Social connections are our primary platform for learning in everyday lives.\"\u003c/aside>\n\u003cp>The potential magic of the smart phone when it comes to learning lies in its ability to provide instant access to facts and the ability to collaborate with others, as well \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/screen-time-for-kids-is-it-learning-or-a-brain-drain/\">as provide a fun, mobile platform for educational games.\u003c/a>\u003c/p>\n\u003cp>Take \u003ca href=\"http://www.projectknect.org/\" target=\"_blank\">Project K-Nect\u003c/a>, for example. The program is a \u003ca href=\"http://ww2.kqed.org/mindshift/tag/project-k-nect/\">social-media-based curriculum\u003c/a> that combines project and collaborative learning with new media learning for 3,000 high schoolers in three states. An Algebra 1 curriculum has been distilled into mini apps that include instant messaging and blogging, assessment tools for teachers, supplemental activities, project-based learning components, problem sets, and cartoon animation. \"Students [take] control of the learning process and create personalized learning communities,\" said the founder Shawn Gross.\u003c/p>\n\u003cp>But even Gross doubts that for very high-risk students — such as those who are homeless or are attending school primarily for a free lunch — the technology-integrated math class is as beneficial. In those cases, there's much more to contend with than academics, and a mobile-phone curriculum alone won’t change that.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I asked Ito to put some of these different pieces of the puzzle into perspective.\u003c/p>\n\u003cp>\u003cstrong>Q. Do you see any evidence of mobile phones being a legitimate way for low-income kids to learn?\u003c/strong>\u003c/p>\n\u003cp>Mimi Ito: It’s really too early to tell based on technology adoption trends. It’s more like a glimmer on the horizon. We’re pretty early on the research trajectory. We don’t know empirically exactly what’s happening.\u003c!--more-->\u003c/p>\n\u003cp>What we’re seeing is that things are trending a certain way in terms of tech adoption. The fact that black and Latino youth are leading the way in mobile social media is an interesting trend, because they weren’t the population who have historically led on new technology adoption. What that means for learning and development, I don’t know if there’s any research on that.\u003c/p>\n\u003cp>\u003cstrong>Q. Based on your research and expertise, do you want to make any predictions?\u003c/strong>\u003c/p>\n\u003cp>A. I do think the next big trend in the digital technology space is going to be when we see widespread adoption of mobile social media by teenagers. We’re just starting to see the adoption curve, but it's early. With Internet-enabled phones, we’re just at the tip of the iceberg for it to be affordable for kids. So we haven’t seen implications on the behaviorial level yet.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"[Mobile] systems are not open enough to allow a lot of innovation and learning from street-level knowledge that young people could be bringing to these systems, and it could bring on even more of a digital divide.\"\u003c/aside>\n\u003cp>Adoption of things like texting, when you see a marginalized group adopt and pick up new technology, you often see interesting shifts and innovations. For example, text messaging in teenage urban girls in Tokyo. They were the first to ride this wave of technology and a way of communicating that’s now really ubiquitous. But the fact that suddenly young teenage girls were the face of technology changed the tenor of what it meant to be a technology user.\u003c/p>\n\u003cfigure id=\"attachment_13171\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca rel=\"attachment wp-att-13171\" href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone-part-ii/mimi-ito-2/\">\u003cimg class=\"size-thumbnail wp-image-13171\" title=\"mimi ito\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/mimi-ito-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Mimi Ito\u003c/figcaption>\u003c/figure>\n\u003cp>You still have a very gendered landscape in terms of certain kinds of computer-based technology use. What you saw with text messaging and social network sites in the U.S., suddenly you have a high adoption of new technology that were led by girls rather than boys, and that’s changed the whole public face of what these technologies are and who these technology users are.\u003c/p>\n\u003cp>That’s where if you see technology trends defined \u003cem>not\u003c/em> by stereotypical technology users or advanced technology users in this country, which is a white, male, fairly privileged profile, it’s going to be fascinating to see how that plays out. The early trends seem to show that we’re seeing shift in these country.\u003c/p>\n\u003cp>\u003cstrong>Q. In developing countries, where computers and broadband access have been scarce, mobile phones are said to be substituting or leapfrogging that entire step in technology advancement.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>A. In countries that didn’t have existing telephone infrastructure much less universal telephone service much less Internet access, mobile phone service has been genuinely transformative in so many ways.\u003c/p>\n\u003cp>Mostly, it's based on the bedrock that it enables social connection between people. Social connections are our primary platform for learning in everyday lives. It's hugely transformative for that context of learning.\u003c/p>\n\u003cp>Because often in developing countries it’s the only portal that they have to the informational universe, people have been much more creative about using those kinds of platforms like texting and information access and retrieval and other kinds of things in the learning phase than what you’d see in countries like Japan or the U.S. or korea, where people have all these other pipelines and other avenues for information.\u003c/p>\n\u003cp>\u003cstrong>Q. Do you have any reservations about mobile devices as a learning tool?\u003c/strong>\u003c/p>\n\u003cp>A. One concern with relying heavily or exclusively on mobile platforms is that because of the structure of how mobile services are provided, it’s often more locked down than in the PC-based world. There’s much less overall opportunity for user-level reconfiguration and customization and user level control.\u003c/p>\n\u003cp>Most mobile services have the walled garden approach, and that’s my one concern with certain populations relying exclusively on mobile access and not having access to PC-based uses.\u003c/p>\n\u003cp>So the positive outcome of this phase of innovation is that we’re seeing new entrants doing creative things and developing systems that are driven by needs of populations that haven’t been historically well served by information industries.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>But the negative scenario is that these systems are not open enough to allow a lot of innovation and learning from street-level knowledge that young people could be bringing to these systems, and it could bring on even more of a digital divide. You have kids who have persistent broadband PC –based Internet access at home, doing much more creative kinds of media production, and sharing and mobilization. And the kids who are reliant exclusively on their hand-held devices let them do a lot of things, but much more on the curated, consumer level experience rather than the activate one. It could go both ways, we don’t really know.\u003c/p>\n\u003ch5>\u003cstrong>\u003cem>Read \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone-part-ii/\">Part II of my interview\u003c/a> with Mimi Ito.\u003c/em>\u003c/strong>\u003c/h5>\n\n",
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"excerpt": "The mobile phone has been lauded as a tool with the potential to close the digital divide between the haves and have-nots. But what type of learning is best suited for a small mobile device?",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_13139\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-13139\" title=\"10_11.15_newtech_0654\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/10_11.15_newtech_0654-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003cfigcaption class=\"wp-caption-text\">A student at Napa New Tech High uses his mobile phone at school.\u003c/figcaption>\u003c/figure>\n\u003cp>In my quest to understand how a mobile phone can be considered a learning tool, and whether it can actually \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/can-a-smart-phone-program-really-close-the-achievement-gap/\">help bridge the digital divide\u003c/a> between low-income, at-risk kids and those with access to computers, I had an illuminating conversation with \u003ca href=\"http://www.itofisher.com/mito/\">Mimi Ito\u003c/a>, a cultural anthropologist who studies new media use in young people. Ito is co-author of \u003ca href=\"http://www.amazon.com/Hanging-Out-Messing-Around-Geeking/dp/0262013363\">\u003cem>Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning with New Media\u003c/em>\u003c/a>, and has been studying the subject of how kids interact with mobile devices.\u003c/p>\n\u003cp>My conclusion: When it comes to the traditional definition of \"learning\" -- studying a subject like chemistry or literature -- mobile phones are not necessarily the best facilitators. Though kids are remarkably facile with phones -- texting, researching, Facebooking, Tweeting -- it's hard to imagine anyone being able to focus on a complicated subject with any depth of thought using a four-inch device.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Social connections are our primary platform for learning in everyday lives.\"\u003c/aside>\n\u003cp>The potential magic of the smart phone when it comes to learning lies in its ability to provide instant access to facts and the ability to collaborate with others, as well \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/screen-time-for-kids-is-it-learning-or-a-brain-drain/\">as provide a fun, mobile platform for educational games.\u003c/a>\u003c/p>\n\u003cp>Take \u003ca href=\"http://www.projectknect.org/\" target=\"_blank\">Project K-Nect\u003c/a>, for example. The program is a \u003ca href=\"http://ww2.kqed.org/mindshift/tag/project-k-nect/\">social-media-based curriculum\u003c/a> that combines project and collaborative learning with new media learning for 3,000 high schoolers in three states. An Algebra 1 curriculum has been distilled into mini apps that include instant messaging and blogging, assessment tools for teachers, supplemental activities, project-based learning components, problem sets, and cartoon animation. \"Students [take] control of the learning process and create personalized learning communities,\" said the founder Shawn Gross.\u003c/p>\n\u003cp>But even Gross doubts that for very high-risk students — such as those who are homeless or are attending school primarily for a free lunch — the technology-integrated math class is as beneficial. In those cases, there's much more to contend with than academics, and a mobile-phone curriculum alone won’t change that.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I asked Ito to put some of these different pieces of the puzzle into perspective.\u003c/p>\n\u003cp>\u003cstrong>Q. Do you see any evidence of mobile phones being a legitimate way for low-income kids to learn?\u003c/strong>\u003c/p>\n\u003cp>Mimi Ito: It’s really too early to tell based on technology adoption trends. It’s more like a glimmer on the horizon. We’re pretty early on the research trajectory. We don’t know empirically exactly what’s happening.\u003c!--more-->\u003c/p>\n\u003cp>What we’re seeing is that things are trending a certain way in terms of tech adoption. The fact that black and Latino youth are leading the way in mobile social media is an interesting trend, because they weren’t the population who have historically led on new technology adoption. What that means for learning and development, I don’t know if there’s any research on that.\u003c/p>\n\u003cp>\u003cstrong>Q. Based on your research and expertise, do you want to make any predictions?\u003c/strong>\u003c/p>\n\u003cp>A. I do think the next big trend in the digital technology space is going to be when we see widespread adoption of mobile social media by teenagers. We’re just starting to see the adoption curve, but it's early. With Internet-enabled phones, we’re just at the tip of the iceberg for it to be affordable for kids. So we haven’t seen implications on the behaviorial level yet.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"[Mobile] systems are not open enough to allow a lot of innovation and learning from street-level knowledge that young people could be bringing to these systems, and it could bring on even more of a digital divide.\"\u003c/aside>\n\u003cp>Adoption of things like texting, when you see a marginalized group adopt and pick up new technology, you often see interesting shifts and innovations. For example, text messaging in teenage urban girls in Tokyo. They were the first to ride this wave of technology and a way of communicating that’s now really ubiquitous. But the fact that suddenly young teenage girls were the face of technology changed the tenor of what it meant to be a technology user.\u003c/p>\n\u003cfigure id=\"attachment_13171\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca rel=\"attachment wp-att-13171\" href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone-part-ii/mimi-ito-2/\">\u003cimg class=\"size-thumbnail wp-image-13171\" title=\"mimi ito\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/mimi-ito-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Mimi Ito\u003c/figcaption>\u003c/figure>\n\u003cp>You still have a very gendered landscape in terms of certain kinds of computer-based technology use. What you saw with text messaging and social network sites in the U.S., suddenly you have a high adoption of new technology that were led by girls rather than boys, and that’s changed the whole public face of what these technologies are and who these technology users are.\u003c/p>\n\u003cp>That’s where if you see technology trends defined \u003cem>not\u003c/em> by stereotypical technology users or advanced technology users in this country, which is a white, male, fairly privileged profile, it’s going to be fascinating to see how that plays out. The early trends seem to show that we’re seeing shift in these country.\u003c/p>\n\u003cp>\u003cstrong>Q. In developing countries, where computers and broadband access have been scarce, mobile phones are said to be substituting or leapfrogging that entire step in technology advancement.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>A. In countries that didn’t have existing telephone infrastructure much less universal telephone service much less Internet access, mobile phone service has been genuinely transformative in so many ways.\u003c/p>\n\u003cp>Mostly, it's based on the bedrock that it enables social connection between people. Social connections are our primary platform for learning in everyday lives. It's hugely transformative for that context of learning.\u003c/p>\n\u003cp>Because often in developing countries it’s the only portal that they have to the informational universe, people have been much more creative about using those kinds of platforms like texting and information access and retrieval and other kinds of things in the learning phase than what you’d see in countries like Japan or the U.S. or korea, where people have all these other pipelines and other avenues for information.\u003c/p>\n\u003cp>\u003cstrong>Q. Do you have any reservations about mobile devices as a learning tool?\u003c/strong>\u003c/p>\n\u003cp>A. One concern with relying heavily or exclusively on mobile platforms is that because of the structure of how mobile services are provided, it’s often more locked down than in the PC-based world. There’s much less overall opportunity for user-level reconfiguration and customization and user level control.\u003c/p>\n\u003cp>Most mobile services have the walled garden approach, and that’s my one concern with certain populations relying exclusively on mobile access and not having access to PC-based uses.\u003c/p>\n\u003cp>So the positive outcome of this phase of innovation is that we’re seeing new entrants doing creative things and developing systems that are driven by needs of populations that haven’t been historically well served by information industries.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But the negative scenario is that these systems are not open enough to allow a lot of innovation and learning from street-level knowledge that young people could be bringing to these systems, and it could bring on even more of a digital divide. You have kids who have persistent broadband PC –based Internet access at home, doing much more creative kinds of media production, and sharing and mobilization. And the kids who are reliant exclusively on their hand-held devices let them do a lot of things, but much more on the curated, consumer level experience rather than the activate one. It could go both ways, we don’t really know.\u003c/p>\n\u003ch5>\u003cstrong>\u003cem>Read \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone-part-ii/\">Part II of my interview\u003c/a> with Mimi Ito.\u003c/em>\u003c/strong>\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Will School of One Expand to a School of Many?",
"title": "Will School of One Expand to a School of Many?",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_12943\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-12943\" href=\"http://ww2.kqed.org/mindshift/2011/06/will-school-of-one-expand-to-a-school-of-many/school-of-one-2/\">\u003cimg class=\"size-medium wp-image-12943\" title=\"School of One\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/School-of-One-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students are engaged in independent learning with software and the teacher is available to help answer questions.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Correction (6/23): Updated to note that School of One received a federal, not a state grant.\u003c/em>\u003c/p>\n\u003cp>It's a defining moment for \u003ca href=\"http://schoolofone.org/\">School of One\u003c/a>.\u003c/p>\n\u003cp>What started as an experimental after-school program two years ago has grown into a core part of three public schools in New York City, and education industry observers are watching closely how this \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/school-of-one-revolutionizes-traditional-classroom-model/\">tech-based, personalized instruction program\u003c/a> plays out in the real world -- and how or when it will expand.\u003c/p>\n\u003cp>What makes School of One a contender to watch is its re-conceptualization of the school day. Students arrive at school in the morning and receive a \"\u003ca href=\"http://schoolofone.org/concept_keyfeatures.html\">playlist\u003c/a>\" -- a schedule adapted to each student's level of progress -- of what and how they'll learn math that day. They might work in small groups, practice drills on the computer, confer with a virtual tutor, or work one-on-one with the classroom teacher, or all of the above. Based on the students' progress -- daily quizzes, other assessments, and teacher input -- a new playlist is created for the next day.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"[The community] understands the complexity of trying to innovate under the purview of a school district and trying to figure out the right way to scale that, and extend it and share it.\"\u003c/aside>\n\u003cp>So far, the overall level of progress for School of One students in math has been encouraging, according to \u003ca href=\"http://www.youtube.com/watch?v=gQNG8EzaGGo\">co-founder Christopher Rush\u003c/a>. But it's more complicated than just looking at scores. Deciding the future of the program can't be based on a single year's record, and it must be tailored to each school's needs and community.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>At the moment, School of One's future could go in one of several different directions. A few months ago, co-founder Joel Rose \u003ca href=\"http://gothamschools.org/2011/03/22/eyeing-national-expansion-school-of-one-founder-leaves-tweed/\">left the New York City Department of Education\u003c/a>, which runs School of One, in order to start a nonprofit organization to expand the program. And though School of One received a federal grant to extend it from three to seven years, those plans have been pushed back until fall 2012, not 2011 as was originally scheduled.\u003c/p>\n\u003cp>I spoke with Christopher Rush, co-founder and chief product officer of School of One about its future.\u003c/p>\n\u003cp>\u003cstrong>Q. What are the short-term and long-term plans for School of One?\u003c/strong>\u003c/p>\n\u003cp>A. School of One as a program is in the process of figuring out how to expand outside of New York City, whether or not that’ll be a partnership in New York, or whether it’s a new organization that’s unrelated to New York is yet to be determined. That’s why the other founder Joel Rose left the New York City Department of Education a few months ago. For next year, that means at minimum we’re going to focus on our current schools and focus on improving the quality of the program.\u003c!--more-->\u003c/p>\n\u003cp>We received an I-3 grant in the fall of 2010 to expand to four more schools in New York City, but we’ve delayed that grant by one year (to begin 2012-13) to figure out our long term growth strategy.\u003cbr>\nWe’re hoping to have that figured out in the next couple of months.\u003c/p>\n\u003cp>\u003cstrong>Q. What are some of the possibilities?\u003c/strong>\u003c/p>\n\u003cp>A. One way or another, this type of knowledge will expand outside of New York. It’s just whether it’s the School of One program, whether or not there’s a partnership with New York City and there’s a new organization to do that, or whether or not there are two separate initiatives that do that. Everyone is just figuring out what the right governance and legal structure is around that.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cdiv id=\"attachment_12945\" class=\"module image right mceTemp\" style=\"width: 300px;\">\u003cstrong>\u003cstrong>\u003cimg class=\"size-medium wp-image-12945\" title=\"co_dls_img2_lrg\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/co_dls_img2_lrg-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/strong>\u003c/strong>\n\u003cp class=\"credit\">\u003cstrong>\u003cstrong>School of One\u003c/strong>\u003c/strong>\u003c/p>\n\u003cp class=\"caption\">\u003cstrong>As soon as they enter the School of One math center, students look up at the large monitor to see where they're scheduled to learn.\u003c/strong>\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong> \u003c/strong>\u003cstrong>Q. New York City has been fairly forward-thinking when it comes to incubating this kind of innovation. Are other school districts and cities interested in it too?\u003c/strong>\u003c/p>\n\u003cp>A. There are a number of other cities in the country that are pushing to do something similar, and we’re in conversations with them, but they don’t want to be public. Demand has been higher than we can fill.\u003cbr>\nThat’s all part of the figuring out the right way to expand. That’s what we’re trying to work out.\u003c/p>\n\u003cp>\u003cstrong>Q. What kind of feedback have you had from the education community?\u003c/strong>\u003c/p>\n\u003cp>A. People seemed to be really embracing it, and a lot of people are coming to visit. The educational community seems to be giving us space to get this right, and not demanding that it be done right, right away, and understands the complexity of trying to innovate under the purview of a school district and trying to figure out the right way to scale that, and extend it and share it.\u003c/p>\n\u003cp>We've been impressed by how understanding and appreciative and supportive the industry at large has been. And that’s been a fairly unique experience for this project that a lot of other people haven’t experienced. Why are people so uniquely supportive of this? What made this different? We don’t claim to be the silver bullet or to be perfect, and since we’re self critical, they don’t need to attack us.\u003c/p>\n\u003cp>\u003cstrong>Q. What do you want to change or improve or tinker more with as you learn more about the progress of School of One?\u003c/strong>\u003c/p>\n\u003cp>A. We’re a model program, and we think of ourselves as an air traffic control system, and now we need put good planes in it. This means finding good content. Right now we’re subject to what content is out there. We can start to identify what good content really is, and the more we do that, we realize better content needs to be created out there and helping to drive that is important to us.\u003c/p>\n\u003cp>Different schools have different cultures. We’re starting to shift our attention away from technology and look at what are good classroom practices that make some of our learning modalities successful or not successful. Figuring out the school culture, operational, and instructional design piece is becoming more important and more interesting. It’s an input to the model. Unfortunately, the model gets measured based on both content, and teachers and everything that’s in it, and now that we have a model, we want to improve everything in it.\u003c/p>\n\u003cp>\u003cstrong>Q. Is the New York City Department of Education helping find that content?\u003c/strong>\u003c/p>\n\u003cp>A. Right now School of One is a New York City project, so we do collaborate with some other departments, but we also do a good deal of it in-house.\u003c/p>\n\u003cp>\u003cstrong>Q. Is it a possibility that School of One will create the content too?\u003c/strong>\u003c/p>\n\u003cp>A. We don’t see ourselves as the ones to build the content, but to work with our content partners on that. But we can help provide analysis and guidance on what seems to be content that works well with our program or in general.\u003c/p>\n\u003cp>\u003cstrong>Q. How did the teachers respond to the program this past school year?\u003c/strong>\u003c/p>\n\u003cp>A. We haven’t done post-mortem with teachers because the school year is still running. But we’ll start with reflection exercises with each of our schools, once they can step back and breathe a little bit. We’ll work with teachers the last week or two of school year, and go into summer to use their feedback.\u003c/p>\n\u003cp>\u003cstrong>Q. How would you describe student performance this year?\u003c/strong>\u003c/p>\n\u003cp>A. We still have to get a number of results back, but as far as students learning skills and making progress, and growth, it’s all been great. The way we measure it is by number of skills everyone learns during the course of a year because everyone has a customized curriculum.\u003c/p>\n\u003cfigure id=\"attachment_12951\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-12951\" title=\"co_dls_img8_lrg\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/co_dls_img8_lrg-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003cfigcaption class=\"wp-caption-text\">On his way out the door, a teacher hands the student the evening's homework sheet, which is customized to match his skill level.\u003c/figcaption>\u003c/figure>\n\u003cp>In a traditional classroom, every grade level has somewhere between 45 to 60 skills that is taught throughout the year, and those may include a little bit of circling back to skills that were taught before, and on top of that, teachers don’t typically make it all the way through the full 45 to 60 skills they are expected to teach. At all three of our schools, it looks like the average student who is in the program is mastering at least that number of skills (45 to 60) or more. We won’t have all the final numbers until the school year ends.\u003c/p>\n\u003cp>At the same time, there’s the state test. In our program, some kids we took backwards to earlier grade levels because that’s the level they were performing at. As a result, we don’t actually expect to have a huge spike on the state test this year, for these students who were below grade level, we might actually expect to do a little worse than year one. However, if you look at the longitudinal effects of our program – we expect that over multiple years, students will do better on the state test.\u003c/p>\n\u003cp>School of One does not focus on test prep. So if you have a seventh-grader who’s operating at a fourth-grade level, you could’ve done test prep for them to get them onto grade level content, and as a result, they possibly could earn a mediocre score on the state test. Our program instead aims to meet students where they are. A student operating on a fourth-grade level might get to fourth, fifth or sixth grade skills, but they still wouldn’t do well in a state test that tests seventh-grade skills.\u003c/p>\n\u003cp>But next year, if the student is performing at the same rate, they should do well on a state test, and have a solid foundation of skills. So depending on how far behind the student is will depend on how far they make it in a single year. We recognize that for some students that means, one step back can lead to two steps forward next year, and it depends on where they start.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>To learn more about how School of One works, read\u003ca href=\"http://www.quickanded.com/2011/06/my-visit-to-school-of-one-part-i.html\"> \u003c/a>\u003c/em>\u003cem>\u003ca href=\"http://www.quickanded.com/2011/06/my-visit-to-school-of-one-part-i.html\">Bill Tucker's recent articles\u003c/a> and \u003c/em>\u003cem>listen to the \u003ca href=\"http://www.freakonomics.com/2010/05/12/freakonomics-radio-how-is-a-bad-radio-station-like-the-public-school-system/\">Freakonomics podcast\u003c/a>\u003c/em>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"description": "Correction (6/23): Updated to note that School of One received a federal, not a state grant. It's a defining moment for School of One. What started as an experimental after-school program two years ago has grown into a core part of three public schools in New York City, and education industry observers are watching closely",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_12943\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-12943\" href=\"http://ww2.kqed.org/mindshift/2011/06/will-school-of-one-expand-to-a-school-of-many/school-of-one-2/\">\u003cimg class=\"size-medium wp-image-12943\" title=\"School of One\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/School-of-One-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students are engaged in independent learning with software and the teacher is available to help answer questions.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Correction (6/23): Updated to note that School of One received a federal, not a state grant.\u003c/em>\u003c/p>\n\u003cp>It's a defining moment for \u003ca href=\"http://schoolofone.org/\">School of One\u003c/a>.\u003c/p>\n\u003cp>What started as an experimental after-school program two years ago has grown into a core part of three public schools in New York City, and education industry observers are watching closely how this \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/school-of-one-revolutionizes-traditional-classroom-model/\">tech-based, personalized instruction program\u003c/a> plays out in the real world -- and how or when it will expand.\u003c/p>\n\u003cp>What makes School of One a contender to watch is its re-conceptualization of the school day. Students arrive at school in the morning and receive a \"\u003ca href=\"http://schoolofone.org/concept_keyfeatures.html\">playlist\u003c/a>\" -- a schedule adapted to each student's level of progress -- of what and how they'll learn math that day. They might work in small groups, practice drills on the computer, confer with a virtual tutor, or work one-on-one with the classroom teacher, or all of the above. Based on the students' progress -- daily quizzes, other assessments, and teacher input -- a new playlist is created for the next day.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"[The community] understands the complexity of trying to innovate under the purview of a school district and trying to figure out the right way to scale that, and extend it and share it.\"\u003c/aside>\n\u003cp>So far, the overall level of progress for School of One students in math has been encouraging, according to \u003ca href=\"http://www.youtube.com/watch?v=gQNG8EzaGGo\">co-founder Christopher Rush\u003c/a>. But it's more complicated than just looking at scores. Deciding the future of the program can't be based on a single year's record, and it must be tailored to each school's needs and community.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At the moment, School of One's future could go in one of several different directions. A few months ago, co-founder Joel Rose \u003ca href=\"http://gothamschools.org/2011/03/22/eyeing-national-expansion-school-of-one-founder-leaves-tweed/\">left the New York City Department of Education\u003c/a>, which runs School of One, in order to start a nonprofit organization to expand the program. And though School of One received a federal grant to extend it from three to seven years, those plans have been pushed back until fall 2012, not 2011 as was originally scheduled.\u003c/p>\n\u003cp>I spoke with Christopher Rush, co-founder and chief product officer of School of One about its future.\u003c/p>\n\u003cp>\u003cstrong>Q. What are the short-term and long-term plans for School of One?\u003c/strong>\u003c/p>\n\u003cp>A. School of One as a program is in the process of figuring out how to expand outside of New York City, whether or not that’ll be a partnership in New York, or whether it’s a new organization that’s unrelated to New York is yet to be determined. That’s why the other founder Joel Rose left the New York City Department of Education a few months ago. For next year, that means at minimum we’re going to focus on our current schools and focus on improving the quality of the program.\u003c!--more-->\u003c/p>\n\u003cp>We received an I-3 grant in the fall of 2010 to expand to four more schools in New York City, but we’ve delayed that grant by one year (to begin 2012-13) to figure out our long term growth strategy.\u003cbr>\nWe’re hoping to have that figured out in the next couple of months.\u003c/p>\n\u003cp>\u003cstrong>Q. What are some of the possibilities?\u003c/strong>\u003c/p>\n\u003cp>A. One way or another, this type of knowledge will expand outside of New York. It’s just whether it’s the School of One program, whether or not there’s a partnership with New York City and there’s a new organization to do that, or whether or not there are two separate initiatives that do that. Everyone is just figuring out what the right governance and legal structure is around that.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cdiv id=\"attachment_12945\" class=\"module image right mceTemp\" style=\"width: 300px;\">\u003cstrong>\u003cstrong>\u003cimg class=\"size-medium wp-image-12945\" title=\"co_dls_img2_lrg\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/co_dls_img2_lrg-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/strong>\u003c/strong>\n\u003cp class=\"credit\">\u003cstrong>\u003cstrong>School of One\u003c/strong>\u003c/strong>\u003c/p>\n\u003cp class=\"caption\">\u003cstrong>As soon as they enter the School of One math center, students look up at the large monitor to see where they're scheduled to learn.\u003c/strong>\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong> \u003c/strong>\u003cstrong>Q. New York City has been fairly forward-thinking when it comes to incubating this kind of innovation. Are other school districts and cities interested in it too?\u003c/strong>\u003c/p>\n\u003cp>A. There are a number of other cities in the country that are pushing to do something similar, and we’re in conversations with them, but they don’t want to be public. Demand has been higher than we can fill.\u003cbr>\nThat’s all part of the figuring out the right way to expand. That’s what we’re trying to work out.\u003c/p>\n\u003cp>\u003cstrong>Q. What kind of feedback have you had from the education community?\u003c/strong>\u003c/p>\n\u003cp>A. People seemed to be really embracing it, and a lot of people are coming to visit. The educational community seems to be giving us space to get this right, and not demanding that it be done right, right away, and understands the complexity of trying to innovate under the purview of a school district and trying to figure out the right way to scale that, and extend it and share it.\u003c/p>\n\u003cp>We've been impressed by how understanding and appreciative and supportive the industry at large has been. And that’s been a fairly unique experience for this project that a lot of other people haven’t experienced. Why are people so uniquely supportive of this? What made this different? We don’t claim to be the silver bullet or to be perfect, and since we’re self critical, they don’t need to attack us.\u003c/p>\n\u003cp>\u003cstrong>Q. What do you want to change or improve or tinker more with as you learn more about the progress of School of One?\u003c/strong>\u003c/p>\n\u003cp>A. We’re a model program, and we think of ourselves as an air traffic control system, and now we need put good planes in it. This means finding good content. Right now we’re subject to what content is out there. We can start to identify what good content really is, and the more we do that, we realize better content needs to be created out there and helping to drive that is important to us.\u003c/p>\n\u003cp>Different schools have different cultures. We’re starting to shift our attention away from technology and look at what are good classroom practices that make some of our learning modalities successful or not successful. Figuring out the school culture, operational, and instructional design piece is becoming more important and more interesting. It’s an input to the model. Unfortunately, the model gets measured based on both content, and teachers and everything that’s in it, and now that we have a model, we want to improve everything in it.\u003c/p>\n\u003cp>\u003cstrong>Q. Is the New York City Department of Education helping find that content?\u003c/strong>\u003c/p>\n\u003cp>A. Right now School of One is a New York City project, so we do collaborate with some other departments, but we also do a good deal of it in-house.\u003c/p>\n\u003cp>\u003cstrong>Q. Is it a possibility that School of One will create the content too?\u003c/strong>\u003c/p>\n\u003cp>A. We don’t see ourselves as the ones to build the content, but to work with our content partners on that. But we can help provide analysis and guidance on what seems to be content that works well with our program or in general.\u003c/p>\n\u003cp>\u003cstrong>Q. How did the teachers respond to the program this past school year?\u003c/strong>\u003c/p>\n\u003cp>A. We haven’t done post-mortem with teachers because the school year is still running. But we’ll start with reflection exercises with each of our schools, once they can step back and breathe a little bit. We’ll work with teachers the last week or two of school year, and go into summer to use their feedback.\u003c/p>\n\u003cp>\u003cstrong>Q. How would you describe student performance this year?\u003c/strong>\u003c/p>\n\u003cp>A. We still have to get a number of results back, but as far as students learning skills and making progress, and growth, it’s all been great. The way we measure it is by number of skills everyone learns during the course of a year because everyone has a customized curriculum.\u003c/p>\n\u003cfigure id=\"attachment_12951\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-12951\" title=\"co_dls_img8_lrg\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/co_dls_img8_lrg-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003cfigcaption class=\"wp-caption-text\">On his way out the door, a teacher hands the student the evening's homework sheet, which is customized to match his skill level.\u003c/figcaption>\u003c/figure>\n\u003cp>In a traditional classroom, every grade level has somewhere between 45 to 60 skills that is taught throughout the year, and those may include a little bit of circling back to skills that were taught before, and on top of that, teachers don’t typically make it all the way through the full 45 to 60 skills they are expected to teach. At all three of our schools, it looks like the average student who is in the program is mastering at least that number of skills (45 to 60) or more. We won’t have all the final numbers until the school year ends.\u003c/p>\n\u003cp>At the same time, there’s the state test. In our program, some kids we took backwards to earlier grade levels because that’s the level they were performing at. As a result, we don’t actually expect to have a huge spike on the state test this year, for these students who were below grade level, we might actually expect to do a little worse than year one. However, if you look at the longitudinal effects of our program – we expect that over multiple years, students will do better on the state test.\u003c/p>\n\u003cp>School of One does not focus on test prep. So if you have a seventh-grader who’s operating at a fourth-grade level, you could’ve done test prep for them to get them onto grade level content, and as a result, they possibly could earn a mediocre score on the state test. Our program instead aims to meet students where they are. A student operating on a fourth-grade level might get to fourth, fifth or sixth grade skills, but they still wouldn’t do well in a state test that tests seventh-grade skills.\u003c/p>\n\u003cp>But next year, if the student is performing at the same rate, they should do well on a state test, and have a solid foundation of skills. So depending on how far behind the student is will depend on how far they make it in a single year. We recognize that for some students that means, one step back can lead to two steps forward next year, and it depends on where they start.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>To learn more about how School of One works, read\u003ca href=\"http://www.quickanded.com/2011/06/my-visit-to-school-of-one-part-i.html\"> \u003c/a>\u003c/em>\u003cem>\u003ca href=\"http://www.quickanded.com/2011/06/my-visit-to-school-of-one-part-i.html\">Bill Tucker's recent articles\u003c/a> and \u003c/em>\u003cem>listen to the \u003ca href=\"http://www.freakonomics.com/2010/05/12/freakonomics-radio-how-is-a-bad-radio-station-like-the-public-school-system/\">Freakonomics podcast\u003c/a>\u003c/em>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Boredom Busters: 50 Fantastic Play-and-Learn Apps, Sites, and Toys",
"title": "Boredom Busters: 50 Fantastic Play-and-Learn Apps, Sites, and Toys",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_12767\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-12767\" href=\"http://ww2.kqed.org/mindshift/2011/06/boredom-busters-50-fantastic-play-and-learn-apps-sites-and-toys/mzl-rywfawgo-480x480-75/\">\u003cimg class=\"size-medium wp-image-12767\" title=\"mzl.rywfawgo.480x480-75\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/mzl.rywfawgo.480x480-75-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ansel & Clair's Adventure app features animations, quests, puzzles and games in scenic African locations.\u003c/figcaption>\u003c/figure>\n\u003cp>School or no school, there's a world of learning opportunities for kids. When they're not exploring outdoors, keep kids engaged in learning throughout the summer months with these enjoyable and educational apps and websites. For kids, playing these games is a cool pastime; for parents, it's another way to get kids to exercise their thinking muscles.\u003c/p>\n\u003ch4>\u003cspan style=\"color: #ff0000;\">\u003cstrong>VIRTUAL WORLDS\u003c/strong>\u003c/span>\u003c/h4>\n\u003col>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://www.minecraft.net/\">MINECRAFT\u003c/a>\u003c/strong>\u003c/span>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>.\u003c/strong>\u003c/span> This online game \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/\">lets you build\u003c/a> entire worlds out of blocks. Minecraft’s visual simplicity belies what is a completely open-ended and therefore terrifically complex world. And the best of that world: it’s up to the player to design. Minecraft is what’s known as a “sandbox” game, giving players almost complete freedom to build within it.\u003c/li>\n\u003cli>\u003ca href=\"http://caesar3.heavengames.com/strategy/\"> \u003cspan style=\"text-decoration: underline;\">\u003cstrong>CAESAR III\u003c/strong>\u003c/span>\u003c/a>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>.\u003c/strong>\u003c/span> In this simulation, you begin as a lowly citizen trying to eke out an existence in a virgin landscape. The student begins by learning about the basic needs for survival and graduates to increasingly demanding scenarios. By the end, students will have gained a very sophisticated understanding of the influence played by the environment on the development of a civilization.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://itunes.apple.com/us/app/ansel-clairs-adventures-in/id433593765?mt=8\">\u003cstrong>ANSEL & CLAIR’S ADVENTURES IN AFRICA\u003c/strong>\u003c/a>.\u003c/span> Ansel and Clair are aliens who must recover their lost spaceship parts, and as they travel the continent (the Serengheti, the Nile River Valley, and the Sahara Desert) they not only work on that mission but learn about the geography and history of the area as well. The app takes full advantage of iPad technology — audio, video, the touchscreen, “tilt the iPad” games, and so on.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://www.thinkingworlds.com/\">\u003cstrong>THINKING WORLDS\u003c/strong>\u003c/a>\u003c/strong>\u003c/span>. Kids enter a virtual world that resides on their personal computer. Their avatar can be somewhat modified, and engage in a wide variety of explorations. In the unit dealing with volcanoes and earthquakes, they not only learn about the details, they visit places such as Herculaneum, subterraneous faults, and the ruins of Kobe in Japan.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://atlantis.crlt.indiana.edu/\">QUEST ATLANTIS\u003c/a>\u003c/strong>\u003c/span>.\u003c/strong> Kids are engaged in a narrative as compelling as The Chronicles of Narnia, except not as passive spectators, but as active participants in the story. Their age and school appropriate avatars are able to explore and learn in an environment that is secure, monitored, and dynamically expansive. You can live with the First Nations people of Mesa Verde, negotiated plans to save the Black Rhino with the various stakeholders in Tanzania, taken rockets to space stations to learn about the technology they will need to deploy and use in order to deflect Near Earth Objects.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://www.wolfquest.org/\">\u003cstrong>WOLFQUEST\u003c/strong>\u003c/a>\u003c/strong>\u003c/span>. With this online game, you become a solitary wolf, struggling to find your place in the wilds of Yellowstone National Park. You learn about the challenges of life in the wild, and the need for “others.” In time, you can mate, and form a pack of your own.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://www.cybernetworlds.com/\">\u003cstrong>CYBERNETWORLDS\u003c/strong>\u003c/a>\u003c/strong>\u003c/span>. In this family-run virtual universe called Viamus, kids can build and create any type of environment, like ancient civilizations that ring the Mediterranean.\u003c/li>\n\u003ch4>\u003cspan style=\"color: #ff0000;\">\u003cstrong>STORIES AND WORD GAMES\u003c/strong>\u003c/span>\u003c/h4>\n\u003cli>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://www.mindsnacks.com/\">MINDSNACKS\u003c/a>.\u003c/span>\u003c/strong> The idea with MindSnacks is to offer a mobile gaming and learning experience to help brush up on your vocabulary. The app offers 50 levels of language content, each level featuring 25 words and phrases. The language-learning startup released an Italian language version, available for free for \u003ca href=\"http://itunes.apple.com/us/app/mindsnacks-italian-language/id433199718?mt=8\">iPhone and iPad\u003c/a>.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://itunes.apple.com/us/app/pbs-kids-video-for-ipad/id435138734?mt=8\">\u003cstrong>PBS KIDS VIDEO\u003c/strong>.\u003c/a>\u003c/span> The app gives access to more than 1,000 streaming videos from various PBS Kids’ series, including The Cat in the Hat Knows A Lot About That, Dinosaur Train, and Sesame Street. The app also includes information about local PBS stations’ TV schedules and the ability to mark series as “favorites.”\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.triplingo.com/\">\u003cspan style=\"text-decoration: underline;\">TRIPLINGO\u003c/span>.\u003c/a>\u003c/strong> For learning the most relevant foreign-language idioms and phrases, in each of these languages: Mexican Spanish, French, German, Italian, Brazilian Portugese, and Pirate (arr, yes, \u003ca href=\"http://itunes.apple.com/us/app/triplingo-pirate-edition/id437093340?mt=8\">Pirate\u003c/a>).\u003c/li>\n\u003cli>\n\u003cfigure id=\"attachment_12759\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/5-300x225.jpg\" alt=\"\" title=\"5\" width=\"300\" height=\"225\" class=\"size-medium wp-image-12759\">\u003cfigcaption class=\"wp-caption-text\">Toontastic app\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://launchpadtoys.com/toontastic/\">TOONTASTIC\u003c/a>\u003c/span>\u003c/strong>. Kids can \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/digital-storytelling-comes-to-life-on-the-ipad/\">create digital stories\u003c/a> with a variety of different characters, settings, musical backgrounds, and their own recorded voice-overs. Its most recently released version features three new space-based settings (and more space-related characters), new drawing tools, faster uploads to \u003ca href=\"http://toontube.toonlifeonline.com/\">ToonTube\u003c/a>, and the ability to save your custom-drawn characters and backgrounds so you can use them in any scene or cartoon.\u003c/p>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://itunes.apple.com/us/app/pat-the-bunny/id430902036?mt=8\">\u003cspan style=\"text-decoration: underline;\">PAT THE BUNNY\u003c/span>.\u003c/a>\u003c/strong> The perennial favorite children's book is also an iPhone and iPad app. The book is well-known for its sensory experiences, and those have been updated and transformed to work with a touchscreen device (and if you have a front-facing camera, the “mirror” page uses the camera instead). The app can be set to read aloud, with words highlighted as the text is read. Or adults can record their own voices to accompany the book.\u003c/li>\n\u003cli>\u003ca href=\"http://itunes.apple.com/us/app/goodiewords/id409516388?mt=8\">\u003cspan style=\"text-decoration: underline;\">\u003cstrong>GOODIEWORDS\u003c/strong>\u003c/span>.\u003c/a> Geared toward toddlers who are in their “What is it?” stage, this app explains words that parents might otherwise find difficult to define, like fingerprint, shadow, time, and dream. The app is colorful and engaging, with games and storybook narration.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://itunes.apple.com/us/app/scrabble/id284815117?mt=8\">SCRABBLE. \u003c/a>\u003c/strong>\u003c/span>If you’ve got a \u003ca href=\"http://www.facebook.com/\">Facebook\u003c/a> account, you can sign up for the Scrabble app and play with friends through Facebook, either on your browser or on your Facebook mobile phone app. Each time someone takes a turn, the other is notified.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://www.lexulous.com/\">LEXULOUS.\u003c/a>\u003c/strong>\u003c/span> plays very much like Scrabble, but with a bigger board. You can play the game on Facebook, but its own site also hosts games, and it’s got an iPhone app.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://itunes.apple.com/us/app/words-with-friends-hd/id364140796?mt=8\">WORDS WITH FRIENDS\u003c/a>\u003c/strong>\u003c/span>. Like Scrabble, \u003ca href=\"http://itunes.apple.com/us/app/words-with-friends-hd/id364140796?mt=8\">Word With Friends \u003c/a>works on an iTunes app, but you don’t need to be in the same wifi network to play with your friends.\u003c/li>\n\u003cli>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://itunes.apple.com/us/app/the-civil-war-today/id428812156?mt=8\">CIVIL WAR TODAY\u003c/a>\u003c/span>.\u003c/strong> Created by History and A&E, the iPad app offers daily updates, chronicling the events that occurred 150 years ago. The app includes newspaper headlines as well as personal letters and diaries. There are videos and maps (including period maps) and a daily count of casualities on both the North and the South.\u003c/li>\n\u003cli>\n\u003cul>\u003cstrong>\u003ca href=\"http://www.moving-tales.com/titles.html\">UNWANTED GUEST\u003c/a>\u003c/strong>\u003c/ul>\n\u003cp>.Many of the new and innovative examples of children’s e-books aren’t sold as books per se. They’re available as websites, such as \u003ca href=\"http://www.inanimatealice.com/\">Inanimate Alice\u003c/a>, or they’re sold as apps, such as \u003ca href=\"http://www.moving-tales.com/\">Moving Tales’\u003c/a> most recent e-book Unwanted Guest, available for the \u003ca href=\"http://itunes.apple.com/cr/app/unwanted-guest-iphone-edition/id416226661?mt=8#\">iPhone and iPad\u003c/a>. Unwanted Guest takes a traditional folktale and updates it with charming 3D animations that accompany each page of the story. You can have the app auto-turn the pages, or flip yourself, or use the iPad’s accelerometer to animate the text. The app offers a narration, but you also have the option to turn off the text and/or to add your own voice-over.\u003c/p>\u003c/li>\n\u003cli>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://itunes.apple.com/ca/app/school-26-hd/id431284898?mt=8\">SCHOOL 26\u003c/a>\u003c/span>.\u003c/strong> The female-run video game studio \u003ca href=\"http://www.siliconsisters.ca/\">Silicon Sisters\u003c/a>' first game is aimed at girls. The game is set in school and the goal is to make as many social connections as possible, navigating the sticky, awkward and sometimes awful moral dilemmas of school. These challenges range from struggles to peer pressure, romance, betrayal, alienation, acceptance – all real and relevant situations that girls face every day. The gameplay involves the player selecting the appropriate emotional responses to certain scenarios and answering quizzes that provide insights into players’ personalities. The emphasis here is on empathy and networking.\u003c/li>\n\u003cli>\u003ca href=\"http://www.booksshouldbefree.com/Top_100\">\u003cspan style=\"text-decoration: underline;\">\u003cstrong>BOOKS SHOULD BE FREE\u003c/strong>\u003c/span>.\u003c/a> Download free audiobooks and choose from your own childhood favorites like Anne of Green Gables, Pollyanna, Grimm’s Fairy Tales, or Gulliver’s Travels.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://storynory.com/\">STORYNORY\u003c/a>\u003c/span>. In this storytelling podcast, the lead storyteller is Natasha, who herself sounds like a fairytale princess with her lilting British accent narrates stories like \u003ca href=\"http://storynory.com/2010/11/15/the-old-man-and-the-figs/\">The Old Man and the Figs\u003c/a> and \u003ca href=\"http://storynory.com/2010/10/30/katies-black-friday/\">Katie’s Black Friday\u003cspan style=\"text-decoration: underline;\">.\u003c/span>\u003c/a>\u003c/li>\n\u003cli>\n\u003cfigure id=\"attachment_12756\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/alice-in-wonderland-300x400.jpg\" alt=\"\" title=\"alice in wonderland\" width=\"300\" height=\"400\" class=\"size-medium wp-image-12756\">\u003cfigcaption class=\"wp-caption-text\">Alice in Wonderland app.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://itunes.apple.com/us/app/alice-for-the-ipad/id354537426?mt=8\">\u003cspan style=\"text-decoration: underline;\">\u003cstrong>ALICE IN WONDERLAND.\u003c/strong>\u003c/span>\u003c/a> Bringing the story to life, this app lets you tilt your iPad to make Alice grow or shrink, throw tarts at the Queen of Hearts and help the caterpillar smoke his hookah pipe.\u003c/p>\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://itunes.apple.com/us/app/toy-story-read-along/id364376920?mt=8\">\u003cstrong>TOY STORY.\u003c/strong>\u003c/a> \u003c/span>\u003c/span>The movies are great, but the app is arguably more interesting. Using the same story line, there are games, movie clips, coloring pages, and sing-along songs. Kids can hear the story read aloud, or they can record their own narration, and explore at their own pace.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://www.miamiopia.com/\">MIAMIOPIA\u003c/a>.\u003c/span> Kids can customize the look of their own alien avatar (it has a striking resemblance to the Na’Vi tribe in the movie “Avatar”), then choose any type of game they want to play — as easy as counting apples that fall from the tree to finishing a musical scale using the keyboard.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://www.smithsonianeducation.org/students/\">SMITHSONIAN\u003c/a>\u003c/span>. A treasure trove of games and information presented in an engaging medium. Kids can explore the solar system by creating their own universe, become acquainted with the 142 million objects the organization has collected over the years, and take trivia quizzes, among many other fun games.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://www.funbrain.com/\">FUNBRAIN\u003c/a>.\u003c/span> Lots of interactive pieces on this site, like Mad Libs, math quizzes with insects, and easier games for the wee ones to learn how to use a mouse and keyboard.\u003c/li>\n\u003ch4>\u003cspan style=\"color: #ff0000;\"> \u003c/span>\u003c/h4>\n\u003ch4>\u003cspan style=\"color: #ff0000;\">\u003cstrong>SCIENCE & MATH\u003c/strong>\u003c/span>\u003c/h4>\n\u003cli>\u003cstrong>\u003ca href=\"http://scratch.mit.edu/\">\u003cspan style=\"text-decoration: underline;\">SCRATCH\u003c/span>. \u003c/a>\u003c/strong>Developed by the \u003ca href=\"http://www.media.mit.edu/\">MIT Media Lab\u003c/a>, Scratch is a visual programming language for children age 6 and up. Since its release in 2007, over 800,000 users have joined the Scratch website and have shared over 1.7 million projects — from games to animations. That sharing aspect is an important part of the Scratch community, so the projects that are uploaded to the site are licensed under the Creative Commons attribute and share alike license so that others can download and remix them. Scratch is available free of charge and runs on Mac, Windows, and Linux computers.\u003c/li>\n\u003cli>\u003ca href=\"http://www.alice.org/\">\u003cspan style=\"text-decoration: underline;\">ALICE\u003c/span>.\u003c/a> A free and open source 3D programming environment, Alice is designed to teach students object-oriented and event-driven programming. With Alice, students drag and drop graphic tiles in order to animate an object and create a program. A variant of Alice, \u003ca href=\"http://www.alice.org/kelleher/storytelling/\">Storytelling Alice\u003c/a> was developed by Caitlin Kelleher as part of her doctoral work in Computer Science at Carnegie Mellon University. By emphasizing animations and social interactions, this approach was found to greatly increase the level of student interest in programming.\u003c/li>\n\u003cli>\u003ca href=\"http://hackety-hack.com/\">\u003cspan style=\"text-decoration: underline;\">\u003cstrong>HACKETY HACK\u003c/strong>\u003c/span>.\u003c/a> An open-source application that teaches the basics of programming in the popular \u003ca href=\"http://www.ruby-lang.org/en/\">Ruby\u003c/a> language, Hackety Hack offers an interactive tutorial that runs on Windows, Mac, and Linux operating systems. While both Scratch and Alice use a graphical programming language with “blocks,” Hackety Hack teaches the basics of Ruby syntax. The tutorial and the text editor are well-integrated, so there isn’t any flipping back-and-forth to move between the How-To guide and the actual coding. Hackety Hack gives students a solid foundation in the language so they can quickly and easily start building their own apps in Ruby.\u003c/li>\n\u003cli>\n\u003cfigure id=\"attachment_12760\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/5843063843_8d1fe512e3-300x199.jpg\" alt=\"\" title=\"5843063843_8d1fe512e3\" width=\"300\" height=\"199\" class=\"size-medium wp-image-12760\">\u003cfigcaption class=\"wp-caption-text\">An iNaturalist spotted plant species.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.arduino.cc/\">\u003cspan style=\"text-decoration: underline;\">ARDUINO\u003c/span>\u003c/a>.\u003c/strong> Another an open-source electronics prototyping platform, but this one with both hardware and software components. Arduino’s hardware is programmed with a language similar to C++, and although it may not be the easiest of entry points for learning programming, there’s something about building things that actually move that can be pretty compelling. Projects that use Arduino to introduce children to programming include a \u003ca href=\"http://seaside.citilab.eu/scratch/arduino\">modification of Scratch\u003c/a> to support simple programming on the Arduino hardware.\u003c/p>\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://mindstorms.lego.com/en-us/Default.aspx\">LEGO MINDSTORMS\u003c/a>\u003c/span>. Technically it's not a website or app. But \u003ca href=\"http://mindstorms.lego.com/en-us/Default.aspx\">Lego Mindstorm\u003c/a>\u003ca href=\"http://mindstorms.lego.com/en-us/Default.aspx\">s\u003c/a> does enable robotics-building. Lego Mindstorms’ kits — which can be purchased in educational and consumer versions — include sensors and motors, and the programming is command-box rather than code programming. The kits come with languages supplied by Lego, but can be modified to work with third party languages. Like several of the tools on this list, Lego Mindstorms has its roots at the MIT Media Lab.\u003c/li>\n\u003cli>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://leafsnap.com/\">LEAFSNAP\u003c/a>\u003c/span>. \u003c/strong>Kids can explore local flora with this app, which is essentially an electronic field guide for both \u003ca href=\"http://itunes.apple.com/us/app/leafsnap/id430649829?mt=8\">iPhone and iPad\u003c/a> that uses visual recognition software to identify tree species based on photographs of their leaves.\u003c/li>\n\u003cli>\u003ca href=\"http://www.projectnoah.org/\">\u003cspan style=\"text-decoration: underline;\">PROJECT NOAH\u003c/span>.\u003c/a> Explore the wildlife around you with this app and help scientists with their data collection. You can post a new spotting, upload photos, tag plants and animals with location data, join missions, and earn patches. The app also contains a field guide to help you identify the wildlife you find. It’s beautifully designed, and available for free for both iPhone and Android.\u003c/li>\n\u003cli>\u003ca href=\"http://inaturalist.org/\">\u003cspan style=\"text-decoration: underline;\">iNATURALIST\u003c/span>.\u003c/a> A social network for nature-lovers, it's an online community where you can record and share your observations on the natural world. The \u003ca href=\"http://itunes.apple.com/us/app/inaturalist/id421397028?mt=8#\">iPhone app\u003c/a> allows you to log the plants and animals you come across. If you need help identifying things, the rest of the iNaturalist community can help.\u003c/li>\n\u003cli>\n\u003cfigure id=\"attachment_12763\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/mzl.vctxsuec.320x480-75-300x450.jpg\" alt=\"\" title=\"mzl.vctxsuec.320x480-75\" width=\"300\" height=\"450\" class=\"size-medium wp-image-12763\">\u003cfigcaption class=\"wp-caption-text\">SkySafari app.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.thewildlab.org/\">\u003cspan style=\"text-decoration: underline;\">THE WILDLAB\u003c/span>\u003c/a>\u003c/strong>. There are two apps currently available for the iPhone — Crab App and WildLab Bird — and you can sign up as a spotter via its website. The WildLab Bird app, as the name suggests, involves identifying and geo-tagging bird species. The Crab App helps collect information about horseshoe crabs, their numbers and their egg-laying.\u003c/p>\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://projectsquirrel.org/index.shtml\">PROJECT SQUIRREL\u003c/a>\u003c/span>. Not a mobile app, but a website, this citizen science project recognizes that almost everyone — no matter where they live — has squirrels in their neighborhood. That, along with the differences between the gray squirrel and the fox squirrel — in appearance, in habitat — make Project Squirrel a great introductory citizen science project. The website lets you record your squirrel observations and upload photos. You can even mail in your data via a printable form.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://iphone.ibird.com/product_finder.html\">iBIRD.\u003c/a>\u003c/span> Bird watching has come a long way from the time Charles Darwin began sketching species. Savvy birders use tech tools to help them identify and log their discoveries. You’ll find four or five birding apps, but the most comprehensive seems to be the iBird series. The free sampler (15 most popular birds) gives you a nice introduction to the subject that may reel you in to the wonderful world of birding, so that you might then graduate to the iBird Backyard, iBird West, as well as iBird North, South, Midwest, Canada. And of course, the mother of all apps the iBird Pro.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://itunes.apple.com/us/app/skysafari/id319159213?mt=8\">SKYSAFARI\u003c/a>\u003c/strong>\u003c/span>. Beginners should use the “lite” version, but for those deep into the cosmos, the full version of this app identifies as many as 300,000 stars and includes countless images from NASA and the ability to identify planets from where you stand. Also includes a nifty “night-vision” theme.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://itunes.apple.com/us/app/star-walk-5-stars-astronomy/id295430577?mt=8\">STARWALK\u003c/a>\u003c/strong>\u003c/span>. Lift up your phone to the dark night and you’ll be able to see what stars and planets shine above you with the Star Spotter function. Click on Time Machine and you’ll get a preview of what the sky will look like three years from now. Track the rising of the Sun, Venus, Mercury, Jupiter and Saturn. View from the Earth shows 3D perspectives from anywhere on the planet.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://itunes.apple.com/us/app/planets/id305793334?mt=8\">PLANETS\u003c/a>\u003c/strong>\u003c/span>. This app exhibits a 3D guide to the solar system, and 3D views of planets and the moon, as well as constellation names and rising and setting times for moon. You’ll also have access to a fact sheet for each planet.\u003c/li>\n\u003cli>\u003ca href=\"http://itunes.apple.com/us/app/moon-globe/id333180321?mt=8\">\u003cspan style=\"text-decoration: underline;\">\u003cstrong>MOON GLOBE.\u003c/strong>\u003c/span> \u003c/a>A close-up look at every nook and cranny of the moon, including 3D graphics and touch navigation. In globe mode, you can peek over the surface of the moon and see Earth hovering in the distance. You can also see where the moon and sun sit in relation to each other and you.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://vanished.mit.edu/\">VANISHED\u003c/a>\u003c/span>. The Smithsonian Institution and MIT offers this eight-week online/offline environmental disaster mystery game for middle-school children, meant to inspire engagement and problem solving through science. Developed by the MIT’s \u003ca href=\"http://educationarcade.org/\">Education Arcade\u003c/a> and by the Smithsonian Institution, the program encourages participants to investigate an environmental disaster by using real scientific methods, by visiting museums and collecting samples from their neighborhoods, and by participating in online challenges.\u003c/li>\n\u003cli>\n\u003cfigure id=\"attachment_12766\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/mzl.dcbffgtt.320x480-75-300x200.jpg\" alt=\"\" title=\"mzl.dcbffgtt.320x480-75\" width=\"300\" height=\"200\" class=\"size-medium wp-image-12766\">\u003cfigcaption class=\"wp-caption-text\">Park Math app.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://itunes.apple.com/us/app/park-math-by-duck-duck-moose/id391407836?mt=8\">PARK MATH.\u003c/a> \u003c/strong>\u003c/span>It’s actually hard to select just one of Duck Duck Moose’s award-winning apps to feature here. The company recently won three Parents’ Choice Awards, including a Silver Award for \u003ca href=\"http://itunes.apple.com/us/app/park-math-by-duck-duck-moose/id391407836?mt=8#\">Park Math\u003c/a>. The app contains a number of math games for preschoolers that help teach concepts like addition and subtraction and help boost counting and sorting skills.\u003c/p>\u003c/li>\n\u003cli>\u003ca href=\"http://motionmathgames.com/\">\u003cspan style=\"text-decoration: underline;\">\u003cstrong>MOTION MATH.\u003c/strong>\u003c/span>\u003c/a> The app aims to helps students develop this number sense and estimate fractions — quickly. Players control a bouncing star, and the goal is to make that star land on the right part of the number line, matching a particular fraction. To do this, the app uses the gyroscope that’s built into the Apple mobile devices, so you have to tilt your device.\u003c/li>\n\u003ch4>\u003cspan style=\"color: #ff0000;\"> \u003c/span>\u003c/h4>\n\u003ch4>\u003cspan style=\"color: #ff0000;\">\u003cstrong>ART, MUSIC & PHOTOGRAPHY\u003c/strong>\u003c/span>\u003c/h4>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.felttip.com/tunapitch/\">\u003cspan style=\"text-decoration: underline;\">LEARNING MUSIC\u003c/span>.\u003c/a>\u003c/strong> There are apps that help you \u003ca href=\"http://www.felttip.com/tunapitch/\">tune your instrument\u003c/a> and apps that help you \u003ca href=\"http://appfinder.lisisoft.com/ipad-iphone-apps/guitar-fingering.html\">learn fingering\u003c/a>. There are websites galore that offer \u003ca href=\"http://howtoplaypianoeasily.com/\">step-by-step guides\u003c/a> — online method books — and videos of how to play \u003ca href=\"http://www.youtube.com/watch?v=5dSp79TDWoc\">guitar\u003c/a>, \u003ca href=\"http://www.youtube.com/watch?v=vphWgqbF-AM\">piano\u003c/a>, and so on.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://artistworks.com/\">\u003cspan style=\"text-decoration: underline;\">ARTISTWORKS\u003c/span>. \u003c/a>\u003c/strong>This website allows you not to just watch and learn playing instruments online via video, but allows you to record and upload a recording of your music and get personalized feedback from music instructors.\u003c/li>\n\u003cli>\n\u003cfigure id=\"attachment_12769\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/photo2-300x300.jpg\" alt=\"\" title=\"photo2\" width=\"300\" height=\"300\" class=\"size-medium wp-image-12769\">\u003cfigcaption class=\"wp-caption-text\">Hipstamatic app (John S. lens)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://itunes.apple.com/us/app/shakeitphoto/id302926603?mt=8\">\u003cspan style=\"text-decoration: underline;\">\u003cstrong>SHAKE IT.\u003c/strong>\u003c/span>\u003c/a> Brightens colors, spotlights the center of the image, and adds a chunky white border around it. You can apply the app to existing images or take photos directly from the app itself.\u003c/p>\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://www.nevercenter.com/camerabag/iphone/\">CAMERABAG\u003c/a>.\u003c/strong>\u003c/span>This is a trove of photo tools. My favorite is the Helga filter (right), which creates a vignette around the image and brightens the center. But it’s got many other filters, too: silvery black-and-white, muted Polaroid, Vanity Fair-style warm and saturated are just a few others.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003cstrong>\u003ca href=\"http://artandmobile.com/tiltshift/\">TILTSHIFTGEN\u003c/a>.\u003c/strong>\u003c/strong>\u003c/span>\u003cstrong> \u003c/strong>The free version of this is good enough for me, though there are more multifaceted versions too. I can pull the focus of the photo to one specific spot by touching the screen, and blur the rest, as I did below.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://hipstamaticapp.com/\">HIPSTAMATIC\u003c/a>.\u003c/strong>\u003c/span> I cringe at the name, but the effects are amazing. Depending on which lens you choose, the photos take on a hyper-surreal quality.\u003c/li>\n\u003c/ol>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_12767\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-12767\" href=\"http://ww2.kqed.org/mindshift/2011/06/boredom-busters-50-fantastic-play-and-learn-apps-sites-and-toys/mzl-rywfawgo-480x480-75/\">\u003cimg class=\"size-medium wp-image-12767\" title=\"mzl.rywfawgo.480x480-75\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/mzl.rywfawgo.480x480-75-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ansel & Clair's Adventure app features animations, quests, puzzles and games in scenic African locations.\u003c/figcaption>\u003c/figure>\n\u003cp>School or no school, there's a world of learning opportunities for kids. When they're not exploring outdoors, keep kids engaged in learning throughout the summer months with these enjoyable and educational apps and websites. For kids, playing these games is a cool pastime; for parents, it's another way to get kids to exercise their thinking muscles.\u003c/p>\n\u003ch4>\u003cspan style=\"color: #ff0000;\">\u003cstrong>VIRTUAL WORLDS\u003c/strong>\u003c/span>\u003c/h4>\n\u003col>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://www.minecraft.net/\">MINECRAFT\u003c/a>\u003c/strong>\u003c/span>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>.\u003c/strong>\u003c/span> This online game \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/\">lets you build\u003c/a> entire worlds out of blocks. Minecraft’s visual simplicity belies what is a completely open-ended and therefore terrifically complex world. And the best of that world: it’s up to the player to design. Minecraft is what’s known as a “sandbox” game, giving players almost complete freedom to build within it.\u003c/li>\n\u003cli>\u003ca href=\"http://caesar3.heavengames.com/strategy/\"> \u003cspan style=\"text-decoration: underline;\">\u003cstrong>CAESAR III\u003c/strong>\u003c/span>\u003c/a>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>.\u003c/strong>\u003c/span> In this simulation, you begin as a lowly citizen trying to eke out an existence in a virgin landscape. The student begins by learning about the basic needs for survival and graduates to increasingly demanding scenarios. By the end, students will have gained a very sophisticated understanding of the influence played by the environment on the development of a civilization.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://itunes.apple.com/us/app/ansel-clairs-adventures-in/id433593765?mt=8\">\u003cstrong>ANSEL & CLAIR’S ADVENTURES IN AFRICA\u003c/strong>\u003c/a>.\u003c/span> Ansel and Clair are aliens who must recover their lost spaceship parts, and as they travel the continent (the Serengheti, the Nile River Valley, and the Sahara Desert) they not only work on that mission but learn about the geography and history of the area as well. The app takes full advantage of iPad technology — audio, video, the touchscreen, “tilt the iPad” games, and so on.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://www.thinkingworlds.com/\">\u003cstrong>THINKING WORLDS\u003c/strong>\u003c/a>\u003c/strong>\u003c/span>. Kids enter a virtual world that resides on their personal computer. Their avatar can be somewhat modified, and engage in a wide variety of explorations. In the unit dealing with volcanoes and earthquakes, they not only learn about the details, they visit places such as Herculaneum, subterraneous faults, and the ruins of Kobe in Japan.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://atlantis.crlt.indiana.edu/\">QUEST ATLANTIS\u003c/a>\u003c/strong>\u003c/span>.\u003c/strong> Kids are engaged in a narrative as compelling as The Chronicles of Narnia, except not as passive spectators, but as active participants in the story. Their age and school appropriate avatars are able to explore and learn in an environment that is secure, monitored, and dynamically expansive. You can live with the First Nations people of Mesa Verde, negotiated plans to save the Black Rhino with the various stakeholders in Tanzania, taken rockets to space stations to learn about the technology they will need to deploy and use in order to deflect Near Earth Objects.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://www.wolfquest.org/\">\u003cstrong>WOLFQUEST\u003c/strong>\u003c/a>\u003c/strong>\u003c/span>. With this online game, you become a solitary wolf, struggling to find your place in the wilds of Yellowstone National Park. You learn about the challenges of life in the wild, and the need for “others.” In time, you can mate, and form a pack of your own.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://www.cybernetworlds.com/\">\u003cstrong>CYBERNETWORLDS\u003c/strong>\u003c/a>\u003c/strong>\u003c/span>. In this family-run virtual universe called Viamus, kids can build and create any type of environment, like ancient civilizations that ring the Mediterranean.\u003c/li>\n\u003ch4>\u003cspan style=\"color: #ff0000;\">\u003cstrong>STORIES AND WORD GAMES\u003c/strong>\u003c/span>\u003c/h4>\n\u003cli>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://www.mindsnacks.com/\">MINDSNACKS\u003c/a>.\u003c/span>\u003c/strong> The idea with MindSnacks is to offer a mobile gaming and learning experience to help brush up on your vocabulary. The app offers 50 levels of language content, each level featuring 25 words and phrases. The language-learning startup released an Italian language version, available for free for \u003ca href=\"http://itunes.apple.com/us/app/mindsnacks-italian-language/id433199718?mt=8\">iPhone and iPad\u003c/a>.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://itunes.apple.com/us/app/pbs-kids-video-for-ipad/id435138734?mt=8\">\u003cstrong>PBS KIDS VIDEO\u003c/strong>.\u003c/a>\u003c/span> The app gives access to more than 1,000 streaming videos from various PBS Kids’ series, including The Cat in the Hat Knows A Lot About That, Dinosaur Train, and Sesame Street. The app also includes information about local PBS stations’ TV schedules and the ability to mark series as “favorites.”\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.triplingo.com/\">\u003cspan style=\"text-decoration: underline;\">TRIPLINGO\u003c/span>.\u003c/a>\u003c/strong> For learning the most relevant foreign-language idioms and phrases, in each of these languages: Mexican Spanish, French, German, Italian, Brazilian Portugese, and Pirate (arr, yes, \u003ca href=\"http://itunes.apple.com/us/app/triplingo-pirate-edition/id437093340?mt=8\">Pirate\u003c/a>).\u003c/li>\n\u003cli>\n\u003cfigure id=\"attachment_12759\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/5-300x225.jpg\" alt=\"\" title=\"5\" width=\"300\" height=\"225\" class=\"size-medium wp-image-12759\">\u003cfigcaption class=\"wp-caption-text\">Toontastic app\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://launchpadtoys.com/toontastic/\">TOONTASTIC\u003c/a>\u003c/span>\u003c/strong>. Kids can \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/digital-storytelling-comes-to-life-on-the-ipad/\">create digital stories\u003c/a> with a variety of different characters, settings, musical backgrounds, and their own recorded voice-overs. Its most recently released version features three new space-based settings (and more space-related characters), new drawing tools, faster uploads to \u003ca href=\"http://toontube.toonlifeonline.com/\">ToonTube\u003c/a>, and the ability to save your custom-drawn characters and backgrounds so you can use them in any scene or cartoon.\u003c/p>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://itunes.apple.com/us/app/pat-the-bunny/id430902036?mt=8\">\u003cspan style=\"text-decoration: underline;\">PAT THE BUNNY\u003c/span>.\u003c/a>\u003c/strong> The perennial favorite children's book is also an iPhone and iPad app. The book is well-known for its sensory experiences, and those have been updated and transformed to work with a touchscreen device (and if you have a front-facing camera, the “mirror” page uses the camera instead). The app can be set to read aloud, with words highlighted as the text is read. Or adults can record their own voices to accompany the book.\u003c/li>\n\u003cli>\u003ca href=\"http://itunes.apple.com/us/app/goodiewords/id409516388?mt=8\">\u003cspan style=\"text-decoration: underline;\">\u003cstrong>GOODIEWORDS\u003c/strong>\u003c/span>.\u003c/a> Geared toward toddlers who are in their “What is it?” stage, this app explains words that parents might otherwise find difficult to define, like fingerprint, shadow, time, and dream. The app is colorful and engaging, with games and storybook narration.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://itunes.apple.com/us/app/scrabble/id284815117?mt=8\">SCRABBLE. \u003c/a>\u003c/strong>\u003c/span>If you’ve got a \u003ca href=\"http://www.facebook.com/\">Facebook\u003c/a> account, you can sign up for the Scrabble app and play with friends through Facebook, either on your browser or on your Facebook mobile phone app. Each time someone takes a turn, the other is notified.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://www.lexulous.com/\">LEXULOUS.\u003c/a>\u003c/strong>\u003c/span> plays very much like Scrabble, but with a bigger board. You can play the game on Facebook, but its own site also hosts games, and it’s got an iPhone app.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://itunes.apple.com/us/app/words-with-friends-hd/id364140796?mt=8\">WORDS WITH FRIENDS\u003c/a>\u003c/strong>\u003c/span>. Like Scrabble, \u003ca href=\"http://itunes.apple.com/us/app/words-with-friends-hd/id364140796?mt=8\">Word With Friends \u003c/a>works on an iTunes app, but you don’t need to be in the same wifi network to play with your friends.\u003c/li>\n\u003cli>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://itunes.apple.com/us/app/the-civil-war-today/id428812156?mt=8\">CIVIL WAR TODAY\u003c/a>\u003c/span>.\u003c/strong> Created by History and A&E, the iPad app offers daily updates, chronicling the events that occurred 150 years ago. The app includes newspaper headlines as well as personal letters and diaries. There are videos and maps (including period maps) and a daily count of casualities on both the North and the South.\u003c/li>\n\u003cli>\n\u003cul>\u003cstrong>\u003ca href=\"http://www.moving-tales.com/titles.html\">UNWANTED GUEST\u003c/a>\u003c/strong>\u003c/ul>\n\u003cp>.Many of the new and innovative examples of children’s e-books aren’t sold as books per se. They’re available as websites, such as \u003ca href=\"http://www.inanimatealice.com/\">Inanimate Alice\u003c/a>, or they’re sold as apps, such as \u003ca href=\"http://www.moving-tales.com/\">Moving Tales’\u003c/a> most recent e-book Unwanted Guest, available for the \u003ca href=\"http://itunes.apple.com/cr/app/unwanted-guest-iphone-edition/id416226661?mt=8#\">iPhone and iPad\u003c/a>. Unwanted Guest takes a traditional folktale and updates it with charming 3D animations that accompany each page of the story. You can have the app auto-turn the pages, or flip yourself, or use the iPad’s accelerometer to animate the text. The app offers a narration, but you also have the option to turn off the text and/or to add your own voice-over.\u003c/p>\u003c/li>\n\u003cli>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://itunes.apple.com/ca/app/school-26-hd/id431284898?mt=8\">SCHOOL 26\u003c/a>\u003c/span>.\u003c/strong> The female-run video game studio \u003ca href=\"http://www.siliconsisters.ca/\">Silicon Sisters\u003c/a>' first game is aimed at girls. The game is set in school and the goal is to make as many social connections as possible, navigating the sticky, awkward and sometimes awful moral dilemmas of school. These challenges range from struggles to peer pressure, romance, betrayal, alienation, acceptance – all real and relevant situations that girls face every day. The gameplay involves the player selecting the appropriate emotional responses to certain scenarios and answering quizzes that provide insights into players’ personalities. The emphasis here is on empathy and networking.\u003c/li>\n\u003cli>\u003ca href=\"http://www.booksshouldbefree.com/Top_100\">\u003cspan style=\"text-decoration: underline;\">\u003cstrong>BOOKS SHOULD BE FREE\u003c/strong>\u003c/span>.\u003c/a> Download free audiobooks and choose from your own childhood favorites like Anne of Green Gables, Pollyanna, Grimm’s Fairy Tales, or Gulliver’s Travels.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://storynory.com/\">STORYNORY\u003c/a>\u003c/span>. In this storytelling podcast, the lead storyteller is Natasha, who herself sounds like a fairytale princess with her lilting British accent narrates stories like \u003ca href=\"http://storynory.com/2010/11/15/the-old-man-and-the-figs/\">The Old Man and the Figs\u003c/a> and \u003ca href=\"http://storynory.com/2010/10/30/katies-black-friday/\">Katie’s Black Friday\u003cspan style=\"text-decoration: underline;\">.\u003c/span>\u003c/a>\u003c/li>\n\u003cli>\n\u003cfigure id=\"attachment_12756\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/alice-in-wonderland-300x400.jpg\" alt=\"\" title=\"alice in wonderland\" width=\"300\" height=\"400\" class=\"size-medium wp-image-12756\">\u003cfigcaption class=\"wp-caption-text\">Alice in Wonderland app.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://itunes.apple.com/us/app/alice-for-the-ipad/id354537426?mt=8\">\u003cspan style=\"text-decoration: underline;\">\u003cstrong>ALICE IN WONDERLAND.\u003c/strong>\u003c/span>\u003c/a> Bringing the story to life, this app lets you tilt your iPad to make Alice grow or shrink, throw tarts at the Queen of Hearts and help the caterpillar smoke his hookah pipe.\u003c/p>\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://itunes.apple.com/us/app/toy-story-read-along/id364376920?mt=8\">\u003cstrong>TOY STORY.\u003c/strong>\u003c/a> \u003c/span>\u003c/span>The movies are great, but the app is arguably more interesting. Using the same story line, there are games, movie clips, coloring pages, and sing-along songs. Kids can hear the story read aloud, or they can record their own narration, and explore at their own pace.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://www.miamiopia.com/\">MIAMIOPIA\u003c/a>.\u003c/span> Kids can customize the look of their own alien avatar (it has a striking resemblance to the Na’Vi tribe in the movie “Avatar”), then choose any type of game they want to play — as easy as counting apples that fall from the tree to finishing a musical scale using the keyboard.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://www.smithsonianeducation.org/students/\">SMITHSONIAN\u003c/a>\u003c/span>. A treasure trove of games and information presented in an engaging medium. Kids can explore the solar system by creating their own universe, become acquainted with the 142 million objects the organization has collected over the years, and take trivia quizzes, among many other fun games.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://www.funbrain.com/\">FUNBRAIN\u003c/a>.\u003c/span> Lots of interactive pieces on this site, like Mad Libs, math quizzes with insects, and easier games for the wee ones to learn how to use a mouse and keyboard.\u003c/li>\n\u003ch4>\u003cspan style=\"color: #ff0000;\"> \u003c/span>\u003c/h4>\n\u003ch4>\u003cspan style=\"color: #ff0000;\">\u003cstrong>SCIENCE & MATH\u003c/strong>\u003c/span>\u003c/h4>\n\u003cli>\u003cstrong>\u003ca href=\"http://scratch.mit.edu/\">\u003cspan style=\"text-decoration: underline;\">SCRATCH\u003c/span>. \u003c/a>\u003c/strong>Developed by the \u003ca href=\"http://www.media.mit.edu/\">MIT Media Lab\u003c/a>, Scratch is a visual programming language for children age 6 and up. Since its release in 2007, over 800,000 users have joined the Scratch website and have shared over 1.7 million projects — from games to animations. That sharing aspect is an important part of the Scratch community, so the projects that are uploaded to the site are licensed under the Creative Commons attribute and share alike license so that others can download and remix them. Scratch is available free of charge and runs on Mac, Windows, and Linux computers.\u003c/li>\n\u003cli>\u003ca href=\"http://www.alice.org/\">\u003cspan style=\"text-decoration: underline;\">ALICE\u003c/span>.\u003c/a> A free and open source 3D programming environment, Alice is designed to teach students object-oriented and event-driven programming. With Alice, students drag and drop graphic tiles in order to animate an object and create a program. A variant of Alice, \u003ca href=\"http://www.alice.org/kelleher/storytelling/\">Storytelling Alice\u003c/a> was developed by Caitlin Kelleher as part of her doctoral work in Computer Science at Carnegie Mellon University. By emphasizing animations and social interactions, this approach was found to greatly increase the level of student interest in programming.\u003c/li>\n\u003cli>\u003ca href=\"http://hackety-hack.com/\">\u003cspan style=\"text-decoration: underline;\">\u003cstrong>HACKETY HACK\u003c/strong>\u003c/span>.\u003c/a> An open-source application that teaches the basics of programming in the popular \u003ca href=\"http://www.ruby-lang.org/en/\">Ruby\u003c/a> language, Hackety Hack offers an interactive tutorial that runs on Windows, Mac, and Linux operating systems. While both Scratch and Alice use a graphical programming language with “blocks,” Hackety Hack teaches the basics of Ruby syntax. The tutorial and the text editor are well-integrated, so there isn’t any flipping back-and-forth to move between the How-To guide and the actual coding. Hackety Hack gives students a solid foundation in the language so they can quickly and easily start building their own apps in Ruby.\u003c/li>\n\u003cli>\n\u003cfigure id=\"attachment_12760\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/5843063843_8d1fe512e3-300x199.jpg\" alt=\"\" title=\"5843063843_8d1fe512e3\" width=\"300\" height=\"199\" class=\"size-medium wp-image-12760\">\u003cfigcaption class=\"wp-caption-text\">An iNaturalist spotted plant species.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.arduino.cc/\">\u003cspan style=\"text-decoration: underline;\">ARDUINO\u003c/span>\u003c/a>.\u003c/strong> Another an open-source electronics prototyping platform, but this one with both hardware and software components. Arduino’s hardware is programmed with a language similar to C++, and although it may not be the easiest of entry points for learning programming, there’s something about building things that actually move that can be pretty compelling. Projects that use Arduino to introduce children to programming include a \u003ca href=\"http://seaside.citilab.eu/scratch/arduino\">modification of Scratch\u003c/a> to support simple programming on the Arduino hardware.\u003c/p>\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://mindstorms.lego.com/en-us/Default.aspx\">LEGO MINDSTORMS\u003c/a>\u003c/span>. Technically it's not a website or app. But \u003ca href=\"http://mindstorms.lego.com/en-us/Default.aspx\">Lego Mindstorm\u003c/a>\u003ca href=\"http://mindstorms.lego.com/en-us/Default.aspx\">s\u003c/a> does enable robotics-building. Lego Mindstorms’ kits — which can be purchased in educational and consumer versions — include sensors and motors, and the programming is command-box rather than code programming. The kits come with languages supplied by Lego, but can be modified to work with third party languages. Like several of the tools on this list, Lego Mindstorms has its roots at the MIT Media Lab.\u003c/li>\n\u003cli>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://leafsnap.com/\">LEAFSNAP\u003c/a>\u003c/span>. \u003c/strong>Kids can explore local flora with this app, which is essentially an electronic field guide for both \u003ca href=\"http://itunes.apple.com/us/app/leafsnap/id430649829?mt=8\">iPhone and iPad\u003c/a> that uses visual recognition software to identify tree species based on photographs of their leaves.\u003c/li>\n\u003cli>\u003ca href=\"http://www.projectnoah.org/\">\u003cspan style=\"text-decoration: underline;\">PROJECT NOAH\u003c/span>.\u003c/a> Explore the wildlife around you with this app and help scientists with their data collection. You can post a new spotting, upload photos, tag plants and animals with location data, join missions, and earn patches. The app also contains a field guide to help you identify the wildlife you find. It’s beautifully designed, and available for free for both iPhone and Android.\u003c/li>\n\u003cli>\u003ca href=\"http://inaturalist.org/\">\u003cspan style=\"text-decoration: underline;\">iNATURALIST\u003c/span>.\u003c/a> A social network for nature-lovers, it's an online community where you can record and share your observations on the natural world. The \u003ca href=\"http://itunes.apple.com/us/app/inaturalist/id421397028?mt=8#\">iPhone app\u003c/a> allows you to log the plants and animals you come across. If you need help identifying things, the rest of the iNaturalist community can help.\u003c/li>\n\u003cli>\n\u003cfigure id=\"attachment_12763\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/mzl.vctxsuec.320x480-75-300x450.jpg\" alt=\"\" title=\"mzl.vctxsuec.320x480-75\" width=\"300\" height=\"450\" class=\"size-medium wp-image-12763\">\u003cfigcaption class=\"wp-caption-text\">SkySafari app.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.thewildlab.org/\">\u003cspan style=\"text-decoration: underline;\">THE WILDLAB\u003c/span>\u003c/a>\u003c/strong>. There are two apps currently available for the iPhone — Crab App and WildLab Bird — and you can sign up as a spotter via its website. The WildLab Bird app, as the name suggests, involves identifying and geo-tagging bird species. The Crab App helps collect information about horseshoe crabs, their numbers and their egg-laying.\u003c/p>\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://projectsquirrel.org/index.shtml\">PROJECT SQUIRREL\u003c/a>\u003c/span>. Not a mobile app, but a website, this citizen science project recognizes that almost everyone — no matter where they live — has squirrels in their neighborhood. That, along with the differences between the gray squirrel and the fox squirrel — in appearance, in habitat — make Project Squirrel a great introductory citizen science project. The website lets you record your squirrel observations and upload photos. You can even mail in your data via a printable form.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://iphone.ibird.com/product_finder.html\">iBIRD.\u003c/a>\u003c/span> Bird watching has come a long way from the time Charles Darwin began sketching species. Savvy birders use tech tools to help them identify and log their discoveries. You’ll find four or five birding apps, but the most comprehensive seems to be the iBird series. The free sampler (15 most popular birds) gives you a nice introduction to the subject that may reel you in to the wonderful world of birding, so that you might then graduate to the iBird Backyard, iBird West, as well as iBird North, South, Midwest, Canada. And of course, the mother of all apps the iBird Pro.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://itunes.apple.com/us/app/skysafari/id319159213?mt=8\">SKYSAFARI\u003c/a>\u003c/strong>\u003c/span>. Beginners should use the “lite” version, but for those deep into the cosmos, the full version of this app identifies as many as 300,000 stars and includes countless images from NASA and the ability to identify planets from where you stand. Also includes a nifty “night-vision” theme.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://itunes.apple.com/us/app/star-walk-5-stars-astronomy/id295430577?mt=8\">STARWALK\u003c/a>\u003c/strong>\u003c/span>. Lift up your phone to the dark night and you’ll be able to see what stars and planets shine above you with the Star Spotter function. Click on Time Machine and you’ll get a preview of what the sky will look like three years from now. Track the rising of the Sun, Venus, Mercury, Jupiter and Saturn. View from the Earth shows 3D perspectives from anywhere on the planet.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://itunes.apple.com/us/app/planets/id305793334?mt=8\">PLANETS\u003c/a>\u003c/strong>\u003c/span>. This app exhibits a 3D guide to the solar system, and 3D views of planets and the moon, as well as constellation names and rising and setting times for moon. You’ll also have access to a fact sheet for each planet.\u003c/li>\n\u003cli>\u003ca href=\"http://itunes.apple.com/us/app/moon-globe/id333180321?mt=8\">\u003cspan style=\"text-decoration: underline;\">\u003cstrong>MOON GLOBE.\u003c/strong>\u003c/span> \u003c/a>A close-up look at every nook and cranny of the moon, including 3D graphics and touch navigation. In globe mode, you can peek over the surface of the moon and see Earth hovering in the distance. You can also see where the moon and sun sit in relation to each other and you.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003ca href=\"http://vanished.mit.edu/\">VANISHED\u003c/a>\u003c/span>. The Smithsonian Institution and MIT offers this eight-week online/offline environmental disaster mystery game for middle-school children, meant to inspire engagement and problem solving through science. Developed by the MIT’s \u003ca href=\"http://educationarcade.org/\">Education Arcade\u003c/a> and by the Smithsonian Institution, the program encourages participants to investigate an environmental disaster by using real scientific methods, by visiting museums and collecting samples from their neighborhoods, and by participating in online challenges.\u003c/li>\n\u003cli>\n\u003cfigure id=\"attachment_12766\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/mzl.dcbffgtt.320x480-75-300x200.jpg\" alt=\"\" title=\"mzl.dcbffgtt.320x480-75\" width=\"300\" height=\"200\" class=\"size-medium wp-image-12766\">\u003cfigcaption class=\"wp-caption-text\">Park Math app.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://itunes.apple.com/us/app/park-math-by-duck-duck-moose/id391407836?mt=8\">PARK MATH.\u003c/a> \u003c/strong>\u003c/span>It’s actually hard to select just one of Duck Duck Moose’s award-winning apps to feature here. The company recently won three Parents’ Choice Awards, including a Silver Award for \u003ca href=\"http://itunes.apple.com/us/app/park-math-by-duck-duck-moose/id391407836?mt=8#\">Park Math\u003c/a>. The app contains a number of math games for preschoolers that help teach concepts like addition and subtraction and help boost counting and sorting skills.\u003c/p>\u003c/li>\n\u003cli>\u003ca href=\"http://motionmathgames.com/\">\u003cspan style=\"text-decoration: underline;\">\u003cstrong>MOTION MATH.\u003c/strong>\u003c/span>\u003c/a> The app aims to helps students develop this number sense and estimate fractions — quickly. Players control a bouncing star, and the goal is to make that star land on the right part of the number line, matching a particular fraction. To do this, the app uses the gyroscope that’s built into the Apple mobile devices, so you have to tilt your device.\u003c/li>\n\u003ch4>\u003cspan style=\"color: #ff0000;\"> \u003c/span>\u003c/h4>\n\u003ch4>\u003cspan style=\"color: #ff0000;\">\u003cstrong>ART, MUSIC & PHOTOGRAPHY\u003c/strong>\u003c/span>\u003c/h4>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.felttip.com/tunapitch/\">\u003cspan style=\"text-decoration: underline;\">LEARNING MUSIC\u003c/span>.\u003c/a>\u003c/strong> There are apps that help you \u003ca href=\"http://www.felttip.com/tunapitch/\">tune your instrument\u003c/a> and apps that help you \u003ca href=\"http://appfinder.lisisoft.com/ipad-iphone-apps/guitar-fingering.html\">learn fingering\u003c/a>. There are websites galore that offer \u003ca href=\"http://howtoplaypianoeasily.com/\">step-by-step guides\u003c/a> — online method books — and videos of how to play \u003ca href=\"http://www.youtube.com/watch?v=5dSp79TDWoc\">guitar\u003c/a>, \u003ca href=\"http://www.youtube.com/watch?v=vphWgqbF-AM\">piano\u003c/a>, and so on.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://artistworks.com/\">\u003cspan style=\"text-decoration: underline;\">ARTISTWORKS\u003c/span>. \u003c/a>\u003c/strong>This website allows you not to just watch and learn playing instruments online via video, but allows you to record and upload a recording of your music and get personalized feedback from music instructors.\u003c/li>\n\u003cli>\n\u003cfigure id=\"attachment_12769\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/photo2-300x300.jpg\" alt=\"\" title=\"photo2\" width=\"300\" height=\"300\" class=\"size-medium wp-image-12769\">\u003cfigcaption class=\"wp-caption-text\">Hipstamatic app (John S. lens)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://itunes.apple.com/us/app/shakeitphoto/id302926603?mt=8\">\u003cspan style=\"text-decoration: underline;\">\u003cstrong>SHAKE IT.\u003c/strong>\u003c/span>\u003c/a> Brightens colors, spotlights the center of the image, and adds a chunky white border around it. You can apply the app to existing images or take photos directly from the app itself.\u003c/p>\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://www.nevercenter.com/camerabag/iphone/\">CAMERABAG\u003c/a>.\u003c/strong>\u003c/span>This is a trove of photo tools. My favorite is the Helga filter (right), which creates a vignette around the image and brightens the center. But it’s got many other filters, too: silvery black-and-white, muted Polaroid, Vanity Fair-style warm and saturated are just a few others.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003cstrong>\u003ca href=\"http://artandmobile.com/tiltshift/\">TILTSHIFTGEN\u003c/a>.\u003c/strong>\u003c/strong>\u003c/span>\u003cstrong> \u003c/strong>The free version of this is good enough for me, though there are more multifaceted versions too. I can pull the focus of the photo to one specific spot by touching the screen, and blur the rest, as I did below.\u003c/li>\n\u003cli>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>\u003ca href=\"http://hipstamaticapp.com/\">HIPSTAMATIC\u003c/a>.\u003c/strong>\u003c/span> I cringe at the name, but the effects are amazing. Depending on which lens you choose, the photos take on a hyper-surreal quality.\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"soldout": {
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