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"disqusTitle": "Science, Math, and Fan Fiction: What's Worth Learning?",
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"content": "\u003cdiv id=\"attachment_9792\" class=\"module image center mceTemp\" style=\"width: 500px;\">\u003ca rel=\"attachment wp-att-9792\" href=\"http://ww2.kqed.org/mindshift/2011/03/science-math-and-fan-fiction-whats-worth-learning/foundphotoslj-2/\">\u003c/a>\n\u003cdiv id=\"attachment_9792\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px;\">\u003ca rel=\"attachment wp-att-9792\" href=\"http://ww2.kqed.org/mindshift/2011/03/science-math-and-fan-fiction-whats-worth-learning/foundphotoslj-2/\">\u003cimg class=\"size-full wp-image-9792\" title=\"FoundphotoSLJ\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/FoundphotoSLJ.jpg\" alt=\"\" width=\"500\" height=\"243\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/FoundphotoSLJ.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/FoundphotoSLJ-400x194.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/FoundphotoSLJ-320x156.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\n\u003cp class=\"credit\">Flickr:FoundPhotoSLJ\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003cp>What happens when you allow kids to figure out their own path to learning by giving them access to the online community? That's one of the thoughtful questions \u003ca href=\"http://www.wcer.wisc.edu/people/staff.php?sid=511\">Richard Halverson\u003c/a>, co-author of \u003ca href=\"http://www.amazon.com/Rethinking-Education-Technology-Education-Connections-Education-Connections/dp/0807750026\">Rethinking Education in the Age of Technology\u003c/a>, brings up in this interview at the \u003ca href=\"http://www.cyberlearningstem.org/\">CYTSE conference\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\"> \"A lot of kids aren’t engaged by algebra or chemistry. They’re engaged by other stuff. We can follow the trail of engagement to figure out what kinds of things interest them and [whether] there are legitimate academic pursuits to be discerned in that form of participation.\" \u003c/aside>\n\u003cp>There's a difference, Halverson says, between using cyberlearning tools for specific purposes -- to learn math or health, for example -- and towards open-ended discoveries, such as participatory cultures like \u003ca href=\"http://us.battle.net/wow/\">World of Warcraft\u003c/a> or \u003ca href=\"http://www.fanfiction.net/\">FanFiction sites\u003c/a> that teach kids the intangibles.\u003c/p>\n\u003cp>It's a huge leap to make. Educators are still \u003ca href=\"http://weblogg-ed.com/2011/valuing-change/\">not wholly convinced\u003c/a> that technology is anything more than just \"bells and whistles,\" so is it even possible to think about giving kids free rein to design their own path online?\u003c/p>\n\u003cp>And even in those communities that \u003cem>do \u003c/em>embrace technology, \"those two communities don’t really overlap very well,\" he says. \"One of them really wants to do what schools do. And the other one wants to see what the tools are capable of.\"\u003c/p>\n\u003cp>The closest comparison to this kind of learning model, Halverson says, is the community college. \"I think we’re going to see much more of that in our high schools, like less emphasis on core academic curriculum and more emphasis on well what…what interests you,\" he says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As for the issue about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/revolution-2-0-the-control-shift/\">control shift\u003c/a> -- of teachers letting go of the idea of filling students' heads with facts and information -- Halverson adds yet another level of complexity to the equation. With so much pressure to teach to the test and standardize learning, Halverson says he's heartened by the fact that \"teachers still make every single decision about which student gets to speak, how the assignments are structured, what kind of feedback they give to their students.\"\u003c/p>\n\u003cp>And for the innovative educator, this is promising.\u003c/p>\n\u003cp>http://www.youtube.com/watch?v=G_eAXXSfay8\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Read the\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/science-math-and-fan-fiction-whats-worth-learning/\"> entire interview with Halverson's here\u003c/a>.\u003c/strong>\u003c/em>\u003c!--more-->\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What trends are you seeing in cyberlearning world?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. It’s been the big challenge in the cyberlearning debate I think is that there’s a whole group of people who wants to use the tools to transform what we’re already doing in school. So we have cyberlearning for STEM education or cyberlearning for health education. But then there’s another group of folks who are looking at cyberlearning tools just to see what kind of learning occurs when people engage in…in participatory cultures or they organize around technologies. And those two communities don’t really overlap very well. One of them really wants to do what schools do. And the other one wants to see what the tools are capable of.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The big contrast I think is, like imagine a world in which you already knew what students should learn. Then the technologies are just means. And then you want to test the ability of the technologies to deliver those…those ends that you already know. But then imagine another world in which we don’t really know what the learning goals are. The tools sort of embed practices that go in their own directions. And so there’s a whole group of researchers studying that, too, to see like what kinds of learning emerge from using these tools.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Is that what you think will eventually be the norm?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Well it’s the thing that’s transforming our society. I mean everybody uses Google now. Everybody’s got an account at the DMV. Everybody shops online. Everybody pays their taxes on line. Like people maintain virtual selves all over the place. It’s just integrated into their, into their lives. And the people who invented cyberlearning tools are the ones who pioneered these new forms of virtual interaction. \u003cstrong>\u003cspan style=\"color: #cc3300;\">So looking at things like World of Warcraft or FanFiction or participatory media cultures really shows the future of what everyday interaction is going to be.\u003c/span>\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Well kids, I mean the interesting thing about kids is that they’re very early adopters and, but they adopt…they adapt actually the tools to what they think is interesting. And so social media sites really took off when highschoolers embraced them, first My Space and then Facebook as virtual extensions of their ability to interact with their friends. And the folks in schools have been scrambling ever since to figure out how do we get social network interaction in our school. And the transition has not been very hard because we’re trying…I mean it’s not been very easy because we’re…we’re trying to export natural practices from their native land into an artificial context.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. How can this all be integrated into curriculum?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I think one of the problems that curriculum instruction is going to have is the very long sort of industrial model for how curriculum gets organized. It’s over a hundred years old. It’s based on standards and it’s based on shared model of what’s learning. And so in schools you have a model for what’s learned and then all the kids have to go along with that model. And I think\u003cspan style=\"color: #cc3300;\"> \u003cstrong>the new models that are being developed now are much more production focused where kids integrate what they know into meaningful performances or products. And then the technologies organize around those products both in their production but also in their sharing to give kids a real investment in what they’re building and doing\u003c/strong>.\u003c/span> But the kind of movies or the kinds of machinima or the kinds of production that kids are engaging in does not map very well onto traditional curriculum maps. And so like what happens with chemistry. Well that’s a big problem because kids are engaged in a lot of sophisticated media production practices that don’t really involve chemistry.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003caside class=\"pullquote alignleft\">\u003cstrong> \u003c/strong>\"The voice of teachers who aren’t dealing with extraordinary circumstances every day but are just trying to teach algebra ... those stories are just not being heard in the contemporary discourse.\"\u003c/aside>\n\u003c/p>\n\u003cp style=\"padding-left: 30px;\">There are different kinds of learning goals like a huge part of our education process is cultural inheritance. There’s a whole bunch of knowledge that we think that educated citizens should have and that our schools are designed very efficiently to transmit that knowledge. I mean you can’t teach algebra much better than it’s currently being taught in our schools. And to have game to do it or other kinds of media to do it, it just the new methods are just inefficient compared to what we already have. The question is, or the question for us is that a lot of kids aren’t engaged by algebra or chemistry. They’re engaged by other stuff. And so we can follow the trail of engagement to figure out what kinds of things interest them and are there…are there legitimate academic pursuits to be sort of discerned in…in that form of participation.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I think the best model that I can think of now is what’s going to happen with high schools in the next twenty, thirty years. \u003cstrong>\u003cspan style=\"color: #cc3300;\">The community college model which is an enormous range of electives for all kinds of practices, right, from media production to professional trades, to sciences, to math, to literature, a huge smorgasbord. It almost takes a comprehensive high school and explodes it and puts the learning in charge constructing an educational pathway.\u003c/span> \u003c/strong>I think we’re going to see much more of that in our high schools, like less emphasis on core academic curriculum and more emphasis on well what interests you.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What happens to \"core curriculum\" in that case?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Well I think we’ve settled as a culture on sort of a 19\u003csup>th\u003c/sup> century definition of what constitutes and educated person. Chemistry was a rather late edition to that but math is definitely a part of it. And I think what we’re going to find out in the next fifty, a hundred years, at least from the perspective of an economic productivity that some of those disciplines just don’t matter for creating ways of life and…and new economic productions. I mean I work in a group that does game production. And we see really smart kids all the time who are disaffected from their schooling, want to come, they want to build worlds. And they want to use programming tools to do it. And if it’s about learning then that’s great. And it’s not clear that that’s directly related to chemistry or any other of the things that we currently teach in schools.\u003cspan style=\"color: #cc3300;\">\u003cstrong> I mean algebra gives you a routine of thinking. But the actual content of algebra it just doesn’t come up very often\u003c/strong>.\u003c/span> The sad fact of it is you just don’t need algebra. You need proportions. You need need to be able to make judgments about similarity and difference.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What message do you have for parents who are unhappy with the public school system?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">What should parents’ reaction be the current state of schools? And one of the issues is that schools are not a monolithic entity. There’s your local school and a lot of parents understand that if they participate in their school that benefits their kids and so local community participation in school is a really important thing.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I think a bigger question is how do we react to other people’s schools? It’s sort of the general public support for public schooling. Like how do we feel about creating a common institution that helps the needs…the education needs of all of our kids? And that right now in 2010 is a think an emerging public dispute. I’m from Wisconsin. And so right now in the state capitol the future of public education is being debated, the future of how, whether teachers are going to be able to unionize and to bargain and so forth. And it’s brought out a lot of discussion about how our schools aren’t any good anyway so why don’t we hasten their destruction and bring in charters and so forth.\u003cspan style=\"color: #cc3300;\"> \u003cstrong>And so we as a culture we don’t really have a good sense of the quality of other people’s schools. And that’s an important thing for us to understand. It’s almost not as a parent but as a citizen, it’s important to understand like what’s the role of public education as an ongoing sort of institutional benefit of our culture.\u003c/strong>\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Well it’s really hard to discern the state of public education because all the press is negative like the liberals are (unschooled/on schools) because of their failures. The conservatives are unschooled because they cost too much. Parents are (unschooled) because of taxation and disciplinary issues, students are unschooled because they don’t want to be there. Teachers are overworked, and it’s a universally negative message. And so it’s really hard to discern what’s actually going on, what are the day to day practices that give people life in schools. And that voice is just not being heard. The voice of teachers who, you know, aren’t dealing with extraordinary circumstances every day but are just trying to teach algebra. They’re just trying to teach programming. They’re trying to teach kids how to read. Those stories are just not being heard in the…in the contemporary discourse.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">And on the one hand I think all this attention is good because institutions don’t grow if you don’t point out their critiques. You got to have a persistent atmosphere of criticism otherwise it just becomes good enough. And so the fact that American public education is such a hot button issue really gives us sort of a public incentive to make change in schools. But I am worried about the baby in the bathwater problem that the stuff that works in schools just doesn’t get reported and so we, in this cycle of constant reform that doesn’t really stick to what we’re already doing.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What are your thoughts about the role of the teacher, and the idea of them letting go of control of owning subjects and the content they teach?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">It’s been a dream for the progressive movement in education for a long time that teachers would let go of the control over to students and engage in constructive conversations with students. But that dream has really been on the run in the past ten years. We’ve entered an era where we’ve used information technologies to capture outcomes for student learning. And once we determine the patterns and the outcomes that leads to prescribed methods of instruction, so teachers have less and less control than they ever had over the methods that they use, more often teachers are being asked to stand and deliver. \"Here’s my curriculum. I’m supposed to deliver it to my students.\" And then we’re supposed to measure the outcomes. And that’s what constitutes teaching.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Now that being said at a macro level I think it looks sort of bleak for teachers. But at a micro level, teachers still make every single decision about which student gets to speak, how the assignments are structured, what kind of feedback they give to their students. \u003cstrong>\u003cspan style=\"color: #cc3300;\">The great promise of the whole school reform argument that we’re having is that at the micro level teachers have as much control as they ever had.\u003c/span> \u003c/strong>And they can ask questions in however they see fit to interact with students. So to me there’s enormous amounts of hope in the very place where that makes the most difference.\u003c/p>\n\n",
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"description": "Flickr:FoundPhotoSLJ What happens when you allow kids to figure out their own path to learning by giving them access to the online community? That's one of the thoughtful questions Richard Halverson, co-author of Rethinking Education in the Age of Technology, brings up in this interview at the CYTSE conference. "A lot of kids aren’t engaged",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_9792\" class=\"module image center mceTemp\" style=\"width: 500px;\">\u003ca rel=\"attachment wp-att-9792\" href=\"http://ww2.kqed.org/mindshift/2011/03/science-math-and-fan-fiction-whats-worth-learning/foundphotoslj-2/\">\u003c/a>\n\u003cdiv id=\"attachment_9792\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px;\">\u003ca rel=\"attachment wp-att-9792\" href=\"http://ww2.kqed.org/mindshift/2011/03/science-math-and-fan-fiction-whats-worth-learning/foundphotoslj-2/\">\u003cimg class=\"size-full wp-image-9792\" title=\"FoundphotoSLJ\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/FoundphotoSLJ.jpg\" alt=\"\" width=\"500\" height=\"243\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/FoundphotoSLJ.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/FoundphotoSLJ-400x194.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/FoundphotoSLJ-320x156.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\n\u003cp class=\"credit\">Flickr:FoundPhotoSLJ\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003cp>What happens when you allow kids to figure out their own path to learning by giving them access to the online community? That's one of the thoughtful questions \u003ca href=\"http://www.wcer.wisc.edu/people/staff.php?sid=511\">Richard Halverson\u003c/a>, co-author of \u003ca href=\"http://www.amazon.com/Rethinking-Education-Technology-Education-Connections-Education-Connections/dp/0807750026\">Rethinking Education in the Age of Technology\u003c/a>, brings up in this interview at the \u003ca href=\"http://www.cyberlearningstem.org/\">CYTSE conference\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\"> \"A lot of kids aren’t engaged by algebra or chemistry. They’re engaged by other stuff. We can follow the trail of engagement to figure out what kinds of things interest them and [whether] there are legitimate academic pursuits to be discerned in that form of participation.\" \u003c/aside>\n\u003cp>There's a difference, Halverson says, between using cyberlearning tools for specific purposes -- to learn math or health, for example -- and towards open-ended discoveries, such as participatory cultures like \u003ca href=\"http://us.battle.net/wow/\">World of Warcraft\u003c/a> or \u003ca href=\"http://www.fanfiction.net/\">FanFiction sites\u003c/a> that teach kids the intangibles.\u003c/p>\n\u003cp>It's a huge leap to make. Educators are still \u003ca href=\"http://weblogg-ed.com/2011/valuing-change/\">not wholly convinced\u003c/a> that technology is anything more than just \"bells and whistles,\" so is it even possible to think about giving kids free rein to design their own path online?\u003c/p>\n\u003cp>And even in those communities that \u003cem>do \u003c/em>embrace technology, \"those two communities don’t really overlap very well,\" he says. \"One of them really wants to do what schools do. And the other one wants to see what the tools are capable of.\"\u003c/p>\n\u003cp>The closest comparison to this kind of learning model, Halverson says, is the community college. \"I think we’re going to see much more of that in our high schools, like less emphasis on core academic curriculum and more emphasis on well what…what interests you,\" he says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As for the issue about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/revolution-2-0-the-control-shift/\">control shift\u003c/a> -- of teachers letting go of the idea of filling students' heads with facts and information -- Halverson adds yet another level of complexity to the equation. With so much pressure to teach to the test and standardize learning, Halverson says he's heartened by the fact that \"teachers still make every single decision about which student gets to speak, how the assignments are structured, what kind of feedback they give to their students.\"\u003c/p>\n\u003cp>And for the innovative educator, this is promising.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/G_eAXXSfay8'\n title='//www.youtube.com/embed/G_eAXXSfay8'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cem>\u003cstrong>Read the\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/science-math-and-fan-fiction-whats-worth-learning/\"> entire interview with Halverson's here\u003c/a>.\u003c/strong>\u003c/em>\u003c!--more-->\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What trends are you seeing in cyberlearning world?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. It’s been the big challenge in the cyberlearning debate I think is that there’s a whole group of people who wants to use the tools to transform what we’re already doing in school. So we have cyberlearning for STEM education or cyberlearning for health education. But then there’s another group of folks who are looking at cyberlearning tools just to see what kind of learning occurs when people engage in…in participatory cultures or they organize around technologies. And those two communities don’t really overlap very well. One of them really wants to do what schools do. And the other one wants to see what the tools are capable of.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The big contrast I think is, like imagine a world in which you already knew what students should learn. Then the technologies are just means. And then you want to test the ability of the technologies to deliver those…those ends that you already know. But then imagine another world in which we don’t really know what the learning goals are. The tools sort of embed practices that go in their own directions. And so there’s a whole group of researchers studying that, too, to see like what kinds of learning emerge from using these tools.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Is that what you think will eventually be the norm?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Well it’s the thing that’s transforming our society. I mean everybody uses Google now. Everybody’s got an account at the DMV. Everybody shops online. Everybody pays their taxes on line. Like people maintain virtual selves all over the place. It’s just integrated into their, into their lives. And the people who invented cyberlearning tools are the ones who pioneered these new forms of virtual interaction. \u003cstrong>\u003cspan style=\"color: #cc3300;\">So looking at things like World of Warcraft or FanFiction or participatory media cultures really shows the future of what everyday interaction is going to be.\u003c/span>\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Well kids, I mean the interesting thing about kids is that they’re very early adopters and, but they adopt…they adapt actually the tools to what they think is interesting. And so social media sites really took off when highschoolers embraced them, first My Space and then Facebook as virtual extensions of their ability to interact with their friends. And the folks in schools have been scrambling ever since to figure out how do we get social network interaction in our school. And the transition has not been very hard because we’re trying…I mean it’s not been very easy because we’re…we’re trying to export natural practices from their native land into an artificial context.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. How can this all be integrated into curriculum?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I think one of the problems that curriculum instruction is going to have is the very long sort of industrial model for how curriculum gets organized. It’s over a hundred years old. It’s based on standards and it’s based on shared model of what’s learning. And so in schools you have a model for what’s learned and then all the kids have to go along with that model. And I think\u003cspan style=\"color: #cc3300;\"> \u003cstrong>the new models that are being developed now are much more production focused where kids integrate what they know into meaningful performances or products. And then the technologies organize around those products both in their production but also in their sharing to give kids a real investment in what they’re building and doing\u003c/strong>.\u003c/span> But the kind of movies or the kinds of machinima or the kinds of production that kids are engaging in does not map very well onto traditional curriculum maps. And so like what happens with chemistry. Well that’s a big problem because kids are engaged in a lot of sophisticated media production practices that don’t really involve chemistry.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003caside class=\"pullquote alignleft\">\u003cstrong> \u003c/strong>\"The voice of teachers who aren’t dealing with extraordinary circumstances every day but are just trying to teach algebra ... those stories are just not being heard in the contemporary discourse.\"\u003c/aside>\n\u003c/p>\n\u003cp style=\"padding-left: 30px;\">There are different kinds of learning goals like a huge part of our education process is cultural inheritance. There’s a whole bunch of knowledge that we think that educated citizens should have and that our schools are designed very efficiently to transmit that knowledge. I mean you can’t teach algebra much better than it’s currently being taught in our schools. And to have game to do it or other kinds of media to do it, it just the new methods are just inefficient compared to what we already have. The question is, or the question for us is that a lot of kids aren’t engaged by algebra or chemistry. They’re engaged by other stuff. And so we can follow the trail of engagement to figure out what kinds of things interest them and are there…are there legitimate academic pursuits to be sort of discerned in…in that form of participation.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I think the best model that I can think of now is what’s going to happen with high schools in the next twenty, thirty years. \u003cstrong>\u003cspan style=\"color: #cc3300;\">The community college model which is an enormous range of electives for all kinds of practices, right, from media production to professional trades, to sciences, to math, to literature, a huge smorgasbord. It almost takes a comprehensive high school and explodes it and puts the learning in charge constructing an educational pathway.\u003c/span> \u003c/strong>I think we’re going to see much more of that in our high schools, like less emphasis on core academic curriculum and more emphasis on well what interests you.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What happens to \"core curriculum\" in that case?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Well I think we’ve settled as a culture on sort of a 19\u003csup>th\u003c/sup> century definition of what constitutes and educated person. Chemistry was a rather late edition to that but math is definitely a part of it. And I think what we’re going to find out in the next fifty, a hundred years, at least from the perspective of an economic productivity that some of those disciplines just don’t matter for creating ways of life and…and new economic productions. I mean I work in a group that does game production. And we see really smart kids all the time who are disaffected from their schooling, want to come, they want to build worlds. And they want to use programming tools to do it. And if it’s about learning then that’s great. And it’s not clear that that’s directly related to chemistry or any other of the things that we currently teach in schools.\u003cspan style=\"color: #cc3300;\">\u003cstrong> I mean algebra gives you a routine of thinking. But the actual content of algebra it just doesn’t come up very often\u003c/strong>.\u003c/span> The sad fact of it is you just don’t need algebra. You need proportions. You need need to be able to make judgments about similarity and difference.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What message do you have for parents who are unhappy with the public school system?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">What should parents’ reaction be the current state of schools? And one of the issues is that schools are not a monolithic entity. There’s your local school and a lot of parents understand that if they participate in their school that benefits their kids and so local community participation in school is a really important thing.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I think a bigger question is how do we react to other people’s schools? It’s sort of the general public support for public schooling. Like how do we feel about creating a common institution that helps the needs…the education needs of all of our kids? And that right now in 2010 is a think an emerging public dispute. I’m from Wisconsin. And so right now in the state capitol the future of public education is being debated, the future of how, whether teachers are going to be able to unionize and to bargain and so forth. And it’s brought out a lot of discussion about how our schools aren’t any good anyway so why don’t we hasten their destruction and bring in charters and so forth.\u003cspan style=\"color: #cc3300;\"> \u003cstrong>And so we as a culture we don’t really have a good sense of the quality of other people’s schools. And that’s an important thing for us to understand. It’s almost not as a parent but as a citizen, it’s important to understand like what’s the role of public education as an ongoing sort of institutional benefit of our culture.\u003c/strong>\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Well it’s really hard to discern the state of public education because all the press is negative like the liberals are (unschooled/on schools) because of their failures. The conservatives are unschooled because they cost too much. Parents are (unschooled) because of taxation and disciplinary issues, students are unschooled because they don’t want to be there. Teachers are overworked, and it’s a universally negative message. And so it’s really hard to discern what’s actually going on, what are the day to day practices that give people life in schools. And that voice is just not being heard. The voice of teachers who, you know, aren’t dealing with extraordinary circumstances every day but are just trying to teach algebra. They’re just trying to teach programming. They’re trying to teach kids how to read. Those stories are just not being heard in the…in the contemporary discourse.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">And on the one hand I think all this attention is good because institutions don’t grow if you don’t point out their critiques. You got to have a persistent atmosphere of criticism otherwise it just becomes good enough. And so the fact that American public education is such a hot button issue really gives us sort of a public incentive to make change in schools. But I am worried about the baby in the bathwater problem that the stuff that works in schools just doesn’t get reported and so we, in this cycle of constant reform that doesn’t really stick to what we’re already doing.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What are your thoughts about the role of the teacher, and the idea of them letting go of control of owning subjects and the content they teach?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">It’s been a dream for the progressive movement in education for a long time that teachers would let go of the control over to students and engage in constructive conversations with students. But that dream has really been on the run in the past ten years. We’ve entered an era where we’ve used information technologies to capture outcomes for student learning. And once we determine the patterns and the outcomes that leads to prescribed methods of instruction, so teachers have less and less control than they ever had over the methods that they use, more often teachers are being asked to stand and deliver. \"Here’s my curriculum. I’m supposed to deliver it to my students.\" And then we’re supposed to measure the outcomes. And that’s what constitutes teaching.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Now that being said at a macro level I think it looks sort of bleak for teachers. But at a micro level, teachers still make every single decision about which student gets to speak, how the assignments are structured, what kind of feedback they give to their students. \u003cstrong>\u003cspan style=\"color: #cc3300;\">The great promise of the whole school reform argument that we’re having is that at the micro level teachers have as much control as they ever had.\u003c/span> \u003c/strong>And they can ask questions in however they see fit to interact with students. So to me there’s enormous amounts of hope in the very place where that makes the most difference.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>Can video games really work as a learning tool? If so, what happens to the role of the teacher in this realm? \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=chris_dede\">Chris Dede\u003c/a> and his colleagues at Harvard Graduate School of Education\u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/video-game-on-yes-and-no/\"> have been working\u003c/a> on testing these theories and have come up with fascinating results. \u003c/em>\u003c/p>\n\u003cp>\u003cem>I spoke with Dede at the \u003ca href=\"http://www.cyberlearningstem.org/\">Cyberlearning Tools for STEM Education Conference\u003c/a> recently, and asked him to elaborate on his thesis. Here's the video, and the full transcript follow below. The big takeaway: \u003cstrong>When combined with challenges and assessments, along with the guidance of a teacher, video games can lead students to rich learning experiences.\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>http://www.youtube.com/watch?v=nNAZXB0DnT4&feature=channel_video_title\u003c/p>\n\u003ch5>Read the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/virtual-worlds-in-the-hands-of-student-scientists/#more-9656\">full transcript here\u003c/a>.\u003c/h5>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003ch5>\u003cspan style=\"color: #333399;\">ON THE MAGIC OF SCIENCE COMING TO LIFE\u003c/span>\u003c/h5>\n\u003cp style=\"padding-left: 30px;\">One of the big challenges of classrooms is that they're very barren places. They're isolated from the world. Teachers typically have very limited resources that they can bring to bear, and yet we know that science takes place in very rich, real world settings with lots of lab equipment and with a lot of access to technology.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So, how students learn to act like scientists is complicated, but cyberlearning is really helping us with this because through cyberlearning, we can bring immersive experiences like those that students have in games or Club Penguin or Second Life into classrooms so that they're physically in the classroom, but psychologically, they're inside of some sort of digital environment. And if it's well constructed, and we build and study environments like this, we find that students can assume the role of scientists, and they can see the kinds of challenges that scientists face, and \u003cstrong>\u003cspan style=\"color: #cc0000;\">THEY CAN LEARN A LOT OF SKILLS THAT ARE THEN IMPORTANT FOR THEM LATER WHEN THEY'RE OUT OF THE CLASSROOM, AND IN THE REAL WORLD, \u003c/span>\u003c/strong> bring science to bear on understanding problems.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003c/p>\u003ch5>\u003cspan style=\"color: #333399;\">ON THE POWER OF TEACHING WITH GAMES\u003c/span>\u003c/h5>\n\u003cp style=\"padding-left: 30px;\">We have four projects that deal with immersive virtual worlds in classrooms. One is curriculum oriented, where we're building and studying digital ecosystems. One is assessment oriented, where we put students in a challenging situation, and we ask them to use their inquiry skills to figure out what's happening. One is mathematics instead of science, and students land in the virtual world on a strange planet, and they have to use math in order to rescue their captain, and then the fourth goes back to the digital pond, and students are learning [about] social perspective taking and some skills out of social psychology and negotiating about land use.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So what we’re studying is how broad a range of 21st century skills and sophisticated kind of processes can students learn in virtual worlds. And what is the role of the teacher in all of this. How does the teacher help them interpret and reflect on these experiences that they are having in the world. So it’s fascinating to look out how these worlds can be used in different ways. And see what the strengths and limits are with each approach. So what we find is that if students simply experience a virtual world without any guidance, it’s fun for them, they are engaged, they probably learned something, but they don't learn very much. Because the virtual world is simpler than the real world. But to be authentic, it’s still pretty complicated.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So we’re not trying to create some teacher in the box experience, where kids go into a virtual world and all by themselves they learn a great deal. Instead we find \u003cspan style=\"color: #cc3300;\">\u003cstrong>COMBINING A VIRTUAL WORLD AND A SKILLED TEACHER IS VERY POWERFUL\u003c/strong>,\u003cstrong> BECAUSE THE WORLD PROVIDES THE ENGAGEMENT AND EXPERIENCE, BUT THE TEACHER PROVIDES THE INTERPRETATION AND THE ABILITY TO HELP STUDENTS PLAN.\u003c/strong>\u003c/span>\u003cstrong> \u003c/strong>So the next time they go through the magic portal and back into the virtual world, they can organize themselves more effectively. We’re also finding that collaborative learning is also very powerful in virtual worlds. It’s easy for the students to play different roles, in which each gathers another set of data. And to put their elephant together they have to combine their knowledge of the trunk and the ears and the tail. And that kind of jigsaw pedagogy is difficult to do in a standard classroom, but it works really well in a virtual environment.\u003c/p>\n\u003ch5>\u003cstrong>\u003cspan style=\"color: #333399;\">ON SEEING THE SPARK OF ENGAGEMENT\u003c/span>\u003cbr>\n\u003c/strong>\u003c/h5>\n\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">When we think about how to bring cyberlearning into more conventional forms of instruction, I think that we need to think about the beginning and the end of a curricular unit. So, often students wonder, \"Why am I learning this? I don’t see any relevance to my life,\" and if you have a cyberlearning experience that's authentic right at the beginning of a curricular unit, students see. They see why it's relevant to their lives, and they also see that they don’t know what to do, that they're confused and lost. So, now they have a reason to learn the curriculum. In the middle, I might use an assessment based on cyberlearning so that the students can see, \"Yeah. I'm making some progress here, but there's also some things that I still don’t know.\" And then at the end, as a culminating experience and as an assessment, again, some kind of authentic cyberlearning can be really powerful. So,\u003cspan style=\"color: #cc3300;\">\u003cstrong> IT'S A LITTLE LIKE A DANCE, WHERE YOU'RE WEAVING CYBERLEARNING IN AND OUT OF FORMS OF INSTRUCTION THAT WE'RE MORE FAMILIAR WITH \u003c/strong>\u003c/span>building on the strengths of each.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Can video games really work as a learning tool? If so, what happens to the role of the teacher in this realm? \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=chris_dede\">Chris Dede\u003c/a> and his colleagues at Harvard Graduate School of Education\u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/video-game-on-yes-and-no/\"> have been working\u003c/a> on testing these theories and have come up with fascinating results. \u003c/em>\u003c/p>\n\u003cp>\u003cem>I spoke with Dede at the \u003ca href=\"http://www.cyberlearningstem.org/\">Cyberlearning Tools for STEM Education Conference\u003c/a> recently, and asked him to elaborate on his thesis. Here's the video, and the full transcript follow below. The big takeaway: \u003cstrong>When combined with challenges and assessments, along with the guidance of a teacher, video games can lead students to rich learning experiences.\u003c/strong>\u003c/em>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/nNAZXB0DnT4'\n title='//www.youtube.com/embed/nNAZXB0DnT4'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch5>Read the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/virtual-worlds-in-the-hands-of-student-scientists/#more-9656\">full transcript here\u003c/a>.\u003c/h5>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003ch5>\u003cspan style=\"color: #333399;\">ON THE MAGIC OF SCIENCE COMING TO LIFE\u003c/span>\u003c/h5>\n\u003cp style=\"padding-left: 30px;\">One of the big challenges of classrooms is that they're very barren places. They're isolated from the world. Teachers typically have very limited resources that they can bring to bear, and yet we know that science takes place in very rich, real world settings with lots of lab equipment and with a lot of access to technology.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So, how students learn to act like scientists is complicated, but cyberlearning is really helping us with this because through cyberlearning, we can bring immersive experiences like those that students have in games or Club Penguin or Second Life into classrooms so that they're physically in the classroom, but psychologically, they're inside of some sort of digital environment. And if it's well constructed, and we build and study environments like this, we find that students can assume the role of scientists, and they can see the kinds of challenges that scientists face, and \u003cstrong>\u003cspan style=\"color: #cc0000;\">THEY CAN LEARN A LOT OF SKILLS THAT ARE THEN IMPORTANT FOR THEM LATER WHEN THEY'RE OUT OF THE CLASSROOM, AND IN THE REAL WORLD, \u003c/span>\u003c/strong> bring science to bear on understanding problems.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003c/p>\u003ch5>\u003cspan style=\"color: #333399;\">ON THE POWER OF TEACHING WITH GAMES\u003c/span>\u003c/h5>\n\u003cp style=\"padding-left: 30px;\">We have four projects that deal with immersive virtual worlds in classrooms. One is curriculum oriented, where we're building and studying digital ecosystems. One is assessment oriented, where we put students in a challenging situation, and we ask them to use their inquiry skills to figure out what's happening. One is mathematics instead of science, and students land in the virtual world on a strange planet, and they have to use math in order to rescue their captain, and then the fourth goes back to the digital pond, and students are learning [about] social perspective taking and some skills out of social psychology and negotiating about land use.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So what we’re studying is how broad a range of 21st century skills and sophisticated kind of processes can students learn in virtual worlds. And what is the role of the teacher in all of this. How does the teacher help them interpret and reflect on these experiences that they are having in the world. So it’s fascinating to look out how these worlds can be used in different ways. And see what the strengths and limits are with each approach. So what we find is that if students simply experience a virtual world without any guidance, it’s fun for them, they are engaged, they probably learned something, but they don't learn very much. Because the virtual world is simpler than the real world. But to be authentic, it’s still pretty complicated.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So we’re not trying to create some teacher in the box experience, where kids go into a virtual world and all by themselves they learn a great deal. Instead we find \u003cspan style=\"color: #cc3300;\">\u003cstrong>COMBINING A VIRTUAL WORLD AND A SKILLED TEACHER IS VERY POWERFUL\u003c/strong>,\u003cstrong> BECAUSE THE WORLD PROVIDES THE ENGAGEMENT AND EXPERIENCE, BUT THE TEACHER PROVIDES THE INTERPRETATION AND THE ABILITY TO HELP STUDENTS PLAN.\u003c/strong>\u003c/span>\u003cstrong> \u003c/strong>So the next time they go through the magic portal and back into the virtual world, they can organize themselves more effectively. We’re also finding that collaborative learning is also very powerful in virtual worlds. It’s easy for the students to play different roles, in which each gathers another set of data. And to put their elephant together they have to combine their knowledge of the trunk and the ears and the tail. And that kind of jigsaw pedagogy is difficult to do in a standard classroom, but it works really well in a virtual environment.\u003c/p>\n\u003ch5>\u003cstrong>\u003cspan style=\"color: #333399;\">ON SEEING THE SPARK OF ENGAGEMENT\u003c/span>\u003cbr>\n\u003c/strong>\u003c/h5>\n\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">When we think about how to bring cyberlearning into more conventional forms of instruction, I think that we need to think about the beginning and the end of a curricular unit. So, often students wonder, \"Why am I learning this? I don’t see any relevance to my life,\" and if you have a cyberlearning experience that's authentic right at the beginning of a curricular unit, students see. They see why it's relevant to their lives, and they also see that they don’t know what to do, that they're confused and lost. So, now they have a reason to learn the curriculum. In the middle, I might use an assessment based on cyberlearning so that the students can see, \"Yeah. I'm making some progress here, but there's also some things that I still don’t know.\" And then at the end, as a culminating experience and as an assessment, again, some kind of authentic cyberlearning can be really powerful. So,\u003cspan style=\"color: #cc3300;\">\u003cstrong> IT'S A LITTLE LIKE A DANCE, WHERE YOU'RE WEAVING CYBERLEARNING IN AND OUT OF FORMS OF INSTRUCTION THAT WE'RE MORE FAMILIAR WITH \u003c/strong>\u003c/span>building on the strengths of each.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Can Video Games Help Close the Digital Divide?",
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"content": "\u003ch4>\u003cem>Applying African-American boys' passion for sports video games toward building confidence in a learning environment.\u003c/em>\u003c/h4>\n\u003cp>\u003ca rel=\"attachment wp-att-9609\" href=\"http://ww2.kqed.org/mindshift/2011/03/can-video-games-help-close-the-digital-divide/disalvo-600/\">\u003c/a>\u003c/p>\n\u003cp>\u003ca>\u003cimg class=\"size-full wp-image-9609\" title=\"DiSalvo.600\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/DiSalvo.600.jpg\" alt=\"\" width=\"600\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/DiSalvo.600.jpg 600w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/DiSalvo.600-400x240.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/DiSalvo.600-320x192.jpg 320w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399;\">\u003cem>This fascinating article by \u003ca href=\"http://dmlcentral.net/blog/liz-losh/young-black-males-learning-and-video-games\">Liz Losh on Digital Media & Learning\u003c/a> looks at how video games as learning motivator can be a completely different experience for different cultures.\u003c/em>\u003c/span>\u003c/p>\n\u003cp>A recent report on educational achievement among young black males describes a “national catastrophe” in primary, secondary, and higher education that is reinforced by policy failures and funding shortfalls. “\u003ca href=\"http://www.cgcs.org/cgcs/Call_For_Change.pdf\">A Call for Change: The Social and Educational Factors Contributing to the Outcomes of Black Males in Urban Schools\u003c/a>” uses data largely from the U.S. Department of Education to paint a grim picture of an achievement gap between black and white students, reinforcing the message of recent books like Pedro Noguera’s \u003ca href=\"http://www.amazon.com/Trouble-Black-Boys-Reflections-Education/dp/0470452080/\">\u003cem>The Trouble with Black Boys: Race, Equity, and the Future of Public Education\u003c/em>\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Game consoles often are the most powerful computational devices and the only Internet-enabled devices in our participants’ homes.”\u003c/aside>\n\u003cp style=\"padding-left: 30px;\">While the Obama White House has become known for promoting video games as a way to teach \u003ca href=\"http://www.whitehouse.gov/the-press-office/president-obama-launches-educate-innovate-campaign-excellence-science-technology-en\">science, technology, engineering, math\u003c/a>, and as a method to promote \u003ca href=\"http://www.whitehouse.gov/blog/2010/09/28/apps-healthy-kids-envelope-please\">healthier eating\u003c/a> and exercise among kids with sedentary lifestyles and pop culture habits, often the Presidential message targeted to African-American urban youth emphasizes traditional print culture literacies in reading and writing. Researcher \u003ca href=\"http://www.betsydisalvo.com/\">Betsy James DiSalvo\u003c/a> from the Georgia Institute of Technology is taking a different approach to the achievement gap. Her work is focused on understanding the role that video games play in urban African-American youth culture.\u003c!--break-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"padding-left: 30px;\">DiSalvo engages African-American teenage boys with video game design and seeks to provide them intensive college and career counseling that “A Call for Change” argues they might not be getting in school despite a desperate need for intervention. She also takes advantage of the fact that video games can bridge the digital divide in African-American homes, because “game consoles often are the most powerful computational devices and the only Internet-enabled devices in our participants’ homes.”\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>UNUSUAL APPROACH\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Unlike other after-school programs with technology labs, DiSalvo’s “\u003ca href=\"http://www.prism.gatech.edu/%7Etjohnson3/GlitchTest.html\">Glitch Game Testers\u003c/a>” treats students as paid employees rather than charity cases. Participants have part-time jobs during the school year and full-time jobs during the summer that provide economic as well as educational incentives to pursue careers in computer science and other STEM-related fields. The program makes a long-term commitment to mentoring and economic support and tries to tailor services around stated needs. According to DiSalvo, other programs “parachute-in” with a rescue mentality that shows little respect for existing attitudes in African-American communities.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003caside class=\"pullquote alignleft\">“Going to a whole classroom of people and assuming that you will find something that everyone likes” is naïve. You have to think about the culture that people come from first.”\u003c/aside>\n\u003c/p>\n\u003cp style=\"padding-left: 30px;\">DiSalvo has come up with a pragmatic series of solutions designed around symbiotic relationships between corporate products and consumer populations to foster STEM learning around sports video games that are usually not seen as particularly educational. She recruits Atlanta-area youth attending schools that are 99% African-American and where most students are well below the poverty line as play \u003ca href=\"http://www.prism.gatech.edu/%7Etjohnson3/clients.html\">testers for commercial video game companies\u003c/a> to search for bugs in new video games. Local mentors from Georgia Tech and historically black Morehouse College are also part of the Glitch Game Testers team and serve as both \u003ca href=\"http://www.prism.gatech.edu/%7Etjohnson3/staff.html\">coaches and role models\u003c/a>.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">In her work, DiSalvo finds that video game play practices such as “hacking, cheating, and modding,” which provide powerful informal learning practices among self-described “geeks” destined for careers in technology, are often treated with disdain by African-American teenagers. For many black urban youth, DiSalvo says, their notions of masculinity are defined by codes of idealized sportsmanship and pure physical embodiment, rather than the so-called “hacker ethic” that emphasizes subverting systems and authority.\u003c/p>\n\u003cp>\u003cstrong>GENDER, IDENTITY AND TECHNOLOGY\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">DiSalvo’s advisor, \u003ca href=\"http://www.cc.gatech.edu/%7Easb/\">Professor Amy Bruckman\u003c/a>, has been known for her research on gender and computer gaming that stretches back for more than a decade. (Bruckman also wrote seminal essays questioning cyber-utopianism that were written in the nineties, such as “\u003ca href=\"http://www.cc.gatech.edu/%7Easb/papers/tr-finding-ones-own.pdf\">Finding One’s Own in Cyberspace\u003c/a>” and “\u003ca href=\"http://www.cc.gatech.edu/%7Easb/papers/getty/disneyland.html\">Cyberspace is Not Disneyland\u003c/a>\").\u003c/p>\n\u003cp style=\"padding-left: 30px;\">In an interview for DML Central, Bruckman praises DiSalvo’s work because it is “specifically targeting African-American teenage boys” in a larger research environment in which the discussion about gender and technology has often been focused on “women and this, and women and that” without enough serious research on masculinity and how “cultural groups have unique challenges.”\u003c!--more-->\u003c/p>\n\u003cp style=\"padding-left: 30px;\">By thinking about “games as a motivator” rather than as a means of what \u003cem>The Chronicle of Higher Education\u003c/em> has recently called “\u003ca href=\"http://chronicle.com/article/A-Stealth-Assessment-Turns/125276/\">stealth assessment\u003c/a>,\" Bruckman argues that researchers can find out a lot more about learning and its relationship to cultural norms and that “looking at masculinity” might provide a fundamental “key to understanding.\"\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Bruckman also asserts that other researchers interested in how young people make “the transition from interest in games to an interest in computer science” should be thinking more about “theories of the body” and why an ideology that seems to devalue sports and sportsmanship might be repugnant to some groups. The stereotype of “the computer scientist who doesn’t eat and doesn’t sleep and drinks Jolt cola” represents a “denial of the body” that probably seems alien to those young people for whom “the body is first and foremost in identity” and the epitome of success is defined by “owning” people in athletic competition.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>CHALLENGING THE NARRATIVE ON GAMES AND LEARNING\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">As Bruckman puts it, “I think that the discourse on games and learning is filled with assumptions that I don’t buy.” For her, “Betsy is using games in a way that makes sense . . . to take the passion that African-American boys have for sports video games to build confidence in creating a learning environment.” According to Bruckman, DiSalvo’s work on play testing emphasizes a “different side of computer science” rather than a campaign to change African-American youth culture in transferring their interest from “entertainment to intellectual discipline.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp style=\"padding-left: 30px;\">More generally, Bruckman warns that many who are devoted to making educational games are part of a larger enterprise that is “ill-motivated and doomed,” because it is based on the simplistic assumption that “if it is fun, then they’ll love it” without asking the most basic of questions: “What is fun?” Bruckman titled one of her essays from the nineties “\u003ca href=\"http://www.cc.gatech.edu/%7Easb/papers/bruckman-gdc99.pdf\">Can Educational Be Fun?\u003c/a>” and it has been a theme in her work since then. “Going to a whole classroom of people and assuming that you will find something that everyone likes” is naïve,\" Bruckman insists. “You have to think about the culture that people come from first.”\u003c/p>\n\n",
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"description": "Applying African-American boys' passion for sports video games toward building confidence in a learning environment. This fascinating article by Liz Losh on Digital Media & Learning looks at how video games as learning motivator can be a completely different experience for different cultures. A recent report on educational achievement among young black males describes a",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch4>\u003cem>Applying African-American boys' passion for sports video games toward building confidence in a learning environment.\u003c/em>\u003c/h4>\n\u003cp>\u003ca rel=\"attachment wp-att-9609\" href=\"http://ww2.kqed.org/mindshift/2011/03/can-video-games-help-close-the-digital-divide/disalvo-600/\">\u003c/a>\u003c/p>\n\u003cp>\u003ca>\u003cimg class=\"size-full wp-image-9609\" title=\"DiSalvo.600\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/DiSalvo.600.jpg\" alt=\"\" width=\"600\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/DiSalvo.600.jpg 600w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/DiSalvo.600-400x240.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/DiSalvo.600-320x192.jpg 320w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399;\">\u003cem>This fascinating article by \u003ca href=\"http://dmlcentral.net/blog/liz-losh/young-black-males-learning-and-video-games\">Liz Losh on Digital Media & Learning\u003c/a> looks at how video games as learning motivator can be a completely different experience for different cultures.\u003c/em>\u003c/span>\u003c/p>\n\u003cp>A recent report on educational achievement among young black males describes a “national catastrophe” in primary, secondary, and higher education that is reinforced by policy failures and funding shortfalls. “\u003ca href=\"http://www.cgcs.org/cgcs/Call_For_Change.pdf\">A Call for Change: The Social and Educational Factors Contributing to the Outcomes of Black Males in Urban Schools\u003c/a>” uses data largely from the U.S. Department of Education to paint a grim picture of an achievement gap between black and white students, reinforcing the message of recent books like Pedro Noguera’s \u003ca href=\"http://www.amazon.com/Trouble-Black-Boys-Reflections-Education/dp/0470452080/\">\u003cem>The Trouble with Black Boys: Race, Equity, and the Future of Public Education\u003c/em>\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Game consoles often are the most powerful computational devices and the only Internet-enabled devices in our participants’ homes.”\u003c/aside>\n\u003cp style=\"padding-left: 30px;\">While the Obama White House has become known for promoting video games as a way to teach \u003ca href=\"http://www.whitehouse.gov/the-press-office/president-obama-launches-educate-innovate-campaign-excellence-science-technology-en\">science, technology, engineering, math\u003c/a>, and as a method to promote \u003ca href=\"http://www.whitehouse.gov/blog/2010/09/28/apps-healthy-kids-envelope-please\">healthier eating\u003c/a> and exercise among kids with sedentary lifestyles and pop culture habits, often the Presidential message targeted to African-American urban youth emphasizes traditional print culture literacies in reading and writing. Researcher \u003ca href=\"http://www.betsydisalvo.com/\">Betsy James DiSalvo\u003c/a> from the Georgia Institute of Technology is taking a different approach to the achievement gap. Her work is focused on understanding the role that video games play in urban African-American youth culture.\u003c!--break-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">DiSalvo engages African-American teenage boys with video game design and seeks to provide them intensive college and career counseling that “A Call for Change” argues they might not be getting in school despite a desperate need for intervention. She also takes advantage of the fact that video games can bridge the digital divide in African-American homes, because “game consoles often are the most powerful computational devices and the only Internet-enabled devices in our participants’ homes.”\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>UNUSUAL APPROACH\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Unlike other after-school programs with technology labs, DiSalvo’s “\u003ca href=\"http://www.prism.gatech.edu/%7Etjohnson3/GlitchTest.html\">Glitch Game Testers\u003c/a>” treats students as paid employees rather than charity cases. Participants have part-time jobs during the school year and full-time jobs during the summer that provide economic as well as educational incentives to pursue careers in computer science and other STEM-related fields. The program makes a long-term commitment to mentoring and economic support and tries to tailor services around stated needs. According to DiSalvo, other programs “parachute-in” with a rescue mentality that shows little respect for existing attitudes in African-American communities.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003caside class=\"pullquote alignleft\">“Going to a whole classroom of people and assuming that you will find something that everyone likes” is naïve. You have to think about the culture that people come from first.”\u003c/aside>\n\u003c/p>\n\u003cp style=\"padding-left: 30px;\">DiSalvo has come up with a pragmatic series of solutions designed around symbiotic relationships between corporate products and consumer populations to foster STEM learning around sports video games that are usually not seen as particularly educational. She recruits Atlanta-area youth attending schools that are 99% African-American and where most students are well below the poverty line as play \u003ca href=\"http://www.prism.gatech.edu/%7Etjohnson3/clients.html\">testers for commercial video game companies\u003c/a> to search for bugs in new video games. Local mentors from Georgia Tech and historically black Morehouse College are also part of the Glitch Game Testers team and serve as both \u003ca href=\"http://www.prism.gatech.edu/%7Etjohnson3/staff.html\">coaches and role models\u003c/a>.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">In her work, DiSalvo finds that video game play practices such as “hacking, cheating, and modding,” which provide powerful informal learning practices among self-described “geeks” destined for careers in technology, are often treated with disdain by African-American teenagers. For many black urban youth, DiSalvo says, their notions of masculinity are defined by codes of idealized sportsmanship and pure physical embodiment, rather than the so-called “hacker ethic” that emphasizes subverting systems and authority.\u003c/p>\n\u003cp>\u003cstrong>GENDER, IDENTITY AND TECHNOLOGY\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">DiSalvo’s advisor, \u003ca href=\"http://www.cc.gatech.edu/%7Easb/\">Professor Amy Bruckman\u003c/a>, has been known for her research on gender and computer gaming that stretches back for more than a decade. (Bruckman also wrote seminal essays questioning cyber-utopianism that were written in the nineties, such as “\u003ca href=\"http://www.cc.gatech.edu/%7Easb/papers/tr-finding-ones-own.pdf\">Finding One’s Own in Cyberspace\u003c/a>” and “\u003ca href=\"http://www.cc.gatech.edu/%7Easb/papers/getty/disneyland.html\">Cyberspace is Not Disneyland\u003c/a>\").\u003c/p>\n\u003cp style=\"padding-left: 30px;\">In an interview for DML Central, Bruckman praises DiSalvo’s work because it is “specifically targeting African-American teenage boys” in a larger research environment in which the discussion about gender and technology has often been focused on “women and this, and women and that” without enough serious research on masculinity and how “cultural groups have unique challenges.”\u003c!--more-->\u003c/p>\n\u003cp style=\"padding-left: 30px;\">By thinking about “games as a motivator” rather than as a means of what \u003cem>The Chronicle of Higher Education\u003c/em> has recently called “\u003ca href=\"http://chronicle.com/article/A-Stealth-Assessment-Turns/125276/\">stealth assessment\u003c/a>,\" Bruckman argues that researchers can find out a lot more about learning and its relationship to cultural norms and that “looking at masculinity” might provide a fundamental “key to understanding.\"\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Bruckman also asserts that other researchers interested in how young people make “the transition from interest in games to an interest in computer science” should be thinking more about “theories of the body” and why an ideology that seems to devalue sports and sportsmanship might be repugnant to some groups. The stereotype of “the computer scientist who doesn’t eat and doesn’t sleep and drinks Jolt cola” represents a “denial of the body” that probably seems alien to those young people for whom “the body is first and foremost in identity” and the epitome of success is defined by “owning” people in athletic competition.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>CHALLENGING THE NARRATIVE ON GAMES AND LEARNING\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">As Bruckman puts it, “I think that the discourse on games and learning is filled with assumptions that I don’t buy.” For her, “Betsy is using games in a way that makes sense . . . to take the passion that African-American boys have for sports video games to build confidence in creating a learning environment.” According to Bruckman, DiSalvo’s work on play testing emphasizes a “different side of computer science” rather than a campaign to change African-American youth culture in transferring their interest from “entertainment to intellectual discipline.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">More generally, Bruckman warns that many who are devoted to making educational games are part of a larger enterprise that is “ill-motivated and doomed,” because it is based on the simplistic assumption that “if it is fun, then they’ll love it” without asking the most basic of questions: “What is fun?” Bruckman titled one of her essays from the nineties “\u003ca href=\"http://www.cc.gatech.edu/%7Easb/papers/bruckman-gdc99.pdf\">Can Educational Be Fun?\u003c/a>” and it has been a theme in her work since then. “Going to a whole classroom of people and assuming that you will find something that everyone likes” is naïve,\" Bruckman insists. “You have to think about the culture that people come from first.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Video Chats Take Students to Other Worlds",
"title": "Video Chats Take Students to Other Worlds",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003ca rel=\"attachment wp-att-9043\" href=\"http://ww2.kqed.org/mindshift/2011/03/video-chats-takes-students-to-other-worlds/3314284967_5bae16e293_z/\">\u003cimg class=\"size-medium wp-image-9043\" title=\"kids videoconferencing\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/3314284967_5bae16e293_z-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>As Skyping becomes part of our daily vocabulary -- like \"googling\" and \"friending,\" it's also being used more in schools. As a way to connect students to valuable resources across the world, schools are embracing \u003ca href=\"http://www.skype.com/intl/en-us/home\" target=\"_blank\">Skype\u003c/a>, \u003ca href=\"http://www.webex.com/\" target=\"_blank\">WebEx\u003c/a>, \u003ca href=\"http://www.google.com/chat/video\" target=\"_blank\">Google video chat\u003c/a>, and other tools as an alternative the chalkboard generation could only dream of: conversations with astronauts, field trips to the zoo, and connecting with kids across the globe, for instance -- all from the comfort of their own classrooms.\u003c/p>\n\u003cp>Grant funding for videoconferencing equipment in schools is becoming more prevalent, too (often, that money is federal; \u003ca href=\"http://www.tandberg.com/services/video-conferencing-federal-government-grant-services.jsp\" target=\"_blank\">Tandberg\u003c/a>, for example, is one resource). This means that more kids might get to \u003ca href=\"http://www.wickedlocal.com/acton/news/education/x1596407867/Acton-schools-Discovery-Museums-connect-with-El-Salvador#axzz1FynEulXt\" target=\"_blank\">meet peers in El Salvador\u003c/a>, and \u003ca href=\"http://www.martinsvillebulletin.com/article.cfm?ID=27092\" target=\"_blank\">snow days\u003c/a> could be a thing of the past.\u003c/p>\n\u003cp>\u003cstrong>1) DISTANCE LEARNING. \u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">In Tennessee, instructors at Dyersburg State Community College 11 interactive TV classrooms can \u003ca href=\"http://www.wmctv.com/Global/story.asp?S=14076032\" target=\"_blank\">teach students more than an hour's drive away\u003c/a>, thanks to a $800,000 USDA grant. A \u003ca href=\"http://blog.al.com/spotnews/2011/02/distance_learning_connects_cla.html\" target=\"_blank\">distance learning program in Alabama\u003c/a> that uses webcams, big-screen televisions, and interactive whiteboards has been lauded for its ability to bring Advanced Placement (AP) classes to students who wouldn't otherwise have access. And the \u003ca href=\"http://www.abqjournal.com/abqnews/abqnewseeker-mainmenu-39/26639-feds-provide-money-to-gallup-mckinley-county-jemez-valley-school-districts.html\" target=\"_blank\">Gallup-McKinley and Jemez Valley School Districts in New Mexico\u003c/a> are each receiving $500,000 in federal grants to create a videoconferencing system that will enable students to take AP and foreign language classes as well as facilitate professional development for teachers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>2) KIDS COLLABORATING WITH KIDS. \u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Some of the greatest potential for learning exists with kids meeting friends across the world or across town to discuss class topics or to collaborate on long-term projects. Kids can \u003ca href=\"http://www.edutopia.org/poetry-slam-global-writes\" target=\"_blank\">perform in slam poetry competitions\u003c/a> with one another through an arts program called \u003ca href=\"http://www.globalwrites.org/Global_WRITeS.org/Welcome_to_Global_WRITeS.html\" target=\"_blank\">Global Writes\u003c/a>; a \u003ca href=\"http://www.wickedlocal.com/acton/news/education/x1596407867/Acton-schools-Discovery-Museums-connect-with-El-Salvador#axzz1FynEulXt\" target=\"_blank\">Discovery Museums science and culture exchange program\u003c/a> allows third-graders in Acton, Massachusetts to videoconference with students from El Salvador and learn about one another's local ecosystems; and sixth graders in Hillburn, New York are \u003ca href=\"http://suffernvideoconferencing.org/2011/02/17/chinese-student-teachers/\" target=\"_blank\">teaching kindergartners beginning Mandarin Chinese\u003c/a>. And sometimes, student videoconferences are, in fact, conferences, like \u003ca href=\"http://baldwin-whitehall.patch.com/articles/technology-links-bhs-students-to-international-discussion\" target=\"_blank\">this international conference on the global response to natural disasters\u003c/a> based out of Pittsburgh or a \u003ca href=\"http://enidnews.com/localnews/x892852901/Waller-students-participate-in-book-club-conference\" target=\"_blank\">virtual book club meeting\u003c/a> between middle school students in Oklahoma.\u003c/p>\n\u003cp>\u003cstrong>3) LEARNING FROM PROFESSIONALS\u003c/strong>.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">In Orangeville, Ontario, a Canadian Space Agency astronaut told kids about his experiences in outer space via Skype -- things like \u003ca href=\"http://www.orangeville.com/community/life/article/963256--students-speak-to-spaceman\" target=\"_blank\">you can't burp in space\u003c/a>. Through the \u003ca href=\"http://www.wvpubcast.org/newsarticle.aspx?id=19227\" target=\"_blank\">NASA Explorer Schools Program\u003c/a>, schools videoconference with astronauts at the International Space Station. In New York, kids have connected with health professionals at the \u003ca href=\"http://suffernvideoconferencing.org/2011/02/10/578/\" target=\"_blank\">McMillen Center for Health Education\u003c/a> to learn about eating disorders, while elementary school students in Ottawa got to \u003ca href=\"http://mywebtimes.com/archives/ottawa/display.php?id=425517\" target=\"_blank\">ask questions of the author of the book they were reading\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>4) VIRTUAL FIELD TRIPS.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong> \u003c/strong>Videoconferencing means going places -- real places -- without having to pay for transportation or juggle logistics. Students can visit \"the heart of Madagascar\" through a videoconference \u003ca href=\"http://bronxzoo.com/educators/distance-learning.aspx\" target=\"_blank\">tour of an exhibit at the Bronx Zoo\u003c/a>, for example, watch an \u003ca href=\"http://ww4.fsusd.k12.ca.us/education/science/VideoConferencing/index.htm\" target=\"_blank\">autopsy procedure\u003c/a> at the \u003ca href=\"http://www.cosi.org/\" target=\"_blank\">Center of Science & Industry\u003c/a> in Columbus, Ohio, or even chase thunderstorms (or at least learn about them) through \u003ca href=\"http://www.oudaily.com/news/2011/mar/02/virtual-class-bring-storm-chasing-texas-schools/\" target=\"_blank\">a tour of the National Weather Center\u003c/a> with Discovery Channel's Reed Timmer. Check out this video of Center of Science & Industry's COSI's Storm Spotter \u003ca href=\"http://www.cosi.org/educators/videoconferencing/weather-watch/#ixzz1HFrQa2cU\">videoconference\u003c/a> session, in which students learn to take and use readings from barometers and thermometers to help them predict basic weather patterns and much more.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cobject id=\"viddler\" classid=\"clsid:d27cdb6e-ae6d-11cf-96b8-444553540000\" width=\"437\" height=\"347\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0\">\u003cparam name=\"allowScriptAccess\" value=\"always\">\u003cparam name=\"allowFullScreen\" value=\"true\">\u003cparam name=\"flashvars\" value=\"fake=1\">\u003cparam name=\"src\" value=\"http://www.viddler.com/simple_on_site/5918b904\">\u003cparam name=\"name\" value=\"viddler\">\u003cparam name=\"allowfullscreen\" value=\"true\">\u003cembed id=\"viddler\" type=\"application/x-shockwave-flash\" width=\"437\" height=\"347\" src=\"http://www.viddler.com/simple_on_site/5918b904\" name=\"viddler\" flashvars=\"fake=1\" allowfullscreen=\"true\" allowscriptaccess=\"always\">\u003c/embed>\u003c/object>\u003c/p>\n\n",
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"description": "As Skyping becomes part of our daily vocabulary -- like "googling" and "friending," it's also being used more in schools. As a way to connect students to valuable resources across the world, schools are embracing Skype, WebEx, Google video chat, and other tools as an alternative the chalkboard generation could only dream of: conversations with",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-9043\" href=\"http://ww2.kqed.org/mindshift/2011/03/video-chats-takes-students-to-other-worlds/3314284967_5bae16e293_z/\">\u003cimg class=\"size-medium wp-image-9043\" title=\"kids videoconferencing\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/3314284967_5bae16e293_z-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>As Skyping becomes part of our daily vocabulary -- like \"googling\" and \"friending,\" it's also being used more in schools. As a way to connect students to valuable resources across the world, schools are embracing \u003ca href=\"http://www.skype.com/intl/en-us/home\" target=\"_blank\">Skype\u003c/a>, \u003ca href=\"http://www.webex.com/\" target=\"_blank\">WebEx\u003c/a>, \u003ca href=\"http://www.google.com/chat/video\" target=\"_blank\">Google video chat\u003c/a>, and other tools as an alternative the chalkboard generation could only dream of: conversations with astronauts, field trips to the zoo, and connecting with kids across the globe, for instance -- all from the comfort of their own classrooms.\u003c/p>\n\u003cp>Grant funding for videoconferencing equipment in schools is becoming more prevalent, too (often, that money is federal; \u003ca href=\"http://www.tandberg.com/services/video-conferencing-federal-government-grant-services.jsp\" target=\"_blank\">Tandberg\u003c/a>, for example, is one resource). This means that more kids might get to \u003ca href=\"http://www.wickedlocal.com/acton/news/education/x1596407867/Acton-schools-Discovery-Museums-connect-with-El-Salvador#axzz1FynEulXt\" target=\"_blank\">meet peers in El Salvador\u003c/a>, and \u003ca href=\"http://www.martinsvillebulletin.com/article.cfm?ID=27092\" target=\"_blank\">snow days\u003c/a> could be a thing of the past.\u003c/p>\n\u003cp>\u003cstrong>1) DISTANCE LEARNING. \u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">In Tennessee, instructors at Dyersburg State Community College 11 interactive TV classrooms can \u003ca href=\"http://www.wmctv.com/Global/story.asp?S=14076032\" target=\"_blank\">teach students more than an hour's drive away\u003c/a>, thanks to a $800,000 USDA grant. A \u003ca href=\"http://blog.al.com/spotnews/2011/02/distance_learning_connects_cla.html\" target=\"_blank\">distance learning program in Alabama\u003c/a> that uses webcams, big-screen televisions, and interactive whiteboards has been lauded for its ability to bring Advanced Placement (AP) classes to students who wouldn't otherwise have access. And the \u003ca href=\"http://www.abqjournal.com/abqnews/abqnewseeker-mainmenu-39/26639-feds-provide-money-to-gallup-mckinley-county-jemez-valley-school-districts.html\" target=\"_blank\">Gallup-McKinley and Jemez Valley School Districts in New Mexico\u003c/a> are each receiving $500,000 in federal grants to create a videoconferencing system that will enable students to take AP and foreign language classes as well as facilitate professional development for teachers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>2) KIDS COLLABORATING WITH KIDS. \u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Some of the greatest potential for learning exists with kids meeting friends across the world or across town to discuss class topics or to collaborate on long-term projects. Kids can \u003ca href=\"http://www.edutopia.org/poetry-slam-global-writes\" target=\"_blank\">perform in slam poetry competitions\u003c/a> with one another through an arts program called \u003ca href=\"http://www.globalwrites.org/Global_WRITeS.org/Welcome_to_Global_WRITeS.html\" target=\"_blank\">Global Writes\u003c/a>; a \u003ca href=\"http://www.wickedlocal.com/acton/news/education/x1596407867/Acton-schools-Discovery-Museums-connect-with-El-Salvador#axzz1FynEulXt\" target=\"_blank\">Discovery Museums science and culture exchange program\u003c/a> allows third-graders in Acton, Massachusetts to videoconference with students from El Salvador and learn about one another's local ecosystems; and sixth graders in Hillburn, New York are \u003ca href=\"http://suffernvideoconferencing.org/2011/02/17/chinese-student-teachers/\" target=\"_blank\">teaching kindergartners beginning Mandarin Chinese\u003c/a>. And sometimes, student videoconferences are, in fact, conferences, like \u003ca href=\"http://baldwin-whitehall.patch.com/articles/technology-links-bhs-students-to-international-discussion\" target=\"_blank\">this international conference on the global response to natural disasters\u003c/a> based out of Pittsburgh or a \u003ca href=\"http://enidnews.com/localnews/x892852901/Waller-students-participate-in-book-club-conference\" target=\"_blank\">virtual book club meeting\u003c/a> between middle school students in Oklahoma.\u003c/p>\n\u003cp>\u003cstrong>3) LEARNING FROM PROFESSIONALS\u003c/strong>.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">In Orangeville, Ontario, a Canadian Space Agency astronaut told kids about his experiences in outer space via Skype -- things like \u003ca href=\"http://www.orangeville.com/community/life/article/963256--students-speak-to-spaceman\" target=\"_blank\">you can't burp in space\u003c/a>. Through the \u003ca href=\"http://www.wvpubcast.org/newsarticle.aspx?id=19227\" target=\"_blank\">NASA Explorer Schools Program\u003c/a>, schools videoconference with astronauts at the International Space Station. In New York, kids have connected with health professionals at the \u003ca href=\"http://suffernvideoconferencing.org/2011/02/10/578/\" target=\"_blank\">McMillen Center for Health Education\u003c/a> to learn about eating disorders, while elementary school students in Ottawa got to \u003ca href=\"http://mywebtimes.com/archives/ottawa/display.php?id=425517\" target=\"_blank\">ask questions of the author of the book they were reading\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>4) VIRTUAL FIELD TRIPS.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong> \u003c/strong>Videoconferencing means going places -- real places -- without having to pay for transportation or juggle logistics. Students can visit \"the heart of Madagascar\" through a videoconference \u003ca href=\"http://bronxzoo.com/educators/distance-learning.aspx\" target=\"_blank\">tour of an exhibit at the Bronx Zoo\u003c/a>, for example, watch an \u003ca href=\"http://ww4.fsusd.k12.ca.us/education/science/VideoConferencing/index.htm\" target=\"_blank\">autopsy procedure\u003c/a> at the \u003ca href=\"http://www.cosi.org/\" target=\"_blank\">Center of Science & Industry\u003c/a> in Columbus, Ohio, or even chase thunderstorms (or at least learn about them) through \u003ca href=\"http://www.oudaily.com/news/2011/mar/02/virtual-class-bring-storm-chasing-texas-schools/\" target=\"_blank\">a tour of the National Weather Center\u003c/a> with Discovery Channel's Reed Timmer. Check out this video of Center of Science & Industry's COSI's Storm Spotter \u003ca href=\"http://www.cosi.org/educators/videoconferencing/weather-watch/#ixzz1HFrQa2cU\">videoconference\u003c/a> session, in which students learn to take and use readings from barometers and thermometers to help them predict basic weather patterns and much more.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cobject id=\"viddler\" classid=\"clsid:d27cdb6e-ae6d-11cf-96b8-444553540000\" width=\"437\" height=\"347\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0\">\u003cparam name=\"allowScriptAccess\" value=\"always\">\u003cparam name=\"allowFullScreen\" value=\"true\">\u003cparam name=\"flashvars\" value=\"fake=1\">\u003cparam name=\"src\" value=\"http://www.viddler.com/simple_on_site/5918b904\">\u003cparam name=\"name\" value=\"viddler\">\u003cparam name=\"allowfullscreen\" value=\"true\">\u003cembed id=\"viddler\" type=\"application/x-shockwave-flash\" width=\"437\" height=\"347\" src=\"http://www.viddler.com/simple_on_site/5918b904\" name=\"viddler\" flashvars=\"fake=1\" allowfullscreen=\"true\" allowscriptaccess=\"always\">\u003c/embed>\u003c/object>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/31324062@N08/5110325875/\">\u003cimg class=\"size-medium wp-image-9404\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/5110325875_19577a6c3b_z-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003c/p>\n\u003cp>Online learning is on the rise, particularly in \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/how-learning-environments-are-changing/\" target=\"_blank\">blended learning environments\u003c/a>, as educators find ways to leverage the specific advantages of both virtual and traditional classrooms.\u003c/p>\n\u003cp>New York City Department of Education's \u003ca href=\"http://schools.nyc.gov/community/innovation/izone/Innovations/default.htm\" target=\"_blank\">iZone\u003c/a> is taking the lead with \u003ca href=\"http://www.ilearnnyc.net/\" target=\"_blank\">iLearnNYC\u003c/a>, a virtual learning pilot program that allows participating students to take Advanced Placement (AP) classes and recover missed credits online (using certified, NYC public school teachers certified in their subject areas), as well as experiment with \u003ca href=\"http://www.ilearnnyc.net/community/innovation/iLearnNYC/news/TeachersPrepare.htm\" target=\"_blank\">digital technologies\u003c/a> in a mix of face-to-face and online platforms.\u003c/p>\n\u003cp>\u003ca href=\"http://www.ilearnnyc.net/community/innovation/iLearnNYC/about/default.htm\" target=\"_blank\">Forty-two of the city's public schools\u003c/a> are currently trying it out, and that number will jump to 125 for the 2011-2012 academic year.\u003c/p>\n\u003cp>I spoke with Arthur VanderVeen, CEO of the iZone, who sees iLearnNYC as a key component of the iZone's effort to \"redesign schools around the needs, motivation, and strengths of individual students.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Still, he stresses, this is a program that the New York City Department of Education is \u003ca href=\"http://schools.nyc.gov/community/innovation/izone/ResearchEvaluation/default.htm\" target=\"_blank\">tracking vigorously\u003c/a>. While online learning sounds convenient and exciting, it's important that schools and districts interested in launching similar pilots do it with care.\u003c/p>\n\u003cp>“Online and blended learning are growing at a tremendous pace, and have a high potential for accelerating student learning through personalization,\" explains VanderVeen. \"They combine the ability to allow students to move at their own pace while bringing them together around engaging projects. But it's a district's responsibility to ensure that it's being implemented in a thoughtful, planned way.”\u003c/p>\n\u003cp>Other points he made about iLearnNYC:\u003c/p>\n\u003cp>\u003cstrong>It increases student access to advanced courses.\u003c/strong> \"In many cases, schools don't have the staff or resources to offer many AP courses or electives, like foreign languages. This is a way for us to meet student needs more flexibly. Several schools are now sharing AP teachers, for instance. When one school has a resource and another school doesn’t, we can equalize access to quality. \u003ca href=\"http://schools.nyc.gov/SchoolPortals/12/X271/default.htm\" target=\"_blank\">East Bronx Academy\u003c/a> has a very strong AP English teacher who's teaching about 12 students face-to-face using\u003cstrong> \u003c/strong>an online course blended model. The \u003ca href=\"http://nycischool.org/\" target=\"_blank\">iSchool\u003c/a>, in Manhattan, has 8 students who are synchronously meeting via Skype with the Bronx school twice a week.\"\u003c/p>\n\u003cp>\u003cstrong>It creates alternatives for students to recover credits from failed courses.\u003c/strong>\u003cem> \u003c/em> \"The benefit of online credit recovery is that allows you to be much more flexible and proactive with students who aren't successful in traditional models. During the school day, students are working on courses they've previously failed. They have regular access to that teacher for support for that course. We're looking at ways to have online instructors support students at more than one school, and, if a student is clearly failing a third of the way into the year, putting them into an online credit recovery course to focus on their areas of need before the year is over.\u003c/p>\n\u003cp>Some students perform better when there's less distraction. When we go out to schools and talk to these kids, we hear that in traditional classrooms, they're impacted by disruptions, distractions, and how they get along with a teacher. It's not always an environment for success. Now, they can focus, and they do -- at their own pace.\"\u003c/p>\n\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Teacher training and school support is vital to the success of these kinds of programs.\u003c/strong> \"This is a significant shift in the instructional model. We have to invest in developing teachers' abilities to use these tools effectively. Participants in iLearnNYC go through an application process; schools have to articulate how will this will help them achieve their goals for students. [Once a school has been selected], managers are assigned to networks of schools to engage with the principal and leadership team of each school to align the program to strategic goals, the professional development needs of their teachers, and identifying the right students for each course.\u003c/p>\n\u003cp>\u003cstrong>These programs are replicable, but not a panacea.\u003c/strong>\u003cem> \u003c/em> \"[iLearnNYC] is definitely replicable, especially since the technology is getting more accessible and interoperable. A big piece we're pushing with all of our vendor partners is developing common standards for sharing content across platforms; I think that’s going to be a critical change in the industry. But districts can't assume this is a panacea in times of hard budgets. Online courses still require strong teachers with new media instructional skills.\u003c/p>\n\u003cp>Cost savings are not the first appeal here. In fact, they're not that real. The highest cost in education is your staff. If student-teacher ratios are the same, then costs are the same. But a school that might offer a class to a small number of students because they're committed to offering a range of courses can now aggregate students from across schools. There are also efficiencies to be gained around content, as digital resources become cheaper (as opposed to textbooks).\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>iLearnNYC will publish results of the pilot in order to support and advise programs like this in New York and elsewhere. \u003c/strong>\u003cem> \u003c/em>\"We are implementing this within a very strong evaluation framework. We are carefully tracking the students who are taking these courses, whether blended or online. We’ll be comparing their outcomes on state tests, AP tests, college-going rates, and qualitative measures, like student engagement, comfort with technology, and other impacts of the program on students, and will quickly adjust where we need to change our practice. To share more widely with the field, we'll be \u003ca href=\"http://schools.nyc.gov/community/innovation/izone/ResearchEvaluation/default.htm\" target=\"_blank\">publishing our results regularly\u003c/a>. We're committed to doing this right and understanding whats working and what's not.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/31324062@N08/5110325875/\">\u003cimg class=\"size-medium wp-image-9404\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/5110325875_19577a6c3b_z-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003c/p>\n\u003cp>Online learning is on the rise, particularly in \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/how-learning-environments-are-changing/\" target=\"_blank\">blended learning environments\u003c/a>, as educators find ways to leverage the specific advantages of both virtual and traditional classrooms.\u003c/p>\n\u003cp>New York City Department of Education's \u003ca href=\"http://schools.nyc.gov/community/innovation/izone/Innovations/default.htm\" target=\"_blank\">iZone\u003c/a> is taking the lead with \u003ca href=\"http://www.ilearnnyc.net/\" target=\"_blank\">iLearnNYC\u003c/a>, a virtual learning pilot program that allows participating students to take Advanced Placement (AP) classes and recover missed credits online (using certified, NYC public school teachers certified in their subject areas), as well as experiment with \u003ca href=\"http://www.ilearnnyc.net/community/innovation/iLearnNYC/news/TeachersPrepare.htm\" target=\"_blank\">digital technologies\u003c/a> in a mix of face-to-face and online platforms.\u003c/p>\n\u003cp>\u003ca href=\"http://www.ilearnnyc.net/community/innovation/iLearnNYC/about/default.htm\" target=\"_blank\">Forty-two of the city's public schools\u003c/a> are currently trying it out, and that number will jump to 125 for the 2011-2012 academic year.\u003c/p>\n\u003cp>I spoke with Arthur VanderVeen, CEO of the iZone, who sees iLearnNYC as a key component of the iZone's effort to \"redesign schools around the needs, motivation, and strengths of individual students.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Still, he stresses, this is a program that the New York City Department of Education is \u003ca href=\"http://schools.nyc.gov/community/innovation/izone/ResearchEvaluation/default.htm\" target=\"_blank\">tracking vigorously\u003c/a>. While online learning sounds convenient and exciting, it's important that schools and districts interested in launching similar pilots do it with care.\u003c/p>\n\u003cp>“Online and blended learning are growing at a tremendous pace, and have a high potential for accelerating student learning through personalization,\" explains VanderVeen. \"They combine the ability to allow students to move at their own pace while bringing them together around engaging projects. But it's a district's responsibility to ensure that it's being implemented in a thoughtful, planned way.”\u003c/p>\n\u003cp>Other points he made about iLearnNYC:\u003c/p>\n\u003cp>\u003cstrong>It increases student access to advanced courses.\u003c/strong> \"In many cases, schools don't have the staff or resources to offer many AP courses or electives, like foreign languages. This is a way for us to meet student needs more flexibly. Several schools are now sharing AP teachers, for instance. When one school has a resource and another school doesn’t, we can equalize access to quality. \u003ca href=\"http://schools.nyc.gov/SchoolPortals/12/X271/default.htm\" target=\"_blank\">East Bronx Academy\u003c/a> has a very strong AP English teacher who's teaching about 12 students face-to-face using\u003cstrong> \u003c/strong>an online course blended model. The \u003ca href=\"http://nycischool.org/\" target=\"_blank\">iSchool\u003c/a>, in Manhattan, has 8 students who are synchronously meeting via Skype with the Bronx school twice a week.\"\u003c/p>\n\u003cp>\u003cstrong>It creates alternatives for students to recover credits from failed courses.\u003c/strong>\u003cem> \u003c/em> \"The benefit of online credit recovery is that allows you to be much more flexible and proactive with students who aren't successful in traditional models. During the school day, students are working on courses they've previously failed. They have regular access to that teacher for support for that course. We're looking at ways to have online instructors support students at more than one school, and, if a student is clearly failing a third of the way into the year, putting them into an online credit recovery course to focus on their areas of need before the year is over.\u003c/p>\n\u003cp>Some students perform better when there's less distraction. When we go out to schools and talk to these kids, we hear that in traditional classrooms, they're impacted by disruptions, distractions, and how they get along with a teacher. It's not always an environment for success. Now, they can focus, and they do -- at their own pace.\"\u003c/p>\n\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Teacher training and school support is vital to the success of these kinds of programs.\u003c/strong> \"This is a significant shift in the instructional model. We have to invest in developing teachers' abilities to use these tools effectively. Participants in iLearnNYC go through an application process; schools have to articulate how will this will help them achieve their goals for students. [Once a school has been selected], managers are assigned to networks of schools to engage with the principal and leadership team of each school to align the program to strategic goals, the professional development needs of their teachers, and identifying the right students for each course.\u003c/p>\n\u003cp>\u003cstrong>These programs are replicable, but not a panacea.\u003c/strong>\u003cem> \u003c/em> \"[iLearnNYC] is definitely replicable, especially since the technology is getting more accessible and interoperable. A big piece we're pushing with all of our vendor partners is developing common standards for sharing content across platforms; I think that’s going to be a critical change in the industry. But districts can't assume this is a panacea in times of hard budgets. Online courses still require strong teachers with new media instructional skills.\u003c/p>\n\u003cp>Cost savings are not the first appeal here. In fact, they're not that real. The highest cost in education is your staff. If student-teacher ratios are the same, then costs are the same. But a school that might offer a class to a small number of students because they're committed to offering a range of courses can now aggregate students from across schools. There are also efficiencies to be gained around content, as digital resources become cheaper (as opposed to textbooks).\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>iLearnNYC will publish results of the pilot in order to support and advise programs like this in New York and elsewhere. \u003c/strong>\u003cem> \u003c/em>\"We are implementing this within a very strong evaluation framework. We are carefully tracking the students who are taking these courses, whether blended or online. We’ll be comparing their outcomes on state tests, AP tests, college-going rates, and qualitative measures, like student engagement, comfort with technology, and other impacts of the program on students, and will quickly adjust where we need to change our practice. To share more widely with the field, we'll be \u003ca href=\"http://schools.nyc.gov/community/innovation/izone/ResearchEvaluation/default.htm\" target=\"_blank\">publishing our results regularly\u003c/a>. We're committed to doing this right and understanding whats working and what's not.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_9162\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/rachaelvoorhees/2521106411/\">\u003cimg class=\"size-medium wp-image-9162\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/2521106411_1241c47a31_z-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Entrepreneurship training is seen as a vital part of kids' schooling. Whether it's through after-school programs, summer camps, competitions, or in-class activities, advocates believe that learning the ins and outs of business-building can help develop some important real-world skills.\u003c/p>\n\u003cp>Here are some groups that provide this type of training:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.nfte.com\" target=\"_blank\">Network for Teaching Entrepreneurship (NFTE):\u003c/a>\u003c/strong> A longstanding education organization that helps empower at-risk youth through teaching entrepreneurship in class, after school, and during the summer in 11 regions across the country and with partnerships across the world. Although NFTE has been around since 1987, naturally programming has shifted to accommodate what business smarts mean in 2011 by, for instance, developing curricula called \"\u003ca href=\"http://www.nfte.com/find-resources/buy-resources#exploring-careers\" target=\"_blank\">Exploring Careers for the 21st Century\u003c/a>\" and teaching skills like \u003ca href=\"http://www.nfte.com/why/blog/learn-to-tweet-from-the-best\" target=\"_blank\">how to effectively use Twitter\u003c/a> for marketing and branding purposes.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.tyeglobal.org/\" target=\"_blank\">TiE Young Entrepreneurs\u003c/a>:\u003c/strong> A global program with local branches, TiE (Talent, Ideas, and Enterprise) brings seasoned entrepreneurs to K-12 classrooms to teach a 3-month business curriculum that ends with a business plan competition. The program hits nine cities, including Boston, Seattle, London, New Delhi, and \u003ca href=\"http://www.abjentrepreneur.com/news/2011/02/tie-austin-bringing-entrepreneurial.html\" target=\"_blank\">Austin, Texas\u003c/a>. Each local business plan competition sends student winners to the \u003ca href=\"http://www.tie.org/major_event/tie-young-entrepreneurs-global-competition\" target=\"_blank\">TiE global competition\u003c/a> for a chance at a $25,000 prize.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://sageglobal.org/\" target=\"_blank\">Students for the Advancement of Global Entrepreneurship (SAGE)\u003c/a>:\u003c/strong> An international community of teenage entrepreneurs that links kids with mentors, business consultants, and civic leaders through extensive regional and \u003ca href=\"http://www.sageglobal.org/what-we-do/regional-national-and-global-tournaments/\" target=\"_blank\">global tournaments\u003c/a> -- all with an emphasis on social entrepreneurship and environmental stewardship. Teenagers start either a socially responsible business or social enterprise business, get it underway, and enter it in a series of competitions that ends with the \"SAGE World Cup.\"\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>More Resources:\u003c/strong>\u003c/p>\n\u003cp>For parents, instructors, or highly driven students interested in accessing resources, not entire programs -- some free, some with a fee -- they're out there, too. Mashable.com has great roundup of \u003ca href=\"http://mashable.com/2011/01/24/twitter-entrepreneur-tips/\" target=\"_blank\">ways entrepreneurs can make the most of Twitter\u003c/a>, for instance. \u003ca href=\"http://www.bizkids.com\" target=\"_blank\">BizKids\u003c/a> is a Web site and television show where kids teach other kids about business and money; parents and teachers can access family activities and lesson plans, while kids can watch episodes and play games. \u003ca href=\"http://www.unleashingideas.org/\" target=\"_blank\">Global Entrepreneurship Week\u003c/a> is an international network of changemakers and entrepreneurs that connects people, ideas, \u003ca href=\"http://www.unleashingideas.org/blog/students-unleash-ideas-increasing-number-young-entrepreneurs\" target=\"_blank\">student-specific initiatives\u003c/a>, and quick tips, like \"\u003ca href=\"http://www.unleashingideas.org/ideas-bank\" target=\"_blank\">How to Become an Entrepreneur in 10 Days\u003c/a>\"). And a learning tool available for purchase called \u003ca href=\"http://www.littlegreenmoneymachine.com/\">The Little Green Money Machine\u003c/a> (which just won a \u003ca href=\"http://www.prweb.com/releases/2011/03/prweb5141734.htm\" target=\"_blank\">Best Classic Toy Award\u003c/a>) provides fun, interactive ways for kids of all ages to design business plans, set goals, and get a handle on their financial literacy skills.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_9162\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/rachaelvoorhees/2521106411/\">\u003cimg class=\"size-medium wp-image-9162\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/2521106411_1241c47a31_z-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Entrepreneurship training is seen as a vital part of kids' schooling. Whether it's through after-school programs, summer camps, competitions, or in-class activities, advocates believe that learning the ins and outs of business-building can help develop some important real-world skills.\u003c/p>\n\u003cp>Here are some groups that provide this type of training:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.nfte.com\" target=\"_blank\">Network for Teaching Entrepreneurship (NFTE):\u003c/a>\u003c/strong> A longstanding education organization that helps empower at-risk youth through teaching entrepreneurship in class, after school, and during the summer in 11 regions across the country and with partnerships across the world. Although NFTE has been around since 1987, naturally programming has shifted to accommodate what business smarts mean in 2011 by, for instance, developing curricula called \"\u003ca href=\"http://www.nfte.com/find-resources/buy-resources#exploring-careers\" target=\"_blank\">Exploring Careers for the 21st Century\u003c/a>\" and teaching skills like \u003ca href=\"http://www.nfte.com/why/blog/learn-to-tweet-from-the-best\" target=\"_blank\">how to effectively use Twitter\u003c/a> for marketing and branding purposes.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.tyeglobal.org/\" target=\"_blank\">TiE Young Entrepreneurs\u003c/a>:\u003c/strong> A global program with local branches, TiE (Talent, Ideas, and Enterprise) brings seasoned entrepreneurs to K-12 classrooms to teach a 3-month business curriculum that ends with a business plan competition. The program hits nine cities, including Boston, Seattle, London, New Delhi, and \u003ca href=\"http://www.abjentrepreneur.com/news/2011/02/tie-austin-bringing-entrepreneurial.html\" target=\"_blank\">Austin, Texas\u003c/a>. Each local business plan competition sends student winners to the \u003ca href=\"http://www.tie.org/major_event/tie-young-entrepreneurs-global-competition\" target=\"_blank\">TiE global competition\u003c/a> for a chance at a $25,000 prize.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://sageglobal.org/\" target=\"_blank\">Students for the Advancement of Global Entrepreneurship (SAGE)\u003c/a>:\u003c/strong> An international community of teenage entrepreneurs that links kids with mentors, business consultants, and civic leaders through extensive regional and \u003ca href=\"http://www.sageglobal.org/what-we-do/regional-national-and-global-tournaments/\" target=\"_blank\">global tournaments\u003c/a> -- all with an emphasis on social entrepreneurship and environmental stewardship. Teenagers start either a socially responsible business or social enterprise business, get it underway, and enter it in a series of competitions that ends with the \"SAGE World Cup.\"\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>More Resources:\u003c/strong>\u003c/p>\n\u003cp>For parents, instructors, or highly driven students interested in accessing resources, not entire programs -- some free, some with a fee -- they're out there, too. Mashable.com has great roundup of \u003ca href=\"http://mashable.com/2011/01/24/twitter-entrepreneur-tips/\" target=\"_blank\">ways entrepreneurs can make the most of Twitter\u003c/a>, for instance. \u003ca href=\"http://www.bizkids.com\" target=\"_blank\">BizKids\u003c/a> is a Web site and television show where kids teach other kids about business and money; parents and teachers can access family activities and lesson plans, while kids can watch episodes and play games. \u003ca href=\"http://www.unleashingideas.org/\" target=\"_blank\">Global Entrepreneurship Week\u003c/a> is an international network of changemakers and entrepreneurs that connects people, ideas, \u003ca href=\"http://www.unleashingideas.org/blog/students-unleash-ideas-increasing-number-young-entrepreneurs\" target=\"_blank\">student-specific initiatives\u003c/a>, and quick tips, like \"\u003ca href=\"http://www.unleashingideas.org/ideas-bank\" target=\"_blank\">How to Become an Entrepreneur in 10 Days\u003c/a>\"). And a learning tool available for purchase called \u003ca href=\"http://www.littlegreenmoneymachine.com/\">The Little Green Money Machine\u003c/a> (which just won a \u003ca href=\"http://www.prweb.com/releases/2011/03/prweb5141734.htm\" target=\"_blank\">Best Classic Toy Award\u003c/a>) provides fun, interactive ways for kids of all ages to design business plans, set goals, and get a handle on their financial literacy skills.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003ch5>\n\u003cdiv id=\"attachment_9395\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 300px;\">\u003ca href=\"http://www.flickr.com/photos/61181002@N00/2467308286\">\u003cimg class=\"size-medium wp-image-9395\" title=\"nzgabriel\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/nzgabriel-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"credit\">Flickr:NZGabriel\u003c/p>\n\u003c/div>\n\u003c/h5>\u003cp>By Audrey Watters\n\u003c/p>\u003cp>In his remarks at \u003ca href=\"http://tedxnyed.com/2011/\">TEDxNYED\u003c/a> a couple of weeks ago, education activitist \u003ca href=\"http://weblogg-ed.com/\">Will Richardson \u003c/a>shared an anecdote about coming home one day to the sound of \"Don't Stop Believin'\" on the piano. It was his daughter, a novice pianist, who'd placed Will's laptop next to her and taught herself the song based on a video on YouTube.\u003c/p>\n\u003cp>It was a testament, Richardson said, to the fact that it's a great time to be a learner, that anything you want to know about can be found online.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Record and upload a recording of your music and get personalized feedback from music instructors.\u003c/aside>\n\u003cp>But watching a video on how to play a song is just one small part of learning to play an instrument. And it's just one of many opportunities that music students have now. There are abundant YouTube videos (so your repertoire needn't just be the classics of the eighties, as awesome as Journey is). 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, if you will -- and videos of how to play guitar, \u003ca href=\"http://www.youtube.com/watch?v=vphWgqbF-AM\">piano\u003c/a>, and so on.\u003c/p>\n\u003cp>\u003ca href=\"http://artistworks.com/\">ArtistWorks\u003c/a>, for example, lets you not just watch and learn online via video, but allows you to record and upload a recording of your music and get personalized feedback from music instructors.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The list of instructors at ArtistWorks is pretty impressive: jazz and gypsy guitarist Andreas Oberg, harmonicist and founding member of Bela Fleck and the Flecktones Howard Levy, guitarist Martin Taylor, banjo player Tony Trischka, pianist Christie Perry, and \"scratcher\" DJ Qbert.\u003c/p>\n\u003cp>ArtistWorks offers a basic series of video lessons, but the company also facilitates what it calls a \"video exchange.\" Students upload a three- to six-minute video of their practice lessons, along with any questions or problem areas they're working through. Teachers then respond with their own three- to 12-minute video, helping address particular areas. Both students' and teachers' are made available online -- to search through and to watch, so that students have a library of instructional material.\u003c/p>\n\u003cp>ArtistWorks' Chris DeNatale says the company is eager for the release of the iPad 2 with its built-in video camera as the tablet device is much more mobile and will make the students' video recording a lot easier. The company is working on building a custom uploader for the iPad 2 so students can easily transfer their video.\u003c/p>\n\u003cp>ArtistWorks isn't real-time music instruction. But that's not necessarily a drawback. This enables students to move at their own pace and it allows the teachers -- many of whom are traveling, performing artists -- to respond when and where they can.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://www.flickr.com/photos/61181002@N00/2467308286\">\u003cbr>\n\u003c/a>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\n\u003cdiv id=\"attachment_9395\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 300px;\">\u003ca href=\"http://www.flickr.com/photos/61181002@N00/2467308286\">\u003cimg class=\"size-medium wp-image-9395\" title=\"nzgabriel\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/nzgabriel-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"credit\">Flickr:NZGabriel\u003c/p>\n\u003c/div>\n\u003c/h5>\u003cp>By Audrey Watters\n\u003c/p>\u003cp>In his remarks at \u003ca href=\"http://tedxnyed.com/2011/\">TEDxNYED\u003c/a> a couple of weeks ago, education activitist \u003ca href=\"http://weblogg-ed.com/\">Will Richardson \u003c/a>shared an anecdote about coming home one day to the sound of \"Don't Stop Believin'\" on the piano. It was his daughter, a novice pianist, who'd placed Will's laptop next to her and taught herself the song based on a video on YouTube.\u003c/p>\n\u003cp>It was a testament, Richardson said, to the fact that it's a great time to be a learner, that anything you want to know about can be found online.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Record and upload a recording of your music and get personalized feedback from music instructors.\u003c/aside>\n\u003cp>But watching a video on how to play a song is just one small part of learning to play an instrument. And it's just one of many opportunities that music students have now. There are abundant YouTube videos (so your repertoire needn't just be the classics of the eighties, as awesome as Journey is). 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, if you will -- and videos of how to play guitar, \u003ca href=\"http://www.youtube.com/watch?v=vphWgqbF-AM\">piano\u003c/a>, and so on.\u003c/p>\n\u003cp>\u003ca href=\"http://artistworks.com/\">ArtistWorks\u003c/a>, for example, lets you not just watch and learn online via video, but allows you to record and upload a recording of your music and get personalized feedback from music instructors.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The list of instructors at ArtistWorks is pretty impressive: jazz and gypsy guitarist Andreas Oberg, harmonicist and founding member of Bela Fleck and the Flecktones Howard Levy, guitarist Martin Taylor, banjo player Tony Trischka, pianist Christie Perry, and \"scratcher\" DJ Qbert.\u003c/p>\n\u003cp>ArtistWorks offers a basic series of video lessons, but the company also facilitates what it calls a \"video exchange.\" Students upload a three- to six-minute video of their practice lessons, along with any questions or problem areas they're working through. Teachers then respond with their own three- to 12-minute video, helping address particular areas. Both students' and teachers' are made available online -- to search through and to watch, so that students have a library of instructional material.\u003c/p>\n\u003cp>ArtistWorks' Chris DeNatale says the company is eager for the release of the iPad 2 with its built-in video camera as the tablet device is much more mobile and will make the students' video recording a lot easier. The company is working on building a custom uploader for the iPad 2 so students can easily transfer their video.\u003c/p>\n\u003cp>ArtistWorks isn't real-time music instruction. But that's not necessarily a drawback. This enables students to move at their own pace and it allows the teachers -- many of whom are traveling, performing artists -- to respond when and where they can.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://www.flickr.com/photos/61181002@N00/2467308286\">\u003cbr>\n\u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/amagill/26273015/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-9375\" title=\"AMagill\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/AMagill-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003ch3>Context is as important as content. Time, place and purpose matter.\u003c/h3>\n\u003cp>\u003cem>Pushing forward our discussion about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/screen-time-for-kids-is-it-learning-or-a-brain-drain/\">value of games and apps\u003c/a>, David Kleeman wrote in response to the article: \"Every screen has benefits and cautions, quality content and junk.\" In this essay on the Huffington Post, Kleeman, who's the president \u003c/em>o\u003cem>f the American Center for Children and Media \u003ca href=\"http://www.huffingtonpost.com/david-kleeman/a-screen-is-a-screen-is-a_b_792742.html\">elaborates further.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By David Kleeman\u003c/strong>\u003c/p>\n\u003cp>\"A Screen is a Screen is a Meme\"\u003c/p>\n\u003cp>Children's television has been a playground for memes for as long as it's existed (much longer than \"meme\" has been a word!). Most are light and from pop culture -- from Davy Crockett coonskin caps to rumors of gay Teletubbies. Others grow from more dire murmurs about media's effects on children -- sit too close and you'll ruin your vision, short segments decrease attention span, digital kids can't write standard English.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Recently, I've noticed an emerging meme -- \"a screen is a screen is a screen.\" This or similar phrases suggest that only total time matters in children's relationship with media, not what's being viewed or used by whom, nor how and why. As used, it's a facile way to tar all media and absolve parents or activists from doing the hard work of addressing specific content or context.\u003c/p>\n\u003cp>For example, last month the American Academy of Pediatrics released its updated policy on children and media. Not surprisingly, the AAP's new guidelines reiterate its \"no screen time for under twos\" position; dismayingly, they also treat enormous technology evolution almost coincidentally and entirely negatively (the \"new technology\" section addresses only sexting, porn and pro-anorexia websites). In a \u003cem>New York Times\u003c/em> \u003ca href=\"http://www.nytimes.com/2010/10/17/fashion/17TODDLERS.html\" target=\"_hplink\">article\u003c/a> on young children and mobile media, a member of the AAP's Council on Communications suggests the current landscape was just too difficult to parse in its revisions, saying \"at the moment, we seem to feel it's the same as TV.\"\u003c!--more-->\u003c/p>\n\u003cp>Around the same time, \u003ca href=\"http://www.commonsensemedia.org/whats-better-kids-computers-tv-or-games\" target=\"_hplink\">an article\u003c/a> on the trusted content review site Common Sense Media advised parents that \"as long as you limit the total screen time and choose age-appropriate shows, games, and websites, a screen is a screen is a screen.\" Quality content depends on far more than being age specific, but more important, it's absurd to suggest that one platform could be \"better\" than others, agnostic of content.\u003c/p>\n\u003cp>Back when children's media options were primarily storytelling delivery systems (TV, CDs, VHS/DVD, movies), equating screens might have been acceptable. Today, by contrast, kids encounter \"lean back\" media like TV and \"lean forward\" platforms like the web; touch, tap and tilt mobile media and the new \u003cem>sine qua non\u003c/em> of active, whole-body engagement, the Kinect (the \u003cem>New York Times'\u003c/em> David Pogue \u003ca href=\"http://www.nytimes.com/2010/11/04/technology/personaltech/04pogue.html\" target=\"_hplink\">says\u003c/a>, \"You can't play Kinect sitting down, and that's a plus\").\u003c/p>\n\u003cp>This is why it's frustrating when a blogger for Kidglue, a site that claims to help parents \"engage their kids through popular culture,\" not only says \u003ca href=\"http://www.kidglue.com/2009/09/24/silly-rabbit-video-games-are-now-shockingly-for-toddlers/\" target=\"_hplink\">all screens are equal\u003c/a> (and none necessary), but also that electronic devices only \"frustrate\" small children. She would need only to see \u003ca href=\"http://www.youtube.com/watch?v=TO80404kKvQ\" target=\"_hplink\">this remarkable video\u003c/a> of toddlers with iPhones/iPads (compiled by \u003cem>Children's Technology Review\u003c/em> editor Warren Buckleitner) to understand that, in tiny hands, the direct response of a multi-touch screen is day and night from the hand-eye coordination required to wield a mouse.\u003c/p>\n\u003cp>Debates about whether \"a screen is a screen is a screen\" range and rage, from \u003ca href=\"http://www.mediapost.com/publications/index.cfm?fa=Articles.showArticle&art_aid=116301\" target=\"_hplink\">marketing\u003c/a> to \u003ca href=\"http://abcnews.go.com/Technology/toddlers-tech-screens-created-equal/story?id=11910667\" target=\"_hplink\">early learning\u003c/a>. Moving beyond the hyperbole, though, here are a few thoughts that might help parents make smart use of the many media options available.\u003c/p>\n\u003cp>There's no transitive property of screens. You can watch video on an iPad, but you can't run apps on a TV, so while young people's TV viewing increasingly is time-shifted or done on devices other than the 42-inch flatscreen, many other gratifications young people seek from media can exist only on specific screens. Given the findings of the Kaiser Family Foundation's \"Generation M2\" \u003ca href=\"http://kff.org/entmedia/upload/8010.pdf\" target=\"_hplink\">study\u003c/a> -- that young people multi-screen, multi-task and add new devices without displacing old ones -- they themselves appears to view different screens as having unique and parallel, not identical, functions.\u003c/p>\n\u003cp>Context is as important as content. Time, place and purpose matter. Screens can be fixed or mobile; some excel at storytelling and others at gaming; different media are solitary or social; devices may be self-contained and may around the world. A PSP to relieve anxiety at the doctor's office is different from taking pictures with an iPhone on a walk, which is not the same as channel-surfing, which is unlike illustrating a story with \"KidPix.\"\u003c/p>\n\u003cp>Screens aren't inimical to reading, outdoor and imaginative play. Most often, messages to parents about \"screen time\" are \u003ca href=\"http://www.huffingtonpost.com/dr-david-perlmutter-md/television-and-the-develo_b_786934.html\" target=\"_hplink\">bundled\u003c/a> with cautions about it displacing more valued activities. This was disproved in the Kaiser study; even so, careful choice of screen and content can be a facilitator -- interactive eBooks may help children catch the reading habit; innovative apps like \"Google Goggles\" or the augmented reality game \"Hidden Park\" can add adventure to outdoor play. Smart parents use these as supplements, and not replacements for books, neighborhood exploration or free play.\u003c/p>\n\u003cp>Different screens, different levels of control. Even for today's \"digital native\" parents, keeping up with the constant introduction of new devices and flood of content can be daunting. This is another reason not all screens are equal; each offers unique ways both to find the best content and to avoid what you don't want. Parents can choose among levels of gate-keeping and curatorial oversight, from television's limited channel menu offering pre-selected content scheduled or on-demand, to the iTunes and App stores with nearly unlimited bandwidth but an editorial team deciding what to sell, to the \"wild west\" frontier of YouTube and the Internet.\u003c/p>\n\u003cp>Like parents, content creators are also struggling to make best use of the various screens. The best producers resent the \"screen is a screen is a screen\" meme because it frees those who are less scrupulous to throw \"\u003ca href=\"http://en.wikipedia.org/wiki/Shovelware\" target=\"_hplink\">shovelware\u003c/a>\" into a scary, fast-changing market. Happily, it seems that the industry is transitioning from \"360 commissioning\" (wanting one's stories and characters to be on all platforms regardless of fit, for fear of leaving eyeballs or money on the table) to \"\u003ca href=\"http://en.wikipedia.org/wiki/Transmedia_storytelling\" target=\"_hplink\">transmedia\u003c/a>,\" which emphasizes each screen's unique contribution to a coherent whole.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Worldwide, there is a movement afoot to employ media as a growth and learning tool -- from serious games and deeply educational apps, to kids TV that enlightens \u003cem>and\u003c/em> entertains, to production tools that turn young people into creators. Growing attention to media literacy training encourages young people to read screens as deeply as they read text. The truth seems self-evident; all screens are not created equal.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/amagill/26273015/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-9375\" title=\"AMagill\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/AMagill-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003ch3>Context is as important as content. Time, place and purpose matter.\u003c/h3>\n\u003cp>\u003cem>Pushing forward our discussion about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/screen-time-for-kids-is-it-learning-or-a-brain-drain/\">value of games and apps\u003c/a>, David Kleeman wrote in response to the article: \"Every screen has benefits and cautions, quality content and junk.\" In this essay on the Huffington Post, Kleeman, who's the president \u003c/em>o\u003cem>f the American Center for Children and Media \u003ca href=\"http://www.huffingtonpost.com/david-kleeman/a-screen-is-a-screen-is-a_b_792742.html\">elaborates further.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By David Kleeman\u003c/strong>\u003c/p>\n\u003cp>\"A Screen is a Screen is a Meme\"\u003c/p>\n\u003cp>Children's television has been a playground for memes for as long as it's existed (much longer than \"meme\" has been a word!). Most are light and from pop culture -- from Davy Crockett coonskin caps to rumors of gay Teletubbies. Others grow from more dire murmurs about media's effects on children -- sit too close and you'll ruin your vision, short segments decrease attention span, digital kids can't write standard English.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Recently, I've noticed an emerging meme -- \"a screen is a screen is a screen.\" This or similar phrases suggest that only total time matters in children's relationship with media, not what's being viewed or used by whom, nor how and why. As used, it's a facile way to tar all media and absolve parents or activists from doing the hard work of addressing specific content or context.\u003c/p>\n\u003cp>For example, last month the American Academy of Pediatrics released its updated policy on children and media. Not surprisingly, the AAP's new guidelines reiterate its \"no screen time for under twos\" position; dismayingly, they also treat enormous technology evolution almost coincidentally and entirely negatively (the \"new technology\" section addresses only sexting, porn and pro-anorexia websites). In a \u003cem>New York Times\u003c/em> \u003ca href=\"http://www.nytimes.com/2010/10/17/fashion/17TODDLERS.html\" target=\"_hplink\">article\u003c/a> on young children and mobile media, a member of the AAP's Council on Communications suggests the current landscape was just too difficult to parse in its revisions, saying \"at the moment, we seem to feel it's the same as TV.\"\u003c!--more-->\u003c/p>\n\u003cp>Around the same time, \u003ca href=\"http://www.commonsensemedia.org/whats-better-kids-computers-tv-or-games\" target=\"_hplink\">an article\u003c/a> on the trusted content review site Common Sense Media advised parents that \"as long as you limit the total screen time and choose age-appropriate shows, games, and websites, a screen is a screen is a screen.\" Quality content depends on far more than being age specific, but more important, it's absurd to suggest that one platform could be \"better\" than others, agnostic of content.\u003c/p>\n\u003cp>Back when children's media options were primarily storytelling delivery systems (TV, CDs, VHS/DVD, movies), equating screens might have been acceptable. Today, by contrast, kids encounter \"lean back\" media like TV and \"lean forward\" platforms like the web; touch, tap and tilt mobile media and the new \u003cem>sine qua non\u003c/em> of active, whole-body engagement, the Kinect (the \u003cem>New York Times'\u003c/em> David Pogue \u003ca href=\"http://www.nytimes.com/2010/11/04/technology/personaltech/04pogue.html\" target=\"_hplink\">says\u003c/a>, \"You can't play Kinect sitting down, and that's a plus\").\u003c/p>\n\u003cp>This is why it's frustrating when a blogger for Kidglue, a site that claims to help parents \"engage their kids through popular culture,\" not only says \u003ca href=\"http://www.kidglue.com/2009/09/24/silly-rabbit-video-games-are-now-shockingly-for-toddlers/\" target=\"_hplink\">all screens are equal\u003c/a> (and none necessary), but also that electronic devices only \"frustrate\" small children. She would need only to see \u003ca href=\"http://www.youtube.com/watch?v=TO80404kKvQ\" target=\"_hplink\">this remarkable video\u003c/a> of toddlers with iPhones/iPads (compiled by \u003cem>Children's Technology Review\u003c/em> editor Warren Buckleitner) to understand that, in tiny hands, the direct response of a multi-touch screen is day and night from the hand-eye coordination required to wield a mouse.\u003c/p>\n\u003cp>Debates about whether \"a screen is a screen is a screen\" range and rage, from \u003ca href=\"http://www.mediapost.com/publications/index.cfm?fa=Articles.showArticle&art_aid=116301\" target=\"_hplink\">marketing\u003c/a> to \u003ca href=\"http://abcnews.go.com/Technology/toddlers-tech-screens-created-equal/story?id=11910667\" target=\"_hplink\">early learning\u003c/a>. Moving beyond the hyperbole, though, here are a few thoughts that might help parents make smart use of the many media options available.\u003c/p>\n\u003cp>There's no transitive property of screens. You can watch video on an iPad, but you can't run apps on a TV, so while young people's TV viewing increasingly is time-shifted or done on devices other than the 42-inch flatscreen, many other gratifications young people seek from media can exist only on specific screens. Given the findings of the Kaiser Family Foundation's \"Generation M2\" \u003ca href=\"http://kff.org/entmedia/upload/8010.pdf\" target=\"_hplink\">study\u003c/a> -- that young people multi-screen, multi-task and add new devices without displacing old ones -- they themselves appears to view different screens as having unique and parallel, not identical, functions.\u003c/p>\n\u003cp>Context is as important as content. Time, place and purpose matter. Screens can be fixed or mobile; some excel at storytelling and others at gaming; different media are solitary or social; devices may be self-contained and may around the world. A PSP to relieve anxiety at the doctor's office is different from taking pictures with an iPhone on a walk, which is not the same as channel-surfing, which is unlike illustrating a story with \"KidPix.\"\u003c/p>\n\u003cp>Screens aren't inimical to reading, outdoor and imaginative play. Most often, messages to parents about \"screen time\" are \u003ca href=\"http://www.huffingtonpost.com/dr-david-perlmutter-md/television-and-the-develo_b_786934.html\" target=\"_hplink\">bundled\u003c/a> with cautions about it displacing more valued activities. This was disproved in the Kaiser study; even so, careful choice of screen and content can be a facilitator -- interactive eBooks may help children catch the reading habit; innovative apps like \"Google Goggles\" or the augmented reality game \"Hidden Park\" can add adventure to outdoor play. Smart parents use these as supplements, and not replacements for books, neighborhood exploration or free play.\u003c/p>\n\u003cp>Different screens, different levels of control. Even for today's \"digital native\" parents, keeping up with the constant introduction of new devices and flood of content can be daunting. This is another reason not all screens are equal; each offers unique ways both to find the best content and to avoid what you don't want. Parents can choose among levels of gate-keeping and curatorial oversight, from television's limited channel menu offering pre-selected content scheduled or on-demand, to the iTunes and App stores with nearly unlimited bandwidth but an editorial team deciding what to sell, to the \"wild west\" frontier of YouTube and the Internet.\u003c/p>\n\u003cp>Like parents, content creators are also struggling to make best use of the various screens. The best producers resent the \"screen is a screen is a screen\" meme because it frees those who are less scrupulous to throw \"\u003ca href=\"http://en.wikipedia.org/wiki/Shovelware\" target=\"_hplink\">shovelware\u003c/a>\" into a scary, fast-changing market. Happily, it seems that the industry is transitioning from \"360 commissioning\" (wanting one's stories and characters to be on all platforms regardless of fit, for fear of leaving eyeballs or money on the table) to \"\u003ca href=\"http://en.wikipedia.org/wiki/Transmedia_storytelling\" target=\"_hplink\">transmedia\u003c/a>,\" which emphasizes each screen's unique contribution to a coherent whole.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/sercasey/324341982/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-9326 alignleft\" title=\"casey serin\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/casey-serin-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>Testing is at the heart of many fraught issues surrounding education reform. Schools and school districts (and possibly even teachers) are evaluated based on their test scores. Educators say they're obliged to teach to senseless standardized tests that don't accurately reflect what students learn. On the policy side, the Department of Education is investing millions of dollars in a \u003ca href=\"http://www.ed.gov/news/speeches/beyond-bubble-tests-next-generation-assessments-secretary-arne-duncans-remarks-state-l\">new high-tech testing system\u003c/a> Arne Duncan calls Assessment 2.0, but will that change the core of the problem around assessments?\u003c/p>\n\u003cp>I'm reading Education Week's Ronald Wolk's piece from last week \"\u003ca href=\"http://www.edweek.org/ew/articles/2011/03/09/23wolk_ep.h30.html?tkn=NMCCELLKl%2B5sTVpr98Q9aWE1gzW5jsjxOC7L&cmp=clp-sb-ascd\">Standards-Based Accountability's High Stakes\u003c/a>\" for context. He writes:\u003c/p>\n\u003cblockquote>\u003cp>I am convinced we have made little or no progress in improving education because we misdiagnosed the problem at the outset and, consequently, our efforts to improve student performance have been seriously off course... \u003cspan style=\"color: #333399;\">\u003cstrong>Why is it necessary to increase the use of testing when we know from years of previous testing what the results will be? Why make standards more rigorous when experience has consistently shown that student performance does not improve much?\u003c/strong>\u003c/span> The new common standards appear to be better than most state standards, but experience suggests that they will increase only standardization, not student learning.\u003c/p>\u003c/blockquote>\n\u003cp>Wolk makes his list of how personalized learning can make assessments more relevant and contextual. Among them:\u003c/p>\n\u003cul>\n\u003cli>Beginning in middle school, multiple educational pathways would lead to college and other postsecondary programs to prepare young people for work in a complex and changing world. A student could choose a pathway reflecting his or her interests and aspirations. Each student would play a significant role in designing the curriculum, which would be anchored in the real world, not in the abstractions of most classrooms.\u003c/li>\n\u003cli>There would be no “traditional” core curriculum with typical academic courses and rigid schedules in middle and high school.\u003c/li>\n\u003cli>Technology would largely replace textbooks and worksheets. It would be used innovatively to individualize education and extend the student’s reach.\u003c/li>\n\u003cli>Student learning would be assessed on the basis of portfolios, exhibitions, special projects and experiments, and recitals and performances—real accomplishments, not abstract test scores.\u003c/li>\n\u003c/ul>\n\u003cp>Very interesting read, with lots of fodder for discussion. Read the rest \u003ca href=\"http://www.edweek.org/ew/articles/2011/03/09/23wolk_ep.h30.html?tkn=NMCCELLKl%2B5sTVpr98Q9aWE1gzW5jsjxOC7L&cmp=clp-sb-ascd\">here\u003c/a>.\u003c/p>\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/sercasey/324341982/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-9326 alignleft\" title=\"casey serin\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/casey-serin-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>Testing is at the heart of many fraught issues surrounding education reform. Schools and school districts (and possibly even teachers) are evaluated based on their test scores. Educators say they're obliged to teach to senseless standardized tests that don't accurately reflect what students learn. On the policy side, the Department of Education is investing millions of dollars in a \u003ca href=\"http://www.ed.gov/news/speeches/beyond-bubble-tests-next-generation-assessments-secretary-arne-duncans-remarks-state-l\">new high-tech testing system\u003c/a> Arne Duncan calls Assessment 2.0, but will that change the core of the problem around assessments?\u003c/p>\n\u003cp>I'm reading Education Week's Ronald Wolk's piece from last week \"\u003ca href=\"http://www.edweek.org/ew/articles/2011/03/09/23wolk_ep.h30.html?tkn=NMCCELLKl%2B5sTVpr98Q9aWE1gzW5jsjxOC7L&cmp=clp-sb-ascd\">Standards-Based Accountability's High Stakes\u003c/a>\" for context. He writes:\u003c/p>\n\u003cblockquote>\u003cp>I am convinced we have made little or no progress in improving education because we misdiagnosed the problem at the outset and, consequently, our efforts to improve student performance have been seriously off course... \u003cspan style=\"color: #333399;\">\u003cstrong>Why is it necessary to increase the use of testing when we know from years of previous testing what the results will be? Why make standards more rigorous when experience has consistently shown that student performance does not improve much?\u003c/strong>\u003c/span> The new common standards appear to be better than most state standards, but experience suggests that they will increase only standardization, not student learning.\u003c/p>\u003c/blockquote>\n\u003cp>Wolk makes his list of how personalized learning can make assessments more relevant and contextual. Among them:\u003c/p>\n\u003cul>\n\u003cli>Beginning in middle school, multiple educational pathways would lead to college and other postsecondary programs to prepare young people for work in a complex and changing world. A student could choose a pathway reflecting his or her interests and aspirations. Each student would play a significant role in designing the curriculum, which would be anchored in the real world, not in the abstractions of most classrooms.\u003c/li>\n\u003cli>There would be no “traditional” core curriculum with typical academic courses and rigid schedules in middle and high school.\u003c/li>\n\u003cli>Technology would largely replace textbooks and worksheets. It would be used innovatively to individualize education and extend the student’s reach.\u003c/li>\n\u003cli>Student learning would be assessed on the basis of portfolios, exhibitions, special projects and experiments, and recitals and performances—real accomplishments, not abstract test scores.\u003c/li>\n\u003c/ul>\n\u003cp>Very interesting read, with lots of fodder for discussion. Read the rest \u003ca href=\"http://www.edweek.org/ew/articles/2011/03/09/23wolk_ep.h30.html?tkn=NMCCELLKl%2B5sTVpr98Q9aWE1gzW5jsjxOC7L&cmp=clp-sb-ascd\">here\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Screen Time For Kids: Is it Learning or a Brain Drain?",
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"content": "\u003cp>\u003cimg class=\"size-medium wp-image-9267\" title=\"photo\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/photo1-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003c/p>\n\u003cp>When it comes to video games and apps, what's a parent to do? On one hand, we're bombarded with messages about the perils of letting kids play with computer games and gadgets. On the other, we're seduced by games and apps marketed to us as \"educational.\"\u003c/p>\n\u003cp>It's a tricky line to navigate. The spectrum of kids' apps ranges from \"baking\" cupcakes to crushing war demons. Most of them have some educational aspect -- at the very least kids learn what ingredients are used in cupcake baking, and the physics of launching \u003ca href=\"http://www.rovio.com/index.php?page=angry-birds\">Angry Birds\u003c/a> at just the right angle to kill the piggies. That's learning, isn't it?\u003c/p>\n\u003caside class=\"pullquote alignleft\">To clump them all into one category is to miss out on a huge treasure trove of learning opportunities.\u003c/aside>\n\u003cp>Therein lie the vague boundaries. Not all games are educational, and not all are shallow forms of entertainment. Many are marketed as educational tools, but in fact, most have some elements of both. The trick is to figure out what we want kids to learn and to experience. To clump them all into one category is to miss out on a huge treasure trove of learning opportunities. Real learning apps have a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/ten-surprising-truths-about-video-games-and-learning/\">set of criteria \u003c/a>that qualifies them as educational, so rather than writing them all off as a waste of time, parents can figure out what their kids are exposed to.\u003c/p>\n\u003cp>\"We don’t ever want to separate engagement from the purposes of learning,\" said \u003ca href=\"http://www.cs.northwestern.edu/~edelson/\">Daniel Edelson, \u003c/a>Executive Director\u003cem> \u003c/em>and Vice President of Education and Children's Programs at the National Geographic Society at a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/where-does-informal-learning-fit-in/\">cyberlearning conference last week\u003c/a>. \"When you’re engaged with activities that have learning goals, you can connect the dots between engagement and learning. If you use engagement in its broadest possible sense when people are paying attention because of bright lights and activity, then you don’t find that connection.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Enter the parent. A young child is not necessarily going to figure out if she's learning or having fun. And in the best cases, that line is blurred without the child even knowing it. She's collecting information about bugs and plantlife with apps like \u003ca href=\"http://www.projectnoah.org/\">Project NOAH\u003c/a>. She's creating original stories -- complete with exposition and denouement and background music -- with digital storytelling apps like \u003ca href=\"http://www.launchpadtoys.com/toontastic/\">Toontastic\u003c/a>.\u003c/p>\n\u003cp>So should parents feel guilty allowing their kids to play games on mobile gadgets?\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Most parents don’t understand the need for their participation,\" said Dr. Gwenn O'Keeffe, a pediatrician who says she specializes in children's media use. \"It’s a small population who gets it.\"\u003c/aside>\n\u003cp>Simply put: \"No,\" \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/the-future-of-mobile-learning-apps/\">says Dr. Michael Levine \u003c/a>of the Joan Ganz Cooney Center, which recently released a study called \u003ca href=\"http://www.joanganzcooneycenter.org/Reports-27.html\">Learning: Is There an App For That\u003c/a>. \"Kids see their parents using mobile phones all the time. It's only natural for them to want to use them too. And from the data in our study it looks like many parents are letting their children use them responsibly – with restrictions and in moderation. We recommend a balanced media diet that consists of content that is fun, educational, and doesn’t take up too much time in a given day.\"\u003c/p>\n\u003cp>That said, Levine cautioned parents to stay vigilant about screen time. \"We would be quite concerned if young children, especially preschoolers, began to dramatically increase their mobile screen time,\" he said.\u003c/p>\n\u003cp>A screen is not just a screen, though. The one-way interaction between TV and the couch potato is far different than an absorbing Scrabble play-off with a friend on a mobile phone.\u003c/p>\n\u003cp>\"Nobody’s saying, 'Give your kid a Gameboy, so he can be quiet and go sit in the corner,\" said Andy Russell, co-creator of Toontastic at a \u003ca href=\"http://www.dmlcentral.net/conference2011/schedule/day/2011-03-04\">digital media and learning conference\u003c/a>. \"We’re giving them tools to actually help them create content. The new devices allow us to do new things that we haven’t ever been able to do. But the world of 'edutainment' has dug us into a hole where most people think games only create a solitary experience.\"\u003c/p>\n\u003cp>In fact, many apps invite multiple players, social interaction with peers, and a call to go outdoors, either with specific instructions or with the child's own imagination. When my daughter and her friend were deciding how to spend their Saturday afternoon last week, their indoor play turned into an outdoor movie that they scripted, and that I filmed and edited for them with my iPhone.\u003c/p>\n\u003cp>\"Most parents don’t understand the need for their participation,\" said Dr. Gwenn O'Keeffe, a pediatrician who says she specializes in children's media use. \"It’s a small population who gets it.\"\u003c/p>\n\u003cp>Russell says game designers should also take responsibility in guiding parents on how to interact with the games and their kids. \"The failure is not the technology, but how we communicate to parents,\" he said.\u003c/p>\n\u003cp>\u003cstrong>BEYOND SCREENS\u003c/strong>\u003c/p>\n\u003cp>Regardless of how educational or engaging a screen can be, O'Keeffe says emotional connections are lost without face-to-face contact. \"If they're looking at a screen, they can’t see the emotional response,\" said O'Keeffe, who believes screens should be kept out of the hands of kids under five years old. \"It’s about empathy and they’re having trouble learning that. Do you really need to turn on the DVD in the car? Do kids really need the Gameboy in the grocery store? We all have to use the screen as babysitter sometimes. But to always use a screen that often is a problem.\"\u003c/p>\n\u003cp>But gaming advocates argue that \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/ten-surprising-truths-about-video-games-and-learning/\">social connections are built\u003c/a> into most games. That sharing tactics and strategies help cement the learning experience -- and connect players to each other in ways that haven't been done before.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>As researchers \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/how-technology-wires-the-learning-brain/\">dig deeper into the ramifications of games and apps\u003c/a> on young minds, parents will have to navigate the gray areas between absentminded parenting and the smart use of technology.\u003c/p>\n\u003ch5>\u003cem>Read more about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/how-technology-wires-the-learning-brain/\">how technology wires the learning brain\u003c/a>\u003c/em> \u003cem>and\u003c/em> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/ten-surprising-truths-about-video-games-and-learning/\">\u003cem>suprising truths about video games. \u003c/em>\u003c/a>\u003c/h5>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"size-medium wp-image-9267\" title=\"photo\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/photo1-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003c/p>\n\u003cp>When it comes to video games and apps, what's a parent to do? On one hand, we're bombarded with messages about the perils of letting kids play with computer games and gadgets. On the other, we're seduced by games and apps marketed to us as \"educational.\"\u003c/p>\n\u003cp>It's a tricky line to navigate. The spectrum of kids' apps ranges from \"baking\" cupcakes to crushing war demons. Most of them have some educational aspect -- at the very least kids learn what ingredients are used in cupcake baking, and the physics of launching \u003ca href=\"http://www.rovio.com/index.php?page=angry-birds\">Angry Birds\u003c/a> at just the right angle to kill the piggies. That's learning, isn't it?\u003c/p>\n\u003caside class=\"pullquote alignleft\">To clump them all into one category is to miss out on a huge treasure trove of learning opportunities.\u003c/aside>\n\u003cp>Therein lie the vague boundaries. Not all games are educational, and not all are shallow forms of entertainment. Many are marketed as educational tools, but in fact, most have some elements of both. The trick is to figure out what we want kids to learn and to experience. To clump them all into one category is to miss out on a huge treasure trove of learning opportunities. Real learning apps have a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/ten-surprising-truths-about-video-games-and-learning/\">set of criteria \u003c/a>that qualifies them as educational, so rather than writing them all off as a waste of time, parents can figure out what their kids are exposed to.\u003c/p>\n\u003cp>\"We don’t ever want to separate engagement from the purposes of learning,\" said \u003ca href=\"http://www.cs.northwestern.edu/~edelson/\">Daniel Edelson, \u003c/a>Executive Director\u003cem> \u003c/em>and Vice President of Education and Children's Programs at the National Geographic Society at a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/where-does-informal-learning-fit-in/\">cyberlearning conference last week\u003c/a>. \"When you’re engaged with activities that have learning goals, you can connect the dots between engagement and learning. If you use engagement in its broadest possible sense when people are paying attention because of bright lights and activity, then you don’t find that connection.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Enter the parent. A young child is not necessarily going to figure out if she's learning or having fun. And in the best cases, that line is blurred without the child even knowing it. She's collecting information about bugs and plantlife with apps like \u003ca href=\"http://www.projectnoah.org/\">Project NOAH\u003c/a>. She's creating original stories -- complete with exposition and denouement and background music -- with digital storytelling apps like \u003ca href=\"http://www.launchpadtoys.com/toontastic/\">Toontastic\u003c/a>.\u003c/p>\n\u003cp>So should parents feel guilty allowing their kids to play games on mobile gadgets?\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Most parents don’t understand the need for their participation,\" said Dr. Gwenn O'Keeffe, a pediatrician who says she specializes in children's media use. \"It’s a small population who gets it.\"\u003c/aside>\n\u003cp>Simply put: \"No,\" \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/the-future-of-mobile-learning-apps/\">says Dr. Michael Levine \u003c/a>of the Joan Ganz Cooney Center, which recently released a study called \u003ca href=\"http://www.joanganzcooneycenter.org/Reports-27.html\">Learning: Is There an App For That\u003c/a>. \"Kids see their parents using mobile phones all the time. It's only natural for them to want to use them too. And from the data in our study it looks like many parents are letting their children use them responsibly – with restrictions and in moderation. We recommend a balanced media diet that consists of content that is fun, educational, and doesn’t take up too much time in a given day.\"\u003c/p>\n\u003cp>That said, Levine cautioned parents to stay vigilant about screen time. \"We would be quite concerned if young children, especially preschoolers, began to dramatically increase their mobile screen time,\" he said.\u003c/p>\n\u003cp>A screen is not just a screen, though. The one-way interaction between TV and the couch potato is far different than an absorbing Scrabble play-off with a friend on a mobile phone.\u003c/p>\n\u003cp>\"Nobody’s saying, 'Give your kid a Gameboy, so he can be quiet and go sit in the corner,\" said Andy Russell, co-creator of Toontastic at a \u003ca href=\"http://www.dmlcentral.net/conference2011/schedule/day/2011-03-04\">digital media and learning conference\u003c/a>. \"We’re giving them tools to actually help them create content. The new devices allow us to do new things that we haven’t ever been able to do. But the world of 'edutainment' has dug us into a hole where most people think games only create a solitary experience.\"\u003c/p>\n\u003cp>In fact, many apps invite multiple players, social interaction with peers, and a call to go outdoors, either with specific instructions or with the child's own imagination. When my daughter and her friend were deciding how to spend their Saturday afternoon last week, their indoor play turned into an outdoor movie that they scripted, and that I filmed and edited for them with my iPhone.\u003c/p>\n\u003cp>\"Most parents don’t understand the need for their participation,\" said Dr. Gwenn O'Keeffe, a pediatrician who says she specializes in children's media use. \"It’s a small population who gets it.\"\u003c/p>\n\u003cp>Russell says game designers should also take responsibility in guiding parents on how to interact with the games and their kids. \"The failure is not the technology, but how we communicate to parents,\" he said.\u003c/p>\n\u003cp>\u003cstrong>BEYOND SCREENS\u003c/strong>\u003c/p>\n\u003cp>Regardless of how educational or engaging a screen can be, O'Keeffe says emotional connections are lost without face-to-face contact. \"If they're looking at a screen, they can’t see the emotional response,\" said O'Keeffe, who believes screens should be kept out of the hands of kids under five years old. \"It’s about empathy and they’re having trouble learning that. Do you really need to turn on the DVD in the car? Do kids really need the Gameboy in the grocery store? We all have to use the screen as babysitter sometimes. But to always use a screen that often is a problem.\"\u003c/p>\n\u003cp>But gaming advocates argue that \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/ten-surprising-truths-about-video-games-and-learning/\">social connections are built\u003c/a> into most games. That sharing tactics and strategies help cement the learning experience -- and connect players to each other in ways that haven't been done before.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>As researchers \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/how-technology-wires-the-learning-brain/\">dig deeper into the ramifications of games and apps\u003c/a> on young minds, parents will have to navigate the gray areas between absentminded parenting and the smart use of technology.\u003c/p>\n\u003ch5>\u003cem>Read more about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/how-technology-wires-the-learning-brain/\">how technology wires the learning brain\u003c/a>\u003c/em> \u003cem>and\u003c/em> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/ten-surprising-truths-about-video-games-and-learning/\">\u003cem>suprising truths about video games. \u003c/em>\u003c/a>\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/horiavarlan/4273913228/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-9146\" title=\"Scattered puzzle pieces next to solved fragment\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/Horia-Varlan-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>With so much rich information for learners available and accessible on the Internet -- everything from \u003ca href=\"http://www.youtube.com/watch?v=Lcmb4RplClQ\">how to play the guitar\u003c/a> to \u003ca href=\"http://www.geom.uiuc.edu/~demo5337/Group3/applic.html\">applications of the Pythagorean Theorem\u003c/a> -- how can the formal education system leverage all this within schools?\u003c/p>\n\u003cp>There are tremendous obstacles in the way. A shortage of high-quality K-12 STEM teachers, dwindling interest on the part of learners, inequalities in tech-enhanced opportunities, a fragmented research-and-development community, and outmoded high school and college facilities are just a few of the obstacles, according to \u003ca href=\"http://scil.stanford.edu/about/staff/bios/pea.html\">Roy Pea,\u003c/a> co-director of the Stanford Center for Innovations in Learning at the\u003ca href=\"http://live.cyberlearningstem.org/\"> the Cyberlearning Tools for STEM Education \u003c/a>conference to figure out strategies.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"There are many people in our society who simply don’t like the 21\u003csup>st\u003c/sup> century,\" said Chris Dede.\u003c/aside>\n\u003cp>But the huge cultural shift brought about by the Internet and Web 2.0 ethos -- participatory culture, wikis, blogs, podcasts, virtual worlds, and new values around harnessing collective information -- is helping ameliorate the challenges, and can be a crucial bridge.\u003c/p>\n\u003cp>\"Every minute, 35 hours of video are uploaded to YouTube,\" Pea said. \"There are 700 billion videos up, and many of them are about learning.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It's all part of the engagement question. How do you engage learners best? It shouldn't just be about bright lights and activity; it should have a clear learning purpose, said Daniel Edelson. \"We need to stay focused on the purpose of those activities,\" he said.\u003c/p>\n\u003cp>Which begs the question: How do you measure engagement? How does this kind of informal, out-in-the-world learning connect to formal learning in schools?\u003c/p>\n\u003cp>\"We don’t know what we need to about this,\" Pea said. \"Over 90 percent of research is done in formal environments. This area is unexplored.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We can’t give up on schools. They might not change, but we can’t give up,\" Soloway said.\u003c/aside>\n\u003cp>We’re comfortable with structured and guided learning environments with designed artifacts, like after-school clubs, organized sports, field trips to museums. But we don't know anything about learning outside these confines, and the social ramifications of those learning experiences, he said.\u003c/p>\n\u003cp>\"There are many people in our society who simply don’t like the 21\u003csup>st\u003c/sup> century,\" added \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=chris_dede\">Chris Dede\u003c/a>, professor in learning technologies at\t\t\t\t\t\t \t\t\t\t\t\t\t\t\t\t\t\t \t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t \t\t\t\t\tHarvard University. \"The only place they can pretend the 21\u003csup>st\u003c/sup> century hasn’t happened is in the school system.\"\u003c/p>\n\u003cp>We have along history of making ingenious things that aren’t used because we haven’t been able to convince the community -- and many educators -- about new models of teaching and learning, he said.\u003c/p>\n\u003cp>There are evolutionary, transformative, and disruptive ways to get to 21\u003csup>st\u003c/sup> century school system. \"It will happen first in developing countries. They'll leapfrog the current systems, and we need to be watching them and learning from them,\" he said.\u003c/p>\n\u003cp>\u003ca href=\"http://www.goknow.com/AboutUs/People.php\">Elliot Soloway\u003c/a>, founder of GoKnow, went so far as to predict that every student will have a mobile device within four years. \"At some point, the schools are going to have to say, 'Ok, you can use it.'\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"We can’t give up on schools. They might not change, but we can’t give up,\" Soloway said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/horiavarlan/4273913228/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-9146\" title=\"Scattered puzzle pieces next to solved fragment\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/Horia-Varlan-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>With so much rich information for learners available and accessible on the Internet -- everything from \u003ca href=\"http://www.youtube.com/watch?v=Lcmb4RplClQ\">how to play the guitar\u003c/a> to \u003ca href=\"http://www.geom.uiuc.edu/~demo5337/Group3/applic.html\">applications of the Pythagorean Theorem\u003c/a> -- how can the formal education system leverage all this within schools?\u003c/p>\n\u003cp>There are tremendous obstacles in the way. A shortage of high-quality K-12 STEM teachers, dwindling interest on the part of learners, inequalities in tech-enhanced opportunities, a fragmented research-and-development community, and outmoded high school and college facilities are just a few of the obstacles, according to \u003ca href=\"http://scil.stanford.edu/about/staff/bios/pea.html\">Roy Pea,\u003c/a> co-director of the Stanford Center for Innovations in Learning at the\u003ca href=\"http://live.cyberlearningstem.org/\"> the Cyberlearning Tools for STEM Education \u003c/a>conference to figure out strategies.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"There are many people in our society who simply don’t like the 21\u003csup>st\u003c/sup> century,\" said Chris Dede.\u003c/aside>\n\u003cp>But the huge cultural shift brought about by the Internet and Web 2.0 ethos -- participatory culture, wikis, blogs, podcasts, virtual worlds, and new values around harnessing collective information -- is helping ameliorate the challenges, and can be a crucial bridge.\u003c/p>\n\u003cp>\"Every minute, 35 hours of video are uploaded to YouTube,\" Pea said. \"There are 700 billion videos up, and many of them are about learning.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It's all part of the engagement question. How do you engage learners best? It shouldn't just be about bright lights and activity; it should have a clear learning purpose, said Daniel Edelson. \"We need to stay focused on the purpose of those activities,\" he said.\u003c/p>\n\u003cp>Which begs the question: How do you measure engagement? How does this kind of informal, out-in-the-world learning connect to formal learning in schools?\u003c/p>\n\u003cp>\"We don’t know what we need to about this,\" Pea said. \"Over 90 percent of research is done in formal environments. This area is unexplored.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We can’t give up on schools. They might not change, but we can’t give up,\" Soloway said.\u003c/aside>\n\u003cp>We’re comfortable with structured and guided learning environments with designed artifacts, like after-school clubs, organized sports, field trips to museums. But we don't know anything about learning outside these confines, and the social ramifications of those learning experiences, he said.\u003c/p>\n\u003cp>\"There are many people in our society who simply don’t like the 21\u003csup>st\u003c/sup> century,\" added \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=chris_dede\">Chris Dede\u003c/a>, professor in learning technologies at\t\t\t\t\t\t \t\t\t\t\t\t\t\t\t\t\t\t \t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t \t\t\t\t\tHarvard University. \"The only place they can pretend the 21\u003csup>st\u003c/sup> century hasn’t happened is in the school system.\"\u003c/p>\n\u003cp>We have along history of making ingenious things that aren’t used because we haven’t been able to convince the community -- and many educators -- about new models of teaching and learning, he said.\u003c/p>\n\u003cp>There are evolutionary, transformative, and disruptive ways to get to 21\u003csup>st\u003c/sup> century school system. \"It will happen first in developing countries. They'll leapfrog the current systems, and we need to be watching them and learning from them,\" he said.\u003c/p>\n\u003cp>\u003ca href=\"http://www.goknow.com/AboutUs/People.php\">Elliot Soloway\u003c/a>, founder of GoKnow, went so far as to predict that every student will have a mobile device within four years. \"At some point, the schools are going to have to say, 'Ok, you can use it.'\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"We can’t give up on schools. They might not change, but we can’t give up,\" Soloway said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cimg class=\"size-medium wp-image-9114\" title=\"Screen shot 2011-03-09 at 2.53.37 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/Screen-shot-2011-03-09-at-2.53.37-PM-300x288.png\" alt=\"\" width=\"300\" height=\"288\">\u003c/p>\n\u003cp>The culture of current public school model can't be more different than the culture of technology, says Allan Collins, co-author of \u003cem>\u003ca href=\"http://www.amazon.com/Rethinking-Education-Technology-Education-Connections-Education-Connections/dp/0807750026\">Rethinking Education in the Age of Technology\u003c/a>\u003c/em>.\u003c/p>\n\u003cp>In most public schools, every student learns the same things at the same time. The teacher is the content expert and controls what students learn. Testing is standardized and students learn by absorbing information about a variety of subjects.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The elites in our society are buying educational advantages. We need to address these equity issues.\"\u003c/aside>\n\u003cp>Compare this to the culture of technology and Web 2.0. Students learn what they want, when they want. They have total control of their learning paths. They become experts in subjects they're interested in by using a world of resources to help them learn. And rather than learning by absorbing information, they learn by doing.\u003c/p>\n\u003cp>\"There are big incompatibilities between the culture of school and the culture of technology,\" Collins said at the Cyberlearning for STEM Education\u003ca href=\"http://live.cyberlearningstem.org/\"> conference today\u003c/a>. \"School will become less important as a venue for education. They’ll be with us, but when it comes to learning, a lot of people are learning what’s important to them outside school.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Collins talked about some of the pitfalls he predicts will come about as a result of this chasm between in-school learning and informal, tech-driven learning.\u003c/p>\n\u003cp>\"There will be real losses in equity,\" he said. \"Access rates to smartphones with minorities is high, but the elites in our society are buying educational advantages like tutoring and all the technology they need. We need to address these equity issues.\"\u003c/p>\n\u003cp>The gains, however, won't be insignificant: more engagement in learners, total customization of what they learn, and more responsibility will completely change the current paradigm in education.\u003c/p>\n\u003cp>Consider all the innovations that have come about as a result of YouTube, Google, the World of Warcraft, and mobile phones -- just in the past few years. Have they had any impact on formal education, asked Richard Halverson, who co-authored \u003cem>Rethinking Education in the Age of Technology\u003c/em>.\u003c/p>\n\u003cp>\"No. They’re all banned from schools,\" he said. \"This transformative power of technology has been used for consumer technologies. Schools didn’t stop evolving with technology, they went into a different direction. No Child Left Behind completely derailed the infrastructure in public schools.\"\u003c/p>\n\u003cp>Though technology transformed the administrative end of education infrastructure, it hasn't really made any impact in school-based learning.\u003c/p>\n\u003cp>\"How malleable is the infrastructure that schools have developed to inform student learning?\" Halverson asked. \"Can we move from state standardized assessment to a formative process assessment? Is it flexible enough to support how we want to measure and support student learning?\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The transformative power of technology has been used for consumer technologies.\"\u003c/aside>\n\u003cp>Compare social network sites like\u003ca href=\"http://www.fanfiction.net/\"> Fan Fiction\u003c/a>, where people upload original stories and ask for reader comments and reviews. On the site, there are about 506,000 stories about Harry Potter right now. One particular story, Halverson said, received 624 reviews.\u003c/p>\n\u003cp>\"Who's the audience for a student's homework?\" Halverson asked. \"Just the teacher. And we all know how hard it is to get students to comment on each others' homework.\"\u003c/p>\n\u003cp>Halverson imagined a scenario where kids used virtual tools that constructed peer communities that accounted for all variations of high school performance. \"We need to think about how kids are organizing virtual experiences in which they do their work,\" he said.\u003c/p>\n\u003cp>We need to bring together the expertise of the game design world, which perfectly exemplifies the best practices of learning, with the expertise of assessment experts, he said.\u003c/p>\n\u003cp>\"I think the question is will [these new technologies] penetrate the parts of school that are least able to change?\" he asked.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>I interviewed both Collins and Halverson about their thoughts, and will post those videos in the next week or so. Lots of food for thought.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Collins talked about some of the pitfalls he predicts will come about as a result of this chasm between in-school learning and informal, tech-driven learning.\u003c/p>\n\u003cp>\"There will be real losses in equity,\" he said. \"Access rates to smartphones with minorities is high, but the elites in our society are buying educational advantages like tutoring and all the technology they need. We need to address these equity issues.\"\u003c/p>\n\u003cp>The gains, however, won't be insignificant: more engagement in learners, total customization of what they learn, and more responsibility will completely change the current paradigm in education.\u003c/p>\n\u003cp>Consider all the innovations that have come about as a result of YouTube, Google, the World of Warcraft, and mobile phones -- just in the past few years. Have they had any impact on formal education, asked Richard Halverson, who co-authored \u003cem>Rethinking Education in the Age of Technology\u003c/em>.\u003c/p>\n\u003cp>\"No. They’re all banned from schools,\" he said. \"This transformative power of technology has been used for consumer technologies. Schools didn’t stop evolving with technology, they went into a different direction. No Child Left Behind completely derailed the infrastructure in public schools.\"\u003c/p>\n\u003cp>Though technology transformed the administrative end of education infrastructure, it hasn't really made any impact in school-based learning.\u003c/p>\n\u003cp>\"How malleable is the infrastructure that schools have developed to inform student learning?\" Halverson asked. \"Can we move from state standardized assessment to a formative process assessment? Is it flexible enough to support how we want to measure and support student learning?\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The transformative power of technology has been used for consumer technologies.\"\u003c/aside>\n\u003cp>Compare social network sites like\u003ca href=\"http://www.fanfiction.net/\"> Fan Fiction\u003c/a>, where people upload original stories and ask for reader comments and reviews. On the site, there are about 506,000 stories about Harry Potter right now. One particular story, Halverson said, received 624 reviews.\u003c/p>\n\u003cp>\"Who's the audience for a student's homework?\" Halverson asked. \"Just the teacher. And we all know how hard it is to get students to comment on each others' homework.\"\u003c/p>\n\u003cp>Halverson imagined a scenario where kids used virtual tools that constructed peer communities that accounted for all variations of high school performance. \"We need to think about how kids are organizing virtual experiences in which they do their work,\" he said.\u003c/p>\n\u003cp>We need to bring together the expertise of the game design world, which perfectly exemplifies the best practices of learning, with the expertise of assessment experts, he said.\u003c/p>\n\u003cp>\"I think the question is will [these new technologies] penetrate the parts of school that are least able to change?\" he asked.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>I interviewed both Collins and Halverson about their thoughts, and will post those videos in the next week or so. Lots of food for thought.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"soldout": {
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