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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>\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>\u003c/p>\u003c/div>",
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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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"disqusTitle": "Through Digital Media, Students Portray Life After Oil Spill",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-8997\" href=\"http://ww2.kqed.org/mindshift/2011/03/through-digital-media-students-portray-life-after-oil-spill/screen-shot-2011-03-07-at-10-50-02-am/\">\u003cimg class=\"size-medium wp-image-8997\" title=\"Screen-shot-2011-03-07-at-10.50.02-AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/Screen-shot-2011-03-07-at-10.50.02-AM-300x364.png\" alt=\"\" width=\"300\" height=\"364\">\u003c/a>\u003c/p>\n\u003cp>\u003cem>In the aftermath of the biggest oil spill in American history last year, a group of teachers decided to provide a forum for students to record the devastating effects on their communities, environment, and culture. The following excerpt, from \u003ca href=\"http://spotlight.macfound.org/featured-stories/entry/digital-media-in-the-classroom-case-study-voices-on-the-gulf/\">Spotlight on Digital Media and Learning,\u003c/a>\u003c/em> \u003cem>describes how educators used digital media to create an interactive, student-driven space called \u003ca href=\"http://spotlight.macfound.org/featured-stories/entry/digital-media-in-the-classroom-case-study-voices-on-the-gulf/Voices%20on%20the%20Gulf\">Voices on the Gulf\u003c/a>.\u003c/em>\u003c/p>\n\u003ch5>\u003cstrong>By Josh Karp\u003c/strong>\u003c/h5>\n\u003cp>“There’s not much of a teacher voice on the site. We begin with the students' questions and not our questions,” explains Paul Allison, one of the project's creators. “We work really hard in the background helping students come up with their own explorations. That’s an important part of our work.”\u003c/p>\n\u003cp>This has meant different things in different classrooms. Using a method known as i-search (as opposed to “research”) students came up with their own issues, found their own sources and did their own investigation of the topics they chose.\u003c/p>\n\u003cp>Kaylie Bonin, a 4th-grader in Margaret Simon’s class, wanted to write about the effects of the oil spill on birds. She used an interactive whiteboard to create an illustrated short story about \u003ca title=\"a plover (a small coastal wading bird) named Clover\" href=\"http://voicesonthegulf.com/discussion/clover-plover-picture\">a plover (a small coastal wading bird) named Clover\u003c/a> who uses his smarts to “make a difference,” by rallying the dolphins to dive deep and stir up oil-eating micro-organisms to assist in the cleanup effort. (\u003ca title=\"Read the story here\" href=\"http://voicesonthegulf.org/discussion/how-clover-plover-and-pip-made-differenc\">Read the story here\u003c/a>.) The story generated such positive response that Bonin intends to self-publish her book using online tools and donate the proceeds from its sale to the National Audubon Society.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Meeting” students from New York and other places far from rural Louisiana has motivated Bonin and exposed her to a larger world.\u003c/p>\n\u003cp>“It was exciting because you didn’t even know these people before,” Bonin, age 10, says. “But [through Voices on the Gulf] you get to meet new people and see what they think. I think it’s valuable to see the different perspectives of people who aren’t right there.”\u003c/p>\n\u003cp>Sixth-grader Alexis Babineaux, who posted a \u003ca title=\"spare, powerful poem\" href=\"http://voicesonthegulf.com/discussion/egret\">spare, powerful poem\u003c/a> from the vantage point of an egret, didn’t realize how much of an impact she was making.\u003c/p>\n\u003cp>“I didn’t know how much it affected people. Some shared their personal stories,” says Babineaux, age 11. “I liked how they opened up to me. It feels good to have people that don’t even know you want you to write more and see what you have to offer.”\u003c/p>\n\u003cp>Simon says that the peer interaction has allowed her to push her students further in their work. When she thinks someone’s work needs improvement before it goes online, Simon says that they need only look at their classmates struggling to find better metaphors or push their writing – and the positive comments that come afterwards – for motivation.\u003c/p>\n\u003cp>“The site has inspired a lot of creativity, and the motivation of the feedback is very valuable,” says Simon. “When you are with a student and give them feedback, that’s one thing. But, if another student in New York or across the globe gives them feedback – that gives it weight.”\u003c/p>\n\u003cp>\u003c!--more-->Allison believes this newfound passion is the result of providing real audiences for student work. That component, he says, creates work that reflects the student and his or her interests, rather than what’s expected of them by a teacher. The result is often more than simply the completion of a class assignment.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“It’s not just that you have three quotes in this thing that you’re writing,” Allison says. “It’s learning how to be real in your writing. That’s what’s most valuable.”\u003c/p>\n\u003ch5>Read the \u003ca href=\"http://spotlight.macfound.org/featured-stories/entry/digital-media-in-the-classroom-case-study-voices-on-the-gulf/\">entire story here\u003c/a>.\u003c/h5>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-8997\" href=\"http://ww2.kqed.org/mindshift/2011/03/through-digital-media-students-portray-life-after-oil-spill/screen-shot-2011-03-07-at-10-50-02-am/\">\u003cimg class=\"size-medium wp-image-8997\" title=\"Screen-shot-2011-03-07-at-10.50.02-AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/Screen-shot-2011-03-07-at-10.50.02-AM-300x364.png\" alt=\"\" width=\"300\" height=\"364\">\u003c/a>\u003c/p>\n\u003cp>\u003cem>In the aftermath of the biggest oil spill in American history last year, a group of teachers decided to provide a forum for students to record the devastating effects on their communities, environment, and culture. The following excerpt, from \u003ca href=\"http://spotlight.macfound.org/featured-stories/entry/digital-media-in-the-classroom-case-study-voices-on-the-gulf/\">Spotlight on Digital Media and Learning,\u003c/a>\u003c/em> \u003cem>describes how educators used digital media to create an interactive, student-driven space called \u003ca href=\"http://spotlight.macfound.org/featured-stories/entry/digital-media-in-the-classroom-case-study-voices-on-the-gulf/Voices%20on%20the%20Gulf\">Voices on the Gulf\u003c/a>.\u003c/em>\u003c/p>\n\u003ch5>\u003cstrong>By Josh Karp\u003c/strong>\u003c/h5>\n\u003cp>“There’s not much of a teacher voice on the site. We begin with the students' questions and not our questions,” explains Paul Allison, one of the project's creators. “We work really hard in the background helping students come up with their own explorations. That’s an important part of our work.”\u003c/p>\n\u003cp>This has meant different things in different classrooms. Using a method known as i-search (as opposed to “research”) students came up with their own issues, found their own sources and did their own investigation of the topics they chose.\u003c/p>\n\u003cp>Kaylie Bonin, a 4th-grader in Margaret Simon’s class, wanted to write about the effects of the oil spill on birds. She used an interactive whiteboard to create an illustrated short story about \u003ca title=\"a plover (a small coastal wading bird) named Clover\" href=\"http://voicesonthegulf.com/discussion/clover-plover-picture\">a plover (a small coastal wading bird) named Clover\u003c/a> who uses his smarts to “make a difference,” by rallying the dolphins to dive deep and stir up oil-eating micro-organisms to assist in the cleanup effort. (\u003ca title=\"Read the story here\" href=\"http://voicesonthegulf.org/discussion/how-clover-plover-and-pip-made-differenc\">Read the story here\u003c/a>.) The story generated such positive response that Bonin intends to self-publish her book using online tools and donate the proceeds from its sale to the National Audubon Society.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Meeting” students from New York and other places far from rural Louisiana has motivated Bonin and exposed her to a larger world.\u003c/p>\n\u003cp>“It was exciting because you didn’t even know these people before,” Bonin, age 10, says. “But [through Voices on the Gulf] you get to meet new people and see what they think. I think it’s valuable to see the different perspectives of people who aren’t right there.”\u003c/p>\n\u003cp>Sixth-grader Alexis Babineaux, who posted a \u003ca title=\"spare, powerful poem\" href=\"http://voicesonthegulf.com/discussion/egret\">spare, powerful poem\u003c/a> from the vantage point of an egret, didn’t realize how much of an impact she was making.\u003c/p>\n\u003cp>“I didn’t know how much it affected people. Some shared their personal stories,” says Babineaux, age 11. “I liked how they opened up to me. It feels good to have people that don’t even know you want you to write more and see what you have to offer.”\u003c/p>\n\u003cp>Simon says that the peer interaction has allowed her to push her students further in their work. When she thinks someone’s work needs improvement before it goes online, Simon says that they need only look at their classmates struggling to find better metaphors or push their writing – and the positive comments that come afterwards – for motivation.\u003c/p>\n\u003cp>“The site has inspired a lot of creativity, and the motivation of the feedback is very valuable,” says Simon. “When you are with a student and give them feedback, that’s one thing. But, if another student in New York or across the globe gives them feedback – that gives it weight.”\u003c/p>\n\u003cp>\u003c!--more-->Allison believes this newfound passion is the result of providing real audiences for student work. That component, he says, creates work that reflects the student and his or her interests, rather than what’s expected of them by a teacher. The result is often more than simply the completion of a class assignment.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“It’s not just that you have three quotes in this thing that you’re writing,” Allison says. “It’s learning how to be real in your writing. That’s what’s most valuable.”\u003c/p>\n\u003ch5>Read the \u003ca href=\"http://spotlight.macfound.org/featured-stories/entry/digital-media-in-the-classroom-case-study-voices-on-the-gulf/\">entire story here\u003c/a>.\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Scientists Recruit Students for Research ",
"title": "Scientists Recruit Students for Research ",
"headTitle": "MindShift | KQED News",
"content": "\u003ch5>\n\u003cfigure id=\"attachment_8987\" class=\"wp-caption center\" style=\"max-width: 300px\">\u003ca href=\"http://www.birds.cornell.edu/pfw/Members/MatthewDrawing.html\">\u003cimg class=\"size-medium wp-image-8987\" title=\"Drawing248021_03\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/Drawing248021_03-300x245.jpg\" alt=\"\" width=\"300\" height=\"245\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Student's rendering of birds.\u003c/figcaption>\u003c/figure>\n\u003c/h5>\u003cp>By Sara Bernard\n\u003c/p>\u003cp>Scientists have figured out a way to leverage student enthusiasm in the sciences: conduct research that can be used for data collection.\u003c/p>\n\u003cp>So when \u003ca href=\"http://www.birds.cornell.edu/citsci/projects\" target=\"_blank\">ornithologists at Cornell University\u003c/a> study breeding and nesting behavior, when NASA researchers need \u003ca href=\"http://www.edutopia.org/charter-school-observatory-lewis\" target=\"_blank\">an extra few thousand pairs of eyes on a telescope\u003c/a>, and when biologists and gardeners investigate changes in \u003ca href=\"http://www.lostladybug.org\" target=\"_blank\">ladybug populations\u003c/a>, they ask K-12 students to participate in the research -- often as part of their regular class curriculum.\u003c/p>\n\u003cp>This isn't, of course, about getting kids to do a PhD's grunt work. It serves both parties well. Scientists acquire necessary data (sometimes even the miraculous kind, like rare \u003ca href=\"http://www.lostladybug.org/about.php\" target=\"_blank\">nine-spotted ladybugs\u003c/a>) while students get to work on real-world research projects.\u003c/p>\n\u003cp>Often, the scientific community also provides detailed lesson plans, online tools, and other resources to the students and teachers involved.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Here are 5 examples of citizen scientists programs across the country.\u003c/p>\n\u003cp>\u003cstrong>1) \u003ca href=\"http://www.birds.cornell.edu/citsci/projects\" target=\"_blank\">Cornell Lab of Ornithology Citizen Science program\u003c/a>\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">This is a set of kid-friendly research projects on all things bird-related, from \u003ca href=\"http://www.birds.cornell.edu/pigeonwatch\" target=\"_blank\">pigeons\u003c/a> to \u003ca href=\"http://www.birds.cornell.edu/pfw/\" target=\"_blank\">feeder-watching\u003c/a> to a middle school curriculum called \u003ca href=\"http://www.birds.cornell.edu/birdsleuth/\" target=\"_blank\">BirdSleuth\u003c/a>. Students can count birds and upload data using \u003ca href=\"http://ebird.org/content/ebird/\" target=\"_blank\">eBird\u003c/a> and the \u003ca href=\"http://www.birdsource.org/gbbc/\" target=\"_blank\">Great Backyard Bird Count\u003c/a>, promote urban conservation through \u003ca href=\"http://www.birds.cornell.edu/celebration\" target=\"_blank\">Celebrate Urban Birds\u003c/a>, and use photo-tagging tools to help scientists sort \u003ca href=\"http://watch.birds.cornell.edu/nestcams/clicker/clicker/index\" target=\"_blank\">8 million NestCam images\u003c/a>. The Cornell Lab of Ornithology has also created \u003ca href=\"http://sciencepipes.org/beta/home\" target=\"_blank\">SciencePipes\u003c/a>, a free site that allows users to access biodiversity data, create visual representations of that data, and embed them into their own Web pages.\u003c/p>\n\u003cp>\u003cstrong>2) \u003ca href=\"http://www.eol.org/\" target=\"_blank\">Encyclopedia of Life\u003c/a>\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The project encourages students, teachers, and scientists around the world to document as many of the earth's roughly 1.9 million species as possible. Entry points for students include the \u003ca href=\"http://education.eol.org/bioblitz\" target=\"_blank\">Bioblitz\u003c/a> -- or local species inventory, which allows students to upload their findings and try \u003ca href=\"http://education.eol.org/bioblitz/activities\" target=\"_blank\">classroom activities\u003c/a> -- and the \u003ca href=\"http://education.eol.org/ideas/tools/fieldguide\" target=\"_blank\">Field Guide tool\u003c/a>, a way to organize species information based on location. The site (free and Creative-Commons licensed) also provides \u003ca href=\"http://education.eol.org/podcast\" target=\"_blank\">educational podcasts\u003c/a> and examples of \u003ca href=\"http://education.eol.org/ideas/model-projects\" target=\"_blank\">model projects\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>3)\u003ca href=\"http://www.discoverlife.org/bee/\" target=\"_blank\"> \u003c/a>\u003ca href=\"http://www.discoverlife.org/\" target=\"_blank\">DiscoverLife\u003c/a>\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003ca href=\"http://www.discoverlife.org/bee/\" target=\"_blank\">The Bee Hunt\u003c/a> and the \u003ca href=\"http://www.lostladybug.org/\" target=\"_blank\">Lost Ladybug Project\u003c/a> are two limbs of the nonprofit that helps lead step-by-step ecological research projects via simple Web tools. In order to figure out why some ladybug populations are booming while others are nearing extinction, kids and teachers can spot and upload photos of ladybugs in their local communities and check out \u003ca href=\"http://www.lostladybug.org/data.php\" target=\"_blank\">map tools\u003c/a> and \u003ca href=\"http://www.lostladybug.org/learning.php\" target=\"_blank\">educational materials\u003c/a>. \u003ca href=\"http://www.discoverlife.org/bee/\" target=\"_blank\">The Bee Hunt\u003c/a> uses similar methods to determine the effect of climate change on various pollinators.\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>4)\u003c/strong> \u003ca href=\"http://www.lewiscenter.org/\" target=\"_blank\">Lewis Center for Educational Research's Academy for Academic Excellence\u003c/a>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">At this charter school in Apple Valley, California, kids monitor telescopes and rockets -- among many other real-world, project-based activities -- and send their observations straight to NASA. NASA's \u003ca href=\"http://deepspace.jpl.nasa.gov/dsn/gavrt/index.html\" target=\"_blank\">Goldstone Apple Valley Radio Telescope\u003c/a>, which now officially belongs to the Lewis Center's school, is open to students and teachers across the country to use as a learning tool. Participating students get a grasp of radio astronomy, teachers receive professional development training, and NASA gets to take home information about objects in the universe.\u003c/p>\n\u003cp>\u003cstrong>5) \u003c/strong>\u003ca href=\"http://www.neoninc.org/budburst/\" target=\"_blank\">Project BudBurst\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A national field campaign to collect ecological data about the flowering and fruiting of plants, is a way for students (and adults) to learn about the effects of global warming from their own backyards. Participants in all 50 states have recorded their observations and sent them into the BudBurst \u003ca href=\"http://www.neoninc.org/budburst/_Results.php\" target=\"_blank\">results database\u003c/a>. A branch of the campaign, \u003ca href=\"http://neoninc.org/budburst/buddies/\" target=\"_blank\">BudBurst Buddies\u003c/a>, is designed for young learners, complete with friendly characters, an \u003ca href=\"http://neoninc.org/budburst/buddies/journal_pages.php\" target=\"_blank\">observation journal\u003c/a>, and certificate of completion if they make at least four contributions.\u003c/p>\n\n",
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"description": "By Sara Bernard Scientists have figured out a way to leverage student enthusiasm in the sciences: conduct research that can be used for data collection. So when ornithologists at Cornell University study breeding and nesting behavior, when NASA researchers need an extra few thousand pairs of eyes on a telescope, and when biologists and gardeners",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\n\u003cfigure id=\"attachment_8987\" class=\"wp-caption center\" style=\"max-width: 300px\">\u003ca href=\"http://www.birds.cornell.edu/pfw/Members/MatthewDrawing.html\">\u003cimg class=\"size-medium wp-image-8987\" title=\"Drawing248021_03\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/Drawing248021_03-300x245.jpg\" alt=\"\" width=\"300\" height=\"245\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Student's rendering of birds.\u003c/figcaption>\u003c/figure>\n\u003c/h5>\u003cp>By Sara Bernard\n\u003c/p>\u003cp>Scientists have figured out a way to leverage student enthusiasm in the sciences: conduct research that can be used for data collection.\u003c/p>\n\u003cp>So when \u003ca href=\"http://www.birds.cornell.edu/citsci/projects\" target=\"_blank\">ornithologists at Cornell University\u003c/a> study breeding and nesting behavior, when NASA researchers need \u003ca href=\"http://www.edutopia.org/charter-school-observatory-lewis\" target=\"_blank\">an extra few thousand pairs of eyes on a telescope\u003c/a>, and when biologists and gardeners investigate changes in \u003ca href=\"http://www.lostladybug.org\" target=\"_blank\">ladybug populations\u003c/a>, they ask K-12 students to participate in the research -- often as part of their regular class curriculum.\u003c/p>\n\u003cp>This isn't, of course, about getting kids to do a PhD's grunt work. It serves both parties well. Scientists acquire necessary data (sometimes even the miraculous kind, like rare \u003ca href=\"http://www.lostladybug.org/about.php\" target=\"_blank\">nine-spotted ladybugs\u003c/a>) while students get to work on real-world research projects.\u003c/p>\n\u003cp>Often, the scientific community also provides detailed lesson plans, online tools, and other resources to the students and teachers involved.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Here are 5 examples of citizen scientists programs across the country.\u003c/p>\n\u003cp>\u003cstrong>1) \u003ca href=\"http://www.birds.cornell.edu/citsci/projects\" target=\"_blank\">Cornell Lab of Ornithology Citizen Science program\u003c/a>\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">This is a set of kid-friendly research projects on all things bird-related, from \u003ca href=\"http://www.birds.cornell.edu/pigeonwatch\" target=\"_blank\">pigeons\u003c/a> to \u003ca href=\"http://www.birds.cornell.edu/pfw/\" target=\"_blank\">feeder-watching\u003c/a> to a middle school curriculum called \u003ca href=\"http://www.birds.cornell.edu/birdsleuth/\" target=\"_blank\">BirdSleuth\u003c/a>. Students can count birds and upload data using \u003ca href=\"http://ebird.org/content/ebird/\" target=\"_blank\">eBird\u003c/a> and the \u003ca href=\"http://www.birdsource.org/gbbc/\" target=\"_blank\">Great Backyard Bird Count\u003c/a>, promote urban conservation through \u003ca href=\"http://www.birds.cornell.edu/celebration\" target=\"_blank\">Celebrate Urban Birds\u003c/a>, and use photo-tagging tools to help scientists sort \u003ca href=\"http://watch.birds.cornell.edu/nestcams/clicker/clicker/index\" target=\"_blank\">8 million NestCam images\u003c/a>. The Cornell Lab of Ornithology has also created \u003ca href=\"http://sciencepipes.org/beta/home\" target=\"_blank\">SciencePipes\u003c/a>, a free site that allows users to access biodiversity data, create visual representations of that data, and embed them into their own Web pages.\u003c/p>\n\u003cp>\u003cstrong>2) \u003ca href=\"http://www.eol.org/\" target=\"_blank\">Encyclopedia of Life\u003c/a>\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The project encourages students, teachers, and scientists around the world to document as many of the earth's roughly 1.9 million species as possible. Entry points for students include the \u003ca href=\"http://education.eol.org/bioblitz\" target=\"_blank\">Bioblitz\u003c/a> -- or local species inventory, which allows students to upload their findings and try \u003ca href=\"http://education.eol.org/bioblitz/activities\" target=\"_blank\">classroom activities\u003c/a> -- and the \u003ca href=\"http://education.eol.org/ideas/tools/fieldguide\" target=\"_blank\">Field Guide tool\u003c/a>, a way to organize species information based on location. The site (free and Creative-Commons licensed) also provides \u003ca href=\"http://education.eol.org/podcast\" target=\"_blank\">educational podcasts\u003c/a> and examples of \u003ca href=\"http://education.eol.org/ideas/model-projects\" target=\"_blank\">model projects\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>3)\u003ca href=\"http://www.discoverlife.org/bee/\" target=\"_blank\"> \u003c/a>\u003ca href=\"http://www.discoverlife.org/\" target=\"_blank\">DiscoverLife\u003c/a>\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003ca href=\"http://www.discoverlife.org/bee/\" target=\"_blank\">The Bee Hunt\u003c/a> and the \u003ca href=\"http://www.lostladybug.org/\" target=\"_blank\">Lost Ladybug Project\u003c/a> are two limbs of the nonprofit that helps lead step-by-step ecological research projects via simple Web tools. In order to figure out why some ladybug populations are booming while others are nearing extinction, kids and teachers can spot and upload photos of ladybugs in their local communities and check out \u003ca href=\"http://www.lostladybug.org/data.php\" target=\"_blank\">map tools\u003c/a> and \u003ca href=\"http://www.lostladybug.org/learning.php\" target=\"_blank\">educational materials\u003c/a>. \u003ca href=\"http://www.discoverlife.org/bee/\" target=\"_blank\">The Bee Hunt\u003c/a> uses similar methods to determine the effect of climate change on various pollinators.\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>4)\u003c/strong> \u003ca href=\"http://www.lewiscenter.org/\" target=\"_blank\">Lewis Center for Educational Research's Academy for Academic Excellence\u003c/a>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">At this charter school in Apple Valley, California, kids monitor telescopes and rockets -- among many other real-world, project-based activities -- and send their observations straight to NASA. NASA's \u003ca href=\"http://deepspace.jpl.nasa.gov/dsn/gavrt/index.html\" target=\"_blank\">Goldstone Apple Valley Radio Telescope\u003c/a>, which now officially belongs to the Lewis Center's school, is open to students and teachers across the country to use as a learning tool. Participating students get a grasp of radio astronomy, teachers receive professional development training, and NASA gets to take home information about objects in the universe.\u003c/p>\n\u003cp>\u003cstrong>5) \u003c/strong>\u003ca href=\"http://www.neoninc.org/budburst/\" target=\"_blank\">Project BudBurst\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A national field campaign to collect ecological data about the flowering and fruiting of plants, is a way for students (and adults) to learn about the effects of global warming from their own backyards. Participants in all 50 states have recorded their observations and sent them into the BudBurst \u003ca href=\"http://www.neoninc.org/budburst/_Results.php\" target=\"_blank\">results database\u003c/a>. A branch of the campaign, \u003ca href=\"http://neoninc.org/budburst/buddies/\" target=\"_blank\">BudBurst Buddies\u003c/a>, is designed for young learners, complete with friendly characters, an \u003ca href=\"http://neoninc.org/budburst/buddies/journal_pages.php\" target=\"_blank\">observation journal\u003c/a>, and certificate of completion if they make at least four contributions.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_8964\" class=\"wp-caption center\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-8964\" href=\"http://ww2.kqed.org/mindshift/2011/03/teachers-get-trained-with-the-ipad/mortsan/\">\u003cimg class=\"size-medium wp-image-8964\" title=\"mortsan\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/mortsan-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>One of the many obstacles for educators when it comes to using technology in the classroom is training them on how exactly to do it. We know by now that simply handing out gadgets to teachers is not enough -- they need to know how to maximize the potential and what best to use the technologies for.\u003c/p>\n\u003cp>With that in mind,\u003ca href=\"http://www.teacherscollegesj.org/\"> Teachers College of San Joaquin\u003c/a> will issue iPads (\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/faster-than-a-speeding-bullet/\">the iPad 2\u003c/a>, to be clear) to every teacher-in-training starting next month. And they say it’s the first college of its kind to do so.\u003c/p>\n\u003cp>Dean Catherine Kearney says it’s crucial to prepare budding educators to keep up with and engage their students.\u003c/p>\n\u003cp>“I’m old enough to remember when computers hit the classroom and unfortunately as a teacher during that era, we weren’t provided with very much training, and in some classrooms they became very expensive plant stands.”\u003c/p>\n\u003cp>Not so with the iPad. The idea is to use it in both college and in K-12 classrooms. For example, with the \u003ca href=\"http://itunes.apple.com/us/app/noterize/id364906681?mt=8\">Notorize app\u003c/a>, which is for note taking and recording audio, educators can have their students read out loud for fluency, listen to and comment on it in the classroom, then bring the recordings back to college to analyze it with their teacher peers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The iPads also make it easier for teachers-in-training to do things like Skype in to their classes and watch instructional videos.\u003c/p>\n\u003cp>Kearney says the amount of money saved on printing materials easily pays for the iPad, so there are no additional fees tacked on to the tuition.\u003c/p>\n\u003cp>\"And when you think about college textbooks... they become obsolete almost by the time they're printed,\" she said. When you consider their cost -- $130 to $200 and more each -- the iPad investment makes sense.\u003c/p>\n\u003cp>And here's what I was interested in: Why invest in a technology that changes so quickly?\u003c/p>\n\u003cp>\"There will be another generation of the iPad and a generation of something we haven’t even imagined. Rather than tie to a single piece of technology, we’re working to stay with the newest and best tool,\" she said.\u003c/p>\n\u003cp>\"I’m of the generation that, you know, we hung onto something for 10 and 20 years. But that’s not the current generation, and our students and their students are used to things kind of rapidly moving to the next thing. The idea that new technology is always on the horizon should not prevent us from using the very best thing that’s available today.\"\u003c!--more-->\u003c/p>\n\u003cp>It's also worth noting that Teachers College of San Joaquin trains teachers on \u003ca href=\"http://www.cde.ca.gov/nr/ne/yr10/yr10rel51.asp\">\"multiple pathways\" and \"linked learning\"\u003c/a> practices, which connects K-12 students to the world outside school perimeters. For instance, students studying the human circulatory system learn the content in class, then observe how it works by taking blood pressure on real patients in a hospital.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Teacher candidates can understand how to translate academics into career readiness,\" Kearney says. \"They're prepared to teach their courses in ways that prepare kids for the world of work and the world of school.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_8964\" class=\"wp-caption center\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-8964\" href=\"http://ww2.kqed.org/mindshift/2011/03/teachers-get-trained-with-the-ipad/mortsan/\">\u003cimg class=\"size-medium wp-image-8964\" title=\"mortsan\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/mortsan-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>One of the many obstacles for educators when it comes to using technology in the classroom is training them on how exactly to do it. We know by now that simply handing out gadgets to teachers is not enough -- they need to know how to maximize the potential and what best to use the technologies for.\u003c/p>\n\u003cp>With that in mind,\u003ca href=\"http://www.teacherscollegesj.org/\"> Teachers College of San Joaquin\u003c/a> will issue iPads (\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/faster-than-a-speeding-bullet/\">the iPad 2\u003c/a>, to be clear) to every teacher-in-training starting next month. And they say it’s the first college of its kind to do so.\u003c/p>\n\u003cp>Dean Catherine Kearney says it’s crucial to prepare budding educators to keep up with and engage their students.\u003c/p>\n\u003cp>“I’m old enough to remember when computers hit the classroom and unfortunately as a teacher during that era, we weren’t provided with very much training, and in some classrooms they became very expensive plant stands.”\u003c/p>\n\u003cp>Not so with the iPad. The idea is to use it in both college and in K-12 classrooms. For example, with the \u003ca href=\"http://itunes.apple.com/us/app/noterize/id364906681?mt=8\">Notorize app\u003c/a>, which is for note taking and recording audio, educators can have their students read out loud for fluency, listen to and comment on it in the classroom, then bring the recordings back to college to analyze it with their teacher peers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The iPads also make it easier for teachers-in-training to do things like Skype in to their classes and watch instructional videos.\u003c/p>\n\u003cp>Kearney says the amount of money saved on printing materials easily pays for the iPad, so there are no additional fees tacked on to the tuition.\u003c/p>\n\u003cp>\"And when you think about college textbooks... they become obsolete almost by the time they're printed,\" she said. When you consider their cost -- $130 to $200 and more each -- the iPad investment makes sense.\u003c/p>\n\u003cp>And here's what I was interested in: Why invest in a technology that changes so quickly?\u003c/p>\n\u003cp>\"There will be another generation of the iPad and a generation of something we haven’t even imagined. Rather than tie to a single piece of technology, we’re working to stay with the newest and best tool,\" she said.\u003c/p>\n\u003cp>\"I’m of the generation that, you know, we hung onto something for 10 and 20 years. But that’s not the current generation, and our students and their students are used to things kind of rapidly moving to the next thing. The idea that new technology is always on the horizon should not prevent us from using the very best thing that’s available today.\"\u003c!--more-->\u003c/p>\n\u003cp>It's also worth noting that Teachers College of San Joaquin trains teachers on \u003ca href=\"http://www.cde.ca.gov/nr/ne/yr10/yr10rel51.asp\">\"multiple pathways\" and \"linked learning\"\u003c/a> practices, which connects K-12 students to the world outside school perimeters. For instance, students studying the human circulatory system learn the content in class, then observe how it works by taking blood pressure on real patients in a hospital.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Teacher candidates can understand how to translate academics into career readiness,\" Kearney says. \"They're prepared to teach their courses in ways that prepare kids for the world of work and the world of school.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/?attachment_id=8837http://www.flickr.com/photos/katerha/4304679964/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-8837\" title=\"Katerha\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/Katerha-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>Educators are thought of as parental figures in school. We trust them to nurture our kids, to impart important ideas about the world and how to negotiate it -- at least during school hours.\u003c/p>\n\u003cp>The division of labor is expected from both sides. Educators want parents to be active participants in their children's learning, and parents expect teachers to engage and challenge their kids in class. When they're both involved, the setting is ripe for the best kind of learning for kids.\u003c/p>\n\u003cp>But these boundaries blur. Where does a parent's participation end and an educator's begin? Add to this the unmitigated power of the Internet, allowing kids to take charge of their own learning and define their own passions, and the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/revolution-2-0-the-control-shift/\">control shift \u003c/a>becomes even more amorphous.\u003c/p>\n\u003cp>Two educators' blogs address this idea from their own perspectives.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>New York-based teacher Lisa Nielson writes in \u003ca href=\"http://theinnovativeeducator.blogspot.com/2011/02/20-ideas-for-parents-sick-of-waiting.html\">The Innovative Educator\u003c/a>, as one of her 20 ideas for parent participation:\u003c/p>\n\u003cblockquote>\u003cp>Whether you want your child to have a particular learning opportunity or you don't want your child subjected to meaningless test prep, parents can push schools to stop with the one-size-fits all learning and become partners at tailoring their learning to children as individuals.\u003c/p>\n\u003cp>If a teacher had to come up with an individual learning plan for every student for every subject, it might seem overwhelming. But what if we didn't require teachers to own the learning and instead, let students and parents own the learning.\u003c/p>\u003c/blockquote>\n\u003cp>Teacher Lisa Cooley takes it further. In her comment on \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/what-students-need-from-teachers/\">\"What Students Need from Teachers,\"\u003c/a> she writes:\u003c/p>\n\u003cblockquote>\u003cp>I don't want to take issue with any of the points, above, but it is all based on the need we have as adults to decide what kids learn. I help students find their passions, and I provide the means and the guidance to help them pursue and develop them.\u003c/p>\u003c/blockquote>\n\u003cp>I'm especially fascinated with her view \u003cstrong>on authority\u003c/strong> on her blog \u003ca href=\"http://mindsofkids.blogspot.com/2011/01/guest-blogger-students-thoughts-about.html\">The Minds of Kids\u003c/a>.\u003c/p>\n\u003cblockquote>\u003cp>What it is that bestows it on one person or a group of people, and how it is used. Adults have a position of natural authority over children, and that is appropriate. Adults are the guides and protectors of children. But why does authority sometimes morph to authoritarianism? What is the difference? We as adults come by our authority over children through our age and experience, and also through the love we have for them. Why turn that into the baseball bat of authoritarianism?\u003c/p>\n\u003cp>Allowing children to pursue their passions, exposing them to new things, providing a wonderful candy store of ideas and places and people and giving them everything they need to select what makes them happy: how is that giving up our authority? You don't lose anything when you respect the wishes and needs of children. You gain their returned respect.\u003c/p>\u003c/blockquote>\n\u003cp>\u003c/p>\n\u003cp>These ideas combined make learning a three-way endeavor, divided equally between parent, educator, and learner. Boundaries fully blurred, but eyes wide open.\u003c/p>\n\n",
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"content": "\u003cp>Lest there's any doubt that educators are a crucial part of learning -- with or without tech tools -- here's sixth-grade teacher Heidi Siwak's \u003ca href=\"http://heidisiwak.blogspot.com/2011/01/my-students-need-me-afterall.html\">recent discovery\u003c/a>.\u003c/p>\n\u003ch4>\u003cem>My Students Need Me After All\u003c/em>\u003c/h4>\n\u003ch5>By Heidi Siwak\u003c/h5>\n\u003cdiv dir=\"ltr\">My students no longer need me to teach content. Everything they might wish to learn is freely available on the Internet. Even MIT provides free and open access to all lectures online. What, then, is my role?\u003c/div>\n\u003cdiv dir=\"ltr\">\n\u003col>\n\u003cli> My job is to teach thinking.\u003c/li>\n\u003cli> My job is to help them learn to think critically about the information they are encountering.\u003c/li>\n\u003cli>My job is to teach them to check the credentials of media producers to determine the validity of the information they are viewing.\u003c/li>\n\u003cli> My job is to help them recognize the impact and consequences of decisions in this rapidly changing world.\u003c/li>\n\u003cli> My job is to help them articulate ideas fluently so they can be effective participants in this global conversation.\u003c/li>\n\u003cli> My job is to help them learn to use modern forms of communication - search engines, databases, blogs, videos, Websites, social media, Web 2.0 and the rapidly evolving 3.0.\u003c/li>\n\u003cli>My job is to ask probing questions that require them to think deeply about important ideas and develop a personal critical stance.\u003c/li>\n\u003cli>My job is to help them recognize bias, to see how social media is structured to promote certain behaviors, to recognize when and how they are being manipulated.\u003c/li>\n\u003cli>My job is to ensure that they have a strong foundation in math, science and technology as these skills are fundamental to our evolving world.\u003c/li>\n\u003cli> My job is to help them develop strategies for learning.\u003c/li>\n\u003cli> My job is to provide them with opportunities to explore ideas through the arts in order to create meaning and understanding.\u003c/li>\n\u003cli> My job is to provide them with opportunities to develop collaborative skills.\u003c/li>\n\u003cli> My job is to help them understand that even at the age of 10, when they are online, they are building a public profile.\u003c/li>\n\u003cli> My job is to encourage flexibility, creativity, resourcefulness and self-direction so that can they can continually adapt to a rapidly changing world.\u003c/li>\n\u003cli> My job is to provide my students with real-world opportunities to make meaningful contributions to the development of our global society.\u003c/li>\n\u003cli>My job is still to call home when the work is not being done, to identify students who are struggling and provide them with support and to collect money for field trips and pizza days.\u003c/li>\n\u003c/ol>\n\u003cp>My job has become interesting again. Having survived the standardized test years, when my students sat bored to death while we used our pink, blue and yellow highlighters to write a five-line response showing our restatement, evidence from the text and personal opinion in a formulaic answer on a topic we cared nothing about so that we could bump up our test scores, I have to say, \"hooray\"!\u003c/p>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Lest there's any doubt that educators are a crucial part of learning -- with or without tech tools -- here's sixth-grade teacher Heidi Siwak's \u003ca href=\"http://heidisiwak.blogspot.com/2011/01/my-students-need-me-afterall.html\">recent discovery\u003c/a>.\u003c/p>\n\u003ch4>\u003cem>My Students Need Me After All\u003c/em>\u003c/h4>\n\u003ch5>By Heidi Siwak\u003c/h5>\n\u003cdiv dir=\"ltr\">My students no longer need me to teach content. Everything they might wish to learn is freely available on the Internet. Even MIT provides free and open access to all lectures online. What, then, is my role?\u003c/div>\n\u003cdiv dir=\"ltr\">\n\u003col>\n\u003cli> My job is to teach thinking.\u003c/li>\n\u003cli> My job is to help them learn to think critically about the information they are encountering.\u003c/li>\n\u003cli>My job is to teach them to check the credentials of media producers to determine the validity of the information they are viewing.\u003c/li>\n\u003cli> My job is to help them recognize the impact and consequences of decisions in this rapidly changing world.\u003c/li>\n\u003cli> My job is to help them articulate ideas fluently so they can be effective participants in this global conversation.\u003c/li>\n\u003cli> My job is to help them learn to use modern forms of communication - search engines, databases, blogs, videos, Websites, social media, Web 2.0 and the rapidly evolving 3.0.\u003c/li>\n\u003cli>My job is to ask probing questions that require them to think deeply about important ideas and develop a personal critical stance.\u003c/li>\n\u003cli>My job is to help them recognize bias, to see how social media is structured to promote certain behaviors, to recognize when and how they are being manipulated.\u003c/li>\n\u003cli>My job is to ensure that they have a strong foundation in math, science and technology as these skills are fundamental to our evolving world.\u003c/li>\n\u003cli> My job is to help them develop strategies for learning.\u003c/li>\n\u003cli> My job is to provide them with opportunities to explore ideas through the arts in order to create meaning and understanding.\u003c/li>\n\u003cli> My job is to provide them with opportunities to develop collaborative skills.\u003c/li>\n\u003cli> My job is to help them understand that even at the age of 10, when they are online, they are building a public profile.\u003c/li>\n\u003cli> My job is to encourage flexibility, creativity, resourcefulness and self-direction so that can they can continually adapt to a rapidly changing world.\u003c/li>\n\u003cli> My job is to provide my students with real-world opportunities to make meaningful contributions to the development of our global society.\u003c/li>\n\u003cli>My job is still to call home when the work is not being done, to identify students who are struggling and provide them with support and to collect money for field trips and pizza days.\u003c/li>\n\u003c/ol>\n\u003cp>My job has become interesting again. Having survived the standardized test years, when my students sat bored to death while we used our pink, blue and yellow highlighters to write a five-line response showing our restatement, evidence from the text and personal opinion in a formulaic answer on a topic we cared nothing about so that we could bump up our test scores, I have to say, \"hooray\"!\u003c/p>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/wwworks/3722745648/\">\u003cimg class=\"size-medium wp-image-8509\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/girl-microscope-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003c/p>\n\u003ch5>By Sara Bernard\u003c/h5>\n\u003cp>Last fall, the Obama Administration launched \u003ca href=\"http://www.changetheequation.org/\" target=\"_blank\">Change the Equation\u003c/a>, a nonprofit that matches funds from corporations to programs that promote science, technology, engineering, and math (STEM).\u003c/p>\n\u003cp>Through Change the Equation, corporations like ExxonMobil, Dell Computers and Lockheed Martin, for example, have invested in a program that \u003ca href=\"http://www.changetheequation.org/featuredprograms/advanced-placement-program-clears-new-paths-to-college/\">funds advanced placement classes \u003c/a>in math and science; Google, Intel, and Cisco, among other companies, funded a program that \u003ca href=\"http://www.changetheequation.org/featuredprograms/teaching-children-that-engineering-is-elementary/\">teaches engineering\u003c/a> to K-5 public schools.\u003c/p>\n\u003cp>\u003ca href=\"http://www.whitehouse.gov/issues/education/educate-innovate\" target=\"_blank\"> \u003c/a>Five CEOs of major conglomerates -- including Time Warner Cable CEO \u003ca href=\"http://www.changetheequation.org/ceo-s/founding-partners/glenn-nbsp-a.-nbsp-britt-nbsp/\" target=\"_blank\">Glenn Britt\u003c/a> and Sally Ride Science CEO \u003ca href=\"http://www.changetheequation.org/ceo-s/founding-partners/sally-nbsp-k.-nbsp-ride-ph.d.-nbsp/?query=category.eq.Founding%20Partners&back=CEO\" target=\"_blank\">Sally Ride\u003c/a> -- helped launch the coalition, which, in the past six months has grown to 110 member companies. Each company pledges to support Change the Equation's \u003ca href=\"http://www.changetheequation.org/what/our-mission-and-goals/\" target=\"_blank\">three goals\u003c/a> (including inspiring students in STEM fields, particularly girls and students of color), and to commit to the organization for three years with at a $25,000-per-year donation.\u003c/p>\n\u003cp>I talked to CEO Linda Rosen, a former high school math teacher and former executive director of the \u003ca href=\"http://www.nctm.org/\" target=\"_blank\">National Council of Teachers of Mathematics\u003c/a>, who addressed the reasoning behind this kind of model for corporate involvement in public education -- and the importance of STEM education right now.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Why is the Change the Equation model important?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> We've been trying this kind of reform [in STEM education] for many years. I would say that our progress in general across the nation is not commensurate with our efforts. And the business community does occupy a bully pulpit. If this community is properly used and shaped, I think it has the potential to jump start progress in a number of ways. That's why I'm excited. That's what made me come and work here.\u003c/p>\n\u003cp>I think we are the first organization of its kind, so we're going to get some things right and some things not so right. The \u003ca href=\"http://businessroundtable.org/\" target=\"_blank\">Business Roundtable\u003c/a> at both the state and national level generally has education task forces; a few are focused on STEM, but most are not. I think the laser focus on STEM that Change the Equation has is unique.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"To be a fashion designer, you have to use CAD software; to be an acoustical engineer with a rock band, you have to know the science and the physics to do that.\"\u003c/aside>\n\u003cp>\u003cem>\u003cstrong>Q: Why do these companies choose to get involved?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A: \u003c/strong>Many of our companies are already quite invested in STEM philanthropy. There are some who've joined who are looking for advice on starting a program, or some who've been in it, but want to reconsider their portfolio. This organization gives them an opportunity to look at what they've been doing with fresh eyes. Most of the companies invest in philanthropic programs that someone else has created -- 70 percent of member companies invest in \u003ca href=\"http://www.usfirst.org/\" target=\"_blank\">First Robotics\u003c/a>, for example -- but there are a small number of companies who create their own programs, too. There's no value judgment there. What we're most interested in is helping our companies invest wisely.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: How do you do that?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> In a variety of ways. At our launch last September, we brought seven programs to the attention of our members, [suggesting] these are the kinds of high-quality programs you might want to think about. Of course, we are not in any way trying to suggest we're going to find all the good programs. We're just trying to educate our membership by providing information about \u003cem>some\u003c/em> good programs.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: What would you say to those skeptical about corporate funding of public education programs?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> I'd say that their dollars are going towards programs that have proven effectiveness. You can't argue with that. Many companies also spend dollars to support their employees' engagement in pre-K-12 education. If an employee is working with a science club every month or week, and they're still getting their salary, that's a big contribution toward a school.\u003c/p>\n\u003cp>You sometimes hear people say, \"The business community doesn't understand public education, they don't understand that kids come to school with no breakfast, that sometimes there are no desks...\" and so on. I think Change the Equation offers the education and business communities a way of having an effective conversation. We're trying to come up with guidelines so that teachers and STEM professionals can work together to plan lessons and opportunities for kids.\u003c/p>\n\u003cp>But to do that, we've got to clean house, find what works, scale up what works, and clean away the other clutter. We've got to set goals that measure our progress toward those goals, and if it's not as fast or as widespread as we want, we have to figure out how we can redouble our efforts.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Why the emphasis on STEM education?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A: \u003c/strong>We're not trying to make everyone into an engineer or an astronaut. Change the Equation is not in this for its own workforce. Of course there are those obvious careers in STEM fields, but we're also interested in \"STEM-capable\" careers -- which in today's world is just about everything else.\u003c/p>\n\u003cp>To be a fashion designer, you have to use CAD software; to be an acoustical engineer with a rock band, you have to know the science and the physics to do that. There is even some evidence that when a home health care aid -- one of the fastest-growing professions today -- has more scientific knowledge, he or she is better able to interpret doctors' orders, understand dosage, and basically be a better-informed consumer.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>We know that a functioning democracy needs citizens who can reason numerically and scientifically. People have to look at the global warming debate with some lens of scientific understanding; they have to see the health care debate with some grasp of the statistics of the dollars involved. Our democracy demands that all students achieve this form of literacy. A literate nation not only reads, but calculates, analyzes, and innovates.\u003c/p>\n\n",
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"description": "By Sara Bernard Last fall, the Obama Administration launched Change the Equation, a nonprofit that matches funds from corporations to programs that promote science, technology, engineering, and math (STEM). Through Change the Equation, corporations like ExxonMobil, Dell Computers and Lockheed Martin, for example, have invested in a program that funds advanced placement classes in math",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/wwworks/3722745648/\">\u003cimg class=\"size-medium wp-image-8509\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/girl-microscope-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003c/p>\n\u003ch5>By Sara Bernard\u003c/h5>\n\u003cp>Last fall, the Obama Administration launched \u003ca href=\"http://www.changetheequation.org/\" target=\"_blank\">Change the Equation\u003c/a>, a nonprofit that matches funds from corporations to programs that promote science, technology, engineering, and math (STEM).\u003c/p>\n\u003cp>Through Change the Equation, corporations like ExxonMobil, Dell Computers and Lockheed Martin, for example, have invested in a program that \u003ca href=\"http://www.changetheequation.org/featuredprograms/advanced-placement-program-clears-new-paths-to-college/\">funds advanced placement classes \u003c/a>in math and science; Google, Intel, and Cisco, among other companies, funded a program that \u003ca href=\"http://www.changetheequation.org/featuredprograms/teaching-children-that-engineering-is-elementary/\">teaches engineering\u003c/a> to K-5 public schools.\u003c/p>\n\u003cp>\u003ca href=\"http://www.whitehouse.gov/issues/education/educate-innovate\" target=\"_blank\"> \u003c/a>Five CEOs of major conglomerates -- including Time Warner Cable CEO \u003ca href=\"http://www.changetheequation.org/ceo-s/founding-partners/glenn-nbsp-a.-nbsp-britt-nbsp/\" target=\"_blank\">Glenn Britt\u003c/a> and Sally Ride Science CEO \u003ca href=\"http://www.changetheequation.org/ceo-s/founding-partners/sally-nbsp-k.-nbsp-ride-ph.d.-nbsp/?query=category.eq.Founding%20Partners&back=CEO\" target=\"_blank\">Sally Ride\u003c/a> -- helped launch the coalition, which, in the past six months has grown to 110 member companies. Each company pledges to support Change the Equation's \u003ca href=\"http://www.changetheequation.org/what/our-mission-and-goals/\" target=\"_blank\">three goals\u003c/a> (including inspiring students in STEM fields, particularly girls and students of color), and to commit to the organization for three years with at a $25,000-per-year donation.\u003c/p>\n\u003cp>I talked to CEO Linda Rosen, a former high school math teacher and former executive director of the \u003ca href=\"http://www.nctm.org/\" target=\"_blank\">National Council of Teachers of Mathematics\u003c/a>, who addressed the reasoning behind this kind of model for corporate involvement in public education -- and the importance of STEM education right now.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Why is the Change the Equation model important?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> We've been trying this kind of reform [in STEM education] for many years. I would say that our progress in general across the nation is not commensurate with our efforts. And the business community does occupy a bully pulpit. If this community is properly used and shaped, I think it has the potential to jump start progress in a number of ways. That's why I'm excited. That's what made me come and work here.\u003c/p>\n\u003cp>I think we are the first organization of its kind, so we're going to get some things right and some things not so right. The \u003ca href=\"http://businessroundtable.org/\" target=\"_blank\">Business Roundtable\u003c/a> at both the state and national level generally has education task forces; a few are focused on STEM, but most are not. I think the laser focus on STEM that Change the Equation has is unique.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"To be a fashion designer, you have to use CAD software; to be an acoustical engineer with a rock band, you have to know the science and the physics to do that.\"\u003c/aside>\n\u003cp>\u003cem>\u003cstrong>Q: Why do these companies choose to get involved?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A: \u003c/strong>Many of our companies are already quite invested in STEM philanthropy. There are some who've joined who are looking for advice on starting a program, or some who've been in it, but want to reconsider their portfolio. This organization gives them an opportunity to look at what they've been doing with fresh eyes. Most of the companies invest in philanthropic programs that someone else has created -- 70 percent of member companies invest in \u003ca href=\"http://www.usfirst.org/\" target=\"_blank\">First Robotics\u003c/a>, for example -- but there are a small number of companies who create their own programs, too. There's no value judgment there. What we're most interested in is helping our companies invest wisely.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: How do you do that?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> In a variety of ways. At our launch last September, we brought seven programs to the attention of our members, [suggesting] these are the kinds of high-quality programs you might want to think about. Of course, we are not in any way trying to suggest we're going to find all the good programs. We're just trying to educate our membership by providing information about \u003cem>some\u003c/em> good programs.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: What would you say to those skeptical about corporate funding of public education programs?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> I'd say that their dollars are going towards programs that have proven effectiveness. You can't argue with that. Many companies also spend dollars to support their employees' engagement in pre-K-12 education. If an employee is working with a science club every month or week, and they're still getting their salary, that's a big contribution toward a school.\u003c/p>\n\u003cp>You sometimes hear people say, \"The business community doesn't understand public education, they don't understand that kids come to school with no breakfast, that sometimes there are no desks...\" and so on. I think Change the Equation offers the education and business communities a way of having an effective conversation. We're trying to come up with guidelines so that teachers and STEM professionals can work together to plan lessons and opportunities for kids.\u003c/p>\n\u003cp>But to do that, we've got to clean house, find what works, scale up what works, and clean away the other clutter. We've got to set goals that measure our progress toward those goals, and if it's not as fast or as widespread as we want, we have to figure out how we can redouble our efforts.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Why the emphasis on STEM education?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A: \u003c/strong>We're not trying to make everyone into an engineer or an astronaut. Change the Equation is not in this for its own workforce. 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"disqusTitle": "Ten Surprising Truths about Video Games and Learning",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-8707\" href=\"http://ww2.kqed.org/mindshift/2011/02/ten-surprising-truths-about-video-games-and-learning/video-games-2/\">\u003cimg class=\"size-medium wp-image-8707\" title=\"video games\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/video-games-300x196.jpg\" alt=\"\" width=\"300\" height=\"196\">\u003c/a>\u003c/p>\n\u003cp>“Your brain’s important, but not all that important,” said \u003ca href=\"http://www.jamespaulgee.com/\">Dr. James Paul Gee\u003c/a>, a professor at Arizona State University and a leading authority on literacy and the potential of educational games, during a talk at the \u003ca href=\"http://www.learningandthebrain.com/\">Learning and Brain conference\u003c/a> last week.\u003c/p>\n\u003cp>By that he means the following: What we’d assumed about the importance of brain functions – following rules and logic and calculating – are no longer relevant. There’s been a revolution in the learning sciences and the new theories say that human beings learn from experiences – that our brains can store every experience we’ve had, and \u003cem>that's\u003c/em> what informs our learning process.\u003c/p>\n\u003cp>Following that logic, he says, the best kind of learning comes as a result of well-designed experiences.\u003c/p>\n\u003cp>Gee, who spoke at the \u003ca href=\"http://www.learningandthebrain.com/\">Learning and the Brain Conference\u003c/a> last week, used this theory to launch into research-validated reasons why video games are good for learning. Here are 10 truths, according to Gee. Video games:\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>FEED THE LEARNING PROCESS.\u003c/strong> The best learning experiences have the following values: motivation, clear goals, interpreted outcomes, and immediate and copious feedback. Video games have all these components. Kids play video games for fun with the goal of progressing to the next level and eventually conquering the opponent, whether that's another player or the computer. What's more, the social aspect -- sharing tactics, experiences, and explanations – helps cement what they’ve learned.\u003c/li>\n\u003cli>\u003cstrong>OBVIATE TESTING. \u003c/strong>The current assessment system forces teachers to teach to the test. Video games hold out a different way of thinking about assessments: namely, that we don’t need it. Compare a student who’s taken 12 weeks of algebra classes to one who’s played the video game Halo on the most challenging setting. The algebra student must take a test to assess what he knows on the day of the test. The Halo player has mastered the skills needed to get to the final level – and that’s his ultimate goal. No need for a test in that context. “Learning and assessment are exactly the same thing,” Gee said. “If you design learning so you can’t get out of one level until you complete the last one, there’s no need for a test. There would be no Bell Curve. It’s unethical to test a student based on one day’s knowledge. We have to change the attitude about testing on a government level.\"\u003c/li>\n\u003cli>\u003cstrong>BUILD ON EXPERIENCE. \u003c/strong>With every new game, the knowledge and expertise picked up in previous games can be applied to a new experience, a fundamental part of learning.\u003c/li>\n\u003cli>\u003cstrong>REDEFINE TEACHERS AS LEARNING DESIGNERS.\u003c/strong> Game designers create well-designed experiences and social interactions. Teachers are designers of learning, and can create experiences tailored to suit their outcome. If we “re-professionalize” teachers as designers, they can create their own scripts for what they want students to learn. This type of learning is based on good teaching, not curriculum per se.\u003c/li>\n\u003cli>\u003cstrong>TEACH LANGUAGE THROUGH EXPERIENCE. \u003c/strong>The biggest problem with using scholastic language is that it’s not used outside of school. “The language you learn at school is not the one you use at home,” Gee said. The best way of learning language is not from a book or a dictionary, but from applying it to an experience. For example, kids can decode even the most cryptic game manual after they play the game because they’re experiencing every image, action, and dialogue that’s described.\u003c/li>\n\u003cli>\u003cstrong>ENTICE KIDS TO LOVE CHALLENGES.\u003c/strong> The video game industry is making a killing selling toys and games that are difficult to master. “They’re selling stuff to kids that are complex and hard. And because it’s outside of school, it’s virtually addictive.”\u003c/li>\n\u003cli>\u003cstrong>MOTIVATE LEARNING.\u003c/strong> If a student is not motivated to learn, there will be no learning. It’s hard to motivate students to learn something like algebra without context, without motivation and the gratification that comes with mastering a video game.\u003c/li>\n\u003cli>\u003cstrong>TEACH PROBLEM-SOLVING.\u003c/strong> When it comes to problem-solving, research shows that if you teach and test facts and formulas, students learn facts and formulas. This doesn’t correlate to solving problems. But if you teach through problem-solving, students learn problem-solving skills, plus they learn the facts – for free.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>ENCOURAGE RISK-TAKING. \u003c/strong>If the cost of failure is high, as it is in schools, then students are discouraged to explore and take risks. If the cost of failure is made lower, such as in video games in which the player “dies” and starts over again, students are motivated to explore all their options. They rethink goals over and over again, and try out new tactics if something’s not working. That type of learning -- risk taking -- can’t happen if the cost of failure is too high.\u003c/li>\n\u003cli>\u003cstrong>PROVIDE VALID LEARNING MODEL FOR SCHOOLS. \"\u003c/strong>We should use the learning principles built into good video games in and out of schools, even if we are not using games. The learning principles can be built into many different curricula,\" Gee wrote in \u003cem>Learning Theory, Video Games, and Popular Culture\u003c/em>, published in \u003ca href=\"http://search.barnesandnoble.com/The-International-Handbook-of-Children-Media-and-Culture/Sonia-Livingstone/e/9781412928328\">The International Handbook of Children, Media and Culture\u003c/a>.\u003c/li>\n\u003c/ol>\n\u003cp>Hear more of what Gee has to say in this video from the PBS Documentary\u003ca href=\"http://video.pbs.org/video/1767377460/\"> Digital Media - New Learners Of The 21st Century\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cobject classid=\"clsid:d27cdb6e-ae6d-11cf-96b8-444553540000\" width=\"512\" height=\"328\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0\">\u003cparam name=\"flashvars\" value=\"video=1767377460&player=viral&end=0\">\u003cparam name=\"allowFullScreen\" value=\"true\">\u003cparam name=\"wmode\" value=\"transparent\">\u003cparam name=\"src\" value=\"http://www-tc.pbs.org/video/media/swf/PBSPlayer.swf\">\u003cparam name=\"bgcolor\" value=\"#000000\">\u003cparam name=\"allowfullscreen\" value=\"true\">\u003cembed type=\"application/x-shockwave-flash\" width=\"512\" height=\"328\" src=\"http://www-tc.pbs.org/video/media/swf/PBSPlayer.swf\" bgcolor=\"#000000\" wmode=\"transparent\" allowfullscreen=\"true\" flashvars=\"video=1767377460&player=viral&end=0\">\u003c/embed>\u003c/object>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"background: transparent none repeat scroll 0% 0%; font-size: 11px; font-family: Arial,Helvetica,sans-serif; color: #808080; margin-top: 5px; text-align: center; width: 512px;\">Watch the \u003ca style=\"text-decoration: none ! important; font-weight: normal ! important; height: 13px; color: #4eb2fe ! important;\" href=\"http://video.pbs.org/video/1767377460\" target=\"_blank\">full episode\u003c/a>. 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"description": "“Your brain’s important, but not all that important,” said Dr. James Paul Gee, a professor at Arizona State University and a leading authority on literacy and the potential of educational games, during a talk at the Learning and Brain conference last week. By that he means the following: What we’d assumed about the importance of",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-8707\" href=\"http://ww2.kqed.org/mindshift/2011/02/ten-surprising-truths-about-video-games-and-learning/video-games-2/\">\u003cimg class=\"size-medium wp-image-8707\" title=\"video games\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/video-games-300x196.jpg\" alt=\"\" width=\"300\" height=\"196\">\u003c/a>\u003c/p>\n\u003cp>“Your brain’s important, but not all that important,” said \u003ca href=\"http://www.jamespaulgee.com/\">Dr. James Paul Gee\u003c/a>, a professor at Arizona State University and a leading authority on literacy and the potential of educational games, during a talk at the \u003ca href=\"http://www.learningandthebrain.com/\">Learning and Brain conference\u003c/a> last week.\u003c/p>\n\u003cp>By that he means the following: What we’d assumed about the importance of brain functions – following rules and logic and calculating – are no longer relevant. There’s been a revolution in the learning sciences and the new theories say that human beings learn from experiences – that our brains can store every experience we’ve had, and \u003cem>that's\u003c/em> what informs our learning process.\u003c/p>\n\u003cp>Following that logic, he says, the best kind of learning comes as a result of well-designed experiences.\u003c/p>\n\u003cp>Gee, who spoke at the \u003ca href=\"http://www.learningandthebrain.com/\">Learning and the Brain Conference\u003c/a> last week, used this theory to launch into research-validated reasons why video games are good for learning. Here are 10 truths, according to Gee. Video games:\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>FEED THE LEARNING PROCESS.\u003c/strong> The best learning experiences have the following values: motivation, clear goals, interpreted outcomes, and immediate and copious feedback. Video games have all these components. Kids play video games for fun with the goal of progressing to the next level and eventually conquering the opponent, whether that's another player or the computer. What's more, the social aspect -- sharing tactics, experiences, and explanations – helps cement what they’ve learned.\u003c/li>\n\u003cli>\u003cstrong>OBVIATE TESTING. \u003c/strong>The current assessment system forces teachers to teach to the test. Video games hold out a different way of thinking about assessments: namely, that we don’t need it. Compare a student who’s taken 12 weeks of algebra classes to one who’s played the video game Halo on the most challenging setting. The algebra student must take a test to assess what he knows on the day of the test. The Halo player has mastered the skills needed to get to the final level – and that’s his ultimate goal. No need for a test in that context. “Learning and assessment are exactly the same thing,” Gee said. “If you design learning so you can’t get out of one level until you complete the last one, there’s no need for a test. There would be no Bell Curve. It’s unethical to test a student based on one day’s knowledge. We have to change the attitude about testing on a government level.\"\u003c/li>\n\u003cli>\u003cstrong>BUILD ON EXPERIENCE. \u003c/strong>With every new game, the knowledge and expertise picked up in previous games can be applied to a new experience, a fundamental part of learning.\u003c/li>\n\u003cli>\u003cstrong>REDEFINE TEACHERS AS LEARNING DESIGNERS.\u003c/strong> Game designers create well-designed experiences and social interactions. Teachers are designers of learning, and can create experiences tailored to suit their outcome. If we “re-professionalize” teachers as designers, they can create their own scripts for what they want students to learn. This type of learning is based on good teaching, not curriculum per se.\u003c/li>\n\u003cli>\u003cstrong>TEACH LANGUAGE THROUGH EXPERIENCE. \u003c/strong>The biggest problem with using scholastic language is that it’s not used outside of school. “The language you learn at school is not the one you use at home,” Gee said. The best way of learning language is not from a book or a dictionary, but from applying it to an experience. For example, kids can decode even the most cryptic game manual after they play the game because they’re experiencing every image, action, and dialogue that’s described.\u003c/li>\n\u003cli>\u003cstrong>ENTICE KIDS TO LOVE CHALLENGES.\u003c/strong> The video game industry is making a killing selling toys and games that are difficult to master. “They’re selling stuff to kids that are complex and hard. And because it’s outside of school, it’s virtually addictive.”\u003c/li>\n\u003cli>\u003cstrong>MOTIVATE LEARNING.\u003c/strong> If a student is not motivated to learn, there will be no learning. It’s hard to motivate students to learn something like algebra without context, without motivation and the gratification that comes with mastering a video game.\u003c/li>\n\u003cli>\u003cstrong>TEACH PROBLEM-SOLVING.\u003c/strong> When it comes to problem-solving, research shows that if you teach and test facts and formulas, students learn facts and formulas. This doesn’t correlate to solving problems. But if you teach through problem-solving, students learn problem-solving skills, plus they learn the facts – for free.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>ENCOURAGE RISK-TAKING. \u003c/strong>If the cost of failure is high, as it is in schools, then students are discouraged to explore and take risks. If the cost of failure is made lower, such as in video games in which the player “dies” and starts over again, students are motivated to explore all their options. They rethink goals over and over again, and try out new tactics if something’s not working. That type of learning -- risk taking -- can’t happen if the cost of failure is too high.\u003c/li>\n\u003cli>\u003cstrong>PROVIDE VALID LEARNING MODEL FOR SCHOOLS. \"\u003c/strong>We should use the learning principles built into good video games in and out of schools, even if we are not using games. The learning principles can be built into many different curricula,\" Gee wrote in \u003cem>Learning Theory, Video Games, and Popular Culture\u003c/em>, published in \u003ca href=\"http://search.barnesandnoble.com/The-International-Handbook-of-Children-Media-and-Culture/Sonia-Livingstone/e/9781412928328\">The International Handbook of Children, Media and Culture\u003c/a>.\u003c/li>\n\u003c/ol>\n\u003cp>Hear more of what Gee has to say in this video from the PBS Documentary\u003ca href=\"http://video.pbs.org/video/1767377460/\"> Digital Media - New Learners Of The 21st Century\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Ten years ago, the concept of a university openly sharing its prized (and expensive) curriculum for free with anyone who was interested, especially one has highly regarded as M.I.T., was unheard of. But in the past decade \u003ca href=\"http://ocw.mit.edu/index.htm\">MIT OpenCourseWare \u003c/a>has paved the way for the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-source/\">open-source content\u003c/a> movement.\u003c/p>\n\u003cp>On their tenth anniversary, \u003ca href=\"http://www.readwriteweb.com/archives/mit_opencourseware_turns_10_celebrating_a_decade_o.php\">ReadWriteWeb enumerates \u003c/a>what the next decade will bring for the organization. Highlights: the inevitable app, reaching out to high schools, and collaborative studying.\u003c/p>\n\u003cblockquote>\u003cp>\"It's quite humbling for us to see the impact OpenCourseWare has had,\" says Professor Shigeru Miyagawa, Chair of the MIT OpenCourseWare Faculty Advisory Committee and a member of the original faculty panel that first proposed the program. \"We set out to create a resource other faculty could draw on to improve their classes, and tapped into a much larger need around the world. Millions of people have come to the site for the chance to learn, even without credit offered or access to faculty.\"\u003c/p>\u003c/blockquote>\n\u003cp>Read more \u003ca href=\"http://www.readwriteweb.com/archives/mit_opencourseware_turns_10_celebrating_a_decade_o.php\">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>Ten years ago, the concept of a university openly sharing its prized (and expensive) curriculum for free with anyone who was interested, especially one has highly regarded as M.I.T., was unheard of. But in the past decade \u003ca href=\"http://ocw.mit.edu/index.htm\">MIT OpenCourseWare \u003c/a>has paved the way for the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-source/\">open-source content\u003c/a> movement.\u003c/p>\n\u003cp>On their tenth anniversary, \u003ca href=\"http://www.readwriteweb.com/archives/mit_opencourseware_turns_10_celebrating_a_decade_o.php\">ReadWriteWeb enumerates \u003c/a>what the next decade will bring for the organization. Highlights: the inevitable app, reaching out to high schools, and collaborative studying.\u003c/p>\n\u003cblockquote>\u003cp>\"It's quite humbling for us to see the impact OpenCourseWare has had,\" says Professor Shigeru Miyagawa, Chair of the MIT OpenCourseWare Faculty Advisory Committee and a member of the original faculty panel that first proposed the program. \"We set out to create a resource other faculty could draw on to improve their classes, and tapped into a much larger need around the world. Millions of people have come to the site for the chance to learn, even without credit offered or access to faculty.\"\u003c/p>\u003c/blockquote>\n\u003cp>Read more \u003ca href=\"http://www.readwriteweb.com/archives/mit_opencourseware_turns_10_celebrating_a_decade_o.php\">here\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "How Technology Wires the Learning Brain",
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"content": "\u003cp style=\"padding-left: 30px;\">\n\u003c/p>\u003cp>\u003cimg class=\"size-medium wp-image-8651\" title=\"brain\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/Screen-shot-2011-02-22-at-4.04.36-PM-300x317.png\" alt=\"\" width=\"300\" height=\"317\">\u003c/p>\n\u003cp>Kids between the ages of 8 and 18 spend 11.5 hours a day using technology -- whether that’s computers, television, mobile phones, or video games – and usually more than one at a time. That’s a big chunk of their 15 or 16 waking hours.\u003c/p>\n\u003cp>But does that spell doom for the next generation? Not necessarily, according to \u003ca href=\"http://drgarysmall.com/\">Dr. Gary Small,\u003c/a> a neuroscientist and professor at UCLA, who spoke at the \u003ca href=\"http://www.learningandthebrain.com/\">Learning & the Brain Conference\u003c/a> last week.\u003c/p>\n\u003cp>“Young people are born into technology, and they’re used to using it 24/7,” Small said. “Their brains are wired to use it elegantly.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The technology train has left. You have to deal with it, understand it, and get some perspective.”\u003c/aside>\n\u003cp>The downside of such immersion in technological devices, he said, is that they’re not having conversations, looking people in the eye, or noticing verbal cues. “These are important 'technologies,' so to speak, that have evolved over centuries and are tremendously powerful.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But that’s not the headline here. Small’s main point was this: “The technology train has left. You have to deal with it, understand it, and get some perspective.”\u003c/p>\n\u003cp>Video games, for example, aren’t just about repetitive tasks – many of them have built-in social components that allow kids to communicate. Texting isn’t about using a gadget -- it’s about connecting with someone else.\u003c/p>\n\u003cp>“Texting is an expression of what it means to be human,” Small said. “We love being connected to other people. It’s a very compelling emotional urge, and it’s hard to give up moment to moment.”\u003c/p>\n\u003cp>That’s why one well-liked teacher Small knows gives her students a five-minute texting break in the middle of class. Educators also use \u003ca href=\"http://www.abcactionnews.com/dpp/news/region_pasco/wesley_chapel/teacher-welcomes-texting-in-class\">texting in class \u003c/a>as a means to gauge understanding of the subject and take instant polls, for example.\u003c/p>\n\u003cp>It might seem odd, but Small suggests also carving out time for face-to-face emotional exercises and in-person conversations to counterbalance all the inevitable gadget-communication.\u003c/p>\n\u003cp>“We \u003cem>can\u003c/em> train empathic behavior,” he said.\u003c/p>\n\u003ch5>\u003cstrong>TECH AND CREATIVITY\u003c/strong>\u003c/h5>\n\u003cp>Is technology making us less creative? Parents and educators have been worried about this issue, wondering whether hours of playing video games will zap their inclination to write or paint or sing.\u003c/p>\n\u003cp>Small said the Internet trains our minds to have a “staccato” train of thought, jumping from idea to idea, like we do from Website to Website. Is that the most creative way to think? Do we have time to sit back and be thoughtful?\u003c/p>\n\u003caside class=\"pullquote alignleft\">There is an undeniable Pavlovian response to certain stimulus – and the Internet happens to be the medium for gratifying the urge.\u003c/aside>\n\u003cp>On one hand, we’re trained not to think deeply about subjects when we text quick snippets, Tweet short thoughts, or click on a simple thumbs up or thumbs down on a link. We experience information overload and have no time for reflection or problem solving.\u003c/p>\n\u003cp>On the other hand, technology trains the brain to be nimble and to process new ideas quickly. We become more open to new ideas, and communicate more freely and frequently.\u003c/p>\n\u003cp>“The brain is complex,” he said. “The answers are not straightforward.”\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003ch5>\u003cstrong>IS THE INTERNET MAKING US SMARTER?\u003c/strong>\u003c/h5>\n\u003cp>In a study called \u003ca href=\"http://journals.lww.com/ajgponline/Abstract/2009/02000/Your_Brain_on_Google__Patterns_of_Cerebral.4.aspx\">“Your Brain on Google,”\u003c/a> Small and his peers tested the brain activity of two groups -- “Internet-naïve” (mostly 65 and older who had very little experience online) and “Internet smart”-- while reading a book versus conducting a Google search.\u003c/p>\n\u003cp>In the “Internet savvy” group, there was twice as much brain activity in all parts of the brain while they were conducting a Google search than while they were reading a book. And in the “Internet-naïve” group, after a week of Googling subjects online, there was a significant burst in frontal lobe activity, which controls short-term memory and decision-making.\u003c/p>\n\u003cp>Small’s conclusion? “Google is making us smart,” he said. “Searching online is brain exercise.”\u003c!--more-->\u003c/p>\n\u003cp>Technology can train our brains in positive ways, he added. Surgeons who play video games, for example, make fewer surgical errors. Those who play video games have improved reaction time, better peripheral vision.\u003c/p>\n\u003cp>“It’s a matter of finding balance,” he said. “Upgrade the technology skills of older ‘digital immigrants,’ and help young kids improve social skills.”\u003c/p>\n\u003ch5>Other interesting nuggets from Small’s talk:\u003c/h5>\n\u003cul>\n\u003cli>Is technology addictive? Another complex question. Small said the American Psychiatric Group doesn’t think so. But there is an undeniable Pavlovian response to certain stimulus – and the Internet happens to be the medium for gratifying the urge. For example, if you’re addicted to shopping, is e-Bay to blame? When triggered, dopamine creates powerful urges to keep it flowing. “The consequence of a certain behavior reinforces a behavior,” Small said.\u003c/li>\n\u003cli>Brains are malleable, much like computers. If we spend a lot of time engaged in a repeated mental task, the neural circuits will strengthen. Conversely, if we neglect those tasks, the neural circuits will weaken.\u003c/li>\n\u003cli>The “thinking brain” – seeing the big picture – is not fully developed in children. Empathy and the ability to perceive and understand emotional point of view and communicate that understanding has not kicked in.\u003c/li>\n\u003cli>The term “use it or lose it” applies to brain functions: 60% of synaptic connections are pruned away when not used.\u003c/li>\n\u003cli>What will happen to brain development as result of the evolution of the handheld tool? Genetic variants that adapt best to environment are most likely to survive.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>For more about Your Brain on Google, watch this PBS report on Small’s study.\u003cbr>\n\u003cscript src=\"http://www.pbs.org/wgbh/pages/frontline/js/pap/embed.js?frol02s3058qb72\" type=\"text/javascript\">\u003c/script>\u003c/p>\n\n",
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"description": "Kids between the ages of 8 and 18 spend 11.5 hours a day using technology -- whether that’s computers, television, mobile phones, or video games – and usually more than one at a time. That’s a big chunk of their 15 or 16 waking hours. But does that spell doom for the next generation? Not",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp style=\"padding-left: 30px;\">\n\u003c/p>\u003cp>\u003cimg class=\"size-medium wp-image-8651\" title=\"brain\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/Screen-shot-2011-02-22-at-4.04.36-PM-300x317.png\" alt=\"\" width=\"300\" height=\"317\">\u003c/p>\n\u003cp>Kids between the ages of 8 and 18 spend 11.5 hours a day using technology -- whether that’s computers, television, mobile phones, or video games – and usually more than one at a time. That’s a big chunk of their 15 or 16 waking hours.\u003c/p>\n\u003cp>But does that spell doom for the next generation? Not necessarily, according to \u003ca href=\"http://drgarysmall.com/\">Dr. Gary Small,\u003c/a> a neuroscientist and professor at UCLA, who spoke at the \u003ca href=\"http://www.learningandthebrain.com/\">Learning & the Brain Conference\u003c/a> last week.\u003c/p>\n\u003cp>“Young people are born into technology, and they’re used to using it 24/7,” Small said. “Their brains are wired to use it elegantly.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The technology train has left. You have to deal with it, understand it, and get some perspective.”\u003c/aside>\n\u003cp>The downside of such immersion in technological devices, he said, is that they’re not having conversations, looking people in the eye, or noticing verbal cues. “These are important 'technologies,' so to speak, that have evolved over centuries and are tremendously powerful.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But that’s not the headline here. Small’s main point was this: “The technology train has left. You have to deal with it, understand it, and get some perspective.”\u003c/p>\n\u003cp>Video games, for example, aren’t just about repetitive tasks – many of them have built-in social components that allow kids to communicate. Texting isn’t about using a gadget -- it’s about connecting with someone else.\u003c/p>\n\u003cp>“Texting is an expression of what it means to be human,” Small said. “We love being connected to other people. It’s a very compelling emotional urge, and it’s hard to give up moment to moment.”\u003c/p>\n\u003cp>That’s why one well-liked teacher Small knows gives her students a five-minute texting break in the middle of class. Educators also use \u003ca href=\"http://www.abcactionnews.com/dpp/news/region_pasco/wesley_chapel/teacher-welcomes-texting-in-class\">texting in class \u003c/a>as a means to gauge understanding of the subject and take instant polls, for example.\u003c/p>\n\u003cp>It might seem odd, but Small suggests also carving out time for face-to-face emotional exercises and in-person conversations to counterbalance all the inevitable gadget-communication.\u003c/p>\n\u003cp>“We \u003cem>can\u003c/em> train empathic behavior,” he said.\u003c/p>\n\u003ch5>\u003cstrong>TECH AND CREATIVITY\u003c/strong>\u003c/h5>\n\u003cp>Is technology making us less creative? Parents and educators have been worried about this issue, wondering whether hours of playing video games will zap their inclination to write or paint or sing.\u003c/p>\n\u003cp>Small said the Internet trains our minds to have a “staccato” train of thought, jumping from idea to idea, like we do from Website to Website. Is that the most creative way to think? Do we have time to sit back and be thoughtful?\u003c/p>\n\u003caside class=\"pullquote alignleft\">There is an undeniable Pavlovian response to certain stimulus – and the Internet happens to be the medium for gratifying the urge.\u003c/aside>\n\u003cp>On one hand, we’re trained not to think deeply about subjects when we text quick snippets, Tweet short thoughts, or click on a simple thumbs up or thumbs down on a link. We experience information overload and have no time for reflection or problem solving.\u003c/p>\n\u003cp>On the other hand, technology trains the brain to be nimble and to process new ideas quickly. We become more open to new ideas, and communicate more freely and frequently.\u003c/p>\n\u003cp>“The brain is complex,” he said. “The answers are not straightforward.”\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003ch5>\u003cstrong>IS THE INTERNET MAKING US SMARTER?\u003c/strong>\u003c/h5>\n\u003cp>In a study called \u003ca href=\"http://journals.lww.com/ajgponline/Abstract/2009/02000/Your_Brain_on_Google__Patterns_of_Cerebral.4.aspx\">“Your Brain on Google,”\u003c/a> Small and his peers tested the brain activity of two groups -- “Internet-naïve” (mostly 65 and older who had very little experience online) and “Internet smart”-- while reading a book versus conducting a Google search.\u003c/p>\n\u003cp>In the “Internet savvy” group, there was twice as much brain activity in all parts of the brain while they were conducting a Google search than while they were reading a book. And in the “Internet-naïve” group, after a week of Googling subjects online, there was a significant burst in frontal lobe activity, which controls short-term memory and decision-making.\u003c/p>\n\u003cp>Small’s conclusion? “Google is making us smart,” he said. “Searching online is brain exercise.”\u003c!--more-->\u003c/p>\n\u003cp>Technology can train our brains in positive ways, he added. Surgeons who play video games, for example, make fewer surgical errors. Those who play video games have improved reaction time, better peripheral vision.\u003c/p>\n\u003cp>“It’s a matter of finding balance,” he said. “Upgrade the technology skills of older ‘digital immigrants,’ and help young kids improve social skills.”\u003c/p>\n\u003ch5>Other interesting nuggets from Small’s talk:\u003c/h5>\n\u003cul>\n\u003cli>Is technology addictive? Another complex question. Small said the American Psychiatric Group doesn’t think so. But there is an undeniable Pavlovian response to certain stimulus – and the Internet happens to be the medium for gratifying the urge. For example, if you’re addicted to shopping, is e-Bay to blame? When triggered, dopamine creates powerful urges to keep it flowing. “The consequence of a certain behavior reinforces a behavior,” Small said.\u003c/li>\n\u003cli>Brains are malleable, much like computers. If we spend a lot of time engaged in a repeated mental task, the neural circuits will strengthen. Conversely, if we neglect those tasks, the neural circuits will weaken.\u003c/li>\n\u003cli>The “thinking brain” – seeing the big picture – is not fully developed in children. Empathy and the ability to perceive and understand emotional point of view and communicate that understanding has not kicked in.\u003c/li>\n\u003cli>The term “use it or lose it” applies to brain functions: 60% of synaptic connections are pruned away when not used.\u003c/li>\n\u003cli>What will happen to brain development as result of the evolution of the handheld tool? Genetic variants that adapt best to environment are most likely to survive.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>For more about Your Brain on Google, watch this PBS report on Small’s study.\u003cbr>\n\u003cscript src=\"http://www.pbs.org/wgbh/pages/frontline/js/pap/embed.js?frol02s3058qb72\" type=\"text/javascript\">\u003c/script>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "The School Day of the Future is DESIGNED",
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"content": "\u003cfigure id=\"attachment_8613\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/medieval-reenactment-orange-sm/\" rel=\"attachment wp-att-8613\">\u003cimg class=\"size-large wp-image-8613\" title=\"medieval-reenactment-orange-sm\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/medieval-reenactment-orange-sm-620x465.jpg\" alt=\"\" width=\"620\" height=\"465\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Stoking a child's imagination: a 12-year-old's vision of a medieval war.\u003c/figcaption>\u003c/figure>\n\u003ch4>Unpredictable, inconsistent, and designed to be wildly relevant for learners, their engagement, and their development.\u003c/h4>\n\u003cp>\u003cem>Sandy Speicher leads IDEO’s \u003ca href=\"http://www.ideo.com/expertise/education/\">Design for Learning domain\u003c/a>, which brings human-centered thinking to systemic challenges in education. Her work helps educators use design tools and methods to work in new ways, to prepare for future challenges, and to transform their organizations and communities.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Sandy Speicher\u003c/strong>\u003c/p>\n\u003cp>Some children will be reading in comfortable chairs. Some will be digging into a scientific research question by conducting readings on a nearby pond. Some will be working on computers refining their skills in math while others are sequencing DNA. Some will be collaborating around a design challenge with new friends across the globe. One group will reenact a battle from medieval times, while others are learning on site, at jobs. Building, making, imagining, interacting, investigating, reflecting, connecting, shaping, participating. There will be challenge. There will be high expectations. And there will be tons of variation. With all of its possibility, the school day of the future will be one thing: it will be \u003cem>designed\u003c/em>.\u003c/p>\n\u003cp>Elliot Eisner, one of my favorite education professors, often asked the question, “If aliens landed on our planet and walked into our schools, what would they think the school is meant for?” We’d brainstorm: Learning to sit in rows? Learning to get up and move en masse at the sound of a bell? Learning to stay in place for 40-minute increments? Learning to override your bodily functions? Learning to answer the questions that the person standing in front of the room already knows the answer to? It’s hard not to realize that a school, upon pure observation, looks like a training ground for behavioral management.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Designing the day around discovery of information, connections to real world challenges, discussions digging into our experiences with the world.\u003c/aside>\n\u003cp>In the end, it’s not that much different than the design of most of our industrial work environments – time, constraints, structures, tasks, a consistent and organized system. It’s what we adults tend to design without really thinking.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But when you watch children – undeniable natural learners – they create different solutions: play, discovery, interaction. They observe the world, they stick things in their mouth, they touch things. They connect with the world to learn it. They experience it through their senses. And in discussions with the people around them, they create language and meaning and amazing new ideas and interpretations that the rest of us get the benefit of learning from.\u003c/p>\n\u003cp>It’s not too big of a leap to want the school day designed around these notions of how we naturally, and individually, \u003cem>learn\u003c/em>. Designing the day around discovery of information, connections to real world challenges, discussions digging into our experiences with the world.\u003c/p>\n\u003cp>One thing to keep in mind, of course, is that not every child is starting in the same place, and not every child is headed toward the same place. Some need freedom in order to learn. Some need structure. Some need a mix. But all need respect for their individuality, trust in their abilities to succeed, and adults who have the foresight to design experience to bring out individual greatness.\u003c/p>\n\u003cfigure id=\"attachment_8628\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/genetical-engineering-blue-sm/\" rel=\"attachment wp-att-8628\">\u003cimg class=\"size-medium wp-image-8628\" title=\"genetical-engineering-blue-sm\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/genetical-engineering-blue-sm-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A 10-year-old illustrates \"genetical engineering.\"\u003c/figcaption>\u003c/figure>\n\u003cp>The School of One in New York City, for instance, is creating an exciting model of individualized learning that integrates technology and personal attention. Their school day revolves around formative assessments which technology helps capture, so that the teachers can look at the data at the end of the day. The teachers discuss – together – how each student is doing, and develop a strategy for the following day which can include any number of formats for what the student needs – teacher-led instruction, one-on-one tutoring, self-learning, or virtual tutoring. They’ve broken the model of one class with one teacher and created a network of learning toward specific goals.\u003c/p>\n\u003cp>Then there are \u003ca href=\"http://www.leadps.org/\">Leadership Public Schools\u003c/a>, whose students have unique needs of their own. The majority of their students are performing at an elementary level when they enter in the ninth grade. They have created a portfolio of adaptive learning technologies which allow students to access ninth-grade content while learning basic skills. It’s not \"Drill and Kill\" -- they’ve integrated technology into the daily experience by helping students learn to create with it. This is putting them on the track not just for incredible academic gains, but also for immediate relevance in the job market – an important need for their students.\u003c/p>\n\u003cp>Students at schools in the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/napa-new-tech-school-of-the-future-is-here/\">New Tech Network\u003c/a> are learning in related ways, but with a different design. They use projects to inspire new understandings. They’re also using technology to capture learnings – building videos and slideshow presentations – and they’re most often working in teams, learning different subject-matter content through real world challenges.\u003c/p>\n\u003cp>Teachers at \u003ca href=\"http://www.pvsd.net/22711072172842493/site/default.asp\">Ormondale Elementary School\u003c/a> in California build their curriculum from student passions. They have a range of approaches – inspiring children through teacher-defined projects, allowing them to define the end goals of any given exploration, capturing a student's passion toward a particular topic and using that as the vehicle for exploration through teacher- or student-defined assignments. Their school day allows for this range of experience, and the “investigations” happening throughout the day vary greatly class by class, child by child.\u003c/p>\n\u003cp>All of these innovative models are showing us that incredible results, and experiences are possible when we design the school day with the needs of the student in mind. The historic “one-size-fits-all” model of set periods of time with groups of somewhere between 20-30 kids lined up in rows and one teacher in the front of the room orchestrating the conversation…. well, Sage on Stage, Chalk and Talk, and Spray and Pray might just have met their match.\u003c/p>\n\u003cp>The school day of the future will be unpredictable, inconsistent, and designed to be wildly relevant for the learner, their engagement, and their development.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/ms_school_future_th1342f08-8/\" rel=\"attachment wp-att-8631\">\u003cimg class=\"alignleft size-full wp-image-8631\" title=\"MS_school_future_th#1342F08\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/MS_school_future_th1342F082.jpg\" alt=\"\" width=\"60\" height=\"60\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/02/MS_school_future_th1342F082.jpg 60w, https://ww2.kqed.org/app/uploads/sites/23/2011/02/MS_school_future_th1342F082-32x32.jpg 32w\" sizes=\"(max-width: 60px) 100vw, 60px\">\u003c/a>\u003c/p>\n\u003ch5>Read more in the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future/?order=asc\">School Day of the Future series\u003c/a>.\u003c/h5>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_8613\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/medieval-reenactment-orange-sm/\" rel=\"attachment wp-att-8613\">\u003cimg class=\"size-large wp-image-8613\" title=\"medieval-reenactment-orange-sm\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/medieval-reenactment-orange-sm-620x465.jpg\" alt=\"\" width=\"620\" height=\"465\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Stoking a child's imagination: a 12-year-old's vision of a medieval war.\u003c/figcaption>\u003c/figure>\n\u003ch4>Unpredictable, inconsistent, and designed to be wildly relevant for learners, their engagement, and their development.\u003c/h4>\n\u003cp>\u003cem>Sandy Speicher leads IDEO’s \u003ca href=\"http://www.ideo.com/expertise/education/\">Design for Learning domain\u003c/a>, which brings human-centered thinking to systemic challenges in education. Her work helps educators use design tools and methods to work in new ways, to prepare for future challenges, and to transform their organizations and communities.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Sandy Speicher\u003c/strong>\u003c/p>\n\u003cp>Some children will be reading in comfortable chairs. Some will be digging into a scientific research question by conducting readings on a nearby pond. Some will be working on computers refining their skills in math while others are sequencing DNA. Some will be collaborating around a design challenge with new friends across the globe. One group will reenact a battle from medieval times, while others are learning on site, at jobs. Building, making, imagining, interacting, investigating, reflecting, connecting, shaping, participating. There will be challenge. There will be high expectations. And there will be tons of variation. With all of its possibility, the school day of the future will be one thing: it will be \u003cem>designed\u003c/em>.\u003c/p>\n\u003cp>Elliot Eisner, one of my favorite education professors, often asked the question, “If aliens landed on our planet and walked into our schools, what would they think the school is meant for?” We’d brainstorm: Learning to sit in rows? Learning to get up and move en masse at the sound of a bell? Learning to stay in place for 40-minute increments? Learning to override your bodily functions? Learning to answer the questions that the person standing in front of the room already knows the answer to? It’s hard not to realize that a school, upon pure observation, looks like a training ground for behavioral management.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Designing the day around discovery of information, connections to real world challenges, discussions digging into our experiences with the world.\u003c/aside>\n\u003cp>In the end, it’s not that much different than the design of most of our industrial work environments – time, constraints, structures, tasks, a consistent and organized system. It’s what we adults tend to design without really thinking.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But when you watch children – undeniable natural learners – they create different solutions: play, discovery, interaction. They observe the world, they stick things in their mouth, they touch things. They connect with the world to learn it. They experience it through their senses. And in discussions with the people around them, they create language and meaning and amazing new ideas and interpretations that the rest of us get the benefit of learning from.\u003c/p>\n\u003cp>It’s not too big of a leap to want the school day designed around these notions of how we naturally, and individually, \u003cem>learn\u003c/em>. Designing the day around discovery of information, connections to real world challenges, discussions digging into our experiences with the world.\u003c/p>\n\u003cp>One thing to keep in mind, of course, is that not every child is starting in the same place, and not every child is headed toward the same place. Some need freedom in order to learn. Some need structure. Some need a mix. But all need respect for their individuality, trust in their abilities to succeed, and adults who have the foresight to design experience to bring out individual greatness.\u003c/p>\n\u003cfigure id=\"attachment_8628\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/genetical-engineering-blue-sm/\" rel=\"attachment wp-att-8628\">\u003cimg class=\"size-medium wp-image-8628\" title=\"genetical-engineering-blue-sm\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/genetical-engineering-blue-sm-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A 10-year-old illustrates \"genetical engineering.\"\u003c/figcaption>\u003c/figure>\n\u003cp>The School of One in New York City, for instance, is creating an exciting model of individualized learning that integrates technology and personal attention. Their school day revolves around formative assessments which technology helps capture, so that the teachers can look at the data at the end of the day. The teachers discuss – together – how each student is doing, and develop a strategy for the following day which can include any number of formats for what the student needs – teacher-led instruction, one-on-one tutoring, self-learning, or virtual tutoring. They’ve broken the model of one class with one teacher and created a network of learning toward specific goals.\u003c/p>\n\u003cp>Then there are \u003ca href=\"http://www.leadps.org/\">Leadership Public Schools\u003c/a>, whose students have unique needs of their own. The majority of their students are performing at an elementary level when they enter in the ninth grade. They have created a portfolio of adaptive learning technologies which allow students to access ninth-grade content while learning basic skills. It’s not \"Drill and Kill\" -- they’ve integrated technology into the daily experience by helping students learn to create with it. This is putting them on the track not just for incredible academic gains, but also for immediate relevance in the job market – an important need for their students.\u003c/p>\n\u003cp>Students at schools in the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/napa-new-tech-school-of-the-future-is-here/\">New Tech Network\u003c/a> are learning in related ways, but with a different design. They use projects to inspire new understandings. They’re also using technology to capture learnings – building videos and slideshow presentations – and they’re most often working in teams, learning different subject-matter content through real world challenges.\u003c/p>\n\u003cp>Teachers at \u003ca href=\"http://www.pvsd.net/22711072172842493/site/default.asp\">Ormondale Elementary School\u003c/a> in California build their curriculum from student passions. They have a range of approaches – inspiring children through teacher-defined projects, allowing them to define the end goals of any given exploration, capturing a student's passion toward a particular topic and using that as the vehicle for exploration through teacher- or student-defined assignments. Their school day allows for this range of experience, and the “investigations” happening throughout the day vary greatly class by class, child by child.\u003c/p>\n\u003cp>All of these innovative models are showing us that incredible results, and experiences are possible when we design the school day with the needs of the student in mind. The historic “one-size-fits-all” model of set periods of time with groups of somewhere between 20-30 kids lined up in rows and one teacher in the front of the room orchestrating the conversation…. well, Sage on Stage, Chalk and Talk, and Spray and Pray might just have met their match.\u003c/p>\n\u003cp>The school day of the future will be unpredictable, inconsistent, and designed to be wildly relevant for the learner, their engagement, and their development.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/ms_school_future_th1342f08-8/\" rel=\"attachment wp-att-8631\">\u003cimg class=\"alignleft size-full wp-image-8631\" title=\"MS_school_future_th#1342F08\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/MS_school_future_th1342F082.jpg\" alt=\"\" width=\"60\" height=\"60\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/02/MS_school_future_th1342F082.jpg 60w, https://ww2.kqed.org/app/uploads/sites/23/2011/02/MS_school_future_th1342F082-32x32.jpg 32w\" sizes=\"(max-width: 60px) 100vw, 60px\">\u003c/a>\u003c/p>\n\u003ch5>Read more in the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future/?order=asc\">School Day of the Future series\u003c/a>.\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"politicalbreakdown": {
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
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"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
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"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"order": 16
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},
"science-friday": {
"id": "science-friday",
"title": "Science Friday",
"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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