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"content": "\u003cfigure id=\"attachment_7434\" class=\"wp-caption center\" style=\"max-width: 539px\">\u003ca href=\"http://www.hippocampus.org/\">\u003cimg class=\"size-full wp-image-7434\" title=\"Civil War\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/Screen-shot-2011-02-01-at-9.51.28-AM.png\" alt=\"\" width=\"539\" height=\"354\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/02/Screen-shot-2011-02-01-at-9.51.28-AM.png 539w, https://ww2.kqed.org/app/uploads/sites/23/2011/02/Screen-shot-2011-02-01-at-9.51.28-AM-400x263.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/02/Screen-shot-2011-02-01-at-9.51.28-AM-320x210.png 320w\" sizes=\"(max-width: 539px) 100vw, 539px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Teaching the Civil War\u003c/figcaption>\u003c/figure>\n\u003ch5>\u003cem>Through a series of slideshow presentations, HippoCampus covers a wide range of subject areas, from the Civil War to biopsychology.\u003c/em>\u003c/h5>\n\u003ch5>By Sara Bernard\u003c/h5>\n\u003cp>For students seeking study guides and educators needing specific content, here's another robust online resource:\u003ca href=\"http://www.hippocampus.org/\" target=\"_blank\"> HippoCampus\u003c/a>, a project of the \u003ca href=\"http://www.montereyinstitute.org/\" target=\"_blank\">Monterey Institute for Technology and Education (MITE),\u003c/a> provides multimedia homework and study help to high school and community college students and instructors free of charge.\u003c/p>\n\u003cp>As part of MITE's \u003ca href=\"http://www.montereyinstitute.org/nroc/\" target=\"_blank\">National Repository of Online Courses (NROC)\u003c/a>, HippoCampus content focuses on general education topics like algebra and biology and is largely donated by universities and other educational institutions.\u003c/p>\n\u003caside class=\"pullquote alignleft\">It was a surprise to us ... but probably more than 80 percent of HippoCampus use is happening in classrooms.\u003c/aside>\n\u003cp>\"Teachers work hard; they don't have a lot of time,\" says Gary Lopez, executive director and co-founder of both the Monterey Institute and HippoCampus. \"If you put in a search online for the Boston Tea Party, ninety percent of the stuff that turns up is irrelevant. The purpose of HippoCampus is that we do the work for you. We make sure that it's relevant to your needs and your curriculum, that it's vetted so you don't have to go through all the craziness [\u003cem>on the Web\u003c/em>] to find the right stuff.\"\u003c/p>\n\u003cp>I spoke to Lopez about the site, who uses it, and HippoCampus' next steps.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Q. How did HippoCampus start?\u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A. The Open Educational Resources (OER) movement started in about 2001. There are a number of projects out there, such as \u003ca href=\"http://ocw.mit.edu/index.htm\" target=\"_blank\">MIT OpenCourseWare\u003c/a> Project, Carnegie Mellon, and Yale. Then we came along about four years ago. We wanted to build an OER site for high school and community college students, a repository for general education curriculum -- algebra, U.S. history, biology, that sort of thing. Most other OER sites out there were for research universities. HippoCampus is a way to get material out to students and teachers who need it. Any student in the country can find course content here that supports a lot of the courses they take.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Who uses HippoCampus?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. It's used by students, but even more by high school and community college instructors who use the content in their classrooms, sometimes by itself, sometimes alongside a textbook. If you have a textbook, you can search specific pages and up comes HippoCampus content that's relevant to that page's assignment.\u003c!--more-->\u003c/p>\n\u003cp>We thought most users would be students doing homework, but most site traffic happens between 8 a.m. and 3 p.m. in all four time zones in the U.S. It was a surprise to us; we didn't expect that. Probably more than 80 percent of HippoCampus use is happening in classrooms.\u003c/p>\n\u003cp>Also, although it's a public site for individuals, we ask that any academic institution that wants to use this content become a member. For a modest annual membership fee, members access additional services [\u003cem>such as content related specifically to testing and state standards\u003c/em>] and interact with and support each other. More than 20 of the state departments of education and virtual schools are members. Quite a few big school districts are members, such as Los Angeles Unified School District and New York public schools, as well as a number of community colleges.\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv id=\"attachment_7441\" class=\"module image left mceTemp\" style=\"width: 300px\">\n\u003cp>\u003cem>\u003cstrong>\u003cem>\u003cstrong>\u003ca href=\"www.hippocampus.org\">\u003cimg class=\"size-medium wp-image-7441\" title=\"Screen shot 2011-02-01 at 9.49.18 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/Screen-shot-2011-02-01-at-9.49.18-AM-300x191.png\" alt=\"\" width=\"300\" height=\"191\">\u003c/a>\u003c/strong>\u003c/em>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp class=\"caption\">\u003cem>\u003cstrong>\u003cem>\u003cstrong>An image from the Civil War section on Hippocampus\u003c/strong>\u003c/em>\u003c/strong>\u003c/em>\u003c/p>\n\u003c/div>\n\u003cp>\u003cem>\u003cstrong>Q. Where does the content come from?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. A large amount of the original content came from the University of California. In the 1990s the University of California (UC) system was given a mandate by the state to build resources for students who didn't have access to Advanced Placement (AP) courses, since to get accepted to the UC system you pretty much had to have AP courses on your transcript. But many high schools, especially in the Central Valley, didn't offer them. There was a lot of content built for that purpose. We used a grant from the \u003ca href=\"http://www.hewlett.org/\" target=\"_blank\">William and Flora Hewlett Foundation\u003c/a> to get the content into shape to be useful not only for teachers in California but across the country.\u003c/p>\n\u003cp>Over time, content has been donated from institutions such as the University of Colorado or \u003ca href=\"http://www.chattanoogastate.edu/\" target=\"_blank\">Chattanooga State Community College\u003c/a> in Tennessee. In the last couple of years we've taken to producing new content ourselves that we needed but couldn't get our hands on [\u003cem>from university donations\u003c/em>].\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. How is HippoCampus funded? \u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. Partly it's grant-funded: We received a grant from the Hewlett Foundation to build an algebra program and a grant from the \u003ca href=\"http://www.gatesfoundation.org\" target=\"_blank\">Bill and Melinda Gates Foundation\u003c/a> to build a developmental math program for the nation, including multimedia activities, video and audio, animation and graphics, game-based study, and collaborative learning.\u003c/p>\n\u003cp>And while we don't require that all academic institutions interested in using the content become sustaining members [\u003cem>meaning they pay an annual membership fee\u003c/em>], about 75 percent of our costs are already covered by sustaining members. We anticipate that this year we will break even and no longer need grant funding. This is pretty similar to the PBS funding model.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What are your plans for HippoCampus' future?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. Because we want to make HippoCampus more useful for classroom teachers, we're going to allow access to content from multiple places so that a specific search on HippoCampus will bring up relevant content in all these other collections. For instance, \u003ca href=\"http://www.khanacademy.org/\" target=\"_blank\">Khan Academy\u003c/a>, a massive collection of free educational videos on subjects like algebra and chemistry, will be housed on HippoCampus, too.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The site's design is also going to change so that teachers can essentially build their own playlist from the content -- some content from NROC, some from Khan Academy, some from the Stanford collection, and so on. That playlist can become part of their syllabus. They can build it so that it's correlated back to the textbook they're using, too. We're doing a soft launch of the new design this spring for members, and an official launch this summer for the public.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_7434\" class=\"wp-caption center\" style=\"max-width: 539px\">\u003ca href=\"http://www.hippocampus.org/\">\u003cimg class=\"size-full wp-image-7434\" title=\"Civil War\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/Screen-shot-2011-02-01-at-9.51.28-AM.png\" alt=\"\" width=\"539\" height=\"354\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/02/Screen-shot-2011-02-01-at-9.51.28-AM.png 539w, https://ww2.kqed.org/app/uploads/sites/23/2011/02/Screen-shot-2011-02-01-at-9.51.28-AM-400x263.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/02/Screen-shot-2011-02-01-at-9.51.28-AM-320x210.png 320w\" sizes=\"(max-width: 539px) 100vw, 539px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Teaching the Civil War\u003c/figcaption>\u003c/figure>\n\u003ch5>\u003cem>Through a series of slideshow presentations, HippoCampus covers a wide range of subject areas, from the Civil War to biopsychology.\u003c/em>\u003c/h5>\n\u003ch5>By Sara Bernard\u003c/h5>\n\u003cp>For students seeking study guides and educators needing specific content, here's another robust online resource:\u003ca href=\"http://www.hippocampus.org/\" target=\"_blank\"> HippoCampus\u003c/a>, a project of the \u003ca href=\"http://www.montereyinstitute.org/\" target=\"_blank\">Monterey Institute for Technology and Education (MITE),\u003c/a> provides multimedia homework and study help to high school and community college students and instructors free of charge.\u003c/p>\n\u003cp>As part of MITE's \u003ca href=\"http://www.montereyinstitute.org/nroc/\" target=\"_blank\">National Repository of Online Courses (NROC)\u003c/a>, HippoCampus content focuses on general education topics like algebra and biology and is largely donated by universities and other educational institutions.\u003c/p>\n\u003caside class=\"pullquote alignleft\">It was a surprise to us ... but probably more than 80 percent of HippoCampus use is happening in classrooms.\u003c/aside>\n\u003cp>\"Teachers work hard; they don't have a lot of time,\" says Gary Lopez, executive director and co-founder of both the Monterey Institute and HippoCampus. \"If you put in a search online for the Boston Tea Party, ninety percent of the stuff that turns up is irrelevant. The purpose of HippoCampus is that we do the work for you. We make sure that it's relevant to your needs and your curriculum, that it's vetted so you don't have to go through all the craziness [\u003cem>on the Web\u003c/em>] to find the right stuff.\"\u003c/p>\n\u003cp>I spoke to Lopez about the site, who uses it, and HippoCampus' next steps.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Q. How did HippoCampus start?\u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A. The Open Educational Resources (OER) movement started in about 2001. There are a number of projects out there, such as \u003ca href=\"http://ocw.mit.edu/index.htm\" target=\"_blank\">MIT OpenCourseWare\u003c/a> Project, Carnegie Mellon, and Yale. Then we came along about four years ago. We wanted to build an OER site for high school and community college students, a repository for general education curriculum -- algebra, U.S. history, biology, that sort of thing. Most other OER sites out there were for research universities. HippoCampus is a way to get material out to students and teachers who need it. Any student in the country can find course content here that supports a lot of the courses they take.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Who uses HippoCampus?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. It's used by students, but even more by high school and community college instructors who use the content in their classrooms, sometimes by itself, sometimes alongside a textbook. If you have a textbook, you can search specific pages and up comes HippoCampus content that's relevant to that page's assignment.\u003c!--more-->\u003c/p>\n\u003cp>We thought most users would be students doing homework, but most site traffic happens between 8 a.m. and 3 p.m. in all four time zones in the U.S. It was a surprise to us; we didn't expect that. Probably more than 80 percent of HippoCampus use is happening in classrooms.\u003c/p>\n\u003cp>Also, although it's a public site for individuals, we ask that any academic institution that wants to use this content become a member. For a modest annual membership fee, members access additional services [\u003cem>such as content related specifically to testing and state standards\u003c/em>] and interact with and support each other. More than 20 of the state departments of education and virtual schools are members. Quite a few big school districts are members, such as Los Angeles Unified School District and New York public schools, as well as a number of community colleges.\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv id=\"attachment_7441\" class=\"module image left mceTemp\" style=\"width: 300px\">\n\u003cp>\u003cem>\u003cstrong>\u003cem>\u003cstrong>\u003ca href=\"www.hippocampus.org\">\u003cimg class=\"size-medium wp-image-7441\" title=\"Screen shot 2011-02-01 at 9.49.18 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/Screen-shot-2011-02-01-at-9.49.18-AM-300x191.png\" alt=\"\" width=\"300\" height=\"191\">\u003c/a>\u003c/strong>\u003c/em>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp class=\"caption\">\u003cem>\u003cstrong>\u003cem>\u003cstrong>An image from the Civil War section on Hippocampus\u003c/strong>\u003c/em>\u003c/strong>\u003c/em>\u003c/p>\n\u003c/div>\n\u003cp>\u003cem>\u003cstrong>Q. Where does the content come from?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. A large amount of the original content came from the University of California. In the 1990s the University of California (UC) system was given a mandate by the state to build resources for students who didn't have access to Advanced Placement (AP) courses, since to get accepted to the UC system you pretty much had to have AP courses on your transcript. But many high schools, especially in the Central Valley, didn't offer them. There was a lot of content built for that purpose. We used a grant from the \u003ca href=\"http://www.hewlett.org/\" target=\"_blank\">William and Flora Hewlett Foundation\u003c/a> to get the content into shape to be useful not only for teachers in California but across the country.\u003c/p>\n\u003cp>Over time, content has been donated from institutions such as the University of Colorado or \u003ca href=\"http://www.chattanoogastate.edu/\" target=\"_blank\">Chattanooga State Community College\u003c/a> in Tennessee. In the last couple of years we've taken to producing new content ourselves that we needed but couldn't get our hands on [\u003cem>from university donations\u003c/em>].\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. How is HippoCampus funded? \u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. Partly it's grant-funded: We received a grant from the Hewlett Foundation to build an algebra program and a grant from the \u003ca href=\"http://www.gatesfoundation.org\" target=\"_blank\">Bill and Melinda Gates Foundation\u003c/a> to build a developmental math program for the nation, including multimedia activities, video and audio, animation and graphics, game-based study, and collaborative learning.\u003c/p>\n\u003cp>And while we don't require that all academic institutions interested in using the content become sustaining members [\u003cem>meaning they pay an annual membership fee\u003c/em>], about 75 percent of our costs are already covered by sustaining members. We anticipate that this year we will break even and no longer need grant funding. This is pretty similar to the PBS funding model.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What are your plans for HippoCampus' future?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. 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"content": "\u003cfigure id=\"attachment_7410\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/students-will-build-their-own-future-school/screen-shot-2011-01-31-at-3-07-53-pm/\" rel=\"attachment wp-att-7410\">\u003cimg class=\"size-medium wp-image-7410\" title=\"Screen-shot-2011-01-31-at-3.07.53-PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/Screen-shot-2011-01-31-at-3.07.53-PM-300x312.png\" alt=\"\" width=\"300\" height=\"312\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>For Dale Dougherty, founder of \u003ca href=\"http://www.makerfaire.com\">Maker Faire\u003c/a> -- the personification of the do-it-yourself movement -- the future school day combines learning with doing.\u003c/p>\n\u003cp>\u003ca href=\"http://bits.blogs.nytimes.com/2010/05/21/one-on-one-dale-dougherty-make-magazine-maker-faire/\">Dougherty\u003c/a> has spent at least the last decade preaching the invaluable benefits of making things by hand. The reason is simple: you'll learn more about it -- whatever it is -- if you make it yourself. Through the \u003ca href=\"http://www.makerfaire.com\">Maker Faire\u003c/a> events, where thousands of people congregate to celebrate the DIY movement, \u003ca href=\"http://www.makezine.com\">Make Magazine\u003c/a> and \u003ca href=\"http://www.craftzine.com\">Craft\u003c/a> website (full disclosure -- I worked as the editor of the print version of Craft Magazine a few years ago), Dougherty is drawing out the natural tinkerers and makers in all of us.\u003c/p>\n\u003cp>His theory applied to education, whether it's formal or informal, is premised on the same ethos.\u003c/p>\n\u003ch4>\"That confidence to learn anything is what education ought to be about,\" he says.\u003c/h4>\n\u003cp>So what's the first step in creating the idea school day of the future?\u003c/p>\n\u003cp>First, build the learning space, of course.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Here's the entire interview.\u003c/p>\n\u003cp>\u003ciframe src=\"http://player.vimeo.com/video/19398221\" width=\"500\" height=\"375\" frameborder=\"0\" webkitallowfullscreen mozallowfullscreen allowfullscreen>\u003c/iframe> \u003c/p>\n\u003cp>\u003ca href=\"http://vimeo.com/19398221\">Dale Dougherty's School of the Future\u003c/a> from \u003ca href=\"http://vimeo.com/user5564203\">MindShift\u003c/a> on \u003ca href=\"https://vimeo.com\">Vimeo\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/future-school-day-self-paced-learning-creating-and-collaborating/ms_school_future_th1342f08-5/\" rel=\"attachment wp-att-7297\">\u003cimg class=\"alignleft size-full wp-image-7297\" style=\"border: none\" title=\"MS_school_future_th#1342F08\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/MS_school_future_th1342F084.jpg\" alt=\"\" width=\"60\" height=\"60\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_th1342F084.jpg 60w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_th1342F084-32x32.jpg 32w\" sizes=\"(max-width: 60px) 100vw, 60px\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Read more about 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/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_7410\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/students-will-build-their-own-future-school/screen-shot-2011-01-31-at-3-07-53-pm/\" rel=\"attachment wp-att-7410\">\u003cimg class=\"size-medium wp-image-7410\" title=\"Screen-shot-2011-01-31-at-3.07.53-PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/Screen-shot-2011-01-31-at-3.07.53-PM-300x312.png\" alt=\"\" width=\"300\" height=\"312\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>For Dale Dougherty, founder of \u003ca href=\"http://www.makerfaire.com\">Maker Faire\u003c/a> -- the personification of the do-it-yourself movement -- the future school day combines learning with doing.\u003c/p>\n\u003cp>\u003ca href=\"http://bits.blogs.nytimes.com/2010/05/21/one-on-one-dale-dougherty-make-magazine-maker-faire/\">Dougherty\u003c/a> has spent at least the last decade preaching the invaluable benefits of making things by hand. The reason is simple: you'll learn more about it -- whatever it is -- if you make it yourself. Through the \u003ca href=\"http://www.makerfaire.com\">Maker Faire\u003c/a> events, where thousands of people congregate to celebrate the DIY movement, \u003ca href=\"http://www.makezine.com\">Make Magazine\u003c/a> and \u003ca href=\"http://www.craftzine.com\">Craft\u003c/a> website (full disclosure -- I worked as the editor of the print version of Craft Magazine a few years ago), Dougherty is drawing out the natural tinkerers and makers in all of us.\u003c/p>\n\u003cp>His theory applied to education, whether it's formal or informal, is premised on the same ethos.\u003c/p>\n\u003ch4>\"That confidence to learn anything is what education ought to be about,\" he says.\u003c/h4>\n\u003cp>So what's the first step in creating the idea school day of the future?\u003c/p>\n\u003cp>First, build the learning space, of course.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Here's the entire interview.\u003c/p>\n\u003cp>\u003ciframe src=\"http://player.vimeo.com/video/19398221\" width=\"500\" height=\"375\" frameborder=\"0\" webkitallowfullscreen mozallowfullscreen allowfullscreen>\u003c/iframe> \u003c/p>\n\u003cp>\u003ca href=\"http://vimeo.com/19398221\">Dale Dougherty's School of the Future\u003c/a> from \u003ca href=\"http://vimeo.com/user5564203\">MindShift\u003c/a> on \u003ca href=\"https://vimeo.com\">Vimeo\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/future-school-day-self-paced-learning-creating-and-collaborating/ms_school_future_th1342f08-5/\" rel=\"attachment wp-att-7297\">\u003cimg class=\"alignleft size-full wp-image-7297\" style=\"border: none\" title=\"MS_school_future_th#1342F08\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/MS_school_future_th1342F084.jpg\" alt=\"\" width=\"60\" height=\"60\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_th1342F084.jpg 60w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_th1342F084-32x32.jpg 32w\" sizes=\"(max-width: 60px) 100vw, 60px\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Read more about 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/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/microsoftsweden/4289842175/\">\u003cimg class=\"size-medium wp-image-6887\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/4289842175_5bf4fc6cf9-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003c/p>\n\u003ch5>By Sara Bernard\u003c/h5>\n\u003cp>What should we teach kids about computers in 2011? Most already know how to use them.\u003c/p>\n\u003cp>\"The most interesting thing we can teach kids about computers is how to program them,\" says Matthew MacLaurin, UX Director of \u003ca href=\"http://fuse.microsoft.com\" target=\"_blank\">Microsoft FUSE Labs\u003c/a> and one of the originators of \u003ca href=\"http://fuse.microsoft.com/project/kodu.aspx\" target=\"_blank\">Kodu\u003c/a>, a free, downloadable software that gets kids and teachers across the globe designing their own computer games. (Well, almost free: the XBox version costs four dollars.)\u003c/p>\n\u003cp>But Kodu is not just about 0's and 1's and dense blocks of HTML. It's made of icons and simple, navigable menus, all with the aim of making learning fun and creative. \"We put a lot of work into the icons so that kids who can't read can always remember the images,\" says MacLaurin.\u003c/p>\n\u003cp>The good news for teachers is that Kodu can be matched to academic standards. Educators who use it are continually developing resources and classroom applications for it. \u003ca href=\"http://www.planetkodu.com/\" target=\"_blank\">Planet Kodu\u003c/a>, for instance, is a one-stop Kodu shop developed by teachers in Victoria, Australia.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Plus, MacLaurin says, game creation tends to be something that kids are eager to do in or out of school. I caught up with him to ask a few questions about the software and why it works.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Why is game design important for learning?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> One of my favorite results that we've discovered so far is based on a study that just came out by a local educator in a PhD program at the University of Washington. \u003cstrong>The study found a correlation between kids' ability to program and to write, to create narrative. \u003c/strong>He has a theory that when you're designing a video game you have to understand the points of view of many different characters. You have to think about what the user can and can't see. That has a clear connection with writing effective fiction. Programmers tend to be more literate than the average citizen. That's a really interesting, promising thread that could lead to long-term studies on improving students' reading and writing skills. Ultimately, our fundamental thesis is to help kids become better thinkers. But it helps if they can learn to read and write better, too.\u003c/p>\n\u003cp>\u003c!--more-->\u003cem>\u003cstrong>Q: Who uses Kodu and how do they use it?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A: \u003c/strong>Teachers are using Kodu in a lot of different ways -- art classes, science classes, math classes. It's a really rich, interdisciplinary framework that can address all kinds of topics. \u003cstrong>We're in schools all around the world.\u003c/strong> I think it's been downloaded in 100 countries. Teachers can use it without contacting us at all. The downside to that, of course, is that we don't know exactly how many are using it, but we're in active contact with about fifty of them. Also, we've sold about 65,000 copies so far on the XBox, and less than ten percent of those are being used in classrooms. A lot of kids are willing to do this in their free time, completely on their own.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Ultimately, our fundamental thesis is to help kids become better thinkers. But it helps if they can learn to read and write better, too.\"\u003c/aside>\n\u003cp>\u003cem>\u003cstrong>Q: What resources are out there for teachers interested in Kodu?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> There's a \u003ca href=\"http://fuse.microsoft.com/project/kodu.aspx\" target=\"_blank\">Kodu classroom kit\u003c/a> as well as \u003ca href=\"http://www.planetkodu.com/\" target=\"_blank\">Planet Kodu\u003c/a>, where teachers exchange experiences and ideas for lessons and things like that. We've been approached by a couple different people about developing a Kodu book. There are also Kodu communities that have sprung up, like \u003ca href=\"http://www.kodux.com/\" target=\"_blank\">KoduX.com\u003c/a>.\u003c/p>\n\u003cp>Teachers have really been a primary motivation for us. \u003cstrong>Kids are so fearless when it comes to video games. Often, we find that teachers are the more nervous ones.\u003c/strong> One thing we spent a good four months building is a smart tutorial system. It'll tell you to do something and then watch to see that you've done it, as well as encourage exploratory play. If you're doing a typical tutorial, one step at a time, you're not exploring. The system supports teachers using it with their students, too, because it allows each child to work at his or her own pace so the teacher doesn't have to keep the whole class in lockstep.\u003c/p>\n\u003cp>\u003cstrong>Q: How do people find out about Kodu?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> Mostly word of mouth. We're really led by a lot of teachers out there who want to get past catching up on math and into more progressive skills, 21st century skills -- \u003cstrong>how to innovate, how to work as a team, how to work on the entrepreneurial process.\u003c/strong> We often attend conferences related to computer science in education and do talks here and there. Usually there are a lot of teachers who are trying to figure out appropriate ways of using computers in the classroom and are not really sure how.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: What are your hopes for Kodu's future?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> It's pretty easy to get into a school as an after school program; it's much harder to get schools to make a long-lasting commitment to a program. But we need that because we want to measure how Kodu affects cognitive development. It's tricky to measure. We need long-term, double-blind studies. \u003cstrong>How do we get beyond the hero teachers who in many cases are using their own money to buy game controllers?\u003c/strong> That's something we're going to keep chipping away at. We're pretty optimistic, actually. We're getting more downloads and requests each week. Teachers in K-12 are desperate for activities that are relevant to kids, and game design is a deep enterprise.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Plus, MacLaurin says, game creation tends to be something that kids are eager to do in or out of school. I caught up with him to ask a few questions about the software and why it works.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Why is game design important for learning?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> One of my favorite results that we've discovered so far is based on a study that just came out by a local educator in a PhD program at the University of Washington. \u003cstrong>The study found a correlation between kids' ability to program and to write, to create narrative. \u003c/strong>He has a theory that when you're designing a video game you have to understand the points of view of many different characters. You have to think about what the user can and can't see. That has a clear connection with writing effective fiction. Programmers tend to be more literate than the average citizen. That's a really interesting, promising thread that could lead to long-term studies on improving students' reading and writing skills. Ultimately, our fundamental thesis is to help kids become better thinkers. But it helps if they can learn to read and write better, too.\u003c/p>\n\u003cp>\u003c!--more-->\u003cem>\u003cstrong>Q: Who uses Kodu and how do they use it?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A: \u003c/strong>Teachers are using Kodu in a lot of different ways -- art classes, science classes, math classes. It's a really rich, interdisciplinary framework that can address all kinds of topics. \u003cstrong>We're in schools all around the world.\u003c/strong> I think it's been downloaded in 100 countries. Teachers can use it without contacting us at all. The downside to that, of course, is that we don't know exactly how many are using it, but we're in active contact with about fifty of them. Also, we've sold about 65,000 copies so far on the XBox, and less than ten percent of those are being used in classrooms. A lot of kids are willing to do this in their free time, completely on their own.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Ultimately, our fundamental thesis is to help kids become better thinkers. But it helps if they can learn to read and write better, too.\"\u003c/aside>\n\u003cp>\u003cem>\u003cstrong>Q: What resources are out there for teachers interested in Kodu?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> There's a \u003ca href=\"http://fuse.microsoft.com/project/kodu.aspx\" target=\"_blank\">Kodu classroom kit\u003c/a> as well as \u003ca href=\"http://www.planetkodu.com/\" target=\"_blank\">Planet Kodu\u003c/a>, where teachers exchange experiences and ideas for lessons and things like that. We've been approached by a couple different people about developing a Kodu book. There are also Kodu communities that have sprung up, like \u003ca href=\"http://www.kodux.com/\" target=\"_blank\">KoduX.com\u003c/a>.\u003c/p>\n\u003cp>Teachers have really been a primary motivation for us. \u003cstrong>Kids are so fearless when it comes to video games. Often, we find that teachers are the more nervous ones.\u003c/strong> One thing we spent a good four months building is a smart tutorial system. It'll tell you to do something and then watch to see that you've done it, as well as encourage exploratory play. If you're doing a typical tutorial, one step at a time, you're not exploring. The system supports teachers using it with their students, too, because it allows each child to work at his or her own pace so the teacher doesn't have to keep the whole class in lockstep.\u003c/p>\n\u003cp>\u003cstrong>Q: How do people find out about Kodu?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> Mostly word of mouth. We're really led by a lot of teachers out there who want to get past catching up on math and into more progressive skills, 21st century skills -- \u003cstrong>how to innovate, how to work as a team, how to work on the entrepreneurial process.\u003c/strong> We often attend conferences related to computer science in education and do talks here and there. Usually there are a lot of teachers who are trying to figure out appropriate ways of using computers in the classroom and are not really sure how.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: What are your hopes for Kodu's future?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> It's pretty easy to get into a school as an after school program; it's much harder to get schools to make a long-lasting commitment to a program. But we need that because we want to measure how Kodu affects cognitive development. It's tricky to measure. We need long-term, double-blind studies. \u003cstrong>How do we get beyond the hero teachers who in many cases are using their own money to buy game controllers?\u003c/strong> That's something we're going to keep chipping away at. We're pretty optimistic, actually. We're getting more downloads and requests each week. Teachers in K-12 are desperate for activities that are relevant to kids, and game design is a deep enterprise.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Salman Khan has an idea or two about what the future school day should be. In fact, the founder of \u003ca href=\"www.khanacademy.org/%20\">Khan Academy\u003c/a> -- a series of thousands of YouTube videos that teach everything from calculus to the French Revolution -- is working on making it happen as we speak.\u003c/p>\n\u003cp>It goes something like this:\u003c/p>\n\u003cul>\n\u003cli>Every student working at his or her own pace.\u003c/li>\n\u003cli>Students working in groups and helping each other.\u003c/li>\n\u003cli>Teachers working one-on-one with students.\u003c/li>\n\u003cli>And a school day full of creative, hands-on projects that give kids practical knowledge and experience.\u003c/li>\n\u003c/ul>\n\u003cp>Here's Sal Khan describing it in his own words.\u003c/p>\n\u003cp>http://www.vimeo.com/19192034\u003c/p>\n\u003cp>\u003cem>For those who missed the \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/salman-khan-teaches-the-world-one-youtube-video-at-a-time/\">original article describing the program\u003c/a>, here it is in full.\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>For the first time in history\u003c/strong>, the children of one of the most well-heeled people on earth are getting the same education as those with far less means in places like Calcutta, Kabul, and East Palo Alto.\u003c/p>\n\u003cp>Salman Khan made this point in reference to the well-known fact that Bill Gates’ kids watch and learn from the free Khan Academy, instructional YouTube videos on math, science, and the humanities. It’s the perfect example of technology helping to close the achievement gap.\u003c!--more-->\u003c/p>\n\u003cp>What started out as an easy way for Khan to tutor his cousins in math and science has turned into what Fortune Magazine calls the “epicenter of the educational earthquake.” More than a million users a month watch the 1,800-plus lessons taught by Khan himself. That kind of absurd teacher-student ratio can only exist and succeed online.\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-7293\" href=\"http://ww2.kqed.org/mindshift/2011/01/future-school-day-self-paced-learning-creating-and-collaborating/salthumb-2/\">\u003cimg class=\"alignleft size-full wp-image-7293\" title=\"salthumb\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/salthumb.jpg\" alt=\"\" width=\"75\" height=\"100\">\u003c/a>The content is rich and packed full of information — three degrees from M.I.T. and an MBA from Harvard have certainly fed the depth of Khan’s knowledge — but it’s his easy-going, casual teaching style that keep bringing learners back.\u003c/p>\n\u003cp>“My cousins said they preferred seeing me on YouTube than in person when they first saw me tutoring them online,” Khan said at the Big Ideas Fest earlier this week. “The sessions were tangibly stressful for the kids. One of them said she was feeling judged even though I wasn’t trying to judge her.”\u003c/p>\n\u003cp>With videos, learners can watch on their own time, and pause and repeat information until they absorb the subject matter.\u003c/p>\n\u003cp>And though Khan has had offers to create glossier, highly polished versions of his videos, his public wants him to stay the same.\u003c/p>\n\u003cp>“They say, ‘I love the fact that it feels like a guy is just talking to me, as opposed to some publishing company,’” Khan said. “People love the humanity. Most videos I have not prepared for. I put the problem up there and I do it in real time. And I hear from people how refreshing that is.”\u003c/p>\n\u003cp>It’s true — public comments on his site are full of praise, like this one: “Because of you I can do maths rather quickly in my head. It feels weird. Make it stop.” And this one: “You taught me way more than my teachers ever did at school about the French Revolution. And I am French!”\u003c/p>\n\u003cp>Watching videos allows learners to see the art of problem-solving, and that it’s okay to make mistakes. It’s all a part of the equation.\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-7294\" href=\"http://ww2.kqed.org/mindshift/2011/01/future-school-day-self-paced-learning-creating-and-collaborating/screen-shot-2010-12-09-at-1-44-22-pm-620x350/\">\u003cimg class=\"size-medium wp-image-7294\" title=\"Screen-shot-2010-12-09-at-1.44.22-PM-620x350\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/Screen-shot-2010-12-09-at-1.44.22-PM-620x350-300x169.png\" alt=\"\" width=\"300\" height=\"169\">\u003c/a>\u003c/p>\n\u003cp>Khan’s hope for the future for the Academy? The possibility of offering value-added services to schools, such as teacher dashboards that allow teachers to follow student progress in real time, so they can tend to those who are stuck with certain problems. At the moment, the Academy is giving those dashboards away for free, and hopes to be able to continue to do that.\u003c/p>\n\u003cp>As a non-profit, it’s currently supported by grants — some big ones from large philanthropies. But with all those users (on track to be at 10 million in two years, he says) even if those grants went away, and only one percent of users donated $1 per month, it could sustain itself.\u003c/p>\n\u003cp>His challenge to the audience at the conference, a group of innovators and changemakers like himself: “How come no one else is doing this?”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>\u003ca rel=\"attachment wp-att-7315\" href=\"http://ww2.kqed.org/mindshift/2011/01/future-school-day-self-paced-learning-creating-and-collaborating/ms_school_future_medium-4/\">\u003cimg class=\"alignnone size-full wp-image-7315\" style=\"border: none;\" title=\"MS_school_future_medium\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/MS_school_future_medium3.jpg\" alt=\"\" width=\"64\" height=\"64\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium3.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium3-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium3-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium3-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium3-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium3-75x75.jpg 75w\" sizes=\"(max-width: 64px) 100vw, 64px\">\u003c/a>\u003c/strong>\u003c/em>\u003cem>\u003cstrong>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/strong>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Salman Khan has an idea or two about what the future school day should be. In fact, the founder of \u003ca href=\"www.khanacademy.org/%20\">Khan Academy\u003c/a> -- a series of thousands of YouTube videos that teach everything from calculus to the French Revolution -- is working on making it happen as we speak.\u003c/p>\n\u003cp>It goes something like this:\u003c/p>\n\u003cul>\n\u003cli>Every student working at his or her own pace.\u003c/li>\n\u003cli>Students working in groups and helping each other.\u003c/li>\n\u003cli>Teachers working one-on-one with students.\u003c/li>\n\u003cli>And a school day full of creative, hands-on projects that give kids practical knowledge and experience.\u003c/li>\n\u003c/ul>\n\u003cp>Here's Sal Khan describing it in his own words.\u003c/p>\n\u003cp>http://www.vimeo.com/19192034\u003c/p>\n\u003cp>\u003cem>For those who missed the \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/salman-khan-teaches-the-world-one-youtube-video-at-a-time/\">original article describing the program\u003c/a>, here it is in full.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>For the first time in history\u003c/strong>, the children of one of the most well-heeled people on earth are getting the same education as those with far less means in places like Calcutta, Kabul, and East Palo Alto.\u003c/p>\n\u003cp>Salman Khan made this point in reference to the well-known fact that Bill Gates’ kids watch and learn from the free Khan Academy, instructional YouTube videos on math, science, and the humanities. It’s the perfect example of technology helping to close the achievement gap.\u003c!--more-->\u003c/p>\n\u003cp>What started out as an easy way for Khan to tutor his cousins in math and science has turned into what Fortune Magazine calls the “epicenter of the educational earthquake.” More than a million users a month watch the 1,800-plus lessons taught by Khan himself. That kind of absurd teacher-student ratio can only exist and succeed online.\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-7293\" href=\"http://ww2.kqed.org/mindshift/2011/01/future-school-day-self-paced-learning-creating-and-collaborating/salthumb-2/\">\u003cimg class=\"alignleft size-full wp-image-7293\" title=\"salthumb\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/salthumb.jpg\" alt=\"\" width=\"75\" height=\"100\">\u003c/a>The content is rich and packed full of information — three degrees from M.I.T. and an MBA from Harvard have certainly fed the depth of Khan’s knowledge — but it’s his easy-going, casual teaching style that keep bringing learners back.\u003c/p>\n\u003cp>“My cousins said they preferred seeing me on YouTube than in person when they first saw me tutoring them online,” Khan said at the Big Ideas Fest earlier this week. “The sessions were tangibly stressful for the kids. One of them said she was feeling judged even though I wasn’t trying to judge her.”\u003c/p>\n\u003cp>With videos, learners can watch on their own time, and pause and repeat information until they absorb the subject matter.\u003c/p>\n\u003cp>And though Khan has had offers to create glossier, highly polished versions of his videos, his public wants him to stay the same.\u003c/p>\n\u003cp>“They say, ‘I love the fact that it feels like a guy is just talking to me, as opposed to some publishing company,’” Khan said. “People love the humanity. Most videos I have not prepared for. I put the problem up there and I do it in real time. And I hear from people how refreshing that is.”\u003c/p>\n\u003cp>It’s true — public comments on his site are full of praise, like this one: “Because of you I can do maths rather quickly in my head. It feels weird. Make it stop.” And this one: “You taught me way more than my teachers ever did at school about the French Revolution. 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At the moment, the Academy is giving those dashboards away for free, and hopes to be able to continue to do that.\u003c/p>\n\u003cp>As a non-profit, it’s currently supported by grants — some big ones from large philanthropies. But with all those users (on track to be at 10 million in two years, he says) even if those grants went away, and only one percent of users donated $1 per month, it could sustain itself.\u003c/p>\n\u003cp>His challenge to the audience at the conference, a group of innovators and changemakers like himself: “How come no one else is doing this?”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>\u003ca rel=\"attachment wp-att-7315\" href=\"http://ww2.kqed.org/mindshift/2011/01/future-school-day-self-paced-learning-creating-and-collaborating/ms_school_future_medium-4/\">\u003cimg class=\"alignnone size-full wp-image-7315\" style=\"border: none;\" title=\"MS_school_future_medium\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/MS_school_future_medium3.jpg\" alt=\"\" width=\"64\" height=\"64\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium3.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium3-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium3-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium3-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium3-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium3-75x75.jpg 75w\" sizes=\"(max-width: 64px) 100vw, 64px\">\u003c/a>\u003c/strong>\u003c/em>\u003cem>\u003cstrong>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/strong>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-7269\" href=\"http://ww2.kqed.org/mindshift/2011/01/videos-teacher-instruction-learning/11_1-21_ipad_algebra_0238-2/\">\u003cimg class=\"size-medium wp-image-7269\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_02381-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>Jeannetta Mitchell asks her students to watch videos in class. That may sound counter-intuitive -- why have them watch a video when she's right there?\u003c/p>\n\u003cp>Because, as both she and her students put it, sometimes they understand on the third try, or when it's explained differently. \"There's more than one way to solve something,\" Mitchell says.\u003c/p>\n\u003cp>It's also important to note that students aren't watching videos for the entire class time -- they watch the videos intermittently, between solving problems on the board and working in groups, and answering Mitchell's questions.\u003c/p>\n\u003cp>Here's a short video by Lenny Gonzalez showing what that looks like.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>http://www.vimeo.com/19271416\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-7269\" href=\"http://ww2.kqed.org/mindshift/2011/01/videos-teacher-instruction-learning/11_1-21_ipad_algebra_0238-2/\">\u003cimg class=\"size-medium wp-image-7269\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_02381-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>Jeannetta Mitchell asks her students to watch videos in class. That may sound counter-intuitive -- why have them watch a video when she's right there?\u003c/p>\n\u003cp>Because, as both she and her students put it, sometimes they understand on the third try, or when it's explained differently. \"There's more than one way to solve something,\" Mitchell says.\u003c/p>\n\u003cp>It's also important to note that students aren't watching videos for the entire class time -- they watch the videos intermittently, between solving problems on the board and working in groups, and answering Mitchell's questions.\u003c/p>\n\u003cp>Here's a short video by Lenny Gonzalez showing what that looks like.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cem>Eighth-grade students at the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/\">Presidio Middle School \u003c/a>are trying out using the iPad instead of the textbook as part of a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/algebra-meet-the-ipad-a-year-long-study-explores-learning/\">pilot study\u003c/a>. Here's what they have to say about it.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cdiv id=\"attachment_7211\" class=\"module image right mceTemp\" style=\"width: 300px;\">\n\u003cp>\u003cstrong>\u003cstrong>\u003ca rel=\"attachment wp-att-7211\" href=\"http://ww2.kqed.org/mindshift/2011/01/what-do-students-like-about-the-ipad/11_1-21_ipad_algebra_0387/\">\u003cimg class=\"size-medium wp-image-7211\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_0387-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/strong>\u003c/strong>\u003c/p>\n\u003cp class=\"credit\">\u003cstrong>\u003cstrong>Lenny Gonzalez\u003c/strong>\u003c/strong>\u003c/p>\n\u003cp class=\"caption\">\n\u003c/p>\u003cp>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong>KATE NAKATO\u003c/strong>\u003c/p>\n\u003cp>You can watch videos and it explains stuff to you. The “view in motion” goes step by step with you and I can go back and understand stuff. And it’s easy to carry, it’s not heavy like a book.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Q. When you get stuck on a problem, how’s the iPad different from a book?\u003c/strong>\u003c/p>\n\u003cp>With a book, I would just skip it, and wait to figure out what’s happening in class for Ms. Mitchell to explain. But now I can go back and look at examples. It’s actually more fun than a book. A book’s kind of boring.\u003c/p>\n\u003cp>Sometimes I could be lazy, so I wouldn’t go online, so this is right there on the next page. The videos are my favorite.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. But do you think the videos are helping you learn or they're just making it easy to get the answer?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>It helps me because it shows me how the steps go.\u003c/p>\n\u003cp>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cdiv id=\"attachment_7208\" class=\"module image right mceTemp\" style=\"width: 300px;\">\n\u003cp>\u003cstrong>\u003cstrong>\u003ca rel=\"attachment wp-att-7208\" href=\"http://ww2.kqed.org/mindshift/2011/01/what-do-students-like-about-the-ipad/11_1-21_ipad_algebra_0396/\">\u003cimg class=\"size-medium wp-image-7208 alignright\" title=\"11_1.21_Ipad_Algebra_0396\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_0396-300x450.jpg\" alt=\"\" width=\"179\" height=\"278\">\u003c/a>\u003c/strong>\u003c/strong>\u003c/p>\n\u003cp class=\"credit\">\n\u003c/p>\u003cp class=\"caption\">\u003cstrong>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/strong>\u003c/p>\n\u003cp>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong>KYLE LEE\u003c/strong>\u003c/p>\n\u003cp>It’s a lot more fun. You can have notes that may be essential for tests, or a graphing calculator which is cool. I have a math game app, which is also fun.\u003c/p>\n\u003cp>I watch the videos. They help me understand a little more. They give you step by step instructions. Sometimes I don’t understand the step-by-step the teacher gives me, but I watch the videos over and over again, and I can get it when I need the help.\u003c/p>\n\u003cp>Plus it’s a lot lighter than the math book. It’s fun. My backpack is big everyday.\u003c/p>\n\u003cp>\u003cem>\u003cbr>\n\u003c/em>\u003cbr>\n\u003cstrong>JEFFREY FUNG\u003c/strong>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>\u003cimg class=\"alignright size-medium wp-image-7212\" title=\"11_1.21_Ipad_Algebra_0393\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_0393-300x450.jpg\" alt=\"\" width=\"216\" height=\"323\">\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>It’s easier, a lot lighter, and you can access videos a lot faster than going on the Web and signing into accounts.\u003c/p>\n\u003cp>Usually when a person’s explaining it, it’s a lot easier to listen to. But when you’re reading it on paper, you actually have to think more about what’s on the paper.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Which way you think you learn better?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>With video, it’s a lot faster. And sometimes the video would say something extra, so I’d learn something more than what's just in the textbook.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. How is the teacher different with the iPad than with the book?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>She’s telling us to watch more video, but she's also talking more.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Do you like algebra?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>Yeah, it’s pretty fun once you get it, but the learning process is a long time.\u003c/p>\n\u003cp>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>KIANA MOODY\u003c/strong>\u003cem>\u003cstrong>\u003ca rel=\"attachment wp-att-7215\" href=\"http://ww2.kqed.org/mindshift/2011/01/what-do-students-like-about-the-ipad/11_1-21_ipad_algebra_0401/\">\u003cimg class=\"alignright size-medium wp-image-7215\" title=\"11_1.21_Ipad_Algebra_0401\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_0401-300x450.jpg\" alt=\"\" width=\"232\" height=\"348\">\u003c/a>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>I learn a lot more and a lot faster with an iPad because we get to watch videos. But I'm gonna be kind of sad when we turn them in.\u003c/p>\n\u003cp>I like that we can watch videos, and the questions are multiple choice so it's a little bit easier to answer.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Are the questions easier or easier to work the problems?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>The problems are the same as in the book, but it makes it more fun because you're using an iPad, it makes you kind of like do it more.\u003c/p>\n\u003cp>Because it's like having a teacher at home. You can watch it anytime you want to. I use it for homework and to study for tests.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Is there anything you would change about it?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>I would like it to be able to zoom in because the questions are smaller than they are in the book.\u003c/p>\n\n",
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"description": "Eighth-grade students at the Presidio Middle School are trying out using the iPad instead of the textbook as part of a pilot study. Here's what they have to say about it. Lenny Gonzalez KATE NAKATO You can watch videos and it explains stuff to you. The “view in motion” goes step by step with you",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Eighth-grade students at the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/\">Presidio Middle School \u003c/a>are trying out using the iPad instead of the textbook as part of a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/algebra-meet-the-ipad-a-year-long-study-explores-learning/\">pilot study\u003c/a>. Here's what they have to say about it.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cdiv id=\"attachment_7211\" class=\"module image right mceTemp\" style=\"width: 300px;\">\n\u003cp>\u003cstrong>\u003cstrong>\u003ca rel=\"attachment wp-att-7211\" href=\"http://ww2.kqed.org/mindshift/2011/01/what-do-students-like-about-the-ipad/11_1-21_ipad_algebra_0387/\">\u003cimg class=\"size-medium wp-image-7211\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_0387-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/strong>\u003c/strong>\u003c/p>\n\u003cp class=\"credit\">\u003cstrong>\u003cstrong>Lenny Gonzalez\u003c/strong>\u003c/strong>\u003c/p>\n\u003cp class=\"caption\">\n\u003c/p>\u003cp>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong>KATE NAKATO\u003c/strong>\u003c/p>\n\u003cp>You can watch videos and it explains stuff to you. The “view in motion” goes step by step with you and I can go back and understand stuff. And it’s easy to carry, it’s not heavy like a book.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Q. When you get stuck on a problem, how’s the iPad different from a book?\u003c/strong>\u003c/p>\n\u003cp>With a book, I would just skip it, and wait to figure out what’s happening in class for Ms. Mitchell to explain. But now I can go back and look at examples. It’s actually more fun than a book. A book’s kind of boring.\u003c/p>\n\u003cp>Sometimes I could be lazy, so I wouldn’t go online, so this is right there on the next page. The videos are my favorite.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. But do you think the videos are helping you learn or they're just making it easy to get the answer?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>It helps me because it shows me how the steps go.\u003c/p>\n\u003cp>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cdiv id=\"attachment_7208\" class=\"module image right mceTemp\" style=\"width: 300px;\">\n\u003cp>\u003cstrong>\u003cstrong>\u003ca rel=\"attachment wp-att-7208\" href=\"http://ww2.kqed.org/mindshift/2011/01/what-do-students-like-about-the-ipad/11_1-21_ipad_algebra_0396/\">\u003cimg class=\"size-medium wp-image-7208 alignright\" title=\"11_1.21_Ipad_Algebra_0396\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_0396-300x450.jpg\" alt=\"\" width=\"179\" height=\"278\">\u003c/a>\u003c/strong>\u003c/strong>\u003c/p>\n\u003cp class=\"credit\">\n\u003c/p>\u003cp class=\"caption\">\u003cstrong>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/strong>\u003c/p>\n\u003cp>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong>KYLE LEE\u003c/strong>\u003c/p>\n\u003cp>It’s a lot more fun. You can have notes that may be essential for tests, or a graphing calculator which is cool. I have a math game app, which is also fun.\u003c/p>\n\u003cp>I watch the videos. They help me understand a little more. They give you step by step instructions. Sometimes I don’t understand the step-by-step the teacher gives me, but I watch the videos over and over again, and I can get it when I need the help.\u003c/p>\n\u003cp>Plus it’s a lot lighter than the math book. It’s fun. My backpack is big everyday.\u003c/p>\n\u003cp>\u003cem>\u003cbr>\n\u003c/em>\u003cbr>\n\u003cstrong>JEFFREY FUNG\u003c/strong>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>\u003cimg class=\"alignright size-medium wp-image-7212\" title=\"11_1.21_Ipad_Algebra_0393\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_0393-300x450.jpg\" alt=\"\" width=\"216\" height=\"323\">\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>It’s easier, a lot lighter, and you can access videos a lot faster than going on the Web and signing into accounts.\u003c/p>\n\u003cp>Usually when a person’s explaining it, it’s a lot easier to listen to. But when you’re reading it on paper, you actually have to think more about what’s on the paper.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Which way you think you learn better?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>With video, it’s a lot faster. And sometimes the video would say something extra, so I’d learn something more than what's just in the textbook.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. How is the teacher different with the iPad than with the book?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>She’s telling us to watch more video, but she's also talking more.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Do you like algebra?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>Yeah, it’s pretty fun once you get it, but the learning process is a long time.\u003c/p>\n\u003cp>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>KIANA MOODY\u003c/strong>\u003cem>\u003cstrong>\u003ca rel=\"attachment wp-att-7215\" href=\"http://ww2.kqed.org/mindshift/2011/01/what-do-students-like-about-the-ipad/11_1-21_ipad_algebra_0401/\">\u003cimg class=\"alignright size-medium wp-image-7215\" title=\"11_1.21_Ipad_Algebra_0401\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_0401-300x450.jpg\" alt=\"\" width=\"232\" height=\"348\">\u003c/a>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>I learn a lot more and a lot faster with an iPad because we get to watch videos. But I'm gonna be kind of sad when we turn them in.\u003c/p>\n\u003cp>I like that we can watch videos, and the questions are multiple choice so it's a little bit easier to answer.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Are the questions easier or easier to work the problems?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>The problems are the same as in the book, but it makes it more fun because you're using an iPad, it makes you kind of like do it more.\u003c/p>\n\u003cp>Because it's like having a teacher at home. You can watch it anytime you want to. I use it for homework and to study for tests.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Is there anything you would change about it?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>I would like it to be able to zoom in because the questions are smaller than they are in the book.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Teaching With a Tablet: One Educator's Experience",
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"content": "\u003cfigure id=\"attachment_7160\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-7160\" href=\"http://ww2.kqed.org/mindshift/2011/01/teaching-with-a-tablet-one-educators-experience/11_1-21_ipad_algebra_0014-2/\">\u003cimg class=\"size-medium wp-image-7160\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_00141-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Teacher Jeannetta Mitchell\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>For more detail about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/\">my visit to the Presidio Middle School's iPad\u003c/a> algebra class, here's the complete Q&A with eighth-grade teacher Jeannetta Mitchell. She talks about the practicalities of forgoing the traditional textbook and seeing students find different ways of learning the material. \u003c/em>\u003c/p>\n\u003cp>\u003cem>Far from being afraid of the technology -- or believing that it will be the beacon of hope -- this veteran teacher is a pragmatist. She's determined to find the best way to grab her students' interest and get them to enjoy learning.\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Do you think the iPad is actually changing the way students learn?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. I definitely believe it’s changing the way they learn. The iPad is more than just a textbook. It has example videos to watch, so if I’m teaching in class and explaining something, they take notes. They think they understand, they go home, they might forget to do something or they’re not sure. They watch the video at home and it’s a teacher explaining the very same concept. So it’s like taking the teacher home with them.\u003c/p>\n\u003caside class=\"pullquote alignright\">It wasn’t the magic wand that was going to do everything for them, that they still had to think.\u003c/aside>\n\u003cp>Given the fact that it’s on an iPad, they’re more apt to use it. Because the other students using print textbooks who have the same access to the videos online but who are not using iPads, they have to go to the computer and the Internet. And a kid doing homework at home, they’re not going to go to the computer, find the site, put in their user name and password. They’re not going to bother, because they think, “She’ll just explain it to me tomorrow.” But the kid with the iPad -- it’s right there. All they have to do is hit a couple of buttons and watch the video. They’re more apt to use it.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Where do they work out the problems?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. On some of the pages on the iPad, there is a sketchpad ... But I don’t think it can replace the pen and pencil; they're still necessary for math. I want to see their work, because if the answer is incorrect, I need to see where they made the mistake.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Do you allow them to use the calculator?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. I don’t because these are numbers they should be comfortable with. If they use a calculator, they don’t get a sense of what makes sense and what doesn’t. I only let them use the calculator to \u003cem>check\u003c/em> the work, not to do the work.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>\u003ca rel=\"attachment wp-att-7181\" href=\"http://ww2.kqed.org/mindshift/2011/01/teaching-with-a-tablet-one-educators-experience/11_1-21_ipad_algebra_0290-2/\">\u003cimg class=\"alignleft size-medium wp-image-7181\" title=\"11_1.21_Ipad_Algebra_0290\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_02901-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>Q. How have their test scores measured up?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. Initially, the test scores did not represent what everybody had hoped they would represent. The students performed actually at a lower level than my other three classes using print textbooks. And I had a conversation with the class explaining to them that the ipad was not the panacea of all ills. It wasn’t the magic wand that was going to do everything for them, that they still had to think. You have to be engaged. It’s not giving you the answers, it’s helping you get the answers.\u003c/p>\n\u003cp>But since I showed them the videos and they saw how helpful the videos were, they started using them. And I’ve noticed that the grades have gotten a lot better since I told them to use what’s available. You cannot convince any school, any district, to use this device if you’re not utilizing all the capabilities it has for you.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Have the grades improved?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. Yes. There’s not that big a discrepancy at all [between the classes that use the textbook and the iPad]. You would not be able to separate them between the classes. But I’m interested in seeing by the end of the year if it actually surpasses the others.\u003c/p>\n\u003cp>One of the things about the iPad, though, it’s a great tool, but it’s like anything, if you don’t use the tool you’re not going to get anything accomplished.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Do you see the iPad helping with students who are having a hard time?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. It helps the kid who wants to do well, but in middle school, it’s not going to magically make it happen for them. It’s not the magic wand. But if nothing else, it helps not carrying around a 10-pound book. But overall, the majority of the kids are using it for what it’s for. They’re taking advantage of what it can do.\u003c/p>\n\u003cp>One thing I do, I can provide multiple choice questions and their iPads will synch to my iPad and I’ll have [the answers] and they’ll have a timer. They do the work, and on my iPad, I can see how many kids are choosing which answers. The benefit for me is that if there are a number of people who are choosing one answer and it’s incorrect, it’s a quick cue for me to go back and see where’s the disconnect, what’s the problem. And it’s so immediate.\u003c/p>\n\u003cp>It’s different than saying, “How many of you don’t understand this,” or \"How many of you got the wrong answer.\" Kids aren’t going to hold up their hands to vote, but on their iPad, they know they’re somewhat anonymous. It just helps me.\u003c/p>\n\u003caside class=\"pullquote alignright\">It helps the kid who wants to do well, but in middle school, it’s not going to magically make it happen for them.\u003c/aside>\n\u003cp>\u003cem>\u003cstrong>Q. Your students told me the iPads make math more fun.\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. It \u003cem>is\u003c/em> fun! And we made it to where they can personalize it, and they’re allowed to get their music on it and things like that. But they also know that I have the capability of finding out every site that they’ve ever gone to, and not one child has gone on a site that they’re not supposed to.\u003c/p>\n\u003cp>But what’s great is that [principal] Pam Clisham has been really instrumental in getting the message to all the parents. They had to sign off on it. If anything happens they have to replace it, they have to buy insurance for it, and they have to know what sites [students] can’t use.\u003c/p>\n\u003cp>But the parents knew this was something big, and they wanted their child to participate. You have to get parents bought into it.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. At this point, do you think the iPad or the e-reader is just another passing fad, or will it really change what's happening in schools?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. I don’t think it’s a passing fad at all. When I look at students when they’re handed these big books, and a child looks at that fat book, they won’t say it verbally, they say it to themselves subconsciously, “I can’t learn that.” And I can see it on their faces.\u003c/p>\n\u003cp>With an iPad, they can look at it, they believe they’re going to learn what they have to from it because they don’t see the whole book. They see bits of information as it’s presented.\u003c/p>\n\u003cp>So I don’t get anyone who thinks, \"I don’t get the first two chapters, I don’t get it, so I’m done.\"\u003c/p>\n\u003cp>It’s a positive thing for them. Plus they don’t have a fear of anything electronic -- they’re still showing me things -- but they do have fear of a fat textbook.\u003c/p>\n\u003cp>\u003cem>\u003cstrong> \u003c/strong>\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_7186\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-7186\" href=\"http://ww2.kqed.org/mindshift/2011/01/teaching-with-a-tablet-one-educators-experience/11_1-21_ipad_algebra_0252-3/\">\u003cimg class=\"size-medium wp-image-7186\" title=\"11_1.21_Ipad_Algebra_0252\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_02522-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>\u003cstrong>Q. What are some things you might change about this particular app for algebra?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. We’re in contact weekly with Apple and the publishing company. They’re not saying, Here’s the perfect tool. Just take the test and we’ll take the results. They’re always asking what else can it do? That’s what I appreciate about it.\u003c/p>\n\u003cp>One thing that's problematic is that the teacher’s edition is not on my iPad. Mine looks just like the students', so I still have to use the big textbook. So hopefully they’ll have a teacher’s app.\u003c/p>\n\u003cp>And there needs to be a place for the kids to do the work. They’re working on how to reconfigure the sketchpad so it's easier to use.\u003c/p>\n\u003cp>The supplementary pages are in the back of the book and are hard to find.\u003c/p>\n\u003cp>But what's nice is they can make a note, either oral or type it in, to find something.\u003c/p>\n\u003cp>They also can record what I’m saying in class, and that happens more often than I thought. So when I’m talking, the kids can have record button on. It’s very clear what’s being said. They literally can take the teacher home with them. I have to make sure I know what I'm telling them.\u003c/p>\n\u003cp>And when they’re listening to something, or they want to make an oral note, they speak into the speaker it.\u003c/p>\n\u003cp>And they can add math apps. They can personalize it.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. As a teacher who's now using the iPad in class, what do you say to those who fear it will replace them?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. Anyone who thinks that the iPad or online textbook is going to replace them, they don’t have to worry about that. It’s just like giving a book to a student who reads well and telling them to teach themselves. That doesn’t happen.\u003c/p>\n\u003cp>Only the classroom teacher can see the disconnect, the child that has the question but isn’t asking. You have to be involved. I as a teacher cannot sit down while I’m teaching. That’s impossible. You have to move around and keep students engaged. There’s no doubt in my mind that if I left the room they would not be testing as well as they are. They need a teacher. So I don’t think that’s a problem.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. So how do you use the video tutorials? \u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. Because how I teach might be different than what's in the video, and the reality is that there’s more than one way to solve something. It doesn’t necessarily mimic me.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Ten years from now I don’t think they’re going to be carrying around these fat textbooks.\u003c/aside>\n\u003cp>\u003cstrong>Q. Is the iPad helping students who are having a hard time?\u003c/strong>\u003c/p>\n\u003cp>A. I have students who are participating in this class who did not participate in their previous math classes. So it does engage them. Is it going to make them all brainiacs and straight A students? No, it’s not going to do that, but it will keep them engaged.\u003c/p>\n\u003cp>They’re interested. But at the same time I walk around making sure they’re doing what I want them to do, instead of some other applications. But that’s what a teacher does even when they have a textbook. Just like if they're holding a cartoon book in front of their textbook.\u003c/p>\n\u003cp>I don’t believe the students think, \"Well I won’t pay attention in class because I can watch it at home.\" That’s not the case. They really use it as a supplement, not as a replacement of the teacher.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Do you think the iPad is motivating students to try harder?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. Some of them are definitely trying more. “I had to watch it three times before I really got it, Ms. Mitchell.” And I say: \"But how did you feel when you got it?\" They say: “I understand it.”\u003c/p>\n\u003cp>I’ve never had a student say: \"I've read this three times in the book, and I don’t get it, I’ll ask Ms. Mitchell tomorrow.\" But they will watch that video.\u003c/p>\n\u003cp>But they don’t have to watch the video. They can see the problem and the iPad shows them the first step in solving it. So they go, ‘Oh, I can get it.’ Because many times you just need a boost, a reminder. And they pull down and see the next step, so it just introduces it a little at a time, it doesn’t just give the answer.\u003c/p>\n\u003cp>That’s one of the best things about the iPad as opposed to the book. It shows \u003cem>how\u003c/em> to solve. The textbook just has answers in the back, no explanation as to how to get there. The iPad shows step by step how to get to it, so that’s the real plus.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. But is it solving the problem for them? Are they learning in that case?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. They don’t really look at it as it’s solving the problem for them. They really want to understand. Kids really do want to learn, and this just makes it more fun for them to learn. Nobody’s just sitting there writing down the answer, saying, \"I don’t know how I got there. They know how they got there.\"\u003c/p>\n\u003cp>I don’t see anyone thinking that they got one over on the teacher because they got the answers off the machine.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. How have students been treating these expensive gadgets?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. A week ago, none were lost or damaged. Now we have just one that's missing. It was left somewhere that other people knew how to get to it. But the people who took it don’t realize we have a GPS on it. And the parents had bought insurance, but the replacement hasn’t come yet.\u003c/p>\n\u003cp>But mostly they’ve been really responsible. They give me iPads, I lock it up until class time, then I lock it until the end of the day when they come back for it.\u003c/p>\n\u003cp>\u003cem>\u003cstrong> \u003c/strong>\u003c/em>\u003c/p>\n\u003cdiv id=\"attachment_7198\" class=\"module image right mceTemp\" style=\"width: 300px;\">\n\u003cp>\u003cem>\u003cstrong>\u003cem>\u003cstrong>\u003ca rel=\"attachment wp-att-7198\" href=\"http://ww2.kqed.org/mindshift/2011/01/teaching-with-a-tablet-one-educators-experience/11_1-21_ipad_algebra_0009-2/\">\u003cimg class=\"size-medium wp-image-7198\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_00091-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/strong>\u003c/em>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp class=\"credit\">\u003cem>\u003cstrong>\u003cem>\u003cstrong>Lenny Gonzalez\u003c/strong>\u003c/em>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp class=\"caption\">\n\u003c/p>\u003c/div>\n\u003cp>\u003cem>\u003cstrong>Q. What do you think is going to happen to textbooks in the future?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. Ten years from now I don’t think they’re going to be carrying around these fat textbooks.\u003c/p>\n\u003cp>I can’t imagine that there won’t be a time that all the textbooks won’t be on the tablet. Students will be able to take it with them. If Houghton Mifflin Harcourt can put an algebra book on a tablet, what’s to stop them from putting a science book on the tablet? In fact, it might create even more consistency about which texts are more used in the district.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What about cost?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cem>Principal Pam Clisham, who was also in the room during the interview added her thoughts on the matter.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Pam Clisham\u003c/strong>: They’re expensive, but so are textbooks. If you had one iPad and all of your textbooks were on your iPad, it would be the same cost. Right now textbooks are running $50 or $60 dollars a piece, plus supplementary materials.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Jeannetta Mitchell:\u003c/strong> A student just needs one iPad for all of middle school. For a three-year period, it would pay for itself, and then some.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_7160\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-7160\" href=\"http://ww2.kqed.org/mindshift/2011/01/teaching-with-a-tablet-one-educators-experience/11_1-21_ipad_algebra_0014-2/\">\u003cimg class=\"size-medium wp-image-7160\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_00141-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Teacher Jeannetta Mitchell\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>For more detail about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/\">my visit to the Presidio Middle School's iPad\u003c/a> algebra class, here's the complete Q&A with eighth-grade teacher Jeannetta Mitchell. She talks about the practicalities of forgoing the traditional textbook and seeing students find different ways of learning the material. \u003c/em>\u003c/p>\n\u003cp>\u003cem>Far from being afraid of the technology -- or believing that it will be the beacon of hope -- this veteran teacher is a pragmatist. She's determined to find the best way to grab her students' interest and get them to enjoy learning.\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Do you think the iPad is actually changing the way students learn?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. I definitely believe it’s changing the way they learn. The iPad is more than just a textbook. It has example videos to watch, so if I’m teaching in class and explaining something, they take notes. They think they understand, they go home, they might forget to do something or they’re not sure. They watch the video at home and it’s a teacher explaining the very same concept. So it’s like taking the teacher home with them.\u003c/p>\n\u003caside class=\"pullquote alignright\">It wasn’t the magic wand that was going to do everything for them, that they still had to think.\u003c/aside>\n\u003cp>Given the fact that it’s on an iPad, they’re more apt to use it. Because the other students using print textbooks who have the same access to the videos online but who are not using iPads, they have to go to the computer and the Internet. And a kid doing homework at home, they’re not going to go to the computer, find the site, put in their user name and password. They’re not going to bother, because they think, “She’ll just explain it to me tomorrow.” But the kid with the iPad -- it’s right there. All they have to do is hit a couple of buttons and watch the video. They’re more apt to use it.\u003c!--more-->\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. Where do they work out the problems?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. On some of the pages on the iPad, there is a sketchpad ... But I don’t think it can replace the pen and pencil; they're still necessary for math. I want to see their work, because if the answer is incorrect, I need to see where they made the mistake.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Do you allow them to use the calculator?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. I don’t because these are numbers they should be comfortable with. If they use a calculator, they don’t get a sense of what makes sense and what doesn’t. I only let them use the calculator to \u003cem>check\u003c/em> the work, not to do the work.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>\u003ca rel=\"attachment wp-att-7181\" href=\"http://ww2.kqed.org/mindshift/2011/01/teaching-with-a-tablet-one-educators-experience/11_1-21_ipad_algebra_0290-2/\">\u003cimg class=\"alignleft size-medium wp-image-7181\" title=\"11_1.21_Ipad_Algebra_0290\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_02901-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>Q. How have their test scores measured up?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. Initially, the test scores did not represent what everybody had hoped they would represent. The students performed actually at a lower level than my other three classes using print textbooks. And I had a conversation with the class explaining to them that the ipad was not the panacea of all ills. It wasn’t the magic wand that was going to do everything for them, that they still had to think. You have to be engaged. It’s not giving you the answers, it’s helping you get the answers.\u003c/p>\n\u003cp>But since I showed them the videos and they saw how helpful the videos were, they started using them. And I’ve noticed that the grades have gotten a lot better since I told them to use what’s available. You cannot convince any school, any district, to use this device if you’re not utilizing all the capabilities it has for you.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Have the grades improved?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. Yes. There’s not that big a discrepancy at all [between the classes that use the textbook and the iPad]. You would not be able to separate them between the classes. But I’m interested in seeing by the end of the year if it actually surpasses the others.\u003c/p>\n\u003cp>One of the things about the iPad, though, it’s a great tool, but it’s like anything, if you don’t use the tool you’re not going to get anything accomplished.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Do you see the iPad helping with students who are having a hard time?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. It helps the kid who wants to do well, but in middle school, it’s not going to magically make it happen for them. It’s not the magic wand. But if nothing else, it helps not carrying around a 10-pound book. But overall, the majority of the kids are using it for what it’s for. They’re taking advantage of what it can do.\u003c/p>\n\u003cp>One thing I do, I can provide multiple choice questions and their iPads will synch to my iPad and I’ll have [the answers] and they’ll have a timer. They do the work, and on my iPad, I can see how many kids are choosing which answers. The benefit for me is that if there are a number of people who are choosing one answer and it’s incorrect, it’s a quick cue for me to go back and see where’s the disconnect, what’s the problem. And it’s so immediate.\u003c/p>\n\u003cp>It’s different than saying, “How many of you don’t understand this,” or \"How many of you got the wrong answer.\" Kids aren’t going to hold up their hands to vote, but on their iPad, they know they’re somewhat anonymous. It just helps me.\u003c/p>\n\u003caside class=\"pullquote alignright\">It helps the kid who wants to do well, but in middle school, it’s not going to magically make it happen for them.\u003c/aside>\n\u003cp>\u003cem>\u003cstrong>Q. Your students told me the iPads make math more fun.\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. It \u003cem>is\u003c/em> fun! And we made it to where they can personalize it, and they’re allowed to get their music on it and things like that. But they also know that I have the capability of finding out every site that they’ve ever gone to, and not one child has gone on a site that they’re not supposed to.\u003c/p>\n\u003cp>But what’s great is that [principal] Pam Clisham has been really instrumental in getting the message to all the parents. They had to sign off on it. If anything happens they have to replace it, they have to buy insurance for it, and they have to know what sites [students] can’t use.\u003c/p>\n\u003cp>But the parents knew this was something big, and they wanted their child to participate. You have to get parents bought into it.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. At this point, do you think the iPad or the e-reader is just another passing fad, or will it really change what's happening in schools?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. I don’t think it’s a passing fad at all. When I look at students when they’re handed these big books, and a child looks at that fat book, they won’t say it verbally, they say it to themselves subconsciously, “I can’t learn that.” And I can see it on their faces.\u003c/p>\n\u003cp>With an iPad, they can look at it, they believe they’re going to learn what they have to from it because they don’t see the whole book. They see bits of information as it’s presented.\u003c/p>\n\u003cp>So I don’t get anyone who thinks, \"I don’t get the first two chapters, I don’t get it, so I’m done.\"\u003c/p>\n\u003cp>It’s a positive thing for them. Plus they don’t have a fear of anything electronic -- they’re still showing me things -- but they do have fear of a fat textbook.\u003c/p>\n\u003cp>\u003cem>\u003cstrong> \u003c/strong>\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_7186\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-7186\" href=\"http://ww2.kqed.org/mindshift/2011/01/teaching-with-a-tablet-one-educators-experience/11_1-21_ipad_algebra_0252-3/\">\u003cimg class=\"size-medium wp-image-7186\" title=\"11_1.21_Ipad_Algebra_0252\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_02522-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>\u003cstrong>Q. What are some things you might change about this particular app for algebra?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. We’re in contact weekly with Apple and the publishing company. They’re not saying, Here’s the perfect tool. Just take the test and we’ll take the results. They’re always asking what else can it do? That’s what I appreciate about it.\u003c/p>\n\u003cp>One thing that's problematic is that the teacher’s edition is not on my iPad. Mine looks just like the students', so I still have to use the big textbook. So hopefully they’ll have a teacher’s app.\u003c/p>\n\u003cp>And there needs to be a place for the kids to do the work. They’re working on how to reconfigure the sketchpad so it's easier to use.\u003c/p>\n\u003cp>The supplementary pages are in the back of the book and are hard to find.\u003c/p>\n\u003cp>But what's nice is they can make a note, either oral or type it in, to find something.\u003c/p>\n\u003cp>They also can record what I’m saying in class, and that happens more often than I thought. So when I’m talking, the kids can have record button on. It’s very clear what’s being said. They literally can take the teacher home with them. I have to make sure I know what I'm telling them.\u003c/p>\n\u003cp>And when they’re listening to something, or they want to make an oral note, they speak into the speaker it.\u003c/p>\n\u003cp>And they can add math apps. They can personalize it.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. As a teacher who's now using the iPad in class, what do you say to those who fear it will replace them?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. Anyone who thinks that the iPad or online textbook is going to replace them, they don’t have to worry about that. It’s just like giving a book to a student who reads well and telling them to teach themselves. That doesn’t happen.\u003c/p>\n\u003cp>Only the classroom teacher can see the disconnect, the child that has the question but isn’t asking. You have to be involved. I as a teacher cannot sit down while I’m teaching. That’s impossible. You have to move around and keep students engaged. There’s no doubt in my mind that if I left the room they would not be testing as well as they are. They need a teacher. So I don’t think that’s a problem.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. So how do you use the video tutorials? \u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. Because how I teach might be different than what's in the video, and the reality is that there’s more than one way to solve something. It doesn’t necessarily mimic me.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Ten years from now I don’t think they’re going to be carrying around these fat textbooks.\u003c/aside>\n\u003cp>\u003cstrong>Q. Is the iPad helping students who are having a hard time?\u003c/strong>\u003c/p>\n\u003cp>A. I have students who are participating in this class who did not participate in their previous math classes. So it does engage them. Is it going to make them all brainiacs and straight A students? No, it’s not going to do that, but it will keep them engaged.\u003c/p>\n\u003cp>They’re interested. But at the same time I walk around making sure they’re doing what I want them to do, instead of some other applications. But that’s what a teacher does even when they have a textbook. Just like if they're holding a cartoon book in front of their textbook.\u003c/p>\n\u003cp>I don’t believe the students think, \"Well I won’t pay attention in class because I can watch it at home.\" That’s not the case. They really use it as a supplement, not as a replacement of the teacher.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Do you think the iPad is motivating students to try harder?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. Some of them are definitely trying more. “I had to watch it three times before I really got it, Ms. Mitchell.” And I say: \"But how did you feel when you got it?\" They say: “I understand it.”\u003c/p>\n\u003cp>I’ve never had a student say: \"I've read this three times in the book, and I don’t get it, I’ll ask Ms. Mitchell tomorrow.\" But they will watch that video.\u003c/p>\n\u003cp>But they don’t have to watch the video. They can see the problem and the iPad shows them the first step in solving it. So they go, ‘Oh, I can get it.’ Because many times you just need a boost, a reminder. And they pull down and see the next step, so it just introduces it a little at a time, it doesn’t just give the answer.\u003c/p>\n\u003cp>That’s one of the best things about the iPad as opposed to the book. It shows \u003cem>how\u003c/em> to solve. The textbook just has answers in the back, no explanation as to how to get there. The iPad shows step by step how to get to it, so that’s the real plus.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. But is it solving the problem for them? Are they learning in that case?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. They don’t really look at it as it’s solving the problem for them. They really want to understand. Kids really do want to learn, and this just makes it more fun for them to learn. Nobody’s just sitting there writing down the answer, saying, \"I don’t know how I got there. They know how they got there.\"\u003c/p>\n\u003cp>I don’t see anyone thinking that they got one over on the teacher because they got the answers off the machine.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. How have students been treating these expensive gadgets?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. A week ago, none were lost or damaged. Now we have just one that's missing. It was left somewhere that other people knew how to get to it. But the people who took it don’t realize we have a GPS on it. And the parents had bought insurance, but the replacement hasn’t come yet.\u003c/p>\n\u003cp>But mostly they’ve been really responsible. They give me iPads, I lock it up until class time, then I lock it until the end of the day when they come back for it.\u003c/p>\n\u003cp>\u003cem>\u003cstrong> \u003c/strong>\u003c/em>\u003c/p>\n\u003cdiv id=\"attachment_7198\" class=\"module image right mceTemp\" style=\"width: 300px;\">\n\u003cp>\u003cem>\u003cstrong>\u003cem>\u003cstrong>\u003ca rel=\"attachment wp-att-7198\" href=\"http://ww2.kqed.org/mindshift/2011/01/teaching-with-a-tablet-one-educators-experience/11_1-21_ipad_algebra_0009-2/\">\u003cimg class=\"size-medium wp-image-7198\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_00091-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/strong>\u003c/em>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp class=\"credit\">\u003cem>\u003cstrong>\u003cem>\u003cstrong>Lenny Gonzalez\u003c/strong>\u003c/em>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp class=\"caption\">\n\u003c/p>\u003c/div>\n\u003cp>\u003cem>\u003cstrong>Q. What do you think is going to happen to textbooks in the future?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. Ten years from now I don’t think they’re going to be carrying around these fat textbooks.\u003c/p>\n\u003cp>I can’t imagine that there won’t be a time that all the textbooks won’t be on the tablet. Students will be able to take it with them. If Houghton Mifflin Harcourt can put an algebra book on a tablet, what’s to stop them from putting a science book on the tablet? In fact, it might create even more consistency about which texts are more used in the district.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What about cost?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cem>Principal Pam Clisham, who was also in the room during the interview added her thoughts on the matter.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Pam Clisham\u003c/strong>: They’re expensive, but so are textbooks. If you had one iPad and all of your textbooks were on your iPad, it would be the same cost. Right now textbooks are running $50 or $60 dollars a piece, plus supplementary materials.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Jeannetta Mitchell:\u003c/strong> A student just needs one iPad for all of middle school. For a three-year period, it would pay for itself, and then some.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_7087\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003cem>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/11_1-21_ipad_algebra_0075/\" rel=\"attachment wp-att-7087\">\u003cimg class=\"size-large wp-image-7087\" title=\"11_1.21_Ipad_Algebra_0075\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_0075-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\n\u003cp class=\"caption\">\n\u003c/p>\u003cp>\u003c/p>\u003c/em>\u003c/em>\n\u003cp class=\"credit\">\u003cem>\u003cem>Lenny Gonzalez\u003c/em>\u003c/em>\u003c/p>\n\u003cp>Halfway through a year-long pilot study using iPads instead of textbooks, a San Francisco eighth-grade algebra class is showing signs of every teacher’s dream: the spark of engagement in her students’ eyes.\u003c/p>\n\u003cp>Jeannetta Mitchell, a veteran teacher of 20 years, is encouraged by what she sees so far. “This is not a magic wand,” she says. “This just makes it more fun for them to learn. Nobody’s just sitting there writing down the answer, saying I don’t know how I got there. They know how they got there.”\u003c/p>\n\u003cp>During my visit to her class last Friday, it was apparent that \u003cem>she\u003c/em> was a big part of the reason they understood those problems. Mitchell walked up and down the aisles of the class for the entire duration of the period, asking questions, offering explanations, and giving one-on-one help when it was needed.\u003c/p>\n\u003cp>The students never had a chance to tune her out – they were constantly being asked to participate one way or another, whether it was working out problems on the whiteboard (not interactive), watching instructional videos on the iPad, or working in groups.\u003c/p>\n\u003cp> \u003c/p>\n\u003caside class=\"pullquote alignleft\">If the goal of learning is to figure out the “how” and not just the correct answer, then the gadget is doing its job.\u003c/aside>\n\u003cp>The class at Presidio Middle School is part of a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-new-tool-in-the-classroom-grabs-the-spotlight/\">study of a 1,000 California students\u003c/a>, 400 of who are learning algebra with iPads. The pilot program for the iPad algebra application was developed by textbook publisher Houghton Mifflin Harcourt, and follows the traditional textbook page by page.\u003c/p>\n\u003cp>But one of the differences between the book and the app is that students can watch videos of instructors explaining each problem as many times as they need in order to understand.\u003c/p>\n\u003cp>“That’s one of the best things about the iPad as opposed to the book,” Mitchell says. “It shows \u003cem>how\u003c/em> to solve. The textbook just has answers in the back, no explanations as to how to get there.”\u003c!--more-->\u003c/p>\n\u003cp>If the goal of learning is to figure out the “how” and not just the correct answer, then the gadget is doing its job. “Students don’t really look at it as it’s solving the problem for them. They really want to understand. Kids really do want to learn, and this just makes it more fun for them to learn,” Mitchell says.\u003c/p>\n\u003cp>\u003cstrong>TESTING, TESTING \u003c/strong>\u003c/p>\n\u003cp>Mitchell admits that when the pilot first launched, test scores for the class using the iPad were actually lower than those using the traditional textbook.\u003c/p>\n\u003cp>“I had a conversation with the class explaining to them that the iPad was not the panacea of all ills. It wasn’t going to do everything for them, that they still had to think,” she says. “You have to be engaged. It’s not giving you the answers; it’s helping you get the answers.”\u003c/p>\n\u003cfigure id=\"attachment_7092\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/11_1-21_ipad_algebra_0252/\" rel=\"attachment wp-att-7092\">\u003cimg class=\"size-medium wp-image-7092\" title=\"11_1.21_Ipad_Algebra_0252\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_0252-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Each class in the pilot program is figuring out its own way of getting the best out of the iPad, and in Mitchell’s case, the videos have been key.\u003c/p>\n\u003cp>“I’ve used the videos in class a lot more and I’ve noticed that the grades have gotten a lot better since I told them to use what’s available,” Mitchell says. “You cannot convince any school any district to use this device if you’re not utilizing all the capabilities it has for you.”\u003c/p>\n\u003cp>So have the grades improved?\u003c/p>\n\u003cp>“Yes, there’s not a discrepancy between” the class using the iPad and their textbook using counterparts. Her hope, though, is that the iPad class scores will surpass the print book class scores. “One of the things about the iPad -- it’s a great tool, but it’s like anything, if you don’t use the tool you’re not going to get anything accomplished,” she says.\u003c/p>\n\u003cp>But even more importantly than scores, Mitchell has noticed that some students who’d showed no interest in math in the past are hooked. “I have students who are participating in this class who did not participate in their previous math classes, so it does engage them,” she says. “Is it going to make them all brainiacs and straight A students? No it’s not going to do that. But it will keep them engaged.”\u003c/p>\n\u003cp>\u003cstrong>WHAT DO STUDENTS THINK?\u003c/strong>\u003c/p>\n\u003cp>Kyle Lee:\u003c/p>\n\u003cp>“Sometimes I don’t understand the step by step the teacher gives me, but I watch the videos over and over again, and I can get it when I need the help.\u003c/p>\n\u003cp>Jeffrey Fun:\u003c/p>\n\u003cp>“With video, it’s a lot faster. You can access videos a lot faster than going on the Web and signing into accounts. And sometimes [the videos] say something extra, so I’d learn something more than just the textbook. “\u003c/p>\n\u003cp>Kate Nakano:\u003c/p>\n\u003cp>“With a book, [if I got stuck on a problem] I would just skip it, and wait to figure out what’s happening in class for [the teacher] to explain. But now I can go back and look at examples. It’s actually more fun than a book.”\u003c/p>\n\u003cp>\u003cstrong>AND WHAT OF THE TEACHER?\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_7093\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/11_1-21_ipad_algebra_0052/\" rel=\"attachment wp-att-7093\">\u003cimg class=\"size-medium wp-image-7093\" title=\"11_1.21_Ipad_Algebra_0052\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_0052-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>For those who fear that teachers will be left out of the equation, Mitchell firmly maintains that will not be the case. At least not at this point.\u003c/p>\n\u003cp>“Anyone who thinks that the iPad or online textbook is going to replace them, they don’t have to worry about that,” she says. “Only the classroom teacher can see the disconnect, the child that has the question but isn’t asking. You have to be involved. I as a teacher cannot sit down while I’m teaching. You have to move around and keep students engaged. There’s no doubt in my mind that if I left the room they would not be testing as well as they are. They need a teacher.”\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/slideshow/a-look-inside-the-ipad-classroom/\">See the slideshow\u003c/a> of the class in session.\u003c/em>\u003c/h5>\n\u003c/div>\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_7087\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003cem>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/11_1-21_ipad_algebra_0075/\" rel=\"attachment wp-att-7087\">\u003cimg class=\"size-large wp-image-7087\" title=\"11_1.21_Ipad_Algebra_0075\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_0075-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\n\u003cp class=\"caption\">\n\u003c/p>\u003cp>\u003c/p>\u003c/em>\u003c/em>\n\u003cp class=\"credit\">\u003cem>\u003cem>Lenny Gonzalez\u003c/em>\u003c/em>\u003c/p>\n\u003cp>Halfway through a year-long pilot study using iPads instead of textbooks, a San Francisco eighth-grade algebra class is showing signs of every teacher’s dream: the spark of engagement in her students’ eyes.\u003c/p>\n\u003cp>Jeannetta Mitchell, a veteran teacher of 20 years, is encouraged by what she sees so far. “This is not a magic wand,” she says. “This just makes it more fun for them to learn. Nobody’s just sitting there writing down the answer, saying I don’t know how I got there. They know how they got there.”\u003c/p>\n\u003cp>During my visit to her class last Friday, it was apparent that \u003cem>she\u003c/em> was a big part of the reason they understood those problems. Mitchell walked up and down the aisles of the class for the entire duration of the period, asking questions, offering explanations, and giving one-on-one help when it was needed.\u003c/p>\n\u003cp>The students never had a chance to tune her out – they were constantly being asked to participate one way or another, whether it was working out problems on the whiteboard (not interactive), watching instructional videos on the iPad, or working in groups.\u003c/p>\n\u003cp> \u003c/p>\n\u003caside class=\"pullquote alignleft\">If the goal of learning is to figure out the “how” and not just the correct answer, then the gadget is doing its job.\u003c/aside>\n\u003cp>The class at Presidio Middle School is part of a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-new-tool-in-the-classroom-grabs-the-spotlight/\">study of a 1,000 California students\u003c/a>, 400 of who are learning algebra with iPads. The pilot program for the iPad algebra application was developed by textbook publisher Houghton Mifflin Harcourt, and follows the traditional textbook page by page.\u003c/p>\n\u003cp>But one of the differences between the book and the app is that students can watch videos of instructors explaining each problem as many times as they need in order to understand.\u003c/p>\n\u003cp>“That’s one of the best things about the iPad as opposed to the book,” Mitchell says. “It shows \u003cem>how\u003c/em> to solve. The textbook just has answers in the back, no explanations as to how to get there.”\u003c!--more-->\u003c/p>\n\u003cp>If the goal of learning is to figure out the “how” and not just the correct answer, then the gadget is doing its job. “Students don’t really look at it as it’s solving the problem for them. They really want to understand. Kids really do want to learn, and this just makes it more fun for them to learn,” Mitchell says.\u003c/p>\n\u003cp>\u003cstrong>TESTING, TESTING \u003c/strong>\u003c/p>\n\u003cp>Mitchell admits that when the pilot first launched, test scores for the class using the iPad were actually lower than those using the traditional textbook.\u003c/p>\n\u003cp>“I had a conversation with the class explaining to them that the iPad was not the panacea of all ills. It wasn’t going to do everything for them, that they still had to think,” she says. “You have to be engaged. It’s not giving you the answers; it’s helping you get the answers.”\u003c/p>\n\u003cfigure id=\"attachment_7092\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/11_1-21_ipad_algebra_0252/\" rel=\"attachment wp-att-7092\">\u003cimg class=\"size-medium wp-image-7092\" title=\"11_1.21_Ipad_Algebra_0252\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_0252-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Each class in the pilot program is figuring out its own way of getting the best out of the iPad, and in Mitchell’s case, the videos have been key.\u003c/p>\n\u003cp>“I’ve used the videos in class a lot more and I’ve noticed that the grades have gotten a lot better since I told them to use what’s available,” Mitchell says. “You cannot convince any school any district to use this device if you’re not utilizing all the capabilities it has for you.”\u003c/p>\n\u003cp>So have the grades improved?\u003c/p>\n\u003cp>“Yes, there’s not a discrepancy between” the class using the iPad and their textbook using counterparts. Her hope, though, is that the iPad class scores will surpass the print book class scores. “One of the things about the iPad -- it’s a great tool, but it’s like anything, if you don’t use the tool you’re not going to get anything accomplished,” she says.\u003c/p>\n\u003cp>But even more importantly than scores, Mitchell has noticed that some students who’d showed no interest in math in the past are hooked. “I have students who are participating in this class who did not participate in their previous math classes, so it does engage them,” she says. “Is it going to make them all brainiacs and straight A students? No it’s not going to do that. But it will keep them engaged.”\u003c/p>\n\u003cp>\u003cstrong>WHAT DO STUDENTS THINK?\u003c/strong>\u003c/p>\n\u003cp>Kyle Lee:\u003c/p>\n\u003cp>“Sometimes I don’t understand the step by step the teacher gives me, but I watch the videos over and over again, and I can get it when I need the help.\u003c/p>\n\u003cp>Jeffrey Fun:\u003c/p>\n\u003cp>“With video, it’s a lot faster. You can access videos a lot faster than going on the Web and signing into accounts. And sometimes [the videos] say something extra, so I’d learn something more than just the textbook. “\u003c/p>\n\u003cp>Kate Nakano:\u003c/p>\n\u003cp>“With a book, [if I got stuck on a problem] I would just skip it, and wait to figure out what’s happening in class for [the teacher] to explain. But now I can go back and look at examples. It’s actually more fun than a book.”\u003c/p>\n\u003cp>\u003cstrong>AND WHAT OF THE TEACHER?\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_7093\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/11_1-21_ipad_algebra_0052/\" rel=\"attachment wp-att-7093\">\u003cimg class=\"size-medium wp-image-7093\" title=\"11_1.21_Ipad_Algebra_0052\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_0052-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>For those who fear that teachers will be left out of the equation, Mitchell firmly maintains that will not be the case. At least not at this point.\u003c/p>\n\u003cp>“Anyone who thinks that the iPad or online textbook is going to replace them, they don’t have to worry about that,” she says. “Only the classroom teacher can see the disconnect, the child that has the question but isn’t asking. You have to be involved. I as a teacher cannot sit down while I’m teaching. You have to move around and keep students engaged. There’s no doubt in my mind that if I left the room they would not be testing as well as they are. They need a teacher.”\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/slideshow/a-look-inside-the-ipad-classroom/\">See the slideshow\u003c/a> of the class in session.\u003c/em>\u003c/h5>\n\u003c/div>\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cdiv id=\"attachment_7028\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 300px;\">\u003cem>\u003cem>\u003ca href=\"http://www.flickr.com/photos/nmc-campus/5100338821/sizes/z/in/photostream/\">\u003cimg class=\"size-medium wp-image-7028\" title=\"NMCSecondLife\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/NMCSecondLife-300x223.jpg\" alt=\"\" width=\"300\" height=\"223\">\u003c/a>\u003c/em>\u003c/em>\n\u003cp class=\"credit\">\u003cem>\u003cem>Flickr:NMCSecondLife\u003c/em>\u003c/em>\u003c/p>\n\u003cp class=\"caption\">\n\u003c/p>\u003c/div>\n\u003ch5>\u003cstrong>Virtual Learning is seamlessly available to connect students to each other, to their learning guides, to experiential learning, to content, and to other mentors and learners around the world.\u003c/strong>\u003c/h5>\n\u003cp>\u003cem>Clearly, I'm not the first or only one who's given thought to the notion of the idealized school day of the future. I've gotten some thought-provoking responses from a lot of folks, and one of them comes from reader Brian Kuhn. Brian writes the blog \u003ca href=\"http://www.shift2future.com\">Shift to the Future\u003c/a>. His dayjob is manager of information systems at a school in British Columbia, Canada. Here's his vision, as described on his \u003ca href=\"http://www.shift2future.com/2010/09/stephanies-first-day-of-school-in-2020.html\">blog\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>It’s Tuesday, Sep. 8, 2020, the first day in the new school year and Stephanie is excited.\u003c/strong> Being 11 years old and having demonstrated leadership skills in her learning portfolio last year, she knows that she gets to take on more leadership roles with her peers and the younger kids.\u003c/p>\n\u003cp>Stephanie is already waiting in her mom’s car eager to get to school. She’s already tapped into her Communicator to update her status and check with her friends to see where they’ll meet-up. Arriving at the school 10 minutes later, Stephanie seeing her friends Jordon, Blake, Sophie, and Raj, jumps out and runs up to the entrance to join them. They talk excitedly for a few minutes, each hearing the other in their native language thanks to their Communicators (these kids come from different home language groups). As they file into the building, a friendly artificial voice says good morning to them by first name and in their own language. The kids file off to the learning commons for orientation.\u003c/p>\n\u003cp>In the learning commons, the 500 or so kids of all ages don their virtual learning (VL) visors to join in with their principal and their learning guides (aka teachers) for orientation. The students are taken on a journey through the school to familiarize them with the learning spaces, safety features, etc. \u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Stephanie’s school has many learning spaces in a variety of shapes, sizes, and purposes. She will spend time in large group settings, small teams, and on her own as she is guided through the curriculum. During orientation she and her friends get to walk into (virtually) each space and hear about and see what the spaces are for, the safety features, the tools and resources available to them. Each learning space has fully interactive multi-touch and no-touch walls and tables for students to interact with 3D experiential learning. They are also able to link up with students around the world to experience their culture, history, and to learn math, science, history, languages, art, music, and sports together.\u003c/p>\n\u003cp>As part of orientation, the students are introduced to student conduct and privacy requirements both for physical and virtual interactions. Using the VL system, they experience the student conduct and privacy issues to support their understanding and agreement. Some of the older students then lead the others through scenarios for how the VL system is used to support their learning. Students will be able to choose to engage in their learning through physical interactions with each other and their guides (teachers) while the VL system is always available to experience learning in ways not possible, not affordable, or that are unsafe in the physical world. All learning resources are available digitally all the time. Every student has a VL visor, a Communicator, and access to digital interactive displays in all learning spaces and from outside the school at home or wherever they choose to learn.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Students will be able to choose to engage in their learning through physical interactions with each other and their guides (teachers) while the VL system is always available to experience learning in ways not possible, not affordable, or that are unsafe in the physical world.\u003c/aside>\n\u003cp>To quickly reenergize the students’ brains for learning after their summer break, the students join various age groupings with an older student who will be their guide for this session. They then engage in some reflective experiential learning together. Stephanie’s group, about 20 kids aged 9 to 13, review their understanding of mathematics by exploring the harmonics of guitar strings. Students are able to join other groups as they progress through various subjects or disciplines. All learning is designed to be interdisciplinary, inter-age-grouped, and grounded in both theory and application, and experiential. Students have significant choice over how they learn and demonstrate their learning. Students with disabilities are completely freed by the VL system from their constraints. In the virtual learning spaces, these students are not disadvantaged in any way as the VL system supports their full immersive learning experiences without the boundaries of their physical world.\u003c/p>\n\u003cp>Stephanie ends her first day back at school with her friends in the Starbucks attached to the learning commons. Over a cold nutritional fruity drink, the kids talk excitably about the coming days and months where they will learn and experience new things. They plan to do this in person, virtually, together, and apart, during the days, nights, and weekends as they begin to co-design their learning journey together with their teacher guides.\u003c/p>\n\u003cp>\u003cem>Over the past decade (since 2010) there has been much debate about online learning and whether physical schools will exist in the future. Most thought leaders have concluded that physical school remains vital to a successful education but their design and layout has changed significantly to support a grade-less organization with experts - teachers as guides, coaches, and mentors - along with their students. As well, the best of home- and un-schooling are fully incorporated. The school campus is a support system and home base for learners and their guides (teachers, parents, community members). Bu, students are not required to physically be in school on a rigid schedule. They learn at home, on family vacation, and at their physical school. Virtual Learning is seamlessly available to connect students to each other, to their learning guides, to experiential learning, to content, and to other mentors and learners around the world.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca rel=\"attachment wp-att-7038\" href=\"http://ww2.kqed.org/mindshift/2011/01/learning-happens-everywhere-in-the-future-school-day/ms_school_future_th1342f08-4/\">\u003cimg class=\"alignleft size-full wp-image-7038\" title=\"MS_school_future_th#1342F08\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/MS_school_future_th1342F083.jpg\" alt=\"\" width=\"60\" height=\"60\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_th1342F083.jpg 60w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_th1342F083-32x32.jpg 32w\" sizes=\"(max-width: 60px) 100vw, 60px\">\u003c/a>\u003c/em>\u003c/p>\n\u003ch5>Read 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>.\u003cem>\u003cbr>\n\u003c/em>\u003c/h5>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cdiv id=\"attachment_7028\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 300px;\">\u003cem>\u003cem>\u003ca href=\"http://www.flickr.com/photos/nmc-campus/5100338821/sizes/z/in/photostream/\">\u003cimg class=\"size-medium wp-image-7028\" title=\"NMCSecondLife\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/NMCSecondLife-300x223.jpg\" alt=\"\" width=\"300\" height=\"223\">\u003c/a>\u003c/em>\u003c/em>\n\u003cp class=\"credit\">\u003cem>\u003cem>Flickr:NMCSecondLife\u003c/em>\u003c/em>\u003c/p>\n\u003cp class=\"caption\">\n\u003c/p>\u003c/div>\n\u003ch5>\u003cstrong>Virtual Learning is seamlessly available to connect students to each other, to their learning guides, to experiential learning, to content, and to other mentors and learners around the world.\u003c/strong>\u003c/h5>\n\u003cp>\u003cem>Clearly, I'm not the first or only one who's given thought to the notion of the idealized school day of the future. I've gotten some thought-provoking responses from a lot of folks, and one of them comes from reader Brian Kuhn. Brian writes the blog \u003ca href=\"http://www.shift2future.com\">Shift to the Future\u003c/a>. His dayjob is manager of information systems at a school in British Columbia, Canada. Here's his vision, as described on his \u003ca href=\"http://www.shift2future.com/2010/09/stephanies-first-day-of-school-in-2020.html\">blog\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>It’s Tuesday, Sep. 8, 2020, the first day in the new school year and Stephanie is excited.\u003c/strong> Being 11 years old and having demonstrated leadership skills in her learning portfolio last year, she knows that she gets to take on more leadership roles with her peers and the younger kids.\u003c/p>\n\u003cp>Stephanie is already waiting in her mom’s car eager to get to school. She’s already tapped into her Communicator to update her status and check with her friends to see where they’ll meet-up. Arriving at the school 10 minutes later, Stephanie seeing her friends Jordon, Blake, Sophie, and Raj, jumps out and runs up to the entrance to join them. They talk excitedly for a few minutes, each hearing the other in their native language thanks to their Communicators (these kids come from different home language groups). As they file into the building, a friendly artificial voice says good morning to them by first name and in their own language. The kids file off to the learning commons for orientation.\u003c/p>\n\u003cp>In the learning commons, the 500 or so kids of all ages don their virtual learning (VL) visors to join in with their principal and their learning guides (aka teachers) for orientation. The students are taken on a journey through the school to familiarize them with the learning spaces, safety features, etc. \u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Stephanie’s school has many learning spaces in a variety of shapes, sizes, and purposes. She will spend time in large group settings, small teams, and on her own as she is guided through the curriculum. During orientation she and her friends get to walk into (virtually) each space and hear about and see what the spaces are for, the safety features, the tools and resources available to them. Each learning space has fully interactive multi-touch and no-touch walls and tables for students to interact with 3D experiential learning. They are also able to link up with students around the world to experience their culture, history, and to learn math, science, history, languages, art, music, and sports together.\u003c/p>\n\u003cp>As part of orientation, the students are introduced to student conduct and privacy requirements both for physical and virtual interactions. Using the VL system, they experience the student conduct and privacy issues to support their understanding and agreement. Some of the older students then lead the others through scenarios for how the VL system is used to support their learning. Students will be able to choose to engage in their learning through physical interactions with each other and their guides (teachers) while the VL system is always available to experience learning in ways not possible, not affordable, or that are unsafe in the physical world. All learning resources are available digitally all the time. Every student has a VL visor, a Communicator, and access to digital interactive displays in all learning spaces and from outside the school at home or wherever they choose to learn.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Students will be able to choose to engage in their learning through physical interactions with each other and their guides (teachers) while the VL system is always available to experience learning in ways not possible, not affordable, or that are unsafe in the physical world.\u003c/aside>\n\u003cp>To quickly reenergize the students’ brains for learning after their summer break, the students join various age groupings with an older student who will be their guide for this session. They then engage in some reflective experiential learning together. Stephanie’s group, about 20 kids aged 9 to 13, review their understanding of mathematics by exploring the harmonics of guitar strings. Students are able to join other groups as they progress through various subjects or disciplines. All learning is designed to be interdisciplinary, inter-age-grouped, and grounded in both theory and application, and experiential. Students have significant choice over how they learn and demonstrate their learning. Students with disabilities are completely freed by the VL system from their constraints. In the virtual learning spaces, these students are not disadvantaged in any way as the VL system supports their full immersive learning experiences without the boundaries of their physical world.\u003c/p>\n\u003cp>Stephanie ends her first day back at school with her friends in the Starbucks attached to the learning commons. Over a cold nutritional fruity drink, the kids talk excitably about the coming days and months where they will learn and experience new things. They plan to do this in person, virtually, together, and apart, during the days, nights, and weekends as they begin to co-design their learning journey together with their teacher guides.\u003c/p>\n\u003cp>\u003cem>Over the past decade (since 2010) there has been much debate about online learning and whether physical schools will exist in the future. Most thought leaders have concluded that physical school remains vital to a successful education but their design and layout has changed significantly to support a grade-less organization with experts - teachers as guides, coaches, and mentors - along with their students. As well, the best of home- and un-schooling are fully incorporated. The school campus is a support system and home base for learners and their guides (teachers, parents, community members). Bu, students are not required to physically be in school on a rigid schedule. They learn at home, on family vacation, and at their physical school. Virtual Learning is seamlessly available to connect students to each other, to their learning guides, to experiential learning, to content, and to other mentors and learners around the world.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca rel=\"attachment wp-att-7038\" href=\"http://ww2.kqed.org/mindshift/2011/01/learning-happens-everywhere-in-the-future-school-day/ms_school_future_th1342f08-4/\">\u003cimg class=\"alignleft size-full wp-image-7038\" title=\"MS_school_future_th#1342F08\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/MS_school_future_th1342F083.jpg\" alt=\"\" width=\"60\" height=\"60\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_th1342F083.jpg 60w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_th1342F083-32x32.jpg 32w\" sizes=\"(max-width: 60px) 100vw, 60px\">\u003c/a>\u003c/em>\u003c/p>\n\u003ch5>Read 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>.\u003cem>\u003cbr>\n\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Students' Own Interests Will Drive the School Day of the Future",
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"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/yasminfalahatphotography/3429853778/\">\u003cimg class=\"size-medium wp-image-6987\" title=\"yasmin_f\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/yasmin_f-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003c/p>\n\u003cp>\u003cem>The U.S. Department of Education has a clear vision of what the future school day should be. That's apparent from my \u003ca href=\"http://ww2.kqed.org/mindshift/tag/karen-cator/\">interviews with Karen Cator\u003c/a>, the director of education technology.\u003c/em>\u003c/p>\n\u003cp>\u003cem>It's also clearly outlined by the department's deputy director Steve Midgley. I asked Midgley to spell out his thoughts about the topic.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>I think if many of the innovators I see working in the sector today are successful, we'll see a school experience that looks significantly different in 2020 than it does today. Technology will play a role, but the key changes will have been in educational approach not technology.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Interest-driven learning, with a focus on projects that are relevant to individual students, will be key. I think we'll see more and more students even in elementary school doing \"real\" science. Similarly, I think student journalism reporting on real events outside the school will grow, and students will acquire skills they need such as language arts, critical thinking, research, problem solving and team work through these sorts of activities. Student programmers are already making significant contributions to the technology sector, though their numbers are small. I suspect we'll see their numbers and contributions increase greatly in the next 10 years.\u003c/p>\n\u003caside class=\"pullquote alignleft\">When you provide flexible opportunities for students to learn, every single one takes the opportunity, and sometimes in ways that you don't expect.\u003c/aside>\n\u003cp>I grew up in a Montessori school that my parents founded, and a lot of the techniques employed in that school focused on independent learning. The teachers there support students to move as quickly or slowly as they want, while ensuring that every student can develop a range of skills. This kind of individual support for students will be even more relevant and wide-spread in 2020. In my experience when you provide flexible opportunities for students to learn, every single one takes the opportunity, and sometimes in ways that you don't expect. Of course, the teachers, parents and support staff still have to provide plenty of guidance, support and motivation!\u003c!--more-->\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-6649\" href=\"http://ww2.kqed.org/mindshift/2011/01/school-day-of-the-future-learning-in-2025/ms_school_future_medium-3/\">\u003cimg class=\"alignleft size-full wp-image-6649\" style=\"border: none;\" title=\"MS_school_future_medium\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/MS_school_future_medium2.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium2.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium2-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium2-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium2-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium2-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium2-75x75.jpg 75w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003c/a>I've heard some folks refer to the future as one of \"mass customization\" of learning, which sounds about right to me. There are clearly skills and concepts that every student needs to master to be successful, but how they acquire those skill and ideas will be highly diverse and flexible in the learning environment of 2020. Whether you become highly skilled in language use through debate, literature or journalism will likely be much more open than it is today. These new learning \"pathways\" will be enabled by improvements to the way students are assessed in their learning. If you can measure deeper \"skills\" rather than superficial facts, you can expand the variety of ways in which students acquire those skills.\u003c/p>\n\u003cp>Improvements in education will also come as well as new technology provides teachers with new ways to provide a diversity of learning approaches that their students can undertake. There will be some significant technology advances to support this, such as more \"intelligent\" digital tutors that employ anthropological strategies for engaging learners. Many video game designers are already employing these techniques to make entertainment more engaging and I think education will see the benefits of these approaches by 2020. \u003cstrong>And as always with technology, the most significant improvements will come from innovations that we have not conceived of yet, which is a big reason I enjoy working in the technology industry.\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">Academic credits system itself will evolve by 2020 to support students who acquire skills through a variety of institutions.\u003c/aside>\n\u003cp>I think we'll see a dramatic increase in professional communities of practice among educators in 2020, where we see teachers getting support beyond the traditional training and development models within their home organizations. I also think many organizations will be providing \"official\" credits to their educators for skills they acquire in many new ways, just as online learning is already providing academic credits to students who learn outside a traditional classroom. I also think the academic credits system itself will evolve by 2020 to support students who acquire skills through a variety of institutions, whether simply students taking more courses through online learning, or acquiring skills in non-traditional activities such as internships, scientific projects or hobbies-as-learning.\u003c/p>\n\u003cp>And online learning will be totally ubiquitous in education by 2020. \u003cstrong>There will continue to be traditional classrooms, teaching unified subject matter, but the vast majority of students will also participate in new kinds of classes where they are physically co-located with other students in a room, but the courses they are taking will be highly diverse from each other.\u003c/strong> Students will work in online and physically proximate collaborative learning groups, where students team up both with partners in the same location and with students located in other locations to work on meaningful learning projects together. Students will also partner with adult professionals in the sciences, commerce, academics and government to work on interesting and productive learning projects. I think we will see students making substantial, novel contributions to the public and commercial spheres through these activities, in the form of art, science, literature, journalism, software and beyond.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Overall I am very optimistic for the future of education in the US and the world. The barriers to access of learning and knowledge are diminishing every year. However, many traditional educational models are going to experience significant pressure to change as a result of these new opportunities and technologies. \u003cstrong>That pressure and the resulting changes can be uncomfortable for some and I think this is the area we will see the most difficulties in managing the transition from our current system to the future.\u003c/strong> However, there are many existing excellent practices that fit perfectly well with a future of highly individualized, interest-based learning practices and many educators, corporations and other organizations are already impatient for the opportunities that the future will hold.\u003c/p>\n\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future/?order=asc\">Read more about the School Day of the Future series.\u003c/a>\u003c/h5>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Interest-driven learning, with a focus on projects that are relevant to individual students, will be key. I think we'll see more and more students even in elementary school doing \"real\" science. Similarly, I think student journalism reporting on real events outside the school will grow, and students will acquire skills they need such as language arts, critical thinking, research, problem solving and team work through these sorts of activities. Student programmers are already making significant contributions to the technology sector, though their numbers are small. I suspect we'll see their numbers and contributions increase greatly in the next 10 years.\u003c/p>\n\u003caside class=\"pullquote alignleft\">When you provide flexible opportunities for students to learn, every single one takes the opportunity, and sometimes in ways that you don't expect.\u003c/aside>\n\u003cp>I grew up in a Montessori school that my parents founded, and a lot of the techniques employed in that school focused on independent learning. The teachers there support students to move as quickly or slowly as they want, while ensuring that every student can develop a range of skills. This kind of individual support for students will be even more relevant and wide-spread in 2020. In my experience when you provide flexible opportunities for students to learn, every single one takes the opportunity, and sometimes in ways that you don't expect. Of course, the teachers, parents and support staff still have to provide plenty of guidance, support and motivation!\u003c!--more-->\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-6649\" href=\"http://ww2.kqed.org/mindshift/2011/01/school-day-of-the-future-learning-in-2025/ms_school_future_medium-3/\">\u003cimg class=\"alignleft size-full wp-image-6649\" style=\"border: none;\" title=\"MS_school_future_medium\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/MS_school_future_medium2.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium2.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium2-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium2-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium2-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium2-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_medium2-75x75.jpg 75w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003c/a>I've heard some folks refer to the future as one of \"mass customization\" of learning, which sounds about right to me. There are clearly skills and concepts that every student needs to master to be successful, but how they acquire those skill and ideas will be highly diverse and flexible in the learning environment of 2020. Whether you become highly skilled in language use through debate, literature or journalism will likely be much more open than it is today. These new learning \"pathways\" will be enabled by improvements to the way students are assessed in their learning. If you can measure deeper \"skills\" rather than superficial facts, you can expand the variety of ways in which students acquire those skills.\u003c/p>\n\u003cp>Improvements in education will also come as well as new technology provides teachers with new ways to provide a diversity of learning approaches that their students can undertake. There will be some significant technology advances to support this, such as more \"intelligent\" digital tutors that employ anthropological strategies for engaging learners. Many video game designers are already employing these techniques to make entertainment more engaging and I think education will see the benefits of these approaches by 2020. \u003cstrong>And as always with technology, the most significant improvements will come from innovations that we have not conceived of yet, which is a big reason I enjoy working in the technology industry.\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">Academic credits system itself will evolve by 2020 to support students who acquire skills through a variety of institutions.\u003c/aside>\n\u003cp>I think we'll see a dramatic increase in professional communities of practice among educators in 2020, where we see teachers getting support beyond the traditional training and development models within their home organizations. I also think many organizations will be providing \"official\" credits to their educators for skills they acquire in many new ways, just as online learning is already providing academic credits to students who learn outside a traditional classroom. I also think the academic credits system itself will evolve by 2020 to support students who acquire skills through a variety of institutions, whether simply students taking more courses through online learning, or acquiring skills in non-traditional activities such as internships, scientific projects or hobbies-as-learning.\u003c/p>\n\u003cp>And online learning will be totally ubiquitous in education by 2020. \u003cstrong>There will continue to be traditional classrooms, teaching unified subject matter, but the vast majority of students will also participate in new kinds of classes where they are physically co-located with other students in a room, but the courses they are taking will be highly diverse from each other.\u003c/strong> Students will work in online and physically proximate collaborative learning groups, where students team up both with partners in the same location and with students located in other locations to work on meaningful learning projects together. Students will also partner with adult professionals in the sciences, commerce, academics and government to work on interesting and productive learning projects. I think we will see students making substantial, novel contributions to the public and commercial spheres through these activities, in the form of art, science, literature, journalism, software and beyond.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Overall I am very optimistic for the future of education in the US and the world. The barriers to access of learning and knowledge are diminishing every year. 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"content": "\u003ch5>\n\u003c/h5>\u003cp>\u003ca href=\"http://www.flickr.com/photos/hygienematters/4275577335/\">\u003cimg class=\"size-medium wp-image-6976\" title=\"HygieneMatters\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/HygieneMatters1-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\n\u003ch4>\u003cem>Learning Poetry through Bob Dylan and the Beatles\u003c/em>\u003c/h4>\n\u003ch5>By Sara Bernard\u003c/h5>\n\u003cp>Students, schools, and homeschooling parents are on a perpetual hunt for high-quality, vetted, free (or cheap) educational materials.\u003c/p>\n\u003cp>\u003ca href=\"http://www.shmoop.com/\" target=\"_blank\">Shmoop\u003c/a>, a growing collection of study guides and teacher resources on everything from SAT prep to the Civil War, is attempting to fill that need. It's mostly free of charge, with some nominal fees for test prep and a few other features.\u003c/p>\n\u003cp>\"We're horrified at how much money is often charged to schools for this kind of thing. We try to make it inexpensive,\" said Ellen Siminoff, Shmoop's president and CEO. And last year, she says, Shmoop offered their test-prep materials for free to ten disadvantaged school districts.\u003c/p>\n\u003cp>Shmoop isn't crowdsourced -- the company and its authors own the content; it's not edited by its user community -- but the site is still going through a beta phase, with all the requests and recommendations from users. Shmoop is funded primarily through advertising and small licensing fees, and all of the content is produced by PhDs, K-12 teachers, and other subject-area experts.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"The requirement is that it has to be great content and authors have to know the material,\" says Siminoff, \"but it has to be funny and interesting, too. You can't just know \u003cem>Ulysses\u003c/em>, you have to like \u003cem>Ulysses\u003c/em>.\"\u003c/p>\n\u003cp>I asked Siminoff a few questions about the Silicon Valley-based company and how it works. Shmoop's mantra: If content producers love their subjects, students and teachers will, too.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Why Shmoop? How did it start?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>My husband and I were looking at educational resources online for our own kids. We became quite angry at what was on the Web. It was reductive, it talked down to kids. So much was about how to cheat. We wanted to build something that encouraged students to learn. Anyone who loves any subject loves it because their favorite teachers taught it to them -- often, those were teachers who loved their subjects, too. We wanted to do that.\u003c!--more-->\u003c/p>\n\u003cp>The site has been up for a little over two years, although we thought about it a lot before we put it up. We started out by building content related to literature. We wrote everything in a very colloquial tone. Students liked the approach and teachers liked it too, but it was librarians, actually, who were the first to use us.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Who uses Shmoop now?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>Mostly students, teachers, and parents. We have a big homeschool parent audience. I don't know if you've ever tried to teach a young child, but you often notice that you've forgotten what you used to know! We have a whole teacher area with teacher resources, too, that help make teaching the Civil War, civics, \u003cem>Hamlet\u003c/em>, and so on, interactive and fun using the Web. We've put up some test prep areas, for SAT, AP, and ACT. We now have multiple million users per month. We've licensed a lot of material to entire school districts, such as Pittsburgh and Philadelphia.\u003c/p>\n\u003caside class=\"pullquote alignleft\">A lot of teachers say, \"What a great way to open a poetry unit, to talk about music!\"\u003c/aside>\n\u003cp>\u003cem>\u003cstrong>Q: What kind of content does Shmoop have? How is it growing?\u003cbr>\n\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>I don't sleep at night because of all the stuff we have to do! We started out with literature and then we expanded into poetry. I hated poetry until I read Shmoop poetry. I realized I didn't understand poetry -- that was my problem. One of the most fun sections for us was all the stuff we did related to music. One of the things we were talking about was who our favorite poets were, and Bob Dylan came up as one of our favorite poets. So we \"Shmooped\" \u003cem>All Along the Watchtower\u003c/em>. We've since done Bruce Springsteen, Eminem, Kanye West, the Beatles. A lot of teachers say, \"What a great way to open a poetry unit, to talk about music!\"\u003c/p>\n\u003cp>We're now expanding into math and science, too. We have Pre-Algebra and are going to put up AP Calculus in a month or so, and are working on a lot more in math and science. It's feedback that drives us; everyone sends us notes and tells us what we're missing. That's why I put \"beta\" on the site -- I never feel we're done. What's great about this platform is you never have to wait until the next publishing cycle to add something.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Why do online materials like Shmoop work? \u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>It's our real belief that learning doesn't have to be linear. [\u003cem>On Shmoop\u003c/em>], you can bounce around, you don't have to read something straight through. We guide you a little, but part of it is getting great epiphanies about something you didn't know about. You can be reading \u003cem>Huck Finn \u003c/em>and get curious about the Civil War; you can be reading a piece of poetry and wonder who Emily Dickinson really was. That's the beauty of the Web. And even if we don't have it on Shmoop, we link to it. We have a \"Best of the Web\" area, a whole photo area, and link to audio and video and a bunch of other things.\u003c/p>\n\n",
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"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"order": 9
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"id": "fresh-air",
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"airtime": "SUN 7:30pm-8pm",
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"tagline": "Where conversation and cultura meet",
"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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"order": 15
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"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"order": 18
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"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
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"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"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.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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"source": "American Public Media"
},
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"masters-of-scale": {
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"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"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>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
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"meta": {
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"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"morning-edition": {
"id": "morning-edition",
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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"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?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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"order": 11
},
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"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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},
"link": "/radio/program/on-the-media",
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},
"pbs-newshour": {
"id": "pbs-newshour",
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"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
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"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
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},
"perspectives": {
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"order": 14
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"planet-money": {
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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},
"link": "/radio/program/planet-money",
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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},
"politicalbreakdown": {
"id": "politicalbreakdown",
"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.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"order": 5
},
"link": "/podcasts/politicalbreakdown",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"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.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
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