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"content": "\u003cp>\u003cimg class=\"size-large wp-image-6668\" style=\"border: none;\" title=\"product_screen7\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/product_screen7-620x277.jpg\" alt=\"HMH Fuse\" width=\"620\" height=\"277\">\u003c/p>\n\u003ch5>\u003cem>The iPad's impact on the role of the teacher, paid content versus free online and open-source content, and the learning process.\u003c/em>\u003c/h5>\n\u003cp>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>Will eighth-graders who use the iPad to learn algebra do better than their textbook-using counterparts? That's what publisher \u003ca href=\"http://www.hmheducation.com/fuse/algebra1/pilot-2.php\">Houghton Mifflin Harcourt's Fuse\u003c/a> pilot program will determine at the end of the school year. In \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/algebra-meet-the-ipad-a-year-long-study-explores-learning/\">yesterday's post\u003c/a>, HMH's John Sipe talked about how anecdotal surveys, halfway through the study, have shown higher engagement level and interest in algebra, partly due to the convenience of having all the content on the app. But how much of that engagement is related to the novelty of using the gadget has not been determined, he says.\u003c/p>\n\u003cp>Here's the rest of our interview.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Do you have any information you can share about grades so far?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>No, because the study’s still underway. But what we’ve heard from teachers is very encouraging. We’ve been able to see students' time on task, how long they were working on each problem, what they clicked on, what they avoided, which problems they got right and wrong. We have a lot of data that helps us to understand where students are spending their time, and where we need to spend our time as instructors.\u003c/p>\n\u003caside class=\"pullquote alignleft\">I could see a day when the links to the Khan Academy live right in our app, right alongside our videos.\u003c/aside>\n\u003cp>What I suspect is going to happen is that the performance between the print version and app version is going to be similar. But I do think we’ll see better performance with the app in terms of time spent on each task. So far anecdotally kids are spending more time actually involved in doing algebra in the classroom using the iPad, and that’s going to be key – because their engagement and interest is sustained. They’re going to be watching more videos because they’re more convenient to watch. They’re doing more of the practice problems because they’re more engaged in doing so because the “check your understanding” is right there and they don’t have to go look in another place.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Did you train teachers on how to use the app?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>Interestingly enough, the device is so easy to use, we didn’t have to spend a whole lot of time on training the teachers, because remember, this is just a student app. The teachers are still using their teachers' guide from print textbooks. This is just how the student accesses content. So the student is not issued a book, just an iPad, and all their content exists on the iPad. They use it on the bus, at home with their families, they bring it back to school and use it in class.\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>\u003c/p>\n\u003cdiv id=\"attachment_6819\" class=\"module image left mceTemp\" style=\"width: 300px;\">\u003cstrong>\u003cem>\u003ca rel=\"attachment wp-att-6819\" href=\"http://ww2.kqed.org/mindshift/2011/01/algebra-meet-the-ipad-part-ii/students-with-ipad/\">\u003cimg class=\"size-medium wp-image-6819\" title=\"Students with iPad\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/Students-with-iPad-300x201.jpg\" alt=\"\" width=\"300\" height=\"201\">\u003c/a>\u003c/em>\u003c/strong>\n\u003cp class=\"credit\">\u003cstrong>\u003cem>HMH\u003c/em>\u003c/strong>\u003c/p>\n\u003cp class=\"caption\">\n\u003c/p>\u003c/div>\n\u003cp>Q. I've heard from educators that they're worried about being replaced by these gadgets. And a lot of educators complain about not being trained properly in how to use the new technologies in order to be valuable to their students' learning process.\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Not only will teachers not be replaced, it helps elevate their positions in student learning. These videos and many of the aspects of the apps actually do the “heavy lifting” for teachers. Traditional algorithms are presented in these videos using traditional instruction. So teachers don’t have to “waste their time” on some of these things that they’ve always had to do. They can spend much more time on individualized learning, identifying specific student needs. Let students cover the basics, if you will, on their own, and let teachers delve into enrichment and individualized learning. That’s what the good teachers are telling me.\u003c/p>\n\u003cp>I did hear from a couple teachers as we were doing the training, sort of as anecdotes when they first got this, “Oh my god, what’s \u003cem>my\u003c/em> job?” And that’s obviously a natural first reaction, but when you start spending time with it, you realize this can actually make you a better teacher.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Will this app be available to the public?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>We’re submitting it to Apple as we speak. It will be commercially available probably in the next few weeks.\u003c/p>\n\u003cp>We’re trying to make this a way for teachers and school districts to save money. The app will cost substantially less than the student book. There will be a day before we know it when students will be carrying around an iPad instead of four or five 700-page books.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. How will an app like this compete with something like the videos on the \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/salman-khan-teaches-the-world-one-youtube-video-at-a-time/\">Khan Academy\u003c/a>, which are free for anyone to view?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>The Khan Academy is fantastic. Khan does fantastic work, and there are tremendous videos there. The thing that we can do that open source has a hard time doing is both vetting this with authors like Dr. Ed Burger, and also bringing it all to one place and making sure it aligns with state and local standards. We play the role of vetting and assuring that content has met all the pedagogical and other requirements that are critical and required for good content.\u003c/p>\n\u003cp>That said, I could see a day when the links to the Khan Academy live right in our app, right alongside our videos. Sort of like, \"Here’s our video of the quadratic equation, and if you’d like to see the video from Khan Academy’s, here it is.\" So again, it makes the learning happen all in one place.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. You've given 400 iPads to students for this study. Will you be taking them back after the pilot is over?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>That's to be determined. We’re developing other apps, Algebra II and Geometry, which are on the way. So it’s an item to be discussed.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What’s the next step?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>We’ll see how this goes. We are the largest educational publisher in the U.S. and have the most titles in print and the biggest market share. We knew it was incredibly important for us to learn everything we could learn on how to deliver content in new ways. And this is one of the many new ways.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Our role in education is changing rapidly. With the amount of content available online, and with the amount of open source content, it helps inspire us to continually innovate and try new things in new ways.\u003c/p>\n\u003cblockquote>\u003cp>I'll be reporting more on the program after my visit with Presidio Middle School tomorrow in San Francisco, one of the participating pilot schools. In the meantime, you can \u003ca href=\"http://www.scpr.org/programs/madeleine-brand/2011/01/07/algebra-homework-theres-an-app-for-that/\">hear a report\u003c/a> about the HMH Fuse project at a Los Angeles school.\u003c/p>\u003c/blockquote>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"size-large wp-image-6668\" style=\"border: none;\" title=\"product_screen7\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/product_screen7-620x277.jpg\" alt=\"HMH Fuse\" width=\"620\" height=\"277\">\u003c/p>\n\u003ch5>\u003cem>The iPad's impact on the role of the teacher, paid content versus free online and open-source content, and the learning process.\u003c/em>\u003c/h5>\n\u003cp>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>Will eighth-graders who use the iPad to learn algebra do better than their textbook-using counterparts? That's what publisher \u003ca href=\"http://www.hmheducation.com/fuse/algebra1/pilot-2.php\">Houghton Mifflin Harcourt's Fuse\u003c/a> pilot program will determine at the end of the school year. In \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/algebra-meet-the-ipad-a-year-long-study-explores-learning/\">yesterday's post\u003c/a>, HMH's John Sipe talked about how anecdotal surveys, halfway through the study, have shown higher engagement level and interest in algebra, partly due to the convenience of having all the content on the app. But how much of that engagement is related to the novelty of using the gadget has not been determined, he says.\u003c/p>\n\u003cp>Here's the rest of our interview.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Do you have any information you can share about grades so far?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>No, because the study’s still underway. But what we’ve heard from teachers is very encouraging. We’ve been able to see students' time on task, how long they were working on each problem, what they clicked on, what they avoided, which problems they got right and wrong. We have a lot of data that helps us to understand where students are spending their time, and where we need to spend our time as instructors.\u003c/p>\n\u003caside class=\"pullquote alignleft\">I could see a day when the links to the Khan Academy live right in our app, right alongside our videos.\u003c/aside>\n\u003cp>What I suspect is going to happen is that the performance between the print version and app version is going to be similar. But I do think we’ll see better performance with the app in terms of time spent on each task. So far anecdotally kids are spending more time actually involved in doing algebra in the classroom using the iPad, and that’s going to be key – because their engagement and interest is sustained. They’re going to be watching more videos because they’re more convenient to watch. They’re doing more of the practice problems because they’re more engaged in doing so because the “check your understanding” is right there and they don’t have to go look in another place.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Did you train teachers on how to use the app?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>Interestingly enough, the device is so easy to use, we didn’t have to spend a whole lot of time on training the teachers, because remember, this is just a student app. The teachers are still using their teachers' guide from print textbooks. This is just how the student accesses content. So the student is not issued a book, just an iPad, and all their content exists on the iPad. They use it on the bus, at home with their families, they bring it back to school and use it in class.\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>\u003c/p>\n\u003cdiv id=\"attachment_6819\" class=\"module image left mceTemp\" style=\"width: 300px;\">\u003cstrong>\u003cem>\u003ca rel=\"attachment wp-att-6819\" href=\"http://ww2.kqed.org/mindshift/2011/01/algebra-meet-the-ipad-part-ii/students-with-ipad/\">\u003cimg class=\"size-medium wp-image-6819\" title=\"Students with iPad\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/Students-with-iPad-300x201.jpg\" alt=\"\" width=\"300\" height=\"201\">\u003c/a>\u003c/em>\u003c/strong>\n\u003cp class=\"credit\">\u003cstrong>\u003cem>HMH\u003c/em>\u003c/strong>\u003c/p>\n\u003cp class=\"caption\">\n\u003c/p>\u003c/div>\n\u003cp>Q. I've heard from educators that they're worried about being replaced by these gadgets. And a lot of educators complain about not being trained properly in how to use the new technologies in order to be valuable to their students' learning process.\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Not only will teachers not be replaced, it helps elevate their positions in student learning. These videos and many of the aspects of the apps actually do the “heavy lifting” for teachers. Traditional algorithms are presented in these videos using traditional instruction. So teachers don’t have to “waste their time” on some of these things that they’ve always had to do. They can spend much more time on individualized learning, identifying specific student needs. Let students cover the basics, if you will, on their own, and let teachers delve into enrichment and individualized learning. That’s what the good teachers are telling me.\u003c/p>\n\u003cp>I did hear from a couple teachers as we were doing the training, sort of as anecdotes when they first got this, “Oh my god, what’s \u003cem>my\u003c/em> job?” And that’s obviously a natural first reaction, but when you start spending time with it, you realize this can actually make you a better teacher.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Will this app be available to the public?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>We’re submitting it to Apple as we speak. It will be commercially available probably in the next few weeks.\u003c/p>\n\u003cp>We’re trying to make this a way for teachers and school districts to save money. The app will cost substantially less than the student book. There will be a day before we know it when students will be carrying around an iPad instead of four or five 700-page books.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. How will an app like this compete with something like the videos on the \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/salman-khan-teaches-the-world-one-youtube-video-at-a-time/\">Khan Academy\u003c/a>, which are free for anyone to view?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>The Khan Academy is fantastic. Khan does fantastic work, and there are tremendous videos there. The thing that we can do that open source has a hard time doing is both vetting this with authors like Dr. Ed Burger, and also bringing it all to one place and making sure it aligns with state and local standards. We play the role of vetting and assuring that content has met all the pedagogical and other requirements that are critical and required for good content.\u003c/p>\n\u003cp>That said, I could see a day when the links to the Khan Academy live right in our app, right alongside our videos. Sort of like, \"Here’s our video of the quadratic equation, and if you’d like to see the video from Khan Academy’s, here it is.\" So again, it makes the learning happen all in one place.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. You've given 400 iPads to students for this study. Will you be taking them back after the pilot is over?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>That's to be determined. We’re developing other apps, Algebra II and Geometry, which are on the way. So it’s an item to be discussed.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What’s the next step?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>We’ll see how this goes. We are the largest educational publisher in the U.S. and have the most titles in print and the biggest market share. We knew it was incredibly important for us to learn everything we could learn on how to deliver content in new ways. And this is one of the many new ways.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Our role in education is changing rapidly. With the amount of content available online, and with the amount of open source content, it helps inspire us to continually innovate and try new things in new ways.\u003c/p>\n\u003cblockquote>\u003cp>I'll be reporting more on the program after my visit with Presidio Middle School tomorrow in San Francisco, one of the participating pilot schools. In the meantime, you can \u003ca href=\"http://www.scpr.org/programs/madeleine-brand/2011/01/07/algebra-homework-theres-an-app-for-that/\">hear a report\u003c/a> about the HMH Fuse project at a Los Angeles school.\u003c/p>\u003c/blockquote>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>In some cases, it might take a real emergency to try something radically new.\u003c/p>\n\u003cp>Stephen Sawchuk's \u003ca href=\"http://www.edweek.org/ew/articles/2011/01/19/17schedule_ep.h30.html?tkn=TTOFZFDcBIrcSyAx%2BMbJAs0GVfWINLc9Ks%2F3&cmp=clp-edweek\">article in EdWeek\u003c/a> explores how a Detroit middle school has transitioned to a teacher-led school, step by step.\u003c/p>\n\u003cblockquote>\u003cp>At \u003ca href=\"http://detroitk12.org/schools/school/152\">Palmer Park Preparatory Academy\u003c/a>, teachers are gradually assuming administrative duties to become the city’s first teacher-led school. An extended day, part of the district’s reform policy, gives the staff time every afternoon to compare teaching strategies. And finally, a new, pilot schedule for 7th and 8th graders lets teachers regroup the middle school students in different English/language arts and math classes frequently, based on the students’ performance and how quickly they are learning new material.\u003c/p>\u003c/blockquote>\n\u003cp>One of the biggest changes is rejiggering schedules to allow for more individualized instruction as well as time for teacher planning. As with the \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/school-of-one-revolutionizes-traditional-classroom-model/\">School of One\u003c/a> in New York, this school is using data from each student to create a personalized schedule.\u003c!--more-->\u003c/p>\n\u003cblockquote>\u003cp>A student who succeeds in algebraic concepts but struggles with geometric ones could be regrouped for those specific lessons, while others whose performance rises steadily could move ahead.\u003c/p>\u003c/blockquote>\n\u003cp>It's a complex model with a lot of variables, but it's noteworthy and worth following up on.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In some cases, it might take a real emergency to try something radically new.\u003c/p>\n\u003cp>Stephen Sawchuk's \u003ca href=\"http://www.edweek.org/ew/articles/2011/01/19/17schedule_ep.h30.html?tkn=TTOFZFDcBIrcSyAx%2BMbJAs0GVfWINLc9Ks%2F3&cmp=clp-edweek\">article in EdWeek\u003c/a> explores how a Detroit middle school has transitioned to a teacher-led school, step by step.\u003c/p>\n\u003cblockquote>\u003cp>At \u003ca href=\"http://detroitk12.org/schools/school/152\">Palmer Park Preparatory Academy\u003c/a>, teachers are gradually assuming administrative duties to become the city’s first teacher-led school. An extended day, part of the district’s reform policy, gives the staff time every afternoon to compare teaching strategies. And finally, a new, pilot schedule for 7th and 8th graders lets teachers regroup the middle school students in different English/language arts and math classes frequently, based on the students’ performance and how quickly they are learning new material.\u003c/p>\u003c/blockquote>\n\u003cp>One of the biggest changes is rejiggering schedules to allow for more individualized instruction as well as time for teacher planning. As with the \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/school-of-one-revolutionizes-traditional-classroom-model/\">School of One\u003c/a> in New York, this school is using data from each student to create a personalized schedule.\u003c!--more-->\u003c/p>\n\u003cblockquote>\u003cp>A student who succeeds in algebraic concepts but struggles with geometric ones could be regrouped for those specific lessons, while others whose performance rises steadily could move ahead.\u003c/p>\u003c/blockquote>\n\u003cp>It's a complex model with a lot of variables, but it's noteworthy and worth following up on.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Algebra, Meet the iPad: A Year-Long Study Explores Learning With the Tablet",
"title": "Algebra, Meet the iPad: A Year-Long Study Explores Learning With the Tablet",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cimg class=\"size-large wp-image-6668\" style=\"border: none;\" title=\"product_screen7\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/product_screen7-620x277.jpg\" alt=\"HMH Fuse\" width=\"620\" height=\"277\">\u003c/p>\n\u003cp>Whether or not the iPad is the Holy Grail in education has yet to be determined. But when one of the biggest textbook publishers in the world invests in a pilot program specifically for the Apple tablet, it's a good indication that, at the very least, it's on the short list.\u003c/p>\n\u003cp>Since last fall, 400 California middle school students have been using the iPad to learn Algebra with \u003ca href=\"http://www.hmheducation.com/fuse/algebra1/pilot-2.php\">Houghton Mifflin Harcourt's Fuse program\u003c/a>. This first app, \u003cem>Holt McDougal Algebra 1, \u003c/em>is an interactive version of the textbook, and with it, students get feedback on practice questions, they can write and save notes, receive guided instruction, and access video lessons.\u003c/p>\n\u003cp>\"We like to say that the course is 're-imagined,'\" said John Sipe, senior vice president, national sales manager at HMH. \"It’s a lot more than just adaptation. We know that it’s a more iterative process than a revolutionary process in moving things to mobile delivery to a place like iPad.\"\u003c/p>\n\u003cp>The pilot study, which includes a total of 1,000 students -- 600 receiving the same instruction with traditional textbooks, without iPads -- will go through to the end of the school year, after which, the research firm \u003ca href=\"http://www.empiricaleducation.com/\">Empirical Education\u003c/a>, will evaluate and deliver results by the summer.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Here's the first part of my interview with John Sipe.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Q. Will HMH create apps for other devices, too, or just the iPad?\u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Right now, the apps are developed exclusively for the iPad. It was the first device that we could take full advantage of. It can support multimedia components, the multi-touch environment. And it's the first device that realized the vision that we’ve all had for a student learning device, a tablet.\u003c/p>\n\u003cp>But that said, we do have to be where schools are. So if tomorrow, dozens of school districts decided to adopt the Motorola Zoom Android-powered tablet, we’d be forced to take a hard look at porting our app over to Android. Many big app providers produce an Android version as well.\u003cbr>\n\u003c!--more-->\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Do you think the iPad will be a game-changer in education, or is it the beginning of what’s about to come?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>The iPad is a beautiful, remarkable device. That’s why there’s so much attention around it. It's not Apple’s first time to attempt a device of this kind. Think back to the Newton. It didn’t succeed because a lot of things that people wanted to do, it couldn’t quite do right. And this is the first device that is able to do everything right that people have asked, not withstanding the discussion around Flash.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Engagement is much higher, as is their interest and motivation.\"\u003c/aside>\n\u003cp>It’s an exciting device and a fantastic device to consume content. Is this THE device for education? That remains to be seen. Right now educators are telling us that it’s very expensive. And they’re right. As we’ve seen with all technology, price comes down very quickly, so it’ll be interesting to watch whether Apple decides to go after a more aggressively priced solution. Look what happened to their music offerings. Look at the Shuffle, for example, which costs $49, if I’m not mistaken. Prices change, they come down quickly. There are many folks out there who understand the importance of producing inexpensive tablets.\u003c/p>\n\u003cp>Is this THE device or is this the first device? It’s hard to say. But what we can certainly say firmly is that it’s the best thing to have come along so far. The reason we did this test is to learn as a content provider, how do we take a really well-designed, high-functioning mobile device and re-imagine curriculum, students interacting with learning in their own way. And that’s the exciting part of what we’ve done and what we’re trying to do.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. How will the iPad-taught class different from a traditional algebra class?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>What we’ve seen in practice is the fact that it’s bringing everything to one place that’s making it exciting. The convenience factor, the simplicity factor -- that’s revolutionary. For example, if you’re working through a lesson, there are three or four algorithms presented. With a textbook, if you want to learn more about one of the examples, you have to stop looking in your book and go online to our website and navigate that particular section and view our video there.\u003c/p>\n\u003cp>Instead, on the iPad, you simply click on “view video” and up comes our professor, Dr. Edward Burger, the Bill Nye of math education. Students have written to him saying he’s changed their opinion of what math is. So to have him right there, you can see how it’s natural for students to tap “view video,” as opposed to setting their book down and going to the computer.\u003c/p>\n\u003cp>Another example is, when students are working on a problem, they can simply click on “check answer,” and up comes, “that’s correct, and here’s why,” or “that’s incorrect, and here’s why.” As opposed to when they’re working on paper or even online, those pieces are a little more drawn out.\u003c/p>\n\u003cp>\u003cem>\u003cstrong> \u003c/strong>\u003c/em>\u003c/p>\n\u003cdiv id=\"attachment_6639\" class=\"module image right mceTemp\" style=\"width: 140px;\">\u003cem>\u003cstrong>\u003cem>\u003cstrong>\u003ca rel=\"attachment wp-att-6639\" href=\"http://ww2.kqed.org/mindshift/2011/01/learning-algebra-with-the-ipad/ipad-on-tanmays-jeans-4/\">\u003cimg class=\"size-thumbnail wp-image-6639\" title=\"iPad on Tanmay's jeans\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/ipad-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003c/strong>\u003c/em>\u003c/strong>\u003c/em>\n\u003cp class=\"credit\">\u003cem>\u003cstrong>\u003cem>\u003cstrong>Chirantan Patnaik\u003c/strong>\u003c/em>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp class=\"caption\">\n\u003c/p>\u003c/div>\n\u003cp>\u003cem>\u003cstrong>Q. Is there an adaptive aspect to this app, where students can progress to another level?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>Right now, this follows identically to the student textbook. It’s adaptive only inasmuch as when the student takes an “are you ready quiz” before a chapter, students can see for themselves how they did in each of the subsections of the test, as can the teacher. Everything the student does in the device from a quizzing and assessment standpoint flows back to the teacher wirelessly. The app sends the data back to the instructor, what section they did well on, what they didn’t do well on. So a teacher has a lot more real-time data on student instruction. But as far as adaptive, actually changing the instruction, no the app doesn’t do that yet. But certainly the technology is out there. A different conversation happens then in terms of your goals.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. I guess what I’m trying to get at is whether this is actually changing the way kids learn.\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>What we’ve seen is that students are going ahead more often, and going back more often, and they’re able to do it themselves. The other exciting thing we’re seeing is that when parents are working with students, and want to brush up on these kinds of things, for example the quadratic equation, they can watch the videos themselves and quickly refresh their knowledge.\u003c/p>\n\u003cp>The teachers who are teaching the 400 students in the study group right away say engagement is much higher, as is their interest and motivation. So their perception of math and algebra learning is much better based on anecdotal research we’ve gotten so far.\u003c/p>\n\u003cp>That was our belief when we launched this, but we won’t have any real data until summer. But what we’ve seen in focus groups and interviews with instructors is that engagement is way up.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Which begs the question, is it the actual gadget they’re interested in, or the content? \u003c/strong>\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Great question. We know it’ll be both. But what’s the dividing line?\u003c/p>\n\u003ch5>\u003cem>More with John Sipe tomorrow.\u003c/em>\u003c/h5>\n\n",
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"description": "Whether or not the iPad is the Holy Grail in education has yet to be determined. But when one of the biggest textbook publishers in the world invests in a pilot program specifically for the Apple tablet, it's a good indication that, at the very least, it's on the short list. Since last fall, 400",
"title": "Algebra, Meet the iPad: A Year-Long Study Explores Learning With the Tablet | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"size-large wp-image-6668\" style=\"border: none;\" title=\"product_screen7\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/product_screen7-620x277.jpg\" alt=\"HMH Fuse\" width=\"620\" height=\"277\">\u003c/p>\n\u003cp>Whether or not the iPad is the Holy Grail in education has yet to be determined. But when one of the biggest textbook publishers in the world invests in a pilot program specifically for the Apple tablet, it's a good indication that, at the very least, it's on the short list.\u003c/p>\n\u003cp>Since last fall, 400 California middle school students have been using the iPad to learn Algebra with \u003ca href=\"http://www.hmheducation.com/fuse/algebra1/pilot-2.php\">Houghton Mifflin Harcourt's Fuse program\u003c/a>. This first app, \u003cem>Holt McDougal Algebra 1, \u003c/em>is an interactive version of the textbook, and with it, students get feedback on practice questions, they can write and save notes, receive guided instruction, and access video lessons.\u003c/p>\n\u003cp>\"We like to say that the course is 're-imagined,'\" said John Sipe, senior vice president, national sales manager at HMH. \"It’s a lot more than just adaptation. We know that it’s a more iterative process than a revolutionary process in moving things to mobile delivery to a place like iPad.\"\u003c/p>\n\u003cp>The pilot study, which includes a total of 1,000 students -- 600 receiving the same instruction with traditional textbooks, without iPads -- will go through to the end of the school year, after which, the research firm \u003ca href=\"http://www.empiricaleducation.com/\">Empirical Education\u003c/a>, will evaluate and deliver results by the summer.\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 first part of my interview with John Sipe.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Q. Will HMH create apps for other devices, too, or just the iPad?\u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Right now, the apps are developed exclusively for the iPad. It was the first device that we could take full advantage of. It can support multimedia components, the multi-touch environment. And it's the first device that realized the vision that we’ve all had for a student learning device, a tablet.\u003c/p>\n\u003cp>But that said, we do have to be where schools are. So if tomorrow, dozens of school districts decided to adopt the Motorola Zoom Android-powered tablet, we’d be forced to take a hard look at porting our app over to Android. Many big app providers produce an Android version as well.\u003cbr>\n\u003c!--more-->\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Do you think the iPad will be a game-changer in education, or is it the beginning of what’s about to come?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>The iPad is a beautiful, remarkable device. That’s why there’s so much attention around it. It's not Apple’s first time to attempt a device of this kind. Think back to the Newton. It didn’t succeed because a lot of things that people wanted to do, it couldn’t quite do right. And this is the first device that is able to do everything right that people have asked, not withstanding the discussion around Flash.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Engagement is much higher, as is their interest and motivation.\"\u003c/aside>\n\u003cp>It’s an exciting device and a fantastic device to consume content. Is this THE device for education? That remains to be seen. Right now educators are telling us that it’s very expensive. And they’re right. As we’ve seen with all technology, price comes down very quickly, so it’ll be interesting to watch whether Apple decides to go after a more aggressively priced solution. Look what happened to their music offerings. Look at the Shuffle, for example, which costs $49, if I’m not mistaken. Prices change, they come down quickly. There are many folks out there who understand the importance of producing inexpensive tablets.\u003c/p>\n\u003cp>Is this THE device or is this the first device? It’s hard to say. But what we can certainly say firmly is that it’s the best thing to have come along so far. The reason we did this test is to learn as a content provider, how do we take a really well-designed, high-functioning mobile device and re-imagine curriculum, students interacting with learning in their own way. And that’s the exciting part of what we’ve done and what we’re trying to do.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. How will the iPad-taught class different from a traditional algebra class?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>What we’ve seen in practice is the fact that it’s bringing everything to one place that’s making it exciting. The convenience factor, the simplicity factor -- that’s revolutionary. For example, if you’re working through a lesson, there are three or four algorithms presented. With a textbook, if you want to learn more about one of the examples, you have to stop looking in your book and go online to our website and navigate that particular section and view our video there.\u003c/p>\n\u003cp>Instead, on the iPad, you simply click on “view video” and up comes our professor, Dr. Edward Burger, the Bill Nye of math education. Students have written to him saying he’s changed their opinion of what math is. So to have him right there, you can see how it’s natural for students to tap “view video,” as opposed to setting their book down and going to the computer.\u003c/p>\n\u003cp>Another example is, when students are working on a problem, they can simply click on “check answer,” and up comes, “that’s correct, and here’s why,” or “that’s incorrect, and here’s why.” As opposed to when they’re working on paper or even online, those pieces are a little more drawn out.\u003c/p>\n\u003cp>\u003cem>\u003cstrong> \u003c/strong>\u003c/em>\u003c/p>\n\u003cdiv id=\"attachment_6639\" class=\"module image right mceTemp\" style=\"width: 140px;\">\u003cem>\u003cstrong>\u003cem>\u003cstrong>\u003ca rel=\"attachment wp-att-6639\" href=\"http://ww2.kqed.org/mindshift/2011/01/learning-algebra-with-the-ipad/ipad-on-tanmays-jeans-4/\">\u003cimg class=\"size-thumbnail wp-image-6639\" title=\"iPad on Tanmay's jeans\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/ipad-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003c/strong>\u003c/em>\u003c/strong>\u003c/em>\n\u003cp class=\"credit\">\u003cem>\u003cstrong>\u003cem>\u003cstrong>Chirantan Patnaik\u003c/strong>\u003c/em>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp class=\"caption\">\n\u003c/p>\u003c/div>\n\u003cp>\u003cem>\u003cstrong>Q. Is there an adaptive aspect to this app, where students can progress to another level?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>Right now, this follows identically to the student textbook. It’s adaptive only inasmuch as when the student takes an “are you ready quiz” before a chapter, students can see for themselves how they did in each of the subsections of the test, as can the teacher. Everything the student does in the device from a quizzing and assessment standpoint flows back to the teacher wirelessly. The app sends the data back to the instructor, what section they did well on, what they didn’t do well on. So a teacher has a lot more real-time data on student instruction. But as far as adaptive, actually changing the instruction, no the app doesn’t do that yet. But certainly the technology is out there. A different conversation happens then in terms of your goals.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. I guess what I’m trying to get at is whether this is actually changing the way kids learn.\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>What we’ve seen is that students are going ahead more often, and going back more often, and they’re able to do it themselves. The other exciting thing we’re seeing is that when parents are working with students, and want to brush up on these kinds of things, for example the quadratic equation, they can watch the videos themselves and quickly refresh their knowledge.\u003c/p>\n\u003cp>The teachers who are teaching the 400 students in the study group right away say engagement is much higher, as is their interest and motivation. So their perception of math and algebra learning is much better based on anecdotal research we’ve gotten so far.\u003c/p>\n\u003cp>That was our belief when we launched this, but we won’t have any real data until summer. But what we’ve seen in focus groups and interviews with instructors is that engagement is way up.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Which begs the question, is it the actual gadget they’re interested in, or the content? \u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Great question. We know it’ll be both. But what’s the dividing line?\u003c/p>\n\u003ch5>\u003cem>More with John Sipe tomorrow.\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_6576\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca rel=\"attachment wp-att-6576\" href=\"http://ww2.kqed.org/mindshift/2011/01/future-school-day-encourages-exploration/07-12olympus_lg-1/\">\u003cimg class=\"size-large wp-image-6576\" style=\"border: none;\" title=\"07-12Olympus_lg-1\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/07-12Olympus_lg-1-620x493.jpg\" alt=\"\" width=\"620\" height=\"493\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A NASA photo of Olympus Mons, the tallest known mountain in the solar system, using wide-angle imagery from NASA’s Viking orbiters and the Mars Orbiter Camera. \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>A vision of the school day of the future from \u003cstrong>Curtis Wong,\u003c/strong> principal researcher at Microsoft focusing on interaction, media, and visualization technologies. Wong has authored more than 45 patents pending in areas such as interactive television, media browsing, visualization, search, gaming and learning. Wong worked on \u003ca href=\"http://research.microsoft.com/apps/tools/tuva/index.html\" target=\"_self\">Project Tuva, \u003c/a>which links the lectures of Nobel Prize winning Physicist Richard Feynman with interactive simulations and related content and the \u003ca href=\"http://www.worldwidetelescope.org\">\u003cstrong>WorldWide Telescope\u003c/strong>\u003c/a>, which essentially turns a computer into a telescope and features the largest collection of ground and space-based imagery that can be accessed online.\u003c/em>\u003c/p>\n\u003cp>Whenever I think about what a school of the future would be like, I remember the first time I visited the Vivarium Project Open School in Los Angeles over 20 years ago. It was conceived by Alan Kay and was exploring some new ideas around the classroom, the role of teachers and the potential impact of networked computers among other ideas in the ecosystem of learning.\u003c/p>\n\u003cp>My first impression in talking to the students in the classroom was that they were responsible for their own exploration and they worked in teams. The teacher spoke with the whole class for a few minutes about the broader goals of the exploration, but most of his time was spent with each of the small teams of students that were working on researching and exploring problems in the context of the larger goals. The teacher was more of a coach and provided suggestions for areas to explore rather than giving answers to questions. Students were challenged and sought out resources to help themselves to understand and build the solutions that helped them make progress to understanding the bigger problems.\u003c/p>\n\u003cp>To that end I can imagine the classroom of the future being organized loosely like the Vivarium Open School, but this time having much richer online resources that provide the full spectrum of instruction, exploration and assets and tools to allow students to research and construct their own learning experience and synthesize their learning, which can then be shared with others for further exploration by other students.\u003c!--more-->\u003c/p>\n\u003cp>The teacher provides some guidance on the questions to be asked but the students are responsible in small groups that use rich online resources that allow for the learning to extend far beyond the physical walls of the classroom and allows for leveraging the real benefits of actually being in a classroom: the interactions between students and with the teacher to facilitate the process of inquiry and self discovery.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-6557\" href=\"http://ww2.kqed.org/mindshift/2011/01/future-school-day-encourages-exploration/ms_school_future_th1342f08-2/\">\u003cimg class=\"alignleft size-full wp-image-6557\" title=\"MS_school_future_th#1342F08\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/MS_school_future_th1342F081.jpg\" alt=\"\" width=\"60\" height=\"60\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_th1342F081.jpg 60w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_th1342F081-32x32.jpg 32w\" sizes=\"(max-width: 60px) 100vw, 60px\">\u003c/a>My ideas on the future school day are based on my experience. I've been creating educational resources that allowed for instructional learning coupled with self-directed exploration and constructive learning. I worked on interactive multimedia CD-ROMs for the Voyager Company, CD-Roms that integrated rich narrative with spatial and temporal contextual exploration in \u003ca href=\"http://store.barnesfoundation.org/giftstore/product.cfm?pID=96\">A Passion for Art\u003c/a>\" and \"Leonardo da Vinci\" from Corbis. I also worked on the broadband-enhanced PBS television program \"\u003ca href=\"http://www.pbs.org/wgbh/commandingheights/hi/index.html\">Commanding Heights\u003c/a>,\" which linked a streaming video television program with resources from interactive timelines and atlases, fully searchable and indexed transcripts of the program and interviews and glossaries.\u003c/p>\n\u003cp>Commanding Heights allowed the teacher to deconstruct the TV show to quickly find elements for specific instruction while also enabling student exploration from those specific elements to understand the broader related context for the assignment. The program was recognized with a British Academy Award for Online learning in 2002 and validated the ideas around mixing instructional with self directed exploration for learning.\u003c/p>\n\u003cp>A few years later, I led the effort to build the \u003ca href=\"http://www.worldwidetelescope.org/\">WorldWide Telescope\u003c/a>, which was designed with this same information architecture allowing for expert-led guided tours about interested places in the universe (instructive learning) which could be paused at any time to allow for full interactive exploration within the richest simulation of the universe populated with the best imagery from ground and space based telescopes that are available today of they sky and deep space objects which are then coupled with deep information resources from different sources around the world.\u003c/p>\n\u003cp>Students can create their own tours and share them with others. I also imagine short videos being accessible on any subject that is linked to deeper information resources and simulations that are available on the web which also allows rich note taking and sharing into the video itself such as in \u003ca href=\"http://research.microsoft.com/apps/tools/tuva/index.html\">Project Tuva\u003c/a> that I designed as an example for online video learning and note taking.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Read more of MindShift's \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future/?order=asc\">School Day of the Future\u003c/a> series.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_6576\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca rel=\"attachment wp-att-6576\" href=\"http://ww2.kqed.org/mindshift/2011/01/future-school-day-encourages-exploration/07-12olympus_lg-1/\">\u003cimg class=\"size-large wp-image-6576\" style=\"border: none;\" title=\"07-12Olympus_lg-1\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/07-12Olympus_lg-1-620x493.jpg\" alt=\"\" width=\"620\" height=\"493\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A NASA photo of Olympus Mons, the tallest known mountain in the solar system, using wide-angle imagery from NASA’s Viking orbiters and the Mars Orbiter Camera. \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>A vision of the school day of the future from \u003cstrong>Curtis Wong,\u003c/strong> principal researcher at Microsoft focusing on interaction, media, and visualization technologies. Wong has authored more than 45 patents pending in areas such as interactive television, media browsing, visualization, search, gaming and learning. Wong worked on \u003ca href=\"http://research.microsoft.com/apps/tools/tuva/index.html\" target=\"_self\">Project Tuva, \u003c/a>which links the lectures of Nobel Prize winning Physicist Richard Feynman with interactive simulations and related content and the \u003ca href=\"http://www.worldwidetelescope.org\">\u003cstrong>WorldWide Telescope\u003c/strong>\u003c/a>, which essentially turns a computer into a telescope and features the largest collection of ground and space-based imagery that can be accessed online.\u003c/em>\u003c/p>\n\u003cp>Whenever I think about what a school of the future would be like, I remember the first time I visited the Vivarium Project Open School in Los Angeles over 20 years ago. It was conceived by Alan Kay and was exploring some new ideas around the classroom, the role of teachers and the potential impact of networked computers among other ideas in the ecosystem of learning.\u003c/p>\n\u003cp>My first impression in talking to the students in the classroom was that they were responsible for their own exploration and they worked in teams. The teacher spoke with the whole class for a few minutes about the broader goals of the exploration, but most of his time was spent with each of the small teams of students that were working on researching and exploring problems in the context of the larger goals. The teacher was more of a coach and provided suggestions for areas to explore rather than giving answers to questions. Students were challenged and sought out resources to help themselves to understand and build the solutions that helped them make progress to understanding the bigger problems.\u003c/p>\n\u003cp>To that end I can imagine the classroom of the future being organized loosely like the Vivarium Open School, but this time having much richer online resources that provide the full spectrum of instruction, exploration and assets and tools to allow students to research and construct their own learning experience and synthesize their learning, which can then be shared with others for further exploration by other students.\u003c!--more-->\u003c/p>\n\u003cp>The teacher provides some guidance on the questions to be asked but the students are responsible in small groups that use rich online resources that allow for the learning to extend far beyond the physical walls of the classroom and allows for leveraging the real benefits of actually being in a classroom: the interactions between students and with the teacher to facilitate the process of inquiry and self discovery.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-6557\" href=\"http://ww2.kqed.org/mindshift/2011/01/future-school-day-encourages-exploration/ms_school_future_th1342f08-2/\">\u003cimg class=\"alignleft size-full wp-image-6557\" title=\"MS_school_future_th#1342F08\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/MS_school_future_th1342F081.jpg\" alt=\"\" width=\"60\" height=\"60\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_th1342F081.jpg 60w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/MS_school_future_th1342F081-32x32.jpg 32w\" sizes=\"(max-width: 60px) 100vw, 60px\">\u003c/a>My ideas on the future school day are based on my experience. I've been creating educational resources that allowed for instructional learning coupled with self-directed exploration and constructive learning. I worked on interactive multimedia CD-ROMs for the Voyager Company, CD-Roms that integrated rich narrative with spatial and temporal contextual exploration in \u003ca href=\"http://store.barnesfoundation.org/giftstore/product.cfm?pID=96\">A Passion for Art\u003c/a>\" and \"Leonardo da Vinci\" from Corbis. I also worked on the broadband-enhanced PBS television program \"\u003ca href=\"http://www.pbs.org/wgbh/commandingheights/hi/index.html\">Commanding Heights\u003c/a>,\" which linked a streaming video television program with resources from interactive timelines and atlases, fully searchable and indexed transcripts of the program and interviews and glossaries.\u003c/p>\n\u003cp>Commanding Heights allowed the teacher to deconstruct the TV show to quickly find elements for specific instruction while also enabling student exploration from those specific elements to understand the broader related context for the assignment. The program was recognized with a British Academy Award for Online learning in 2002 and validated the ideas around mixing instructional with self directed exploration for learning.\u003c/p>\n\u003cp>A few years later, I led the effort to build the \u003ca href=\"http://www.worldwidetelescope.org/\">WorldWide Telescope\u003c/a>, which was designed with this same information architecture allowing for expert-led guided tours about interested places in the universe (instructive learning) which could be paused at any time to allow for full interactive exploration within the richest simulation of the universe populated with the best imagery from ground and space based telescopes that are available today of they sky and deep space objects which are then coupled with deep information resources from different sources around the world.\u003c/p>\n\u003cp>Students can create their own tours and share them with others. I also imagine short videos being accessible on any subject that is linked to deeper information resources and simulations that are available on the web which also allows rich note taking and sharing into the video itself such as in \u003ca href=\"http://research.microsoft.com/apps/tools/tuva/index.html\">Project Tuva\u003c/a> that I designed as an example for online video learning and note taking.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Read more of MindShift's \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future/?order=asc\">School Day of the Future\u003c/a> series.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_6395\" class=\"wp-caption center\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-6395\" href=\"http://ww2.kqed.org/mindshift/2011/01/school-day-of-the-future-learning-in-2025/screen-shot-2011-01-12-at-11-42-06-am/\">\u003cimg class=\"size-medium wp-image-6395\" title=\"Screen shot 2011-01-12 at 11.42.06 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/Screen-shot-2011-01-12-at-11.42.06-AM-300x226.png\" alt=\"\" width=\"300\" height=\"226\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Adil Tahawai: future learner\u003c/figcaption>\u003c/figure>\n\u003cp>What will a typical school day in the year 2020 (or beyond) look like? How and where will kids learn? What will be the role of the teacher, the parent, the education community?\u003c/p>\n\u003cp>Over the coming weeks, I'll post responses from respected authorities on the field byway of articles, video interviews, and innovative projects.\u003c/p>\n\u003cp>We'll launch the series with a collaborative project by \u003ca href=\"http://knowledgeworks.org\">Knowledgeworks\u003c/a> and \u003ca href=\"http://www.collectiveinvention.com/\">Collective Invention\u003c/a> for \u003ca href=\"http://www.edfunders.org/\">Grantmakers for Education\u003c/a> that shows what learning will look like in the year 2025. The group created scenarios of the future from the perspective of learners and educators in order to help grantmakers understand what kind of innovations would make the biggest impact on learners.\u003c/p>\n\u003cp>\u003cem>From \u003c/em>\u003cem>\u003ca href=\"http://innovationforthecommongood.com/archives/564?utm_source=Newsletter+%28from+Aweber%29&utm_campaign=9cc56b3dcb-December_2010_Bulletin12_10_2010&utm_medium=email\">Learning 2025: Forging Pathways to the Future\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>The heart of formal learning is the relationship between a learner and a mentor, teacher or technical master. That relationship is supported by family and community. Traditionally we’ve built schools at the center of our communities to enable such relationships for larger numbers of children. In today’s world, the mentor-learner relationship is now managed\u003cstrong> \u003c/strong>by various entities, from school districts to charter school networks to home-school networks to—increasingly--online communities.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And in the future, we can expect that technology’s role will increase as new distance learning models enable innovation at the very heart of the teaching and learning relationship. In a 24/7, Internet-enabled world of learning, the nature of that relationship will undoubtedly evolve. What happens when kids are engaged in geographically-distributed learning cohorts with other students who happen to share their interests, learning styles and/or challenges?\u003c/p>\n\u003cp>\u003cstrong>\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=\"alignright 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>The Ideal Scenario: Learners Create Rich Opportunities\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Amid a culture of flexible innovation, learners shape their own learning experiences, drawing upon a rich learning geography to identify resources that meet their needs.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Personalization of learning experiences are the norm, so the K-12 system of 2010 no longer dominates learning. Those schools and districts that remain have become part of a complex and vibrant set of options that together form a loose learning ecosystem. Learning is available 24/7 and year round across many learning platforms and beyond geographic limits.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Smart networks of resource providers form lightweight, modular learning grids to offer flexible learning experiences as demand dictates. Gone are the days when the adults involved in learning primarily served as teachers, administrators, and tutors. Now a whole host of learning agents support learning, with some specializing in particular content and others focusing on pedagogy or assessment design. Networked collaboration is the norm.\u003c/li>\n\u003c/ul>\n\u003cp>To get a sense of the experiences of a wide range of learners from the future -- a 15-year-old Muslim immigrant being home-schooled in Minnesota by her mother, a 17-year-old \"climate refugee\" encamped in Richmond, Calif. with tribal elders, a 17-year-old African American in New Orleans, go to \"\u003ca href=\"http://content.yudu.com/A1p78t/MeetTheLearners2025/resources/index.htm\">Meet the Learners\u003c/a>.\"\u003c/p>\n\u003cp>And below, meet a future \"learning agent\" (known in 2010 as educator). He's addressing two of the learners described above and guiding them on joint projects. (You'll also see two other videos, all of them portrayed by Jamais Cascio.)\u003c/p>\n\u003cp>http://www.vimeo.com/18723120\u003c/p>\n\u003cp>So all this said, what's needed to get us there?\u003c/p>\n\u003cul>\n\u003cli>Resources geared toward the learner\u003c/li>\n\u003cli>Risk-taking and prototyping\u003c/li>\n\u003cli>Social and peer-based learning\u003c/li>\n\u003cli>New forms of governance\u003c/li>\n\u003cli>Personalized learning and community\u003c/li>\n\u003cli>Public will for change\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>Read more about \u003ca href=\"http://innovationforthecommongood.com/archives/564\">the Learning 2025 project\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_6395\" class=\"wp-caption center\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-6395\" href=\"http://ww2.kqed.org/mindshift/2011/01/school-day-of-the-future-learning-in-2025/screen-shot-2011-01-12-at-11-42-06-am/\">\u003cimg class=\"size-medium wp-image-6395\" title=\"Screen shot 2011-01-12 at 11.42.06 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/Screen-shot-2011-01-12-at-11.42.06-AM-300x226.png\" alt=\"\" width=\"300\" height=\"226\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Adil Tahawai: future learner\u003c/figcaption>\u003c/figure>\n\u003cp>What will a typical school day in the year 2020 (or beyond) look like? How and where will kids learn? What will be the role of the teacher, the parent, the education community?\u003c/p>\n\u003cp>Over the coming weeks, I'll post responses from respected authorities on the field byway of articles, video interviews, and innovative projects.\u003c/p>\n\u003cp>We'll launch the series with a collaborative project by \u003ca href=\"http://knowledgeworks.org\">Knowledgeworks\u003c/a> and \u003ca href=\"http://www.collectiveinvention.com/\">Collective Invention\u003c/a> for \u003ca href=\"http://www.edfunders.org/\">Grantmakers for Education\u003c/a> that shows what learning will look like in the year 2025. The group created scenarios of the future from the perspective of learners and educators in order to help grantmakers understand what kind of innovations would make the biggest impact on learners.\u003c/p>\n\u003cp>\u003cem>From \u003c/em>\u003cem>\u003ca href=\"http://innovationforthecommongood.com/archives/564?utm_source=Newsletter+%28from+Aweber%29&utm_campaign=9cc56b3dcb-December_2010_Bulletin12_10_2010&utm_medium=email\">Learning 2025: Forging Pathways to the Future\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>The heart of formal learning is the relationship between a learner and a mentor, teacher or technical master. That relationship is supported by family and community. Traditionally we’ve built schools at the center of our communities to enable such relationships for larger numbers of children. In today’s world, the mentor-learner relationship is now managed\u003cstrong> \u003c/strong>by various entities, from school districts to charter school networks to home-school networks to—increasingly--online communities.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And in the future, we can expect that technology’s role will increase as new distance learning models enable innovation at the very heart of the teaching and learning relationship. In a 24/7, Internet-enabled world of learning, the nature of that relationship will undoubtedly evolve. What happens when kids are engaged in geographically-distributed learning cohorts with other students who happen to share their interests, learning styles and/or challenges?\u003c/p>\n\u003cp>\u003cstrong>\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=\"alignright 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>The Ideal Scenario: Learners Create Rich Opportunities\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Amid a culture of flexible innovation, learners shape their own learning experiences, drawing upon a rich learning geography to identify resources that meet their needs.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Personalization of learning experiences are the norm, so the K-12 system of 2010 no longer dominates learning. Those schools and districts that remain have become part of a complex and vibrant set of options that together form a loose learning ecosystem. Learning is available 24/7 and year round across many learning platforms and beyond geographic limits.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Smart networks of resource providers form lightweight, modular learning grids to offer flexible learning experiences as demand dictates. Gone are the days when the adults involved in learning primarily served as teachers, administrators, and tutors. Now a whole host of learning agents support learning, with some specializing in particular content and others focusing on pedagogy or assessment design. Networked collaboration is the norm.\u003c/li>\n\u003c/ul>\n\u003cp>To get a sense of the experiences of a wide range of learners from the future -- a 15-year-old Muslim immigrant being home-schooled in Minnesota by her mother, a 17-year-old \"climate refugee\" encamped in Richmond, Calif. with tribal elders, a 17-year-old African American in New Orleans, go to \"\u003ca href=\"http://content.yudu.com/A1p78t/MeetTheLearners2025/resources/index.htm\">Meet the Learners\u003c/a>.\"\u003c/p>\n\u003cp>And below, meet a future \"learning agent\" (known in 2010 as educator). He's addressing two of the learners described above and guiding them on joint projects. (You'll also see two other videos, all of them portrayed by Jamais Cascio.)\u003c/p>\n\u003cp>http://www.vimeo.com/18723120\u003c/p>\n\u003cp>So all this said, what's needed to get us there?\u003c/p>\n\u003cul>\n\u003cli>Resources geared toward the learner\u003c/li>\n\u003cli>Risk-taking and prototyping\u003c/li>\n\u003cli>Social and peer-based learning\u003c/li>\n\u003cli>New forms of governance\u003c/li>\n\u003cli>Personalized learning and community\u003c/li>\n\u003cli>Public will for change\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>Read more about \u003ca href=\"http://innovationforthecommongood.com/archives/564\">the Learning 2025 project\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>If there's any doubt that educators are heroes, especially in high-poverty neighborhoods, \u003ca href=\"http://www.nytimes.com/2011/01/11/education/11class.html\">Sharon Otterman's piece\u003c/a> in the New York Times will put that to rest.\u003c/p>\n\u003cp>The article covers an experimental program in a poor Brooklyn neighborhood where 60 students are taught in an open classroom by four teachers -- one \"master teacher\" and the others beginners. As the writer describes it, \"the school stresses student independence over teacher-led lessons, scientific inquiry over rote memorization and freedom and self-expression over strict structure and discipline.\"\u003c/p>\n\u003cp>As you can imagine, there have been bumps in the road.\u003c/p>\n\u003cblockquote>\u003cp>In the first two months of school, a student pulled a chunk of an adult’s hair out, and an ambulance crew was called twice to calm a child. Eight weeks into the year, the only student work visible on the blue-painted walls was a poster with finger-painted hand prints and the words “Hands Are Not for Hitting.”\u003c/p>\n\u003cp>“Many of the children have already had a year in what I would call a state of nature, when Rousseau spoke about people who live under no civilization,” Mr. Waronker said, referring to the children’s experience in a regular public school kindergarten. Fifteen children still could not recognize letters, and only one-third were at grade level. “This is messy work — this is the front lines.”\u003c/p>\u003c/blockquote>\n\u003cp>It goes to show that growing pains and missteps are inevitable anytime a new program like this is launched. The founder has already decided to hire more experienced teacher next year. But unless someone takes the charge to blaze the trail, how are we to know what could work better than the current system, which by all accounts, is not working?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>If there's any doubt that educators are heroes, especially in high-poverty neighborhoods, \u003ca href=\"http://www.nytimes.com/2011/01/11/education/11class.html\">Sharon Otterman's piece\u003c/a> in the New York Times will put that to rest.\u003c/p>\n\u003cp>The article covers an experimental program in a poor Brooklyn neighborhood where 60 students are taught in an open classroom by four teachers -- one \"master teacher\" and the others beginners. As the writer describes it, \"the school stresses student independence over teacher-led lessons, scientific inquiry over rote memorization and freedom and self-expression over strict structure and discipline.\"\u003c/p>\n\u003cp>As you can imagine, there have been bumps in the road.\u003c/p>\n\u003cblockquote>\u003cp>In the first two months of school, a student pulled a chunk of an adult’s hair out, and an ambulance crew was called twice to calm a child. Eight weeks into the year, the only student work visible on the blue-painted walls was a poster with finger-painted hand prints and the words “Hands Are Not for Hitting.”\u003c/p>\n\u003cp>“Many of the children have already had a year in what I would call a state of nature, when Rousseau spoke about people who live under no civilization,” Mr. Waronker said, referring to the children’s experience in a regular public school kindergarten. Fifteen children still could not recognize letters, and only one-third were at grade level. “This is messy work — this is the front lines.”\u003c/p>\u003c/blockquote>\n\u003cp>It goes to show that growing pains and missteps are inevitable anytime a new program like this is launched. The founder has already decided to hire more experienced teacher next year. But unless someone takes the charge to blaze the trail, how are we to know what could work better than the current system, which by all accounts, is not working?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>It's way too early to know whether the iPad will have an effect on the education system as a whole. We need time to study its impact on how students learn. But anecdotal evidence from teachers so far is encouraging.\u003c/p>\n\u003cp>See what \u003ca href=\"http://www.macworld.com/article/157013/2011/01/ipadintheschool.html\">Frasier Speirs \u003c/a>from Cedars School of Excellence has to say about deploying 115 iPads in school.\u003c/p>\n\u003cblockquote>\u003cp>The biggest early change has been in teaching art. Apps like \u003ca href=\"http://www.macworld.com/appguide/app.html?id=458359&expand=false\">Brushes\u003c/a>, \u003ca href=\"http://www.macworld.com/appguide/app.html?id=460473&expand=false\">MoodBoard Pro\u003c/a>, and \u003ca href=\"http://www.macworld.com/appguide/app.html?id=318252&expand=false\">Photoshop Express\u003c/a> help children experiment with art and build confidence. Children are often reluctant to try new things in art class for fear of getting something wrong. With the freedom to simply try things, with the safety of unlimited undo, their creativity has opened up dramatically. Similarly, in English our teachers are now having to teach the art of keeping to a word limit because children are producing longer and better pieces of writing than ever before.\u003c/p>\n\u003cp>Are there things we wish the iPad did better? Of course. Is there another computing device that meets our needs more fully? Not right now. The iPad has transformed our school, and we have only begun to find out what’s possible.\u003c/p>\u003c/blockquote>\n\u003cp>I'd love to hear from other educators or parents the specifics on how they're seeing students' learning process changing.\u003c/p>\n\u003cp>[Via Scott McLeod's\u003ca href=\"http://www.minddump.org/taking-the-ipad-away-would-now-completely-bre?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+mcleodminddump+%28Mind+Dump%29&utm_content=Google+Reader\"> Mind Dump\u003c/a>.]\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It's way too early to know whether the iPad will have an effect on the education system as a whole. We need time to study its impact on how students learn. But anecdotal evidence from teachers so far is encouraging.\u003c/p>\n\u003cp>See what \u003ca href=\"http://www.macworld.com/article/157013/2011/01/ipadintheschool.html\">Frasier Speirs \u003c/a>from Cedars School of Excellence has to say about deploying 115 iPads in school.\u003c/p>\n\u003cblockquote>\u003cp>The biggest early change has been in teaching art. Apps like \u003ca href=\"http://www.macworld.com/appguide/app.html?id=458359&expand=false\">Brushes\u003c/a>, \u003ca href=\"http://www.macworld.com/appguide/app.html?id=460473&expand=false\">MoodBoard Pro\u003c/a>, and \u003ca href=\"http://www.macworld.com/appguide/app.html?id=318252&expand=false\">Photoshop Express\u003c/a> help children experiment with art and build confidence. Children are often reluctant to try new things in art class for fear of getting something wrong. With the freedom to simply try things, with the safety of unlimited undo, their creativity has opened up dramatically. Similarly, in English our teachers are now having to teach the art of keeping to a word limit because children are producing longer and better pieces of writing than ever before.\u003c/p>\n\u003cp>Are there things we wish the iPad did better? Of course. Is there another computing device that meets our needs more fully? Not right now. The iPad has transformed our school, and we have only begun to find out what’s possible.\u003c/p>\u003c/blockquote>\n\u003cp>I'd love to hear from other educators or parents the specifics on how they're seeing students' learning process changing.\u003c/p>\n\u003cp>[Via Scott McLeod's\u003ca href=\"http://www.minddump.org/taking-the-ipad-away-would-now-completely-bre?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+mcleodminddump+%28Mind+Dump%29&utm_content=Google+Reader\"> Mind Dump\u003c/a>.]\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "How Does New Tech Measure Up to Traditional Standards? ",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-6228\" href=\"http://ww2.kqed.org/mindshift/2011/01/how-does-new-tech-measure-up-to-traditional-standards/10_11-15_newtech_0587/\">\u003cimg class=\"size-large wp-image-6228\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/10_11.15_newtech_0587-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003c/p>\n\u003cp>Some might say it's all well and good to teach responsibility and accountability and self-sufficiency, but what about test scores?\u003c/p>\n\u003cp>At\u003ca href=\"http://ww2.kqed.org/mindshift/tag/napa-new-tech-high/?order=asc\"> Napa New Tech\u003c/a>, the numbers speak for themselves. The school's 2009 API scores was 818. (Napa New Tech is the first school in the New Tech Network, and was opened in 1996.) The average score of all the 62 schools in the New Tech Network for 2008 was 691, and the growth in the score between 2007 and 2008 was 10.75.\u003c/p>\n\u003cp>\"In general, our students do better across the country in humanities, language arts, social studies, and science,\" said Chris Walsh, director of innovation and design at New Tech Network. \"Math is still at average. But in terms of engagement, college attendance, and graduation rates, we're off the charts.\"\u003c/p>\n\u003cp>He's right. From the\u003ca href=\"http://knowledgeworks.org/action/our-results/student-level-results/ntn\"> KnowledgeWorks Foundation\u003c/a> (which New Tech is a subsidiary of):\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-6221\" href=\"http://ww2.kqed.org/mindshift/2011/01/how-does-new-tech-measure-up-to-traditional-standards/kw_chartpercentaccepted/\">\u003cimg class=\"aligncenter size-large wp-image-6221\" title=\"KW_ChartPercentAccepted\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/KW_ChartPercentAccepted-620x121.jpg\" alt=\"\" width=\"620\" height=\"121\">\u003c/a>\u003c!--more-->\u003c/p>\n\u003cp>Also according to Knowledgeworks:\u003c/p>\n\u003cp>- 26 of 28 New Tech schools with available data (or 93%) had attendance rates between 90-100% in 2008-09. Almost two-thirds of the New Tech schools had a 0% drop out rate across grades in 2008-09.\u003c/p>\n\u003cp>- 98% of Napa New Tech graduates surveyed advanced to post-secondary education.\u003c/p>\n\u003cp>- 40% are in Science, Technology, Engineering or Math (STEM) career tracks compared with 7% of high school graduates nationwide.\u003c/p>\n\u003cp>More numbers to take into account, showing that the New Tech model could work in any setting.\u003c/p>\n\u003cp>- 1/3 of New Tech schools are in rural areas; 1/3 are in suburban; and 1/3 are in urban neighborhoods.\u003c/p>\n\u003cp>- Half of the students in the network have free and/or reduced lunch.\u003c/p>\n\u003cp>But even with such promising scores, the whole assessment issue can stand some serious review, Walsh said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"We're trying to redefine what the definition of a great school is. Not just good test scores or great football teams,\" he said. \"If we had a national assessment around critical thinking, which we unfortunately don’t, you would change the whole dialogue.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-6228\" href=\"http://ww2.kqed.org/mindshift/2011/01/how-does-new-tech-measure-up-to-traditional-standards/10_11-15_newtech_0587/\">\u003cimg class=\"size-large wp-image-6228\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/10_11.15_newtech_0587-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003c/p>\n\u003cp>Some might say it's all well and good to teach responsibility and accountability and self-sufficiency, but what about test scores?\u003c/p>\n\u003cp>At\u003ca href=\"http://ww2.kqed.org/mindshift/tag/napa-new-tech-high/?order=asc\"> Napa New Tech\u003c/a>, the numbers speak for themselves. The school's 2009 API scores was 818. (Napa New Tech is the first school in the New Tech Network, and was opened in 1996.) The average score of all the 62 schools in the New Tech Network for 2008 was 691, and the growth in the score between 2007 and 2008 was 10.75.\u003c/p>\n\u003cp>\"In general, our students do better across the country in humanities, language arts, social studies, and science,\" said Chris Walsh, director of innovation and design at New Tech Network. \"Math is still at average. But in terms of engagement, college attendance, and graduation rates, we're off the charts.\"\u003c/p>\n\u003cp>He's right. From the\u003ca href=\"http://knowledgeworks.org/action/our-results/student-level-results/ntn\"> KnowledgeWorks Foundation\u003c/a> (which New Tech is a subsidiary of):\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-6221\" href=\"http://ww2.kqed.org/mindshift/2011/01/how-does-new-tech-measure-up-to-traditional-standards/kw_chartpercentaccepted/\">\u003cimg class=\"aligncenter size-large wp-image-6221\" title=\"KW_ChartPercentAccepted\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/KW_ChartPercentAccepted-620x121.jpg\" alt=\"\" width=\"620\" height=\"121\">\u003c/a>\u003c!--more-->\u003c/p>\n\u003cp>Also according to Knowledgeworks:\u003c/p>\n\u003cp>- 26 of 28 New Tech schools with available data (or 93%) had attendance rates between 90-100% in 2008-09. Almost two-thirds of the New Tech schools had a 0% drop out rate across grades in 2008-09.\u003c/p>\n\u003cp>- 98% of Napa New Tech graduates surveyed advanced to post-secondary education.\u003c/p>\n\u003cp>- 40% are in Science, Technology, Engineering or Math (STEM) career tracks compared with 7% of high school graduates nationwide.\u003c/p>\n\u003cp>More numbers to take into account, showing that the New Tech model could work in any setting.\u003c/p>\n\u003cp>- 1/3 of New Tech schools are in rural areas; 1/3 are in suburban; and 1/3 are in urban neighborhoods.\u003c/p>\n\u003cp>- Half of the students in the network have free and/or reduced lunch.\u003c/p>\n\u003cp>But even with such promising scores, the whole assessment issue can stand some serious review, Walsh said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"We're trying to redefine what the definition of a great school is. Not just good test scores or great football teams,\" he said. \"If we had a national assessment around critical thinking, which we unfortunately don’t, you would change the whole dialogue.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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"masters-of-scale": {
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},
"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"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?",
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"on-the-media": {
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"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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},
"pbs-newshour": {
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},
"perspectives": {
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"order": 14
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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.",
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"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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},
"politicalbreakdown": {
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"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
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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",
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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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},
"radiolab": {
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