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"content": "\u003cp>\u003ca rel=\"attachment wp-att-6069\" href=\"http://ww2.kqed.org/mindshift/2011/01/napa-new-tech-school-of-the-future-is-here/10_11-15_newtech_0427/\">\u003cimg class=\"size-large wp-image-6069\" title=\"10_11.15_newtech_0427\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/10_11.15_newtech_0427-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003c/p>\n\u003cp>What does the high school of the future look like? It’s one that emphasizes useful, relevant skills that can be applied to college and the work world beyond. One that encourages students to be critical thinkers, responsible for their own actions. One that trains them to work collaboratively and push themselves to outside their comfort zones. And one that uses the benefits of technology to reach those goals.\u003c/p>\n\u003cp>If these are the tenets, then the folks at \u003ca href=\"http://www.newtechhigh.org/\">Napa New Technology High School\u003c/a> in Napa, Calif., believe theirs is the model.\u003c/p>\n\u003cp>One of 62 schools in the \u003ca href=\"http://www.newtechnetwork.org/\">New Tech Network\u003c/a>, Napa New Tech High has turned the traditional high school model on its ear. Its objective is to deliver responsible citizens who are ready to work or go to college, and learn the skills to be prepared for the world outside the confines of school.\u003c/p>\n\u003cp>I visited the campus recently and came away with a clear understanding of the school’s vision. There’s a lot to cover, but in essence, I’ve boiled it down to these five ways I consider New Tech a school of the future.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>1) Breeding a culture of accountability.\u003c/strong>\u003c/p>\n\u003cp>Aligning with the growing \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/21st-century-skills-learned-alongside-the-three-rs/\">movement of teaching 21st century skills\u003c/a>, one of the recurring mantras at New Tech High is the pervasive culture of respect, trust, and responsibility that goes both ways between educators and students. For instance, you’ll hear no bells signaling the end of class periods. Students are trusted to keep track of their own time, just as they would as grownups in the outside world, and to show up where they need to at the appropriate times. They can organize independent study projects with teachers and work on their own or in groups in the school’s airy atrium/cyber café. \u003c!--more-->\u003c/p>\n\u003cp>“How students work here is different from traditional schools,” said Paul Curtis, assistant director of school design at Napa New Tech. “It’s much less about control. Our kids are basically treated as much as possible like an employee in a company. With respect and trust.”\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-6074\" href=\"http://ww2.kqed.org/mindshift/2011/01/napa-new-tech-school-of-the-future-is-here/10_11-15_newtech_0471/\">\u003cimg class=\"size-medium wp-image-6074\" title=\"10_11.15_newtech_0471\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/10_11.15_newtech_0471-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>When, for example, it came time to nail down a policy about video games – whether non-educational games should be allowed on school computers or only on personal computers, whether headphones should be required, whether some games should be barred completely at school – administrators included students in the decision-making process.\u003c/p>\n\u003cp>“Rather than come up with rules to control behavior, we give them as much freedom as possible, but give them norms and behaviors for work we want everyone to do. It’s the idea of ownership of community,” Curtis said.\u003c/p>\n\u003cp>\u003cstrong>2) Project-based curriculum.\u003c/strong>\u003c/p>\n\u003cp>Put simply, project-based curriculum emphasizes learning through doing classroom projects that address a specific issue or challenge. Students typically carry out the projects in groups, and teachers guide them along.\u003c/p>\n\u003cp>At Napa New Tech, you’ll hear very little lecturing and see few teacher-led activities. For this school, the decision to use project-based curriculum was based not only on what topics students should learn, but also what skills they should acquire in school.\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-6075\" href=\"http://ww2.kqed.org/mindshift/2011/01/napa-new-tech-school-of-the-future-is-here/10_11-15_newtech_0354/\">\u003cimg class=\"size-medium wp-image-6075\" title=\"10_11.15_newtech_0354\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/10_11.15_newtech_0354-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>“It came from a fundamental belief that we have a set of skills we want to teach kids,” Curtis said. “Critical thinking, collaboration, and communication. There are two approaches you can take: create electives that teach these skills, or embed them into every single class. If you do the latter, it leads to project-based learning.”\u003c/p>\n\u003cp>And in this era of high accountability, the New Tech team recognizes that the curriculum must be tied to standards. (More on the school’s assessment scores in an upcoming article.)\u003c/p>\n\u003cp>“We have to train teachers to look at standards that states derive, where there’s meaningful application of that knowledge,” Curtis said. “So now we start with standards and build curriculum around them. And at the same time, we provide deeper a learning experience that also teaches 21st century skills.”\u003c/p>\n\u003cp>\u003cstrong>3) Smart use of technology.\u003c/strong>\u003c/p>\n\u003cp>You can’t escape computers at Napa New Tech High. They’re everywhere. Students sit grouped together at round or long conference tables, working in teams, each one armed with a computer. The point, though, is not that they have these computers, but how it helps them become self-sufficient learners.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Rather than come up with rules to control behavior, we give them as much freedom as possible, but give them norms and behaviors for work we want everyone to do. It’s the idea of ownership of community,” Curtis said.\u003c/aside>\n\u003cp>“Kids are finding the path to knowledge their own way,” Curtis said. “They become empowered and no longer have to raise their hand to ask a question unless they’re really stuck. This pushes them to become lifelong learners. It happens every time as long as you have access to information and technology.”\u003c/p>\n\u003cp>To that end, every student has access to a computer, whether it’s brought from home or provided by the school, whether it’s a Netbook or a desktop. For those families who can’t provide laptops for students, the school offers desktops. But according to Curtis, 93% of students bring their own laptops, though 33% are on free or reduced lunch.\u003c/p>\n\u003cp>\u003cstrong>4) Test scores based on more than knowing just facts.\u003c/strong>\u003c/p>\n\u003cp>In most schools, if a student turns in a project or paper late, her entire grade is typically lowered. And as a result, that one grade doesn’t accurately indicate other important factors, such as quality of work or amount of effort. With New Tech’s “gradebook” system, a student is graded on four different criteria: content, written communication (even in subjects like math), critical thinking, and work ethic.\u003c/p>\n\u003cp>And sometimes to surprising results.\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-6076\" href=\"http://ww2.kqed.org/mindshift/2011/01/napa-new-tech-school-of-the-future-is-here/10_11-15_newtech_0386/\">\u003cimg class=\"size-medium wp-image-6076\" title=\"10_11.15_newtech_0386\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/10_11.15_newtech_0386-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>“Some kids who struggle the most are bright kids who’ve always gotten A’s but now are not necessarily getting the grades they’ve gotten,” said Howard Mahoney, principal of Napa New Tech High School. “When it comes to things like collaboration, critical thinking, pushing above and beyond, they don’t know what to do when they’re graded on those things and sometimes they get a D on an assignment. Other kids who’ve never been successful are doing great.”\u003c/p>\n\u003cp>Every student has access to how they scored in the rubric, and can easily identify what part of their project can be improved.\u003c/p>\n\u003cp>\u003cstrong>5) Providing a framework for other schools to scale.\u003c/strong>\u003c/p>\n\u003cp>You’ll find pockets of innovation all across the country, examples of progressive schools or programs that could be replicated, but often are not for a long list of reasons. But New Tech Network is scaling its program all over the country.\u003c/p>\n\u003cp>Napa New Tech High is the first of a proliferating network of schools that follow the same ideals and mission. As of now, 62 schools across the country are replicating the New Tech model (and that number grows).\u003c/p>\n\u003cp>What does it take to become a New Tech school? First and foremost, it's the willingness to embrace absolute change in school culture.\u003c/p>\n\u003cp>“If you don’t have this atmosphere, it’s hard to think about academic achievement. Even in urban schools, we focus on culture as the primary piece, because until that gets established it’s hard to do anything else,” said Chris Walsh, director of innovation and design at New Tech Network, which is a subsidiary of KnowledgeWorks Foundation.\u003c/p>\n\u003cp>Also, it takes many months of planning, about $450,000 to $500,000, a lot of intense teacher re-training, an entire project-based curriculum, and possibly the biggest challenge -- an understanding that the model has to be embraced in its entirety.\u003c/p>\n\u003cp>“It doesn’t help to try to piecemeal your way to change,” Walsh said. “Each of those small changes are seen by the rest of the system as cancer. The whole system fights against that change.”\u003c/p>\n\u003cp>And they're pushing for even further growth. To really get traction and for communities to benefit from all the advantages of New Tech schools, the network’s goal is to create entire districts with their model.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We’ve figured out the school part,” Walsh said. “But the big challenge for us is to create a district that supports the infrastructure like this.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-6069\" href=\"http://ww2.kqed.org/mindshift/2011/01/napa-new-tech-school-of-the-future-is-here/10_11-15_newtech_0427/\">\u003cimg class=\"size-large wp-image-6069\" title=\"10_11.15_newtech_0427\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/10_11.15_newtech_0427-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003c/p>\n\u003cp>What does the high school of the future look like? It’s one that emphasizes useful, relevant skills that can be applied to college and the work world beyond. One that encourages students to be critical thinkers, responsible for their own actions. One that trains them to work collaboratively and push themselves to outside their comfort zones. And one that uses the benefits of technology to reach those goals.\u003c/p>\n\u003cp>If these are the tenets, then the folks at \u003ca href=\"http://www.newtechhigh.org/\">Napa New Technology High School\u003c/a> in Napa, Calif., believe theirs is the model.\u003c/p>\n\u003cp>One of 62 schools in the \u003ca href=\"http://www.newtechnetwork.org/\">New Tech Network\u003c/a>, Napa New Tech High has turned the traditional high school model on its ear. Its objective is to deliver responsible citizens who are ready to work or go to college, and learn the skills to be prepared for the world outside the confines of school.\u003c/p>\n\u003cp>I visited the campus recently and came away with a clear understanding of the school’s vision. There’s a lot to cover, but in essence, I’ve boiled it down to these five ways I consider New Tech a school of the future.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>1) Breeding a culture of accountability.\u003c/strong>\u003c/p>\n\u003cp>Aligning with the growing \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/21st-century-skills-learned-alongside-the-three-rs/\">movement of teaching 21st century skills\u003c/a>, one of the recurring mantras at New Tech High is the pervasive culture of respect, trust, and responsibility that goes both ways between educators and students. For instance, you’ll hear no bells signaling the end of class periods. Students are trusted to keep track of their own time, just as they would as grownups in the outside world, and to show up where they need to at the appropriate times. They can organize independent study projects with teachers and work on their own or in groups in the school’s airy atrium/cyber café. \u003c!--more-->\u003c/p>\n\u003cp>“How students work here is different from traditional schools,” said Paul Curtis, assistant director of school design at Napa New Tech. “It’s much less about control. Our kids are basically treated as much as possible like an employee in a company. With respect and trust.”\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-6074\" href=\"http://ww2.kqed.org/mindshift/2011/01/napa-new-tech-school-of-the-future-is-here/10_11-15_newtech_0471/\">\u003cimg class=\"size-medium wp-image-6074\" title=\"10_11.15_newtech_0471\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/10_11.15_newtech_0471-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>When, for example, it came time to nail down a policy about video games – whether non-educational games should be allowed on school computers or only on personal computers, whether headphones should be required, whether some games should be barred completely at school – administrators included students in the decision-making process.\u003c/p>\n\u003cp>“Rather than come up with rules to control behavior, we give them as much freedom as possible, but give them norms and behaviors for work we want everyone to do. It’s the idea of ownership of community,” Curtis said.\u003c/p>\n\u003cp>\u003cstrong>2) Project-based curriculum.\u003c/strong>\u003c/p>\n\u003cp>Put simply, project-based curriculum emphasizes learning through doing classroom projects that address a specific issue or challenge. Students typically carry out the projects in groups, and teachers guide them along.\u003c/p>\n\u003cp>At Napa New Tech, you’ll hear very little lecturing and see few teacher-led activities. For this school, the decision to use project-based curriculum was based not only on what topics students should learn, but also what skills they should acquire in school.\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-6075\" href=\"http://ww2.kqed.org/mindshift/2011/01/napa-new-tech-school-of-the-future-is-here/10_11-15_newtech_0354/\">\u003cimg class=\"size-medium wp-image-6075\" title=\"10_11.15_newtech_0354\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/10_11.15_newtech_0354-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>“It came from a fundamental belief that we have a set of skills we want to teach kids,” Curtis said. “Critical thinking, collaboration, and communication. There are two approaches you can take: create electives that teach these skills, or embed them into every single class. If you do the latter, it leads to project-based learning.”\u003c/p>\n\u003cp>And in this era of high accountability, the New Tech team recognizes that the curriculum must be tied to standards. (More on the school’s assessment scores in an upcoming article.)\u003c/p>\n\u003cp>“We have to train teachers to look at standards that states derive, where there’s meaningful application of that knowledge,” Curtis said. “So now we start with standards and build curriculum around them. And at the same time, we provide deeper a learning experience that also teaches 21st century skills.”\u003c/p>\n\u003cp>\u003cstrong>3) Smart use of technology.\u003c/strong>\u003c/p>\n\u003cp>You can’t escape computers at Napa New Tech High. They’re everywhere. Students sit grouped together at round or long conference tables, working in teams, each one armed with a computer. The point, though, is not that they have these computers, but how it helps them become self-sufficient learners.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Rather than come up with rules to control behavior, we give them as much freedom as possible, but give them norms and behaviors for work we want everyone to do. It’s the idea of ownership of community,” Curtis said.\u003c/aside>\n\u003cp>“Kids are finding the path to knowledge their own way,” Curtis said. “They become empowered and no longer have to raise their hand to ask a question unless they’re really stuck. This pushes them to become lifelong learners. It happens every time as long as you have access to information and technology.”\u003c/p>\n\u003cp>To that end, every student has access to a computer, whether it’s brought from home or provided by the school, whether it’s a Netbook or a desktop. For those families who can’t provide laptops for students, the school offers desktops. But according to Curtis, 93% of students bring their own laptops, though 33% are on free or reduced lunch.\u003c/p>\n\u003cp>\u003cstrong>4) Test scores based on more than knowing just facts.\u003c/strong>\u003c/p>\n\u003cp>In most schools, if a student turns in a project or paper late, her entire grade is typically lowered. And as a result, that one grade doesn’t accurately indicate other important factors, such as quality of work or amount of effort. With New Tech’s “gradebook” system, a student is graded on four different criteria: content, written communication (even in subjects like math), critical thinking, and work ethic.\u003c/p>\n\u003cp>And sometimes to surprising results.\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-6076\" href=\"http://ww2.kqed.org/mindshift/2011/01/napa-new-tech-school-of-the-future-is-here/10_11-15_newtech_0386/\">\u003cimg class=\"size-medium wp-image-6076\" title=\"10_11.15_newtech_0386\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/10_11.15_newtech_0386-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>“Some kids who struggle the most are bright kids who’ve always gotten A’s but now are not necessarily getting the grades they’ve gotten,” said Howard Mahoney, principal of Napa New Tech High School. “When it comes to things like collaboration, critical thinking, pushing above and beyond, they don’t know what to do when they’re graded on those things and sometimes they get a D on an assignment. Other kids who’ve never been successful are doing great.”\u003c/p>\n\u003cp>Every student has access to how they scored in the rubric, and can easily identify what part of their project can be improved.\u003c/p>\n\u003cp>\u003cstrong>5) Providing a framework for other schools to scale.\u003c/strong>\u003c/p>\n\u003cp>You’ll find pockets of innovation all across the country, examples of progressive schools or programs that could be replicated, but often are not for a long list of reasons. But New Tech Network is scaling its program all over the country.\u003c/p>\n\u003cp>Napa New Tech High is the first of a proliferating network of schools that follow the same ideals and mission. As of now, 62 schools across the country are replicating the New Tech model (and that number grows).\u003c/p>\n\u003cp>What does it take to become a New Tech school? First and foremost, it's the willingness to embrace absolute change in school culture.\u003c/p>\n\u003cp>“If you don’t have this atmosphere, it’s hard to think about academic achievement. Even in urban schools, we focus on culture as the primary piece, because until that gets established it’s hard to do anything else,” said Chris Walsh, director of innovation and design at New Tech Network, which is a subsidiary of KnowledgeWorks Foundation.\u003c/p>\n\u003cp>Also, it takes many months of planning, about $450,000 to $500,000, a lot of intense teacher re-training, an entire project-based curriculum, and possibly the biggest challenge -- an understanding that the model has to be embraced in its entirety.\u003c/p>\n\u003cp>“It doesn’t help to try to piecemeal your way to change,” Walsh said. “Each of those small changes are seen by the rest of the system as cancer. The whole system fights against that change.”\u003c/p>\n\u003cp>And they're pushing for even further growth. To really get traction and for communities to benefit from all the advantages of New Tech schools, the network’s goal is to create entire districts with their model.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cblockquote>\u003cp>\"Some kids who struggle the most are bright kids who've always gotten A's but now are not necessarily getting the grades they’ve gotten. When it comes to things like collaboration, critical thinking, pushing above and beyond, they don’t know what to do when they’re graded on those things and sometimes they get a D on an assignment. Other kids who’ve never been successful are doing great.\"\u003c/p>\u003c/blockquote>\n\u003cp>- Howard Mahoney, principal of Napa New Tech High School in Napa, California.\u003c/p>\n\u003cp>I'll be posting more articles about the school and its innovative program in the next few days.\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cblockquote>\u003cp>\"Some kids who struggle the most are bright kids who've always gotten A's but now are not necessarily getting the grades they’ve gotten. When it comes to things like collaboration, critical thinking, pushing above and beyond, they don’t know what to do when they’re graded on those things and sometimes they get a D on an assignment. Other kids who’ve never been successful are doing great.\"\u003c/p>\u003c/blockquote>\n\u003cp>- Howard Mahoney, principal of Napa New Tech High School in Napa, California.\u003c/p>\n\u003cp>I'll be posting more articles about the school and its innovative program in the next few days.\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-5646\" href=\"http://ww2.kqed.org/mindshift/2010/12/top-and-under-the-radar-education-headlines-of-2010/christopher-woo/\">\u003cimg class=\"size-full wp-image-5646\" title=\"christopher.woo\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/christopher.woo_.jpg\" alt=\"\" width=\"500\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2010/12/christopher.woo_.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/christopher.woo_-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/christopher.woo_-320x213.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp>The 2010 headlines in education had the makings of a gripping drama: money, power, politics, Oprah! If there was any doubt that education has been pushed front-and-center to the spotlight, the screaming headlines of the \u003ca href=\"http://www.huffingtonpost.com/education/\">Huffington Post Education page\u003c/a> should put that to rest.\u003c/p>\n\u003cp>These two year-in-reviews are the standouts so far:\u003c/p>\n\u003cp>\u003ca href=\"http://www.takepart.com/news/2010/12/08/top-10-education-stories-of-2010-learning-in-review\">TakePart's take\u003c/a>. By far the most comprehensive (so far), this list covers the gamut: Race to the Top funding, common-core standards, the \"Waiting for Superman\" kerfluffle, Michelle Rhee's rise, fall, and rise, billionaires' donations, cyberbullying spotlight, and Education Nation.\u003c/p>\n\u003cp>\u003ca href=\"http://www.eschoolnews.com/2010/12/21/the-most-popular-ed-tech-stories-of-2010/\">E-School News' Most Popular Ed-Tech Stories\u003c/a>. The entry of the iPad into education circles, cloud computing, and collaborative learning, and the changing learning methods of the iGeneration are just a few of this education-related newsletter's top articles.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To these, I would add:\u003c/p>\n\u003cp>- The Los Angeles Times' \u003ca href=\"http://projects.latimes.com/value-added/\">publishing of \"value-added\" ratings\u003c/a> of 6,000 public elementary school teachers, which has drawn sharp criticism for unnecessarily attacking teachers with dubious methods, and praise for promoting transparency in pointing to ineffective teachers.\u003c/p>\n\u003cp>- The development of a \u003ca href=\"http://www.washingtonpost.com/wp-dyn/content/article/2010/09/02/AR2010090202084.html\">revolutionary new testing system\u003c/a> that is meant to go beyond what most agree are the current useless \"bubble tests.\" These news assessments are supposed to be able to show more complex and important student performance.\u003c!--more-->\u003c/p>\n\u003cp>- The release of the Department of Education's \u003ca href=\"http://www.ed.gov/technology/netp-2010\">National Education Technology Plan\u003c/a>, a comprehensive, step-by-step guide for pulling the American education system into the 21st century.\u003c/p>\n\u003cp>- A university's \u003ca href=\"http://ww2.kqed.org/mindshift/2010/09/no-facebook-for-a-week-experiment-it-worked/\">weeklong ban of Facebook\u003c/a> and Twitter as a way of asking students to think about how and why they use social media.\u003c/p>\n\u003cp>- The New York Times' \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/technology-vs-learning-theyre-not-enemies/\">short-sighted, one-sided description\u003c/a> of the \"Wired Generation\" and the impact of technology on younger generations, which elicited hundreds of comments on the site and followup articles that dismantled the articles' arguments one by one.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>- The \u003ca href=\"http://www.thebostonchannel.com/r/24670937/detail.html\">firing of a Boston-area teacher\u003c/a> who called reportedly \"called the residents of Cohasset [the neighborhood where she taught] 'arrogant and snobby,' and said that she is 'so not looking forward to another year at Cohasset schools.'\" An important story highlighting the importance of mindful social networking interactions between students and teachers.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-5646\" href=\"http://ww2.kqed.org/mindshift/2010/12/top-and-under-the-radar-education-headlines-of-2010/christopher-woo/\">\u003cimg class=\"size-full wp-image-5646\" title=\"christopher.woo\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/christopher.woo_.jpg\" alt=\"\" width=\"500\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2010/12/christopher.woo_.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/christopher.woo_-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/christopher.woo_-320x213.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp>The 2010 headlines in education had the makings of a gripping drama: money, power, politics, Oprah! If there was any doubt that education has been pushed front-and-center to the spotlight, the screaming headlines of the \u003ca href=\"http://www.huffingtonpost.com/education/\">Huffington Post Education page\u003c/a> should put that to rest.\u003c/p>\n\u003cp>These two year-in-reviews are the standouts so far:\u003c/p>\n\u003cp>\u003ca href=\"http://www.takepart.com/news/2010/12/08/top-10-education-stories-of-2010-learning-in-review\">TakePart's take\u003c/a>. By far the most comprehensive (so far), this list covers the gamut: Race to the Top funding, common-core standards, the \"Waiting for Superman\" kerfluffle, Michelle Rhee's rise, fall, and rise, billionaires' donations, cyberbullying spotlight, and Education Nation.\u003c/p>\n\u003cp>\u003ca href=\"http://www.eschoolnews.com/2010/12/21/the-most-popular-ed-tech-stories-of-2010/\">E-School News' Most Popular Ed-Tech Stories\u003c/a>. The entry of the iPad into education circles, cloud computing, and collaborative learning, and the changing learning methods of the iGeneration are just a few of this education-related newsletter's top articles.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To these, I would add:\u003c/p>\n\u003cp>- The Los Angeles Times' \u003ca href=\"http://projects.latimes.com/value-added/\">publishing of \"value-added\" ratings\u003c/a> of 6,000 public elementary school teachers, which has drawn sharp criticism for unnecessarily attacking teachers with dubious methods, and praise for promoting transparency in pointing to ineffective teachers.\u003c/p>\n\u003cp>- The development of a \u003ca href=\"http://www.washingtonpost.com/wp-dyn/content/article/2010/09/02/AR2010090202084.html\">revolutionary new testing system\u003c/a> that is meant to go beyond what most agree are the current useless \"bubble tests.\" These news assessments are supposed to be able to show more complex and important student performance.\u003c!--more-->\u003c/p>\n\u003cp>- The release of the Department of Education's \u003ca href=\"http://www.ed.gov/technology/netp-2010\">National Education Technology Plan\u003c/a>, a comprehensive, step-by-step guide for pulling the American education system into the 21st century.\u003c/p>\n\u003cp>- A university's \u003ca href=\"http://ww2.kqed.org/mindshift/2010/09/no-facebook-for-a-week-experiment-it-worked/\">weeklong ban of Facebook\u003c/a> and Twitter as a way of asking students to think about how and why they use social media.\u003c/p>\n\u003cp>- The New York Times' \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/technology-vs-learning-theyre-not-enemies/\">short-sighted, one-sided description\u003c/a> of the \"Wired Generation\" and the impact of technology on younger generations, which elicited hundreds of comments on the site and followup articles that dismantled the articles' arguments one by one.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>- The \u003ca href=\"http://www.thebostonchannel.com/r/24670937/detail.html\">firing of a Boston-area teacher\u003c/a> who called reportedly \"called the residents of Cohasset [the neighborhood where she taught] 'arrogant and snobby,' and said that she is 'so not looking forward to another year at Cohasset schools.'\" An important story highlighting the importance of mindful social networking interactions between students and teachers.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Finding Value in Mobile Learning Apps",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-5815\" href=\"http://ww2.kqed.org/mindshift/2010/12/finding-value-in-mobile-learning-apps/apps-300x300/\">\u003cimg class=\"size-full wp-image-5815\" title=\"apps-300x300\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/apps-300x3001.jpg\" alt=\"\" width=\"300\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2010/12/apps-300x3001.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/apps-300x3001-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/apps-300x3001-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/apps-300x3001-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/apps-300x3001-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/apps-300x3001-75x75.jpg 75w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003c/p>\n\u003cp>The mobile app world is changing constantly, as are learning theories around them. For more context on the Cooney Center's study \"\u003ca href=\"http://www.joanganzcooneycenter.org/Reports-27.html\">Is There an App for That?\u003c/a>\" here's my Q&A with \u003ca href=\"http://ww2.kqed.org/mindshift/tag/michael-levine/\">Dr. Michael Levine\u003c/a>, executive director of the Center, Dr. Cynthia Chiong, the report's lead author, and co-author Carly Shuler.\u003c/p>\n\u003cp>\u003cstrong>How does this report change the thinking around mobile learning apps? \u003c/strong>\u003c/p>\n\u003cp>Before the report, we thought of the mobile device as simply another platform for educational applications, only more mobile. But we discovered that the unique affordances of the mobile device is actually going to shift how technology is used in educational settings. This breakthrough has potential to address long standing concerns with young children using media. 1) The average session is short - this calls for a different kind of application. Kids probably aren't going to watch a 30-minute show on a phone or spend an hour playing a game like they might on a computer or video game console. This may help to allay concerns of too much screen time for kids. 2) The touch screen allows for more active involvement. This can help to address concerns of passive learning (like watching a show).\u003c/p>\n\u003cp>\u003cstrong>Should parents feel guilty about allowing their kids to use their mobile phones for games? \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>No. Kids see their parents using mobile phones all the time. It is only natural for them to want to use them too. And from the data in our study it looks like many parents are letting their children use them responsibly - with restrictions and in moderation. We recommend a balanced media diet that consists of content that is fun, educational, and doesn't take up too much time in a given day. \u003cimg title=\"More...\" src=\"http://ww2.kqed.org/mindshift/wp-includes/js/tinymce/plugins/wordpress/img/trans.gif\" alt=\"\">\u003c/p>\n\u003cp>However there is reason to worry that such vigilance will erode over time and we would be quite concerned if young children, especially preschoolers began to dramatically increase their mobile screen time.\u003cbr>\n\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>Based on the design principles the study lists, are there any mobile apps you'd recommend to parents now, even if they're not fully \"there\" yet? The study mentions \u003ca href=\"http://itunes.apple.com/us/app/martha-speaks-dog-party/id343675996?mt=8\" target=\"_blank\">Martha Speaks\u003c/a> and \u003ca href=\"http://itunes.apple.com/us/app/super-why/id357422351?mt=8\">Superwhy\u003c/a>, but any others that might not be PBS-related?\u003c/strong>\u003c/p>\n\u003cp>There are dozens of fun and educational new app's for elementary age children. Two that we have looked at closely are \u003ca href=\"http://itunes.apple.com/us/app/project-noah/id351012414?mt=8\">Project NOAH\u003c/a>, a citizen science app that allows children to collect real time data on their favorite animals, flowers and other organisms. A second one is \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/motion-math-app-for-kids/\">Motion Math\u003c/a>, which teaches fractions to children.\u003c/p>\n\u003cp>\u003cstrong>Were you surprised at the finding in the study that \"there is reason to believe that children currently may not play with an app for long enough to learn much\"?\u003c/strong>\u003c/p>\n\u003cp>Not surprising at all. Researchers and designers are just at the beginning of their work on mobile apps and there isn't yet an established \"mobile theory of learning.\" The shortened sessions we observed will probably be an important factor for designing educational apps. It's especially not surprising when you think about the context that children are most often playing with apps - in the car and on the go.\u003c/p>\n\u003cp>\u003cstrong>What are the most important factors of a great educational app?\u003c/strong>\u003c/p>\n\u003cp>At least for right now, mobile apps are meant as supplemental and informal - so make it fun! We also value the intergenerational potential for the apps to help start rich conversations among adults and their children. They should be based on pedagogy and we should continue to do more research in the area.\u003c/p>\n\u003cp>\u003cstrong>Why is adaptive technology important in these apps? Are you seeing any encouraging products in the market that truly qualify as such?\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">The shortened sessions we observed will probably be an important factor for designing educational apps.\u003c/aside>\n\u003cp>Students learn and progress at different paces. It is important to be able to target specific skills at an individual level. Adaptive technology makes it easier to pinpoint those specific skills and also monitor individual student progress. Thus, adaptive technology is often seen in relation to assessment measures. The leader in creating adaptive mobile learning tools in classrooms for young children is \u003ca href=\"http://www.wgen.net\">Wireless Generation\u003c/a>. Another group well worth watching is the work of the \u003ca href=\"http://www.innovationsforlearning.org/about_teachermate.php\">Teacher Mate technology\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>How can parents differentiate between legitimate educational apps and those that just claim they are?\u003c/strong>\u003c/p>\n\u003cp>This is a significant gap in this rapidly emerging field, and one of the main recommendations that our report makes: App developers’ claims of educational impact are largely unsubstantiated and should be based on specific evidence. Parents need more information from consumer groups and educators on how mobile devices can and should be used as learning tools.\u003c/p>\n\u003cp>1) Go to trusted sources--groups such as \u003ca href=\"http://www.commonsensemedia.org\" target=\"_blank\">Common Sense Media\u003c/a> and \u003ca href=\"http://childrenstech.com/\" target=\"_blank\">Children's Technology Review\u003c/a> are establishing criteria to judge just how effective, age appropriate and well-designed apps are.\u003c/p>\n\u003cp>2) Most products that have research backing the content will have those research studies available on their website.\u003c/p>\n\u003cp>\u003cstrong>How can the educational community make sure that kids from under-served communities have the same access to these educational materials?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>We know that the average smart phone buyer - at least for iphones - is skewed towards higher income individuals. But reports still show that more lower income families own a new smart phone than a new computer. Smart phones are cheaper. Perhaps smart phones are a good way to start bridging that gap.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ideally, these devices will begin to get integrated into the education system through public funding and other grants, taking the expense away from the consumer. However, at this point examples of such are few and far between.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-5815\" href=\"http://ww2.kqed.org/mindshift/2010/12/finding-value-in-mobile-learning-apps/apps-300x300/\">\u003cimg class=\"size-full wp-image-5815\" title=\"apps-300x300\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/apps-300x3001.jpg\" alt=\"\" width=\"300\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2010/12/apps-300x3001.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/apps-300x3001-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/apps-300x3001-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/apps-300x3001-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/apps-300x3001-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/apps-300x3001-75x75.jpg 75w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003c/p>\n\u003cp>The mobile app world is changing constantly, as are learning theories around them. For more context on the Cooney Center's study \"\u003ca href=\"http://www.joanganzcooneycenter.org/Reports-27.html\">Is There an App for That?\u003c/a>\" here's my Q&A with \u003ca href=\"http://ww2.kqed.org/mindshift/tag/michael-levine/\">Dr. Michael Levine\u003c/a>, executive director of the Center, Dr. Cynthia Chiong, the report's lead author, and co-author Carly Shuler.\u003c/p>\n\u003cp>\u003cstrong>How does this report change the thinking around mobile learning apps? \u003c/strong>\u003c/p>\n\u003cp>Before the report, we thought of the mobile device as simply another platform for educational applications, only more mobile. But we discovered that the unique affordances of the mobile device is actually going to shift how technology is used in educational settings. This breakthrough has potential to address long standing concerns with young children using media. 1) The average session is short - this calls for a different kind of application. Kids probably aren't going to watch a 30-minute show on a phone or spend an hour playing a game like they might on a computer or video game console. This may help to allay concerns of too much screen time for kids. 2) The touch screen allows for more active involvement. This can help to address concerns of passive learning (like watching a show).\u003c/p>\n\u003cp>\u003cstrong>Should parents feel guilty about allowing their kids to use their mobile phones for games? \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>No. Kids see their parents using mobile phones all the time. It is only natural for them to want to use them too. And from the data in our study it looks like many parents are letting their children use them responsibly - with restrictions and in moderation. We recommend a balanced media diet that consists of content that is fun, educational, and doesn't take up too much time in a given day. \u003cimg title=\"More...\" src=\"http://ww2.kqed.org/mindshift/wp-includes/js/tinymce/plugins/wordpress/img/trans.gif\" alt=\"\">\u003c/p>\n\u003cp>However there is reason to worry that such vigilance will erode over time and we would be quite concerned if young children, especially preschoolers began to dramatically increase their mobile screen time.\u003cbr>\n\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>Based on the design principles the study lists, are there any mobile apps you'd recommend to parents now, even if they're not fully \"there\" yet? The study mentions \u003ca href=\"http://itunes.apple.com/us/app/martha-speaks-dog-party/id343675996?mt=8\" target=\"_blank\">Martha Speaks\u003c/a> and \u003ca href=\"http://itunes.apple.com/us/app/super-why/id357422351?mt=8\">Superwhy\u003c/a>, but any others that might not be PBS-related?\u003c/strong>\u003c/p>\n\u003cp>There are dozens of fun and educational new app's for elementary age children. Two that we have looked at closely are \u003ca href=\"http://itunes.apple.com/us/app/project-noah/id351012414?mt=8\">Project NOAH\u003c/a>, a citizen science app that allows children to collect real time data on their favorite animals, flowers and other organisms. A second one is \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/motion-math-app-for-kids/\">Motion Math\u003c/a>, which teaches fractions to children.\u003c/p>\n\u003cp>\u003cstrong>Were you surprised at the finding in the study that \"there is reason to believe that children currently may not play with an app for long enough to learn much\"?\u003c/strong>\u003c/p>\n\u003cp>Not surprising at all. Researchers and designers are just at the beginning of their work on mobile apps and there isn't yet an established \"mobile theory of learning.\" The shortened sessions we observed will probably be an important factor for designing educational apps. It's especially not surprising when you think about the context that children are most often playing with apps - in the car and on the go.\u003c/p>\n\u003cp>\u003cstrong>What are the most important factors of a great educational app?\u003c/strong>\u003c/p>\n\u003cp>At least for right now, mobile apps are meant as supplemental and informal - so make it fun! We also value the intergenerational potential for the apps to help start rich conversations among adults and their children. They should be based on pedagogy and we should continue to do more research in the area.\u003c/p>\n\u003cp>\u003cstrong>Why is adaptive technology important in these apps? Are you seeing any encouraging products in the market that truly qualify as such?\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">The shortened sessions we observed will probably be an important factor for designing educational apps.\u003c/aside>\n\u003cp>Students learn and progress at different paces. It is important to be able to target specific skills at an individual level. Adaptive technology makes it easier to pinpoint those specific skills and also monitor individual student progress. Thus, adaptive technology is often seen in relation to assessment measures. The leader in creating adaptive mobile learning tools in classrooms for young children is \u003ca href=\"http://www.wgen.net\">Wireless Generation\u003c/a>. Another group well worth watching is the work of the \u003ca href=\"http://www.innovationsforlearning.org/about_teachermate.php\">Teacher Mate technology\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>How can parents differentiate between legitimate educational apps and those that just claim they are?\u003c/strong>\u003c/p>\n\u003cp>This is a significant gap in this rapidly emerging field, and one of the main recommendations that our report makes: App developers’ claims of educational impact are largely unsubstantiated and should be based on specific evidence. Parents need more information from consumer groups and educators on how mobile devices can and should be used as learning tools.\u003c/p>\n\u003cp>1) Go to trusted sources--groups such as \u003ca href=\"http://www.commonsensemedia.org\" target=\"_blank\">Common Sense Media\u003c/a> and \u003ca href=\"http://childrenstech.com/\" target=\"_blank\">Children's Technology Review\u003c/a> are establishing criteria to judge just how effective, age appropriate and well-designed apps are.\u003c/p>\n\u003cp>2) Most products that have research backing the content will have those research studies available on their website.\u003c/p>\n\u003cp>\u003cstrong>How can the educational community make sure that kids from under-served communities have the same access to these educational materials?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>We know that the average smart phone buyer - at least for iphones - is skewed towards higher income individuals. But reports still show that more lower income families own a new smart phone than a new computer. Smart phones are cheaper. Perhaps smart phones are a good way to start bridging that gap.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ideally, these devices will begin to get integrated into the education system through public funding and other grants, taking the expense away from the consumer. However, at this point examples of such are few and far between.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_8215\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-8215\" title=\"StudentAndTeacher\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/StudentAndTeacher1-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\"There are things we hold near and dear about what school is, but we’re asking people to reimainge it,\" said Christopher Rush, co-founder of a revolutionary new learning system called \u003ca href=\"http://schools.nyc.gov/community/innovation/SchoolofOne/default.htm\">School of One\u003c/a>.\u003c/p>\n\u003cp>So imagine this: A student arrives in school in the morning and answers five questions that will be calculated in a customized algorithm to figure out what she'll be doing that day. That algorithm will decide which teacher she'll work with, her level of learning based on what she learned the previous day, and her specific activities.\u003c/p>\n\u003cp>The system completely subverts the traditional classroom model of one teacher for 25- 30 students per classroom. And each student learns in different modalities throughout the day: individually with computer software, with groups, with a virtual tutor, with a live tutor, and so on.\u003c/p>\n\u003cp>\"There are so many ways that kids can learn,\" Rush said. \"It could be the best way is with a teacher, but that's not the only way. There have to be choices.\"\u003c/p>\n\u003cp>Based in three public schools in New York, the School of One system is ripe for scaling -- but only when the algorithm is as smart as it could possibly be, Rush says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"We have to build in time to try new things,\" he said. \"Some will work and some won’t, and that's okay.\"\u003c/p>\n\u003cp>When it comes to creating a\u003ca href=\"http://www.nytimes.com/2009/07/22/education/22school.html\"> models of schools for the future\u003c/a>, this could very well be it. It combines much of what forward-thinking education reformers say is key: individualized learning, the best of technology, and a flexible learning system that adapts to what students learn day by day.\u003c/p>\n\u003cp>Check out the video to see more of how it works.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>http://www.vimeo.com/17373025\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_8215\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-8215\" title=\"StudentAndTeacher\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/StudentAndTeacher1-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\"There are things we hold near and dear about what school is, but we’re asking people to reimainge it,\" said Christopher Rush, co-founder of a revolutionary new learning system called \u003ca href=\"http://schools.nyc.gov/community/innovation/SchoolofOne/default.htm\">School of One\u003c/a>.\u003c/p>\n\u003cp>So imagine this: A student arrives in school in the morning and answers five questions that will be calculated in a customized algorithm to figure out what she'll be doing that day. That algorithm will decide which teacher she'll work with, her level of learning based on what she learned the previous day, and her specific activities.\u003c/p>\n\u003cp>The system completely subverts the traditional classroom model of one teacher for 25- 30 students per classroom. And each student learns in different modalities throughout the day: individually with computer software, with groups, with a virtual tutor, with a live tutor, and so on.\u003c/p>\n\u003cp>\"There are so many ways that kids can learn,\" Rush said. \"It could be the best way is with a teacher, but that's not the only way. There have to be choices.\"\u003c/p>\n\u003cp>Based in three public schools in New York, the School of One system is ripe for scaling -- but only when the algorithm is as smart as it could possibly be, Rush says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"We have to build in time to try new things,\" he said. \"Some will work and some won’t, and that's okay.\"\u003c/p>\n\u003cp>When it comes to creating a\u003ca href=\"http://www.nytimes.com/2009/07/22/education/22school.html\"> models of schools for the future\u003c/a>, this could very well be it. It combines much of what forward-thinking education reformers say is key: individualized learning, the best of technology, and a flexible learning system that adapts to what students learn day by day.\u003c/p>\n\u003cp>Check out the video to see more of how it works.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>http://www.vimeo.com/17373025\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_5804\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px;\">\u003cspan style=\"text-decoration: underline;\">\u003ca rel=\"attachment wp-att-5804\" href=\"http://ww2.kqed.org/mindshift/2010/12/students-know-how-we-should-use-technology-in-schools/10_11-15_newtech_0124/\">\u003cimg class=\"size-large wp-image-5804\" title=\"10_11.15_newtech_0124\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/10_11.15_newtech_0124-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003c/span>\n\u003cp class=\"credit\">\u003cspan style=\"text-decoration: underline;\">Lenny Gonzalez\u003c/span>\u003c/p>\n\u003cp class=\"caption\">\n\u003c/p>\u003c/div>\n\u003cp>By Sara Bernard\u003c/p>\n\u003cp>Last summer, 15 students from Chicago's public school system were charged with answering this question: \"How can 21st century technology enhance rigor, relevance, and relationships in high school?\"\u003c/p>\n\u003cp>To answer the question, they interviewed teachers and community members, researched best practices, held panel discussions, and conducted a survey of 380 of their peers. They developed a 53-page document of 18 recommendations for Chicago Public Schools -- titled \u003ca href=\"http://www.mikvachallenge.org/policymaking/\" target=\"_blank\">\"Bringing Chicago Public High Schools into the 21st Century\"\u003c/a> -- as well as an entertaining \u003ca href=\"http://www.mikvachallenge.org/site/epage/103415_719.htm\" target=\"_blank\">video\u003c/a> about the process.\u003c/p>\n\u003cp>It was a new twist on an annual project led by \u003ca href=\"http://www.mikvachallenge.org\" target=\"_blank\">Mikva Challenge\u003c/a>, a Chicago-based nonprofit that enables youth leadership and civic involvement through activism, electoral participation, and policy-making. The Education Council, as these 15 students are called, advises the CEO of Chicago Public Schools (CPS) on a variety of issues every year.\u003c/p>\n\u003cp>The 2010 Education Council had plenty to say -- and they're certain they'll be heard. Among their suggestions:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>1) Allow access to restricted Web sites like YouTube for educational purposes.\u003c/p>\n\u003cp>2) Hold technology integration training workshops for teachers.\u003c/p>\n\u003cp>3) Use cell phones as a \"teacher-defined learning tool.\"\u003cimg title=\"More...\" src=\"http://ww2.kqed.org/mindshift/wp-includes/js/tinymce/plugins/wordpress/img/trans.gif\" alt=\"\">\u003c/p>\n\u003cp>4) Partner with media-savvy youth organizations like \u003ca href=\"http://youmediachicago.org/\" target=\"_blank\">YouMedia\u003c/a> so that students who participate in technology-rich projects outside of school can receive elective credits.\u003c/p>\n\u003cp>I asked participant Laurise Johnson, a junior at \u003ca href=\"http://www.sullivanhs.org\" target=\"_blank\">Roger Sullivan High School\u003c/a>, her thoughts on the project. \"When it comes to school issues, I think adults should listen to us. We're the ones who go here,\" she said.\u003c!--more-->\u003c/p>\n\u003cp>Here's more from our conversation:\u003c/p>\n\u003cp>\u003cstrong>Q: What do you think are the most important recommendations included in your report?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> I think one of the most important recommendations is for CPS to offer workshops for teachers on using technology in the classroom. We have some technology at school, but teachers don't know how to use it. If you look at the big picture, technology adheres to a lot of people's different needs. You can hear it. You can see it. It can be hands-on. I think that if teachers really learn how to use technology, then they will have better engagement with their students. Kids will learn more and be excited to learn.\u003c/p>\n\u003cp>\u003c!-- @font-face { font-family: \"Times New Roman\"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0in 0in 0.0001pt; font-size: 12pt; font-family: \"Times New Roman\"; }table.MsoNormalTable { font-size: 10pt; font-family: \"Times New Roman\"; }div.Section1 { page: Section1; } --> Another recommendation that captured me was the idea that teachers should have a personal password for unblocking restricted websites for educational purposes. During our research process, we used YouTube a lot. To make our \u003ca href=\"http://www.mikvachallenge.org/site/epage/103415_719.htm\" target=\"_blank\">video\u003c/a>, we used clips from YouTube. A lot of teachers from our teacher panels said that they'd had the experience where there was a video that they wanted to share with their class, but they had to download it onto their own computer and take their personal laptop to school [\u003cem>because YouTube is blocked on campus\u003c/em>]. If students are already using YouTube, and teachers can see where they can use YouTube in class, then why not let it happen?\u003c/p>\n\u003cp>\u003cstrong>Q: Do you think these recommendations are going to be implemented at CPS?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> Yes. We already have momentum from the teachers and we have support from so many people. These recommendations aren't far-fetched. They are basic things that I think CPS needs to go back to so that they can catch up.\u003c/p>\n\u003caside class=\"pullquote alignleft\">I think that if teachers really learn how to use technology, then they will have better engagement with their students. Kids will learn more and be excited to learn.\u003c/aside>\n\u003cp>When I was at the \u003ca href=\"http://www.slideshare.net/elemenous/tools-and-resources-supporting-effective-search-cps-techtalk\" target=\"_blank\">CPS Tech Talk\u003c/a> held recently, I was talking to one of the ladies from Apple about our report and she's interested in holding a workshop for us to help teachers better understand technology and learn how to integrate it into their classrooms.\u003c/p>\n\u003cp>And Todd Yarch, principal of \u003ca href=\"http://www.voiseacademy.org/\">VOISE Academy\u003c/a> [\u003cem>a face-to-face high school with an all-digital curriculum, recently launched in Chicago\u003c/em>] is already starting to implement some of these recommendations. He wants to talk to us about setting up a workshop on technology integration for principals, too.\u003c/p>\n\u003cp>\u003cstrong>Q: What advice would you give to other students and schools interested in replicating a project like this?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> Keep striving for what you see best fits the students there. Don't necessarily let decision-makers try to turn the tables on what they like and what they see as best fitting their school district. Reach out to any and everyone. Reach out to principals, students, and teachers. Make it a bottom-up movement instead of a top-down one. Start implementing some of your recommendations inside your own school so when you do go to head officials, you already have a portfolio of evidence that you can bring to them.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Also, research other schools outside of your district and state. Some of the research we found was implemented at universities in different states (Arizona, for example). We could see that it has been done. It \u003cem>is\u003c/em> possible. People have already succeeded.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_5804\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px;\">\u003cspan style=\"text-decoration: underline;\">\u003ca rel=\"attachment wp-att-5804\" href=\"http://ww2.kqed.org/mindshift/2010/12/students-know-how-we-should-use-technology-in-schools/10_11-15_newtech_0124/\">\u003cimg class=\"size-large wp-image-5804\" title=\"10_11.15_newtech_0124\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/10_11.15_newtech_0124-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003c/span>\n\u003cp class=\"credit\">\u003cspan style=\"text-decoration: underline;\">Lenny Gonzalez\u003c/span>\u003c/p>\n\u003cp class=\"caption\">\n\u003c/p>\u003c/div>\n\u003cp>By Sara Bernard\u003c/p>\n\u003cp>Last summer, 15 students from Chicago's public school system were charged with answering this question: \"How can 21st century technology enhance rigor, relevance, and relationships in high school?\"\u003c/p>\n\u003cp>To answer the question, they interviewed teachers and community members, researched best practices, held panel discussions, and conducted a survey of 380 of their peers. They developed a 53-page document of 18 recommendations for Chicago Public Schools -- titled \u003ca href=\"http://www.mikvachallenge.org/policymaking/\" target=\"_blank\">\"Bringing Chicago Public High Schools into the 21st Century\"\u003c/a> -- as well as an entertaining \u003ca href=\"http://www.mikvachallenge.org/site/epage/103415_719.htm\" target=\"_blank\">video\u003c/a> about the process.\u003c/p>\n\u003cp>It was a new twist on an annual project led by \u003ca href=\"http://www.mikvachallenge.org\" target=\"_blank\">Mikva Challenge\u003c/a>, a Chicago-based nonprofit that enables youth leadership and civic involvement through activism, electoral participation, and policy-making. The Education Council, as these 15 students are called, advises the CEO of Chicago Public Schools (CPS) on a variety of issues every year.\u003c/p>\n\u003cp>The 2010 Education Council had plenty to say -- and they're certain they'll be heard. Among their suggestions:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>1) Allow access to restricted Web sites like YouTube for educational purposes.\u003c/p>\n\u003cp>2) Hold technology integration training workshops for teachers.\u003c/p>\n\u003cp>3) Use cell phones as a \"teacher-defined learning tool.\"\u003cimg title=\"More...\" src=\"http://ww2.kqed.org/mindshift/wp-includes/js/tinymce/plugins/wordpress/img/trans.gif\" alt=\"\">\u003c/p>\n\u003cp>4) Partner with media-savvy youth organizations like \u003ca href=\"http://youmediachicago.org/\" target=\"_blank\">YouMedia\u003c/a> so that students who participate in technology-rich projects outside of school can receive elective credits.\u003c/p>\n\u003cp>I asked participant Laurise Johnson, a junior at \u003ca href=\"http://www.sullivanhs.org\" target=\"_blank\">Roger Sullivan High School\u003c/a>, her thoughts on the project. \"When it comes to school issues, I think adults should listen to us. We're the ones who go here,\" she said.\u003c!--more-->\u003c/p>\n\u003cp>Here's more from our conversation:\u003c/p>\n\u003cp>\u003cstrong>Q: What do you think are the most important recommendations included in your report?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> I think one of the most important recommendations is for CPS to offer workshops for teachers on using technology in the classroom. We have some technology at school, but teachers don't know how to use it. If you look at the big picture, technology adheres to a lot of people's different needs. You can hear it. You can see it. It can be hands-on. I think that if teachers really learn how to use technology, then they will have better engagement with their students. Kids will learn more and be excited to learn.\u003c/p>\n\u003cp>\u003c!-- @font-face { font-family: \"Times New Roman\"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0in 0in 0.0001pt; font-size: 12pt; font-family: \"Times New Roman\"; }table.MsoNormalTable { font-size: 10pt; font-family: \"Times New Roman\"; }div.Section1 { page: Section1; } --> Another recommendation that captured me was the idea that teachers should have a personal password for unblocking restricted websites for educational purposes. During our research process, we used YouTube a lot. To make our \u003ca href=\"http://www.mikvachallenge.org/site/epage/103415_719.htm\" target=\"_blank\">video\u003c/a>, we used clips from YouTube. A lot of teachers from our teacher panels said that they'd had the experience where there was a video that they wanted to share with their class, but they had to download it onto their own computer and take their personal laptop to school [\u003cem>because YouTube is blocked on campus\u003c/em>]. If students are already using YouTube, and teachers can see where they can use YouTube in class, then why not let it happen?\u003c/p>\n\u003cp>\u003cstrong>Q: Do you think these recommendations are going to be implemented at CPS?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> Yes. We already have momentum from the teachers and we have support from so many people. These recommendations aren't far-fetched. They are basic things that I think CPS needs to go back to so that they can catch up.\u003c/p>\n\u003caside class=\"pullquote alignleft\">I think that if teachers really learn how to use technology, then they will have better engagement with their students. Kids will learn more and be excited to learn.\u003c/aside>\n\u003cp>When I was at the \u003ca href=\"http://www.slideshare.net/elemenous/tools-and-resources-supporting-effective-search-cps-techtalk\" target=\"_blank\">CPS Tech Talk\u003c/a> held recently, I was talking to one of the ladies from Apple about our report and she's interested in holding a workshop for us to help teachers better understand technology and learn how to integrate it into their classrooms.\u003c/p>\n\u003cp>And Todd Yarch, principal of \u003ca href=\"http://www.voiseacademy.org/\">VOISE Academy\u003c/a> [\u003cem>a face-to-face high school with an all-digital curriculum, recently launched in Chicago\u003c/em>] is already starting to implement some of these recommendations. He wants to talk to us about setting up a workshop on technology integration for principals, too.\u003c/p>\n\u003cp>\u003cstrong>Q: What advice would you give to other students and schools interested in replicating a project like this?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> Keep striving for what you see best fits the students there. Don't necessarily let decision-makers try to turn the tables on what they like and what they see as best fitting their school district. Reach out to any and everyone. Reach out to principals, students, and teachers. Make it a bottom-up movement instead of a top-down one. Start implementing some of your recommendations inside your own school so when you do go to head officials, you already have a portfolio of evidence that you can bring to them.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Also, research other schools outside of your district and state. Some of the research we found was implemented at universities in different states (Arizona, for example). We could see that it has been done. It \u003cem>is\u003c/em> possible. People have already succeeded.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>From a report on \u003ca href=\"http://www.npr.org/2010/12/29/132416889/chinese-top-in-tests-but-still-have-lots-to-learn\">NPR\u003c/a> today, putting into context the high scores on China's PISA international assessments.\u003c/p>\n\u003cblockquote>\u003cp>Why don't Chinese students dare to think? Because we insist on telling them everything. We're not getting our kids to go and find things out for themselves.\u003c/p>\n\u003cp>- Liu Jinghai, Shanghai middle school principal\u003c/p>\u003c/blockquote>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-5779\" href=\"http://ww2.kqed.org/mindshift/2010/12/award-winning-schools-secret-weapons/declantm/\">\u003cimg class=\"size-medium wp-image-5779\" title=\"DeclanTM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/DeclanTM-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>What does a 21st century school district look like?\u003c/p>\n\u003cp>The \u003ca href=\"http://www.howell.k12.nj.us/news_main.aspx?id=892\" target=\"_blank\">Howell Township Public School District \u003c/a>in Howell, New Jersey is a great example: It snagged first place this year in the \u003ca href=\"http://www.convergemag.com/awards/digital-districts/2010-Digital-School-Districts-Survey.html\" target=\"_blank\">2010 Digital School District Survey\u003c/a> for medium-sized districts.\u003c/p>\n\u003cp>Some of the more notable attributes from Howell include:\u003c/p>\n\u003cul>\n\u003cli>Advanced, project-based uses of technology in the classroom such as music composition, video game production, computer programming, podcasting, and the integration of a huge number of free online tools like \u003ca href=\"http://www.skype.com\">Skype\u003c/a>, \u003ca href=\"http://www.voki.com/\" target=\"_blank\">Voki\u003c/a>, and more.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>The Parent Portal, which allows parents online access to student assignments, attendance, and grades, to communicate with teachers, and even to add money to their child's lunch fund.\u003c/li>\n\u003cli>The SharePoint Portal, which allows teachers and administrators to post student data and share resources for classroom lessons and assessments.\u003c!--more-->\u003c/li>\n\u003cli>Dynamic computerized assessments, which adapt to a student's academic level during the test-taking period and help teachers gauge learning needs.\u003c/li>\n\u003c/ul>\n\u003cp>Claire Engle, Supervisor of Instructional Technology at Howell schools, explains that thanks to an initial influx of $7.8 million from a technology referendum in 1999, the infrastructure is in place to build better practices. More important, however, is the how and why of technology integration. Ongoing teacher training, effective application on Web-based tools, and partnerships with other schools around the country, Engle says, are invaluable to maintaining Howell's status as a high-caliber, high-tech district.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Q: What do you see as the district's most effective and replicable uses of technology so far?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A: \u003c/strong>Probably the most replicable aspect of what we do is use free, Web-based tools. Skype or new Google videoconferencing tools, for example, allow teachers and students to connect to each other, outside experts, individuals at home who couldn't come to class that day, or even individuals across the world. If students are learning about a certain country, one student might have a relative from that country, and videoconferencing allows that person to share their story.\u003c/p>\n\u003cp>We're also using \u003ca href=\"http://www.ebizmba.com/articles/social-bookmarking-websites\" target=\"_blank\">social bookmarking\u003c/a>, so if people are sharing a computer and switching devices a lot, they still have their online bookmarks. On \u003ca href=\"http://www.voki.com/\" target=\"_blank\">Voki\u003c/a>, kids are creating avatars, characters for stories that they've read, and online presentations.\u003c/p>\n\u003cp>These are just snippets of what we use, though -- it's endless, the amount of free, Web-based tools out there.\u003c/p>\n\u003cp>\u003cstrong>Q: How has the district funded its technology initiatives?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A: \u003c/strong>We had that $7.8 million referendum passed in 1999, when we were able to implement computers in the classroom, put in computer labs, and upgrade our wiring and our video broadcasting system. It took those dollars to get the technological infrastructure in place. Since that time, we've just been expanding on it. We also have an education foundation that provides grants for us: the \u003ca href=\"http://www.howelleducationfoundation.org/\" target=\"_blank\">Howell Township Education Foundation\u003c/a>. It helps use to move the technology along, to acquire new things. We've also applied for a lot of competitive grants.\u003c/p>\n\u003cp>So obviously, there are things that we've done that have cost money. Handheld devices that students are using for podcasting, a technology education class where kids are actually creating video games. But as long as you have the hardware, there are still so many free, Web-based tools now that can take care of so many things for schools and districts.\u003c/p>\n\u003cp>\u003cstrong>Q: How do you train teachers on how to best integrate technology?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A: \u003c/strong>We're a very collaborative district. We share a lot. Even if just one person goes to a workshop, they'll share during prep periods. Additionally, this past November, we had a full-day district in-service training session where the topic was Web 2.0 tools. We're also forming partnerships with other districts. We hold Webinars with them. The beauty of the Webinar is that you can have individuals from all over the country in attendance. You're no longer attending a workshop with people just from your region.\u003c/p>\n\u003cp>The school board has been extremely committed to providing professional development days during the school year as well. There are two full-day in-services, then two shortened-day in-services. These are not always committed to technology, but this year, they definitely were. We also have a continuing education program in the district, where teachers apply to teach courses, ten-hour courses or two-hour seminars.\u003c/p>\n\u003cp>\u003cstrong>Q: How does the district filter its Internet access?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A: \u003c/strong>Our firewall blocks specific sites [\u003cem>but most of those sites are added manually\u003c/em>]. We we do not block YouTube because it has so much educational value. If we're blocking it, then we're not teaching kids what's appropriate. We've trained the teachers to be good kid-watchers. They're that \"guide on the side\" as opposed to a \"sage on the stage.\" They're working with kids, they're talking to them. If something comes up they're right there; it's a good way to problem-solve with kids. They'll say, \"Let's take a look at what makes it inappropriate. Should we call the IT department and have them block that URL?\"\u003c/p>\n\u003cp>We're preparing kids for the real world. We can't put them in a bubble and then expect them to know how to address these things when they go home.\u003c/p>\n\u003cp>\u003cstrong>Q: How do you keep parents up to speed with district initiatives?\u003c/strong>\u003c/p>\n\u003cp>We already have a lot of community involvement in the district, and we definitely use technology to communicate with them. From our Web site you can sign up for our Listserv, so that whenever any information is posted it's sent home to parents' email. We also utilize the local television channel to keep in touch with families. With the ParentPortal, parents get a secure login. The can see their child's class assignments, grades, and progress reports, and a direct email link goes to a teacher's inbox.\u003c/p>\n\u003cp>\u003cstrong>Q: Has technology integration affected your district's state and national assessments?\u003c/strong>\u003c/p>\n\u003cp>It's funny, I was just at a conference last week where everyone was saying, \"There is no way to determine whether technology increases student achievement.\" Can we say that we hope it is? Yes, but the thing is, no matter whether it is affecting the assessments or not, we know that we are preparing kids for the 21st century. It's not just about \"utilizing technology to support learning\" anymore. It's the way teaching should be. We're not using technology to enhance instruction -- we're using it for instruction.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>[Underwritten by Microsoft and sponsored by e.Republic's \u003ca href=\"http://www.centerdigitaled.com/\" target=\"_blank\">Center for Digital Education\u003c/a> and the \u003ca href=\"http://www.nsba.org/\" target=\"_blank\">National School Boards Association\u003c/a>, the Digital School District Survey recognizes districts that use technology effectively in district governance, class curriculum, and communication with parents, community members, students, and staff.]\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-5779\" href=\"http://ww2.kqed.org/mindshift/2010/12/award-winning-schools-secret-weapons/declantm/\">\u003cimg class=\"size-medium wp-image-5779\" title=\"DeclanTM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/DeclanTM-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>What does a 21st century school district look like?\u003c/p>\n\u003cp>The \u003ca href=\"http://www.howell.k12.nj.us/news_main.aspx?id=892\" target=\"_blank\">Howell Township Public School District \u003c/a>in Howell, New Jersey is a great example: It snagged first place this year in the \u003ca href=\"http://www.convergemag.com/awards/digital-districts/2010-Digital-School-Districts-Survey.html\" target=\"_blank\">2010 Digital School District Survey\u003c/a> for medium-sized districts.\u003c/p>\n\u003cp>Some of the more notable attributes from Howell include:\u003c/p>\n\u003cul>\n\u003cli>Advanced, project-based uses of technology in the classroom such as music composition, video game production, computer programming, podcasting, and the integration of a huge number of free online tools like \u003ca href=\"http://www.skype.com\">Skype\u003c/a>, \u003ca href=\"http://www.voki.com/\" target=\"_blank\">Voki\u003c/a>, and more.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>The Parent Portal, which allows parents online access to student assignments, attendance, and grades, to communicate with teachers, and even to add money to their child's lunch fund.\u003c/li>\n\u003cli>The SharePoint Portal, which allows teachers and administrators to post student data and share resources for classroom lessons and assessments.\u003c!--more-->\u003c/li>\n\u003cli>Dynamic computerized assessments, which adapt to a student's academic level during the test-taking period and help teachers gauge learning needs.\u003c/li>\n\u003c/ul>\n\u003cp>Claire Engle, Supervisor of Instructional Technology at Howell schools, explains that thanks to an initial influx of $7.8 million from a technology referendum in 1999, the infrastructure is in place to build better practices. More important, however, is the how and why of technology integration. Ongoing teacher training, effective application on Web-based tools, and partnerships with other schools around the country, Engle says, are invaluable to maintaining Howell's status as a high-caliber, high-tech district.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Q: What do you see as the district's most effective and replicable uses of technology so far?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A: \u003c/strong>Probably the most replicable aspect of what we do is use free, Web-based tools. Skype or new Google videoconferencing tools, for example, allow teachers and students to connect to each other, outside experts, individuals at home who couldn't come to class that day, or even individuals across the world. If students are learning about a certain country, one student might have a relative from that country, and videoconferencing allows that person to share their story.\u003c/p>\n\u003cp>We're also using \u003ca href=\"http://www.ebizmba.com/articles/social-bookmarking-websites\" target=\"_blank\">social bookmarking\u003c/a>, so if people are sharing a computer and switching devices a lot, they still have their online bookmarks. 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"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"order": 8
},
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"order": 1
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"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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"source": "Commonwealth Club of California"
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"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
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"source": "kqed",
"order": 9
},
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"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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"id": "fresh-air",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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"how-i-built-this": {
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"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"link": "/radio/program/how-i-built-this",
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"hyphenacion": {
"id": "hyphenacion",
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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. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"order": 15
},
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},
"jerrybrown": {
"id": "jerrybrown",
"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. ",
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"order": 18
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},
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"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
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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",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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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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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"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",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"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.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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},
"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
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