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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/people/mwichary/\">\u003cimg class=\"size-medium wp-image-5667\" title=\"marcin wichery\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/marcin-wichery-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>In the final post of the series of interviews, Department of Education's Karen Cator discusses how the \u003ca href=\"http://www.ed.gov/technology/netp-2010\">National Education Technology Plan\u003c/a> addresses the achievement gap and how the plan squares with Race to the Top.\u003c/p>\n\u003cp>\u003cstrong>- How is the achievement gap addressed in the National Education Technology Plan? How can technology bring the best education for students of all races and cultures?\u003c/strong>\u003c/p>\n\u003cp>I believe learning technologies can be designed and developed to increase the opportunity for every student to learn. We can create a much more productive system so that every student is doing what’s much more productive for them on any given day. There’s a lot of research about learning that has to do with ensuring that content is personalized, that it takes into consideration prior experience and development of languages, for example. There are a lot of things we can do if we're able to leverage digital technologies to personalize the learning environment.\u003c!--more-->\u003c/p>\n\u003cp>Also, there is an overwhelming need to make sure that we do fully believe that all students can learn and deserve the best possible opportunity. We’ve been focusing on that opportunity for people of all ages. There are something like 93 million under-educated adults. 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We know early learning is really important for addressing that achievement gap as well.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>We need to leverage learning technologies that will help us leapfrog where we are today to vastly improve the opportunity to learn.\u003c/p>\n\u003cp>\u003cstrong>- Do the guidelines that go along with Race to the Top align with the NETP?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Bottom-line priorities for Race to the Top are to improve opportunities to learn for teachers and for students. So they’re very aligned. Race to the Top talks about highly effective teachers and highly effective leaders, and the technology plan has an entire chapter on how technology can improve opportunities for teachers to be highly effective by making sure they have all the resources they need, the data they need, access to experts and expertise.\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-5668\" href=\"http://ww2.kqed.org/mindshift/2010/12/zeroing-in-on-the-achievement-gap/cator-400-4/\">\u003cimg class=\"alignright size-thumbnail wp-image-5668\" title=\"cator-400\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/cator-4003-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>The best example of how they fit together is the allocation of funds set aside for assessment. There’s a whole section in the Technology Plan on assessments. And there's $350 million that Race to the Top awarded to two consortia to develop new assessments that will be entirely technology-based. So they have the opportunity to leverage technology to make sure they’re using the best of adaptive tools, best embedded assessment, best ways of making sure that assessment turns into really good information to help students, teachers, schools, and systems get better and better.\u003c/p>\n\u003cp>And that’s totally aligned with the plan. Though they weren’t done in tandem, these two things definitely come together, and the NETP definitely supports Race to the Top.\u003c/p>\n\u003cp>\u003cstrong>- With all the work that's been done on the grassroots level to push for many of the guidelines in the NETP, why do you think now is the time for it to come to pass?\u003c/strong>\u003c/p>\n\u003cp>I’m not a historian, but I really do think that now is the time. The new data about how we’re doing, the new PISA data, the assessment data that gets published, the growing understanding that we have an economic crisis in our country ... Secretary Duncan likes to say we need to educate our way out of the economic crisis. It’s a matter of social justice, of national security. The importance of education is one part of it.\u003c/p>\n\u003cp>The second part of it is the convergence of technologies. For one, it's better, faster, cheaper, more mobile. The second thing is the proliferation of digital content, like the \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/salman-khan-teaches-the-world-one-youtube-video-at-a-time/\">Khan Academy\u003c/a>, very low-tech lessons, as well as the highly produced digital content that’s freely available online. And the third is the proliferation of social networks, people learning from each other online. Plus, you have the opportunity for new assessments.\u003c/p>\n\u003cp>These are the kinds of things, you put all this together and you have a huge opportunity. 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"content": "\u003cp>\u003ca rel=\"attachment wp-att-5396\" href=\"http://ww2.kqed.org/mindshift/2010/12/the-does-guide-to-allowing-online-access-in-schools/10_11-15_newtech_0161/\">\u003cimg class=\"size-large wp-image-5396\" title=\"10_11.15_newtech_0161\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/10_11.15_newtech_0161-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003c/p>\n\u003cp>Last month, the Department of Education released its 124-page, information-packed \u003ca href=\"http://www.ed.gov/technology/netp-2010\">National Education Technology Plan\u003c/a>. I spoke with Karen Cator, the Director of the Office of Educational Technology, about the reality of implementing some of these guidlines into the existing public education system.\u003c/p>\n\u003cp>Her answers were direct, forthright, and sensible. It's apparent that the authors spent a great deal of time finding forward-thinking examples that educators and administrators can use as guides.\u003c/p>\n\u003cp>Here's part one of our conversation.\u003c/p>\n\u003cp>\u003cstrong>- The National Education Technology Plan has been out for a month now. What's been the reaction so far from the education community?\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It’s been predominantly positive. In general, some have said it’s too visionary or too far out, and some have said it hasn’t gone far enough, so I think probably we struck a balance in the middle.\u003c/p>\n\u003cp>The plan put out a high-level vision and tied it to the ground with research and sidebars, with goals and recommendations, and even a \"getting started now section.”\u003c/p>\n\u003cp>\u003cstrong>- What advice do you have for states and districts that may want to provide unfiltered broadband access in schools (to allow YouTube, Facebook, etc.) as teaching tools, but must comply with Children's Internet Protection Act? \u003c/strong>\u003c/p>\n\u003cp>The bottom line is that we do need to figure out how kids can be safe and out of harm’s way and not exposed to inappropriate materials online.\u003c/p>\n\u003cfigure id=\"attachment_5399\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca rel=\"attachment wp-att-5399\" href=\"http://ww2.kqed.org/mindshift/2010/12/the-does-guide-to-allowing-online-access-in-schools/cator-400/\">\u003cimg class=\"size-thumbnail wp-image-5399\" title=\"cator-400\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/cator-400-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Karen Cator\u003c/figcaption>\u003c/figure>\n\u003cp>But the filtering programs we have are fairly rudimentary. We need more intelligent filtering programs, safer search environments, smarter technologies so that people aren’t just shutting down large swaths of the Internet. There’s a lot on YouTube, for example, that could be safe and really instructive, but since it’s just in one bucket, a lot of schools just shut down YouTube.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>The other thing we need are rules that keep up with the times. And that’s hard to know, for example, whether we should we allow teachers to be friends online with students in a social network. It depends on what the purpose is, is it homework assignment, are they purposely engaged in appropriate roles of teacher and students. So we need better rules.\u003c/p>\n\u003cp>But overall, we need an ever-better education framework for teachers and students to understand these technologies. When new technology comes out, students may be the first to understand how it’s used. And in schools we tend towards being risk averse -- for very good reasons -- but we tend to shut them down.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Our students are going to grow up in a globally networked society and we want to teach them the rules of the road.\u003c/aside>\n\u003cp>What we’re finding now is that social networking in particular, poses pretty significant problems with cyberbullying. So the question is, can we create closed social networks so students in a safe environment can learn how to collaborate online, be social online, how to behave well online, and understand that their voices are amplified.\u003c/p>\n\u003cp>\u003ca href=\"http://theschool.columbia.edu/\">The School at Columbia University\u003c/a> in New York City, for example, has their own internal social network that they’re all a part of that’s not open to the outside world. It’s an environment for elementary school students to learn how to work with each other online.\u003c/p>\n\u003cp>Our students are going to grow up in a globally networked society and we want to teach them the rules of the road, to stay safe, to keep their information secure, how to maintain privacy, and how to behave appropriately online. And how these closed social networks manage themselves might be an interesting place to do this.\u003c/p>\n\u003cp>\u003cstrong>- The NETP specifically points out schools that use cell phones as teaching tools. How do you respond to those who view cell phones as distractions?\u003c/strong>\u003c/p>\n\u003cp>We need to basically admit that we live in a world of distractions. The ability to engage students becomes maybe more difficult, but also more important. Getting students involved in interesting learning projects, things that will keep their attention, their engagement, those are the kinds of things that need to be developed still.\u003c/p>\n\u003cp>Cell phones have some of those tools that can be helpful during the course of the day. They have the whole Internet (or some do), they do have calculators, and a variety of tools and resources that could be helpful throughout the school day. So we’re balancing the question of, if we let cell phones into class, are they going to be so distracted texting and doing other things rather than doing what teachers want them to do. That’s a classroom management issue that we have to continue to stay on top of.\u003c/p>\n\u003cp>\u003cstrong>- Just like any other classroom management issue.\u003c/strong>\u003c/p>\n\u003cp>Right, it really is. A lot of this is the same behavior and a new opportunity to do it.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[More from our conversation tomorrow.]\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-5396\" href=\"http://ww2.kqed.org/mindshift/2010/12/the-does-guide-to-allowing-online-access-in-schools/10_11-15_newtech_0161/\">\u003cimg class=\"size-large wp-image-5396\" title=\"10_11.15_newtech_0161\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/10_11.15_newtech_0161-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003c/p>\n\u003cp>Last month, the Department of Education released its 124-page, information-packed \u003ca href=\"http://www.ed.gov/technology/netp-2010\">National Education Technology Plan\u003c/a>. I spoke with Karen Cator, the Director of the Office of Educational Technology, about the reality of implementing some of these guidlines into the existing public education system.\u003c/p>\n\u003cp>Her answers were direct, forthright, and sensible. It's apparent that the authors spent a great deal of time finding forward-thinking examples that educators and administrators can use as guides.\u003c/p>\n\u003cp>Here's part one of our conversation.\u003c/p>\n\u003cp>\u003cstrong>- The National Education Technology Plan has been out for a month now. What's been the reaction so far from the education community?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It’s been predominantly positive. In general, some have said it’s too visionary or too far out, and some have said it hasn’t gone far enough, so I think probably we struck a balance in the middle.\u003c/p>\n\u003cp>The plan put out a high-level vision and tied it to the ground with research and sidebars, with goals and recommendations, and even a \"getting started now section.”\u003c/p>\n\u003cp>\u003cstrong>- What advice do you have for states and districts that may want to provide unfiltered broadband access in schools (to allow YouTube, Facebook, etc.) as teaching tools, but must comply with Children's Internet Protection Act? \u003c/strong>\u003c/p>\n\u003cp>The bottom line is that we do need to figure out how kids can be safe and out of harm’s way and not exposed to inappropriate materials online.\u003c/p>\n\u003cfigure id=\"attachment_5399\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca rel=\"attachment wp-att-5399\" href=\"http://ww2.kqed.org/mindshift/2010/12/the-does-guide-to-allowing-online-access-in-schools/cator-400/\">\u003cimg class=\"size-thumbnail wp-image-5399\" title=\"cator-400\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/cator-400-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Karen Cator\u003c/figcaption>\u003c/figure>\n\u003cp>But the filtering programs we have are fairly rudimentary. We need more intelligent filtering programs, safer search environments, smarter technologies so that people aren’t just shutting down large swaths of the Internet. There’s a lot on YouTube, for example, that could be safe and really instructive, but since it’s just in one bucket, a lot of schools just shut down YouTube.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>The other thing we need are rules that keep up with the times. And that’s hard to know, for example, whether we should we allow teachers to be friends online with students in a social network. It depends on what the purpose is, is it homework assignment, are they purposely engaged in appropriate roles of teacher and students. So we need better rules.\u003c/p>\n\u003cp>But overall, we need an ever-better education framework for teachers and students to understand these technologies. When new technology comes out, students may be the first to understand how it’s used. And in schools we tend towards being risk averse -- for very good reasons -- but we tend to shut them down.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Our students are going to grow up in a globally networked society and we want to teach them the rules of the road.\u003c/aside>\n\u003cp>What we’re finding now is that social networking in particular, poses pretty significant problems with cyberbullying. So the question is, can we create closed social networks so students in a safe environment can learn how to collaborate online, be social online, how to behave well online, and understand that their voices are amplified.\u003c/p>\n\u003cp>\u003ca href=\"http://theschool.columbia.edu/\">The School at Columbia University\u003c/a> in New York City, for example, has their own internal social network that they’re all a part of that’s not open to the outside world. 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Getting students involved in interesting learning projects, things that will keep their attention, their engagement, those are the kinds of things that need to be developed still.\u003c/p>\n\u003cp>Cell phones have some of those tools that can be helpful during the course of the day. They have the whole Internet (or some do), they do have calculators, and a variety of tools and resources that could be helpful throughout the school day. So we’re balancing the question of, if we let cell phones into class, are they going to be so distracted texting and doing other things rather than doing what teachers want them to do. That’s a classroom management issue that we have to continue to stay on top of.\u003c/p>\n\u003cp>\u003cstrong>- Just like any other classroom management issue.\u003c/strong>\u003c/p>\n\u003cp>Right, it really is. A lot of this is the same behavior and a new opportunity to do it.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[More from our conversation tomorrow.]\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Creative use of students' own mobile devices in the classroom, more virtual school programs (especially for cash-strapped districts), instant student assessment with teacher dashboards and \"clickers,\" and information systems in the cloud are just a few trends that gain momentum next year.\u003c/p>\n\u003cp>Some schools are well on their way, and \u003ca href=\"http://thejournal.com/articles/2010/12/02/5-k12-technology-trends-for-2011.aspx\">an article in The Journal\u003c/a> predicts many more will come on board.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-5280\" href=\"http://ww2.kqed.org/mindshift/2010/12/digging-into-the-does-national-ed-tech-plan/lotyloty/\">\u003cimg class=\"size-medium wp-image-5280\" title=\"lotyloty\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/lotyloty-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>I'm looking forward to speaking tomorrow with Karen Cator, Director of the Office of Technology at the Department of Education.\u003c/p>\n\u003cp>I have a slew of questions for her about the \u003ca href=\"http://www.ed.gov/technology/netp-2010/executive-summary\">National Education Technology Plan\u003c/a> released last month. To recap, the DOE's goal is to raise the proportion of college graduates from 41 to 60 percent in the U.S. and close the achievement gap to prepare all students equally to start college or careers.\u003c/p>\n\u003cp>The DOE advocates for letting go of archaic practices and embracing technology to engage students, connect educators and learners, invest and build the crumbling infrastructure, and be fearless in redesigning traditional school models.\u003cimg title=\"More...\" src=\"http://ww2.kqed.org/mindshift/wp-includes/js/tinymce/plugins/wordpress/img/trans.gif\" alt=\"\">\u003c/p>\n\u003cp>Some highlights below.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>On student engagement:\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>The challenge for our education system is to leverage the learning sciences and modern technology to create engaging, relevant, and personalized learning experiences for all learners that mirror students' daily lives and the reality of their futures. In contrast to traditional classroom instruction, this requires that we put students at the center and empower them to take control of their own learning by providing flexibility on several dimensions.\u003c!--more-->\u003c/p>\n\u003cp>Professionals routinely use the Web and tools, such as wikis, blogs, and digital content for the research, collaboration, and communication demanded in their jobs. They gather data and analyze the data using inquiry and visualization tools. They use graphical and 3D modeling tools for design. For students, using these real-world tools creates learning opportunities that allow them to grapple with real-world problems—opportunities that prepare them to be more productive members of a globally competitive workforce.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>And to meet this goal:\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>- States should continue to revise, create, and implement standards and learning objectives using technology for all content areas that reflect 21st-century expertise and the power of technology to improve learning.\u003c/p>\n\u003cp>- States, districts, and others should develop and implement learning resources that exploit the flexibility and power of technology to reach all learners anytime and anywhere.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>On testing what matters:\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>Technology-based assessments can provide data to drive decisions on the basis of what is best for each and every student and that, in aggregate, will lead to continuous improvement across our entire education system.\u003c/p>\n\u003cp>Technology-based assessments can be used formatively to diagnose and modify the conditions of learning and instructional practices while at the same time determining what students have learned for grading and accountability purposes.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>And to meet this goal:\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>- Design, develop, and implement assessments that give students, educators, and other stakeholders timely and actionable feedback about student learning to improve achievement and instructional practices. [Note: Some teachers \u003ca href=\"../2010/11/give-them-a-second-chance-a-case-for-re-taking-tests-online/\">are already on the case\u003c/a>.]\u003c/p>\n\u003cp>- Conduct research and development that explores how embedded assessment technologies, such as simulations, collaboration environments, virtual worlds, games, and cognitive tutors, can be used to engage and motivate learners while assessing complex skills.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>On connecting teachers to each other and to students:\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>Teams of connected educators replace solo practitioners, classrooms are fully connected to provide educators with 24/7 access to data and analytic tools, and educators have access to resources that help them act on the insights the data provide.\u003c/p>\n\u003cp>Individual educators build online learning communities consisting of their students and their students' peers; fellow educators in their schools, libraries, and after-school programs; professional experts in various disciplines around the world; members of community organizations that serve students in the hours they are not in school; and parents who desire greater participation in their children's education.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>And how to meet this goal:\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>- Expand opportunities for educators to have access to technology-based content, resources, and tools where and when they need them.\u003c/p>\n\u003cp>- Leverage social networking technologies and platforms to create communities of practice that provide career-long personal learning opportunities for educators within and across schools, preservice preparation and in-service education institutions, and professional organizations.\u003c/p>\n\u003cp>- Use technology to provide all learners with online access to effective teaching and better learning opportunities and options especially in places where they are not otherwise available.\u003c/p>\n\u003cp>- Develop a teaching force skilled in online instruction.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>On developing infrastructure:\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>Infrastructure includes people, processes, learning resources, policies, and sustainable models for continuous improvement in addition to broadband connectivity, servers, software, management systems, and administration tools.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>And to meet this goal:\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>- Ensure students and educators have broadband access to the Internet and adequate wireless connectivity both in and out of school.\u003c/p>\n\u003cp>- Ensure that every student and educator has at least one Internet access device and appropriate software and resources for research, communication, multimedia content creation, and collaboration for use in and out of school.\u003c/p>\n\u003cp>- Support the development and use of open educational resources to promote innovative and creative opportunities for all learners and accelerate the development and adoption of new open technology-based learning tools and courses. [Take, for example, \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/teachers-and-students-create-their-own-curriculum-in-alaska/\">what they're doing in Alaska\u003c/a>.]\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>On redesigning and transforming productivity: [This one deserves a post of its own, but I'll quote it here.]\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>One of the most basic assumptions in our education system is time-based or \"seat-time\" measures of educational attainment. These measures were created in the late 1800s and early 1900s to smooth transitions from K–12 into higher education...Another basic assumption is the way we organize students into age-determined groups, structure separate academic disciplines, organize learning into classes of roughly equal size with all the students in a particular class receiving the same content at the same pace, and keep these groups in place all year.\u003c/p>\n\u003cp>The last decade has seen the emergence of some radically redesigned schools, demonstrating the range of possibilities for structuring education. These include schools that organize around competence rather than seat time and others that enable more flexible scheduling that fits students' individual needs rather than traditional academic periods and lockstep curriculum pacing. In addition, schools are beginning to incorporate online learning, which gives us the opportunity to extend the learning day, week, or year.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>And to meet this goal:\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>- Rethink basic assumptions in our education system that inhibit leveraging technology to improve learning, starting with our current practice of organizing student and educator learning around seat time instead of the demonstration of competencies.\u003c/p>\n\u003cp>- Design, implement, and evaluate technology-powered programs and interventions to ensure that students progress seamlessly through our P–16 education system and emerge prepared for college and careers.\u003c/p>\u003c/blockquote>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>And here's the best part: the document goes into how the DOE can instigate these changes step by step. Secretary of Education Arne Duncan's vision writ large -- and in small print too.Kar\u003c/p>\n\n",
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"description": "I'm looking forward to speaking tomorrow with Karen Cator, Director of the Office of Technology at the Department of Education. I have a slew of questions for her about the National Education Technology Plan released last month. To recap, the DOE's goal is to raise the proportion of college graduates from 41 to 60 percent",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-5280\" href=\"http://ww2.kqed.org/mindshift/2010/12/digging-into-the-does-national-ed-tech-plan/lotyloty/\">\u003cimg class=\"size-medium wp-image-5280\" title=\"lotyloty\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/lotyloty-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>I'm looking forward to speaking tomorrow with Karen Cator, Director of the Office of Technology at the Department of Education.\u003c/p>\n\u003cp>I have a slew of questions for her about the \u003ca href=\"http://www.ed.gov/technology/netp-2010/executive-summary\">National Education Technology Plan\u003c/a> released last month. To recap, the DOE's goal is to raise the proportion of college graduates from 41 to 60 percent in the U.S. and close the achievement gap to prepare all students equally to start college or careers.\u003c/p>\n\u003cp>The DOE advocates for letting go of archaic practices and embracing technology to engage students, connect educators and learners, invest and build the crumbling infrastructure, and be fearless in redesigning traditional school models.\u003cimg title=\"More...\" src=\"http://ww2.kqed.org/mindshift/wp-includes/js/tinymce/plugins/wordpress/img/trans.gif\" alt=\"\">\u003c/p>\n\u003cp>Some highlights below.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>On student engagement:\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>The challenge for our education system is to leverage the learning sciences and modern technology to create engaging, relevant, and personalized learning experiences for all learners that mirror students' daily lives and the reality of their futures. In contrast to traditional classroom instruction, this requires that we put students at the center and empower them to take control of their own learning by providing flexibility on several dimensions.\u003c!--more-->\u003c/p>\n\u003cp>Professionals routinely use the Web and tools, such as wikis, blogs, and digital content for the research, collaboration, and communication demanded in their jobs. They gather data and analyze the data using inquiry and visualization tools. They use graphical and 3D modeling tools for design. For students, using these real-world tools creates learning opportunities that allow them to grapple with real-world problems—opportunities that prepare them to be more productive members of a globally competitive workforce.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>And to meet this goal:\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>- States should continue to revise, create, and implement standards and learning objectives using technology for all content areas that reflect 21st-century expertise and the power of technology to improve learning.\u003c/p>\n\u003cp>- States, districts, and others should develop and implement learning resources that exploit the flexibility and power of technology to reach all learners anytime and anywhere.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>On testing what matters:\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>Technology-based assessments can provide data to drive decisions on the basis of what is best for each and every student and that, in aggregate, will lead to continuous improvement across our entire education system.\u003c/p>\n\u003cp>Technology-based assessments can be used formatively to diagnose and modify the conditions of learning and instructional practices while at the same time determining what students have learned for grading and accountability purposes.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>And to meet this goal:\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>- Design, develop, and implement assessments that give students, educators, and other stakeholders timely and actionable feedback about student learning to improve achievement and instructional practices. [Note: Some teachers \u003ca href=\"../2010/11/give-them-a-second-chance-a-case-for-re-taking-tests-online/\">are already on the case\u003c/a>.]\u003c/p>\n\u003cp>- Conduct research and development that explores how embedded assessment technologies, such as simulations, collaboration environments, virtual worlds, games, and cognitive tutors, can be used to engage and motivate learners while assessing complex skills.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>On connecting teachers to each other and to students:\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>Teams of connected educators replace solo practitioners, classrooms are fully connected to provide educators with 24/7 access to data and analytic tools, and educators have access to resources that help them act on the insights the data provide.\u003c/p>\n\u003cp>Individual educators build online learning communities consisting of their students and their students' peers; fellow educators in their schools, libraries, and after-school programs; professional experts in various disciplines around the world; members of community organizations that serve students in the hours they are not in school; and parents who desire greater participation in their children's education.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>And how to meet this goal:\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>- Expand opportunities for educators to have access to technology-based content, resources, and tools where and when they need them.\u003c/p>\n\u003cp>- Leverage social networking technologies and platforms to create communities of practice that provide career-long personal learning opportunities for educators within and across schools, preservice preparation and in-service education institutions, and professional organizations.\u003c/p>\n\u003cp>- Use technology to provide all learners with online access to effective teaching and better learning opportunities and options especially in places where they are not otherwise available.\u003c/p>\n\u003cp>- Develop a teaching force skilled in online instruction.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>On developing infrastructure:\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>Infrastructure includes people, processes, learning resources, policies, and sustainable models for continuous improvement in addition to broadband connectivity, servers, software, management systems, and administration tools.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>And to meet this goal:\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>- Ensure students and educators have broadband access to the Internet and adequate wireless connectivity both in and out of school.\u003c/p>\n\u003cp>- Ensure that every student and educator has at least one Internet access device and appropriate software and resources for research, communication, multimedia content creation, and collaboration for use in and out of school.\u003c/p>\n\u003cp>- Support the development and use of open educational resources to promote innovative and creative opportunities for all learners and accelerate the development and adoption of new open technology-based learning tools and courses. [Take, for example, \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/teachers-and-students-create-their-own-curriculum-in-alaska/\">what they're doing in Alaska\u003c/a>.]\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>On redesigning and transforming productivity: [This one deserves a post of its own, but I'll quote it here.]\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>One of the most basic assumptions in our education system is time-based or \"seat-time\" measures of educational attainment. These measures were created in the late 1800s and early 1900s to smooth transitions from K–12 into higher education...Another basic assumption is the way we organize students into age-determined groups, structure separate academic disciplines, organize learning into classes of roughly equal size with all the students in a particular class receiving the same content at the same pace, and keep these groups in place all year.\u003c/p>\n\u003cp>The last decade has seen the emergence of some radically redesigned schools, demonstrating the range of possibilities for structuring education. These include schools that organize around competence rather than seat time and others that enable more flexible scheduling that fits students' individual needs rather than traditional academic periods and lockstep curriculum pacing. In addition, schools are beginning to incorporate online learning, which gives us the opportunity to extend the learning day, week, or year.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>And to meet this goal:\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>- Rethink basic assumptions in our education system that inhibit leveraging technology to improve learning, starting with our current practice of organizing student and educator learning around seat time instead of the demonstration of competencies.\u003c/p>\n\u003cp>- Design, implement, and evaluate technology-powered programs and interventions to ensure that students progress seamlessly through our P–16 education system and emerge prepared for college and careers.\u003c/p>\u003c/blockquote>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-5206\" href=\"http://ww2.kqed.org/mindshift/2010/12/the-future-of-mobile-learning-apps/apps/\">\u003cimg class=\"size-medium wp-image-5206 alignleft\" title=\"apps\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/apps-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\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. \u003c!--more-->\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\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-5206\" href=\"http://ww2.kqed.org/mindshift/2010/12/the-future-of-mobile-learning-apps/apps/\">\u003cimg class=\"size-medium wp-image-5206 alignleft\" title=\"apps\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/apps-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\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. \u003c!--more-->\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\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_5180\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca rel=\"attachment wp-att-5180\" href=\"http://ww2.kqed.org/mindshift/2010/12/7-important-traits-of-a-great-mobile-learning-app/imgp4394/\">\u003cimg class=\"size-full wp-image-5180\" title=\"IMGP4394\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/soopahgrover.jpg\" alt=\"\" width=\"500\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2010/12/soopahgrover.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/soopahgrover-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/soopahgrover-320x213.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Parents shouldn't feel guilty about letting their kids play games on their mobile phones -- especially if they're educational ones. That's one of the main conclusions in the recent study released by the \u003ca href=\"http://www.joanganzcooneycenter.org/Reports-27.html\">Joan Ganz Cooney Center, \"Learning, Is There an App for That\u003c/a>?\"\u003c/p>\n\u003cp>The report uses information from three quantitative and observational studies conducted by the Center in conjunction with PBS Kids, Sesame Workshop, Hotspex Survey Research and Rockman, to document for the first time the design, development and research issues related to the use of educational apps for young children's (preschool and primary age) learning.\u003c/p>\n\u003cp>Most parents know to moderate the amount of time kids spend with the gadgets, and with the help of these kinds of studies, can readily find out which have protein and which are just empty calories.\u003c/p>\n\u003cp>The best learning apps have the following attributes:\u003c/p>\n\u003cp>1) They're interactive. Touchscreens beg for touching.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>2) They're designed for shorter playtimes.\u003c/p>\n\u003cp>3) They're focused narrowly by age and relevant to what they're learning and their motor skills.\u003c/p>\n\u003cp>4) They're fun, engaging children by making them laugh -- but too too much.\u003c/p>\n\u003cp>5) They're inter-generational, allowing a way to involve parents.\u003c/p>\n\u003cp>6) They're modifiable, giving kids options to personalize.\u003c/p>\n\u003cp>7) They have built-in goals, to keep kids coming back with incentives.\u003c/p>\n\u003cp>As a parent, I was heartened to learn that parental involvement is important, too.\u003c/p>\n\u003cblockquote>\u003cp>Having a parent as a playmate, especially for the younger kids,seemed to motivate children to keep playing. Adult playmates provided scaffolding and extra prompts to help their children understand the material. They also helped to reinforce the materials in activities undertaken outside of the app.\u003c/p>\u003c/blockquote>\n\u003cp>The study concludes overall that when they're designed well, children can learn a lot from educational apps.\u003c/p>\n\u003cp>As the report states: \"The challenge now is how to carefully target pressing educational needs tied to literacy, numeracy, and scientific inquiry in the early years, consider the distinct potential of mobile apps, and confidently respond, 'Hey, there is an app for that!\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In my next post, we'll hear from the studies' authors about its implications.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_5180\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca rel=\"attachment wp-att-5180\" href=\"http://ww2.kqed.org/mindshift/2010/12/7-important-traits-of-a-great-mobile-learning-app/imgp4394/\">\u003cimg class=\"size-full wp-image-5180\" title=\"IMGP4394\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/soopahgrover.jpg\" alt=\"\" width=\"500\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2010/12/soopahgrover.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/soopahgrover-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/soopahgrover-320x213.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Parents shouldn't feel guilty about letting their kids play games on their mobile phones -- especially if they're educational ones. That's one of the main conclusions in the recent study released by the \u003ca href=\"http://www.joanganzcooneycenter.org/Reports-27.html\">Joan Ganz Cooney Center, \"Learning, Is There an App for That\u003c/a>?\"\u003c/p>\n\u003cp>The report uses information from three quantitative and observational studies conducted by the Center in conjunction with PBS Kids, Sesame Workshop, Hotspex Survey Research and Rockman, to document for the first time the design, development and research issues related to the use of educational apps for young children's (preschool and primary age) learning.\u003c/p>\n\u003cp>Most parents know to moderate the amount of time kids spend with the gadgets, and with the help of these kinds of studies, can readily find out which have protein and which are just empty calories.\u003c/p>\n\u003cp>The best learning apps have the following attributes:\u003c/p>\n\u003cp>1) They're interactive. Touchscreens beg for touching.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>2) They're designed for shorter playtimes.\u003c/p>\n\u003cp>3) They're focused narrowly by age and relevant to what they're learning and their motor skills.\u003c/p>\n\u003cp>4) They're fun, engaging children by making them laugh -- but too too much.\u003c/p>\n\u003cp>5) They're inter-generational, allowing a way to involve parents.\u003c/p>\n\u003cp>6) They're modifiable, giving kids options to personalize.\u003c/p>\n\u003cp>7) They have built-in goals, to keep kids coming back with incentives.\u003c/p>\n\u003cp>As a parent, I was heartened to learn that parental involvement is important, too.\u003c/p>\n\u003cblockquote>\u003cp>Having a parent as a playmate, especially for the younger kids,seemed to motivate children to keep playing. Adult playmates provided scaffolding and extra prompts to help their children understand the material. They also helped to reinforce the materials in activities undertaken outside of the app.\u003c/p>\u003c/blockquote>\n\u003cp>The study concludes overall that when they're designed well, children can learn a lot from educational apps.\u003c/p>\n\u003cp>As the report states: \"The challenge now is how to carefully target pressing educational needs tied to literacy, numeracy, and scientific inquiry in the early years, consider the distinct potential of mobile apps, and confidently respond, 'Hey, there is an app for that!\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In my next post, we'll hear from the studies' authors about its implications.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>It's got all the makings of a dramatic documentary. Embattled education reformer aims to raise a billion dollars and brings in the big media guns for help: \u003ca href=\"http://www.oprah.com/oprahshow/Michelle-Rhees-Big-Annoucement-Video\" target=\"_blank\">Oprah\u003c/a>, \u003ca href=\"http://www.newsweek.com/2010/12/06/why-michelle-rhee-isn-t-done-with-school-reform.html\">Newsweek\u003c/a>, \u003ca href=\"http://www.colbertnation.com/the-colbert-report-videos/366994/december-01-2010/michelle-rhee\">Stephen Colbert\u003c/a>. And that's just during the first week of Michelle Rhee's announcement of \u003ca href=\"http://www.studentsfirst.org/\">Students First\u003c/a>.\u003c/p>\n\u003cp>As the education community absorbs the news, Huffington Post's Sam Chaltain \u003ca href=\"http://www.huffingtonpost.com/sam-chaltain/michelle-rhee-students-first_b_793081.html\" target=\"_blank\">makes a public request\u003c/a> of Rhee's efforts:\u003c/p>\n\u003cblockquote>\u003cp>I wish Michelle Rhee would use her influence to help a million Americans urge their elected officials to pass policies that will usher in a new era of school improvement, one that is grounded in three core conditions:\u003c/p>\n\u003col>\n\u003cli>We will measure all things worth measuring in the context of what our children will need to learn to be successful in this Google-icious world -- where rote learning counts for less and less;\u003c/li>\n\u003cli>We will make sure that we know how to measure what we set out to measure;\u003c/li>\n\u003cli>We will agree to attach no more importance to measurable indicators than we attach to things that are equally or more important -- even if they elude our instruments.\u003c/li>\n\u003c/ol>\n\u003c/blockquote>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"soldout": {
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"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
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