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"content": "\u003cfigure id=\"attachment_11509\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-11509\" title=\"Learning-Lab\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/Learning-Lab1-300x272.jpg\" alt=\"\" width=\"300\" height=\"272\">\u003cfigcaption class=\"wp-caption-text\">Students using computers at Rocketship's Learning Lab.\u003c/figcaption>\u003c/figure>\n\u003cp>Silicon Valley executives -- CEOs and COOs of companies like Netflix, Facebook, and Skype -- have funneled $3 million to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/five-lessons-learned-from-a-new-charter-school/\">Rocketship Education \u003c/a>this year that will be used to refine its sophisticated software system.\u003c/p>\n\u003cp>The money will be spent to improve four components of Rocketship's computer software: assessment of students, the way it generates learning plans that identify what students need to learn, a scheduler that uses the learning plan to choose from a bank of lessons that's best suited for each student, and a management system that keeps track of all that information.\u003c/p>\n\u003cp>With a more streamlined process, the aim is to lighten the load for teachers who have to analyze all the data for each student, and to have the software recommend better default learning plans that teachers can easily adjust for students, according to co-founder John Danner.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"There’s a sense in Silicon Valley that there’s got to be more in the way that Silicon Valley solves problems that can be applied to education.\"\u003c/aside>\n\u003cp>It's a software engineer's dream -- or nightmare -- however you look at it. Creating a system that takes into consideration 1,000 standards that students need to master from K-5, and lessons mapped to each of those objectives offered by dozens of different vendors.\u003c!--more-->\u003c/p>\n\u003cp>\"There's a lot of nuts and bolts work to just make it simple for a student to sit down, log in, and start working on the right lesson at the right time,\" Danner said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Though it stands to be improved, so far the system seems to be working. According to Danner, 90 percent of students who are below grade level move up to basic proficiency or beyond within one year of entering a Rocketship school, Danner said. So far, there are three schools in San Jose with plans to add two more next year. Danner expects to grow the network across the country.\u003c/p>\n\u003cp>With its heavy emphasis on high tech engineering to resolve a lot of the logistical issues, support for Rocketship from Silicon Valley shouldn't come as a surprise -- and that's exactly Danner's goal.\u003c/p>\n\u003cp>\"There’s a sense in Silicon Valley that there’s got to be more in the way that Silicon Valley solves problems that can be applied to education,\" he said. \"Education has been this monolithic thing that's been left on its own, there hasn’t been a lot of innovation or significant disruptions. And without that, it doesn’t seem like we're going to get a public education system that’s the best in the world in the next 10 or 15 years, which is what we need to be competitive.\"\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003ch3>Read more from the \u003ca href=\"http://ww2.kqed.org/mindshift/feature/my-education/\">MY EDUCATION series\u003c/a>:\u003c/h3>\n\u003cul>\n\u003cli>\u003cstrong>PART I:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/how-can-an-advanced-student-move-ahead-in-public-school/\">How Can An Advanced Student Move Ahead in Public School?\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART II: \u003c/strong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/hybrid-learning-comes-to-life-at-rocketship/\">Hybrid Learning Comes to Life at Rocketship\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART III:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/rocketships-culture-respectful-empathetic-and-college-bound/\">Rocketship's Culture - Respectful, Empathetic and College-Bound\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART IV:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-to-keep-good-teachers-in-the-game/\">How to Keep Good Teachers in the Game\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART V:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/focus-on-assessments-fuels-rocketships-goals/\">Focus on Assessments Fuels Rocketship's Goals\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART VI:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/a-look-inside-rocketship/\">A Look Inside Rocketship\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART VII:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/five-lessons-learned-from-a-new-charter-school/\">Five Lessons Learned from a New Charter School\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Rocketship straddles the line between Silicon Valley-style tech company and a traditional school organization, he said. \"We're very humble about the fact that schools are hard to do, much harder than software companies,\" he said.\u003c/p>\n\u003cp>The appeal to donors comes from the fact that Rocketship approaches education with a tech company's perspective.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"And now Rocketship needs to deliver on that and show that we can develop a better system and reinvent the way a school works and scale it in a way that’s higher quality,\" he said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Though it stands to be improved, so far the system seems to be working. According to Danner, 90 percent of students who are below grade level move up to basic proficiency or beyond within one year of entering a Rocketship school, Danner said. So far, there are three schools in San Jose with plans to add two more next year. Danner expects to grow the network across the country.\u003c/p>\n\u003cp>With its heavy emphasis on high tech engineering to resolve a lot of the logistical issues, support for Rocketship from Silicon Valley shouldn't come as a surprise -- and that's exactly Danner's goal.\u003c/p>\n\u003cp>\"There’s a sense in Silicon Valley that there’s got to be more in the way that Silicon Valley solves problems that can be applied to education,\" he said. \"Education has been this monolithic thing that's been left on its own, there hasn’t been a lot of innovation or significant disruptions. And without that, it doesn’t seem like we're going to get a public education system that’s the best in the world in the next 10 or 15 years, which is what we need to be competitive.\"\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003ch3>Read more from the \u003ca href=\"http://ww2.kqed.org/mindshift/feature/my-education/\">MY EDUCATION series\u003c/a>:\u003c/h3>\n\u003cul>\n\u003cli>\u003cstrong>PART I:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/how-can-an-advanced-student-move-ahead-in-public-school/\">How Can An Advanced Student Move Ahead in Public School?\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART II: \u003c/strong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/hybrid-learning-comes-to-life-at-rocketship/\">Hybrid Learning Comes to Life at Rocketship\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART III:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/rocketships-culture-respectful-empathetic-and-college-bound/\">Rocketship's Culture - Respectful, Empathetic and College-Bound\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART IV:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-to-keep-good-teachers-in-the-game/\">How to Keep Good Teachers in the Game\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART V:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/focus-on-assessments-fuels-rocketships-goals/\">Focus on Assessments Fuels Rocketship's Goals\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART VI:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/a-look-inside-rocketship/\">A Look Inside Rocketship\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART VII:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/five-lessons-learned-from-a-new-charter-school/\">Five Lessons Learned from a New Charter School\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Rocketship straddles the line between Silicon Valley-style tech company and a traditional school organization, he said. \"We're very humble about the fact that schools are hard to do, much harder than software companies,\" he said.\u003c/p>\n\u003cp>The appeal to donors comes from the fact that Rocketship approaches education with a tech company's perspective.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"And now Rocketship needs to deliver on that and show that we can develop a better system and reinvent the way a school works and scale it in a way that’s higher quality,\" he said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/williac/626962261/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-9447\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/weekly_roundup1-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cul>\n\u003cli>The Department of Education in New South Wales, Australia \u003ca href=\"http://edu.blogs.com/edublogs/2011/04/new-south-wales-australia-opens-facebook-to-teachers.html\">announced\u003c/a> this week that it officially supports its teachers' use of Facebook, Twitter, and other social media sites, noting that this will \"help improve communication between schools and their communities\u003c/li>\n\u003cli>\u003ca href=\"http://ejohn.org/blog/next-steps-in-2011/\">John Resig\u003c/a>, the creator of \u003ca href=\"http://jquery.com\">JQuery\u003c/a>, announced this week that he was leaving the \u003ca href=\"http://www.mozilla.org\">Mozilla Foundation\u003c/a> and joining \u003ca href=\"http://www.khanacademy.org\">Khan Academy\u003c/a> -- a move that's sure to have a huge impact on education technology.\u003c/li>\n\u003cli>The 40 regional finalists for the \u003ca href=\"http://www.google.com/doodle4google/vote.html\">Doodle 4 Google\u003c/a> competition have been announced. The public can vote on these through May 13. This vote will help determine the four national finalist, one per grade group (K-3, 4-6, 7-9, 10-12). On May 19, Google will announce the national winner, whose doodle will appear on Google.\u003c/li>\n\u003cli>\u003ca href=\"http://www.amazon.com\">Amazon\u003c/a> is suing the National Association of College Bookstores (NACB), arguing that the the latter constitutes a monopoly. The lawsuit follows claims by the NACB that Amazon is falsely advertising that students can save up to 60 - 90% on textbooks by shopping with the online bookseller.\u003c!--more-->\u003c/li>\n\u003cli>\u003ca href=\"http://www.teachstreet.com\">TeachStreet\u003c/a>,the online community that helps lifelong learners find teachers and classes on almost any subject, \u003ca href=\"http://blog.teachstreet.com/build-your-biz/pricing-basic-listings-free/\">announced\u003c/a> that it was revamping its pricing structure, making the Basic Listings on its site free again. Featured and the new enhanced listings, however, will still cost money -- $10 and $3 respectively.\u003c/li>\n\u003cli>The \u003ca href=\"http://news.yahoo.com/s/afp/20110505/tc_afp/usitinternetchildtrialfacebook\">AFP\u003c/a> reports that Facebook is being sued for not notifying parents and gaining their permission when their children \"like\" things on the social networking site. By \"liking,\" minors' faces can appear in Facebook's Social Ads, for example. Facebook says the suit is \"without merit.\"\u003c/li>\n\u003cli>The British broadcast channel \u003ca href=\"http://www.education.gov.uk/schools/toolsandinitiatives/teacherstv/\">Teachers TV\u003c/a> had its government funding axed and was facing shutdown, but \u003ca href=\"http://www.guardian.co.uk/media/2011/may/04/teachers-tv-relaunches-schoolsworld\">The Guardian\u003c/a> reports that it has struck a deal and will relaunch as an online service called SchoolsWorld, which will have both an advertising-supported and subscription service for its content.\u003c/li>\n\u003cli>Mobile gaming startup \u003ca href=\"http://www.scvngr.com\">SCVNGR\u003c/a> is teaming up with the book publisher \u003ca href=\"http://www.scholastic.com\">Scholastic\u003c/a> for the \u003ca href=\"http://scvngrblog.com/2011/05/scvngr-and-scholastic-team-up-to-build-book-buzz/\">\"this is teen\"\u003c/a> initiative, that will connect teen readers to authors, books, and a community of readers\u003c/li>\n\u003c/ul>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/williac/626962261/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-9447\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/weekly_roundup1-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cul>\n\u003cli>The Department of Education in New South Wales, Australia \u003ca href=\"http://edu.blogs.com/edublogs/2011/04/new-south-wales-australia-opens-facebook-to-teachers.html\">announced\u003c/a> this week that it officially supports its teachers' use of Facebook, Twitter, and other social media sites, noting that this will \"help improve communication between schools and their communities\u003c/li>\n\u003cli>\u003ca href=\"http://ejohn.org/blog/next-steps-in-2011/\">John Resig\u003c/a>, the creator of \u003ca href=\"http://jquery.com\">JQuery\u003c/a>, announced this week that he was leaving the \u003ca href=\"http://www.mozilla.org\">Mozilla Foundation\u003c/a> and joining \u003ca href=\"http://www.khanacademy.org\">Khan Academy\u003c/a> -- a move that's sure to have a huge impact on education technology.\u003c/li>\n\u003cli>The 40 regional finalists for the \u003ca href=\"http://www.google.com/doodle4google/vote.html\">Doodle 4 Google\u003c/a> competition have been announced. The public can vote on these through May 13. This vote will help determine the four national finalist, one per grade group (K-3, 4-6, 7-9, 10-12). On May 19, Google will announce the national winner, whose doodle will appear on Google.\u003c/li>\n\u003cli>\u003ca href=\"http://www.amazon.com\">Amazon\u003c/a> is suing the National Association of College Bookstores (NACB), arguing that the the latter constitutes a monopoly. The lawsuit follows claims by the NACB that Amazon is falsely advertising that students can save up to 60 - 90% on textbooks by shopping with the online bookseller.\u003c!--more-->\u003c/li>\n\u003cli>\u003ca href=\"http://www.teachstreet.com\">TeachStreet\u003c/a>,the online community that helps lifelong learners find teachers and classes on almost any subject, \u003ca href=\"http://blog.teachstreet.com/build-your-biz/pricing-basic-listings-free/\">announced\u003c/a> that it was revamping its pricing structure, making the Basic Listings on its site free again. Featured and the new enhanced listings, however, will still cost money -- $10 and $3 respectively.\u003c/li>\n\u003cli>The \u003ca href=\"http://news.yahoo.com/s/afp/20110505/tc_afp/usitinternetchildtrialfacebook\">AFP\u003c/a> reports that Facebook is being sued for not notifying parents and gaining their permission when their children \"like\" things on the social networking site. By \"liking,\" minors' faces can appear in Facebook's Social Ads, for example. Facebook says the suit is \"without merit.\"\u003c/li>\n\u003cli>The British broadcast channel \u003ca href=\"http://www.education.gov.uk/schools/toolsandinitiatives/teacherstv/\">Teachers TV\u003c/a> had its government funding axed and was facing shutdown, but \u003ca href=\"http://www.guardian.co.uk/media/2011/may/04/teachers-tv-relaunches-schoolsworld\">The Guardian\u003c/a> reports that it has struck a deal and will relaunch as an online service called SchoolsWorld, which will have both an advertising-supported and subscription service for its content.\u003c/li>\n\u003cli>Mobile gaming startup \u003ca href=\"http://www.scvngr.com\">SCVNGR\u003c/a> is teaming up with the book publisher \u003ca href=\"http://www.scholastic.com\">Scholastic\u003c/a> for the \u003ca href=\"http://scvngrblog.com/2011/05/scvngr-and-scholastic-team-up-to-build-book-buzz/\">\"this is teen\"\u003c/a> initiative, that will connect teen readers to authors, books, and a community of readers\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/chego101/3394439610/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-10870\" title=\"chego101\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/chego101-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>The issue of parents \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/parents-weigh-in-on-paying-for-mobile-access-in-schools/\">paying for mobile phones and data plans\u003c/a> for school use has hit a nerve with some reader. But the conversation has veered away from parents' opinions about cell phones as an educational tool.\u003c/p>\n\u003cp>We've received vehement comments from members or fans of \u003ca href=\"http://www.citizensforsafetechnology.org/cell-and-portable-phones-in-schools-children-and-families,59,0\">Citizens for Safe Technology\u003c/a> -- whose motto is \"empowering the public to protect children and youth from unsafe wireless technologies.\" Most of them refer to possible negative side effects of cell phones:\u003c/p>\n\u003cblockquote>\u003cp>\"Many scientists are now discovering wireless radiation causes a stress like response in our bodies releasing hormones that increase anxiety, depression, fatigue, and inflammation to name a few.\"\u003c/p>\u003c/blockquote>\n\u003cp>Another brings up the issue of risking children's safety for wireless industry profit.\u003c/p>\n\u003cblockquote>\u003cp>\"Wi-Fi and other wireless \"learning aides\" in school, embraced naively by parents and educators with the shameless encouragement of the wireless industry, are not the blessing they appear to be.\"\u003c/p>\u003c/blockquote>\n\u003cp>And one discredits altogether the benefits of using a mobile phone in class.\u003c/p>\n\u003cblockquote>\u003cp>\"As a parent, this thought is scary to me. As a teacher, the suggestion is LUDICROUS to me. Health issues aside, I can just envision my intermediate aged students texting, msning, facebooking etc.etc..when they are supposed to be working.\"\u003c/p>\u003c/blockquote>\n\u003cp>For as many studies that can connect the use of cell phones to cancer (none of which were linked to in any of the comments), there are as many or more that show the connection to be loose and inconclusive. A lengthy feature in last week's New York Times magazine about \u003ca href=\"http://www.nytimes.com/2011/04/17/magazine/mag-17cellphones-t.html\">cell phones and cancer \u003c/a>concluded with the following:\u003c/p>\n\u003cblockquote>\u003cp>It’s absolutely worthwhile identifying these, so that we can focus on the real carcinogens around us. If we lump everything into the category of “potentially carcinogenic,” from toxic potatoes to McCarthy’s grave, then our scientific language around cancer begins to degenerate. \u003cstrong>The effect is like crying “wolf” about cancer: the public progressively numbs itself to real environmental toxins and becomes disinvested in finding bona fide carcinogens.\u003c/strong>\u003c/p>\n\u003cp>To keep ourselves on the right path on environmental carcinogens, then, we need not just standards to rule carcinogens “in” but also standards to rule them “out.” The final, definitive trials on phone radiation may settle this issue — but, as of now, the evidence remains far from convincing. Understanding the rigor, labor, evidence and time required to identify a real carcinogen is the first step to understanding what does and does not cause cancer.\u003c/p>\u003c/blockquote>\n\u003cp>All that said, do I want my daughter sleeping with a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-cell-phones-fry-your-brain-ask-student-scientists/\">cell phone under her pillow\u003c/a>? No. And when I use my cell during a phone call, I always err on the side of caution by using a headset.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Still, I'm not sure the alarmist theories of tossing aside all Internet-based or related technology is the answer. Furthermore, for critics to frame the issue as if parents are sacrificing or endangering their children by allowing them access to the Internet is irresponsible and inflammatory. The use of fear tactics on either side only degrades the conversation.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/chego101/3394439610/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-10870\" title=\"chego101\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/chego101-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>The issue of parents \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/parents-weigh-in-on-paying-for-mobile-access-in-schools/\">paying for mobile phones and data plans\u003c/a> for school use has hit a nerve with some reader. But the conversation has veered away from parents' opinions about cell phones as an educational tool.\u003c/p>\n\u003cp>We've received vehement comments from members or fans of \u003ca href=\"http://www.citizensforsafetechnology.org/cell-and-portable-phones-in-schools-children-and-families,59,0\">Citizens for Safe Technology\u003c/a> -- whose motto is \"empowering the public to protect children and youth from unsafe wireless technologies.\" Most of them refer to possible negative side effects of cell phones:\u003c/p>\n\u003cblockquote>\u003cp>\"Many scientists are now discovering wireless radiation causes a stress like response in our bodies releasing hormones that increase anxiety, depression, fatigue, and inflammation to name a few.\"\u003c/p>\u003c/blockquote>\n\u003cp>Another brings up the issue of risking children's safety for wireless industry profit.\u003c/p>\n\u003cblockquote>\u003cp>\"Wi-Fi and other wireless \"learning aides\" in school, embraced naively by parents and educators with the shameless encouragement of the wireless industry, are not the blessing they appear to be.\"\u003c/p>\u003c/blockquote>\n\u003cp>And one discredits altogether the benefits of using a mobile phone in class.\u003c/p>\n\u003cblockquote>\u003cp>\"As a parent, this thought is scary to me. As a teacher, the suggestion is LUDICROUS to me. Health issues aside, I can just envision my intermediate aged students texting, msning, facebooking etc.etc..when they are supposed to be working.\"\u003c/p>\u003c/blockquote>\n\u003cp>For as many studies that can connect the use of cell phones to cancer (none of which were linked to in any of the comments), there are as many or more that show the connection to be loose and inconclusive. A lengthy feature in last week's New York Times magazine about \u003ca href=\"http://www.nytimes.com/2011/04/17/magazine/mag-17cellphones-t.html\">cell phones and cancer \u003c/a>concluded with the following:\u003c/p>\n\u003cblockquote>\u003cp>It’s absolutely worthwhile identifying these, so that we can focus on the real carcinogens around us. If we lump everything into the category of “potentially carcinogenic,” from toxic potatoes to McCarthy’s grave, then our scientific language around cancer begins to degenerate. \u003cstrong>The effect is like crying “wolf” about cancer: the public progressively numbs itself to real environmental toxins and becomes disinvested in finding bona fide carcinogens.\u003c/strong>\u003c/p>\n\u003cp>To keep ourselves on the right path on environmental carcinogens, then, we need not just standards to rule carcinogens “in” but also standards to rule them “out.” The final, definitive trials on phone radiation may settle this issue — but, as of now, the evidence remains far from convincing. Understanding the rigor, labor, evidence and time required to identify a real carcinogen is the first step to understanding what does and does not cause cancer.\u003c/p>\u003c/blockquote>\n\u003cp>All that said, do I want my daughter sleeping with a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-cell-phones-fry-your-brain-ask-student-scientists/\">cell phone under her pillow\u003c/a>? No. And when I use my cell during a phone call, I always err on the side of caution by using a headset.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Still, I'm not sure the alarmist theories of tossing aside all Internet-based or related technology is the answer. Furthermore, for critics to frame the issue as if parents are sacrificing or endangering their children by allowing them access to the Internet is irresponsible and inflammatory. The use of fear tactics on either side only degrades the conversation.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_10731\" class=\"module image right mceTemp\" style=\"width: 300px;\">\u003ca href=\"http://www.flickr.com/photos/sercasey/324341982/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-10731 alignleft\" title=\"Casey Serin\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/Casey-Serin-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"credit\">Flickr:Casey Serin\u003c/p>\n\u003c/div>\n\u003cp>Speaking of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/one-moms-quest-to-ace-the-sat-alongside-her-son/\">test prep\u003c/a>. A reader responded to me by email today about Debbie Stier's\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/one-moms-quest-to-ace-the-sat-alongside-her-son/\"> quest to ace the SAT \u003c/a>and to motivate her son to do well so he's accepted to the best college.\u003c/p>\n\u003cp>The reader wrote: \"For any student considering college, the key is not the right test prep or cramming for the SAT/ACT but just applying oneself throughout school... There's a very pronounced 'something for nothing' culture in the United States and my concern is that efforts like this only serve to further promote that. 'How I do in grades 9-12 doesn't matter so much if I can just get the right test prep tutor.'\"\u003c/p>\n\u003cp>At his \u003ca href=\"http://www.youtube.com/watch?v=Ni75vIE4vdk\">TEDxNYED\u003c/a> talk recently, \u003ca href=\"http://weblogg-ed.com/\">Will Richardson\u003c/a>, a longtime educator and now a professional development consultant, brings up a similar point -- but takes it much further. \"If you want test prep, you don't need schools,\" he says, because everything you need can be found online, just as Stier, the SAT mom, demonstrates.\u003c/p>\n\u003cp>Here, we've reached a cross-section of perspectives about testing, some of which overlap:\u003c/p>\n\u003cul>\n\u003cli>A mother who wants her son to test well in order to get into the best college possible so he can have the best opportunities available to him.\u003c/li>\n\u003cli>An observer who believes the focus should be on the educational journey provided by schools.\u003c/li>\n\u003cli>A longtime educator who believes the current school model, which revolves around testing, is taking all the initiative out of kids.\u003c/li>\n\u003c/ul>\n\u003cp>Because it's the \"coolest moment to be a learner right now\" -- kids can learn what they want when they want without having to wait for a teacher to teach them -- it's time to think differently about what it means to prepare kids, Richardson says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And as with most complicated issues -- those that have ramifications on the future of learning -- this one is not black-and-white.\u003c/p>\n\u003cp>Watch Will Richardson's TEDxNYED talk:\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>http://www.youtube.com/watch?v=Ni75vIE4vdk\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_10731\" class=\"module image right mceTemp\" style=\"width: 300px;\">\u003ca href=\"http://www.flickr.com/photos/sercasey/324341982/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-10731 alignleft\" title=\"Casey Serin\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/Casey-Serin-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"credit\">Flickr:Casey Serin\u003c/p>\n\u003c/div>\n\u003cp>Speaking of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/one-moms-quest-to-ace-the-sat-alongside-her-son/\">test prep\u003c/a>. A reader responded to me by email today about Debbie Stier's\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/one-moms-quest-to-ace-the-sat-alongside-her-son/\"> quest to ace the SAT \u003c/a>and to motivate her son to do well so he's accepted to the best college.\u003c/p>\n\u003cp>The reader wrote: \"For any student considering college, the key is not the right test prep or cramming for the SAT/ACT but just applying oneself throughout school... There's a very pronounced 'something for nothing' culture in the United States and my concern is that efforts like this only serve to further promote that. 'How I do in grades 9-12 doesn't matter so much if I can just get the right test prep tutor.'\"\u003c/p>\n\u003cp>At his \u003ca href=\"http://www.youtube.com/watch?v=Ni75vIE4vdk\">TEDxNYED\u003c/a> talk recently, \u003ca href=\"http://weblogg-ed.com/\">Will Richardson\u003c/a>, a longtime educator and now a professional development consultant, brings up a similar point -- but takes it much further. \"If you want test prep, you don't need schools,\" he says, because everything you need can be found online, just as Stier, the SAT mom, demonstrates.\u003c/p>\n\u003cp>Here, we've reached a cross-section of perspectives about testing, some of which overlap:\u003c/p>\n\u003cul>\n\u003cli>A mother who wants her son to test well in order to get into the best college possible so he can have the best opportunities available to him.\u003c/li>\n\u003cli>An observer who believes the focus should be on the educational journey provided by schools.\u003c/li>\n\u003cli>A longtime educator who believes the current school model, which revolves around testing, is taking all the initiative out of kids.\u003c/li>\n\u003c/ul>\n\u003cp>Because it's the \"coolest moment to be a learner right now\" -- kids can learn what they want when they want without having to wait for a teacher to teach them -- it's time to think differently about what it means to prepare kids, Richardson says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Bring Back the Lost Art of Tinkering",
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"content": "\u003ch5>\n\u003c/h5>\u003cp>\u003ca href=\"http://www.flickr.com/photos/wwworks/2305987775/\">\u003cimg class=\"size-medium wp-image-10574\" title=\"woodleywonderworks\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/woodleywonderworks-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>By Peter Sims\n\u003c/p>\u003cp style=\"padding-left: 30px;\">In March, a Manhattan mother, Nicole Imprescia, sued her 4-year old daughter’s private preschool for failing to “prepare her daughter for the ERB, an exam required for admission into nearly all the elite private elementary schools,” shows.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The case may be a classic “only in New York” story, but our national obsession with testing is not, especially in an era that will be defined by our ability to improvise, create, and innovate.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003caside class=\"pullquote alignleft\">To be creative requires willingness to be misunderstood, sometimes for long periods of time, despite conventional wisdom.\u003c/aside>\n\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Ironically, \u003ca href=\"http://www.wired.com/wiredscience/2011/03/the-virtues-of-play/\">according to researchers and neuroscience author Jonah Lehrer,\u003c/a> unstructured play turns out to be one of the best ways for preschoolers to learn. \u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2174918/\">A 2007 study\u003c/a> published in \u003cem>Science\u003c/em>, for example, compared cognitive development patterns for 4-and 5-year old preschool students taught using significant amounts of unstructured play with students in regular classrooms. Two years later, the students exposed to play scored better on self-control and discipline, the ability to hold and use information, and adapt to change, all critical skills for success in school and life.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">More broadly, \u003ca href=\"ascc.artsci.wustl.edu/~ksawyer/PDFs/Thinkjournal.pdf\">educational historians have repeatedly shown\u003c/a> that today’s schools were designed during the first half of the twentieth century to meet the demands of the industrial era, not an innovative knowledge economy. “Very few schools teach students how to create knowledge,” says \u003ca href=\"http://keithsawyer.wordpress.com/about/\">Professor Keith Sawyer\u003c/a> of Washington University, a leading education and innovation researcher, “Instead, students are taught that knowledge is static and complete, and they become experts at consuming knowledge rather than producing knowledge.”\u003c/p>\n\u003cp style=\"padding-left: 30px;\">As education and creativity researcher and author \u003ca href=\"http://www.sirkenrobinson.com/\">Sir Ken Robinson\u003c/a> puts it, “We are educating people out of their creativity.\" This is unacceptable.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">By emphasizing rote teaching and memorization, such as about facts that are already known, like historical information or scientific tables, there's much less room to develop creative thinking abilities, abilities to let our minds run imaginatively and to discover things on our own. We're given very little opportunity, for instance, to perform our own, original experiments, and there's also little or no margin for failure or mistakes. From elementary school through graduate school programs, we are graded primarily on getting answers right.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003caside class=\"pullquote alignleft\">From elementary school through graduate school programs, we are graded primarily on getting answers right.\u003c/aside>\n\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Despite the myths, highly creative people, like Henry Ford and Thomas Edison who were life-long tinkerers, discover new ways of doing things by improvising, experimenting, failing, and retesting. For example, when comedian Chris Rock performs on HBO or a big stage, the work is widely considered brilliantly creative, yet his routines (like all stand-up comedians) are the output of what he has learned from thousands of experiments in small clubs, nearly all of which initially fail. And the cycle repeats, day in, day out. They persistently tinker and discover fresh material.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So what can be done to emphasize creativity?\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Perhaps the most promising solutions to the creativity conundrum will come from the rapidly growing field of design thinking. Design thinking provides a set of creative methodologies for solving problems and generating ideas that is based on building up solutions, rather than starting with the answer. The field has been developed and refined over several decades, including at the renowned innovation center Xerox PARC during the 1970s and 80s, then later at such places as \u003ca href=\"http://www.ideo.com\">IDEO\u003c/a>.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Design methods include rapid prototyping and experimentation, immersive techniques to understand problems and human needs, the use of strategic constraints, and techniques for imaginative idea generation.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Meanwhile, design schools are popping up all around the world. At \u003ca href=\"http://dschool.stanford.edu/\">Stanford’s Hasso Plattner Institute of Design\u003c/a> (the d.school), graduate students from across disciplines, including business, law, medicine, engineering, and education take classes at the d.school to learn creative methods. As enrollment trends at the d.school show, students are flocking to design thinking to complement their traditional training in order to learn methods for creating and collaborating.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Beyond that, change happens in small, achievable ways. On a visit to an experimental lab that teaches kids about design methods, I was struck by a simple example of this when a brown-eyed second grader asked her teacher, “Are there pencils in this classroom?” Now, I don’t know about you, but my second grade teacher would have just pointed to the pencils. However, this teacher said, “That’s a good question. What do you think?” After the girl replied, “I think so,” the teacher said, “That’s a great guess. Now where do you think they would be?” She paused, scrunched her face in thought, and said, “I don’t know, maybe by the markers?” To which the teacher said, “That’s another great guess. Where are the markers?” The girl then turned and pointed toward a box of markers across the room which, coincidentally, was right beside a carton of pencils. It’s in those seemingly insignificant moments when educators and parents can unleash creative thinking.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Invention and discovery emanate from being able to try seemingly wild possibilities and work in the unknown; to be comfortable being wrong before being right; to live in the world as a keen observer, with an openness to experiences and ideas; to improvise ideas in collaboration and conversation with others; and, to have a willingness to be misunderstood, sometimes for long periods of time, despite conventional wisdom.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Growing evidence suggests that these skills can be learned and developed. It starts with small actions – the art of tinkering that leads to constant learning and discovery.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003ca href=\"http://www.petersims.com/\">\u003cem>Peter Sims\u003c/em>\u003c/a>\u003cem> is a b\u003cem>estselling author \u003c/em>whose new book is \u003c/em>\u003ca href=\"http://amzn.to/hZ8QS1\">\u003cem>Little Bets: How Breakthrough Ideas Emerge from Small Discoveries\u003c/em>\u003c/a>\u003cem>. He can be found on Twitter \u003c/em>\u003ca href=\"http://www.twitter.com/petersims\">\u003cem>@petersims\u003c/em>\u003c/a>\u003cem>. He lives in San Francisco.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\n\u003c/h5>\u003cp>\u003ca href=\"http://www.flickr.com/photos/wwworks/2305987775/\">\u003cimg class=\"size-medium wp-image-10574\" title=\"woodleywonderworks\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/woodleywonderworks-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>By Peter Sims\n\u003c/p>\u003cp style=\"padding-left: 30px;\">In March, a Manhattan mother, Nicole Imprescia, sued her 4-year old daughter’s private preschool for failing to “prepare her daughter for the ERB, an exam required for admission into nearly all the elite private elementary schools,” shows.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The case may be a classic “only in New York” story, but our national obsession with testing is not, especially in an era that will be defined by our ability to improvise, create, and innovate.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003caside class=\"pullquote alignleft\">To be creative requires willingness to be misunderstood, sometimes for long periods of time, despite conventional wisdom.\u003c/aside>\n\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Ironically, \u003ca href=\"http://www.wired.com/wiredscience/2011/03/the-virtues-of-play/\">according to researchers and neuroscience author Jonah Lehrer,\u003c/a> unstructured play turns out to be one of the best ways for preschoolers to learn. \u003ca href=\"http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2174918/\">A 2007 study\u003c/a> published in \u003cem>Science\u003c/em>, for example, compared cognitive development patterns for 4-and 5-year old preschool students taught using significant amounts of unstructured play with students in regular classrooms. Two years later, the students exposed to play scored better on self-control and discipline, the ability to hold and use information, and adapt to change, all critical skills for success in school and life.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">More broadly, \u003ca href=\"ascc.artsci.wustl.edu/~ksawyer/PDFs/Thinkjournal.pdf\">educational historians have repeatedly shown\u003c/a> that today’s schools were designed during the first half of the twentieth century to meet the demands of the industrial era, not an innovative knowledge economy. “Very few schools teach students how to create knowledge,” says \u003ca href=\"http://keithsawyer.wordpress.com/about/\">Professor Keith Sawyer\u003c/a> of Washington University, a leading education and innovation researcher, “Instead, students are taught that knowledge is static and complete, and they become experts at consuming knowledge rather than producing knowledge.”\u003c/p>\n\u003cp style=\"padding-left: 30px;\">As education and creativity researcher and author \u003ca href=\"http://www.sirkenrobinson.com/\">Sir Ken Robinson\u003c/a> puts it, “We are educating people out of their creativity.\" This is unacceptable.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">By emphasizing rote teaching and memorization, such as about facts that are already known, like historical information or scientific tables, there's much less room to develop creative thinking abilities, abilities to let our minds run imaginatively and to discover things on our own. We're given very little opportunity, for instance, to perform our own, original experiments, and there's also little or no margin for failure or mistakes. From elementary school through graduate school programs, we are graded primarily on getting answers right.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003caside class=\"pullquote alignleft\">From elementary school through graduate school programs, we are graded primarily on getting answers right.\u003c/aside>\n\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Despite the myths, highly creative people, like Henry Ford and Thomas Edison who were life-long tinkerers, discover new ways of doing things by improvising, experimenting, failing, and retesting. For example, when comedian Chris Rock performs on HBO or a big stage, the work is widely considered brilliantly creative, yet his routines (like all stand-up comedians) are the output of what he has learned from thousands of experiments in small clubs, nearly all of which initially fail. And the cycle repeats, day in, day out. They persistently tinker and discover fresh material.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So what can be done to emphasize creativity?\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Perhaps the most promising solutions to the creativity conundrum will come from the rapidly growing field of design thinking. Design thinking provides a set of creative methodologies for solving problems and generating ideas that is based on building up solutions, rather than starting with the answer. The field has been developed and refined over several decades, including at the renowned innovation center Xerox PARC during the 1970s and 80s, then later at such places as \u003ca href=\"http://www.ideo.com\">IDEO\u003c/a>.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Design methods include rapid prototyping and experimentation, immersive techniques to understand problems and human needs, the use of strategic constraints, and techniques for imaginative idea generation.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Meanwhile, design schools are popping up all around the world. At \u003ca href=\"http://dschool.stanford.edu/\">Stanford’s Hasso Plattner Institute of Design\u003c/a> (the d.school), graduate students from across disciplines, including business, law, medicine, engineering, and education take classes at the d.school to learn creative methods. As enrollment trends at the d.school show, students are flocking to design thinking to complement their traditional training in order to learn methods for creating and collaborating.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Beyond that, change happens in small, achievable ways. On a visit to an experimental lab that teaches kids about design methods, I was struck by a simple example of this when a brown-eyed second grader asked her teacher, “Are there pencils in this classroom?” Now, I don’t know about you, but my second grade teacher would have just pointed to the pencils. However, this teacher said, “That’s a good question. What do you think?” After the girl replied, “I think so,” the teacher said, “That’s a great guess. Now where do you think they would be?” She paused, scrunched her face in thought, and said, “I don’t know, maybe by the markers?” To which the teacher said, “That’s another great guess. Where are the markers?” The girl then turned and pointed toward a box of markers across the room which, coincidentally, was right beside a carton of pencils. It’s in those seemingly insignificant moments when educators and parents can unleash creative thinking.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Invention and discovery emanate from being able to try seemingly wild possibilities and work in the unknown; to be comfortable being wrong before being right; to live in the world as a keen observer, with an openness to experiences and ideas; to improvise ideas in collaboration and conversation with others; and, to have a willingness to be misunderstood, sometimes for long periods of time, despite conventional wisdom.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Growing evidence suggests that these skills can be learned and developed. It starts with small actions – the art of tinkering that leads to constant learning and discovery.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003ca href=\"http://www.petersims.com/\">\u003cem>Peter Sims\u003c/em>\u003c/a>\u003cem> is a b\u003cem>estselling author \u003c/em>whose new book is \u003c/em>\u003ca href=\"http://amzn.to/hZ8QS1\">\u003cem>Little Bets: How Breakthrough Ideas Emerge from Small Discoveries\u003c/em>\u003c/a>\u003cem>. He can be found on Twitter \u003c/em>\u003ca href=\"http://www.twitter.com/petersims\">\u003cem>@petersims\u003c/em>\u003c/a>\u003cem>. He lives in San Francisco.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>A reminder about this Saturday's upcoming\u003ca href=\"http://tedxsfed.org/\"> TEDxSFED\u003c/a> event on\u003cstrong> April 9\u003c/strong>, when big thinkers and innovators will come together to re-imagine education both in and out of the classroom.\u003c/p>\n\u003cp>The theme is \u003cstrong>mashEDup\u003c/strong> and will highlight new and different approaches to learning.\u003c/p>\n\u003cp>The main event will happen at \u003ca href=\"http://www.somarts.org/\">SOMArts\u003c/a>, plus there will be three simulcast locations at \u003ca href=\"http://tedxsfed-asawa.eventbrite.com/\">Ruth Asawa School of the Arts\u003c/a> and the \u003ca href=\"http://tedxsfed-urban.eventbrite.com/\">Urban School of San Francisco\u003c/a>. [\u003cstrong>Update: The event will not be simulcast at Envision Academy location.]\u003c/strong>\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-10054\" href=\"http://ww2.kqed.org/mindshift/2011/03/tedxsfed-re-imagine-education/screen-shot-2011-03-30-at-3-56-18-pm/\">\u003cimg title=\"Screen shot 2011-03-30 at 3.56.18 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/Screen-shot-2011-03-30-at-3.56.18-PM.png\" alt=\"\" width=\"325\" height=\"79\">\u003c/a>\u003c/p>\n\u003cp>The lineup of speakers is impressive:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>DALE DOUGHERTY,\u003c/strong> founder of Make magazine and the creator of Maker Faire.\u003c/li>\n\u003cli>\u003cstrong>TONY DEROSE\u003c/strong>, Senior Scientist and lead of the Research Group at Pixar Animation Studios.\u003c/li>\n\u003cli>\u003cstrong>SANDY SPEICHER\u003c/strong>, IDEO's Design for Learning domain, which brings human-centered thinking to systemic challenges in education (and author of the popular MindShift post \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">The School Day of the Future is DESIGNED)\u003c/a>.\"\u003c/li>\n\u003cli>\u003cstrong>VICTOR DIAZ\u003c/strong>, Founder and President of the Board of REALM Charter Schools.\u003c/li>\n\u003cli>\u003cstrong>DAVID ORPHAL\u003c/strong>, history teacher for the past 15 years for 7th to 12th grade students.\u003c/li>\n\u003cli>\u003cstrong>ESTHER COOK\u003c/strong>, Chef Teacher in the Edible Schoolyard kitchen since its inception in 1997.\u003c/li>\n\u003cli>\u003cstrong>SUSAN STAUTER\u003c/strong>, the Artistic Director for the San Francisco Unified School District.\u003c/li>\n\u003cli>\u003cstrong>KAREN BROWN\u003c/strong>, creative director of the Center for Ecoliteracy.\u003c/li>\n\u003cli>\u003cstrong>BETSY CORCORAN,\u003c/strong> co-founder of EdSurge, an educational newsletter and former Executive Editor for technology coverage at Forbes magazine and Forbes.com.\u003c/li>\n\u003cli>\u003cstrong>GEORGE WATSKY\u003c/strong>, writer and performer from San Francisco now based in Los Angeles.\u003c/li>\n\u003c/ul>\n\u003cp>Register for the event and grab your tickets before they sell out!\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A reminder about this Saturday's upcoming\u003ca href=\"http://tedxsfed.org/\"> TEDxSFED\u003c/a> event on\u003cstrong> April 9\u003c/strong>, when big thinkers and innovators will come together to re-imagine education both in and out of the classroom.\u003c/p>\n\u003cp>The theme is \u003cstrong>mashEDup\u003c/strong> and will highlight new and different approaches to learning.\u003c/p>\n\u003cp>The main event will happen at \u003ca href=\"http://www.somarts.org/\">SOMArts\u003c/a>, plus there will be three simulcast locations at \u003ca href=\"http://tedxsfed-asawa.eventbrite.com/\">Ruth Asawa School of the Arts\u003c/a> and the \u003ca href=\"http://tedxsfed-urban.eventbrite.com/\">Urban School of San Francisco\u003c/a>. [\u003cstrong>Update: The event will not be simulcast at Envision Academy location.]\u003c/strong>\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-10054\" href=\"http://ww2.kqed.org/mindshift/2011/03/tedxsfed-re-imagine-education/screen-shot-2011-03-30-at-3-56-18-pm/\">\u003cimg title=\"Screen shot 2011-03-30 at 3.56.18 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/Screen-shot-2011-03-30-at-3.56.18-PM.png\" alt=\"\" width=\"325\" height=\"79\">\u003c/a>\u003c/p>\n\u003cp>The lineup of speakers is impressive:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>DALE DOUGHERTY,\u003c/strong> founder of Make magazine and the creator of Maker Faire.\u003c/li>\n\u003cli>\u003cstrong>TONY DEROSE\u003c/strong>, Senior Scientist and lead of the Research Group at Pixar Animation Studios.\u003c/li>\n\u003cli>\u003cstrong>SANDY SPEICHER\u003c/strong>, IDEO's Design for Learning domain, which brings human-centered thinking to systemic challenges in education (and author of the popular MindShift post \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/the-school-day-of-the-future-is-designed/\">The School Day of the Future is DESIGNED)\u003c/a>.\"\u003c/li>\n\u003cli>\u003cstrong>VICTOR DIAZ\u003c/strong>, Founder and President of the Board of REALM Charter Schools.\u003c/li>\n\u003cli>\u003cstrong>DAVID ORPHAL\u003c/strong>, history teacher for the past 15 years for 7th to 12th grade students.\u003c/li>\n\u003cli>\u003cstrong>ESTHER COOK\u003c/strong>, Chef Teacher in the Edible Schoolyard kitchen since its inception in 1997.\u003c/li>\n\u003cli>\u003cstrong>SUSAN STAUTER\u003c/strong>, the Artistic Director for the San Francisco Unified School District.\u003c/li>\n\u003cli>\u003cstrong>KAREN BROWN\u003c/strong>, creative director of the Center for Ecoliteracy.\u003c/li>\n\u003cli>\u003cstrong>BETSY CORCORAN,\u003c/strong> co-founder of EdSurge, an educational newsletter and former Executive Editor for technology coverage at Forbes magazine and Forbes.com.\u003c/li>\n\u003cli>\u003cstrong>GEORGE WATSKY\u003c/strong>, writer and performer from San Francisco now based in Los Angeles.\u003c/li>\n\u003c/ul>\n\u003cp>Register for the event and grab your tickets before they sell out!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-9959\" href=\"http://ww2.kqed.org/mindshift/2011/03/stirring-up-facebook-fear/markus-pacher/\">\u003c/a>\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-9959\" href=\"http://ww2.kqed.org/mindshift/2011/03/stirring-up-facebook-fear/markus-pacher/\">\u003cimg class=\"size-medium wp-image-9959\" title=\"Markus Pacher'\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/Markus-Pacher-300x180.png\" alt=\"\" width=\"300\" height=\"180\">\u003c/a>\u003c/p>\n\u003cp>On the heels of Friday's MindShift article, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/the-pitfalls-and-promise-of-social-media-and-kids/\">Pitfalls and Promises of Social Media and Kids\u003c/a>, in which I enumerate the subtleties of parents navigating social media with their kids, comes this \u003ca href=\"http://pediatrics.aappublications.org/cgi/reprint/peds.2011-0054v1\">new report\u003c/a>, released today by the American Academy of Pediatricians: The Impact of Social Media on Children, Adolescents, and Families.\u003c/p>\n\u003cp>The main news outlets focus in on the fear factor -- as usual:\u003c/p>\n\u003cul>\n\u003cli>From CBS: \"\u003ca href=\"http://www.cbsnews.com/stories/2011/03/28/earlyshow/living/parenting/main20047775.shtml\">Facebook depression\" seen as new risk for teens\u003c/a>.\u003c/li>\n\u003cli>From MSNBC: \u003ca href=\"http://www.msnbc.msn.com/id/42298789/ns/health-mental_health/\">Docs warn about teens and Facebook depression\u003c/a>.\u003c/li>\n\u003cli>From FoxNews: \u003ca href=\"http://www.msnbc.msn.com/id/42298789/ns/health-mental_health/\">Can Facebook depression affect you?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>I'll be looking closely at the full document and report back, but in the meantime, I want to highlight this quote from an AP article, which is found at the very end, many paragraphs after the opening sentence about \"Facebook depression.\"\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>The benefits of kids using social media sites like Facebook shouldn't be overlooked, however, such as connecting with friends and family, sharing pictures and exchanging ideas.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\"A lot of what's happening is actually very healthy, but it can go too far,\" she said.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Dr. Megan Moreno, a University of Wisconsin adolescent medicine specialist who has studied online social networking among college students, said using Facebook can enhance feelings of social connectedness among well-adjusted kids, and have the opposite effect on those prone to depression.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Parents shouldn't get the idea that using Facebook \"is going to somehow infect their kids with depression,\" she said.\u003c/strong>\u003c/p>\u003c/blockquote>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"pri-the-world": {
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"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
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"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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"reveal": {
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"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"order": 16
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},
"science-friday": {
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