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"disqusTitle": "6 Ways Social Media is Changing Education",
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"content": "\u003cp>\u003cimg class=\"size-full wp-image-3902\" title=\"twitterbird\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/11/Screen-shot-2010-11-09-at-4.57.50-PM.png\" alt=\"\" width=\"297\" height=\"248\">\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline;\">By Sara Bernard\u003c/span>\u003c/p>\n\u003cp>\"The fact that we as educators even have to have discussions on whether or not social media is good for schools is sad,\" writes \u003ca href=\"http://www.edutopia.org/social-media-case-education-edchat-steve-johnson\" target=\"_blank\">Steve Johnson\u003c/a>, a teacher and Edutopia guest blogger. \"Social media just IS…..it's life.\"\u003c/p>\n\u003cp>He's right -- as of July, there were half a billion active Facebook users alone (not counting other social networking sites), and that number grows daily. So it's inevitable that it would touch on every aspect of our lives, including education.\u003c/p>\n\u003cp>To that end, here's a handful of the ways that social media is infiltrating, influencing, overtaking, and game-changing the educational landscape:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">Galvanizing students\u003c/span>\u003c/strong>: Social media, with its lightning speed and viral powers, is \u003ca href=\"http://mashable.com/2010/10/09/social-media-activism/\" target=\"_blank\">the perfect tool for activism\u003c/a>, and students are no exception. Among other tactics, they're even using Facebook and online petitions to \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/teens-use-social-media-to-protest-media-ban/\" target=\"_blank\">protest school rules\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">Defining boundaries\u003c/span>\u003c/strong>: The fine line between personal and professional lives gets stickier when it involves teachers and students. \u003ca href=\"http://seattletimes.nwsource.com/html/localnews/2013313274_teacherfacebook01m.html\" target=\"_blank\">Many schools and districts\u003c/a> are having to issue recommendations, guidelines, and, in some cases, prohibitions regarding online interactions. In Massachusetts, new legislation may even \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/facebook-friend-or-foe/\" target=\"_blank\">threaten a teacher's job\u003c/a> if he or she friends a student on Facebook.\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">Redefining parent communication\u003c/span>\u003c/strong>: Social media is both opening and altering the lines of communcation between teachers, parents, and students. While some teachers do a great job of using \u003ca href=\"http://www.freetech4teachers.com/2010/09/using-facebook-to-connect-with-students.html\" target=\"_blank\">Facebook groups and fan pages to keep in touch with parents\u003c/a>, schools are also offering cautious recommendations for parents regarding their children's use of social media. Parents might want to be friends with their child on Facebook, for instance -- both to help prevent the bad news (at \u003ca href=\"http://www.carolinalive.com/news/story.aspx?id=535617\" target=\"_blank\">Horry County Schools\u003c/a> in South Carolina, threats prior to a school shooting were posted on Twitter, but neither school officials nor parents knew anything about it) and keep up with the good.\u003c!--more-->\u003cspan style=\"font-size: x-small;\"> \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">Stepping up the conversation about bullying\u003c/span>\u003c/strong>: \u003cspan style=\"font-size: x-small;\"> \u003c/span>Schools have always been full of bullies, but bullies have new tools these days. While it's often less visible than in-class or schoolyard violence, harassment via social media is prevalent and can have dire consequences. The good news is, this prevalence has spurred schools to bring cyber-bullying to light through \u003ca href=\"http://www.wickedlocal.com/walpole/news/x1111396156/Anti-bullying-forum-to-be-held-in-Walpole-Nov-8\" target=\"_blank\">anti-bullying forums\u003c/a>, handbooks, and other forms of community education. \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/take-control-and-stop-cyber-bullying/\" target=\"_blank\">The media\u003c/a> is also bringing the issue to the forefront and helping to provide advice for parents, students, and teachers on how to help stop -- and prevent -- this kind of behavior.\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>Providing a wealth of class activities\u003c/strong>\u003c/span>: The social media world is a teacher's oyster. Especially since most students are already deeply engaged in social networking sites, there's an instant buy-in when teachers offer the use of Facebook, Twitter, and YouTube for class purposes. Want to create a \u003ca href=\"http://mrfeatherstone.blogspot.com/2009/04/unit-project-facebook-character.html\" target=\"_blank\">Facebook page for a character in a novel \u003c/a>for language arts class? How about a \u003ca href=\"http://www.slideshare.net/travelinlibrarian/twenty-five-interesting-ways-to-use-tw\" target=\"_blank\">Twitter treasure hunt\u003c/a>? Facebook can also be a great way to showcase student projects -- \u003ca href=\"http://www.facebook.com/stanford\" target=\"_blank\">Stanford University's Facebook page \u003c/a>is a great example. The possibilities are truly endless (check \u003ca href=\"http://www.onlineuniversities.com/blog/2010/05/100-inspiring-ways-to-use-social-media-in-the-classroom/\" target=\"_blank\">here\u003c/a> for a long list of favorites).\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">Connecting teachers and classrooms\u003c/span>\u003c/strong>: Some teachers use Twitter to \u003ca href=\"http://bestonlineuniversities.com/2009/13-enlightening-case-studies-of-social-media-in-the-classroom/\" target=\"_blank\">connect with other teachers and share lesson plans\u003c/a> -- a simple way to gather great ideas and prevent burnout. Also, sites like Facebook, Twitter, YouTube, and class wikis (multi-authored Web pages) provide opportunities for \u003ca href=\"http://www.technewsdaily.com/teachers-embracing-social-media-in-the-classroom-0509/\" target=\"_blank\">students to chat, share, and collaborate with other students\u003c/a>, either across the room or across the world.\u003c/p>\n\n",
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"description": "By Sara Bernard "The fact that we as educators even have to have discussions on whether or not social media is good for schools is sad," writes Steve Johnson, a teacher and Edutopia guest blogger. "Social media just IS…..it's life." He's right -- as of July, there were half a billion active Facebook users alone",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"size-full wp-image-3902\" title=\"twitterbird\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/11/Screen-shot-2010-11-09-at-4.57.50-PM.png\" alt=\"\" width=\"297\" height=\"248\">\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline;\">By Sara Bernard\u003c/span>\u003c/p>\n\u003cp>\"The fact that we as educators even have to have discussions on whether or not social media is good for schools is sad,\" writes \u003ca href=\"http://www.edutopia.org/social-media-case-education-edchat-steve-johnson\" target=\"_blank\">Steve Johnson\u003c/a>, a teacher and Edutopia guest blogger. \"Social media just IS…..it's life.\"\u003c/p>\n\u003cp>He's right -- as of July, there were half a billion active Facebook users alone (not counting other social networking sites), and that number grows daily. So it's inevitable that it would touch on every aspect of our lives, including education.\u003c/p>\n\u003cp>To that end, here's a handful of the ways that social media is infiltrating, influencing, overtaking, and game-changing the educational landscape:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">Galvanizing students\u003c/span>\u003c/strong>: Social media, with its lightning speed and viral powers, is \u003ca href=\"http://mashable.com/2010/10/09/social-media-activism/\" target=\"_blank\">the perfect tool for activism\u003c/a>, and students are no exception. Among other tactics, they're even using Facebook and online petitions to \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/teens-use-social-media-to-protest-media-ban/\" target=\"_blank\">protest school rules\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">Defining boundaries\u003c/span>\u003c/strong>: The fine line between personal and professional lives gets stickier when it involves teachers and students. \u003ca href=\"http://seattletimes.nwsource.com/html/localnews/2013313274_teacherfacebook01m.html\" target=\"_blank\">Many schools and districts\u003c/a> are having to issue recommendations, guidelines, and, in some cases, prohibitions regarding online interactions. In Massachusetts, new legislation may even \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/facebook-friend-or-foe/\" target=\"_blank\">threaten a teacher's job\u003c/a> if he or she friends a student on Facebook.\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">Redefining parent communication\u003c/span>\u003c/strong>: Social media is both opening and altering the lines of communcation between teachers, parents, and students. While some teachers do a great job of using \u003ca href=\"http://www.freetech4teachers.com/2010/09/using-facebook-to-connect-with-students.html\" target=\"_blank\">Facebook groups and fan pages to keep in touch with parents\u003c/a>, schools are also offering cautious recommendations for parents regarding their children's use of social media. Parents might want to be friends with their child on Facebook, for instance -- both to help prevent the bad news (at \u003ca href=\"http://www.carolinalive.com/news/story.aspx?id=535617\" target=\"_blank\">Horry County Schools\u003c/a> in South Carolina, threats prior to a school shooting were posted on Twitter, but neither school officials nor parents knew anything about it) and keep up with the good.\u003c!--more-->\u003cspan style=\"font-size: x-small;\"> \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">Stepping up the conversation about bullying\u003c/span>\u003c/strong>: \u003cspan style=\"font-size: x-small;\"> \u003c/span>Schools have always been full of bullies, but bullies have new tools these days. While it's often less visible than in-class or schoolyard violence, harassment via social media is prevalent and can have dire consequences. The good news is, this prevalence has spurred schools to bring cyber-bullying to light through \u003ca href=\"http://www.wickedlocal.com/walpole/news/x1111396156/Anti-bullying-forum-to-be-held-in-Walpole-Nov-8\" target=\"_blank\">anti-bullying forums\u003c/a>, handbooks, and other forms of community education. \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/take-control-and-stop-cyber-bullying/\" target=\"_blank\">The media\u003c/a> is also bringing the issue to the forefront and helping to provide advice for parents, students, and teachers on how to help stop -- and prevent -- this kind of behavior.\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>Providing a wealth of class activities\u003c/strong>\u003c/span>: The social media world is a teacher's oyster. Especially since most students are already deeply engaged in social networking sites, there's an instant buy-in when teachers offer the use of Facebook, Twitter, and YouTube for class purposes. Want to create a \u003ca href=\"http://mrfeatherstone.blogspot.com/2009/04/unit-project-facebook-character.html\" target=\"_blank\">Facebook page for a character in a novel \u003c/a>for language arts class? How about a \u003ca href=\"http://www.slideshare.net/travelinlibrarian/twenty-five-interesting-ways-to-use-tw\" target=\"_blank\">Twitter treasure hunt\u003c/a>? Facebook can also be a great way to showcase student projects -- \u003ca href=\"http://www.facebook.com/stanford\" target=\"_blank\">Stanford University's Facebook page \u003c/a>is a great example. The possibilities are truly endless (check \u003ca href=\"http://www.onlineuniversities.com/blog/2010/05/100-inspiring-ways-to-use-social-media-in-the-classroom/\" target=\"_blank\">here\u003c/a> for a long list of favorites).\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">Connecting teachers and classrooms\u003c/span>\u003c/strong>: Some teachers use Twitter to \u003ca href=\"http://bestonlineuniversities.com/2009/13-enlightening-case-studies-of-social-media-in-the-classroom/\" target=\"_blank\">connect with other teachers and share lesson plans\u003c/a> -- a simple way to gather great ideas and prevent burnout. Also, sites like Facebook, Twitter, YouTube, and class wikis (multi-authored Web pages) provide opportunities for \u003ca href=\"http://www.technewsdaily.com/teachers-embracing-social-media-in-the-classroom-0509/\" target=\"_blank\">students to chat, share, and collaborate with other students\u003c/a>, either across the room or across the world.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003ch5>\u003cspan style=\"text-decoration: underline;\">\n\u003cp class=\"caption\">\n\u003c/p>\u003cdiv id=\"attachment_4020\" class=\"module image right mceTemp\" style=\"width: 620px;\">\u003cspan style=\"text-decoration: underline;\">\u003ca rel=\"attachment wp-att-4020\" href=\"http://ww2.kqed.org/mindshift/2010/11/10-reasons-to-ban-pens-and-pencils-in-the-classroom/photo-6/\">\u003cimg class=\"size-large wp-image-4020\" title=\"photo\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/11/photo-620x463.jpg\" alt=\"\" width=\"620\" height=\"463\">\u003c/a>\u003c/span>\n\u003cp class=\"credit\">\u003cspan style=\"text-decoration: underline;\">Tina Barseghian\u003c/span>\u003c/p>\n\u003cp class=\"caption\">\n\u003c/p>\u003c/div>\n\u003cp>[A PARODY]\u003c/p>\n\u003cp>By Katie Stansberry\u003c/p>\n\u003cp>\u003c/p>\u003c/span>\u003c/h5>\n\u003cp>According to a recent \u003ca href=\"http://www.msnbc.msn.com/id/35063840/\">MSNBC article\u003c/a>, 69% of high school currently ban cell phones. But you’d be hard-pressed to find a school anywhere that has enacted a blanket ban on pens and pencils. Here are 10 reasons to reconsider the widespread acceptance of these distracting and potentially dangerous implements.\u003c/p>\n\u003col>\n\u003cli>Pens and pencils are \u003cstrong>distracting\u003c/strong>. The tapping, clicking, flipping and rolling can drive just about any teacher around the bend. I remember a happy indoor recess spent throwing newly sharpened pencils at the classroom ceiling trying to make them stick.\u003c/li>\n\u003cli>Writing implements are \u003cstrong>dangerous.\u003c/strong> I still have a small lump of lead imbedded in the soft, fleshy area between my thumb and pointer finger. It’s a souvenir from a mini-sword fight that occurred between my close friend and I in third grade. She won.\u003c/li>\n\u003cli>Pens can be used to \u003cstrong>cheat.\u003c/strong> Now that I’m at the head of a classroom instead of behind a desk, I’ve seen some ingenious cheating techniques. One student managed to write an entire history of media studies on the bottom of their shoe. I’ve also found forearms covered with vocabulary words, ankles tattooed with definitions, and hands dyed with smeared blue ink.\u003c/li>\n\u003cli>They are incredibly \u003cstrong>messy\u003c/strong>. Dusty pencil shavings litter the floor in many elementary classrooms and pens filled with liquid ink are just disasters waiting to happen. Have you ever tried to clean a child’s backpack after a pen broke at the bottom of the bag? No amount of scrubbing can get the dye completely out.\u003c!--more-->\u003c/li>\n\u003cli>Pens and pencils can be used to \u003cstrong>bully\u003c/strong> kids. Those notes that pass from hand to hand across the rows of desks are often far more sinister than they appear. Thanks to the ubiquitous use of writing implements in schools, kids have free reign to write and distribute messages that use offensive language and hateful speech. Recent high-profile cases of student bullying are just the latest examples of why we must crack down on these communication tools.\u003c/li>\n\u003cli>Kids will just use them to \u003cstrong>play games\u003c/strong>. Hangman, Tic-Tac-Toe, word searches, crosswords, and now the latest craze: Sudoko. How can any student be expected to keep their mind on lessons when there are so many tempting distractions just a pen stroke away?\u003c/li>\n\u003cli>Fancy pens and pencils will cause \u003cstrong>jealousy\u003c/strong> and other problems. I remember in fifth grade when the girl who sat across from me came to school with a brand new pack of orange, sparkly pens that wrote in neon ink. Her father had brought them back as a souvenir from a recent trip to Florida. They were the coolest and I wanted them, but they were too expensive for me to just go out and buy. Wouldn’t it be better to nip those kinds of issue in the bud by instituting a widespread ban on pens in schools.\u003c/li>\n\u003cli>There are \u003cstrong>health\u003c/strong> concerns that can lead to bad habits. I think part of the reason I wore braces for six years stemmed from my lifelong habit of chewing pens and pencils. All that chomping in class had to affect my dental hygiene.\u003c/li>\n\u003cli>They lead to \u003cstrong>sedentary\u003c/strong> behavior. Have you ever seen a child running with a sharpened pencil? Or, writing a note while playing kickball? Writing and exercise don’t mix. The obesity crises is reaching epic levels. Let’s get pens and pencils out of our kid’s pudgy hands so they can get moving.\u003c/li>\n\u003cli>They can be used to \u003cstrong>embarrass teachers\u003c/strong>. Sure, no teacher wants to see their goofs show up on YouTube, but a skillfully done caricature can do as much or more damage than photos or video. At least cameras and video capture actual events, when students are given free reign to create images, text or stories about their teachers, there’s no limit to the damage they can do.\u003c/li>\n\u003c/ol>\n\u003cp>Let’s hope this blog post helps open people’s eyes to the danger of pens and pencils in schools. It’s high time someone spoke out in support of a ban on such hazardous tools.\u003c/p>\n\u003ch5>\u003cspan style=\"text-decoration: underline;\">\n\u003cp>\u003c/p>\u003c/span>\u003c/h5>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003cspan style=\"text-decoration: underline;\">\n\u003cp class=\"caption\">\n\u003c/p>\u003cdiv id=\"attachment_4020\" class=\"module image right mceTemp\" style=\"width: 620px;\">\u003cspan style=\"text-decoration: underline;\">\u003ca rel=\"attachment wp-att-4020\" href=\"http://ww2.kqed.org/mindshift/2010/11/10-reasons-to-ban-pens-and-pencils-in-the-classroom/photo-6/\">\u003cimg class=\"size-large wp-image-4020\" title=\"photo\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/11/photo-620x463.jpg\" alt=\"\" width=\"620\" height=\"463\">\u003c/a>\u003c/span>\n\u003cp class=\"credit\">\u003cspan style=\"text-decoration: underline;\">Tina Barseghian\u003c/span>\u003c/p>\n\u003cp class=\"caption\">\n\u003c/p>\u003c/div>\n\u003cp>[A PARODY]\u003c/p>\n\u003cp>By Katie Stansberry\u003c/p>\n\u003cp>\u003c/p>\u003c/span>\u003c/h5>\n\u003cp>According to a recent \u003ca href=\"http://www.msnbc.msn.com/id/35063840/\">MSNBC article\u003c/a>, 69% of high school currently ban cell phones. But you’d be hard-pressed to find a school anywhere that has enacted a blanket ban on pens and pencils. Here are 10 reasons to reconsider the widespread acceptance of these distracting and potentially dangerous implements.\u003c/p>\n\u003col>\n\u003cli>Pens and pencils are \u003cstrong>distracting\u003c/strong>. The tapping, clicking, flipping and rolling can drive just about any teacher around the bend. I remember a happy indoor recess spent throwing newly sharpened pencils at the classroom ceiling trying to make them stick.\u003c/li>\n\u003cli>Writing implements are \u003cstrong>dangerous.\u003c/strong> I still have a small lump of lead imbedded in the soft, fleshy area between my thumb and pointer finger. It’s a souvenir from a mini-sword fight that occurred between my close friend and I in third grade. She won.\u003c/li>\n\u003cli>Pens can be used to \u003cstrong>cheat.\u003c/strong> Now that I’m at the head of a classroom instead of behind a desk, I’ve seen some ingenious cheating techniques. One student managed to write an entire history of media studies on the bottom of their shoe. I’ve also found forearms covered with vocabulary words, ankles tattooed with definitions, and hands dyed with smeared blue ink.\u003c/li>\n\u003cli>They are incredibly \u003cstrong>messy\u003c/strong>. Dusty pencil shavings litter the floor in many elementary classrooms and pens filled with liquid ink are just disasters waiting to happen. Have you ever tried to clean a child’s backpack after a pen broke at the bottom of the bag? No amount of scrubbing can get the dye completely out.\u003c!--more-->\u003c/li>\n\u003cli>Pens and pencils can be used to \u003cstrong>bully\u003c/strong> kids. Those notes that pass from hand to hand across the rows of desks are often far more sinister than they appear. Thanks to the ubiquitous use of writing implements in schools, kids have free reign to write and distribute messages that use offensive language and hateful speech. Recent high-profile cases of student bullying are just the latest examples of why we must crack down on these communication tools.\u003c/li>\n\u003cli>Kids will just use them to \u003cstrong>play games\u003c/strong>. Hangman, Tic-Tac-Toe, word searches, crosswords, and now the latest craze: Sudoko. How can any student be expected to keep their mind on lessons when there are so many tempting distractions just a pen stroke away?\u003c/li>\n\u003cli>Fancy pens and pencils will cause \u003cstrong>jealousy\u003c/strong> and other problems. I remember in fifth grade when the girl who sat across from me came to school with a brand new pack of orange, sparkly pens that wrote in neon ink. Her father had brought them back as a souvenir from a recent trip to Florida. They were the coolest and I wanted them, but they were too expensive for me to just go out and buy. Wouldn’t it be better to nip those kinds of issue in the bud by instituting a widespread ban on pens in schools.\u003c/li>\n\u003cli>There are \u003cstrong>health\u003c/strong> concerns that can lead to bad habits. I think part of the reason I wore braces for six years stemmed from my lifelong habit of chewing pens and pencils. All that chomping in class had to affect my dental hygiene.\u003c/li>\n\u003cli>They lead to \u003cstrong>sedentary\u003c/strong> behavior. Have you ever seen a child running with a sharpened pencil? Or, writing a note while playing kickball? Writing and exercise don’t mix. The obesity crises is reaching epic levels. Let’s get pens and pencils out of our kid’s pudgy hands so they can get moving.\u003c/li>\n\u003cli>They can be used to \u003cstrong>embarrass teachers\u003c/strong>. 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"content": "\u003cp>\u003ca rel=\"attachment wp-att-4502\" href=\"http://ww2.kqed.org/mindshift/2010/11/happy-thanksgiving/alan-vernon/\">\u003cimg class=\"aligncenter size-full wp-image-4502\" title=\"Alan Vernon\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/11/Alan-Vernon.jpg\" alt=\"\" width=\"500\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2010/11/Alan-Vernon.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2010/11/Alan-Vernon-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2010/11/Alan-Vernon-320x213.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp style=\"text-align: left;\">Hope everyone has a great holiday, full of great food, surrounded by family and friends, and an opportunity to rest and recharge.\u003c/p>\n\u003cp>I'll be taking the weekend off, but have scheduled some posts in case you want to sneak in some reading.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cp>\u003cimg class=\"size-full wp-image-4006\" title=\"Screen shot 2010-11-12 at 12.29.49 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/11/Screen-shot-2010-11-12-at-12.29.49-PM.png\" alt=\"\" width=\"228\" height=\"137\">\u003c/p>\n\u003ch5>\u003cspan style=\"text-decoration: underline;\">By Ifanyi Bell\u003c/span>\u003c/h5>\n\u003cp>Educators are an industrious bunch. On a day-to-day basis, they have to make something out of nothing, and that's especially true when it comes to integrating technology in the classroom.\u003c/p>\n\u003cp>They're faced with a slew of barriers preventing a full-scale upgrade of technology—namely funding and an ideological consensus regarding reform, among other challenges. Until those things are sorted, educators will continue to use the vast patchwork of software and hardware available to them from the highly competitive consumer technology market.\u003c/p>\n\u003cp>Unfortunately, there's no centralized system -- the patchwork is just that: a hodgepodge of technology available to some, but not all. Software will run on this computer, but not that one. This license can be applied to that desktop, but not that laptop. This app can be loaded on an Apple, but not a PC.\u003c/p>\n\u003cp>There may be some good news -- at least in the media-making realm: \u003ca href=\"http://rome.adobe.com/\">Project Rome for Education\u003c/a>, from Adobe, a suite of media making tools for classroom use, based on the design industry standard, Adobe Creative Suite (CS). Adobe has taken elements of its famous(ly expensive) media creation software (Photoshop, Illustrator, After-Effects, Premiere, etc.) and bundled it into an all-in-one kit for creating slideshows, digital stories, web-pages, presentations, and more.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Adobe recently released a preview of the software and its sibling, the \"\u003ca href=\"http://rome.adobe.com/education/index.html\">Educational Version\u003c/a>,\" which can be accessed through a web-based application, or a fully downloadable desktop app. Educators can develop and customize interactive quizzes and tests (exported as .swf files) to be taken on computers and have the option of facilitating lessons as a class, or assign work to individual students. Certainly a lot of potential here.\u003c/p>\n\u003cp>Will it solve the complicated issues associated with classroom technology integration? Certainly not. Could it help streamline the compatibility and accessibility issues associated with classroom media creation? Perhaps. With only the preview version of the software available for download, there is no official word on pricing, or even an official release date. The website is soliciting educators to enroll in a pilot testing program. When it does release, it will be available for Apple and PC with the option of running it completely from the Web.\u003c/p>\n\u003cp>As with most new technology that's brought to the education realm, as important as the technology is the training component. The Adobe Creative Suite is a powerful and sophisticated set of tools, and since the developers have leaned very heavily on the the user elements from those products, I'm concerned that the learning curve will require more time that teachers have to create truly polished lessons and projects, let alone facilitate the training process. If you or an educator has signed up for the pilot, let us know. We’d love to learn more.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[12/2/10 UPDATE: We recently received a message stating that the trial project for Project ROME for Education has concluded, and that no additional Project ROME software updates are planned at this time.]\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"size-full wp-image-4006\" title=\"Screen shot 2010-11-12 at 12.29.49 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/11/Screen-shot-2010-11-12-at-12.29.49-PM.png\" alt=\"\" width=\"228\" height=\"137\">\u003c/p>\n\u003ch5>\u003cspan style=\"text-decoration: underline;\">By Ifanyi Bell\u003c/span>\u003c/h5>\n\u003cp>Educators are an industrious bunch. On a day-to-day basis, they have to make something out of nothing, and that's especially true when it comes to integrating technology in the classroom.\u003c/p>\n\u003cp>They're faced with a slew of barriers preventing a full-scale upgrade of technology—namely funding and an ideological consensus regarding reform, among other challenges. Until those things are sorted, educators will continue to use the vast patchwork of software and hardware available to them from the highly competitive consumer technology market.\u003c/p>\n\u003cp>Unfortunately, there's no centralized system -- the patchwork is just that: a hodgepodge of technology available to some, but not all. Software will run on this computer, but not that one. This license can be applied to that desktop, but not that laptop. This app can be loaded on an Apple, but not a PC.\u003c/p>\n\u003cp>There may be some good news -- at least in the media-making realm: \u003ca href=\"http://rome.adobe.com/\">Project Rome for Education\u003c/a>, from Adobe, a suite of media making tools for classroom use, based on the design industry standard, Adobe Creative Suite (CS). Adobe has taken elements of its famous(ly expensive) media creation software (Photoshop, Illustrator, After-Effects, Premiere, etc.) and bundled it into an all-in-one kit for creating slideshows, digital stories, web-pages, presentations, and more.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Adobe recently released a preview of the software and its sibling, the \"\u003ca href=\"http://rome.adobe.com/education/index.html\">Educational Version\u003c/a>,\" which can be accessed through a web-based application, or a fully downloadable desktop app. Educators can develop and customize interactive quizzes and tests (exported as .swf files) to be taken on computers and have the option of facilitating lessons as a class, or assign work to individual students. Certainly a lot of potential here.\u003c/p>\n\u003cp>Will it solve the complicated issues associated with classroom technology integration? Certainly not. Could it help streamline the compatibility and accessibility issues associated with classroom media creation? Perhaps. With only the preview version of the software available for download, there is no official word on pricing, or even an official release date. The website is soliciting educators to enroll in a pilot testing program. When it does release, it will be available for Apple and PC with the option of running it completely from the Web.\u003c/p>\n\u003cp>As with most new technology that's brought to the education realm, as important as the technology is the training component. The Adobe Creative Suite is a powerful and sophisticated set of tools, and since the developers have leaned very heavily on the the user elements from those products, I'm concerned that the learning curve will require more time that teachers have to create truly polished lessons and projects, let alone facilitate the training process. If you or an educator has signed up for the pilot, let us know. We’d love to learn more.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[12/2/10 UPDATE: We recently received a message stating that the trial project for Project ROME for Education has concluded, and that no additional Project ROME software updates are planned at this time.]\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How to Save America's Education System, the DOE's Step-by-Step Plan",
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"content": "\u003cfigure id=\"attachment_3999\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-3999\" href=\"http://ww2.kqed.org/mindshift/2010/11/how-to-save-americas-education-system-the-does-step-by-step-plan/87463263-4/\">\u003cimg class=\"size-medium wp-image-3999\" title=\"87463263\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/11/87463263-300x247.jpg\" alt=\"\" width=\"300\" height=\"247\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\"To achieve our goal of transforming American education, we must rethink basic assumptions and redesign our education system.\"\u003c/p>\n\u003cp>It's a bold and broad statement, but it's backed up with specifics in the Department of Education's \u003ca href=\"http://www.ed.gov/technology/netp-2010/executive-summary\">National Education Technology Plan.\u003c/a>\u003c/p>\n\u003cp>With the goal of raising the proportion of college graduates from 41 to 60 percent in the U.S. and closing the achievement gap to prepare all students equally to start college or careers, the DOE today laid out its master plan on how to pull the American education system -- by hook or by crook -- to the 21st century.\u003c/p>\n\u003cp>I haven't been able to scour the entire 124-page document yet, but just from reading the executive summary, it looks very promising. 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.\u003c!--more-->\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/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.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_3999\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-3999\" href=\"http://ww2.kqed.org/mindshift/2010/11/how-to-save-americas-education-system-the-does-step-by-step-plan/87463263-4/\">\u003cimg class=\"size-medium wp-image-3999\" title=\"87463263\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/11/87463263-300x247.jpg\" alt=\"\" width=\"300\" height=\"247\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\"To achieve our goal of transforming American education, we must rethink basic assumptions and redesign our education system.\"\u003c/p>\n\u003cp>It's a bold and broad statement, but it's backed up with specifics in the Department of Education's \u003ca href=\"http://www.ed.gov/technology/netp-2010/executive-summary\">National Education Technology Plan.\u003c/a>\u003c/p>\n\u003cp>With the goal of raising the proportion of college graduates from 41 to 60 percent in the U.S. and closing the achievement gap to prepare all students equally to start college or careers, the DOE today laid out its master plan on how to pull the American education system -- by hook or by crook -- to the 21st century.\u003c/p>\n\u003cp>I haven't been able to scour the entire 124-page document yet, but just from reading the executive summary, it looks very promising. 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.\u003c!--more-->\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/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": "\u003cdiv class=\"post-body\">\u003cp>\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.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_3868\" class=\"module image right mceTemp\" style=\"width: 300px\">\n\u003cp>\u003cspan style=\"text-decoration: underline\">\u003ca href=\"http://www.studio-h.org/about\">\u003cimg class=\"size-medium wp-image-3868\" title=\"bertie\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/11/bertie1-300x174.jpg\" alt=\"\" width=\"300\" height=\"174\">\u003c/a>\u003c/span>\u003c/p>\n\u003cp class=\"credit\">\u003cspan style=\"text-decoration: underline\">StudioH\u003c/span>\u003c/p>\n\u003cp class=\"caption\">\n\u003c/p>\u003c/div>\n\u003cp>There's so much fraught discussion over education reform, but at times, it all seems to become circular, undefinable, inconclusive.\u003c/p>\n\u003cp>Enter 28-year-old Emily Pilloton. The founder of \u003ca href=\"http://projecthdesign.org/\">Project H Design\u003c/a> has harnessed her considerable talents as a designer to tackle the struggling public education system of Bertie County, North Carolina, a rural community with a population of 20,000, a third of whom live in poverty. When she embarked on the ambitious project last year, only 27% of third-through-eighth graders were passing state standards in reading and math.\u003c/p>\n\u003cp>At the behest of the school's superintendent, Dr. Chip Zullinger, Pilloton and her partner Matt Miller, moved to Bertie County to apply their design principles to repair the ailing school district and struggling community.\u003c!--more-->\u003c/p>\n\u003cfigure id=\"attachment_3870\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/design-thinking-sparks-learning-in-rural-n-carolina/instructors-1/\" rel=\"attachment wp-att-3870\">\u003cimg class=\"size-medium wp-image-3870\" title=\"instructors-1\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/11/instructors-1-e1289333497744-300x111.jpg\" alt=\"\" width=\"300\" height=\"111\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Emily and Matt\u003c/figcaption>\u003c/figure>\n\u003cp>With their motto to \"design with, not for,\" the couple's mission was to use education as a vehicle to inject what she calls \"creative capital\" towards community development -- not just resulting in new computer labs, playgrounds, and classes, but a way to galvanize the community through the school system.\u003c/p>\n\u003cp>They landed on three approaches that converge at the intersection of design and education:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>1) \u003cstrong>Design for Education\u003c/strong>. Dealing with the actual physical instruction spaces and materials. They renovated old computer labs, which had students facing blank walls to take test after \"drill-and-kill\" test, and transformed those into creative, engaging spaces that encouraged communication and collaboration. They also created spaces for teachers to actually teach in the labs.\u003c/p>\n\u003cp>Outside in the playground, they built a Learning Landscape, where students learned math through game play and activity on outdoor equipment. Students not only achieved higher scores, but many were motivated to tackle problems they would not have in the classroom, and teachers were able to use those activities as part of student assessment.\u003c/p>\n\u003cp>2)\u003cstrong> Redesigning Education\u003c/strong>. Working on a systems level on how and to whom education is being offered and creating conditions under which change is possible.\u003c/p>\n\u003cp>To that end, they created a community-wide campaign called Connect Bertie. The goal was to put a desktop computer and broadband access the home of every student in the public education system in a community where there are scant few wireless public access spots. In the town, o\u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/design-thinking-sparks-learning-in-rural-n-carolina/labs/\" rel=\"attachment wp-att-3873\">\u003cimg class=\"alignright size-medium wp-image-3873\" title=\"labs\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/11/labs-300x194.jpg\" alt=\"\" width=\"300\" height=\"194\">\u003c/a>nly 10% have in-home broadband connection.\u003c/p>\n\u003cp>The idea here is to find a way that the school system can become a catalyst to change in the community outside school walls, and play a role in the community's development. The first batch of computers was installed last summer.\u003c/p>\n\u003cp>3) \u003cstrong>Design as Education\u003c/strong>. To teach design thinking as part of the curriculum within the public school system, in conjunction with real product design and building skills, and apply it toward the tangible needs of the community.\u003c/p>\n\u003cp>\"This type of design offers an antidote to boring, rigid verbal instruction that most school districts are plagued by,\" Pilloton says. \"It's hands on, in your face and requires active engagement that applies core subject learning in real ways.\"\u003c/p>\n\u003cp>With the disappearance of the legacy shop class, which focused on projects like \"making birdhouse for Mom for Christmas,\" Pilloton's idea was to bring it back with a more relevant, community-oriented spin. So she and Matt became certified teachers and created a one-year curriculum for high school juniors.\u003c/p>\n\u003cp>The class: two semesters, three hours a day every day, which requires that students conduct ethnographic research in the field, define the community's needs, visualize design that works, and build prototypes in the 4,500 square foot studio. Next summer, Studio H will pay them to build their projects: an open-air farmer's market downtown, bus shelters, and home improvements for the elderly.\u003c/p>\n\u003cp>As she describes it: \"The classroom is now the building that may well become the future farmers' market, their homework assignment is going out in the community to interview neighbors about what food they buy and why, and the ribbon-cutting is the final exam.\"\u003c/p>\n\u003cp>It's precisely this type of creative thinking that should be applied to education reform: Defining one problem at a time, involving the most important stakeholders in the process, and using sound ideas to push for progress.\u003c/p>\n\u003cp>Can this model be scaled to other rural communities? Pilloton certainly thinks so. As she puts it, \"Ultimately design is a process of constant education.\"\u003c/p>\n\u003cp>Pilloton walks through all this and much more in her inspiring \u003ca href=\"http://www.ted.com/talks/emily_pilloton_teaching_design_for_change.html\">TED Talk\u003c/a> below, which I recommend watching in complete. But there's a lot more to their work that's worth looking over in more detail on the \u003ca href=\"http://www.studio-h.org/\">Studio H website\u003c/a>.\u003c/p>\n\u003cp>Enjoy.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cobject width=\"446\" height=\"326\" classid=\"d27cdb6e-ae6d-11cf-96b8-444553540000\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0\">\u003cparam name=\"allowFullScreen\" value=\"true\">\u003cparam name=\"allowScriptAccess\" value=\"always\">\u003cparam name=\"wmode\" value=\"transparent\">\u003cparam name=\"bgColor\" value=\"#ffffff\">\u003cparam name=\"flashvars\" value=\"vu=http://video.ted.com/talks/dynamic/EmilyPilloton_2010G-medium.flv&su=http://images.ted.com/images/ted/tedindex/embed-posters/EmilyPilloton-2010G.embed_thumbnail.jpg&vw=432&vh=240&ap=0&ti=1002&introDuration=15330&adDuration=4000&postAdDuration=830&adKeys=talk=emily_pilloton_teaching_design_for_change;year=2010;theme=the_creative_spark;theme=a_taste_of_tedglobal_2010;theme=new_on_ted_com;theme=rethinking_poverty;event=TEDGlobal+2010;&preAdTag=tconf.ted/embed;tile=1;sz=512x288;\">\u003cparam name=\"src\" value=\"http://video.ted.com/assets/player/swf/EmbedPlayer.swf\">\u003cparam name=\"allowfullscreen\" value=\"true\">\u003cparam name=\"allowscriptaccess\" value=\"always\">\u003cembed width=\"446\" height=\"326\" type=\"application/x-shockwave-flash\" src=\"http://video.ted.com/assets/player/swf/EmbedPlayer.swf\" allowfullscreen=\"true\" allowscriptaccess=\"always\" wmode=\"transparent\" bgcolor=\"#ffffff\" flashvars=\"vu=http://video.ted.com/talks/dynamic/EmilyPilloton_2010G-medium.flv&su=http://images.ted.com/images/ted/tedindex/embed-posters/EmilyPilloton-2010G.embed_thumbnail.jpg&vw=432&vh=240&ap=0&ti=1002&introDuration=15330&adDuration=4000&postAdDuration=830&adKeys=talk=emily_pilloton_teaching_design_for_change;year=2010;theme=the_creative_spark;theme=a_taste_of_tedglobal_2010;theme=new_on_ted_com;theme=rethinking_poverty;event=TEDGlobal+2010;&preAdTag=tconf.ted/embed;tile=1;sz=512x288;\">\u003c/embed>\u003c/object>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_3868\" class=\"module image right mceTemp\" style=\"width: 300px\">\n\u003cp>\u003cspan style=\"text-decoration: underline\">\u003ca href=\"http://www.studio-h.org/about\">\u003cimg class=\"size-medium wp-image-3868\" title=\"bertie\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/11/bertie1-300x174.jpg\" alt=\"\" width=\"300\" height=\"174\">\u003c/a>\u003c/span>\u003c/p>\n\u003cp class=\"credit\">\u003cspan style=\"text-decoration: underline\">StudioH\u003c/span>\u003c/p>\n\u003cp class=\"caption\">\n\u003c/p>\u003c/div>\n\u003cp>There's so much fraught discussion over education reform, but at times, it all seems to become circular, undefinable, inconclusive.\u003c/p>\n\u003cp>Enter 28-year-old Emily Pilloton. The founder of \u003ca href=\"http://projecthdesign.org/\">Project H Design\u003c/a> has harnessed her considerable talents as a designer to tackle the struggling public education system of Bertie County, North Carolina, a rural community with a population of 20,000, a third of whom live in poverty. When she embarked on the ambitious project last year, only 27% of third-through-eighth graders were passing state standards in reading and math.\u003c/p>\n\u003cp>At the behest of the school's superintendent, Dr. Chip Zullinger, Pilloton and her partner Matt Miller, moved to Bertie County to apply their design principles to repair the ailing school district and struggling community.\u003c!--more-->\u003c/p>\n\u003cfigure id=\"attachment_3870\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/design-thinking-sparks-learning-in-rural-n-carolina/instructors-1/\" rel=\"attachment wp-att-3870\">\u003cimg class=\"size-medium wp-image-3870\" title=\"instructors-1\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/11/instructors-1-e1289333497744-300x111.jpg\" alt=\"\" width=\"300\" height=\"111\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Emily and Matt\u003c/figcaption>\u003c/figure>\n\u003cp>With their motto to \"design with, not for,\" the couple's mission was to use education as a vehicle to inject what she calls \"creative capital\" towards community development -- not just resulting in new computer labs, playgrounds, and classes, but a way to galvanize the community through the school system.\u003c/p>\n\u003cp>They landed on three approaches that converge at the intersection of design and education:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>1) \u003cstrong>Design for Education\u003c/strong>. Dealing with the actual physical instruction spaces and materials. They renovated old computer labs, which had students facing blank walls to take test after \"drill-and-kill\" test, and transformed those into creative, engaging spaces that encouraged communication and collaboration. They also created spaces for teachers to actually teach in the labs.\u003c/p>\n\u003cp>Outside in the playground, they built a Learning Landscape, where students learned math through game play and activity on outdoor equipment. Students not only achieved higher scores, but many were motivated to tackle problems they would not have in the classroom, and teachers were able to use those activities as part of student assessment.\u003c/p>\n\u003cp>2)\u003cstrong> Redesigning Education\u003c/strong>. Working on a systems level on how and to whom education is being offered and creating conditions under which change is possible.\u003c/p>\n\u003cp>To that end, they created a community-wide campaign called Connect Bertie. The goal was to put a desktop computer and broadband access the home of every student in the public education system in a community where there are scant few wireless public access spots. In the town, o\u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/design-thinking-sparks-learning-in-rural-n-carolina/labs/\" rel=\"attachment wp-att-3873\">\u003cimg class=\"alignright size-medium wp-image-3873\" title=\"labs\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/11/labs-300x194.jpg\" alt=\"\" width=\"300\" height=\"194\">\u003c/a>nly 10% have in-home broadband connection.\u003c/p>\n\u003cp>The idea here is to find a way that the school system can become a catalyst to change in the community outside school walls, and play a role in the community's development. The first batch of computers was installed last summer.\u003c/p>\n\u003cp>3) \u003cstrong>Design as Education\u003c/strong>. To teach design thinking as part of the curriculum within the public school system, in conjunction with real product design and building skills, and apply it toward the tangible needs of the community.\u003c/p>\n\u003cp>\"This type of design offers an antidote to boring, rigid verbal instruction that most school districts are plagued by,\" Pilloton says. \"It's hands on, in your face and requires active engagement that applies core subject learning in real ways.\"\u003c/p>\n\u003cp>With the disappearance of the legacy shop class, which focused on projects like \"making birdhouse for Mom for Christmas,\" Pilloton's idea was to bring it back with a more relevant, community-oriented spin. So she and Matt became certified teachers and created a one-year curriculum for high school juniors.\u003c/p>\n\u003cp>The class: two semesters, three hours a day every day, which requires that students conduct ethnographic research in the field, define the community's needs, visualize design that works, and build prototypes in the 4,500 square foot studio. Next summer, Studio H will pay them to build their projects: an open-air farmer's market downtown, bus shelters, and home improvements for the elderly.\u003c/p>\n\u003cp>As she describes it: \"The classroom is now the building that may well become the future farmers' market, their homework assignment is going out in the community to interview neighbors about what food they buy and why, and the ribbon-cutting is the final exam.\"\u003c/p>\n\u003cp>It's precisely this type of creative thinking that should be applied to education reform: Defining one problem at a time, involving the most important stakeholders in the process, and using sound ideas to push for progress.\u003c/p>\n\u003cp>Can this model be scaled to other rural communities? Pilloton certainly thinks so. As she puts it, \"Ultimately design is a process of constant education.\"\u003c/p>\n\u003cp>Pilloton walks through all this and much more in her inspiring \u003ca href=\"http://www.ted.com/talks/emily_pilloton_teaching_design_for_change.html\">TED Talk\u003c/a> below, which I recommend watching in complete. But there's a lot more to their work that's worth looking over in more detail on the \u003ca href=\"http://www.studio-h.org/\">Studio H website\u003c/a>.\u003c/p>\n\u003cp>Enjoy.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cobject width=\"446\" height=\"326\" classid=\"d27cdb6e-ae6d-11cf-96b8-444553540000\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0\">\u003cparam name=\"allowFullScreen\" value=\"true\">\u003cparam name=\"allowScriptAccess\" value=\"always\">\u003cparam name=\"wmode\" value=\"transparent\">\u003cparam name=\"bgColor\" value=\"#ffffff\">\u003cparam name=\"flashvars\" value=\"vu=http://video.ted.com/talks/dynamic/EmilyPilloton_2010G-medium.flv&su=http://images.ted.com/images/ted/tedindex/embed-posters/EmilyPilloton-2010G.embed_thumbnail.jpg&vw=432&vh=240&ap=0&ti=1002&introDuration=15330&adDuration=4000&postAdDuration=830&adKeys=talk=emily_pilloton_teaching_design_for_change;year=2010;theme=the_creative_spark;theme=a_taste_of_tedglobal_2010;theme=new_on_ted_com;theme=rethinking_poverty;event=TEDGlobal+2010;&preAdTag=tconf.ted/embed;tile=1;sz=512x288;\">\u003cparam name=\"src\" value=\"http://video.ted.com/assets/player/swf/EmbedPlayer.swf\">\u003cparam name=\"allowfullscreen\" value=\"true\">\u003cparam name=\"allowscriptaccess\" value=\"always\">\u003cembed width=\"446\" height=\"326\" type=\"application/x-shockwave-flash\" src=\"http://video.ted.com/assets/player/swf/EmbedPlayer.swf\" allowfullscreen=\"true\" allowscriptaccess=\"always\" wmode=\"transparent\" bgcolor=\"#ffffff\" flashvars=\"vu=http://video.ted.com/talks/dynamic/EmilyPilloton_2010G-medium.flv&su=http://images.ted.com/images/ted/tedindex/embed-posters/EmilyPilloton-2010G.embed_thumbnail.jpg&vw=432&vh=240&ap=0&ti=1002&introDuration=15330&adDuration=4000&postAdDuration=830&adKeys=talk=emily_pilloton_teaching_design_for_change;year=2010;theme=the_creative_spark;theme=a_taste_of_tedglobal_2010;theme=new_on_ted_com;theme=rethinking_poverty;event=TEDGlobal+2010;&preAdTag=tconf.ted/embed;tile=1;sz=512x288;\">\u003c/embed>\u003c/object>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_3454\" class=\"module image right mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/teachers-customizable-curriculum-5-more-resources/fontfont/\" rel=\"attachment wp-att-3454\">\u003cimg class=\"size-medium wp-image-3454\" title=\"FontFont\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/10/FontFont-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"credit\">Flickr: FontFont\u003c/p>\n\u003c/div>\n\u003cp>\u003cspan style=\"text-decoration: underline\">By Sara Bernard\u003c/span>\u003c/p>\n\u003cp>As the open source movement in education grows, so do the number of nonprofits, foundations, and collaborative sites that support it (and vice versa). The following is not an exhaustive list by any means. Stay tuned for more posts on open source textbooks and curricula in the coming weeks.\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline\">\u003cstrong>\u003ca href=\"http://www.oercommons.org/\" target=\"_blank\">Open Educational Resources (OER) Commons\u003c/a>\u003c/strong>\u003c/span>: Created by the \u003ca href=\"http://www.iskme.org/\" target=\"_blank\">Institute for the Study of Knowledge Management in Education\u003c/a> (ISKME), OER is a rich and comprehensive landing site for open source education software, from peer-reviewed e-textbooks to lesson plans, video lectures to worksheets. Almost everything is Creative Commons licensed and open for modification and adaptation. You can follow their blog or find them on Twitter, and the \u003ca href=\"http://wiki.oercommons.org/mediawiki/index.php/Projects\" target=\"_blank\">OER Commons Initiative\u003c/a> is also hard at work developing training programs and collaborative projects with teachers, students, and schools.\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline\">\u003cstrong>\u003ca href=\"http://oerconsortium.org/\" target=\"_blank\">Community College Consortium for Open Educational Resources\u003c/a>\u003c/strong>\u003c/span>: A branch of the OER movement with the goal of growing and improving open textbooks for use in community colleges. Established in 2007 by the Foothill-De Anza Community College District, this is a community-college destination page for networking with colleagues and using and editing instructional materials in everything from anthropology to physics. Similarly, the \u003ca href=\"http://collegeopentextbooks.org/home.html\" target=\"_blank\">Community College Open Textbook Collaborative\u003c/a> catalogs textbooks by subject alongside reviews of those textbooks. Colleges, governmental agencies, and other education organizations belong to this group, which also provides training for instructors aiming to adopt and adapt open resources.\u003c!--more-->\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline\">\u003cstrong>\u003ca href=\"http://www.flatworldknowledge.com/\" target=\"_blank\">Flat World Knowledge\u003c/a>\u003c/strong>\u003c/span>: One of the leading organizations in the open textbook movement, this for-profit company provides online versions of their Creative Commons-licensed material to anyone free of charge (with the ability to customize and modify it), but sells print and downloadable versions of their books to keep business afloat. Also available: Audio books, study guides, and Webinars.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline\">\u003cstrong>\u003ca href=\"http://www.hippocampus.org/\" target=\"_blank\">HippoCampus\u003c/a>\u003c/strong>\u003c/span>: A project of the \u003ca href=\"http://www.montereyinstitute.org/\" target=\"_blank\">Monterey Institute for Technology and Education\u003c/a>, this affectionately-termed resource page is a one-stop shop for high school and college students looking for study and homework help, and for instructors interested in supplementing their course materials. The site includes multimedia lessons, complete courses, and study aids on a variety of topics.\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline\">\u003cstrong>\u003ca href=\"http://www.studentpirgs.org/open-textbooks/catalog\" target=\"_blank\">Open Textbook Catalog\u003c/a>\u003c/strong>\u003c/span>: College students, professors, and the rest of the globe can access this collection of customizable, printable online textbooks. There's still a disclaimer in place, though, since this site is organized by a student group that doesn't have the resources or expertise to review and rate every listing extensively. Their \u003ca href=\"http://www.studentpirgs.org/open-textbooks/resources\" target=\"_blank\">Open Textbook Resources\u003c/a> page is a great spot for information and links to additional organizations, however.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cp>\u003cimg class=\"size-medium wp-image-3319\" title=\"GlobalX\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/10/GlobalX-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/p>\n\u003cp>Massachussets teachers could be fired or disciplined for friending students on \u003ca href=\"http://www.facebook.com\">Facebook\u003c/a>, and for giving students their cell phone numbers, according to a \u003ca href=\"http://www.bostonherald.com/news/regional/view.bg?articleid=1291053&srvc=home&position=emailed\">Boston Herald article\u003c/a>.\u003c/p>\n\u003cblockquote>\n\u003ch4>“It’s just an effort to provide an additional measure for kids against inappropriate relationships and sexual harassment,” said Massachusetts Association of School Committees executive director Glenn Koocher of the group’s advisory policy.\u003c/h4>\n\u003c/blockquote>\n\u003cp>The new policy was proposed to Massachusetts school districts, and at least one has passed it, according to the article.\u003c/p>\n\u003cp>Establishing guidelines for schools is one thing, but firing educators is escalating it to another level -- one that seems unnecessarily harsh.\u003c!--more-->\u003c/p>\n\u003cp>The Massachusetts mandate also bars teachers from sharing their cell phone numbers with students. Again, this seems extreme. In middle and high schools, dedicated teachers make themselves available to their students outside school hours by phone, email, and whatever means necessary. I saw how that connection between teacher and student made all the difference in the kids' achievement and self-confidence while working on an article and media package about the \u003ca href=\"http://www.edutopia.org/yes-prep-charter-schools\">Houston school Yes Prep \u003c/a>for Edutopia\u003ca href=\"http://www.edutopia.org/yes-prep-charter-schools\">.\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While it's easy to find examples of teachers using bad judgment when it comes to negotiating student relationships through social media and cell phones, there are countless more instances of those same tools helping students. But those stories rarely see the light of day in the media.\u003c/p>\n\u003cp>As with every communication tool, common-sense practices should drive these guidelines. I agree with Nancy Willard's quote:\u003c/p>\n\u003cblockquote>\n\u003ch5>“(It’s) too Big Brother-like,” said Nancy Willard, director of the Center for Safe and Responsible Internet Use. “It needs to be handled through education and the basic underlying policies of not having inappropriate interactions with students.”\u003c/h5>\n\u003c/blockquote>\n\u003cp>\u003c/p>\n\u003cp>Exactly.\u003c/p>\n\n",
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"content": "\u003cfigure id=\"attachment_3082\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/nmc-campus/5100940630/\">\u003cimg class=\"size-medium wp-image-3082\" title=\"NMCSecondLife\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/10/NMCSecondLife-300x223.jpg\" alt=\"\" width=\"300\" height=\"223\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Why do our kids' classrooms look exactly the same as our grandparents'? \u003ca href=\"http://www.slate.com/id/2269307/\">Slate's Linda Perlstein asks this question \u003c/a>and solicits ideas from the public on how to modernize American classrooms. The site will pick a winner from all the responses, and the design, they say, may be built as a model classroom in a new charter school.\u003c/p>\n\u003cp>Some cool ideas have emerged:\u003c/p>\n\u003cp>- 3 walls (optional light controlled glass on the 4th, or no 4th wall)\u003c/p>\n\u003cp>- Reconfigurable round/bean shaped table and chairs on casters\u003c/p>\n\u003cp>- Outdoor classroom with a rain barrel to capture water, perennial flower beds, earth science station, and shade structure.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>- Infrastructure for on-demand learning via video presentations and online group lessons.\u003c!--more-->\u003c/p>\n\u003cp>- Standing desks with stools or high seating\u003c/p>\n\u003cp>- Individual desks combined with group working areas\u003c/p>\n\u003cp>- Classrooms with 15 to 20 cubicles similar to Hollywood Squares crammed with technology that communicates with the teacher.\u003c/p>\n\u003cp>- Couches in the classrooms to allow for more informal discussions.\u003c/p>\n\u003cp>- Desks with connections to restricted set of online resources.\u003c/p>\n\u003cp>- Use headgear to enter 4D virtual reality, for example when studying astronomy or geography.\u003c/p>\n\u003cp>But what's resonated more with me are some of the responses about how the \u003cem>learning process\u003c/em> would change. One commenter says:\u003c/p>\n\u003ch5>\"By combining access to digital resources with a 'coach,' the student can access 'facts' that were formerly taught by teachers. In this space, teachers stop being \"the provider\" and start being a guide - a curator of relevant digital resources. Class wikis, blogs and online calendars make this easy for the teacher and convenient for the student.\"\u003c/h5>\n\u003cp>Another writes about using the community as classroom, including museums and workplaces.\u003c/p>\n\u003ch5>\"All students would have a home base, preferably around a discussion table, with non-florescent lighting, and lots of computers, board games, art supplies and tons of books in every room.\"\u003c/h5>\n\u003cp>On \u003ca href=\"http://www.joannejacobs.com/2010/10/design-a-21st-century-clasroom/\">Joanne Jacobs' blog\u003c/a>, EB mentions how technology can help with \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/learning-better-one-kid-at-a-time/\">differentiated learning\u003c/a>.\u003c/p>\n\u003ch5>\"We are starting to realize that children learn better and faster if they are learning in their zones of proximal development, which can only be done in a classroom of 25 K-3 children if their practice is automated at some level.\"\u003c/h5>\n\u003cp>\u003ca href=\"http://www.slate.com/id/2269307/\">Perlstein's article\u003c/a> also addresses this:\u003c/p>\n\u003ch5>\"In places where schools have moved away from the idea of teachers as sole practitioners, away from the science-then-reading-then-math-then-social-studies way of breaking up the day, and away from treating students as a mass toward treating them as individuals, some innovative classrooms have emerged. Architects have begun to toss out the usual set of spaces--classroom, cafeteria, auditorium, gym, hallway--for more flexible layouts.\"\u003c/h5>\n\u003cp>I'll be following the progression and report back.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
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},
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"id": "baycurious",
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"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
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},
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},
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"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"order": 8
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"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"order": 1
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"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
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"order": 9
},
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"meta": {
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"source": "WNYC"
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
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"source": "NPR"
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"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"hyphenacion": {
"id": "hyphenacion",
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"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"order": 18
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
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