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"content": "\u003cp>As more schools across the country begin to use tablets in classrooms, it's worth taking the time to note how other countries are incorporating tablets for learning. In this \u003ca href=\"http://www.slate.com/articles/technology/future_tense/2013/04/ipads_in_the_classroom_the_right_way_to_use_them_demonstrated_by_a_swiss.html\">Slate article\u003c/a>, Lisa Guernsey points out that the emphasis is less on games and interactive content and more on the iPad as a tool for capturing experiences.\u003c/p>\n\u003cp>\"The school has an unconventional take on the iPad’s purpose. The devices are not really valued as portable screens or mobile gaming devices. Teachers I talked to seemed uninterested, almost dismissive, of animations and gamelike apps. Instead, the tablets were intended to be used as video cameras, audio recorders, and multimedia notebooks of individual students’ creations. The teachers cared most about how the devices could capture moments that told stories about their students’ experiences in school. Instead of focusing on what was coming out of the iPad, they were focused on what was going into it.\" [Also read \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">The Future of Tablets in Education: Potential Vs. Reality of Consuming Media\u003c/a>]\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://www.slate.com/content/dam/slate/articles/life/family/2013/04/130405_FAM_KIDIPAD.jpg/_jcr_content/renditions/cq5dam.web.1280.1280.jpeg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.slate.com/articles/technology/future_tense/2013/04/ipads_in_the_classroom_the_right_way_to_use_them_demonstrated_by_a_swiss.html\">The Smart Way to Use iPads in the Classroom\u003c/a>Touch-screen tablets for young students have become all the rage. Some districts are even buying iPads for every kindergartner, a move sparking both celebration and consternation. Do we really want to give $500 devices to kids who can't even tie their shoes? What are these schools doing with these devices,...\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly?src=anywhere\" target=\"_blank\">\u003cimg src=\"//static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.slate.com\" target=\"_blank\">Slate\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv id=\"attachment_23698\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/231372270_fd881f152e_b1.jpg\">\u003cimg class=\"size-large wp-image-23698\" title=\"231372270_fd881f152e_b\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/231372270_fd881f152e_b1-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:JUvertson\u003c/p>\n\u003c/div>\n\u003ch5>By Jennie Rose\u003c/h5>\n\u003cp class=\"dropcap\">Can creativity be taught? If innovation is truly the key to this country's success, then it's time to think strategically about engendering creativity into our education system.\u003c/p>\n\u003cp>That's part of Tina Seelig's thesis in her new book \u003ca href=\"http://www.amazon.com/inGenius-A-Crash-Course-Creativity/dp/0062020706\">Ingenius: A Crash Course on Creativity\u003c/a>. Case in point: In schools, when we give students math problems to solve, we ask simply, “What’s the sum of 10+10?” to which there is only one right answer. But Seelig says we should turn the question on its head, and ask, “How many ways can you add 10+10?” The question you ask is the frame in which the answers will fall, Seelig says.\u003c/p>\n\u003cp>This approach is fundamental to Seelig’s work as a professor at the Hasso Plattner Institute of Design at Stanford. The Institute (or “d.school”), renowned for incubating inventive new businesses, is committed to teaching students about design thinking. And it’s in her course on creativity where Seelig introduces students to her celebrated Innovation Engine, which she says represents all the values we need to unlock creativity.\u003c/p>\n\u003cp>The Engine has six parallel lines in a Möbius strip design. Three internal human factors comprise our knowledge, imagination, and attitude.\u003c/p>\n\u003cp>As \u003ca href=\"http://creativityrulz.blogspot.com/2012/03/introducing-innovation-engine.html\">Seelig describes it\u003c/a>:\u003c/p>\n\u003cul>\n\u003cli>Your knowledge provides the fuel for your imagination.\u003c/li>\n\u003cli>Your imagination is the catalyst for transforming knowledge into ideas.\u003c/li>\n\u003cli>Your attitude is the spark that sets the Innovation Engine in motion.\u003c/li>\n\u003c/ul>\n\u003cp>The \u003ca href=\"http://creativityrulz.blogspot.com/2012/03/introducing-innovation-engine.html\">other three lines \u003c/a>include external influences of resources, habitat and culture.\u003c/p>\n\u003cul>\n\u003cli>Resources are all the assets available to you.\u003c/li>\n\u003cli>Habitat includes the space, rules, constraints, and people around you.\u003c/li>\n\u003cli>Culture is the collective beliefs, values, & behaviors of your community.\u003c/li>\n\u003c/ul>\n\u003cp>These inside and outside strips are woven together because nothing can be looked at in isolation. \u003c!--more-->The best part? You can start anywhere.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>USING FAILURE TO LEARN\u003c/strong>\u003c/p>\n\u003cp>If this strip is the engine, then the chassis is a modest idea that failure gives us useful data.\u003cbr>\n“I crafted the Innovation Engine dozens of ways before finding one that clicked,” Seelig writes. Failure is not a waste of time, rather it is constantly testing new ideas. “The big idea is by looking at ‘failures’ as ‘data’ we enhance everyone’s willingness to experiment.”\u003c/p>\n\u003cp>A willingness to experiment in order to unlock creativity drives Seelig’s outlandish d.school lessons. In sync with some of the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/can-kids-be-taught-persistence/\">au courant ideas about students and failure\u003c/a>, Seelig created a workshop called “The Failure Faire” for her students to experiment with failure, and to challenge their assumptions about its definition. In traditional educational settings, students are encouraged to perfect their material before they share it with others. Seelig takes an altogether different tack, suggesting that the sharing of all kinds of unedited ideas, even the bad ones, is a practice that cultivates collaboration and innovation in earnest.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/12028902.jpg\">\u003cimg class=\"alignleft size-full wp-image-23690\" title=\"12028902\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/12028902.jpg\" alt=\"\" width=\"258\" height=\"258\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902-75x75.jpg 75w\" sizes=\"(max-width: 258px) 100vw, 258px\">\u003c/a>Seelig’s classroom exercises and experiments carry the same message over and over: Everything you see is ripe for innovation. In one example she cites in the book, Seeling asked students in Osaka to squeeze out as much value as they could from the contents of a single trash can in two hours. As a challenge, it's actually not that far removed from the realities of what most cities around the world -- especially high-population areas in Asia -- are tackling.\u003c/p>\n\u003cp>Another popular approach Seelig mentions is the “Marshmallow Challenge,” which all types of people can use: everyone from cross-functional corporate teams, to kids in \u003ca href=\"http://www.destinationimagination.org/\">Destination Imagination \u003c/a>programs. Teams are given 18 minutes to build the tallest freestanding structure possible out of 20 sticks of spaghetti, one yard of string, one yard of masking tape and one marshmallow. The marshmallow goes on the top of the structure. Of all the different teams who've tried this, it might come as no surprise to teachers to learn that children are the most creative and had the most fun with the challenge.\u003c/p>\n\u003cp>Teachers and students of all ages may want to consider starting toward the back of the book with the chapter “Move Fast, Break Things.” This chapter is particularly useful for educators who want to reframe how they envision brainstorming, or turn their classrooms into \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/how-to-turn-your-classroom-into-an-idea-factory/\">fruitful idea labs\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Quoting Henry Ford, Seelig reiterates: “Failure is only the opportunity to begin again more intelligently.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23698\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/231372270_fd881f152e_b1.jpg\">\u003cimg class=\"size-large wp-image-23698\" title=\"231372270_fd881f152e_b\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/231372270_fd881f152e_b1-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:JUvertson\u003c/p>\n\u003c/div>\n\u003ch5>By Jennie Rose\u003c/h5>\n\u003cp class=\"dropcap\">Can creativity be taught? If innovation is truly the key to this country's success, then it's time to think strategically about engendering creativity into our education system.\u003c/p>\n\u003cp>That's part of Tina Seelig's thesis in her new book \u003ca href=\"http://www.amazon.com/inGenius-A-Crash-Course-Creativity/dp/0062020706\">Ingenius: A Crash Course on Creativity\u003c/a>. Case in point: In schools, when we give students math problems to solve, we ask simply, “What’s the sum of 10+10?” to which there is only one right answer. But Seelig says we should turn the question on its head, and ask, “How many ways can you add 10+10?” The question you ask is the frame in which the answers will fall, Seelig says.\u003c/p>\n\u003cp>This approach is fundamental to Seelig’s work as a professor at the Hasso Plattner Institute of Design at Stanford. The Institute (or “d.school”), renowned for incubating inventive new businesses, is committed to teaching students about design thinking. And it’s in her course on creativity where Seelig introduces students to her celebrated Innovation Engine, which she says represents all the values we need to unlock creativity.\u003c/p>\n\u003cp>The Engine has six parallel lines in a Möbius strip design. Three internal human factors comprise our knowledge, imagination, and attitude.\u003c/p>\n\u003cp>As \u003ca href=\"http://creativityrulz.blogspot.com/2012/03/introducing-innovation-engine.html\">Seelig describes it\u003c/a>:\u003c/p>\n\u003cul>\n\u003cli>Your knowledge provides the fuel for your imagination.\u003c/li>\n\u003cli>Your imagination is the catalyst for transforming knowledge into ideas.\u003c/li>\n\u003cli>Your attitude is the spark that sets the Innovation Engine in motion.\u003c/li>\n\u003c/ul>\n\u003cp>The \u003ca href=\"http://creativityrulz.blogspot.com/2012/03/introducing-innovation-engine.html\">other three lines \u003c/a>include external influences of resources, habitat and culture.\u003c/p>\n\u003cul>\n\u003cli>Resources are all the assets available to you.\u003c/li>\n\u003cli>Habitat includes the space, rules, constraints, and people around you.\u003c/li>\n\u003cli>Culture is the collective beliefs, values, & behaviors of your community.\u003c/li>\n\u003c/ul>\n\u003cp>These inside and outside strips are woven together because nothing can be looked at in isolation. \u003c!--more-->The best part? You can start anywhere.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>USING FAILURE TO LEARN\u003c/strong>\u003c/p>\n\u003cp>If this strip is the engine, then the chassis is a modest idea that failure gives us useful data.\u003cbr>\n“I crafted the Innovation Engine dozens of ways before finding one that clicked,” Seelig writes. Failure is not a waste of time, rather it is constantly testing new ideas. “The big idea is by looking at ‘failures’ as ‘data’ we enhance everyone’s willingness to experiment.”\u003c/p>\n\u003cp>A willingness to experiment in order to unlock creativity drives Seelig’s outlandish d.school lessons. In sync with some of the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/can-kids-be-taught-persistence/\">au courant ideas about students and failure\u003c/a>, Seelig created a workshop called “The Failure Faire” for her students to experiment with failure, and to challenge their assumptions about its definition. In traditional educational settings, students are encouraged to perfect their material before they share it with others. Seelig takes an altogether different tack, suggesting that the sharing of all kinds of unedited ideas, even the bad ones, is a practice that cultivates collaboration and innovation in earnest.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/12028902.jpg\">\u003cimg class=\"alignleft size-full wp-image-23690\" title=\"12028902\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/12028902.jpg\" alt=\"\" width=\"258\" height=\"258\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/12028902-75x75.jpg 75w\" sizes=\"(max-width: 258px) 100vw, 258px\">\u003c/a>Seelig’s classroom exercises and experiments carry the same message over and over: Everything you see is ripe for innovation. In one example she cites in the book, Seeling asked students in Osaka to squeeze out as much value as they could from the contents of a single trash can in two hours. As a challenge, it's actually not that far removed from the realities of what most cities around the world -- especially high-population areas in Asia -- are tackling.\u003c/p>\n\u003cp>Another popular approach Seelig mentions is the “Marshmallow Challenge,” which all types of people can use: everyone from cross-functional corporate teams, to kids in \u003ca href=\"http://www.destinationimagination.org/\">Destination Imagination \u003c/a>programs. Teams are given 18 minutes to build the tallest freestanding structure possible out of 20 sticks of spaghetti, one yard of string, one yard of masking tape and one marshmallow. The marshmallow goes on the top of the structure. Of all the different teams who've tried this, it might come as no surprise to teachers to learn that children are the most creative and had the most fun with the challenge.\u003c/p>\n\u003cp>Teachers and students of all ages may want to consider starting toward the back of the book with the chapter “Move Fast, Break Things.” This chapter is particularly useful for educators who want to reframe how they envision brainstorming, or turn their classrooms into \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/how-to-turn-your-classroom-into-an-idea-factory/\">fruitful idea labs\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Quoting Henry Ford, Seelig reiterates: “Failure is only the opportunity to begin again more intelligently.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/beyond-the-pta-how-to-raise-funds-for-your-classroom/200556773-001/\" rel=\"attachment wp-att-19964\">\u003cimg class=\"size-medium wp-image-19964\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/200556773-001-300x449.jpg\" alt=\"\" width=\"300\" height=\"449\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003ch5>\u003cstrong>By Jennifer Roland\u003c/strong>\u003c/h5>\n\u003cp>Few schools and teachers have access to all the funds they need or want to outfit their classroom. According to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/lack-of-funding-creates-barrier-to-using-tech-in-class/\">a PBS survey last year\u003c/a>, only one in five teachers say they have the updated technology they need. But with some creativity, educators can go beyond the typical PTA fundraiser and earn funding for specific classroom needs. Here are some ways teachers have filled their classroom coffers.\u003c/p>\n\u003cp>\u003cstrong>CORPORATE SPONSORS AND COMMUNITY PARTNERSHIPS\u003c/strong>\u003c/p>\n\u003cp>Tim Smith, a San Francisco parent and chair of technology at Alvarado Elementary School, who's accustomed to schools asking parents for donations, decided to try something different three years ago.\u003c/p>\n\u003cp>He organized a \u003ca href=\"http://techsearchparty.com/2012/01/31/tech-search-party-press-release/\">Tech Search Party\u003c/a>, now an annual event, which combines corporate sponsorship with a fun scavenger hunt using mobile devices. Corporations sponsor the event as part of their charitable give-back and provide participants with discount codes for purchases of their products and services. Participants sign up as teams and pay a small fee to be part of the scavenger hunt. Top teams win prizes.\u003c/p>\n\u003cp>The first year, all funds went to Alvarado Elementary School. The school purchased upgraded thin-client computer systems and software and upgraded many of the energy-hogging CRT monitors that were used at Alvarado. After the first event proved to be successful, they expanded to include two other local schools, splitting the proceeds from the event.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Other school systems can create similar events, looking at the needs and technology adoption rates to decide whether to use a smartphone scavenger hunt, as he does, or a traditional paper-based scavenger hunt.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>ASK FOR WHAT YOU NEED\u003c/strong>\u003c/p>\n\u003cp>Educators have also been using donation sites like \u003ca href=\"http://www.kickstarter.com/\">Kickstarter\u003c/a> and \u003ca href=\"http://www.donorschoose.org/\">Donorschoose\u003c/a> to raise funds for their classrooms, though it can be hard to get traction for projects among all of the other worthy requests out there.\u003c/p>\n\u003cp>\u003ca href=\"http://www.oo.com/sa500kids\">SA500 Kids\u003c/a> is another donation site conceived by \u003ca href=\"http://www.nextjump.com/\">Next Jump\u003c/a>, the company behind many employee and customer rewards programs from major businesses. Next Jump partnered \u003c!--more-->with DonorsChoose to bring more visibility to technology projects and reach funding goals. When projects with a technology component are submitted to the DonorsChoose database, they're automatically added to the SA500 Kids log at Oo.com. Next Jump says they average three hours to fund a project and that they have raised nearly $450,000 so far. See statistics on projects funded \u003ca href=\"http://www.oo.com/safkidsmetrics\">here\u003c/a>.\u003c/p>\n\u003cp>One important tip to remember with online donations is to make sure that schools and teachers share the voting link with parents and through all their social media connections.\u003c/p>\n\u003cp>\u003cstrong>JOIN (OR START) A BRIGADE\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>TerraCycle, the company that got its start selling compost in recycled drink bottles, recently launched a \u003ca href=\"http://www.terracycle.net/en-US/brigades/keyboard-and-mouse-brigade.html\">Keyboard and Mouse Brigade\u003c/a> that pays schools for things like old keyboards, mouse, and Web cams. As an additional incentive for participation, TerraCycle’s corporate partners have stepped up to offer grants and donations. Last year, Wal-Mart offered $125,000 in grants to the top-collecting schools in all of TerraCycle’s brigades, according to vice president of global communication Albe Zakes. One school \u003ca href=\"http://morristowngreen.com/2011/03/18/woodland-school-celebrates-st-patricks-day-with-10k-of-green/\">used their grant funds \u003c/a>specifically to purchase classroom technology.\u003c/p>\n\u003cp>This year, Logitech and TerraCycle have created the Erase Your E-Waste contest and set a goal of collecting 2,500 items in the Keyboard and Mouse Brigade by Earth Month. Until the end of April, the school that collects the highest number of qualifying products for the Keyboard and Mouse Brigade will be rewarded with up to 30 new keyboards and 30 new mice. If the goal is met, every school that sent in a shipment during the contest will receive a coupon for 35% off a school purchase of Logitech keyboards, mice, webcams, headsets and speakers. Every participating school is automatically entered into the contest.\u003c/p>\n\u003cp>To be successful with this type of fundraiser, set a specific goal for the recycling program and clearly communicate it to kids and parents, as Salem (Oregon) Child Development Center did. They used the funds they earned through TerraCycle and other programs to redo their garden area, and they are currently \u003ca href=\"http://www.landcurrent.com/contemporary/playgrounds/Salemchild/LC_cutsheet_SCDC_east2010.pdf\">collecting to redo their play area\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>TIPS FOR SUCCESSFUL FUNDRAISING\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>Be specific.\u003c/strong> Have a specific budget for your project and be clear about what exactly will be purchased.\u003c/li>\n\u003cli>\u003cstrong>Share your story.\u003c/strong> If you want parents to help, be specific about what you need them to do. Whether it is collecting recyclables or voting for your project, they will help as long as they know how.\u003c/li>\n\u003cli>\u003cstrong>Work with local and national companies.\u003c/strong> Many companies have charitable giving funds, whether they are housed in a special community give-back budget or in the marketing budget. Connect with them to request funds for your needs.\u003c/li>\n\u003c/ol>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/beyond-the-pta-how-to-raise-funds-for-your-classroom/200556773-001/\" rel=\"attachment wp-att-19964\">\u003cimg class=\"size-medium wp-image-19964\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/200556773-001-300x449.jpg\" alt=\"\" width=\"300\" height=\"449\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003ch5>\u003cstrong>By Jennifer Roland\u003c/strong>\u003c/h5>\n\u003cp>Few schools and teachers have access to all the funds they need or want to outfit their classroom. According to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/lack-of-funding-creates-barrier-to-using-tech-in-class/\">a PBS survey last year\u003c/a>, only one in five teachers say they have the updated technology they need. But with some creativity, educators can go beyond the typical PTA fundraiser and earn funding for specific classroom needs. Here are some ways teachers have filled their classroom coffers.\u003c/p>\n\u003cp>\u003cstrong>CORPORATE SPONSORS AND COMMUNITY PARTNERSHIPS\u003c/strong>\u003c/p>\n\u003cp>Tim Smith, a San Francisco parent and chair of technology at Alvarado Elementary School, who's accustomed to schools asking parents for donations, decided to try something different three years ago.\u003c/p>\n\u003cp>He organized a \u003ca href=\"http://techsearchparty.com/2012/01/31/tech-search-party-press-release/\">Tech Search Party\u003c/a>, now an annual event, which combines corporate sponsorship with a fun scavenger hunt using mobile devices. Corporations sponsor the event as part of their charitable give-back and provide participants with discount codes for purchases of their products and services. Participants sign up as teams and pay a small fee to be part of the scavenger hunt. Top teams win prizes.\u003c/p>\n\u003cp>The first year, all funds went to Alvarado Elementary School. The school purchased upgraded thin-client computer systems and software and upgraded many of the energy-hogging CRT monitors that were used at Alvarado. After the first event proved to be successful, they expanded to include two other local schools, splitting the proceeds from the event.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Other school systems can create similar events, looking at the needs and technology adoption rates to decide whether to use a smartphone scavenger hunt, as he does, or a traditional paper-based scavenger hunt.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>ASK FOR WHAT YOU NEED\u003c/strong>\u003c/p>\n\u003cp>Educators have also been using donation sites like \u003ca href=\"http://www.kickstarter.com/\">Kickstarter\u003c/a> and \u003ca href=\"http://www.donorschoose.org/\">Donorschoose\u003c/a> to raise funds for their classrooms, though it can be hard to get traction for projects among all of the other worthy requests out there.\u003c/p>\n\u003cp>\u003ca href=\"http://www.oo.com/sa500kids\">SA500 Kids\u003c/a> is another donation site conceived by \u003ca href=\"http://www.nextjump.com/\">Next Jump\u003c/a>, the company behind many employee and customer rewards programs from major businesses. Next Jump partnered \u003c!--more-->with DonorsChoose to bring more visibility to technology projects and reach funding goals. When projects with a technology component are submitted to the DonorsChoose database, they're automatically added to the SA500 Kids log at Oo.com. Next Jump says they average three hours to fund a project and that they have raised nearly $450,000 so far. See statistics on projects funded \u003ca href=\"http://www.oo.com/safkidsmetrics\">here\u003c/a>.\u003c/p>\n\u003cp>One important tip to remember with online donations is to make sure that schools and teachers share the voting link with parents and through all their social media connections.\u003c/p>\n\u003cp>\u003cstrong>JOIN (OR START) A BRIGADE\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>TerraCycle, the company that got its start selling compost in recycled drink bottles, recently launched a \u003ca href=\"http://www.terracycle.net/en-US/brigades/keyboard-and-mouse-brigade.html\">Keyboard and Mouse Brigade\u003c/a> that pays schools for things like old keyboards, mouse, and Web cams. As an additional incentive for participation, TerraCycle’s corporate partners have stepped up to offer grants and donations. Last year, Wal-Mart offered $125,000 in grants to the top-collecting schools in all of TerraCycle’s brigades, according to vice president of global communication Albe Zakes. One school \u003ca href=\"http://morristowngreen.com/2011/03/18/woodland-school-celebrates-st-patricks-day-with-10k-of-green/\">used their grant funds \u003c/a>specifically to purchase classroom technology.\u003c/p>\n\u003cp>This year, Logitech and TerraCycle have created the Erase Your E-Waste contest and set a goal of collecting 2,500 items in the Keyboard and Mouse Brigade by Earth Month. Until the end of April, the school that collects the highest number of qualifying products for the Keyboard and Mouse Brigade will be rewarded with up to 30 new keyboards and 30 new mice. If the goal is met, every school that sent in a shipment during the contest will receive a coupon for 35% off a school purchase of Logitech keyboards, mice, webcams, headsets and speakers. Every participating school is automatically entered into the contest.\u003c/p>\n\u003cp>To be successful with this type of fundraiser, set a specific goal for the recycling program and clearly communicate it to kids and parents, as Salem (Oregon) Child Development Center did. They used the funds they earned through TerraCycle and other programs to redo their garden area, and they are currently \u003ca href=\"http://www.landcurrent.com/contemporary/playgrounds/Salemchild/LC_cutsheet_SCDC_east2010.pdf\">collecting to redo their play area\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>TIPS FOR SUCCESSFUL FUNDRAISING\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>Be specific.\u003c/strong> Have a specific budget for your project and be clear about what exactly will be purchased.\u003c/li>\n\u003cli>\u003cstrong>Share your story.\u003c/strong> If you want parents to help, be specific about what you need them to do. Whether it is collecting recyclables or voting for your project, they will help as long as they know how.\u003c/li>\n\u003cli>\u003cstrong>Work with local and national companies.\u003c/strong> Many companies have charitable giving funds, whether they are housed in a special community give-back budget or in the marketing budget. Connect with them to request funds for your needs.\u003c/li>\n\u003c/ol>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Doomed or Lucky? Predicting the Future of the Internet Generation",
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"content": "\u003cfigure id=\"attachment_19511\" class=\"wp-caption center\" style=\"max-width: 600px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/doomed-or-lucky-predicting-the-future-of-the-internet-generation/275691675_c575e2c118_z-3/\" rel=\"attachment wp-att-19511\">\u003cimg class=\"size-full wp-image-19511\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/275691675_c575e2c118_z2.jpg\" alt=\"\" width=\"600\" height=\"390\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/02/275691675_c575e2c118_z2.jpg 600w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/275691675_c575e2c118_z2-400x260.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/275691675_c575e2c118_z2-320x208.jpg 320w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Looking into the proverbial crystal ball, a slew of technology experts weighed in on the \u003ca href=\"http://pewinternet.org/Reports/2012/Hyperconnected-lives.aspx\">Future of the Internet V \u003c/a>survey conducted by Pew Research and Elon University, and came up with a predictably mixed scenario: It's complicated.\u003c/p>\n\u003cp>Asked to consider the future of the Internet-connected world between now and 2020 and to choose from two statements, of the total 1,021 responses, 55% agreed with this optimistic view:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\"In 2020 the brains of multitasking teens and young adults are \"wired\" differently from those over age 35 and overall it yields helpful results. They do not suffer notable cognitive shortcomings as they multitask and cycle quickly through personal- and work-related tasks. Rather, they are learning more and they are more adept at finding answers to deep questions, in part because they can search effectively and access collective intelligence via the Internet. In sum, the changes in learning behavior and cognition among the young generally produce positive outcomes.\"\u003c/p>\n\u003cp>But 42% were less enthusiastic about the impact of wired life:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\"In 2020, the brains of multitasking teens and young adults are \"wired\" differently from those over age 35 and overall it yields baleful results. They do not retain information; they spend most of their energy sharing short social messages, being entertained, and being distracted away from deep engagement with people and knowledge. They lack deep-thinking \u003c!--more-->capabilities; they lack face-to-face social skills; they depend in unhealthy ways on the Internet and mobile devices to function. In sum, the changes in behavior and cognition among the young are generally negative outcomes.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>These points of view are presented in the context of statistics that show Internet and media use completely permeating young people's lives. From the Pew Internet Project: \"95% of teens ages 12-17 are online, 76% use social networking sites, and 77% have cell phones. Moreover, 96% of those ages 18-29 are internet users, 84% use social networking sites, and 97% have cell phones. Well over half of those in that age cohort have smartphones and 23% own tablet computers like iPads.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Their handwriting will be horrendous. Their thumbs will ache. Life will go on.”\u003c/aside>\n\u003cp>Focusing the work of educators on shaping students' use of and attitude towards technology is crucial in paving the way for a more positive outcome, many respondents said. “The changes in behavior and cognition in the future depend heavily upon how we adapt our pre-school-through-college curricula to encompass new techniques of learning and teaching,” wrote Hugh F. Cline, an adjunct professor of sociology and education at Columbia University who was formerly a senior research scientist at a major educational testing company based in Princeton, NJ. “If we simply continue to use technologies to enhance the current structure and functioning of education, our young people will use the technologies to entertain themselves and engage in online socializing and shopping. We will have missed enormous opportunities to produce independent life-long learners.”\u003c/p>\n\u003cp>Some educators who took the survey were critical of the effect of technology on their students \"hyper-connected\" lives.\u003c/p>\n\u003cp>\"I have seen a general decline in higher-order thinking skills in my students over the past decade,\" wrote one respondent. \"What I generally see is an over-dependence on technology, an emphasis on social technologies as opposed to what I'll call ‘comprehension technologies,’ and a general disconnect from deeper thinking. I’m not sure that I attribute this to the so-called ‘re-wiring’ of teenage brains, but rather to a deeper intellectual laziness that the Web has also made possible with the rise of more video-based information resources (as opposed to textual resources).”\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-19477\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Elon.jpg\" alt=\"\" width=\"240\" height=\"187\">Another respondent who has been a college-level professor for 12 years weighed in: \"Students do not know how to frame a problem or challenge. They do not know how to ask questions, and how to provide enough detail to support their answers (from credible sources). Technology is playing a big part in students not only not being able to perform as well in class, but also not having the desire to do so.”\u003c/p>\n\u003cp>But the writers of the survey posed an important question about why educators noted these negative impacts: \"Is this at least partially due to the fact that they are still trying to educate these highly connected young people through antiquated approaches? Perhaps those who have argued for education reform would think so.\"\u003c/p>\n\u003cp>The need for instant gratification and shallow learning and interactions were the main negative points made about impacts of tech-dependent lives. \"Technology is taking our collective consciousness and ability to conduct critical analysis and thinking, and, in effect, individual determinism in modern society,” said cyber-security expert Richard Forno. “My sense is that society is becoming conditioned into dependence on technology in ways that, if that technology suddenly disappears or breaks down, will render people functionally useless. What does that mean for individual and social resiliency?”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"How we can help today's kids to prepare for the world they will actually live in and help to create—instead of the world we are already nostalgic for.”\u003c/aside>\n\u003cp>Alexandra Samuel, director of the Social + Media Centre in Vancouver, Canada, offered a less tentative, more proactive approach and thinking about the issues: “If we can stop fretting about what we’re losing we can make room to get excited about what we’re gaining: the ability to multitask, to feel connected to ‘strangers’ as well as neighbours, to create media unselfconsciously, to live in a society of producers rather than consumers,” she said. “The question we face as individuals, organizations, educators and perhaps especially as parents is how we can help today's kids to prepare for that world—the world they will actually live in and help to create—instead of the world we are already nostalgic for.”\u003c/p>\n\u003cp>Other highlights from the study:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Barry Chudakov, a Florida-based consultant and a research fellow in the McLuhan Program in Culture and Technology at the University of Toronto\u003c/strong>: \"Technology will be so seamlessly integrated into our lives that it will effectively disappear. The cognitive challenge children and youth will face (as we are beginning to face now) is integrity, the state of being whole and undivided. There will be a premium on the skill of maintaining presence, of mindfulness, of awareness in the face of persistent and pervasive tool extensions and incursions into our lives. Is this my intention, or is the tool inciting me to feel and think this way? That question, more than multitasking or brain atrophy due to accessing collective intelligence via the internet, will be the challenge of the future.”\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Alvaro Retana, a technologist with Hewlett-Packard.\u003c/strong> “The people who will strive and lead the charge will be the ones able to disconnect themselves to focus on specific problems.”\u003c/li>\n\u003cli>\u003cstrong>Jessica Clark, a media strategist and senior fellow for two U.S. communications technology research centers:\u003c/strong> “Every new generation finds creative and groundbreaking ways to use the new technologies to explore and illuminate human truths and to make dumb, sexist, horrifying schlock. Multitasking young adults and teens will be fine; they'll be better at certain types of tasks and worse at others. Their handwriting will be horrendous. Their thumbs will ache. Life will go on.”\u003c/li>\n\u003cli>\u003cstrong>Communications scholar Sandra Braman of the University of Wisconsin:\u003c/strong> \"Are the deep skills acquired by those with a lot of gaming experience transferable to the meat flesh world? That is, do those who can track multiple narratives simultaneously practice that same skill in environments that aren't animations and have buttons to push? The second is will. Do those who can, to stick with the same example, track and engage with multiple narratives simultaneously choose to do the same with the meat-flesh political environment? The incredibly important research stream that we have not seen yet would look at the relationship between gaming and actual political activity in the meat-flesh world. My hypothesis is that high activity in online environments, particularly games, expends any political will or desire to effectively shape the environment so that there is none of that will left for engaging in our actual political environment.”\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>REGARDING THE DIGITAL DIVIDE:\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cstrong>Tin Tan Wee, an internet expert based at the National University of Singapore:\u003c/strong>\u003c/em> \"Current educational methods evolved to their current state mostly pre-internet. The same goes for a generation of teachers who will continue to train yet another generation of kids the old way. The same goes for examination systems, which carry out assessment based on pre-internet skills. This mismatch will cause declension in a few generations of cohorts. Those who are educated and re-educable in the internet way will reap the benefits of the first option. Most of the world will suffer the consequence of the second. The intellectual divide will increase. This in turn fuels the educational divide because only the richer can afford internet access with mobile devices at effective speeds.”\u003c/p>\n\u003cp>\u003cstrong>REGARDING WIRING OF THE BRAIN\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cstrong>Communications professor Jeff Jarvis:\u003c/strong>\u003c/em> “I do not believe technology will change our brains and how we are ‘wired.’ But it can change how we cognate and navigate our world. We will adapt and find the benefits in this change.”\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>REGARDING THE NOTION OF DIGITAL NATIVES\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cstrong>David Ellis, director of communications studies at York University in Toronto:\u003c/strong>\u003c/em> “I don’t think there’s anything inherently bad or anti-social about smartphones, laptops, or any other technology. I do, however, believe we are entering an era in which young adults are placing an inordinately high priority on being unfailingly responsive and dedicated participants in the web of personal messaging that surrounds them in their daily lives. For now, it seems, addictive responses to peer pressure, boredom, and social anxiety are playing a much bigger role in wiring Millennial brains than problem-solving or deep thinking.”\u003c/p>\n\u003cp>\u003cstrong>REGARDING HUMAN EVOLUTION\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cstrong>David Weinberger, senior researcher at Harvard University’s Berkman Center for Internet & Society\u003c/strong>\u003c/em>: “Whatever happens, we won't be able to come up with an impartial value judgment because the change in intellect will bring about a change in values as well.” Alex Halavais, an associate professor and internet researcher at Quinnipiac University: “We will think differently, and a large part of that will be as a result of being capable of exploiting a new communicative environment,” he noted.\u003c/p>\n\u003cp>It's a fascinating read, with lots of thought-provoking perspectives from experts, students, and educators. Be sure to read the report in \u003ca href=\"http://pewinternet.org/Reports/2012/Hyperconnected-lives.aspx\">full here\u003c/a>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_19511\" class=\"wp-caption center\" style=\"max-width: 600px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/doomed-or-lucky-predicting-the-future-of-the-internet-generation/275691675_c575e2c118_z-3/\" rel=\"attachment wp-att-19511\">\u003cimg class=\"size-full wp-image-19511\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/275691675_c575e2c118_z2.jpg\" alt=\"\" width=\"600\" height=\"390\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/02/275691675_c575e2c118_z2.jpg 600w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/275691675_c575e2c118_z2-400x260.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/275691675_c575e2c118_z2-320x208.jpg 320w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Looking into the proverbial crystal ball, a slew of technology experts weighed in on the \u003ca href=\"http://pewinternet.org/Reports/2012/Hyperconnected-lives.aspx\">Future of the Internet V \u003c/a>survey conducted by Pew Research and Elon University, and came up with a predictably mixed scenario: It's complicated.\u003c/p>\n\u003cp>Asked to consider the future of the Internet-connected world between now and 2020 and to choose from two statements, of the total 1,021 responses, 55% agreed with this optimistic view:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\"In 2020 the brains of multitasking teens and young adults are \"wired\" differently from those over age 35 and overall it yields helpful results. They do not suffer notable cognitive shortcomings as they multitask and cycle quickly through personal- and work-related tasks. Rather, they are learning more and they are more adept at finding answers to deep questions, in part because they can search effectively and access collective intelligence via the Internet. In sum, the changes in learning behavior and cognition among the young generally produce positive outcomes.\"\u003c/p>\n\u003cp>But 42% were less enthusiastic about the impact of wired life:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\"In 2020, the brains of multitasking teens and young adults are \"wired\" differently from those over age 35 and overall it yields baleful results. They do not retain information; they spend most of their energy sharing short social messages, being entertained, and being distracted away from deep engagement with people and knowledge. They lack deep-thinking \u003c!--more-->capabilities; they lack face-to-face social skills; they depend in unhealthy ways on the Internet and mobile devices to function. In sum, the changes in behavior and cognition among the young are generally negative outcomes.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>These points of view are presented in the context of statistics that show Internet and media use completely permeating young people's lives. From the Pew Internet Project: \"95% of teens ages 12-17 are online, 76% use social networking sites, and 77% have cell phones. Moreover, 96% of those ages 18-29 are internet users, 84% use social networking sites, and 97% have cell phones. Well over half of those in that age cohort have smartphones and 23% own tablet computers like iPads.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Their handwriting will be horrendous. Their thumbs will ache. Life will go on.”\u003c/aside>\n\u003cp>Focusing the work of educators on shaping students' use of and attitude towards technology is crucial in paving the way for a more positive outcome, many respondents said. “The changes in behavior and cognition in the future depend heavily upon how we adapt our pre-school-through-college curricula to encompass new techniques of learning and teaching,” wrote Hugh F. Cline, an adjunct professor of sociology and education at Columbia University who was formerly a senior research scientist at a major educational testing company based in Princeton, NJ. “If we simply continue to use technologies to enhance the current structure and functioning of education, our young people will use the technologies to entertain themselves and engage in online socializing and shopping. We will have missed enormous opportunities to produce independent life-long learners.”\u003c/p>\n\u003cp>Some educators who took the survey were critical of the effect of technology on their students \"hyper-connected\" lives.\u003c/p>\n\u003cp>\"I have seen a general decline in higher-order thinking skills in my students over the past decade,\" wrote one respondent. \"What I generally see is an over-dependence on technology, an emphasis on social technologies as opposed to what I'll call ‘comprehension technologies,’ and a general disconnect from deeper thinking. I’m not sure that I attribute this to the so-called ‘re-wiring’ of teenage brains, but rather to a deeper intellectual laziness that the Web has also made possible with the rise of more video-based information resources (as opposed to textual resources).”\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-19477\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Elon.jpg\" alt=\"\" width=\"240\" height=\"187\">Another respondent who has been a college-level professor for 12 years weighed in: \"Students do not know how to frame a problem or challenge. They do not know how to ask questions, and how to provide enough detail to support their answers (from credible sources). Technology is playing a big part in students not only not being able to perform as well in class, but also not having the desire to do so.”\u003c/p>\n\u003cp>But the writers of the survey posed an important question about why educators noted these negative impacts: \"Is this at least partially due to the fact that they are still trying to educate these highly connected young people through antiquated approaches? Perhaps those who have argued for education reform would think so.\"\u003c/p>\n\u003cp>The need for instant gratification and shallow learning and interactions were the main negative points made about impacts of tech-dependent lives. \"Technology is taking our collective consciousness and ability to conduct critical analysis and thinking, and, in effect, individual determinism in modern society,” said cyber-security expert Richard Forno. “My sense is that society is becoming conditioned into dependence on technology in ways that, if that technology suddenly disappears or breaks down, will render people functionally useless. What does that mean for individual and social resiliency?”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"How we can help today's kids to prepare for the world they will actually live in and help to create—instead of the world we are already nostalgic for.”\u003c/aside>\n\u003cp>Alexandra Samuel, director of the Social + Media Centre in Vancouver, Canada, offered a less tentative, more proactive approach and thinking about the issues: “If we can stop fretting about what we’re losing we can make room to get excited about what we’re gaining: the ability to multitask, to feel connected to ‘strangers’ as well as neighbours, to create media unselfconsciously, to live in a society of producers rather than consumers,” she said. “The question we face as individuals, organizations, educators and perhaps especially as parents is how we can help today's kids to prepare for that world—the world they will actually live in and help to create—instead of the world we are already nostalgic for.”\u003c/p>\n\u003cp>Other highlights from the study:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Barry Chudakov, a Florida-based consultant and a research fellow in the McLuhan Program in Culture and Technology at the University of Toronto\u003c/strong>: \"Technology will be so seamlessly integrated into our lives that it will effectively disappear. The cognitive challenge children and youth will face (as we are beginning to face now) is integrity, the state of being whole and undivided. There will be a premium on the skill of maintaining presence, of mindfulness, of awareness in the face of persistent and pervasive tool extensions and incursions into our lives. Is this my intention, or is the tool inciting me to feel and think this way? That question, more than multitasking or brain atrophy due to accessing collective intelligence via the internet, will be the challenge of the future.”\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Alvaro Retana, a technologist with Hewlett-Packard.\u003c/strong> “The people who will strive and lead the charge will be the ones able to disconnect themselves to focus on specific problems.”\u003c/li>\n\u003cli>\u003cstrong>Jessica Clark, a media strategist and senior fellow for two U.S. communications technology research centers:\u003c/strong> “Every new generation finds creative and groundbreaking ways to use the new technologies to explore and illuminate human truths and to make dumb, sexist, horrifying schlock. Multitasking young adults and teens will be fine; they'll be better at certain types of tasks and worse at others. Their handwriting will be horrendous. Their thumbs will ache. Life will go on.”\u003c/li>\n\u003cli>\u003cstrong>Communications scholar Sandra Braman of the University of Wisconsin:\u003c/strong> \"Are the deep skills acquired by those with a lot of gaming experience transferable to the meat flesh world? That is, do those who can track multiple narratives simultaneously practice that same skill in environments that aren't animations and have buttons to push? The second is will. Do those who can, to stick with the same example, track and engage with multiple narratives simultaneously choose to do the same with the meat-flesh political environment? The incredibly important research stream that we have not seen yet would look at the relationship between gaming and actual political activity in the meat-flesh world. My hypothesis is that high activity in online environments, particularly games, expends any political will or desire to effectively shape the environment so that there is none of that will left for engaging in our actual political environment.”\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>REGARDING THE DIGITAL DIVIDE:\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cstrong>Tin Tan Wee, an internet expert based at the National University of Singapore:\u003c/strong>\u003c/em> \"Current educational methods evolved to their current state mostly pre-internet. The same goes for a generation of teachers who will continue to train yet another generation of kids the old way. The same goes for examination systems, which carry out assessment based on pre-internet skills. This mismatch will cause declension in a few generations of cohorts. Those who are educated and re-educable in the internet way will reap the benefits of the first option. Most of the world will suffer the consequence of the second. The intellectual divide will increase. This in turn fuels the educational divide because only the richer can afford internet access with mobile devices at effective speeds.”\u003c/p>\n\u003cp>\u003cstrong>REGARDING WIRING OF THE BRAIN\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cstrong>Communications professor Jeff Jarvis:\u003c/strong>\u003c/em> “I do not believe technology will change our brains and how we are ‘wired.’ But it can change how we cognate and navigate our world. We will adapt and find the benefits in this change.”\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>REGARDING THE NOTION OF DIGITAL NATIVES\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cstrong>David Ellis, director of communications studies at York University in Toronto:\u003c/strong>\u003c/em> “I don’t think there’s anything inherently bad or anti-social about smartphones, laptops, or any other technology. I do, however, believe we are entering an era in which young adults are placing an inordinately high priority on being unfailingly responsive and dedicated participants in the web of personal messaging that surrounds them in their daily lives. For now, it seems, addictive responses to peer pressure, boredom, and social anxiety are playing a much bigger role in wiring Millennial brains than problem-solving or deep thinking.”\u003c/p>\n\u003cp>\u003cstrong>REGARDING HUMAN EVOLUTION\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cstrong>David Weinberger, senior researcher at Harvard University’s Berkman Center for Internet & Society\u003c/strong>\u003c/em>: “Whatever happens, we won't be able to come up with an impartial value judgment because the change in intellect will bring about a change in values as well.” Alex Halavais, an associate professor and internet researcher at Quinnipiac University: “We will think differently, and a large part of that will be as a result of being capable of exploiting a new communicative environment,” he noted.\u003c/p>\n\u003cp>It's a fascinating read, with lots of thought-provoking perspectives from experts, students, and educators. Be sure to read the report in \u003ca href=\"http://pewinternet.org/Reports/2012/Hyperconnected-lives.aspx\">full here\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/fake_eyes/342753239/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-19286\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/342753239_06c51b91ab-300x216.jpg\" alt=\"\" width=\"300\" height=\"216\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Orange42\u003c/p>\n\u003c/div>\n\u003ch5>\u003ca href=\"https://plus.google.com/114350762117994618725/posts\">By Shelly Blake-Plock\u003c/a>\u003c/h5>\n\u003cp>Imagine if schools were judged not by how well students achieved while they were in school, but in how well they achieved once they left. If schools saw their worth not in how many kids got accepted to college, but in how many kids went on to live meaningful and engaged lives and who would point back to their school years as the point of relevancy that was the foundation of it all.\u003c/p>\n\u003cp>If schools gauged themselves not by how many kids passed a test, but in how well it prepared those kids who did not pass the test to see themselves as worthy of respect and ready to take on the challenges of life. In fact, if schools worked to make entrepreneurs and role models of every kid who failed a standardized exam. If failure became a calling card for innovation.\u003c/p>\n\u003cp>If schools prided themselves on knowing the dreams of the quiet kids. If they prided themselves on helping those kids attain those dreams.\u003c/p>\n\u003cp>Dreams don't always fit into curricula.\u003c/p>\n\u003cp>Neither do successful failures.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>We need schools that recognize failure as being as much a matter of how well one fits into a prescribed system than how well one understands, well, much of anything really.\u003c/p>\n\u003cp>And kids know we are blowing smoke when we give lip-service to how everyone should think outside-the-box and then we hand them a box and tell them that everything they've learned should fit back into it. And when they leave things outside-the-box we define them as failures.\u003c/p>\n\u003cp>We do this at our increased peril.\u003c/p>\n\u003cp>Because we are all failures of one sort or another. And though we like to focus on what we consider positive, it is more often the case that we live in a world comprised of systems of struggle and \u003c!--more-->unanswerable questions. And we fail on a regular basis. And we need students who understand how to fail.\u003c/p>\n\u003cp>And we know this, yet we continue to punish students who fail -- as though our invented system of textbooks and number-two pencils were a better predictor of intellectual and creative capacity than life itself.\u003c/p>\n\u003cp>I wonder if I did a good enough job explaining that to my students. I wonder about the students who slipped through. I wonder about the ones who failed out.\u003c/p>\n\u003cp>I feel like they are the ones we should be talking to.\u003c/p>\n\u003cp>They are the ones who understand the impact of schooling. Enough of the smartest kids in the class always getting to answer the questions. I want to hear from the kids for whom school didn't work. I want to hear from the alumni who feel cheated by the system. I want our schools to be judged by how well we respected the humanity of the student who graduated with the lowest GPA and how we celebrated and engaged his or her capacity within society.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Because we are a society, we are connected one and all; and ultimately, if school is not relevant for that kid, school is not relevant for any kid.\u003c/p>\n\u003ch5>\u003cem>Shelly Blake-Plock is an educator and blogger-in-chief of \u003ca href=\"http://teachpaperless.blogspot.com/\">Teachpaperless\u003c/a>, where a portion of this post originally appeared. He's the writer of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/21-things-that-will-be-obsolete-by-2020/\">21 Things That Will Be Obsolete in 2020\u003c/a>.\u003cbr>\n\u003c/em>\u003c/h5>\n\n",
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"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"id": "code-switch-life-kit",
"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.",
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"meta": {
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"source": "Commonwealth Club of California"
},
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"title": "Forum",
"tagline": "The conversation starts here",
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"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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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"officialWebsiteLink": "http://freakonomics.com/",
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"meta": {
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"source": "WNYC"
},
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
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"id": "fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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"how-i-built-this": {
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"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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"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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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. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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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/",
"meta": {
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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": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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},
"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": {
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"source": "WaitWhat"
},
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
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"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
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"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
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"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
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"officialWebsiteLink": "/perspectives/",
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
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