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tests.\u003c/figcaption>\u003c/figure>\n\u003cp>Last September, Secretary of Education \u003ca href=\"http://www.ed.gov/news/speeches/beyond-bubble-tests-next-generation-assessments-secretary-arne-duncans-remarks-state-l\">Arne Duncan announced\u003c/a>: \"Today is a great day! I have looked forward to this day for a long time--and so have America's teachers, parents, students, and school leaders.\"\u003c/p>\n\u003cp>Duncan was excited about a new way of testing students, one that goes \"beyond the bubble test,\" the standardized assessments students take every year that have long been criticized as not only useless in measuring any kind of real learning, but actually detrimental to the entire education system.\u003c/p>\n\u003cp>Ask most teachers, and you'll hear a litany of reasons why they detest these assessments. They contend the current tests have \u003ca href=\"http://theinnovativeeducator.blogspot.com/2011/01/we-would-prefer-not-to-take-your-tests.html?spref=tw\">no bearing on student learning\u003c/a>. They waste time that could be better spent in class (the former president of United Teachers Los Angeles, \"dismisses the weeks before spring testing as 'Bubbling-In 101,'\" according \u003ca href=\"http://articles.latimes.com/2011/jul/11/local/la-me-test-prep-20110711\">to a Los Angeles Times article\u003c/a>.) They complain about \u003ca href=\"http://www.edweek.org/ew/articles/2010/11/17/12gallagher_ep.h30.html\">having to teach to the tests\u003c/a>, leaving them little time to try new ways of engaging students. And in some states, teachers are \u003ca href=\"http://cityroom.blogs.nytimes.com/2011/06/28/union-challenges-state-on-use-of-tests-in-teacher-evaluations/?scp=2&sq=teacher%20evaluation%20assessment&st=cse\">evaluated based on those very scores\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"If done incorrectly, the adoption of these assessments has the potential to lock our education system for another decade or more.\"\u003c/aside>\n\u003cp>With stakes so high, teachers, parents, and school administrators are watching the developments of the new tests closely. The actual details of what these new assessments will look like is being revealed along the way-- and it's extremely complicated. In brief, two separate groups -- Partnership for Assessment of Readiness for College and Careers, or \u003ca href=\"http://www.parcconline.org/\">PARCC\u003c/a>, and \u003ca href=\"http://www.k12.wa.us/SMARTER/default.aspx\">SMARTER Balanced Assessment Consortium\u003c/a> -- are using the federal government's Race to the Top Funds to come up with the new testing systems, which will be used by different states. (You can read much more about the details in this recent story in \u003ca href=\"http://www.edweek.org/ew/articles/2011/07/07/36parcc.h30.html?tkn=LOMFAJ3KSV%2BWVXEqMzhoTem5s8v1F8IyblOp&cmp=clp-edweek\">Education Week\u003c/a>.)\u003c/p>\n\u003cp>Both groups will create tests using technology in both administering and scoring and will measure \"performance-based tasks, designed to designed to mirror complex, real-world situations,\" according to the \u003ca href=\"http://www.nytimes.com/2010/09/03/education/03testing.html?sq=arne%20duncan%20new%20assessment&st=cse&adxnnl=1&scp=1&adxnnlx=1310763760-JSsI8EOMVc+6m9EC/LH5ww\">New York Times\u003c/a>.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"In performance-based tasks, which are increasingly common in tests administered by the military and in other fields, students are given a problem — they could be told, for example, to pretend they are a mayor who needs to reduce a city’s pollution — and must sift through a portfolio of tools and write analytically about how they would use them to solve the problem,\" the \u003ca href=\"http://www.nytimes.com/2010/09/03/education/03testing.html?sq=arne%20duncan%20new%20assessment&st=cse&adxnnl=1&scp=1&adxnnlx=1310763760-JSsI8EOMVc+6m9EC/LH5ww\">article explains\u003c/a>.\u003c/p>\n\u003cp>There are high expectations for the new tests. Last month, a who's-who of educators and education experts published \u003ca href=\"http://www.innosightinstitute.org/open_assessment_letter/\">an open letter\u003c/a> outlining what's at stake:\u003c/p>\n\u003cblockquote>\u003cp>If done correctly, the shift from pencil-and-paper to online assessments will build upon this opportunity to transform the nation’s education system and provide a platform for new approaches to learning and schooling, not just to testing. If done incorrectly, however, the adoption of these assessments also has the potential to lock our education system—for another decade or more—into its current factory-era model that has proved so inadequate to the task of meeting our nation’s education goals in the 21\u003csup>st\u003c/sup> century.\u003c/p>\n\u003cp>Some schools across the country are already moving in this innovative direction, as they shift from focusing on obsolete inputs of the past like seat time to creating new, blended schooling models that combine the best of face-to-face and online learning. An assessment framework stuck in the factory-era relic of its predecessors would not only be orthogonal to innovative efforts like these, but could also serve to stifle further innovation—literally cutting it off at the knees.\u003c/p>\u003c/blockquote>\n\u003cp>The writers make three recommendations: to create a \"dynamic testing ecosystem\" that includes a variety of platforms rather than just one test; to integrate innovation like instant feedback and real-time, adaptive assessments; and one that supports \"competency-based learning,\" not based on the school calendar, but when the student learns the subject.\u003c/p>\n\u003cp>The letter has made the rounds in education circles and has been signed by hundreds so far.\u003c/p>\n\u003cp>\u003cstrong>BEYOND TESTING\u003c/strong>\u003c/p>\n\u003cp>Apart from those lobbying for reform in testing, there's another movement afoot advocating that teachers, parents and students opt out of testing altogether. New York City educator Lisa Nielsen proposes that teachers \u003ca href=\"http://theinnovativeeducator.blogspot.com/2010/12/innovative-educators-lets-boycott.html\">boycott standardized tests\u003c/a> for all the reasons outlined above, and then some. \"Outdated assessments are driving outdated instruction,\" she writes.\u003c/p>\n\u003cp>People have created Facebook groups for \u003ca href=\"http://www.facebook.com/group.php?gid=66676141868\">opting out\u003c/a>, including one called \u003ca href=\"http://www.facebook.com/pages/Parents-Kids-Against-Standardized-Testing/117479641627357\">Parents and Kids Against Standardized Testing\u003c/a>, which has more than 1,000 fans. A recent \u003ca href=\"http://articles.cnn.com/2011-03-20/us/pennsylvania.school.testing_1_standardized-tests-schools-park-forest-elementary?_s=PM%3AUS\">CNN story\u003c/a> describes a mother who refused to have her two kids take standardized tests, while another decided to have her kids take it \"because she's afraid that holding her daughter out could harm the school's test results.\"\u003c/p>\n\u003cp>Will these new high-tech assessments fulfill everyone's high expectations? With so many ancillary issues tangled with it, as well as states' different priorities and standards, that's far from being determined.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1310769958,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":840},"headData":{"title":"Beyond the Bubble Test: How Will We Measure Learning in the Future? | KQED","description":"Last September, Secretary of Education Arne Duncan announced: "Today is a great day! I have looked forward to this day for a long time--and so have America's teachers, parents, students, and school leaders." Duncan was excited about a new way of testing students, one that goes "beyond the bubble test," the standardized assessments students take","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Beyond the Bubble Test: How Will We Measure Learning in the Future?","datePublished":"2011-07-15T22:41:05.000Z","dateModified":"2011-07-15T22:45:58.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"13774 http://blogs.kqed.org/mindshift/?p=13774","disqusUrl":"https://ww2.kqed.org/mindshift/2011/07/15/beyond-the-bubble-test-how-will-we-measure-learning/","disqusTitle":"Beyond the Bubble Test: How Will We Measure Learning in the Future?","path":"/mindshift/13774/beyond-the-bubble-test-how-will-we-measure-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_13806\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/albertogp123/5843577306/\">\u003cimg class=\"size-medium wp-image-13806\" title=\"Exam\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/5843577306_06fd6132f7_z-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">New technology-based assessments will replace standardized bubble tests.\u003c/figcaption>\u003c/figure>\n\u003cp>Last September, Secretary of Education \u003ca href=\"http://www.ed.gov/news/speeches/beyond-bubble-tests-next-generation-assessments-secretary-arne-duncans-remarks-state-l\">Arne Duncan announced\u003c/a>: \"Today is a great day! I have looked forward to this day for a long time--and so have America's teachers, parents, students, and school leaders.\"\u003c/p>\n\u003cp>Duncan was excited about a new way of testing students, one that goes \"beyond the bubble test,\" the standardized assessments students take every year that have long been criticized as not only useless in measuring any kind of real learning, but actually detrimental to the entire education system.\u003c/p>\n\u003cp>Ask most teachers, and you'll hear a litany of reasons why they detest these assessments. They contend the current tests have \u003ca href=\"http://theinnovativeeducator.blogspot.com/2011/01/we-would-prefer-not-to-take-your-tests.html?spref=tw\">no bearing on student learning\u003c/a>. They waste time that could be better spent in class (the former president of United Teachers Los Angeles, \"dismisses the weeks before spring testing as 'Bubbling-In 101,'\" according \u003ca href=\"http://articles.latimes.com/2011/jul/11/local/la-me-test-prep-20110711\">to a Los Angeles Times article\u003c/a>.) They complain about \u003ca href=\"http://www.edweek.org/ew/articles/2010/11/17/12gallagher_ep.h30.html\">having to teach to the tests\u003c/a>, leaving them little time to try new ways of engaging students. And in some states, teachers are \u003ca href=\"http://cityroom.blogs.nytimes.com/2011/06/28/union-challenges-state-on-use-of-tests-in-teacher-evaluations/?scp=2&sq=teacher%20evaluation%20assessment&st=cse\">evaluated based on those very scores\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"If done incorrectly, the adoption of these assessments has the potential to lock our education system for another decade or more.\"\u003c/aside>\n\u003cp>With stakes so high, teachers, parents, and school administrators are watching the developments of the new tests closely. The actual details of what these new assessments will look like is being revealed along the way-- and it's extremely complicated. In brief, two separate groups -- Partnership for Assessment of Readiness for College and Careers, or \u003ca href=\"http://www.parcconline.org/\">PARCC\u003c/a>, and \u003ca href=\"http://www.k12.wa.us/SMARTER/default.aspx\">SMARTER Balanced Assessment Consortium\u003c/a> -- are using the federal government's Race to the Top Funds to come up with the new testing systems, which will be used by different states. (You can read much more about the details in this recent story in \u003ca href=\"http://www.edweek.org/ew/articles/2011/07/07/36parcc.h30.html?tkn=LOMFAJ3KSV%2BWVXEqMzhoTem5s8v1F8IyblOp&cmp=clp-edweek\">Education Week\u003c/a>.)\u003c/p>\n\u003cp>Both groups will create tests using technology in both administering and scoring and will measure \"performance-based tasks, designed to designed to mirror complex, real-world situations,\" according to the \u003ca href=\"http://www.nytimes.com/2010/09/03/education/03testing.html?sq=arne%20duncan%20new%20assessment&st=cse&adxnnl=1&scp=1&adxnnlx=1310763760-JSsI8EOMVc+6m9EC/LH5ww\">New York Times\u003c/a>.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"In performance-based tasks, which are increasingly common in tests administered by the military and in other fields, students are given a problem — they could be told, for example, to pretend they are a mayor who needs to reduce a city’s pollution — and must sift through a portfolio of tools and write analytically about how they would use them to solve the problem,\" the \u003ca href=\"http://www.nytimes.com/2010/09/03/education/03testing.html?sq=arne%20duncan%20new%20assessment&st=cse&adxnnl=1&scp=1&adxnnlx=1310763760-JSsI8EOMVc+6m9EC/LH5ww\">article explains\u003c/a>.\u003c/p>\n\u003cp>There are high expectations for the new tests. Last month, a who's-who of educators and education experts published \u003ca href=\"http://www.innosightinstitute.org/open_assessment_letter/\">an open letter\u003c/a> outlining what's at stake:\u003c/p>\n\u003cblockquote>\u003cp>If done correctly, the shift from pencil-and-paper to online assessments will build upon this opportunity to transform the nation’s education system and provide a platform for new approaches to learning and schooling, not just to testing. If done incorrectly, however, the adoption of these assessments also has the potential to lock our education system—for another decade or more—into its current factory-era model that has proved so inadequate to the task of meeting our nation’s education goals in the 21\u003csup>st\u003c/sup> century.\u003c/p>\n\u003cp>Some schools across the country are already moving in this innovative direction, as they shift from focusing on obsolete inputs of the past like seat time to creating new, blended schooling models that combine the best of face-to-face and online learning. An assessment framework stuck in the factory-era relic of its predecessors would not only be orthogonal to innovative efforts like these, but could also serve to stifle further innovation—literally cutting it off at the knees.\u003c/p>\u003c/blockquote>\n\u003cp>The writers make three recommendations: to create a \"dynamic testing ecosystem\" that includes a variety of platforms rather than just one test; to integrate innovation like instant feedback and real-time, adaptive assessments; and one that supports \"competency-based learning,\" not based on the school calendar, but when the student learns the subject.\u003c/p>\n\u003cp>The letter has made the rounds in education circles and has been signed by hundreds so far.\u003c/p>\n\u003cp>\u003cstrong>BEYOND TESTING\u003c/strong>\u003c/p>\n\u003cp>Apart from those lobbying for reform in testing, there's another movement afoot advocating that teachers, parents and students opt out of testing altogether. New York City educator Lisa Nielsen proposes that teachers \u003ca href=\"http://theinnovativeeducator.blogspot.com/2010/12/innovative-educators-lets-boycott.html\">boycott standardized tests\u003c/a> for all the reasons outlined above, and then some. \"Outdated assessments are driving outdated instruction,\" she writes.\u003c/p>\n\u003cp>People have created Facebook groups for \u003ca href=\"http://www.facebook.com/group.php?gid=66676141868\">opting out\u003c/a>, including one called \u003ca href=\"http://www.facebook.com/pages/Parents-Kids-Against-Standardized-Testing/117479641627357\">Parents and Kids Against Standardized Testing\u003c/a>, which has more than 1,000 fans. A recent \u003ca href=\"http://articles.cnn.com/2011-03-20/us/pennsylvania.school.testing_1_standardized-tests-schools-park-forest-elementary?_s=PM%3AUS\">CNN story\u003c/a> describes a mother who refused to have her two kids take standardized tests, while another decided to have her kids take it \"because she's afraid that holding her daughter out could harm the school's test results.\"\u003c/p>\n\u003cp>Will these new high-tech assessments fulfill everyone's high expectations? With so many ancillary issues tangled with it, as well as states' different priorities and standards, that's far from being determined.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/13774/beyond-the-bubble-test-how-will-we-measure-learning","authors":["180"],"series":["mindshift_20658"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_28","mindshift_108","mindshift_627","mindshift_628"],"featImg":"mindshift_13806","label":"mindshift_20658"},"mindshift_7046":{"type":"posts","id":"mindshift_7046","meta":{"index":"posts_1591205157","site":"mindshift","id":"7046","score":null,"sort":[1296065352000]},"guestAuthors":[],"slug":"teachers-do-you-have-a-question-for-arne-duncan","title":"Teachers: Do You Have a Question for Arne Duncan?","publishDate":1296065352,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_7066\" class=\"wp-caption left\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-7066\" title=\"duncan-400\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/duncan-400-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Following last night's \u003ca href=\"http://www.whitehouse.gov/state-of-the-union-2011\">State of the Union\u003c/a> address by President Obama, the White House will host a State of the Union Education Roundtable on Thursday, Jan. 27.\u003c/p>\n\u003cp>PBS Teachers has been asked to \u003ca href=\"http://www.pbs.org/teachers/stateoftheunion/\">solicit questions \u003c/a>from teachers about the education issues the President raised. A sampling of popular questions will be posed to Secretary of Education Arne Duncan during the livestreamed Education Roundtable event on January 27th at 3:15pm. Submissions and voting for questions will close at 12pm on Thursday, January 27th.\u003c/p>\n\u003cp>Teachers can submit questions \u003ca href=\"http://www.pbs.org/teachers/stateoftheunion/questions/\">here\u003c/a>.\u003c/p>\n\u003cp>Some samplings indicate this will be be a lively discussion.\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-7047\" href=\"http://ww2.kqed.org/mindshift/2011/01/teachers-do-you-have-a-question-for-arne-duncan/screen-shot-2011-01-26-at-10-02-46-am/\">\u003cimg class=\"alignleft size-large wp-image-7047\" title=\"Screen shot 2011-01-26 at 10.02.46 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/Screen-shot-2011-01-26-at-10.02.46-AM-620x527.png\" alt=\"\" width=\"620\" height=\"527\">\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1296067776,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":7,"wordCount":101},"headData":{"title":"Teachers: Do You Have a Question for Arne Duncan? | KQED","description":"Following last night's State of the Union address by President Obama, the White House will host a State of the Union Education Roundtable on Thursday, Jan. 27. PBS Teachers has been asked to solicit questions from teachers about the education issues the President raised. A sampling of popular questions will be posed to Secretary of","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Teachers: Do You Have a Question for Arne Duncan?","datePublished":"2011-01-26T18:09:12.000Z","dateModified":"2011-01-26T18:49:36.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"7046 http://blogs.kqed.org/mindshift/?p=7046","disqusUrl":"https://ww2.kqed.org/mindshift/2011/01/26/teachers-do-you-have-a-question-for-arne-duncan/","disqusTitle":"Teachers: Do You Have a Question for Arne Duncan?","path":"/mindshift/7046/teachers-do-you-have-a-question-for-arne-duncan","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_7066\" class=\"wp-caption left\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-7066\" title=\"duncan-400\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/duncan-400-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Following last night's \u003ca href=\"http://www.whitehouse.gov/state-of-the-union-2011\">State of the Union\u003c/a> address by President Obama, the White House will host a State of the Union Education Roundtable on Thursday, Jan. 27.\u003c/p>\n\u003cp>PBS Teachers has been asked to \u003ca href=\"http://www.pbs.org/teachers/stateoftheunion/\">solicit questions \u003c/a>from teachers about the education issues the President raised. A sampling of popular questions will be posed to Secretary of Education Arne Duncan during the livestreamed Education Roundtable event on January 27th at 3:15pm. Submissions and voting for questions will close at 12pm on Thursday, January 27th.\u003c/p>\n\u003cp>Teachers can submit questions \u003ca href=\"http://www.pbs.org/teachers/stateoftheunion/questions/\">here\u003c/a>.\u003c/p>\n\u003cp>Some samplings indicate this will be be a lively discussion.\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-7047\" href=\"http://ww2.kqed.org/mindshift/2011/01/teachers-do-you-have-a-question-for-arne-duncan/screen-shot-2011-01-26-at-10-02-46-am/\">\u003cimg class=\"alignleft size-large wp-image-7047\" title=\"Screen shot 2011-01-26 at 10.02.46 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/Screen-shot-2011-01-26-at-10.02.46-AM-620x527.png\" alt=\"\" width=\"620\" height=\"527\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/7046/teachers-do-you-have-a-question-for-arne-duncan","authors":["180"],"categories":["mindshift_1"],"tags":["mindshift_28","mindshift_29","mindshift_35"],"featImg":"mindshift_7066","label":"mindshift"},"mindshift_5084":{"type":"posts","id":"mindshift_5084","meta":{"index":"posts_1591205157","site":"mindshift","id":"5084","score":null,"sort":[1291941004000]},"guestAuthors":[],"slug":"how-to-educated-the-next-generation-of-innovators","title":"How to Educate the Next Generation of Innovators","publishDate":1291941004,"format":"aside","headTitle":"How to Educate the Next Generation of Innovators | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>In case you missed it, here’s Education for Innovation’s Digital Townhall meeting on December 7.\u003c/p>\n\u003cp>\u003ca href=\"http://vimeo.com/17611281\">EDUCATION FOR INNOVATION: A DIGITAL TOWN HALL\u003c/a> from \u003ca href=\"http://vimeo.com/user2646190\">Innovation Economy\u003c/a> on \u003ca href=\"http://vimeo.com\">Vimeo\u003c/a>.\u003c/p>\n\u003cp>And below, a clip of the event: Secretary of Education Arne Duncan \u003ca href=\"http://www.pbs.org/newshour/bb/education/july-dec10/duncan_12-07.html\">talks with Gwen Ifill \u003c/a>on PBS about the dire need for American students to be able to keep up with other countries that are outperforming them. If we don’t reverse this, Duncan says there will be a “massive permanent recession,” and continued high unemployment.\u003c/p>\n\u003cp>\u003cscript src=\"http://www.pbs.org/wgbh/pages/frontline/js/pap/embed.js?news01n4601qff8\" type=\"text/javascript\">\u003c/script>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1685576576,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":93},"headData":{"title":"How to Educate the Next Generation of Innovators | KQED","description":"In case you missed it, here's Education for Innovation's Digital Townhall meeting on December 7. EDUCATION FOR INNOVATION: A DIGITAL TOWN HALL from Innovation Economy on Vimeo. And below, a clip of the event: Secretary of Education Arne Duncan talks with Gwen Ifill on PBS about the dire need for American students to be able","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Educate the Next Generation of Innovators","datePublished":"2010-12-10T00:30:04.000Z","dateModified":"2023-05-31T23:42:56.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"templateType":"standard","featuredImageType":"standard","excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/5084/how-to-educated-the-next-generation-of-innovators","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>In case you missed it, here’s Education for Innovation’s Digital Townhall meeting on December 7.\u003c/p>\n\u003cp>\u003ca href=\"http://vimeo.com/17611281\">EDUCATION FOR INNOVATION: A DIGITAL TOWN HALL\u003c/a> from \u003ca href=\"http://vimeo.com/user2646190\">Innovation Economy\u003c/a> on \u003ca href=\"http://vimeo.com\">Vimeo\u003c/a>.\u003c/p>\n\u003cp>And below, a clip of the event: Secretary of Education Arne Duncan \u003ca href=\"http://www.pbs.org/newshour/bb/education/july-dec10/duncan_12-07.html\">talks with Gwen Ifill \u003c/a>on PBS about the dire need for American students to be able to keep up with other countries that are outperforming them. If we don’t reverse this, Duncan says there will be a “massive permanent recession,” and continued high unemployment.\u003c/p>\n\u003cp>\u003cscript src=\"http://www.pbs.org/wgbh/pages/frontline/js/pap/embed.js?news01n4601qff8\" type=\"text/javascript\">\u003c/script>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/5084/how-to-educated-the-next-generation-of-innovators","authors":["180"],"categories":["mindshift_193"],"tags":["mindshift_28","mindshift_209"],"label":"mindshift"},"mindshift_3949":{"type":"posts","id":"mindshift_3949","meta":{"index":"posts_1591205157","site":"mindshift","id":"3949","score":null,"sort":[1289437040000]},"guestAuthors":[],"slug":"how-to-save-americas-education-system-the-does-step-by-step-plan","title":"How to Save America's Education System, the DOE's Step-by-Step Plan","publishDate":1289437040,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"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","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1289503317,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":40,"wordCount":1133},"headData":{"title":"How to Save America's Education System, the DOE's Step-by-Step Plan | KQED","description":""To achieve our goal of transforming American education, we must rethink basic assumptions and redesign our education system." It's a bold and broad statement, but it's backed up with specifics in the Department of Education's National Education Technology Plan. With the goal of raising the proportion of college graduates from 41 to 60 percent in","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Save America's Education System, the DOE's Step-by-Step Plan","datePublished":"2010-11-11T00:57:20.000Z","dateModified":"2010-11-11T19:21:57.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"3949 http://blogs.kqed.org/mindshift/?p=3949","disqusUrl":"https://ww2.kqed.org/mindshift/2010/11/10/how-to-save-americas-education-system-the-does-step-by-step-plan/","disqusTitle":"How to Save America's Education System, the DOE's Step-by-Step Plan","path":"/mindshift/3949/how-to-save-americas-education-system-the-does-step-by-step-plan","audioTrackLength":null,"parsedContent":[{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/3949/how-to-save-americas-education-system-the-does-step-by-step-plan","authors":["180"],"categories":["mindshift_1"],"tags":["mindshift_28","mindshift_29","mindshift_183"],"featImg":"mindshift_3999","label":"mindshift"},"mindshift_2690":{"type":"posts","id":"mindshift_2690","meta":{"index":"posts_1591205157","site":"mindshift","id":"2690","score":null,"sort":[1286564435000]},"guestAuthors":[],"slug":"a-little-zing-goes-a-long-way","title":"A Little Zing Goes a Long Way","publishDate":1286564435,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003ch5>\n\u003c/h5>\u003cp>\u003ca rel=\"attachment wp-att-2693\" href=\"http://ww2.kqed.org/mindshift/2010/10/a-little-zing-goes-a-long-way/screen-shot-2010-10-07-at-4-17-18-pm/\">\u003cimg class=\"size-medium wp-image-2693\" title=\"Screen shot 2010-10-07 at 4.17.18 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/10/Screen-shot-2010-10-07-at-4.17.18-PM-300x150.png\" alt=\"\" width=\"300\" height=\"150\">\u003c/a>\u003c/p>\n\u003cp>Ifanyi Bell has been a classroom teacher, a filmmaker, and currently develops and produces educational media for web-based, digital asset repositories at KQED.\n\u003c/p>\u003cp>By Ifanyi Bell\u003c/p>\n\u003cp>The \u003ca href=\"http://www.ed.gov/%20\">U.S. Department of Education\u003c/a> just launched an interesting, eye-catching new website, \u003ca href=\"http://www.teach.gov\">Teach.gov, \u003c/a>intended to spearhead the department’s push to support the teaching profession. All it took was a single glance for my brain to be set simultaneously at ease and to be titillated. Was this a government website? With Flash? And color? And Oprah?\u003c/p>\n\u003cp>This is exactly the kind of initiative that the DOE needs to undertake in order to make itself more present as an organization. It’s a simple idea: Be more visible. Make a statement about the vision of education in America. Be an accessible source of support and guidance for our nations' educators, and those aspiring to the task. Use the color orange.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In an administration that has hung its hat on the concept of change, it behooves our representatives and leaders to better manage the education brand. Having been an educator working in Boston Public Schools, it was easy to recognize the inconsistency of vision and motivation among school administrators, teachers and parents.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In an environment where there are myriad stakeholders, perspectives and needs, what we need now is for the leaders of our educational system to lead with a distinctive presence. An initiative to let educators across the nation know that regardless of their perspective, or their diverse ideas about how to teach, that they are not alone out there fighting for the minds of our youth against materialism, violence, racism, shrinking budgets, sexism, homophobia and video games. This might just be that voice.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1286493703,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":286},"headData":{"title":"A Little Zing Goes a Long Way | KQED","description":"Ifanyi Bell has been a classroom teacher, a filmmaker, and currently develops and produces educational media for web-based, digital asset repositories at KQED. By Ifanyi Bell The U.S. Department of Education just launched an interesting, eye-catching new website, Teach.gov, intended to spearhead the department’s push to support the teaching profession. All it took was a","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"A Little Zing Goes a Long Way","datePublished":"2010-10-08T19:00:35.000Z","dateModified":"2010-10-07T23:21:43.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"2690 http://blogs.kqed.org/mindshift/?p=2690","disqusUrl":"https://ww2.kqed.org/mindshift/2010/10/08/a-little-zing-goes-a-long-way/","disqusTitle":"A Little Zing Goes a Long Way","path":"/mindshift/2690/a-little-zing-goes-a-long-way","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\n\u003c/h5>\u003cp>\u003ca rel=\"attachment wp-att-2693\" href=\"http://ww2.kqed.org/mindshift/2010/10/a-little-zing-goes-a-long-way/screen-shot-2010-10-07-at-4-17-18-pm/\">\u003cimg class=\"size-medium wp-image-2693\" title=\"Screen shot 2010-10-07 at 4.17.18 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/10/Screen-shot-2010-10-07-at-4.17.18-PM-300x150.png\" alt=\"\" width=\"300\" height=\"150\">\u003c/a>\u003c/p>\n\u003cp>Ifanyi Bell has been a classroom teacher, a filmmaker, and currently develops and produces educational media for web-based, digital asset repositories at KQED.\n\u003c/p>\u003cp>By Ifanyi Bell\u003c/p>\n\u003cp>The \u003ca href=\"http://www.ed.gov/%20\">U.S. Department of Education\u003c/a> just launched an interesting, eye-catching new website, \u003ca href=\"http://www.teach.gov\">Teach.gov, \u003c/a>intended to spearhead the department’s push to support the teaching profession. All it took was a single glance for my brain to be set simultaneously at ease and to be titillated. Was this a government website? With Flash? And color? And Oprah?\u003c/p>\n\u003cp>This is exactly the kind of initiative that the DOE needs to undertake in order to make itself more present as an organization. It’s a simple idea: Be more visible. Make a statement about the vision of education in America. Be an accessible source of support and guidance for our nations' educators, and those aspiring to the task. Use the color orange.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In an administration that has hung its hat on the concept of change, it behooves our representatives and leaders to better manage the education brand. Having been an educator working in Boston Public Schools, it was easy to recognize the inconsistency of vision and motivation among school administrators, teachers and parents.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In an environment where there are myriad stakeholders, perspectives and needs, what we need now is for the leaders of our educational system to lead with a distinctive presence. An initiative to let educators across the nation know that regardless of their perspective, or their diverse ideas about how to teach, that they are not alone out there fighting for the minds of our youth against materialism, violence, racism, shrinking budgets, sexism, homophobia and video games. This might just be that voice.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/2690/a-little-zing-goes-a-long-way","authors":["180"],"categories":["mindshift_20828"],"tags":["mindshift_28","mindshift_29","mindshift_113"],"featImg":"mindshift_2693","label":"mindshift"},"mindshift_2169":{"type":"posts","id":"mindshift_2169","meta":{"index":"posts_1591205157","site":"mindshift","id":"2169","score":null,"sort":[1285629458000]},"guestAuthors":[],"slug":"teach-gov-arne-duncans-call-to-arms","title":"Teach.gov: Arne Duncan's Call to Arms","publishDate":1285629458,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>We got a glimpse into Secretary of Education Arne Duncan's vision for the American public education system Monday during his conversation with journalists at \u003ca href=\"http://www.educationnation.com\">Education Nation\u003c/a>.\u003c/p>\n\u003cdiv id=\"attachment_2171\" class=\"module image left mceTemp\" style=\"width: 300px;\">\u003ca rel=\"attachment wp-att-2171\" href=\"http://ww2.kqed.org/mindshift/2010/09/teach-gov-arne-duncans-call-to-arms/arneduncan/\">\u003cimg class=\"size-medium wp-image-2171\" title=\"ArneDuncan\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/09/ArneDuncan-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003c/a>\u003c/div>\n\u003cp>Recruiting qualified educators, and supporting, elevating, and giving incentives to teachers are his top priorities.\u003c/p>\n\u003cp>Anticipating that 1 million baby-boom generation teachers will be retiring in the next few years, Duncan announced the launch of \u003ca href=\"http://www.teach.gov\">Teach.gov\u003c/a>, a full-scale national campaign on the part of the federal government to recruit teachers.\u003c/p>\n\u003cp>“This is about a call to service… Our ability to attract and retain teachers will shape the future of education in the next 25 to 30 years,” he said to Brokaw. “If you want to have an impact, this is the civil rights issue of our generation. I’m very optimistic because we know what works. \u003cem>\u003cstrong>We\u003c/strong>\u003c/em> are the answers: Great teachers, great principals, great schools will strengthen our economy and give children the chance to fulfill their potential. If young kids can help us to fight for social justice, it’ll last for generations to come.”\u003c!--more-->\u003c/p>\n\u003cp>According to Duncan, the site lists 2,000 teaching job openings as of today, and the department will be going around the country to recruit freshmen, sophomores, and seniors from colleges and universities.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Duncan also spoke on a number of different topics to journalists. Here's a roundup of themes he touched on.\u003c/p>\n\u003cp>\u003cstrong>On What It Takes to be an Effective Teacher:\u003c/strong>\u003c/p>\n\u003cp>\"It’s tough work. You need courage, tenacity, and have to believe in your heart that every student can learn. It’s the hardest professions that it exists. Great teachers are like Picasso and Michelangelo, inspiring students. It’s amazing to watch. It takes intellectual [knowledge] of the content. At the end of the day, the most important thing it takes is passion... And it takes time – there will be days when you actually take a step back, you cry and figure out what you did that… there'll be a child who does phenomenally well, and mom would get beaten at home at night. Then you have to help the child deal with the sadness at home. You have to stay with this for the long haul.\"\u003c/p>\n\u003cp>\u003cstrong>On the Teaching Profession:\u003c/strong>\u003c/p>\n\u003cp>\"We have to elevate the status of a teacher. It’s a huge part of the solution. Countries that outperform us – Finland, South Korea – they’re getting the best and brightest going into education. In five years, I want to have best in the world. That’s my goal.\"\u003c/p>\n\u003cp>\u003cstrong>On Teacher Layoffs:\u003c/strong>\u003c/p>\n\u003cp>\"It’s tough right now, but we have to look over the horizon. We need to pay teachers more, and great teachers more on top of that. For those who are volunteering to go work in rural or urban areas, new math and science teachers, special education teachers. Anywhere we have more need. We have to reward excellence. In math and science, we’re usually around 21\u003csup>st\u003c/sup> or 25\u003csup>th\u003c/sup>. We have to pay math and science teachers more money -- another $5000 or $10,000 a year – to make it better.\"\u003c/p>\n\u003cp>\u003cstrong>On Teacher Incentives:\u003c/strong>\u003c/p>\n\u003cp>\"\u003cstrong>\u003ca href=\"http://studentaid.ed.gov/PORTALSWebApp/students/english/TEACH.jsp\">Teach Grants\u003c/a>\u003c/strong> offer $4,000 a year that can be applied to undergrad tuition, if they work in poor schools. And they can take off $16,000 from tuition. And we’ve increased incentives by $60 billion. There’s the \u003ca href=\"http://www.ibrinfo.org/\">\u003cstrong>Income-Based Repayment program\u003c/strong>\u003c/a>, where after 10 years of public service, including teaching, all your college debt is gone.\"\u003c/p>\n\u003cp>\u003cstrong>On Parental Involvement:\u003c/strong>\u003c/p>\n\u003cp>\"The parental piece is huge. Parents are children’s first teachers and most important teachers. If parents aren’t part of the solution, we’ll never get to where we need to get as a country. The Department of Education has to change, and this is where we under-invested. We’re looking to double the investment to $270 million, investing in great programs to make difference. Great things will happen.\"\u003c/p>\n\u003cp>\u003cstrong>On School as Community Center:\u003c/strong>\u003c/p>\n\u003cp>\"For kids who go to underperforming schools, parents are sometimes working two jobs. [For those families,} academic enrichment should be at the heart of every school, after school. If we want parents to be engaged, we have to open up our doors. They have to have libraries, gyms, pools, rec center. Those things don’t belong to me or to schools, they belong to the community. Our schools have to be the heart of the neighborhood.\"\u003c/p>\n\u003cp>\u003cstrong>On Teacher Support and Development:\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Teachers don’t get enough support or mentoring they need. They struggle with classroom management skills. Those master and mentor teachers helping them through rough days is hugely important. We have to build real career ladders. Teaching is a craft – it takes years to develop. So we can’t let those young teachers burnout in the first few years. Teachers have been beaten down, but they used to be revered. They have to be treated like doctors – they’re doing the most important work in our society. We have to elevate the profession.\"\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1285629468,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":862},"headData":{"title":"Teach.gov: Arne Duncan's Call to Arms | KQED","description":"We got a glimpse into Secretary of Education Arne Duncan's vision for the American public education system Monday during his conversation with journalists at Education Nation. Recruiting qualified educators, and supporting, elevating, and giving incentives to teachers are his top priorities. Anticipating that 1 million baby-boom generation teachers will be retiring in the next few","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Teach.gov: Arne Duncan's Call to Arms","datePublished":"2010-09-27T23:17:38.000Z","dateModified":"2010-09-27T23:17:48.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"2169 http://blogs.kqed.org/mindshift/?p=2169","disqusUrl":"https://ww2.kqed.org/mindshift/2010/09/27/teach-gov-arne-duncans-call-to-arms/","disqusTitle":"Teach.gov: Arne Duncan's Call to Arms","path":"/mindshift/2169/teach-gov-arne-duncans-call-to-arms","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>We got a glimpse into Secretary of Education Arne Duncan's vision for the American public education system Monday during his conversation with journalists at \u003ca href=\"http://www.educationnation.com\">Education Nation\u003c/a>.\u003c/p>\n\u003cdiv id=\"attachment_2171\" class=\"module image left mceTemp\" style=\"width: 300px;\">\u003ca rel=\"attachment wp-att-2171\" href=\"http://ww2.kqed.org/mindshift/2010/09/teach-gov-arne-duncans-call-to-arms/arneduncan/\">\u003cimg class=\"size-medium wp-image-2171\" title=\"ArneDuncan\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/09/ArneDuncan-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003c/a>\u003c/div>\n\u003cp>Recruiting qualified educators, and supporting, elevating, and giving incentives to teachers are his top priorities.\u003c/p>\n\u003cp>Anticipating that 1 million baby-boom generation teachers will be retiring in the next few years, Duncan announced the launch of \u003ca href=\"http://www.teach.gov\">Teach.gov\u003c/a>, a full-scale national campaign on the part of the federal government to recruit teachers.\u003c/p>\n\u003cp>“This is about a call to service… Our ability to attract and retain teachers will shape the future of education in the next 25 to 30 years,” he said to Brokaw. “If you want to have an impact, this is the civil rights issue of our generation. I’m very optimistic because we know what works. \u003cem>\u003cstrong>We\u003c/strong>\u003c/em> are the answers: Great teachers, great principals, great schools will strengthen our economy and give children the chance to fulfill their potential. If young kids can help us to fight for social justice, it’ll last for generations to come.”\u003c!--more-->\u003c/p>\n\u003cp>According to Duncan, the site lists 2,000 teaching job openings as of today, and the department will be going around the country to recruit freshmen, sophomores, and seniors from colleges and universities.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Duncan also spoke on a number of different topics to journalists. Here's a roundup of themes he touched on.\u003c/p>\n\u003cp>\u003cstrong>On What It Takes to be an Effective Teacher:\u003c/strong>\u003c/p>\n\u003cp>\"It’s tough work. You need courage, tenacity, and have to believe in your heart that every student can learn. It’s the hardest professions that it exists. Great teachers are like Picasso and Michelangelo, inspiring students. It’s amazing to watch. It takes intellectual [knowledge] of the content. At the end of the day, the most important thing it takes is passion... And it takes time – there will be days when you actually take a step back, you cry and figure out what you did that… there'll be a child who does phenomenally well, and mom would get beaten at home at night. Then you have to help the child deal with the sadness at home. You have to stay with this for the long haul.\"\u003c/p>\n\u003cp>\u003cstrong>On the Teaching Profession:\u003c/strong>\u003c/p>\n\u003cp>\"We have to elevate the status of a teacher. It’s a huge part of the solution. Countries that outperform us – Finland, South Korea – they’re getting the best and brightest going into education. In five years, I want to have best in the world. That’s my goal.\"\u003c/p>\n\u003cp>\u003cstrong>On Teacher Layoffs:\u003c/strong>\u003c/p>\n\u003cp>\"It’s tough right now, but we have to look over the horizon. We need to pay teachers more, and great teachers more on top of that. For those who are volunteering to go work in rural or urban areas, new math and science teachers, special education teachers. Anywhere we have more need. We have to reward excellence. In math and science, we’re usually around 21\u003csup>st\u003c/sup> or 25\u003csup>th\u003c/sup>. We have to pay math and science teachers more money -- another $5000 or $10,000 a year – to make it better.\"\u003c/p>\n\u003cp>\u003cstrong>On Teacher Incentives:\u003c/strong>\u003c/p>\n\u003cp>\"\u003cstrong>\u003ca href=\"http://studentaid.ed.gov/PORTALSWebApp/students/english/TEACH.jsp\">Teach Grants\u003c/a>\u003c/strong> offer $4,000 a year that can be applied to undergrad tuition, if they work in poor schools. And they can take off $16,000 from tuition. And we’ve increased incentives by $60 billion. There’s the \u003ca href=\"http://www.ibrinfo.org/\">\u003cstrong>Income-Based Repayment program\u003c/strong>\u003c/a>, where after 10 years of public service, including teaching, all your college debt is gone.\"\u003c/p>\n\u003cp>\u003cstrong>On Parental Involvement:\u003c/strong>\u003c/p>\n\u003cp>\"The parental piece is huge. Parents are children’s first teachers and most important teachers. If parents aren’t part of the solution, we’ll never get to where we need to get as a country. The Department of Education has to change, and this is where we under-invested. We’re looking to double the investment to $270 million, investing in great programs to make difference. Great things will happen.\"\u003c/p>\n\u003cp>\u003cstrong>On School as Community Center:\u003c/strong>\u003c/p>\n\u003cp>\"For kids who go to underperforming schools, parents are sometimes working two jobs. [For those families,} academic enrichment should be at the heart of every school, after school. If we want parents to be engaged, we have to open up our doors. They have to have libraries, gyms, pools, rec center. Those things don’t belong to me or to schools, they belong to the community. Our schools have to be the heart of the neighborhood.\"\u003c/p>\n\u003cp>\u003cstrong>On Teacher Support and Development:\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Teachers don’t get enough support or mentoring they need. They struggle with classroom management skills. Those master and mentor teachers helping them through rough days is hugely important. We have to build real career ladders. Teaching is a craft – it takes years to develop. So we can’t let those young teachers burnout in the first few years. Teachers have been beaten down, but they used to be revered. They have to be treated like doctors – they’re doing the most important work in our society. We have to elevate the profession.\"\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/2169/teach-gov-arne-duncans-call-to-arms","authors":["180"],"categories":["mindshift_20828"],"tags":["mindshift_28","mindshift_96","mindshift_72"],"featImg":"mindshift_2171","label":"mindshift"},"mindshift_1700":{"type":"posts","id":"mindshift_1700","meta":{"index":"posts_1591205157","site":"mindshift","id":"1700","score":null,"sort":[1284755190000]},"guestAuthors":[],"slug":"new-york-times-magazine-highlights-education","title":"New York Times Magazine Highlights Education","publishDate":1284755190,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca rel=\"attachment wp-att-1708\" href=\"http://ww2.kqed.org/mindshift/2010/09/new-york-times-magazine-highlights-education/19cover-sfspan/\">\u003cimg class=\"alignright size-medium wp-image-1708\" title=\"19cover-sfSpan\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/09/19cover-sfSpan-300x369.jpg\" alt=\"\" width=\"300\" height=\"369\">\u003c/a>I'm excited this weekend to receive the tell-tale blue bag on my doorstep -- the New York Times, which will be bundled with the Sunday magazine's \u003ca href=\"http://www.nytimes.com/indexes/2010/09/19/magazine/index.html?ref=magazine\">Education Issue\u003c/a>.\u003c/p>\n\u003cp>Though I'll probably read most of the articles online (I linked to the story about \u003ca href=\"http://ww2.kqed.org/mindshift/2010/09/video-showing-video-games-in-action-at-school/\">teaching with video games \u003c/a>on Wednesday), the print issue's a keeper.\u003c/p>\n\u003cp>Here's the lineup:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.nytimes.com/2010/09/19/magazine/19fob-q4-t.html\">Questions for Arne Duncan\u003c/a>. Deborah Solomon quizzes the U.S. Secretary of Education. \"I think every student needs access to technology, and I think technology can be a hugely important vehicle to help level the playing field. Whether it’s in an inner-city school or a rural community, I want those students to have a chance to take A.P. biology and A.P. physics and marine biology.\"\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli> \u003ca href=\"http://www.nytimes.com/2010/09/19/magazine/19FOB-WWLN-Kelly-t.html?ref=magazine\" target=\"_blank\">Achieving Techno-Literacy\u003c/a>. Writer Kevin Kelly describes a year of home-schooling with his eighth-grade son. \"Technology helped us learn, but it was not the medium of learning. It was summoned when needed,\" he writes.\u003c/li>\n\u003cli>\u003ca href=\"http://www.nytimes.com/2010/09/19/magazine/19Essays-textbooks-t.html?partner=rss&emc=rss\" target=\"_blank\">A Textbook Solution.\u003c/a> Elizabeth Weil writes about the evolution of digital textbooks, and how the iPad will likely trounce the Kindle for educational purposes.\u003c/li>\n\u003cli>\u003ca href=\"http://www.nytimes.com/2010/09/19/magazine/19Essays-online-t.html\">Anytime, Anywhere\u003c/a>. How online learning is becoming a standard part of education.\u003c/li>\n\u003cli>\u003ca href=\"http://www.nytimes.com/2010/09/19/magazine/19Essays-HigherEd-t.html\">Hacks into Hackers\u003c/a>. Why journalism schools teach computer science in the curriculum: \"Reporters need to know how to manipulate computers in order to tell the stories that matter most to their audiences.\"\u003c/li>\n\u003cli>\u003ca href=\"http://www.nytimes.com/2010/09/19/magazine/19fob-medium-heffernan-t.html?adxnnl=1&ref=magazine&adxnnlx=1284754747-bpDwIeZSFRFXbPG6XXP3Cg\">Drill, Baby, Drill.\u003c/a> Virginia Heffernan's always-entertaining take on tech: \"Here’s something I’ve found that makes drilling [learning by rote] not boring: colorful, happy apps. Apps devoted to specific subjects always have the right answers in reserve.\"\u003c/li>\n\u003c/ul>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1284755190,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":5,"wordCount":280},"headData":{"title":"New York Times Magazine Highlights Education | KQED","description":"I'm excited this weekend to receive the tell-tale blue bag on my doorstep -- the New York Times, which will be bundled with the Sunday magazine's Education Issue. Though I'll probably read most of the articles online (I linked to the story about teaching with video games on Wednesday), the print issue's a keeper. Here's","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"New York Times Magazine Highlights Education","datePublished":"2010-09-17T20:26:30.000Z","dateModified":"2010-09-17T20:26:30.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"1700 http://blogs.kqed.org/mindshift/?p=1700","disqusUrl":"https://ww2.kqed.org/mindshift/2010/09/17/new-york-times-magazine-highlights-education/","disqusTitle":"New York Times Magazine Highlights Education","path":"/mindshift/1700/new-york-times-magazine-highlights-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-1708\" href=\"http://ww2.kqed.org/mindshift/2010/09/new-york-times-magazine-highlights-education/19cover-sfspan/\">\u003cimg class=\"alignright size-medium wp-image-1708\" title=\"19cover-sfSpan\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/09/19cover-sfSpan-300x369.jpg\" alt=\"\" width=\"300\" height=\"369\">\u003c/a>I'm excited this weekend to receive the tell-tale blue bag on my doorstep -- the New York Times, which will be bundled with the Sunday magazine's \u003ca href=\"http://www.nytimes.com/indexes/2010/09/19/magazine/index.html?ref=magazine\">Education Issue\u003c/a>.\u003c/p>\n\u003cp>Though I'll probably read most of the articles online (I linked to the story about \u003ca href=\"http://ww2.kqed.org/mindshift/2010/09/video-showing-video-games-in-action-at-school/\">teaching with video games \u003c/a>on Wednesday), the print issue's a keeper.\u003c/p>\n\u003cp>Here's the lineup:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.nytimes.com/2010/09/19/magazine/19fob-q4-t.html\">Questions for Arne Duncan\u003c/a>. Deborah Solomon quizzes the U.S. Secretary of Education. \"I think every student needs access to technology, and I think technology can be a hugely important vehicle to help level the playing field. Whether it’s in an inner-city school or a rural community, I want those students to have a chance to take A.P. biology and A.P. physics and marine biology.\"\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli> \u003ca href=\"http://www.nytimes.com/2010/09/19/magazine/19FOB-WWLN-Kelly-t.html?ref=magazine\" target=\"_blank\">Achieving Techno-Literacy\u003c/a>. Writer Kevin Kelly describes a year of home-schooling with his eighth-grade son. \"Technology helped us learn, but it was not the medium of learning. It was summoned when needed,\" he writes.\u003c/li>\n\u003cli>\u003ca href=\"http://www.nytimes.com/2010/09/19/magazine/19Essays-textbooks-t.html?partner=rss&emc=rss\" target=\"_blank\">A Textbook Solution.\u003c/a> Elizabeth Weil writes about the evolution of digital textbooks, and how the iPad will likely trounce the Kindle for educational purposes.\u003c/li>\n\u003cli>\u003ca href=\"http://www.nytimes.com/2010/09/19/magazine/19Essays-online-t.html\">Anytime, Anywhere\u003c/a>. How online learning is becoming a standard part of education.\u003c/li>\n\u003cli>\u003ca href=\"http://www.nytimes.com/2010/09/19/magazine/19Essays-HigherEd-t.html\">Hacks into Hackers\u003c/a>. Why journalism schools teach computer science in the curriculum: \"Reporters need to know how to manipulate computers in order to tell the stories that matter most to their audiences.\"\u003c/li>\n\u003cli>\u003ca href=\"http://www.nytimes.com/2010/09/19/magazine/19fob-medium-heffernan-t.html?adxnnl=1&ref=magazine&adxnnlx=1284754747-bpDwIeZSFRFXbPG6XXP3Cg\">Drill, Baby, Drill.\u003c/a> Virginia Heffernan's always-entertaining take on tech: \"Here’s something I’ve found that makes drilling [learning by rote] not boring: colorful, happy apps. Apps devoted to specific subjects always have the right answers in reserve.\"\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/1700/new-york-times-magazine-highlights-education","authors":["180"],"categories":["mindshift_20828"],"tags":["mindshift_28","mindshift_33","mindshift_65","mindshift_78"],"featImg":"mindshift_1708","label":"mindshift"},"mindshift_1017":{"type":"posts","id":"mindshift_1017","meta":{"index":"posts_1591205157","site":"mindshift","id":"1017","score":null,"sort":[1283467211000]},"guestAuthors":[],"slug":"girls-cyberbully-more-than-boys","title":"Girls Cyberbully More than Boys","publishDate":1283467211,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca rel=\"attachment wp-att-1024\" href=\"http://ww2.kqed.org/mindshift/2010/09/girls-cyberbully-more-than-boys/charlies12-2/\">\u003cimg class=\"size-full wp-image-1024\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/09/4721805497_b828507f4a.jpg\" alt=\"\" width=\"206\" height=\"314\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.washingtonpost.com/wp-dyn/content/article/2010/09/01/AR2010090102648.html\">The Washington Post reported\u003c/a> today that girls are \"more likely than boys to engage in cyberbullying.\"\u003c/p>\n\u003cp>From the article:\u003c/p>\n\u003cblockquote>\u003cp>Research from Cyber-bullying Research Center at Florida Atlantic University has shown that adolescent girls are significantly more likely than boys to partake in and experience cyber-bullying. Girls also are more likely to report cyber-bullying to a parent or teacher. The center's research also suggests that the type of cyber-bullying tends to differ by gender; girls are more likely to spread rumors, while boys are more likely to post hurtful pictures or videos.\u003c/p>\u003c/blockquote>\n\u003cp>Cyberbullying comes in many different forms: sending threatening texts or email, posting derogatory information about someone on social network sites, and banning specific people from group sites.\u003c/p>\n\u003cblockquote>\u003cp>\"Without question, the nature of adolescent peer aggression has evolved due to the proliferation of information and communications technology,\" said Sameer Hinduja of the Cyber-bullying Research Center at Florida Atlantic University.\u003c/p>\u003c/blockquote>\n\u003cp>In 2007, more than 900,000 secondary students reported being cyber-bullied, according to Secretary of Education Arne Duncan at a \u003ca href=\"http://www.ed.gov/news/speeches/myths-about-bullying-secretary-arne-duncans-remarks-bullying-prevention-summit\">federal Bullying Prevention Summit\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Read what parents \u003ca href=\"http://ww2.kqed.org/mindshift/2010/08/how-to-stop-online-bullying/\">can do to prevent \u003c/a>by using software and other online tools that block offenders.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1283467212,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":199},"headData":{"title":"Girls Cyberbully More than Boys | KQED","description":"The Washington Post reported today that girls are "more likely than boys to engage in cyberbullying." From the article: Research from Cyber-bullying Research Center at Florida Atlantic University has shown that adolescent girls are significantly more likely than boys to partake in and experience cyber-bullying. Girls also are more likely to report cyber-bullying to a","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Girls Cyberbully More than Boys","datePublished":"2010-09-02T22:40:11.000Z","dateModified":"2010-09-02T22:40:12.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"1017 http://blogs.kqed.org/mindshift/?p=1017","disqusUrl":"https://ww2.kqed.org/mindshift/2010/09/02/girls-cyberbully-more-than-boys/","disqusTitle":"Girls Cyberbully More than Boys","path":"/mindshift/1017/girls-cyberbully-more-than-boys","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-1024\" href=\"http://ww2.kqed.org/mindshift/2010/09/girls-cyberbully-more-than-boys/charlies12-2/\">\u003cimg class=\"size-full wp-image-1024\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/09/4721805497_b828507f4a.jpg\" alt=\"\" width=\"206\" height=\"314\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.washingtonpost.com/wp-dyn/content/article/2010/09/01/AR2010090102648.html\">The Washington Post reported\u003c/a> today that girls are \"more likely than boys to engage in cyberbullying.\"\u003c/p>\n\u003cp>From the article:\u003c/p>\n\u003cblockquote>\u003cp>Research from Cyber-bullying Research Center at Florida Atlantic University has shown that adolescent girls are significantly more likely than boys to partake in and experience cyber-bullying. Girls also are more likely to report cyber-bullying to a parent or teacher. The center's research also suggests that the type of cyber-bullying tends to differ by gender; girls are more likely to spread rumors, while boys are more likely to post hurtful pictures or videos.\u003c/p>\u003c/blockquote>\n\u003cp>Cyberbullying comes in many different forms: sending threatening texts or email, posting derogatory information about someone on social network sites, and banning specific people from group sites.\u003c/p>\n\u003cblockquote>\u003cp>\"Without question, the nature of adolescent peer aggression has evolved due to the proliferation of information and communications technology,\" said Sameer Hinduja of the Cyber-bullying Research Center at Florida Atlantic University.\u003c/p>\u003c/blockquote>\n\u003cp>In 2007, more than 900,000 secondary students reported being cyber-bullied, according to Secretary of Education Arne Duncan at a \u003ca href=\"http://www.ed.gov/news/speeches/myths-about-bullying-secretary-arne-duncans-remarks-bullying-prevention-summit\">federal Bullying Prevention Summit\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Read what parents \u003ca href=\"http://ww2.kqed.org/mindshift/2010/08/how-to-stop-online-bullying/\">can do to prevent \u003c/a>by using software and other online tools that block offenders.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/1017/girls-cyberbully-more-than-boys","authors":["180"],"categories":["mindshift_20828"],"tags":["mindshift_28","mindshift_73"],"featImg":"mindshift_1024","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","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?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","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.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"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 />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"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","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. 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