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"content": "\u003cp class=\"dropcap-serif\">\u003cimg class=\"aligncenter size-full wp-image-29202\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/153681911-1.jpg\" alt=\"153681911 (1)\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/153681911-1.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/153681911-1-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/153681911-1-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">The leaders of a school or school district play a big role in setting the culture and work environment for teachers. And when it comes to trying new things, the attitude of principals and superintendents can sometimes make or break a teacher’s willingness and ability to weave new ideas and methods into the teaching practice. In most schools, strong, effective leaders can make all the difference.\u003c/p>\n\u003cp>\u003cstrong>LEADING FROM THE TOP\u003c/strong>\u003c/p>\n\u003cp>In addition to setting the tone for nimble and progressive teaching that's geared towards what students need most, school leaders can also find ways to integrate technology in smart ways that work on the same goals. And they can help to remove roadblocks when necessary.\u003c/p>\n\u003cp>“A key leadership role is to try to build a shared vision for blended learning,” said \u003ca href=\"http://yorkcountyschools.org/aboutUs/administration/superintendentCabinet.aspx\">Eric Williams\u003c/a>, Superintendent York County School Division in Virginia. One way he does that is by celebrating effective practices publicly. Principals are encouraged to share what’s working at their schools with their district colleagues. Williams also likes to highlight good teaching at school board meetings, all with the goal of building a shared idea of what everyone is working towards.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Williams also tries to model blended learning for his staff, to help them get acclimated to an idea that didn't exist throughout most of their careers. “We have professional development activities that could be categorized as blended learning,” Williams said. In addition to face-to-face time, every week teachers can participate in an optional professional development session through\u003ca href=\"http://www.collaborizeclassroom.com/\"> Collaborize Classroom\u003c/a>. Similarly, when Williams needed to give principals an update on the budget, he didn't call a meeting that would require each principal to spend half a day getting to and from the central office -- he held a video conference.\u003c/p>\n\u003cp>But the most important thing Williams does as a forward-thinking superintendent is to support principal and teacher innovation. Rather than saying no when an idea conflicts with district policy, he works to change the policy. He’s found that working that way removes most of the barriers people cite as obstacles to fully integrating technology into classrooms.\u003c/p>\n\u003cp>Williams has worked to set policies that allow for new approaches. Websites like YouTube, Facebook and other social media are \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/what-to-do-if-your-school-bans-a-useful-website/\">no longer blocked\u003c/a> in the district and the middle and high schools have been had a \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-to-launch-a-successful-byod-program/\">Bring Your Own Device \u003c/a>policy for years.\u003c/p>\n\u003cp>“It’s a student-driven perspective,” Williams said. “We put students behind the wheel with our guidance, recognizing they will make mistakes, but we’ll be there to get them back on track.” Letting students direct their own learning is at the heart of many policies Williams endorses. He knows that some kids will use their devices for non-academic purposes, or will check Facebook, but the benefits of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/facebook-and-youtube-offer-guidelines-to-help-schools-and-parents/\">allowing those tools\u003c/a> in the classroom outweigh the few bad actors.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/parents-want-kids-to-use-mobile-devices-in-schools/\">Parents Want Kids to Use Mobile Devices in Schools\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>That’s his approach to everything in the technology space. If there are permission issues with sharing student work online, he works to change the policy, believing that a global audience for student work is engaging. And he’s been strategic about how to spend limited public funds. The York County Schools Division has decided it doesn't have enough money to invest in devices for each student; it invests in infrastructure, like adequate bandwidth, and in-school devices instead.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“We put students behind the wheel with our guidance, recognizing they will make mistakes, but we’ll be there to get them back on track.”\u003c/strong>\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>York County schools didn't implement these changes all at once; they moved slowly and ushered teachers, parents, and students along with them. Some teachers had concerns about the relaxed rules.\u003c/p>\n\u003cp>“It’s very practical legitimate concerns that come from the classroom level,” Williams said. “A teacher may say that if we let students bring cell phones to school they're going to use it to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/teaching-and-modeling-good-digital-citizenship/\">cheat or bully one another\u003c/a>.” Williams’ response? Kids are going to bring devices whether they are allowed to or not, and if it’s allowed teachers can guide them. Classroom management problems are always going to exist, so let's not blame that on the devices, he said.\u003c/p>\n\u003cp>Williams has also been sure to provide a lot of professional development around technology so that teachers feel comfortable using the unfamiliar tools. The district also created a private \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/games-gadgets-and-the-cloud-coming-soon-to-a-school-near-you/\">cloud-based network\u003c/a> for staff and students to access from both home and school. “This is huge because it really is an example of breaking down barriers of space and time to access learning,” Williams said.\u003c/p>\n\u003cp>\u003cstrong>STUCK IN THE MIDDLE\u003c/strong>\u003c/p>\n\u003cp>The most influential leader in any single school is the principal, but that person often gets caught between higher level policies and the needs of his or her school. To be a strong supporter of blended learning practices in the classroom, a strong principal has to be willing to take criticism from superiors.\u003c/p>\n\u003cp>“I get why people wouldn't do it,” said Chrystina Russell, principal of \u003ca href=\"http://schools.nyc.gov/SchoolPortals/04/M406/default.htm\">Global Tech Preparatory \u003c/a>a \u003ca href=\"http://schools.nyc.gov/community/innovation/izone/default.htm\">New York City iZone\u003c/a> school. “You have to take a lot of heat.” \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/experimenting-and-innovating-finding-the-best-tools-and-tactics/\">New York’s iZone\u003c/a> is a part of the Department of Education that supports innovative teaching practices. The iZone helps fund some initiatives and provides a space for teachers throughout the city to share best practices and lessons learned. It would be easy to assume that iZone schools are free to innovate -- after all, that’s why the office exists.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“I try not to transfer that top down test-intensive energy to the teachers, and instead make the teachers feel like they can take risks and offer them support.”\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>“Being an iZone principal is like living in two different worlds,” Russell said. On the one hand she and her staff are trying different strategies to reach their high needs students. One the other hand, she grapples with district rules requiring high-stakes testing and annual reviews based on strict criteria that don’t take into account what it’s like to be a school experimenting with new practices.\u003c/p>\n\u003cp>“The most challenging, but sometimes most empowering part of [being] principal is really that mezzo-level where all the higher up stuff is going to collide on the ground,” Russell said. She’s trying to create an environment where teachers feel they can try new things and even fail, as long as they report out what worked and what didn't. She doesn't let money stand in the way of good ideas; she organizes fundraising instead. Keeping the pressure she feels away from the teachers is where she feels squeezed.\u003c/p>\n\u003cp>“I try not to transfer that top down test-intensive energy to the teachers, and instead make the teachers feel like they can take risks and offer them support,” Russell said. But that doesn't help her when New York’s Department of Education sends a reviewer to the school. That person has a checklist of things that the school is supposed to be doing well, but he may or may not have any understanding of the iZone or that innovation can take time to implement well.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/new-york-city-schools-blended-learning-experiment/\">New York City Schools' Experiment in Blended Learning\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Russell is clearly frustrated with the rigidity of the review process. “You can’t do everything traditionally well and innovate well at the same time,” she said. “The quality review can penalize schools for not having traditional indicators.” For example, Global Tech Prep worked with a consultant from \u003ca href=\"http://www.teachingmatters.org/\">Teaching Matters\u003c/a> to try out and vet English Language Arts software and teaching approaches. In their annual review, they were criticized for not having enough in-house expertise. Russell believes her school is on the cutting edge of figuring out what works and what doesn't, an on-going, iterative process that is necessarily collaborative since it’s so new. In one instance, she said, her reviewer said the DOE gave explicit instructions \u003cem>not\u003c/em> to give value to iZone innovations on the evaluations.\u003c/p>\n\u003cp>“There’s an office of innovation, but that doesn't mean that the rest of the system is aware of it, nor does it mean that they honor it,” Russell said. She feels that ultimately the disjointed approach hurts teachers and students. “When you are doing this work with teachers, for everything you put on their plate you need to take something off.”\u003c/p>\n\u003cp>Russell says it’s her job to bring the fun back to teaching for her staff, not to pile on more responsibilities.\u003c/p>\n\u003cp>“Giving teachers more control over what they do makes them want to come to work,” she said. And she’s found that the middle school students she works with respond to working with tech, although she’s clear that the technology is one more tool, not a substitute for good teaching.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">What's Worth Investing In? How to Decide What Technology You Need\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Ultimately, Russell is clear that her school needs time to see which innovations really work. She’s skeptical of fad initiatives that never have time to take root. “We don’t know if innovation works, but we know that the traditional ways of schooling are not working for our kids,” Russell said. “If we know that doesn't work, then there’s really no other option if we are really thinking about the kids.”\u003c/p>\n\u003cp>Her job as principal, she says, is to be the connector. She provides cover to her teachers so they can practice their craft most of the year, then six weeks before the standardized tests they start prepping. Russell said she has to make sure the school meets traditional standards of measurement so it can stay open, while ensuring that real learning is also taking place. “You have to embrace being the rebel for the sake of kids and know that if you get push back you are doing something that makes change,” she said.\u003c/p>\n\u003cp>\u003cstrong>IN THE CLASSROOM\u003c/strong>\u003c/p>\n\u003cp>Teachers are often the first adopters of technology and the most eager innovators. Most teachers are looking for ways to connect students with content, anything to help them “get it.” But without support from school and district leaders it can be hard for a creative teacher to find resources or share what he's learned.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“I miss having colleagues who are practicing this because I don’t have anyone to bounce ideas off. My practice would get better if I had more people to collaborate with.”\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/the-power-of-one-teachers-vision/\">Ananth Pai\u003c/a> was at the cutting edge of using technology and especially games for learning in his classroom. “There wasn't even the word gamification, yet,” Pai said. “I was just doing stuff that worked.” Pai raised money to buy computers and hand held games for his classroom after his principal refused to let him use funds meant for a smartboard that he didn't want. “All of a sudden the engagement was just night and day, so I thought, there’s something here,” Pai said. He found he had more time to focus on conceptual ideas and he could clear up misperceptions in the moment as he moved around the classroom checking on his student’s work. And his student’s test scores improved.\u003c/p>\n\u003cp>Instead of leveraging Pai’s success, his superiors tried to ignore him and occasionally reprimanded him by reminding him to stick to school board approved curriculum. “As it is our job is a lonely one, but if my professional practice is so different from my colleagues there isn’t that much that I can share with them,” Pai said. “I miss having colleagues who are practicing this because I don’t have anyone to bounce ideas off. My practice would get better if I had more people to collaborate with.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/money-time-and-tactics-can-games-be-effective-in-schools/\">Money, Time and Tactics: Can Games Be Effective in Schools?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>While his district hasn't shut him down, they haven’t been supportive with resources or support. And that has embittered Pai. “This business is so stuck with calcified brains,” Pai said. Before becoming a teacher Pai worked in the corporate world of desktop publishing. He’s used to either innovating or getting passed over. “I come from having survived the business world in India, Singapore and the U.S. and if you didn't do stuff that advances the company, you are fired,” he said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Now, Pai has washed his hands of the system. He doesn't try to get money for instructional technology anymore and he’s upset there’s no way for him to give feedback to his superiors. Pai is an example of what can happen to innovative teachers struggling alone in the classroom without institutional support. Rather than applauding his initiative, his results and his commitment to his students, his superiors ignored him and they may soon lose him altogether.\u003c/p>\n\n",
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"excerpt": "School and district leadership plays a big role in setting the culture and work environment for teachers. And when it comes to trying new things, the attitude of principals and superintendents can make or break a teacher’s willingness and ability to weave new ideas and methods into her teaching practice. In schools that are trying to integrate technology into the classroom, strong effective leaders can make all the difference.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"dropcap-serif\">\u003cimg class=\"aligncenter size-full wp-image-29202\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/153681911-1.jpg\" alt=\"153681911 (1)\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/153681911-1.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/153681911-1-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/153681911-1-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">The leaders of a school or school district play a big role in setting the culture and work environment for teachers. And when it comes to trying new things, the attitude of principals and superintendents can sometimes make or break a teacher’s willingness and ability to weave new ideas and methods into the teaching practice. In most schools, strong, effective leaders can make all the difference.\u003c/p>\n\u003cp>\u003cstrong>LEADING FROM THE TOP\u003c/strong>\u003c/p>\n\u003cp>In addition to setting the tone for nimble and progressive teaching that's geared towards what students need most, school leaders can also find ways to integrate technology in smart ways that work on the same goals. And they can help to remove roadblocks when necessary.\u003c/p>\n\u003cp>“A key leadership role is to try to build a shared vision for blended learning,” said \u003ca href=\"http://yorkcountyschools.org/aboutUs/administration/superintendentCabinet.aspx\">Eric Williams\u003c/a>, Superintendent York County School Division in Virginia. One way he does that is by celebrating effective practices publicly. Principals are encouraged to share what’s working at their schools with their district colleagues. Williams also likes to highlight good teaching at school board meetings, all with the goal of building a shared idea of what everyone is working towards.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Williams also tries to model blended learning for his staff, to help them get acclimated to an idea that didn't exist throughout most of their careers. “We have professional development activities that could be categorized as blended learning,” Williams said. In addition to face-to-face time, every week teachers can participate in an optional professional development session through\u003ca href=\"http://www.collaborizeclassroom.com/\"> Collaborize Classroom\u003c/a>. Similarly, when Williams needed to give principals an update on the budget, he didn't call a meeting that would require each principal to spend half a day getting to and from the central office -- he held a video conference.\u003c/p>\n\u003cp>But the most important thing Williams does as a forward-thinking superintendent is to support principal and teacher innovation. Rather than saying no when an idea conflicts with district policy, he works to change the policy. He’s found that working that way removes most of the barriers people cite as obstacles to fully integrating technology into classrooms.\u003c/p>\n\u003cp>Williams has worked to set policies that allow for new approaches. Websites like YouTube, Facebook and other social media are \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/what-to-do-if-your-school-bans-a-useful-website/\">no longer blocked\u003c/a> in the district and the middle and high schools have been had a \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-to-launch-a-successful-byod-program/\">Bring Your Own Device \u003c/a>policy for years.\u003c/p>\n\u003cp>“It’s a student-driven perspective,” Williams said. “We put students behind the wheel with our guidance, recognizing they will make mistakes, but we’ll be there to get them back on track.” Letting students direct their own learning is at the heart of many policies Williams endorses. He knows that some kids will use their devices for non-academic purposes, or will check Facebook, but the benefits of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/facebook-and-youtube-offer-guidelines-to-help-schools-and-parents/\">allowing those tools\u003c/a> in the classroom outweigh the few bad actors.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/parents-want-kids-to-use-mobile-devices-in-schools/\">Parents Want Kids to Use Mobile Devices in Schools\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>That’s his approach to everything in the technology space. If there are permission issues with sharing student work online, he works to change the policy, believing that a global audience for student work is engaging. And he’s been strategic about how to spend limited public funds. The York County Schools Division has decided it doesn't have enough money to invest in devices for each student; it invests in infrastructure, like adequate bandwidth, and in-school devices instead.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“We put students behind the wheel with our guidance, recognizing they will make mistakes, but we’ll be there to get them back on track.”\u003c/strong>\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>York County schools didn't implement these changes all at once; they moved slowly and ushered teachers, parents, and students along with them. Some teachers had concerns about the relaxed rules.\u003c/p>\n\u003cp>“It’s very practical legitimate concerns that come from the classroom level,” Williams said. “A teacher may say that if we let students bring cell phones to school they're going to use it to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/teaching-and-modeling-good-digital-citizenship/\">cheat or bully one another\u003c/a>.” Williams’ response? Kids are going to bring devices whether they are allowed to or not, and if it’s allowed teachers can guide them. Classroom management problems are always going to exist, so let's not blame that on the devices, he said.\u003c/p>\n\u003cp>Williams has also been sure to provide a lot of professional development around technology so that teachers feel comfortable using the unfamiliar tools. The district also created a private \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/games-gadgets-and-the-cloud-coming-soon-to-a-school-near-you/\">cloud-based network\u003c/a> for staff and students to access from both home and school. “This is huge because it really is an example of breaking down barriers of space and time to access learning,” Williams said.\u003c/p>\n\u003cp>\u003cstrong>STUCK IN THE MIDDLE\u003c/strong>\u003c/p>\n\u003cp>The most influential leader in any single school is the principal, but that person often gets caught between higher level policies and the needs of his or her school. To be a strong supporter of blended learning practices in the classroom, a strong principal has to be willing to take criticism from superiors.\u003c/p>\n\u003cp>“I get why people wouldn't do it,” said Chrystina Russell, principal of \u003ca href=\"http://schools.nyc.gov/SchoolPortals/04/M406/default.htm\">Global Tech Preparatory \u003c/a>a \u003ca href=\"http://schools.nyc.gov/community/innovation/izone/default.htm\">New York City iZone\u003c/a> school. “You have to take a lot of heat.” \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/experimenting-and-innovating-finding-the-best-tools-and-tactics/\">New York’s iZone\u003c/a> is a part of the Department of Education that supports innovative teaching practices. The iZone helps fund some initiatives and provides a space for teachers throughout the city to share best practices and lessons learned. It would be easy to assume that iZone schools are free to innovate -- after all, that’s why the office exists.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“I try not to transfer that top down test-intensive energy to the teachers, and instead make the teachers feel like they can take risks and offer them support.”\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>“Being an iZone principal is like living in two different worlds,” Russell said. On the one hand she and her staff are trying different strategies to reach their high needs students. One the other hand, she grapples with district rules requiring high-stakes testing and annual reviews based on strict criteria that don’t take into account what it’s like to be a school experimenting with new practices.\u003c/p>\n\u003cp>“The most challenging, but sometimes most empowering part of [being] principal is really that mezzo-level where all the higher up stuff is going to collide on the ground,” Russell said. She’s trying to create an environment where teachers feel they can try new things and even fail, as long as they report out what worked and what didn't. She doesn't let money stand in the way of good ideas; she organizes fundraising instead. Keeping the pressure she feels away from the teachers is where she feels squeezed.\u003c/p>\n\u003cp>“I try not to transfer that top down test-intensive energy to the teachers, and instead make the teachers feel like they can take risks and offer them support,” Russell said. But that doesn't help her when New York’s Department of Education sends a reviewer to the school. That person has a checklist of things that the school is supposed to be doing well, but he may or may not have any understanding of the iZone or that innovation can take time to implement well.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/new-york-city-schools-blended-learning-experiment/\">New York City Schools' Experiment in Blended Learning\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Russell is clearly frustrated with the rigidity of the review process. “You can’t do everything traditionally well and innovate well at the same time,” she said. “The quality review can penalize schools for not having traditional indicators.” For example, Global Tech Prep worked with a consultant from \u003ca href=\"http://www.teachingmatters.org/\">Teaching Matters\u003c/a> to try out and vet English Language Arts software and teaching approaches. In their annual review, they were criticized for not having enough in-house expertise. Russell believes her school is on the cutting edge of figuring out what works and what doesn't, an on-going, iterative process that is necessarily collaborative since it’s so new. In one instance, she said, her reviewer said the DOE gave explicit instructions \u003cem>not\u003c/em> to give value to iZone innovations on the evaluations.\u003c/p>\n\u003cp>“There’s an office of innovation, but that doesn't mean that the rest of the system is aware of it, nor does it mean that they honor it,” Russell said. She feels that ultimately the disjointed approach hurts teachers and students. “When you are doing this work with teachers, for everything you put on their plate you need to take something off.”\u003c/p>\n\u003cp>Russell says it’s her job to bring the fun back to teaching for her staff, not to pile on more responsibilities.\u003c/p>\n\u003cp>“Giving teachers more control over what they do makes them want to come to work,” she said. And she’s found that the middle school students she works with respond to working with tech, although she’s clear that the technology is one more tool, not a substitute for good teaching.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">What's Worth Investing In? How to Decide What Technology You Need\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Ultimately, Russell is clear that her school needs time to see which innovations really work. She’s skeptical of fad initiatives that never have time to take root. “We don’t know if innovation works, but we know that the traditional ways of schooling are not working for our kids,” Russell said. “If we know that doesn't work, then there’s really no other option if we are really thinking about the kids.”\u003c/p>\n\u003cp>Her job as principal, she says, is to be the connector. She provides cover to her teachers so they can practice their craft most of the year, then six weeks before the standardized tests they start prepping. Russell said she has to make sure the school meets traditional standards of measurement so it can stay open, while ensuring that real learning is also taking place. “You have to embrace being the rebel for the sake of kids and know that if you get push back you are doing something that makes change,” she said.\u003c/p>\n\u003cp>\u003cstrong>IN THE CLASSROOM\u003c/strong>\u003c/p>\n\u003cp>Teachers are often the first adopters of technology and the most eager innovators. Most teachers are looking for ways to connect students with content, anything to help them “get it.” But without support from school and district leaders it can be hard for a creative teacher to find resources or share what he's learned.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“I miss having colleagues who are practicing this because I don’t have anyone to bounce ideas off. My practice would get better if I had more people to collaborate with.”\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/the-power-of-one-teachers-vision/\">Ananth Pai\u003c/a> was at the cutting edge of using technology and especially games for learning in his classroom. “There wasn't even the word gamification, yet,” Pai said. “I was just doing stuff that worked.” Pai raised money to buy computers and hand held games for his classroom after his principal refused to let him use funds meant for a smartboard that he didn't want. “All of a sudden the engagement was just night and day, so I thought, there’s something here,” Pai said. He found he had more time to focus on conceptual ideas and he could clear up misperceptions in the moment as he moved around the classroom checking on his student’s work. And his student’s test scores improved.\u003c/p>\n\u003cp>Instead of leveraging Pai’s success, his superiors tried to ignore him and occasionally reprimanded him by reminding him to stick to school board approved curriculum. “As it is our job is a lonely one, but if my professional practice is so different from my colleagues there isn’t that much that I can share with them,” Pai said. “I miss having colleagues who are practicing this because I don’t have anyone to bounce ideas off. My practice would get better if I had more people to collaborate with.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/money-time-and-tactics-can-games-be-effective-in-schools/\">Money, Time and Tactics: Can Games Be Effective in Schools?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>While his district hasn't shut him down, they haven’t been supportive with resources or support. And that has embittered Pai. “This business is so stuck with calcified brains,” Pai said. Before becoming a teacher Pai worked in the corporate world of desktop publishing. He’s used to either innovating or getting passed over. “I come from having survived the business world in India, Singapore and the U.S. and if you didn't do stuff that advances the company, you are fired,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Now, Pai has washed his hands of the system. He doesn't try to get money for instructional technology anymore and he’s upset there’s no way for him to give feedback to his superiors. Pai is an example of what can happen to innovative teachers struggling alone in the classroom without institutional support. Rather than applauding his initiative, his results and his commitment to his students, his superiors ignored him and they may soon lose him altogether.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_26703\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/experimenting-and-innovating-finding-the-best-tools-and-tactics/screen-shot-2013-01-23-at-11-33-33-am/\" rel=\"attachment wp-att-26703\">\u003cimg class=\"size-large wp-image-26703\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/Screen-Shot-2013-01-23-at-11.33.33-AM-620x322.png\" alt=\"Screen Shot 2013-01-23 at 11.33.33 AM\" width=\"620\" height=\"322\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">New York City is experimenting with new tools and tactics with its \u003ca href=\"http://schools.nyc.gov/community/innovation/izone/default.htm\">Innovation Zone\u003c/a>, a devoted unit for trying out new approaches to learning and sharing best practices with like-minded educators. The iZone, as it's commonly called, started in the 2010-11 school year with 81 schools, and since then, they’ve more than doubled that number and hope to reach 400 participating schools by 2014.\u003c/p>\n\u003cp>Schools across the system are trying out different learning approaches, including blended learning, online courses and project-based teaching. As with the most lofty aspirations of educators, the iZone's \u003ca href=\"http://schools.nyc.gov/community/innovation/izone/Innovations/framework/default.htm\">goals\u003c/a> are to personalize learning, provide real-world experience, change the ways staff and students view their roles and take advantage of the vast number of tools available to students and teachers.\u003c/p>\n\u003cp>The iZone serves as a hub for innovation taking place at school sites. Staff support schools with funding for equipment, connecting teachers to resources and one another, as well as serving as the repository for the growing body of knowledge about progressive approaches. Though the project is still young, this program has made a dent in differentiating learning, according to Deputy Chancellor for Talent, Labor and Innovation, David Weiner.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>“It can be really hard for the leader to shield teachers from traditional measures so that they can feel free to innovate.”\u003c/p>\n\u003c/aside>\n\u003cp>For example, in participating high schools, the 35-40 percent of students who are taking an online English Language Arts class are passing the state’s Regents test at the same rate as students in traditional classrooms. \u003c!--more-->\u003c/p>\n\u003cp>Another example is\u003ca href=\"http://www.globaltechprep.com/\"> the Global Technology Preparatory,\u003c/a> which has been part of the iZone from the beginning. Founded in 2009, the middle school is universal title one, meaning that most kids get free or reduced lunch. About 40 percent of their students are special-ed and many are behind grade level. In this school, every child has a laptop and students have access to many outside resources to help supplement their school day.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\u003cstrong>[\u003c/strong>\u003cspan style=\"color: #000000\">RELATED READING:\u003c/span>\u003c/span> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/new-york-city-schools-blended-learning-experiment/\">New York City Schools’ Blended Learning Experiment\u003c/a>]\u003c/p>\n\u003cp>All this tech equipment and professional development takes money, of course, and most of the funding has come from \u003ca href=\"http://www.globaltechprep.com/partners\">networking and fundraising\u003c/a> by the school’s principal Chrystina Russell, who has courted high-tech companies for funds and computers, has partnered with community-based organizations, and supported her teachers through the sometimes rough process of experimenting with new teaching techniques.\u003c/p>\n\u003cp>“Our students have a ton of potential and also a lot of need,” Russell said. “So in my mind it’s the only way to go.” Global Tech Prep’s school day runs until 6:30 p.m. because of a partnership with \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-a-9-hour-school-day-prevent-students-from-dropping-out/\">Citizen Schools, \u003c/a>an after school enrichment program in which eighth-grade students learn about networking and visit workplaces through a partnership with the \u003ca href=\"http://www.nycup.org/\">Council of Urban Professionals\u003c/a>; and all students take college trips to help build a college-going culture with support from \u003ca href=\"http://www.collegefes.org/\">College For Every Student\u003c/a>.\u003c/p>\n\u003cp>Still, in the classroom teachers face the same challenges of bringing under-prepared kids up to grade level.\u003c/p>\n\u003cp>Jhonary Bridgemohan, who teaches sixth-grade Language Arts at Global Tech Prep, has been experimenting with various software programs and web tools. She uses Achieve3000, partly because she finds it helps create a culture of reading to assign an article everyday, and it gets kids accustomed to non-fiction, a big part of the common core standards.\u003c/p>\n\u003cfigure id=\"attachment_26345\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/experimenting-and-innovating-finding-the-best-tools-and-tactics/izone/\" rel=\"attachment wp-att-26345\">\u003cimg class=\"size-large wp-image-26345\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/izone-620x230.gif\" alt=\"izone\" width=\"620\" height=\"230\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>“You do have these moments when they’re checked out, but then you have these articles that spur that ‘Wow, I want to know more’ moments,” Bridgemohan said. She thinks Achieve3000 is benefiting her students, though it is far from perfect.\u003c/p>\n\u003cp>Bridgemohan also uses simpler tools that she finds very effective – like Google docs. Most of the students write in Google docs, so she can easily keep track of assignments and give real-time feedback on their writing.\u003c/p>\n\u003cp>“Once they write something out it’s really hard to get them to go back and edit, but if they can see their work as a work-in-progress they see it more as a process,” Bridgemohan said. “And I’m part of that process with them.” The online tool also gives students a chance to innovate in their own right, something their teacher loves to watch. “Seeing them interact and be creative with the tools they have access to is really cool,” she said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\u003cstrong>[\u003cspan style=\"color: #000000\">RELATED: \u003c/span>\u003c/strong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-online-tools-work-for-language-arts/\">What Online Tools Work for Teaching Language Arts?\u003c/a>\u003cstrong>]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>Like many teachers experimenting with blended learning methods, Bridgemohan doesn’t have it all figured out yet. She’s still refining her approach, trying new software, and ditching the things that don’t work. She’s found some success with \u003ca href=\"http://www.studyisland.com\">Study Island\u003c/a> for skill review because she can give them a lesson that they go back and review as they do the work. She finds it especially useful for grammar skills like comma usage and for sentence structure and organization tips.\u003c/p>\n\u003cp>Global Tech Prep also has new grading software called \u003ca href=\"http://www.jupitergrades.com/\">Jupiter Grades\u003c/a>, which has been branching into online testing. Bridgemohan has experimented with the software to give online tests, hoping to save herself some grading time. Still, her advice to any teacher dabbling in classroom technology is to take it slow.\u003c/p>\n\u003cp>“I think it’s important to not do it all together,” she said. “There are a lot of options and it can get overwhelming.” Various platforms have their own logins and passwords, which can be a headache. It’s a lot to get used to and Bridgemohan still uses traditional classroom techniques, like journal writing, reading out loud, and in-class discussion. She tries to use the technology when it saves time or helps a student focus, but doesn’t stress over incorporating it into everything.\u003c/p>\n\u003cp>\u003cstrong>SUPPORT FROM THE TOP\u003c/strong>\u003c/p>\n\u003cp>Russell is supportive of teachers like Bridgemohan who are trying new things, even within a cutthroat evaluation system that judges the school and its educators by limited metrics. “It can be really hard for the leader to shield the teacher from those traditional measures so that they can feel free to innovate,” Russell said. The spirit of innovation is not system-wide and thus teachers and principals still fear for their jobs if they can’t show improvement on tests.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Luckily, Russell and Bridgemohan have the support and guidance of other educators in New York. Many teachers across the country feel alone as they try to take advantage of new tools to improve their teaching, and their learning never gets shared with local peers. Perhaps one of the iZone’s biggest strengths is providing that type of community to its most forward-thinking educators.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_26703\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/experimenting-and-innovating-finding-the-best-tools-and-tactics/screen-shot-2013-01-23-at-11-33-33-am/\" rel=\"attachment wp-att-26703\">\u003cimg class=\"size-large wp-image-26703\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/Screen-Shot-2013-01-23-at-11.33.33-AM-620x322.png\" alt=\"Screen Shot 2013-01-23 at 11.33.33 AM\" width=\"620\" height=\"322\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">New York City is experimenting with new tools and tactics with its \u003ca href=\"http://schools.nyc.gov/community/innovation/izone/default.htm\">Innovation Zone\u003c/a>, a devoted unit for trying out new approaches to learning and sharing best practices with like-minded educators. The iZone, as it's commonly called, started in the 2010-11 school year with 81 schools, and since then, they’ve more than doubled that number and hope to reach 400 participating schools by 2014.\u003c/p>\n\u003cp>Schools across the system are trying out different learning approaches, including blended learning, online courses and project-based teaching. As with the most lofty aspirations of educators, the iZone's \u003ca href=\"http://schools.nyc.gov/community/innovation/izone/Innovations/framework/default.htm\">goals\u003c/a> are to personalize learning, provide real-world experience, change the ways staff and students view their roles and take advantage of the vast number of tools available to students and teachers.\u003c/p>\n\u003cp>The iZone serves as a hub for innovation taking place at school sites. Staff support schools with funding for equipment, connecting teachers to resources and one another, as well as serving as the repository for the growing body of knowledge about progressive approaches. Though the project is still young, this program has made a dent in differentiating learning, according to Deputy Chancellor for Talent, Labor and Innovation, David Weiner.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>“It can be really hard for the leader to shield teachers from traditional measures so that they can feel free to innovate.”\u003c/p>\n\u003c/aside>\n\u003cp>For example, in participating high schools, the 35-40 percent of students who are taking an online English Language Arts class are passing the state’s Regents test at the same rate as students in traditional classrooms. \u003c!--more-->\u003c/p>\n\u003cp>Another example is\u003ca href=\"http://www.globaltechprep.com/\"> the Global Technology Preparatory,\u003c/a> which has been part of the iZone from the beginning. Founded in 2009, the middle school is universal title one, meaning that most kids get free or reduced lunch. About 40 percent of their students are special-ed and many are behind grade level. In this school, every child has a laptop and students have access to many outside resources to help supplement their school day.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\u003cstrong>[\u003c/strong>\u003cspan style=\"color: #000000\">RELATED READING:\u003c/span>\u003c/span> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/new-york-city-schools-blended-learning-experiment/\">New York City Schools’ Blended Learning Experiment\u003c/a>]\u003c/p>\n\u003cp>All this tech equipment and professional development takes money, of course, and most of the funding has come from \u003ca href=\"http://www.globaltechprep.com/partners\">networking and fundraising\u003c/a> by the school’s principal Chrystina Russell, who has courted high-tech companies for funds and computers, has partnered with community-based organizations, and supported her teachers through the sometimes rough process of experimenting with new teaching techniques.\u003c/p>\n\u003cp>“Our students have a ton of potential and also a lot of need,” Russell said. “So in my mind it’s the only way to go.” Global Tech Prep’s school day runs until 6:30 p.m. because of a partnership with \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-a-9-hour-school-day-prevent-students-from-dropping-out/\">Citizen Schools, \u003c/a>an after school enrichment program in which eighth-grade students learn about networking and visit workplaces through a partnership with the \u003ca href=\"http://www.nycup.org/\">Council of Urban Professionals\u003c/a>; and all students take college trips to help build a college-going culture with support from \u003ca href=\"http://www.collegefes.org/\">College For Every Student\u003c/a>.\u003c/p>\n\u003cp>Still, in the classroom teachers face the same challenges of bringing under-prepared kids up to grade level.\u003c/p>\n\u003cp>Jhonary Bridgemohan, who teaches sixth-grade Language Arts at Global Tech Prep, has been experimenting with various software programs and web tools. She uses Achieve3000, partly because she finds it helps create a culture of reading to assign an article everyday, and it gets kids accustomed to non-fiction, a big part of the common core standards.\u003c/p>\n\u003cfigure id=\"attachment_26345\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/experimenting-and-innovating-finding-the-best-tools-and-tactics/izone/\" rel=\"attachment wp-att-26345\">\u003cimg class=\"size-large wp-image-26345\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/izone-620x230.gif\" alt=\"izone\" width=\"620\" height=\"230\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>“You do have these moments when they’re checked out, but then you have these articles that spur that ‘Wow, I want to know more’ moments,” Bridgemohan said. She thinks Achieve3000 is benefiting her students, though it is far from perfect.\u003c/p>\n\u003cp>Bridgemohan also uses simpler tools that she finds very effective – like Google docs. Most of the students write in Google docs, so she can easily keep track of assignments and give real-time feedback on their writing.\u003c/p>\n\u003cp>“Once they write something out it’s really hard to get them to go back and edit, but if they can see their work as a work-in-progress they see it more as a process,” Bridgemohan said. “And I’m part of that process with them.” The online tool also gives students a chance to innovate in their own right, something their teacher loves to watch. “Seeing them interact and be creative with the tools they have access to is really cool,” she said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cspan style=\"color: #808080\">\u003cstrong>[\u003cspan style=\"color: #000000\">RELATED: \u003c/span>\u003c/strong>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-online-tools-work-for-language-arts/\">What Online Tools Work for Teaching Language Arts?\u003c/a>\u003cstrong>]\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>Like many teachers experimenting with blended learning methods, Bridgemohan doesn’t have it all figured out yet. She’s still refining her approach, trying new software, and ditching the things that don’t work. She’s found some success with \u003ca href=\"http://www.studyisland.com\">Study Island\u003c/a> for skill review because she can give them a lesson that they go back and review as they do the work. She finds it especially useful for grammar skills like comma usage and for sentence structure and organization tips.\u003c/p>\n\u003cp>Global Tech Prep also has new grading software called \u003ca href=\"http://www.jupitergrades.com/\">Jupiter Grades\u003c/a>, which has been branching into online testing. Bridgemohan has experimented with the software to give online tests, hoping to save herself some grading time. Still, her advice to any teacher dabbling in classroom technology is to take it slow.\u003c/p>\n\u003cp>“I think it’s important to not do it all together,” she said. “There are a lot of options and it can get overwhelming.” Various platforms have their own logins and passwords, which can be a headache. It’s a lot to get used to and Bridgemohan still uses traditional classroom techniques, like journal writing, reading out loud, and in-class discussion. She tries to use the technology when it saves time or helps a student focus, but doesn’t stress over incorporating it into everything.\u003c/p>\n\u003cp>\u003cstrong>SUPPORT FROM THE TOP\u003c/strong>\u003c/p>\n\u003cp>Russell is supportive of teachers like Bridgemohan who are trying new things, even within a cutthroat evaluation system that judges the school and its educators by limited metrics. “It can be really hard for the leader to shield the teacher from those traditional measures so that they can feel free to innovate,” Russell said. The spirit of innovation is not system-wide and thus teachers and principals still fear for their jobs if they can’t show improvement on tests.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Luckily, Russell and Bridgemohan have the support and guidance of other educators in New York. Many teachers across the country feel alone as they try to take advantage of new tools to improve their teaching, and their learning never gets shared with local peers. Perhaps one of the iZone’s biggest strengths is providing that type of community to its most forward-thinking educators.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_26678\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/shifting-tactics-rocketship-changes-computer-lab-model/img_7362-copy-2/\" rel=\"attachment wp-att-26678\">\u003cimg class=\"size-large wp-image-26678\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/IMG_7362-copy-2-620x374.jpg\" alt=\"Rocketship's Learning Lab.\" width=\"620\" height=\"374\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Rocketship's Learning Lab.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">\u003ca href=\"http://www.rsed.org/\">Rocketship Education\u003c/a>, a network of charter schools based in California, is changing the way students will use computers in its \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/\">Learning Labs.\u003c/a> Rather than spending chunks of time in computer labs with divided computer stations, students will be using computers in their classrooms, with the help of teachers and aids.\u003c/p>\n\u003cp>“The integration between the classroom and the Learning Lab was an area that could improve. That’s part of the reason that we made this shift,” said Charlie Bufalino, National Development Associate and former Online Learning Specialist at Rocketship. By moving computers back into the classroom, Rocketship is hoping to form a better connection to what students are doing on computers to what they're learning in class.\u003c/p>\n\u003cp>\u003cspan>In a \u003ca href=\"http://www.pbs.org/newshour/bb/education/july-dec12/rocket_12-28.html\">PBS Newshour special\u003c/a> last month, several teachers said that Learning Lab practice isn’t linked closely enough to what happens in class. Bufalino says that teachers have always been encouraged to use data from online learning to inform their teaching; that said, at its most basic level, the function of the Learning Lab was for skills practice, while teachers focused teaching on what they call higher order thinking skills in class. Now, Rocketship is hoping teachers will have more control over both.\u003cbr>\n\u003c/span>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The integration between the classroom and the Learning Lab needed improvement.\"\u003c/p>\n\u003c/aside>\n\u003cp>\u003cspan>\"The idea is that in this more flexible model, there will be more time for teachers to diagnose and look at the data,” Bufalino said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan>The data, however, can be overwhelming for teachers to analyze. Rocketship uses six different online programs, all with separate mechanisms and criteria for feedback. Rocketship’s national office has been working on building proprietary systems that unify all the data, so teachers look at one screen that compares apples to apples at a glance. Their integration system is aligned to the \u003c!--more-->Common Core and teachers can see if students have mastered a skill, what method they used, whether they tried and failed, even how hard they’ve been working on it. Rocketship also invests money into academic deans who visit classrooms, help teachers analyze data and use it to shape their lessons, and generally coach teachers on how they can improve.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan>“The data drives how we want to group students,” Bufalino said. “It shouldn’t be acceptable that we have these different learning modalities and then still have them moving together in class.” And that’s what was happening to some extent when the Learning Lab was separate from classroom instruction. Teachers taught essentially the same lesson to all students. With the new approach, Rocketship is hoping they can effectively group kids according to their skill sets.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan>Bufalino was quick to point out that the move away from Learning Labs doesn’t mean the model wasn’t working – Rocketship has consistently posted good math and literacy test scores. They even boast that their students, 90% of whom are low-income and 70% of whom are English Language Learners, have math scores that rival the wealthiest school districts in California.\u003c/span>\u003c/p>\n\u003cp>But Rocketship’s model \u003ca href=\"http://toped.svefoundation.org/2012/01/16/state-board-cde-staff-at-odds-on-charter/\">has been criticized as using “drill and kill”\u003c/a> computer games to keep students busy and to save money. But Bufalino says the computer software has helped learners who have fallen behind to catch up and high achievers to steam ahead. “The key is to see the program as a component to a larger academic plan,” he said. “It doesn't work if it’s the only thing, but when a teacher scaffolds learning on top of that practice and uses it to influence content, it can be very effective.”\u003c/p>\n\u003cp>Rocketship doesn’t have all the logistics worked out yet, but they are imagining that the change will mean combining classrooms so that teachers are working in teams with the Learning Lab mentors, directing some kids to work on computers, some to do small group work and others to receive tutoring or direct instruction.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Rocketship also hopes that by having their mentors in the same classroom with teachers they can begin to build a teacher pipeline.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_26678\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/shifting-tactics-rocketship-changes-computer-lab-model/img_7362-copy-2/\" rel=\"attachment wp-att-26678\">\u003cimg class=\"size-large wp-image-26678\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/IMG_7362-copy-2-620x374.jpg\" alt=\"Rocketship's Learning Lab.\" width=\"620\" height=\"374\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Rocketship's Learning Lab.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">\u003ca href=\"http://www.rsed.org/\">Rocketship Education\u003c/a>, a network of charter schools based in California, is changing the way students will use computers in its \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/\">Learning Labs.\u003c/a> Rather than spending chunks of time in computer labs with divided computer stations, students will be using computers in their classrooms, with the help of teachers and aids.\u003c/p>\n\u003cp>“The integration between the classroom and the Learning Lab was an area that could improve. That’s part of the reason that we made this shift,” said Charlie Bufalino, National Development Associate and former Online Learning Specialist at Rocketship. By moving computers back into the classroom, Rocketship is hoping to form a better connection to what students are doing on computers to what they're learning in class.\u003c/p>\n\u003cp>\u003cspan>In a \u003ca href=\"http://www.pbs.org/newshour/bb/education/july-dec12/rocket_12-28.html\">PBS Newshour special\u003c/a> last month, several teachers said that Learning Lab practice isn’t linked closely enough to what happens in class. Bufalino says that teachers have always been encouraged to use data from online learning to inform their teaching; that said, at its most basic level, the function of the Learning Lab was for skills practice, while teachers focused teaching on what they call higher order thinking skills in class. Now, Rocketship is hoping teachers will have more control over both.\u003cbr>\n\u003c/span>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The integration between the classroom and the Learning Lab needed improvement.\"\u003c/p>\n\u003c/aside>\n\u003cp>\u003cspan>\"The idea is that in this more flexible model, there will be more time for teachers to diagnose and look at the data,” Bufalino said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan>The data, however, can be overwhelming for teachers to analyze. Rocketship uses six different online programs, all with separate mechanisms and criteria for feedback. Rocketship’s national office has been working on building proprietary systems that unify all the data, so teachers look at one screen that compares apples to apples at a glance. Their integration system is aligned to the \u003c!--more-->Common Core and teachers can see if students have mastered a skill, what method they used, whether they tried and failed, even how hard they’ve been working on it. Rocketship also invests money into academic deans who visit classrooms, help teachers analyze data and use it to shape their lessons, and generally coach teachers on how they can improve.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan>“The data drives how we want to group students,” Bufalino said. “It shouldn’t be acceptable that we have these different learning modalities and then still have them moving together in class.” And that’s what was happening to some extent when the Learning Lab was separate from classroom instruction. Teachers taught essentially the same lesson to all students. With the new approach, Rocketship is hoping they can effectively group kids according to their skill sets.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan>Bufalino was quick to point out that the move away from Learning Labs doesn’t mean the model wasn’t working – Rocketship has consistently posted good math and literacy test scores. They even boast that their students, 90% of whom are low-income and 70% of whom are English Language Learners, have math scores that rival the wealthiest school districts in California.\u003c/span>\u003c/p>\n\u003cp>But Rocketship’s model \u003ca href=\"http://toped.svefoundation.org/2012/01/16/state-board-cde-staff-at-odds-on-charter/\">has been criticized as using “drill and kill”\u003c/a> computer games to keep students busy and to save money. But Bufalino says the computer software has helped learners who have fallen behind to catch up and high achievers to steam ahead. “The key is to see the program as a component to a larger academic plan,” he said. “It doesn't work if it’s the only thing, but when a teacher scaffolds learning on top of that practice and uses it to influence content, it can be very effective.”\u003c/p>\n\u003cp>Rocketship doesn’t have all the logistics worked out yet, but they are imagining that the change will mean combining classrooms so that teachers are working in teams with the Learning Lab mentors, directing some kids to work on computers, some to do small group work and others to receive tutoring or direct instruction.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Rocketship also hopes that by having their mentors in the same classroom with teachers they can begin to build a teacher pipeline.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_26248\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/case-studies-how-teachers-use-tech-to-support-learning/img_8535-2/\" rel=\"attachment wp-att-26248\">\u003cimg class=\"size-large wp-image-26248\" title=\"IMG_8535\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/IMG_8535-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Starting the year off with ideas on the best ways to use technology to support learning, Larry Ferlazzo collected an invaluable \u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2011/09/response_the_best_ways_to_use_tech_in_the_classroom.html\">list of criteria last year\u003c/a> from educators, to which he added more resources in his \u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/12/response_using_ed_tech_to_support_the_learning_process.html\">recent blog post for EdWeek\u003c/a>.Other posts in the series include \u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/12/response_using_ed_tech_to_create_deep_meaningful_experiences.html\">Using Ed Tech to Create Deep and Meaningful Experiences\u003c/a> and \u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/12/response_effective_ways_to_use_tech_in_the_classroom_--_part_three.html\">Effective Ways of Using Tech in the Classroom\u003c/a>. Here is MindShift's contribution to the collection of ideas.\u003c/p>\n\u003ch4>\u003cstrong>1. GAMES AND GROUP WORK. \u003c/strong>\u003c/h4>\n\u003cp>\u003cstrong>\u003c/strong>For those wondering what a game-based classroom looks like in a traditional school, take a peek into \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/can-learning-really-be-fun-and-games/\">Ananth Pai's third-grade class\u003c/a> in Parkview/Center Point Elementary school in Maplewood, Minnesota. Using his own money and grants that he applied for, Pai has managed to round up seven laptops, two desktops 11 Nintendo DS's, 18 games for math, reading, vocabulary, geography, and 21 digital voice recorders. Students' reading and math scores went from below average for third grade to mid-fourth-grade level. Students compete in games with other kids across the world, learn about fractions and decimals by \u003ca href=\"http://ma-gb-en-pr.whizz.com.s3.amazonaws.com/flash/ex/MA_GBR_0925CAx0100.swf\">riding a virtual ghost train\u003c/a>, for instance, work on their reading skills on sites like \u003ca href=\"http://www.raz-kids.com/main/Login\">Razkids\u003c/a>, figure out whether they can \u003ca href=\"http://www.mangahigh.com/en_us/games/flowerpowerlite\">make a living by growing flowers\u003c/a>, learn about their constitutional rights with the \u003ca href=\"http://www.icivics.org/\">Go to Court Game\u003c/a>, and so on.\u003c/p>\n\u003ch4>\u003cstrong>2. LEARNING LATIN\u003c/strong>.\u003c/h4>\n\u003cp>Teacher Kevin Ballestrini turned his introductory Latin class at Connecticut's Norwich Free Academy into an alternate reality with an \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-an-online-game-crack-the-code-to-language-learning/\">online video game\u003c/a>. The students' job: to save the world by joining a shadowy organization on a quest to find the Lapis Saeculōrum that was part of an Ancient Roman society. \"It's a mix of a role-playing game and an alternate reality game,\" Ballestrini says. Students play the role of Romans in a reconstruction of ancient Pompeii (or ancient Rome) and have to learn to think, act, create and write like a Roman in order to win the game. And those are the same goals of any introductory Latin course.\u003c/p>\n\u003ch4>\u003cstrong>3. REACHING STUDENTS. \u003c/strong>\u003c/h4>\n\u003cp>\u003cstrong>\u003c/strong>In Ramsey Musallam's A.P. Chemistry class at Sacred Heart Cathedral Preparatory in San Francisco, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/#more-21290\">cell phones are a natural extension\u003c/a> of the way he communicates with his students. As soon as kids walk in, Musallam sends out a text blast through \u003ca href=\"https://www.remind101.com/\">Remind101\u003c/a>, asking them a challenge question that's related to the day's lesson. \"First person to tell me the units on K for a second order reaction gets chocolate,\" he types and sends off. His students know he does this regularly, \u003c!--more-->so they're constantly anticipating the question during the day, in and out of class.\u003c/p>\n\u003cp>\"Sure, that's kind of cute,\" he says, admitting that it can be seen as gimmicky. \"But more importantly, in my mind that's saying, 'You're carrying around something that I can contact you with.' It's a fun ways to stay motivated in our day, which can be pretty dry sometimes. It's a chance to think about what we're learning outside the context of state testing.\"\u003c/p>\n\u003ch4>\u003cstrong>4. CREATIVE PLAY.\u003c/strong>\u003c/h4>\n\u003cp>The online game Minecraft allows players to build their own digital world, brick by digital brick. Players must scavenge for resources to build things -- mining for stone to build buildings, mining for coal to build fire. Teachers like to use Minecraft because it's a \"sandbox\" game -- it provides players nearly limitless freedom to build within it. As a player's skill develops, the game's complexity increases. Players can collaborate on building complex structures, use programming features to build contraptions, games, or compose music. \u003ca href=\"http://Minecraftteacher.net/\">Earlier this year\u003c/a>, two teachers, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/\">Santeri Koivisto and Joel Levin\u003c/a>, decided to make the online game Minecraft more accessible and to teachers and their classrooms. They joined forces to found \u003ca href=\"http://Minecraftedu.com/index.php\">MinecraftEdu\u003c/a>, which now offers a plug-in that enables teachers to tailor the software to individual curriculum.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_26248\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/case-studies-how-teachers-use-tech-to-support-learning/img_8535-2/\" rel=\"attachment wp-att-26248\">\u003cimg class=\"size-large wp-image-26248\" title=\"IMG_8535\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/IMG_8535-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Starting the year off with ideas on the best ways to use technology to support learning, Larry Ferlazzo collected an invaluable \u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2011/09/response_the_best_ways_to_use_tech_in_the_classroom.html\">list of criteria last year\u003c/a> from educators, to which he added more resources in his \u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/12/response_using_ed_tech_to_support_the_learning_process.html\">recent blog post for EdWeek\u003c/a>.Other posts in the series include \u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/12/response_using_ed_tech_to_create_deep_meaningful_experiences.html\">Using Ed Tech to Create Deep and Meaningful Experiences\u003c/a> and \u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/12/response_effective_ways_to_use_tech_in_the_classroom_--_part_three.html\">Effective Ways of Using Tech in the Classroom\u003c/a>. Here is MindShift's contribution to the collection of ideas.\u003c/p>\n\u003ch4>\u003cstrong>1. GAMES AND GROUP WORK. \u003c/strong>\u003c/h4>\n\u003cp>\u003cstrong>\u003c/strong>For those wondering what a game-based classroom looks like in a traditional school, take a peek into \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/can-learning-really-be-fun-and-games/\">Ananth Pai's third-grade class\u003c/a> in Parkview/Center Point Elementary school in Maplewood, Minnesota. Using his own money and grants that he applied for, Pai has managed to round up seven laptops, two desktops 11 Nintendo DS's, 18 games for math, reading, vocabulary, geography, and 21 digital voice recorders. Students' reading and math scores went from below average for third grade to mid-fourth-grade level. Students compete in games with other kids across the world, learn about fractions and decimals by \u003ca href=\"http://ma-gb-en-pr.whizz.com.s3.amazonaws.com/flash/ex/MA_GBR_0925CAx0100.swf\">riding a virtual ghost train\u003c/a>, for instance, work on their reading skills on sites like \u003ca href=\"http://www.raz-kids.com/main/Login\">Razkids\u003c/a>, figure out whether they can \u003ca href=\"http://www.mangahigh.com/en_us/games/flowerpowerlite\">make a living by growing flowers\u003c/a>, learn about their constitutional rights with the \u003ca href=\"http://www.icivics.org/\">Go to Court Game\u003c/a>, and so on.\u003c/p>\n\u003ch4>\u003cstrong>2. LEARNING LATIN\u003c/strong>.\u003c/h4>\n\u003cp>Teacher Kevin Ballestrini turned his introductory Latin class at Connecticut's Norwich Free Academy into an alternate reality with an \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-an-online-game-crack-the-code-to-language-learning/\">online video game\u003c/a>. The students' job: to save the world by joining a shadowy organization on a quest to find the Lapis Saeculōrum that was part of an Ancient Roman society. \"It's a mix of a role-playing game and an alternate reality game,\" Ballestrini says. Students play the role of Romans in a reconstruction of ancient Pompeii (or ancient Rome) and have to learn to think, act, create and write like a Roman in order to win the game. And those are the same goals of any introductory Latin course.\u003c/p>\n\u003ch4>\u003cstrong>3. REACHING STUDENTS. \u003c/strong>\u003c/h4>\n\u003cp>\u003cstrong>\u003c/strong>In Ramsey Musallam's A.P. Chemistry class at Sacred Heart Cathedral Preparatory in San Francisco, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/#more-21290\">cell phones are a natural extension\u003c/a> of the way he communicates with his students. As soon as kids walk in, Musallam sends out a text blast through \u003ca href=\"https://www.remind101.com/\">Remind101\u003c/a>, asking them a challenge question that's related to the day's lesson. \"First person to tell me the units on K for a second order reaction gets chocolate,\" he types and sends off. His students know he does this regularly, \u003c!--more-->so they're constantly anticipating the question during the day, in and out of class.\u003c/p>\n\u003cp>\"Sure, that's kind of cute,\" he says, admitting that it can be seen as gimmicky. \"But more importantly, in my mind that's saying, 'You're carrying around something that I can contact you with.' It's a fun ways to stay motivated in our day, which can be pretty dry sometimes. It's a chance to think about what we're learning outside the context of state testing.\"\u003c/p>\n\u003ch4>\u003cstrong>4. CREATIVE PLAY.\u003c/strong>\u003c/h4>\n\u003cp>The online game Minecraft allows players to build their own digital world, brick by digital brick. Players must scavenge for resources to build things -- mining for stone to build buildings, mining for coal to build fire. Teachers like to use Minecraft because it's a \"sandbox\" game -- it provides players nearly limitless freedom to build within it. As a player's skill develops, the game's complexity increases. Players can collaborate on building complex structures, use programming features to build contraptions, games, or compose music. \u003ca href=\"http://Minecraftteacher.net/\">Earlier this year\u003c/a>, two teachers, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/\">Santeri Koivisto and Joel Levin\u003c/a>, decided to make the online game Minecraft more accessible and to teachers and their classrooms. They joined forces to found \u003ca href=\"http://Minecraftedu.com/index.php\">MinecraftEdu\u003c/a>, which now offers a plug-in that enables teachers to tailor the software to individual curriculum.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/blended-learning.jpg\" alt=\"blended-learning\" width=\"640\" height=\"360\" class=\"size-full wp-image-30709\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/blended-learning.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/blended-learning-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/blended-learning-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\n\u003cp class=\"dropcap-serif\">When it comes to language arts, the jury's still out on the quality and effectiveness of the available software. Some schools are investing and experimenting with different products, with mixed results, while others are working with free available web 2.0 tools. Here are two case studies examining each approach.\u003c/p>\n\u003ch4>\u003cstrong>THE SOFTWARE APPROACH\u003c/strong>\u003c/h4>\n\u003cp>\u003ca href=\"http://www.firstlineschools.org/our-approach.html\">Firstline Schools\u003c/a>, a public charter school company in New Orleans operating five schools, has aggressively pursued blended learning with hopes to help students who have fallen behind -- especially after the devastating effects on schooling after Hurricane Katrina.\u003c/p>\n\u003cp>“We can’t imagine going back to a traditional model,” said Chris Liang-Vergara, director of instructional technology for personalized learning at Firstline. “It seems crazy with the amount of differentiation we need.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Firstline uses \u003ca href=\"http://www.achieve3000.com/\">Achieve3000\u003c/a> in some schools, a program that allows students to read a nonfiction\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“The biggest issue I still see is that people are still trying to break it down when\u003cbr>\nit needs to be combined.”\u003c/p>\n\u003c/aside>\n\u003cp>article everyday and answer questions related to it. But the program is dry, according to Liang-Vergara, and it can seem random and disconnected to the rest of what students are doing in class. He says he’s seen it used well, but usually by experienced teachers who are empowered to use it for the best kind of differentiation. If the teacher takes the time to search the Achieve300 database for nonfiction articles that are relevant to other class work, discusses them, and wraps them into the curriculum that works best. And the software does provide differentiation, increasing the difficulty of vocabulary and sentence structure as a reader progresses.\u003c/p>\n\u003cp>“When you show it to any experienced teacher, they get very excited because they think about how much time they'll save and how much information can be at their fingertips,” said Liang-\u003c!--more-->Vergara. It’s easier for the teacher to see what the student has learned and whether their reading comprehension skills are improving, while saving her grading time.\u003c/p>\n\u003cp>Overall, Liang-Vergara hasn’t seen the success in language arts blended learning that he’d hoped for and Firstline schools have scaled back the amount of time they use digital tools in English class. Liang-Vergara admitted that some schools have stopped using Achieve3000 partly because kids were quickly bored by it.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED: \u003c/strong>\u003c/span>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/whats-the-best-way-of-using-computers-in-schools/\">To Make Blended Learning Work, Teacher Try Different Tactics\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>“The biggest issue I still see is that people are still trying to break it down when\u003cbr>\nit needs to be combined,” Liang-Vergara said. Learning to read and write requires many complimentary skills working in unison and offering a program that addresses just one skill doesn’t work as well to promote literacy as whole. Vocabulary in a text contributes to understanding meaning, literary structures give it depth, and non-fiction works about the subject matter help deepen understanding. These things can’t be parsed and require frequent back and forth with the teacher.\u003c/p>\n\u003cp>Still, Liang-Vergara says some software has proven more successful – like \u003ca href=\"http://www.vocabjourney.com/\">Vocab Journey\u003c/a>, which puts words in context and uses pictures and gamification to make learning new words fun. Even putting a small portion of assessment online saves teachers time, a big factor in English classes where teachers have to grade writing. “English teachers spend so much time on assessment that it causes them not to assign much work because they know they’ll have to correct all of it,” said Liang-Vergara. Removing some of that burden with programs like Achieve3000 or Vocab Journey allows them more time for one-on-one instruction.\u003c/p>\n\u003cp>Liang-Vergara says software developers he's spoken to at conferences aren't as interested in working on innovations in language arts software as they are in math. He believes the whole market has a lot of growing to do.\u003c/p>\n\u003ch4>\u003cstrong>THE WEB 2.0 APPROACH\u003c/strong>\u003c/h4>\n\u003cp>For Catlin Tucker, a high school teacher in Winsor, Calif., her school has not focused on blended learning the way Firstline has, partly because the cost of software and infrastructure has been a barrier. Even if she had the choice, though, she would not use what she refers to as \"canned content.\" Instead, she started integrating technology naturally into her classroom on an experimental basis using free web tools.\u003c/p>\n\u003cp>Tucker started off by trying to improve her students’ communication skills both online and in-person by using the free online platform \u003ca href=\"http://www.collaborizeclassroom.com/>\">Collaborize Classroom\u003c/a>, which offers more tools than an average discussion board. The online discussion, debate, and collaboration replaced homework, with assignments like posting a response to the discussion topic and responding to three peers. “It was interesting to see students who don’t engage verbally with their peers be super engaged in the online space,” Tucker said. Once those students found an online voice, she said they participated more in class discussions too.\u003c/p>\n\u003cp>She also realized that just because students have been exposed to technology at young ages and use it often doesn’t mean they know how to have an appropriate online discussion, a skill Tucker knows they need.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“This is so much more creative, inventive and exciting. As a teacher I am so much more energized.”\u003c/p>\n\u003c/aside>\n\u003cp>With the success of Collaborize Classroom, Tucker began to slowly integrate her classroom time with online spaces, making the transitions fluid with a clear focus on the learning goal, not the technology. She might start a discussion in class, extend it online, require collaboration through Google docs, deepen an understanding of the topic through a \u003ca href=\"http://ed.ted.com/\">TED-Ed\u003c/a> video, then pull it back into the classroom with extension activities.\u003c/p>\n\u003cp>For example, her vocabulary lessons -- one of the few areas where she still found herself lecturing, and a necessary part of any English class -- have been transformed. She now starts out by having students look at words in context and predict what they mean. Then they go home and watch Tucker’s video lecture. When they come back to class, they use mobile devices to find synonyms and antonyms, then go home and incorporate them into poems or stories. They share their work online, the class votes and the winner gets to read aloud in class. Suddenly vocabulary, a traditionally dull aspect of English class has some spice and students find a personal connection to the words they're using.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED:\u003c/span>\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/how-teachers-mix-online-math-with-classroom-instruction/\">How Teachers Mix Online Math With Classroom Instruction\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>Tucker doesn’t teach in a wealthy school district where every student has access to a smartphone and a home computer. But if there’s one phone for every three to four students, the activity can still work. And, she doesn’t allow home computer access to become an excuse not to participate – instead she connects her students to free online resources in town.\u003c/p>\n\u003cp>This blended teaching style has completely changed Tucker’s classroom. “So much of my creative energy was being drained by managing the paper load,” Tucker said. “Now I read their online discussions, I see how they're engaging in that space, but I’m not the only one giving feedback; they're getting it from their peers too.” And while teaching this way doesn’t make her job easier, she's more engaged too. “This is so much more creative, inventive and exciting,” she said. “As a teacher I am so much more energized.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>And she’s assigning more work than ever before. “Everything that happens online requires that they're reading and writing as well as thinking critically, so all these different skills are being developed,” said Tucker. For her, blended learning is a good way to get away from collecting and disseminating information, instead helping students discover it on their own.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/blended-learning.jpg\" alt=\"blended-learning\" width=\"640\" height=\"360\" class=\"size-full wp-image-30709\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/blended-learning.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/blended-learning-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/blended-learning-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\n\u003cp class=\"dropcap-serif\">When it comes to language arts, the jury's still out on the quality and effectiveness of the available software. Some schools are investing and experimenting with different products, with mixed results, while others are working with free available web 2.0 tools. Here are two case studies examining each approach.\u003c/p>\n\u003ch4>\u003cstrong>THE SOFTWARE APPROACH\u003c/strong>\u003c/h4>\n\u003cp>\u003ca href=\"http://www.firstlineschools.org/our-approach.html\">Firstline Schools\u003c/a>, a public charter school company in New Orleans operating five schools, has aggressively pursued blended learning with hopes to help students who have fallen behind -- especially after the devastating effects on schooling after Hurricane Katrina.\u003c/p>\n\u003cp>“We can’t imagine going back to a traditional model,” said Chris Liang-Vergara, director of instructional technology for personalized learning at Firstline. “It seems crazy with the amount of differentiation we need.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Firstline uses \u003ca href=\"http://www.achieve3000.com/\">Achieve3000\u003c/a> in some schools, a program that allows students to read a nonfiction\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“The biggest issue I still see is that people are still trying to break it down when\u003cbr>\nit needs to be combined.”\u003c/p>\n\u003c/aside>\n\u003cp>article everyday and answer questions related to it. But the program is dry, according to Liang-Vergara, and it can seem random and disconnected to the rest of what students are doing in class. He says he’s seen it used well, but usually by experienced teachers who are empowered to use it for the best kind of differentiation. If the teacher takes the time to search the Achieve300 database for nonfiction articles that are relevant to other class work, discusses them, and wraps them into the curriculum that works best. And the software does provide differentiation, increasing the difficulty of vocabulary and sentence structure as a reader progresses.\u003c/p>\n\u003cp>“When you show it to any experienced teacher, they get very excited because they think about how much time they'll save and how much information can be at their fingertips,” said Liang-\u003c!--more-->Vergara. It’s easier for the teacher to see what the student has learned and whether their reading comprehension skills are improving, while saving her grading time.\u003c/p>\n\u003cp>Overall, Liang-Vergara hasn’t seen the success in language arts blended learning that he’d hoped for and Firstline schools have scaled back the amount of time they use digital tools in English class. Liang-Vergara admitted that some schools have stopped using Achieve3000 partly because kids were quickly bored by it.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cspan style=\"color: #808080\">\u003cstrong>[RELATED: \u003c/strong>\u003c/span>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/whats-the-best-way-of-using-computers-in-schools/\">To Make Blended Learning Work, Teacher Try Different Tactics\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>“The biggest issue I still see is that people are still trying to break it down when\u003cbr>\nit needs to be combined,” Liang-Vergara said. Learning to read and write requires many complimentary skills working in unison and offering a program that addresses just one skill doesn’t work as well to promote literacy as whole. Vocabulary in a text contributes to understanding meaning, literary structures give it depth, and non-fiction works about the subject matter help deepen understanding. These things can’t be parsed and require frequent back and forth with the teacher.\u003c/p>\n\u003cp>Still, Liang-Vergara says some software has proven more successful – like \u003ca href=\"http://www.vocabjourney.com/\">Vocab Journey\u003c/a>, which puts words in context and uses pictures and gamification to make learning new words fun. Even putting a small portion of assessment online saves teachers time, a big factor in English classes where teachers have to grade writing. “English teachers spend so much time on assessment that it causes them not to assign much work because they know they’ll have to correct all of it,” said Liang-Vergara. Removing some of that burden with programs like Achieve3000 or Vocab Journey allows them more time for one-on-one instruction.\u003c/p>\n\u003cp>Liang-Vergara says software developers he's spoken to at conferences aren't as interested in working on innovations in language arts software as they are in math. He believes the whole market has a lot of growing to do.\u003c/p>\n\u003ch4>\u003cstrong>THE WEB 2.0 APPROACH\u003c/strong>\u003c/h4>\n\u003cp>For Catlin Tucker, a high school teacher in Winsor, Calif., her school has not focused on blended learning the way Firstline has, partly because the cost of software and infrastructure has been a barrier. Even if she had the choice, though, she would not use what she refers to as \"canned content.\" Instead, she started integrating technology naturally into her classroom on an experimental basis using free web tools.\u003c/p>\n\u003cp>Tucker started off by trying to improve her students’ communication skills both online and in-person by using the free online platform \u003ca href=\"http://www.collaborizeclassroom.com/>\">Collaborize Classroom\u003c/a>, which offers more tools than an average discussion board. The online discussion, debate, and collaboration replaced homework, with assignments like posting a response to the discussion topic and responding to three peers. “It was interesting to see students who don’t engage verbally with their peers be super engaged in the online space,” Tucker said. Once those students found an online voice, she said they participated more in class discussions too.\u003c/p>\n\u003cp>She also realized that just because students have been exposed to technology at young ages and use it often doesn’t mean they know how to have an appropriate online discussion, a skill Tucker knows they need.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“This is so much more creative, inventive and exciting. As a teacher I am so much more energized.”\u003c/p>\n\u003c/aside>\n\u003cp>With the success of Collaborize Classroom, Tucker began to slowly integrate her classroom time with online spaces, making the transitions fluid with a clear focus on the learning goal, not the technology. She might start a discussion in class, extend it online, require collaboration through Google docs, deepen an understanding of the topic through a \u003ca href=\"http://ed.ted.com/\">TED-Ed\u003c/a> video, then pull it back into the classroom with extension activities.\u003c/p>\n\u003cp>For example, her vocabulary lessons -- one of the few areas where she still found herself lecturing, and a necessary part of any English class -- have been transformed. She now starts out by having students look at words in context and predict what they mean. Then they go home and watch Tucker’s video lecture. When they come back to class, they use mobile devices to find synonyms and antonyms, then go home and incorporate them into poems or stories. They share their work online, the class votes and the winner gets to read aloud in class. Suddenly vocabulary, a traditionally dull aspect of English class has some spice and students find a personal connection to the words they're using.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cem>\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED:\u003c/span>\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/how-teachers-mix-online-math-with-classroom-instruction/\">How Teachers Mix Online Math With Classroom Instruction\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>Tucker doesn’t teach in a wealthy school district where every student has access to a smartphone and a home computer. But if there’s one phone for every three to four students, the activity can still work. And, she doesn’t allow home computer access to become an excuse not to participate – instead she connects her students to free online resources in town.\u003c/p>\n\u003cp>This blended teaching style has completely changed Tucker’s classroom. “So much of my creative energy was being drained by managing the paper load,” Tucker said. “Now I read their online discussions, I see how they're engaging in that space, but I’m not the only one giving feedback; they're getting it from their peers too.” And while teaching this way doesn’t make her job easier, she's more engaged too. “This is so much more creative, inventive and exciting,” she said. “As a teacher I am so much more energized.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>http://youtu.be/hOsRkCFfsjo\u003c/p>\n\u003cp class=\"dropcap-serif\">\u003ca href=\"http://www.rsed.org\">Rocketship Schools\u003c/a> in the Bay Area have been one of the trailblazers in the ever-changing landscape of blended learning. Located in low-income neighborhoods, the schools' Learning Labs -- where students spend up to 90 minutes a day on computers working on math and literacy software -- has been one of its defining characteristics.\u003c/p>\n\u003cp>But this model isn't working, some Rocketship teachers say, and because it's a charter school network with evolving systems, it may soon be changing, \u003ca href=\"http://www.pbs.org/newshour/bb/education/july-dec12/rocket_12-28.html\">according to this PBS Newshour story\u003c/a>.\u003c/p>\n\u003cp>\"There's definitely an aspect of us kind of not knowing enough about what's going on in learning lab to be able to use that in our classrooms,\" said teacher Judy Lavi.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\"\u003c/strong>We don't yet get data that says, OK, teach this differently tomorrow because of what happened here. And that is -- that is a frustration point,\" said teacher Andrew Elliott-Chandler.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Adam Nadeau, principal of Rocketship Mosaic Elementary, says he doesn't think the Learning Lab model will continue next year. And Elliott-Chandler sees a different function for the computers.\u003c/p>\n\u003cp>\"Next year, we're thinking of bringing the computers back to the classrooms and the kids back to \u003c!--more-->the classrooms,\" he said.\u003c/p>\n\u003cp>But what will that mean for the cost-savings the Learning Labs have so far brought the charter school network?\u003c/p>\n\u003cp>Rocketship is being closely watched by those both inside and outside education circles. The network's laser focus and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/focus-on-assessments-fuels-rocketships-goals/\">success in achieving high scores\u003c/a> by its low-income students, and its resistance to teacher unions, has caught the attention of states across the country.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>So far, New Orleans, Nashville, Indianapolis, and Memphis have all approved charters for Rocketship schools to be built and CEO John Danner hopes to open 46 schools in the next five years, and eventually having a million students.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/hOsRkCFfsjo'\n title='//www.youtube.com/embed/hOsRkCFfsjo'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp class=\"dropcap-serif\">\u003ca href=\"http://www.rsed.org\">Rocketship Schools\u003c/a> in the Bay Area have been one of the trailblazers in the ever-changing landscape of blended learning. Located in low-income neighborhoods, the schools' Learning Labs -- where students spend up to 90 minutes a day on computers working on math and literacy software -- has been one of its defining characteristics.\u003c/p>\n\u003cp>But this model isn't working, some Rocketship teachers say, and because it's a charter school network with evolving systems, it may soon be changing, \u003ca href=\"http://www.pbs.org/newshour/bb/education/july-dec12/rocket_12-28.html\">according to this PBS Newshour story\u003c/a>.\u003c/p>\n\u003cp>\"There's definitely an aspect of us kind of not knowing enough about what's going on in learning lab to be able to use that in our classrooms,\" said teacher Judy Lavi.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\"\u003c/strong>We don't yet get data that says, OK, teach this differently tomorrow because of what happened here. And that is -- that is a frustration point,\" said teacher Andrew Elliott-Chandler.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Adam Nadeau, principal of Rocketship Mosaic Elementary, says he doesn't think the Learning Lab model will continue next year. And Elliott-Chandler sees a different function for the computers.\u003c/p>\n\u003cp>\"Next year, we're thinking of bringing the computers back to the classrooms and the kids back to \u003c!--more-->the classrooms,\" he said.\u003c/p>\n\u003cp>But what will that mean for the cost-savings the Learning Labs have so far brought the charter school network?\u003c/p>\n\u003cp>Rocketship is being closely watched by those both inside and outside education circles. The network's laser focus and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/focus-on-assessments-fuels-rocketships-goals/\">success in achieving high scores\u003c/a> by its low-income students, and its resistance to teacher unions, has caught the attention of states across the country.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>So far, New Orleans, Nashville, Indianapolis, and Memphis have all approved charters for Rocketship schools to be built and CEO John Danner hopes to open 46 schools in the next five years, and eventually having a million students.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "2012 Ed Tech Trends: Insights From Insiders",
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"content": "\u003cp class=\"dropcap-serif\">At the end of the year, pundits love to share their versions of summarized lists of what was hot in ed tech in 2012. In addition to the obvious -- Common Core curriculum and assessments, games in learning, consumer tech in education -- there are others that may be more subtle or even counter-intuitive.\u003c/p>\n\u003cp>Here are five, drawn from first-hand observation at major 2012 industry conferences ranging from the more traditional Association of Educational Publishers’ and Association of American Publishers’\u003ca href=\"http://www.contentincontext.org/\"> Content in Context \u003c/a>to the edgy \u003ca href=\"http://sxswedu.com/\">SXSWedu\u003c/a> event in Austin. These represent one perspective of what the education industry itself is seeing, cutting across individual conferences and events.\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv id=\"attachment_25839\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/remiforall/4869519971/sizes/m/in/photostream//?attachment_id=25839\">\u003cimg class=\"size-medium wp-image-25839\" title=\"OLYMPUS DIGITAL CAMERA\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/4869519971_4104e85f65-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:remiforall\u003c/p>\n\u003c/div>\n\u003ch4>\u003cstrong>1. PAPER IS NOT DEAD\u003c/strong>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>\u003c/strong>While digital is firing up imaginations and well-equipped classrooms, paper is still the pervasive medium of choice. Digital instruction is simply finally achieving equal billing for serious consideration and state and federal funding. Despite this year’s \u003ca href=\"http://www.fcc.gov/document/fcc-chairman-and-ed-sec-discuss-digital-textbooks-edtech-leaders\">declaration \u003c/a>from the FCC and U.S. Department of Education that the industry should replace paper with digital textbooks by 2017, financial and technical hurdles remain.\u003c/p>\n\u003cp style=\"padding-left: 30px\">For example, one high-profile Open Educational Resources \u003ca href=\"http://www.slideshare.net/opencontent/the-5-texbook\">pilot \u003c/a>in Utah uses digital resources to create paper high school science textbooks -- at an attractive per-copy price of about five dollars, versus $80 for commercial texts. Why paper? David Wiley of Brigham Young University explained at SXSWedu that the digital device cost per student was high and much of the benefit could be derived in how the material was customized, taking advantage of paper’s “unlimited battery life.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"padding-left: 30px\">Technical concerns were front-and-center at a Consortium for School Networking/SIIA \u003ca href=\"http://www.cosn.org/Events/FeedbackFocusGroups/tabid/4638/Default.aspx\">Feedback Forum\u003c/a> held with district and state officials during the \u003ca href=\"http://www.isteconference.org/2012/\">ISTE 2012\u003c/a> conference. While WiFi and devices may exist in a school district, distribution can be lumpy, creating hurdles to smooth implementation. “We have schools that are one hundred percent textbook, and schools that are fully digital -- a broad spectrum,” said a Louisiana-based tech coordinator.\u003c/p>\n\u003cp style=\"padding-left: 30px\">It is, one administrator from a California district noted, the last mile Internet connection into schools and even individual classrooms “where things get interesting.” Which renders paper \u003c!--more-->as a cheap, convenient delivery mechanism, a good option -- for now.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003ch4>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/2012-ed-tech-trends-insights-from-insiders/colleges2-4/\" rel=\"attachment wp-att-25841\">\u003cimg class=\"alignright size-medium wp-image-25841\" title=\"colleges2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/colleges2-300x166.jpg\" alt=\"\" width=\"300\" height=\"166\">\u003c/a>2. MOOCs AND BLENDED LEARNING FLOURISH\u003c/h4>\n\u003cp style=\"padding-left: 30px\">Perhaps the\u003ca href=\"http://hackeducation.com/2012/12/03/top-ed-tech-trends-of-2012-moocs/\"> most-covered trend \u003c/a>in 2012 is the MOOC movement -- \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mooc/\">Massively Open Online Courses \u003c/a>in higher education -- so pervasive it is now also getting noticed at K-12-focused events. Investors and media are paying close attention to Coursera, edX, Udacity, and other major players. But the attention paid to the newest MOOCs seemed to overshadow awareness of the progress being made in another online instructional area: K-12 web-only and blended learning.\u003c/p>\n\u003cp style=\"padding-left: 30px\">When it comes to blended learning, one of the biggest challenges this year echoed at ed-tech conferences was agreeing on a clear definition. The Innosight Institute in 2012 simplified its original 40 blended learning profiles to a more manageable number -- four models. Perhaps symptomatic of the need for clarity, at one event a representative of a well-known education company\u003ca href=\"https://www.edsurge.com/n/who-invented-blended-learning\"> claimed \u003c/a> it had “invented” blended learning because its reading intervention software existed on computers years ago.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003cdiv id=\"attachment_25842\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/opethpainter/3419418246/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-25842\" title=\"3419418246_7671451850\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/3419418246_7671451850-300x190.jpg\" alt=\"\" width=\"300\" height=\"190\">\u003c/a>\u003c/div>\n\u003ch4>\u003cstrong>3. MALLS, CHURCHES, BUSES: SCHOOL IS EVERYWHERE \u003c/strong>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">Online learning aside, the physical definition of “school” and its borders are noticeably expanding, and not just to the home.\u003c/p>\n\u003cp style=\"padding-left: 30px\">At the \u003ca href=\"http://www.schooldata.com/ednetagenda.asp\">EdNET 2012\u003c/a> conference, online program manager Gloria L. Keaton of Annapolis Road Academy in Prince George’s County Public Schools, MD, noted that online learning labs don’t have to be in school buildings. “Let’s have a lab in a shopping mall. Kids go there. Teachers go there.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">An administrator from Arizona, speaking at the CoSN/SIIA Feedback Forum, said his district started putting WiFi on buses because kids have an hour-and-a-half ride each way. At that same session, a Chicago-area district official said his schools were working with malls and other public areas to install WiFi for students to use while studying. And a Louisiana tech coordinator said churches, as gathering places, are putting in WiFi to become community centers for studying.\u003c/p>\n\u003cp style=\"padding-left: 30px\">Summed up the CoSN/SIIA facilitator: “The last mile (for school Internet access) is changing. But you’re not responsible for that last mile.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003ch4>\u003cstrong>4.\u003c/strong>\u003cstrong> MOBILE AND BYOD: THE CLASH OF REALITY AND POTENTIAL\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>\u003c/strong>Discussion of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">mobile devices\u003c/a> -- school or student-owned -- was a huge topic of conversation in 2012. (Check out \u003ca href=\"http://www.zdnet.com/blog/sap/chart-top-100-ipad-rollouts-by-enterprises-and-schools-updated-oct-16-2012/1274\">ZDNet's post tracking iPad adoption.\u003c/a>)\u003c/p>\n\u003cp style=\"padding-left: 30px\">But as with infrastructure, reality lagged behind enthusiasm. Flybridge Capital’s Matt Witheiler opined at SIIA’s \u003ca href=\"http://www.siia.net/etbf/2012/schedule.asp\">Ed Tech Business Forum\u003c/a> that mobile education was “under-invested.” At the CoSN/SIIA Feedback Forum, one Oklahoma district tech said he passed out iPads to all teachers on the first day of school, but “a month later all the teachers were complaining they couldn’t get online when they wanted.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">As to students bringing their own devices? It’s a misconception that BYOD is a common policy, said Peter DeWitt, principal of Poestenkill Elementary School in upstate New York and a popular \u003ca href=\"http://blogs.edweek.org/edweek/finding_common_ground/\">ed-tech blogger\u003c/a>, at EdNET 2012. With pressures of Common Core curriculum, teacher evaluations, new tests and other higher priorities sucking all the time out of the school day, “I don’t think schools are prepared for BYOD. I want them to be,” he said. Issues include teacher control, teaching kids to use their devices on school properly, infrastructure and number of tech support staff.\u003c/p>\n\u003cp style=\"padding-left: 30px\">On the plus side, “The iPad has been one of the elements of seismic change, because of how it opened people’s minds,” said David Straus, vice president of product at Kno at the \u003ca href=\"http://siia.net/etis/2012/\">SIIA Ed Tech Industry Summit\u003c/a>.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003ch4>\u003cstrong>5. FLOOD OF MONEY CHASING ED TECH\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">This year saw so much investor, startup and news media attention paid to ed tech, that by this fall whispers began about the \u003ca href=\"http://www.geekwire.com/2012/coming-tech-bubble-education/\">potential of a bubble\u003c/a>, one that might drag teachers and students who depend on the latest products down with the overheated companies should it pop.\u003c/p>\n\u003cp style=\"padding-left: 30px\">At year’s end the whispers had become chatter as investors met with the industry at the SIIA Ed Tech Business Forum in New York City. “There’s more money than talent,” said City Light Capital’s\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“The startup end of the space is extremely over-inflated.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003c/p>\u003c/aside>\n\n\u003cp style=\"padding-left: 30px\">Josh Cohen, bluntly stating a common attitude. He added that while his firm has invested in higher education, it has “been looking to do a K-12 deal since 2004 and still haven’t found the right one.” Overall, Chief Strategy Officer Diana Rhoten of Amplify observed, “The startup end of the space is extremely over-inflated.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">As for the traditional educational publishers, only Pearson is an active strategic investor among the major players, according to Baran Rosen of Whitestone Communications. Others, such as Houghton Mifflin Harcourt and McGraw-Hill, “have fallen behind” due to internal issues, flagging sales and other distractions. But Rosen noted investors view the appeal of education as huge, “second only to health care” in size.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003ch4>\u003cstrong>MISCELLANY\u003c/strong>\u003c/h4>\n\u003cp>Finally, there’s the trend category of \"lots of talk,\" nascent widespread adoption. Big or portable education data is not quite there yet, but there’s been lots of promising activity with the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/how-will-student-data-be-used/\">Shared Learning Collaborative\u003c/a> and the U.S. Department of Education’s \u003ca href=\"http://www.ed.gov/edblogs/technology/mydata/\">MyData\u003c/a> initiative. The maker movement is cool, but hardly ubiquitous in most traditional K-12 schools. Digital badges for informal (and some formal) learning trumpeted by \u003ca href=\"http://openbadges.org/en-US/\">Mozilla Open Badges\u003c/a> and the MacArthur Foundation are still in early development stages.\u003c/p>\n\u003cp>There’s just one caveat about trying to divine trends from these half-dozen events. As Justin Serrano, President of Kaplan K12 Learning Services, quipped at the Software and Information Industry Association’s Ed Tech Industry Summit last spring, “Sometimes these conferences are a little bit like a Dead show. You see the same people moving from one to another.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Frank Catalano is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes a column for \u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>. He attended every event listed here, and even spoke at a few of them.\u003c/em>\u003cem>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"dropcap-serif\">At the end of the year, pundits love to share their versions of summarized lists of what was hot in ed tech in 2012. In addition to the obvious -- Common Core curriculum and assessments, games in learning, consumer tech in education -- there are others that may be more subtle or even counter-intuitive.\u003c/p>\n\u003cp>Here are five, drawn from first-hand observation at major 2012 industry conferences ranging from the more traditional Association of Educational Publishers’ and Association of American Publishers’\u003ca href=\"http://www.contentincontext.org/\"> Content in Context \u003c/a>to the edgy \u003ca href=\"http://sxswedu.com/\">SXSWedu\u003c/a> event in Austin. These represent one perspective of what the education industry itself is seeing, cutting across individual conferences and events.\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv id=\"attachment_25839\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/remiforall/4869519971/sizes/m/in/photostream//?attachment_id=25839\">\u003cimg class=\"size-medium wp-image-25839\" title=\"OLYMPUS DIGITAL CAMERA\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/4869519971_4104e85f65-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:remiforall\u003c/p>\n\u003c/div>\n\u003ch4>\u003cstrong>1. PAPER IS NOT DEAD\u003c/strong>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>\u003c/strong>While digital is firing up imaginations and well-equipped classrooms, paper is still the pervasive medium of choice. Digital instruction is simply finally achieving equal billing for serious consideration and state and federal funding. Despite this year’s \u003ca href=\"http://www.fcc.gov/document/fcc-chairman-and-ed-sec-discuss-digital-textbooks-edtech-leaders\">declaration \u003c/a>from the FCC and U.S. Department of Education that the industry should replace paper with digital textbooks by 2017, financial and technical hurdles remain.\u003c/p>\n\u003cp style=\"padding-left: 30px\">For example, one high-profile Open Educational Resources \u003ca href=\"http://www.slideshare.net/opencontent/the-5-texbook\">pilot \u003c/a>in Utah uses digital resources to create paper high school science textbooks -- at an attractive per-copy price of about five dollars, versus $80 for commercial texts. Why paper? David Wiley of Brigham Young University explained at SXSWedu that the digital device cost per student was high and much of the benefit could be derived in how the material was customized, taking advantage of paper’s “unlimited battery life.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px\">Technical concerns were front-and-center at a Consortium for School Networking/SIIA \u003ca href=\"http://www.cosn.org/Events/FeedbackFocusGroups/tabid/4638/Default.aspx\">Feedback Forum\u003c/a> held with district and state officials during the \u003ca href=\"http://www.isteconference.org/2012/\">ISTE 2012\u003c/a> conference. While WiFi and devices may exist in a school district, distribution can be lumpy, creating hurdles to smooth implementation. “We have schools that are one hundred percent textbook, and schools that are fully digital -- a broad spectrum,” said a Louisiana-based tech coordinator.\u003c/p>\n\u003cp style=\"padding-left: 30px\">It is, one administrator from a California district noted, the last mile Internet connection into schools and even individual classrooms “where things get interesting.” Which renders paper \u003c!--more-->as a cheap, convenient delivery mechanism, a good option -- for now.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003ch4>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/2012-ed-tech-trends-insights-from-insiders/colleges2-4/\" rel=\"attachment wp-att-25841\">\u003cimg class=\"alignright size-medium wp-image-25841\" title=\"colleges2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/colleges2-300x166.jpg\" alt=\"\" width=\"300\" height=\"166\">\u003c/a>2. MOOCs AND BLENDED LEARNING FLOURISH\u003c/h4>\n\u003cp style=\"padding-left: 30px\">Perhaps the\u003ca href=\"http://hackeducation.com/2012/12/03/top-ed-tech-trends-of-2012-moocs/\"> most-covered trend \u003c/a>in 2012 is the MOOC movement -- \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mooc/\">Massively Open Online Courses \u003c/a>in higher education -- so pervasive it is now also getting noticed at K-12-focused events. Investors and media are paying close attention to Coursera, edX, Udacity, and other major players. But the attention paid to the newest MOOCs seemed to overshadow awareness of the progress being made in another online instructional area: K-12 web-only and blended learning.\u003c/p>\n\u003cp style=\"padding-left: 30px\">When it comes to blended learning, one of the biggest challenges this year echoed at ed-tech conferences was agreeing on a clear definition. The Innosight Institute in 2012 simplified its original 40 blended learning profiles to a more manageable number -- four models. Perhaps symptomatic of the need for clarity, at one event a representative of a well-known education company\u003ca href=\"https://www.edsurge.com/n/who-invented-blended-learning\"> claimed \u003c/a> it had “invented” blended learning because its reading intervention software existed on computers years ago.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003cdiv id=\"attachment_25842\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/opethpainter/3419418246/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-25842\" title=\"3419418246_7671451850\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/3419418246_7671451850-300x190.jpg\" alt=\"\" width=\"300\" height=\"190\">\u003c/a>\u003c/div>\n\u003ch4>\u003cstrong>3. MALLS, CHURCHES, BUSES: SCHOOL IS EVERYWHERE \u003c/strong>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">Online learning aside, the physical definition of “school” and its borders are noticeably expanding, and not just to the home.\u003c/p>\n\u003cp style=\"padding-left: 30px\">At the \u003ca href=\"http://www.schooldata.com/ednetagenda.asp\">EdNET 2012\u003c/a> conference, online program manager Gloria L. Keaton of Annapolis Road Academy in Prince George’s County Public Schools, MD, noted that online learning labs don’t have to be in school buildings. “Let’s have a lab in a shopping mall. Kids go there. Teachers go there.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">An administrator from Arizona, speaking at the CoSN/SIIA Feedback Forum, said his district started putting WiFi on buses because kids have an hour-and-a-half ride each way. At that same session, a Chicago-area district official said his schools were working with malls and other public areas to install WiFi for students to use while studying. And a Louisiana tech coordinator said churches, as gathering places, are putting in WiFi to become community centers for studying.\u003c/p>\n\u003cp style=\"padding-left: 30px\">Summed up the CoSN/SIIA facilitator: “The last mile (for school Internet access) is changing. But you’re not responsible for that last mile.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003ch4>\u003cstrong>4.\u003c/strong>\u003cstrong> MOBILE AND BYOD: THE CLASH OF REALITY AND POTENTIAL\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>\u003c/strong>Discussion of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">mobile devices\u003c/a> -- school or student-owned -- was a huge topic of conversation in 2012. (Check out \u003ca href=\"http://www.zdnet.com/blog/sap/chart-top-100-ipad-rollouts-by-enterprises-and-schools-updated-oct-16-2012/1274\">ZDNet's post tracking iPad adoption.\u003c/a>)\u003c/p>\n\u003cp style=\"padding-left: 30px\">But as with infrastructure, reality lagged behind enthusiasm. Flybridge Capital’s Matt Witheiler opined at SIIA’s \u003ca href=\"http://www.siia.net/etbf/2012/schedule.asp\">Ed Tech Business Forum\u003c/a> that mobile education was “under-invested.” At the CoSN/SIIA Feedback Forum, one Oklahoma district tech said he passed out iPads to all teachers on the first day of school, but “a month later all the teachers were complaining they couldn’t get online when they wanted.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">As to students bringing their own devices? It’s a misconception that BYOD is a common policy, said Peter DeWitt, principal of Poestenkill Elementary School in upstate New York and a popular \u003ca href=\"http://blogs.edweek.org/edweek/finding_common_ground/\">ed-tech blogger\u003c/a>, at EdNET 2012. With pressures of Common Core curriculum, teacher evaluations, new tests and other higher priorities sucking all the time out of the school day, “I don’t think schools are prepared for BYOD. I want them to be,” he said. Issues include teacher control, teaching kids to use their devices on school properly, infrastructure and number of tech support staff.\u003c/p>\n\u003cp style=\"padding-left: 30px\">On the plus side, “The iPad has been one of the elements of seismic change, because of how it opened people’s minds,” said David Straus, vice president of product at Kno at the \u003ca href=\"http://siia.net/etis/2012/\">SIIA Ed Tech Industry Summit\u003c/a>.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003ch4>\u003cstrong>5. FLOOD OF MONEY CHASING ED TECH\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp style=\"padding-left: 30px\">This year saw so much investor, startup and news media attention paid to ed tech, that by this fall whispers began about the \u003ca href=\"http://www.geekwire.com/2012/coming-tech-bubble-education/\">potential of a bubble\u003c/a>, one that might drag teachers and students who depend on the latest products down with the overheated companies should it pop.\u003c/p>\n\u003cp style=\"padding-left: 30px\">At year’s end the whispers had become chatter as investors met with the industry at the SIIA Ed Tech Business Forum in New York City. “There’s more money than talent,” said City Light Capital’s\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“The startup end of the space is extremely over-inflated.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003c/p>\u003c/aside>\n\n\u003cp style=\"padding-left: 30px\">Josh Cohen, bluntly stating a common attitude. He added that while his firm has invested in higher education, it has “been looking to do a K-12 deal since 2004 and still haven’t found the right one.” Overall, Chief Strategy Officer Diana Rhoten of Amplify observed, “The startup end of the space is extremely over-inflated.”\u003c/p>\n\u003cp style=\"padding-left: 30px\">As for the traditional educational publishers, only Pearson is an active strategic investor among the major players, according to Baran Rosen of Whitestone Communications. Others, such as Houghton Mifflin Harcourt and McGraw-Hill, “have fallen behind” due to internal issues, flagging sales and other distractions. But Rosen noted investors view the appeal of education as huge, “second only to health care” in size.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\n\u003c/p>\u003ch4>\u003cstrong>MISCELLANY\u003c/strong>\u003c/h4>\n\u003cp>Finally, there’s the trend category of \"lots of talk,\" nascent widespread adoption. Big or portable education data is not quite there yet, but there’s been lots of promising activity with the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/how-will-student-data-be-used/\">Shared Learning Collaborative\u003c/a> and the U.S. Department of Education’s \u003ca href=\"http://www.ed.gov/edblogs/technology/mydata/\">MyData\u003c/a> initiative. The maker movement is cool, but hardly ubiquitous in most traditional K-12 schools. Digital badges for informal (and some formal) learning trumpeted by \u003ca href=\"http://openbadges.org/en-US/\">Mozilla Open Badges\u003c/a> and the MacArthur Foundation are still in early development stages.\u003c/p>\n\u003cp>There’s just one caveat about trying to divine trends from these half-dozen events. As Justin Serrano, President of Kaplan K12 Learning Services, quipped at the Software and Information Industry Association’s Ed Tech Industry Summit last spring, “Sometimes these conferences are a little bit like a Dead show. You see the same people moving from one to another.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Frank Catalano is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes a column for \u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>. He attended every event listed here, and even spoke at a few of them.\u003c/em>\u003cem>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>http://youtu.be/wEfGqBRMaeU\u003c/p>\n\u003cp>Excited to introduce a collaboration with the creative minds behind the \u003ca href=\"http://www.infinitethinking.org/\">Infinite Thinking Machine\u003c/a>. This week, the producers have pulled together an episode featuring some of MindShift's most popular articles:\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/why-googling-it-is-not-enough/\"> Why Googling Is Not Enough\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/the-power-of-one-teachers-vision/\">The Power of One Teacher's Vision\u003c/a>, and \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/how-should-teaching-change-in-the-age-of-siri/\">How Should Teaching Change in the Age of Siri\u003c/a>?\u003cbr>\nA huge thanks and congratulations to the ITM team!\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/wEfGqBRMaeU'\n title='//www.youtube.com/embed/wEfGqBRMaeU'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Excited to introduce a collaboration with the creative minds behind the \u003ca href=\"http://www.infinitethinking.org/\">Infinite Thinking Machine\u003c/a>. This week, the producers have pulled together an episode featuring some of MindShift's most popular articles:\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/why-googling-it-is-not-enough/\"> Why Googling Is Not Enough\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/the-power-of-one-teachers-vision/\">The Power of One Teacher's Vision\u003c/a>, and \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/how-should-teaching-change-in-the-age-of-siri/\">How Should Teaching Change in the Age of Siri\u003c/a>?\u003cbr>\nA huge thanks and congratulations to the ITM team!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/how-teachers-mix-online-math-with-classroom-instruction/attachment/153803353/\" rel=\"attachment wp-att-24928\">\u003cimg class=\"alignright size-large wp-image-24928\" title=\"153803353\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/153803353-620x370.jpg\" alt=\"\" width=\"620\" height=\"370\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">As schools start experimenting with educational software -- or \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/whats-the-best-way-of-using-computers-in-schools/\">blended learning\u003c/a> -- teachers are trying to find ways of using tech to enhance learning in different subjects. When it comes to math, specifically, the tactics vary widely -- from using software for remediation, to practicing drills and exercises to move students ahead at their own pace, to completely re-conceptualizing the traditional classroom model.\u003c/p>\n\u003cp>The one underlying common thread? Using online math has begun to change teachers' perspectives. Here's how blended learning in math is taking shape in three California schools.\u003c/p>\n\u003cp>\u003cstrong>BREAKING DOWN WALLS\u003c/strong>\u003c/p>\n\u003cp>Two \u003ca href=\"http://www.summitps.org/\">Summit charter schools\u003c/a> in San Jose, Calif. provide examples of blended learning that completely deconstruct the traditional classroom model. Just opened last year, Rainier and Tahoma have taken advantage of their one-to-one computer program to experiment with \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/the-khan-academy-opens-its-virtual-doors-carefully/\">Khan Academy videos\u003c/a> for math instruction. When the program first began, teachers introduced a concept, then had students do practice exercises using Khan Academy, which also provided assessment results for the teacher.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I liked that model because it freed me up to do high-quality targeted instruction,” said Zack Miller a math teacher.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“A computer as of yet cannot help a student develop that deep mathematical reasoning and connecting concepts”\u003c/p>\n\u003c/aside>\n\u003cp>But Miller found this model unsatisfying in some ways. The ninth-grade class was working at more or less the same pace, with the only differentiation being the varying levels. “My biggest struggle last year was I had too many different skill levels in there and I had to kind of teach to one pace,” Miller said. “I kept thinking, 'If I could only break down the walls.'”\u003c/p>\n\u003cp>This year, that’s exactly what Summit Rainier and Tahoma did. They’ve built one large math room for 200 kids, with smaller rooms branching off the main room that are set aside for assessments, projects and individual tutoring. Teachers work in teams of seven, alternating between teaching \u003c!--more-->mini-lessons at the “tutoring bar,” roaming around the room offering help and supervising more in-depth projects designed for applying concepts students have learned.\u003c/p>\n\u003cp>It sounds chaotic, but Miller prefers it. Students at Rainier and Tahoma have individualized lesson plans that are not related to their grade level. In a typical day, students come in and check the schedule for the goal they should be working on that day. Then, if the mini-lesson on that skill is scheduled, they head over to the tutoring bar; if not, they open up a “playlist” of online resources for that concept and familiarize themselves with the topic using online tools before heading to the seminar later in the period. The students rotate between computer practice, seminars and individualized instruction for a two-hour math period.\u003c/p>\n\u003cp>Once a student has mastered a concept, she takes a computerized assessment that gauges her level of competency. But that computer score is not what defines that student's learning, according to Miller.\u003c/p>\n\u003cp>“Too often we have these machine readable assessments and then students think that math is picking the right multiple choice question,” Miller said. Once students have mastered a set of skills, they complete projects to demonstrate its real-world applications. For example, to show mastery of quadratics, Miller’s students designed a water fountain with a perfect water arc for people of various heights.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/three-trends-that-define-the-future-of-teaching-and-learning-2/\">Three Trends That Define the Future of Teaching and Learning\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/are-online-math-programs-better-than-literacy/\">Do Online Math Programs Work?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/whats-the-best-way-of-using-computers-in-schools/\">To Make Blended Learning Work, Teachers Try Different Tactics\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Rainier and Tahoma have a project coordinator in the math classroom who keeps an eye on how all the parts work together. She’s in charge of identifying the problem points and working to come up with solutions.\u003c/p>\n\u003cp>\u003cstrong>PROVIDING DEPTH \u003c/strong>\u003c/p>\n\u003cp>Another school in Oakland, Calif., Crocker Highlands Elementary, uses math software in a different way. Students have lab time once a week when they work on the \u003ca href=\"http://www.aleks.com/\">ALEKS\u003c/a> math software. Ashley Foster teaches fourth grade and is attempting to find ways to integrate the online learning into her direct instruction in class. While there have always been differences in comprehension in the classroom, now some of her students are actually doing fifth-grade math on the computer program while they're in fourth grade. She still teaches the fourth-grade math in class, but she’s left asking herself questions like, “How do I challenge this student” and “Does the student feel alone when they are doing this?” because they've zoomed ahead to the next levels on the math software.\u003c/p>\n\u003cp>Foster’s solution has been to send kids who have mastered a concept into the hall to do “challenge time” -- in-depth word problems that inspire critical thinking. But those more difficult concepts soon became the goal for other kids in class. Soon “challenge time” became a reward for understanding the material and all the kids wanted to work on word problems. Foster found a way to allow kids to move at different paces through the material -- and inspired everyone in class to move ahead.\u003c/p>\n\u003cp>\u003cstrong>SOFTWARE FOR REMEDIATION\u003c/strong>\u003c/p>\n\u003cp>Another Bay Area school uses math software for a completely different reason. At Summit Everest in Redwood City blended learning is used to close the gap between different levels of learners. The school's population reflects its district, which covers the whole economic spectrum: 40% free and reduced lunch and a mixed-race population.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“My biggest struggle last year was I had too many different skill levels in there and I had to kind of teach to one pace.”\u003c/p>\n\u003c/aside>\n\u003cp>Kyle Moyer teaches AP Calculus to seniors, but some of his students aren’t ready for the course. The school’s mission is to graduate high school students who are both college ready and equipped to succeed in college once they get there. But many come into his math class at a huge skill deficit, so he uses the software to identify the holes and gaps and help fill them.\u003c/p>\n\u003cp>But teaching some kids basic math while others learn advanced calculus in the same room is a tough juggling act. Adjusting to the tech tools for grading and data analysis hasn’t been easy either. Moyer says he’ll start class by discussing a broad concept that all learners can understand, then he’ll break the class into groups with some kids working to catch up on the computer and others learning calculus. He then moves around and provides individual help.\u003c/p>\n\u003cp>Moyer says the technology has its place and it has certainly helped many struggling students catch up. But it has limitations. “A computer as of yet cannot help a student develop that deep mathematical reasoning and connecting concepts in various areas,” Moyer said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>That’s his job, but he hopes that the software will give struggling learners a more robust mathematical “arsenal.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/how-teachers-mix-online-math-with-classroom-instruction/attachment/153803353/\" rel=\"attachment wp-att-24928\">\u003cimg class=\"alignright size-large wp-image-24928\" title=\"153803353\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/153803353-620x370.jpg\" alt=\"\" width=\"620\" height=\"370\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">As schools start experimenting with educational software -- or \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/whats-the-best-way-of-using-computers-in-schools/\">blended learning\u003c/a> -- teachers are trying to find ways of using tech to enhance learning in different subjects. When it comes to math, specifically, the tactics vary widely -- from using software for remediation, to practicing drills and exercises to move students ahead at their own pace, to completely re-conceptualizing the traditional classroom model.\u003c/p>\n\u003cp>The one underlying common thread? Using online math has begun to change teachers' perspectives. Here's how blended learning in math is taking shape in three California schools.\u003c/p>\n\u003cp>\u003cstrong>BREAKING DOWN WALLS\u003c/strong>\u003c/p>\n\u003cp>Two \u003ca href=\"http://www.summitps.org/\">Summit charter schools\u003c/a> in San Jose, Calif. provide examples of blended learning that completely deconstruct the traditional classroom model. Just opened last year, Rainier and Tahoma have taken advantage of their one-to-one computer program to experiment with \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/the-khan-academy-opens-its-virtual-doors-carefully/\">Khan Academy videos\u003c/a> for math instruction. When the program first began, teachers introduced a concept, then had students do practice exercises using Khan Academy, which also provided assessment results for the teacher.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I liked that model because it freed me up to do high-quality targeted instruction,” said Zack Miller a math teacher.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“A computer as of yet cannot help a student develop that deep mathematical reasoning and connecting concepts”\u003c/p>\n\u003c/aside>\n\u003cp>But Miller found this model unsatisfying in some ways. The ninth-grade class was working at more or less the same pace, with the only differentiation being the varying levels. “My biggest struggle last year was I had too many different skill levels in there and I had to kind of teach to one pace,” Miller said. “I kept thinking, 'If I could only break down the walls.'”\u003c/p>\n\u003cp>This year, that’s exactly what Summit Rainier and Tahoma did. They’ve built one large math room for 200 kids, with smaller rooms branching off the main room that are set aside for assessments, projects and individual tutoring. Teachers work in teams of seven, alternating between teaching \u003c!--more-->mini-lessons at the “tutoring bar,” roaming around the room offering help and supervising more in-depth projects designed for applying concepts students have learned.\u003c/p>\n\u003cp>It sounds chaotic, but Miller prefers it. Students at Rainier and Tahoma have individualized lesson plans that are not related to their grade level. In a typical day, students come in and check the schedule for the goal they should be working on that day. Then, if the mini-lesson on that skill is scheduled, they head over to the tutoring bar; if not, they open up a “playlist” of online resources for that concept and familiarize themselves with the topic using online tools before heading to the seminar later in the period. The students rotate between computer practice, seminars and individualized instruction for a two-hour math period.\u003c/p>\n\u003cp>Once a student has mastered a concept, she takes a computerized assessment that gauges her level of competency. But that computer score is not what defines that student's learning, according to Miller.\u003c/p>\n\u003cp>“Too often we have these machine readable assessments and then students think that math is picking the right multiple choice question,” Miller said. Once students have mastered a set of skills, they complete projects to demonstrate its real-world applications. For example, to show mastery of quadratics, Miller’s students designed a water fountain with a perfect water arc for people of various heights.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/three-trends-that-define-the-future-of-teaching-and-learning-2/\">Three Trends That Define the Future of Teaching and Learning\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/are-online-math-programs-better-than-literacy/\">Do Online Math Programs Work?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/whats-the-best-way-of-using-computers-in-schools/\">To Make Blended Learning Work, Teachers Try Different Tactics\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Rainier and Tahoma have a project coordinator in the math classroom who keeps an eye on how all the parts work together. She’s in charge of identifying the problem points and working to come up with solutions.\u003c/p>\n\u003cp>\u003cstrong>PROVIDING DEPTH \u003c/strong>\u003c/p>\n\u003cp>Another school in Oakland, Calif., Crocker Highlands Elementary, uses math software in a different way. Students have lab time once a week when they work on the \u003ca href=\"http://www.aleks.com/\">ALEKS\u003c/a> math software. Ashley Foster teaches fourth grade and is attempting to find ways to integrate the online learning into her direct instruction in class. While there have always been differences in comprehension in the classroom, now some of her students are actually doing fifth-grade math on the computer program while they're in fourth grade. She still teaches the fourth-grade math in class, but she’s left asking herself questions like, “How do I challenge this student” and “Does the student feel alone when they are doing this?” because they've zoomed ahead to the next levels on the math software.\u003c/p>\n\u003cp>Foster’s solution has been to send kids who have mastered a concept into the hall to do “challenge time” -- in-depth word problems that inspire critical thinking. But those more difficult concepts soon became the goal for other kids in class. Soon “challenge time” became a reward for understanding the material and all the kids wanted to work on word problems. Foster found a way to allow kids to move at different paces through the material -- and inspired everyone in class to move ahead.\u003c/p>\n\u003cp>\u003cstrong>SOFTWARE FOR REMEDIATION\u003c/strong>\u003c/p>\n\u003cp>Another Bay Area school uses math software for a completely different reason. At Summit Everest in Redwood City blended learning is used to close the gap between different levels of learners. The school's population reflects its district, which covers the whole economic spectrum: 40% free and reduced lunch and a mixed-race population.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“My biggest struggle last year was I had too many different skill levels in there and I had to kind of teach to one pace.”\u003c/p>\n\u003c/aside>\n\u003cp>Kyle Moyer teaches AP Calculus to seniors, but some of his students aren’t ready for the course. The school’s mission is to graduate high school students who are both college ready and equipped to succeed in college once they get there. But many come into his math class at a huge skill deficit, so he uses the software to identify the holes and gaps and help fill them.\u003c/p>\n\u003cp>But teaching some kids basic math while others learn advanced calculus in the same room is a tough juggling act. Adjusting to the tech tools for grading and data analysis hasn’t been easy either. Moyer says he’ll start class by discussing a broad concept that all learners can understand, then he’ll break the class into groups with some kids working to catch up on the computer and others learning calculus. He then moves around and provides individual help.\u003c/p>\n\u003cp>Moyer says the technology has its place and it has certainly helped many struggling students catch up. But it has limitations. “A computer as of yet cannot help a student develop that deep mathematical reasoning and connecting concepts in various areas,” Moyer said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>http://youtu.be/ggRYRAzDb28\u003c/p>\n\u003cp class=\"dropcap-serif\">The most recent Infinite Thinking Machine episode takes a crack at defining and explaining different modes of blended learning. In short, \"you mix online learning with face-to-face instruction on a regular basis.\" The model -- and products -- teachers choose to use will depend on their instructional styles: teaching content or more open-ended styles, like project-based learning.\u003c/p>\n\u003cp>This episode brings up some important points: cost efficiencies, \"magic bullet\" solutions, and content delivery should not be the goal for using blended learning tactics. Rather, the focus should be on allowing kids to be creators of work that's relevant to their own world -- that's what will catapult \"blended learning\" out of the next edu-fad and qualify it as a true change agent.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/ggRYRAzDb28'\n title='//www.youtube.com/embed/ggRYRAzDb28'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp class=\"dropcap-serif\">The most recent Infinite Thinking Machine episode takes a crack at defining and explaining different modes of blended learning. In short, \"you mix online learning with face-to-face instruction on a regular basis.\" The model -- and products -- teachers choose to use will depend on their instructional styles: teaching content or more open-ended styles, like project-based learning.\u003c/p>\n\u003cp>This episode brings up some important points: cost efficiencies, \"magic bullet\" solutions, and content delivery should not be the goal for using blended learning tactics. Rather, the focus should be on allowing kids to be creators of work that's relevant to their own world -- that's what will catapult \"blended learning\" out of the next edu-fad and qualify it as a true change agent.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/kids.jpg\" alt=\"kids\" width=\"640\" height=\"360\" class=\"aligncenter size-full wp-image-30833\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/kids.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/kids-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/kids-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\n\u003cp class=\"dropcap-serif\">By now, most would agree that technology has the potential to be a useful tool for learning. Many schools have \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/despite-budget-cuts-schools-prioritize-technology/\">invested in some form of technology\u003c/a>, whether it's in computer labs, tablets, or a laptop for every student, depending on their budget.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">But for many schools, finding a way to integrate the use of tech in a traditional setting -- teacher-centered classrooms -- is proving to be a challenge. What educational software should be used? \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">What criteria \u003c/a>should the software be judged against? And what happens to the role of the teacher and classroom activities when students are using software for practice exercises?\u003c/p>\n\u003cp>At this point, just a couple of years into the movement, there are no definitive answers yet. Different schools are trying different \u003ca href=\"http://ww2.kqed.org/mindshift/tag/blended-learning/\">blended learning models\u003c/a>. Most schools allot a \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/\">designated computer lab time \u003c/a>when students use computers for math, literacy, or other type of software. But teachers who are more advanced in using technology and more comfortable with experimenting have students rotate through \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/can-learning-really-be-fun-and-games/\">different learning modalities\u003c/a> at different times, including time for online learning, working with the teacher face-to-face, and working on projects in groups fluidly. In the most extreme cases, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/at-flex-academy-high-school-mimics-the-workplace/\">students spend most of their day on computers\u003c/a>, just as they would in the workplace.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“It’s going to be more about teachers having nimble classrooms.”\u003c/p>\n\u003c/aside>\n\u003cp>But for any of those tactics to work, educators agree that the key is to have a clear vision of what the technology is being used for, and how that will affect the teacher's role. For schools just beginning to dabble in classroom technology, that’s a daunting idea. Many aren’t willing to upend the existing systems for this new model.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://catlintucker.com/\">Catlin Tucker\u003c/a>, an English teacher in Windsor, Calif., who integrates tech into her students' school and homework, takes full advantage of what the technology affords her. “Shifting some work online \u003c!--more-->to complement traditional classrooms creates much needed time and space in the classroom,” Tucker said. If technology can replace elements of in-class instruction, classroom time can be leveraged to deepen learning. “[Teachers] can embrace project-based learning and create student-centered classrooms to build on the work that's completed online.\"\u003c/p>\n\u003cp>That might be easier said than done. While Tucker has come up with a strategy that works for her, it doesn't always work for others. Liz Arney, Director of Innovative Learning at \u003ca href=\"http://www.aspirepublicschools.org/\">Aspire Schools\u003c/a>, which has a small group instruction model, says students follow the teacher’s pacing guide, which doesn’t always align with what level they've progressed to on the software. Kids could be coming into the teacher-taught space at very different points in their online learning. It's up to the teacher to figure out how to reconcile the two.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://wp.me/p2io8W-6lj\">What Will Work in New Blended Learning Experiment?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/learning-that-happens-online-and-off-in-and-out-of-school/\">Learning Happens Online and Off, In and Out of School\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/\">Combining Computer Games with Classroom Teaching\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>What's more, the quality of the available software isn't always great. “The programs are just really mediocre,” Arney said. “No one has any business in my mind letting the program tell them what to teach. The programs are just not strong enough.”\u003c/p>\n\u003cp>The software also promises to provide educators with valuable information on students' progress day by day, but Arney doesn’t believe the data on student comprehension is reliable.\u003c/p>\n\u003cp>“It’s a fair question to ask if the technology is good enough or the system is strong enough,” said Brian Greenberg, a Bay Area educator who's been practicing different ways of using tech in schools.\u003c/p>\n\u003cp>He’s optimistic that the software will get better, but he’d like to see small-scale experimentation before disseminating ideas to schools everywhere.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES ARE OPPORTUNITIES\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>One of the biggest challenges of blended learning is also what excites advocates most -- allowing kids to progress at their own level and pace. “We will move to a model where we don’t assume all kids are learning the same concept in any given day or week,” Greenberg said. “It’s going to be more about teachers having nimble classrooms.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"Learning does not take place in the act of listening to information explained, but rather in the moments when we are asked to make sense of that information, to wrestle with ideas.\"\u003c/p>\n\u003c/aside>\n\u003cp>But teachers already have a mountain of work and asking them to keep track of where each learner is on the software -- which may or may not correlate to core standards -- is a tall order. Greenberg says the teacher is crucial to ensuring that blended learning is effective. The technology should free educators to do more of what only they can do -- give context to concepts.\u003c/p>\n\u003cp>Tucker says the teacher needs to have a strong sense of what the technology accomplishes and how her teaching can encourage students to think creatively. “Computer programs alone will not radically change the teaching paradigm,” Tucker said. “Learning does not take place in the act of listening to (or viewing) information explained, but rather in the moments when we are asked to make sense of that information, to wrestle with ideas, to apply, evaluate, synthesize and use what we have learned to create something,” Tucker said.\u003c/p>\n\u003cp>\u003cstrong>CASE BY CASE\u003c/strong>\u003c/p>\n\u003cp>It’s important that schools show a commitment to the coming change, Arney said -- and to have a strong staff and principal.\u003c/p>\n\u003cp>“The tech is going to kill you the first year. Everything is going to go wrong. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/kids.jpg\" alt=\"kids\" width=\"640\" height=\"360\" class=\"aligncenter size-full wp-image-30833\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/kids.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/kids-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/kids-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\n\u003cp class=\"dropcap-serif\">By now, most would agree that technology has the potential to be a useful tool for learning. Many schools have \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/despite-budget-cuts-schools-prioritize-technology/\">invested in some form of technology\u003c/a>, whether it's in computer labs, tablets, or a laptop for every student, depending on their budget.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">But for many schools, finding a way to integrate the use of tech in a traditional setting -- teacher-centered classrooms -- is proving to be a challenge. What educational software should be used? \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">What criteria \u003c/a>should the software be judged against? And what happens to the role of the teacher and classroom activities when students are using software for practice exercises?\u003c/p>\n\u003cp>At this point, just a couple of years into the movement, there are no definitive answers yet. Different schools are trying different \u003ca href=\"http://ww2.kqed.org/mindshift/tag/blended-learning/\">blended learning models\u003c/a>. Most schools allot a \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/\">designated computer lab time \u003c/a>when students use computers for math, literacy, or other type of software. But teachers who are more advanced in using technology and more comfortable with experimenting have students rotate through \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/can-learning-really-be-fun-and-games/\">different learning modalities\u003c/a> at different times, including time for online learning, working with the teacher face-to-face, and working on projects in groups fluidly. In the most extreme cases, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/at-flex-academy-high-school-mimics-the-workplace/\">students spend most of their day on computers\u003c/a>, just as they would in the workplace.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“It’s going to be more about teachers having nimble classrooms.”\u003c/p>\n\u003c/aside>\n\u003cp>But for any of those tactics to work, educators agree that the key is to have a clear vision of what the technology is being used for, and how that will affect the teacher's role. For schools just beginning to dabble in classroom technology, that’s a daunting idea. Many aren’t willing to upend the existing systems for this new model.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://catlintucker.com/\">Catlin Tucker\u003c/a>, an English teacher in Windsor, Calif., who integrates tech into her students' school and homework, takes full advantage of what the technology affords her. “Shifting some work online \u003c!--more-->to complement traditional classrooms creates much needed time and space in the classroom,” Tucker said. If technology can replace elements of in-class instruction, classroom time can be leveraged to deepen learning. “[Teachers] can embrace project-based learning and create student-centered classrooms to build on the work that's completed online.\"\u003c/p>\n\u003cp>That might be easier said than done. While Tucker has come up with a strategy that works for her, it doesn't always work for others. Liz Arney, Director of Innovative Learning at \u003ca href=\"http://www.aspirepublicschools.org/\">Aspire Schools\u003c/a>, which has a small group instruction model, says students follow the teacher’s pacing guide, which doesn’t always align with what level they've progressed to on the software. Kids could be coming into the teacher-taught space at very different points in their online learning. 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The programs are just not strong enough.”\u003c/p>\n\u003cp>The software also promises to provide educators with valuable information on students' progress day by day, but Arney doesn’t believe the data on student comprehension is reliable.\u003c/p>\n\u003cp>“It’s a fair question to ask if the technology is good enough or the system is strong enough,” said Brian Greenberg, a Bay Area educator who's been practicing different ways of using tech in schools.\u003c/p>\n\u003cp>He’s optimistic that the software will get better, but he’d like to see small-scale experimentation before disseminating ideas to schools everywhere.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES ARE OPPORTUNITIES\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>One of the biggest challenges of blended learning is also what excites advocates most -- allowing kids to progress at their own level and pace. “We will move to a model where we don’t assume all kids are learning the same concept in any given day or week,” Greenberg said. “It’s going to be more about teachers having nimble classrooms.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"Learning does not take place in the act of listening to information explained, but rather in the moments when we are asked to make sense of that information, to wrestle with ideas.\"\u003c/p>\n\u003c/aside>\n\u003cp>But teachers already have a mountain of work and asking them to keep track of where each learner is on the software -- which may or may not correlate to core standards -- is a tall order. 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"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
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},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"officialWebsiteLink": "/californiareport",
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"order": 8
},
"link": "/californiareport",
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}
},
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"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"city-arts": {
"id": "city-arts",
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"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
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"order": 1
},
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"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"here-and-now": {
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
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"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"info": "One of public radio's most dynamic voices, Sam Sanders helped launch The NPR Politics Podcast and hosted NPR's hit show It's Been A Minute. Now, the award-winning host returns with something brand new, The Sam Sanders Show. Every week, Sam Sanders and friends dig into the culture that shapes our lives: what's driving the biggest trends, how artists really think, and even the memes you can't stop scrolling past. Sam is beloved for his way of unpacking the world and bringing you up close to fresh currents and engaging conversations. The Sam Sanders Show is smart, funny and always a good time.",
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