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"content": "\u003cfigure id=\"attachment_24402\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/what-will-work-in-new-blended-learning-experiment/10_11-15_newtech_0505/\" rel=\"attachment wp-att-24402\">\u003cimg class=\"size-large wp-image-24402\" title=\"10_11.15_newtech_0505\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/10_11.15_newtech_0505-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>\u003cstrong>By Katrina Schwartz\u003c/strong>\u003c/h5>\n\u003cp class=\"dropcap-serif\">As the blended learning movement grows in the U.S., schools will need to experiment with what works best in different types of settings. There's still a lot to learn about different types of blended learning models, and a new nonprofit called \u003ca href=\"http://www.siliconschools.com/\">Silicon Schools \u003c/a>will raise and invest $25 million toward that effort.\u003c/p>\n\u003cp>With partial grants from the Bay Area's Fisher family (owners of Gap), and the advice of board members Michael Horn from the Innosight Institute and Salman Khan of the Khan Academy, the nonprofit, which has raised $12 million so far, aims to fund new and innovative approaches in existing blended learning programs with grants to each school.\u003c/p>\n\u003cp>The effort is led by Brian Greenberg, who chronicled the successes and challenges of piloting the Khan Academy in Oakland’s Envision Schools on the \u003ca href=\"http://www.blendmylearning.com/\">Blend My Learning\u003c/a> blog. During that process Greenberg and his staff were very open about the pros and cons of integrating technology into the classroom, and other educators added their perspectives to what worked and didn't work on the blog. Greenberg points to the parts of the program that worked well, namely letting the technology do some of the heavy lifting in terms of grading, lesson planning and collecting analytics that free up teacher time to focus on students.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>The movement is in its infancy. There is no blended-learning canon that can be taught to teachers -- they are the ones who need to write the playbook.\u003c/p>\n\u003c/aside>\n\u003cp>Giving students more responsibility for the learning process was also a significant outcome of the Envision pilot program. “What we're finding is that if you make the steps clear and make them accountable, the more you put them in charge of the process the more they amaze,” Greenberg said, referring to students. The pilot program also helped move the class toward “proficiency-based learning,” in which a student is responsible for an intended outcome, but not penalized every step along the way.\u003c/p>\n\u003cp>Greenberg intends to apply one important lesson he learned from the program to the schools funded by the Silicon Valley Fund: Technology in no way replaces the teacher. At some point the usefulness of technology runs out and the educator’s role is crucial. He also says that technology \u003c!--more-->doesn’t preclude the need for a good classroom management systems and positive school culture. Kids can get off track or “fake” work on sophisticated software just as easily as they could in a traditional classroom.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And lastly, Greenberg says it’s hard for schools to navigate the many tools that populate the ed-tech space, especially when each is tailored to a different subject and use. He says the whole field needs to become more integrated, almost like an app store for ed-tech, and one that works across platforms. Schools don’t have access to endless money and as a result, ed-tech entrepreneurs and businesses need to design more precisely with the client in mind.\u003c/p>\n\u003cp>What’s interesting about the fund’s goal is that very little is proscriptive. Greenberg was clear to recognize that this movement is in its infancy. There is no blended-learning canon that can be taught to teachers. Rather Greenberg says the educators need to write the playbook. They need to be at the table and in the laboratories of innovation. And if all goes according to plan, in five years the various Silicon Schools will be networking with one another, sharing ideas with schools from around the world and thinking about how to scale up and replicate best practices.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\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/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>The fund sees itself as the infusion of cash that schools need to get these expensive and technology-heavy programs off the ground, but they have no intention of funding them forever. “The schools that we fund, all eventually balance on California public dollars,” Greenberg said. “The hope would be that by finding new models and new ways to meet the needs of each kid that we can still make excellent schools work on California funding rates.”\u003c/p>\n\u003cp>Greenberg says the fund will focus on schools in Silicon Valley to try and build an “innovation hub” in an area already known for taking risks. The idea is to connect educators interested in integrating technology into the classroom with tech entrepreneurs who can create the software, apps and tools that will be most useful to teachers. “This combination of world class entrepreneurship with front line educational expertise is extremely promising. And if we can’t make that intersection happen here, at the heart of Silicon Valley, then we don’t think it will be easy to make it happen anywhere,” Greenberg said.\u003c/p>\n\u003cp>\u003cstrong>HOW IT WILL WORK\u003c/strong>\u003c/p>\n\u003cp>Greenberg says the fund is willing to give up to $700,000 to about 25 schools if they can demonstrate a unique idea or way to implement blended learning that pushes the conversation forward. Grantees also must have strong leadership teams, a track record of success and a financially sustainable model. The fund expects schools to be able to offer their innovations on the same budget as a traditional California public school.\u003c/p>\n\u003cp>The fund isn’t pushing any particular model of blended learning like \u003ca href=\"http://www.rsed.org/\">Rocketship\u003c/a>, \u003ca href=\"http://www.khanacademy.org/\">Khan Academy \u003c/a>or the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/the-flipped-classroom-defined/\">flipped classroom\u003c/a>. Rather, they want teachers to evaluate what works and what doesn’t from those “1.0 models” and then collaborate with ed-tech entrepreneurs to develop new tools for the areas that have been neglected or don’t work well. “You start to mix those things together in a real school, with really good educators and really good kids who are bought into this vision and that’s when it starts to get exciting,” said Greenberg.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/whats-blended-learning-ask-salman-khan/\">Blended learning\u003c/a> is a relatively new concept with a mixed track record. Integrating certain types of technology into the classroom gives teachers and students real-time feedback so that each student can work at his or her own pace, and can give teachers accurate information that can help them better group students according to comprehension levels on a specific subjects. But \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">educators point out\u003c/a> that too often ed-tech focuses on improving test scores rather than on building creative thinking and a passion for learning in students and that schools still need passionate, innovative and dedicated teachers, no matter how kids absorb the content.\u003c/p>\n\u003cp>Greenberg agrees that it’s too early to expect schools across the country to buy into a blended learning model. But he does hope that some of the strategies that are piloted in schools funded by the Silicon Schools Fund will inspire other teachers and administrators to take elements back to their own schools.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We see creating new schools that are essentially laboratories of innovation, that are trying many different approaches, all with the idea of making education more powerful for each student and each teacher,” explained Greenberg. In five years, he envisions that the Bay Area will have somewhere close to 25 examples of how blended learning could be done. Some of those schools could be charter schools, others public, some built from the ground up and others a transformed existing schools. He wants to see it all so that lots of new ideas and ways of doing things can be tested.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_24402\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/what-will-work-in-new-blended-learning-experiment/10_11-15_newtech_0505/\" rel=\"attachment wp-att-24402\">\u003cimg class=\"size-large wp-image-24402\" title=\"10_11.15_newtech_0505\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/10_11.15_newtech_0505-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>\u003cstrong>By Katrina Schwartz\u003c/strong>\u003c/h5>\n\u003cp class=\"dropcap-serif\">As the blended learning movement grows in the U.S., schools will need to experiment with what works best in different types of settings. There's still a lot to learn about different types of blended learning models, and a new nonprofit called \u003ca href=\"http://www.siliconschools.com/\">Silicon Schools \u003c/a>will raise and invest $25 million toward that effort.\u003c/p>\n\u003cp>With partial grants from the Bay Area's Fisher family (owners of Gap), and the advice of board members Michael Horn from the Innosight Institute and Salman Khan of the Khan Academy, the nonprofit, which has raised $12 million so far, aims to fund new and innovative approaches in existing blended learning programs with grants to each school.\u003c/p>\n\u003cp>The effort is led by Brian Greenberg, who chronicled the successes and challenges of piloting the Khan Academy in Oakland’s Envision Schools on the \u003ca href=\"http://www.blendmylearning.com/\">Blend My Learning\u003c/a> blog. During that process Greenberg and his staff were very open about the pros and cons of integrating technology into the classroom, and other educators added their perspectives to what worked and didn't work on the blog. Greenberg points to the parts of the program that worked well, namely letting the technology do some of the heavy lifting in terms of grading, lesson planning and collecting analytics that free up teacher time to focus on students.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>The movement is in its infancy. There is no blended-learning canon that can be taught to teachers -- they are the ones who need to write the playbook.\u003c/p>\n\u003c/aside>\n\u003cp>Giving students more responsibility for the learning process was also a significant outcome of the Envision pilot program. “What we're finding is that if you make the steps clear and make them accountable, the more you put them in charge of the process the more they amaze,” Greenberg said, referring to students. The pilot program also helped move the class toward “proficiency-based learning,” in which a student is responsible for an intended outcome, but not penalized every step along the way.\u003c/p>\n\u003cp>Greenberg intends to apply one important lesson he learned from the program to the schools funded by the Silicon Valley Fund: Technology in no way replaces the teacher. At some point the usefulness of technology runs out and the educator’s role is crucial. He also says that technology \u003c!--more-->doesn’t preclude the need for a good classroom management systems and positive school culture. Kids can get off track or “fake” work on sophisticated software just as easily as they could in a traditional classroom.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And lastly, Greenberg says it’s hard for schools to navigate the many tools that populate the ed-tech space, especially when each is tailored to a different subject and use. He says the whole field needs to become more integrated, almost like an app store for ed-tech, and one that works across platforms. Schools don’t have access to endless money and as a result, ed-tech entrepreneurs and businesses need to design more precisely with the client in mind.\u003c/p>\n\u003cp>What’s interesting about the fund’s goal is that very little is proscriptive. Greenberg was clear to recognize that this movement is in its infancy. There is no blended-learning canon that can be taught to teachers. Rather Greenberg says the educators need to write the playbook. They need to be at the table and in the laboratories of innovation. And if all goes according to plan, in five years the various Silicon Schools will be networking with one another, sharing ideas with schools from around the world and thinking about how to scale up and replicate best practices.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\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/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>The fund sees itself as the infusion of cash that schools need to get these expensive and technology-heavy programs off the ground, but they have no intention of funding them forever. “The schools that we fund, all eventually balance on California public dollars,” Greenberg said. “The hope would be that by finding new models and new ways to meet the needs of each kid that we can still make excellent schools work on California funding rates.”\u003c/p>\n\u003cp>Greenberg says the fund will focus on schools in Silicon Valley to try and build an “innovation hub” in an area already known for taking risks. The idea is to connect educators interested in integrating technology into the classroom with tech entrepreneurs who can create the software, apps and tools that will be most useful to teachers. “This combination of world class entrepreneurship with front line educational expertise is extremely promising. And if we can’t make that intersection happen here, at the heart of Silicon Valley, then we don’t think it will be easy to make it happen anywhere,” Greenberg said.\u003c/p>\n\u003cp>\u003cstrong>HOW IT WILL WORK\u003c/strong>\u003c/p>\n\u003cp>Greenberg says the fund is willing to give up to $700,000 to about 25 schools if they can demonstrate a unique idea or way to implement blended learning that pushes the conversation forward. Grantees also must have strong leadership teams, a track record of success and a financially sustainable model. The fund expects schools to be able to offer their innovations on the same budget as a traditional California public school.\u003c/p>\n\u003cp>The fund isn’t pushing any particular model of blended learning like \u003ca href=\"http://www.rsed.org/\">Rocketship\u003c/a>, \u003ca href=\"http://www.khanacademy.org/\">Khan Academy \u003c/a>or the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/the-flipped-classroom-defined/\">flipped classroom\u003c/a>. Rather, they want teachers to evaluate what works and what doesn’t from those “1.0 models” and then collaborate with ed-tech entrepreneurs to develop new tools for the areas that have been neglected or don’t work well. “You start to mix those things together in a real school, with really good educators and really good kids who are bought into this vision and that’s when it starts to get exciting,” said Greenberg.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/whats-blended-learning-ask-salman-khan/\">Blended learning\u003c/a> is a relatively new concept with a mixed track record. Integrating certain types of technology into the classroom gives teachers and students real-time feedback so that each student can work at his or her own pace, and can give teachers accurate information that can help them better group students according to comprehension levels on a specific subjects. But \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">educators point out\u003c/a> that too often ed-tech focuses on improving test scores rather than on building creative thinking and a passion for learning in students and that schools still need passionate, innovative and dedicated teachers, no matter how kids absorb the content.\u003c/p>\n\u003cp>Greenberg agrees that it’s too early to expect schools across the country to buy into a blended learning model. But he does hope that some of the strategies that are piloted in schools funded by the Silicon Schools Fund will inspire other teachers and administrators to take elements back to their own schools.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "What's Worth Investing In? How to Decide What Technology You Need ",
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"content": "\u003cdiv id=\"attachment_24326\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/computers/\" rel=\"attachment wp-att-24326\">\u003cimg class=\"size-large wp-image-24326\" title=\"computers\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/computers-620x385.jpg\" alt=\"\" width=\"620\" height=\"385\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Lenny Gonzalez\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">The promise of technology in the pursuit of learning is vast -- and so are the profits. The SIIA valued the ed-tech market at \u003ca href=\"http://edtechdigest.wordpress.com/2011/11/29/trends-siia-report-edtech-7-5-billion-industry/\">$7.5 billion.\u003c/a> With daily launches of new products promising to solve all manner of problems -- from managing classrooms to engaging bored students with interactive content to capturing and organizing data, to serving as a one-stop-shop for every necessary service, choosing from the dizzying number of products on the market can be confusing.\u003c/p>\n\u003cp>But when it comes to the specific task of helping students, what's the best app in education? \"A web browser,\" said Chris Lehmann, Principal of \u003ca href=\"http://www.scienceleadership.org/\">Science Leadership Academy\u003c/a> in Philadelphia, a school that's embraced technology for years. \"Or a Google Doc, or anything that gives you the ability to make a film, or to research, to create, to connect or collaborate,\" he said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"If all we're doing is valuing test scores, then we're just using technology to deliver the same traditional curriculum.\"\u003c/p>\n\u003c/aside>\n\u003cp>Lehmann is famous in progressive education circles for his quote: “Technology must be like oxygen: ubiquitous, necessary, and invisible.\" His point: The best technology allows students to explore and create \"artifacts of their own learning.\"\u003c/p>\n\u003cp>\"The question is, how will technology allow students and teachers to network their learning, to collaborate with each other, to extend the reach of what kids can learn beyond the walls of the \u003c!--more-->school,\" he said. \"How can technology be used to unlock what hasn't even been thought of yet?\"\u003c/p>\n\u003cp>These questions are more difficult to answer, and less tangible to measure, than improving test scores, which is what typically draws the attention of educators. But placing too much emphasis on raising test scores will eventually backfire, according to educator, author, and consultant Will Richardson, whose book \u003ca href=\"http://www.amazon.com/Why-School-Information-Everywhere-ebook/dp/B00998J5YQ\">\u003cem>Why School\u003c/em>\u003c/a>, was recently released.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Technology can be an amazing thing for learning, but the way we’re looking at isn’t amazing at all,\" Richardson said. \"If all we're doing is valuing test scores, then we're just using technology to deliver the same traditional curriculum. We have to be thinking about what’s the goal of using technology. What do we want to have happen?\"\u003c/p>\n\u003cp>The premise for using products and software that claim to raise test scores is appealing to lots of educators: leave the \"drudgery\" part of learning -- drill and practices exercises -- to software and games, which will then free up teachers' time to take on more interesting tasks, like applying the knowledge they've gained to projects that can lead to deeper learning.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/beyond-technology-how-to-spark-kids-passions/\">Beyond Technology, How to Spark Kids' Passions\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/should-kids-schoolwork-impact-the-real-world/\">Connecting School Life to Real Life\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/despite-budget-cuts-schools-prioritize-technology/\">Despite Budget Cuts, Schools Prioritize Technology\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\"But my fear is that we’ll never get to that second part,\" Richardson said. \"As much as we would like to see the opportunity to spend time with kids, and see learning dispositions, we’re not going to value it as much as test scores, because we're not assessing for it. It's not showing up in our comparisons, our scores, our grades.\"\u003c/p>\n\u003cp>Richardson, who has embraced the use of technology for learning for many years, says we must ask the question: What’s the goal of using technology? What do we want to have happen? \"I’m not inherently against any use of technology, but want us to really think about where it’s going. If it’s about efficiencies of scale, or something more.\"\u003c/p>\n\u003cp>\u003cstrong>WHERE TO FIND INFORMATION\u003c/strong>\u003c/p>\n\u003cp>Currently, schools and educators can look to the Department of Education's \u003ca href=\"http://ies.ed.gov/ncee/wwc/\">What Works Clearinghouse\u003c/a> for some types of information, though \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/deconstructing-what-works-in-education-technology/\">it's been criticized\u003c/a> for not being comprehensive or current enough in its coverage of product reviews. In more recent events, just last week, two economists from the Hamilton Project proposed creating a nonprofit called EDU STAR \"that would provide the technology and reporting resources for schools looking to quickly and cheaply test education technology products,\" according to an \u003ca href=\"http://blogs.edweek.org/edweek/marketplacek12/2012/09/\">EdWeek article\u003c/a>.\u003c/p>\n\u003cp>For thorough online research, there are sites that offer useful reviews of products, such as \u003ca href=\"https://www.edsurge.com/reviews\">EdSurge\u003c/a>, which is building up a comprehensive repository of up-to-date product information, including things like how the product works, how it's used, which school districts use it, what platforms it's available on, price and more. \u003ca href=\"http://edshelf.com/\">EdShelf\u003c/a>, another excellent product information site in Beta, is also a good source, as is \u003ca href=\"http://classroomwindow.com/\">ClassroomWindow\u003c/a>.\u003c/p>\n\u003cp>For schools and educators considering tech purchases, there are guiding questions that can help make sense of the ed-tech market, and get to the heart of what matters: reaching students. Hack Education has \u003ca href=\"http://hackeducation.com/2012/03/17/what-every-techie-should-know-about-education/\">created an excellent list of questions\u003c/a> for ed-tech entrepreneurs to consider when creating products for educators, as well as \u003ca href=\"http://hackeducation.com/2012/09/23/what-educators-need-to-know-about-tech/\">a list of concepts and ideas\u003c/a> that educators should know about technology. And there are countless news outlets and teachers' blogs that dig into many of these ideas, too.\u003c/p>\n\u003cp>\u003cstrong>DEFINING THE CRITERIA\u003c/strong>\u003c/p>\n\u003cp>At the ISTE conference in June, where thousands of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/beyond-technology-how-to-spark-kids-passions/\">ed-tech vendors showcased their products\u003c/a>, Karen Cator, Department of Education's Technology Director, talked to educators and helped create the following list of questions to ask when considering tech purchases.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003c/strong>\u003cstrong>\u003c/strong>\u003cstrong>WHAT DOES IT PROMISE TO DO?\u003c/strong> Is the main purpose to build students' knowledge of content, or is it to develop skills and dispositions? Are there meta-cognitive strategies or learning strategies associated with the product?\u003c/li>\n\u003cli>\u003cstrong>WHAT DO YOU EXPECT IT TO DO?\u003c/strong> Do you expect the product to raise students' test scores? To grab students' attention? To flip your classroom? To open up dialogue? To help students' inquiry process? Be clear about your goals.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>WHAT CRITERIA WAS THE PRODUCT DEVELOPED AGAINST?\u003c/strong> How was the product conceived and who designed and built the product? What classroom experience does the designer/entrepreneur have? What research was done during the designing process? Was it piloted in schools? Is this a rapid prototype with the flexibility to change and improve?\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>HOW WILL IT HELP OR CHANGE TEACHERS' ROLES?\u003c/strong> Will the product keep the teacher in the center of the action in class, or will it give more control to students? Does it help the teacher meet the needs of the students, and if so, how? Does it augment teachers' performance?\u003c/li>\n\u003cli>\u003cstrong>\u003cstrong>HOW WILL IT CHANGE WHAT HAPPENS IN CLASS?\u003c/strong> \u003c/strong>What kind of class environment does it create? Does it encourage collaboration, risk-taking, and student control? \u003cstrong>\u003c/strong>\u003cstrong>\u003c/strong>If the product is software that allows kids to do practice exercises, how will classroom time be spent on that subject? Will a different kind of curriculum be created, and who will create it? Can hands-on projects be incorporated into class time that build on what students have practiced on computers?\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>HOW DO OTHERS RATE THE PRODUCT?\u003c/strong> Just as you would do with a personal purchase, checking Amazon reviews, Consumer Reports, Yelp, Facebook or Twitter recommendations, asking friends, do your due diligence and research to find out what other educators like and don't like about the product. For example, some schools have already experimented with certain kinds of software that's billed as adaptive, or encouraging critical thinking skills, and found that some are much better than others, and have switched. Sharing this knowledge can help educators root through the overwhelming number of choices, and find products that deliver what they promise.\u003c/li>\n\u003cli>\u003cstrong>HOW WILL IT SCALE AND GROW IN THE FUTURE?\u003c/strong> If the product is going to be used systemically, how sustainable is it? What are the chances that the company will stop providing this service, or start charging or raising fees? What's the ease of adoption and use? Are there built-in ongoing improvement processes?\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>IS PROFESSIONAL DEVELOPMENT NEEDED TO USE IT?\u003c/strong> If so, how much does it cost, and how much time will it take? Too often new technologies are not used to their maximum potential, or are left completely unused. Educators should make sure they have the time and budget allotted to ensure smooth transitions, and that the principal will make professional development a priority.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>IS IT A NATURAL FIT?\u003c/strong> This question is also quite subjective. The best product should be like electricity, Kator said -- there's no question whether you should or should not use it. There should be an intuitive need that the product fulfills, rather than having teachers tangle themselves into knots trying to find ways to use it.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>IS IT WORTH THE INVESTMENT?\u003c/strong> This is the most complex question to answer. How much is the cost compared to the amount of time and effort it takes to train staff to use it and to implement it system-wide? Based on what other educators have said, is it worth the time and effort?\u003c/li>\n\u003c/ul>\n\u003cp>What other questions are important to ask?\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_24326\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/computers/\" rel=\"attachment wp-att-24326\">\u003cimg class=\"size-large wp-image-24326\" title=\"computers\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/computers-620x385.jpg\" alt=\"\" width=\"620\" height=\"385\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Lenny Gonzalez\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">The promise of technology in the pursuit of learning is vast -- and so are the profits. The SIIA valued the ed-tech market at \u003ca href=\"http://edtechdigest.wordpress.com/2011/11/29/trends-siia-report-edtech-7-5-billion-industry/\">$7.5 billion.\u003c/a> With daily launches of new products promising to solve all manner of problems -- from managing classrooms to engaging bored students with interactive content to capturing and organizing data, to serving as a one-stop-shop for every necessary service, choosing from the dizzying number of products on the market can be confusing.\u003c/p>\n\u003cp>But when it comes to the specific task of helping students, what's the best app in education? \"A web browser,\" said Chris Lehmann, Principal of \u003ca href=\"http://www.scienceleadership.org/\">Science Leadership Academy\u003c/a> in Philadelphia, a school that's embraced technology for years. \"Or a Google Doc, or anything that gives you the ability to make a film, or to research, to create, to connect or collaborate,\" he said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"If all we're doing is valuing test scores, then we're just using technology to deliver the same traditional curriculum.\"\u003c/p>\n\u003c/aside>\n\u003cp>Lehmann is famous in progressive education circles for his quote: “Technology must be like oxygen: ubiquitous, necessary, and invisible.\" His point: The best technology allows students to explore and create \"artifacts of their own learning.\"\u003c/p>\n\u003cp>\"The question is, how will technology allow students and teachers to network their learning, to collaborate with each other, to extend the reach of what kids can learn beyond the walls of the \u003c!--more-->school,\" he said. \"How can technology be used to unlock what hasn't even been thought of yet?\"\u003c/p>\n\u003cp>These questions are more difficult to answer, and less tangible to measure, than improving test scores, which is what typically draws the attention of educators. But placing too much emphasis on raising test scores will eventually backfire, according to educator, author, and consultant Will Richardson, whose book \u003ca href=\"http://www.amazon.com/Why-School-Information-Everywhere-ebook/dp/B00998J5YQ\">\u003cem>Why School\u003c/em>\u003c/a>, was recently released.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Technology can be an amazing thing for learning, but the way we’re looking at isn’t amazing at all,\" Richardson said. \"If all we're doing is valuing test scores, then we're just using technology to deliver the same traditional curriculum. We have to be thinking about what’s the goal of using technology. What do we want to have happen?\"\u003c/p>\n\u003cp>The premise for using products and software that claim to raise test scores is appealing to lots of educators: leave the \"drudgery\" part of learning -- drill and practices exercises -- to software and games, which will then free up teachers' time to take on more interesting tasks, like applying the knowledge they've gained to projects that can lead to deeper learning.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/beyond-technology-how-to-spark-kids-passions/\">Beyond Technology, How to Spark Kids' Passions\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/should-kids-schoolwork-impact-the-real-world/\">Connecting School Life to Real Life\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/despite-budget-cuts-schools-prioritize-technology/\">Despite Budget Cuts, Schools Prioritize Technology\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\"But my fear is that we’ll never get to that second part,\" Richardson said. \"As much as we would like to see the opportunity to spend time with kids, and see learning dispositions, we’re not going to value it as much as test scores, because we're not assessing for it. It's not showing up in our comparisons, our scores, our grades.\"\u003c/p>\n\u003cp>Richardson, who has embraced the use of technology for learning for many years, says we must ask the question: What’s the goal of using technology? What do we want to have happen? \"I’m not inherently against any use of technology, but want us to really think about where it’s going. If it’s about efficiencies of scale, or something more.\"\u003c/p>\n\u003cp>\u003cstrong>WHERE TO FIND INFORMATION\u003c/strong>\u003c/p>\n\u003cp>Currently, schools and educators can look to the Department of Education's \u003ca href=\"http://ies.ed.gov/ncee/wwc/\">What Works Clearinghouse\u003c/a> for some types of information, though \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/deconstructing-what-works-in-education-technology/\">it's been criticized\u003c/a> for not being comprehensive or current enough in its coverage of product reviews. In more recent events, just last week, two economists from the Hamilton Project proposed creating a nonprofit called EDU STAR \"that would provide the technology and reporting resources for schools looking to quickly and cheaply test education technology products,\" according to an \u003ca href=\"http://blogs.edweek.org/edweek/marketplacek12/2012/09/\">EdWeek article\u003c/a>.\u003c/p>\n\u003cp>For thorough online research, there are sites that offer useful reviews of products, such as \u003ca href=\"https://www.edsurge.com/reviews\">EdSurge\u003c/a>, which is building up a comprehensive repository of up-to-date product information, including things like how the product works, how it's used, which school districts use it, what platforms it's available on, price and more. \u003ca href=\"http://edshelf.com/\">EdShelf\u003c/a>, another excellent product information site in Beta, is also a good source, as is \u003ca href=\"http://classroomwindow.com/\">ClassroomWindow\u003c/a>.\u003c/p>\n\u003cp>For schools and educators considering tech purchases, there are guiding questions that can help make sense of the ed-tech market, and get to the heart of what matters: reaching students. Hack Education has \u003ca href=\"http://hackeducation.com/2012/03/17/what-every-techie-should-know-about-education/\">created an excellent list of questions\u003c/a> for ed-tech entrepreneurs to consider when creating products for educators, as well as \u003ca href=\"http://hackeducation.com/2012/09/23/what-educators-need-to-know-about-tech/\">a list of concepts and ideas\u003c/a> that educators should know about technology. And there are countless news outlets and teachers' blogs that dig into many of these ideas, too.\u003c/p>\n\u003cp>\u003cstrong>DEFINING THE CRITERIA\u003c/strong>\u003c/p>\n\u003cp>At the ISTE conference in June, where thousands of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/beyond-technology-how-to-spark-kids-passions/\">ed-tech vendors showcased their products\u003c/a>, Karen Cator, Department of Education's Technology Director, talked to educators and helped create the following list of questions to ask when considering tech purchases.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003c/strong>\u003cstrong>\u003c/strong>\u003cstrong>WHAT DOES IT PROMISE TO DO?\u003c/strong> Is the main purpose to build students' knowledge of content, or is it to develop skills and dispositions? Are there meta-cognitive strategies or learning strategies associated with the product?\u003c/li>\n\u003cli>\u003cstrong>WHAT DO YOU EXPECT IT TO DO?\u003c/strong> Do you expect the product to raise students' test scores? To grab students' attention? To flip your classroom? To open up dialogue? To help students' inquiry process? Be clear about your goals.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>WHAT CRITERIA WAS THE PRODUCT DEVELOPED AGAINST?\u003c/strong> How was the product conceived and who designed and built the product? What classroom experience does the designer/entrepreneur have? What research was done during the designing process? Was it piloted in schools? Is this a rapid prototype with the flexibility to change and improve?\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>HOW WILL IT HELP OR CHANGE TEACHERS' ROLES?\u003c/strong> Will the product keep the teacher in the center of the action in class, or will it give more control to students? Does it help the teacher meet the needs of the students, and if so, how? Does it augment teachers' performance?\u003c/li>\n\u003cli>\u003cstrong>\u003cstrong>HOW WILL IT CHANGE WHAT HAPPENS IN CLASS?\u003c/strong> \u003c/strong>What kind of class environment does it create? Does it encourage collaboration, risk-taking, and student control? \u003cstrong>\u003c/strong>\u003cstrong>\u003c/strong>If the product is software that allows kids to do practice exercises, how will classroom time be spent on that subject? Will a different kind of curriculum be created, and who will create it? Can hands-on projects be incorporated into class time that build on what students have practiced on computers?\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>HOW DO OTHERS RATE THE PRODUCT?\u003c/strong> Just as you would do with a personal purchase, checking Amazon reviews, Consumer Reports, Yelp, Facebook or Twitter recommendations, asking friends, do your due diligence and research to find out what other educators like and don't like about the product. For example, some schools have already experimented with certain kinds of software that's billed as adaptive, or encouraging critical thinking skills, and found that some are much better than others, and have switched. Sharing this knowledge can help educators root through the overwhelming number of choices, and find products that deliver what they promise.\u003c/li>\n\u003cli>\u003cstrong>HOW WILL IT SCALE AND GROW IN THE FUTURE?\u003c/strong> If the product is going to be used systemically, how sustainable is it? What are the chances that the company will stop providing this service, or start charging or raising fees? What's the ease of adoption and use? Are there built-in ongoing improvement processes?\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>IS PROFESSIONAL DEVELOPMENT NEEDED TO USE IT?\u003c/strong> If so, how much does it cost, and how much time will it take? Too often new technologies are not used to their maximum potential, or are left completely unused. Educators should make sure they have the time and budget allotted to ensure smooth transitions, and that the principal will make professional development a priority.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>IS IT A NATURAL FIT?\u003c/strong> This question is also quite subjective. The best product should be like electricity, Kator said -- there's no question whether you should or should not use it. There should be an intuitive need that the product fulfills, rather than having teachers tangle themselves into knots trying to find ways to use it.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>IS IT WORTH THE INVESTMENT?\u003c/strong> This is the most complex question to answer. How much is the cost compared to the amount of time and effort it takes to train staff to use it and to implement it system-wide? Based on what other educators have said, is it worth the time and effort?\u003c/li>\n\u003c/ul>\n\u003cp>What other questions are important to ask?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_21497\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8793.jpg\">\u003cimg class=\"size-large wp-image-21497\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8793-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Urban School students work in groups.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Kyle Palmer\u003c/h5>\n\u003cp class=\"dropcap-serif\">Field trips have always been a staple – some might say the best part of -- school. But those trips are typically special occasions and happen only a few times a year, if budgets and schedules allow for them.\u003c/p>\n\u003cp>At the \u003ca href=\"http://www.urbanschool.org/\">Urban School\u003c/a>, an independent high school in San Francisco, off-site learning is going to be a core part of a few of the classes next year. For students who take statistics and elections the classes will incorporate a chunk of time spent at companies and organizations that are relevant to the class topic.\u003c/p>\n\u003cp>For example, in the statistics class, Urban School staff is looking to partner with companies and organizations that have data they’d be willing to open up to classes to analyze. For the elections class, students would ideally work in local field offices.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“With technology, we start with ‘yes’ and then put boundaries on it, instead of starting with ‘no’ and having censorship,”\u003c/p>\n\u003c/aside>\n\u003cp>Time spent in the field would be part of a broader, comprehensive curriculum that includes time spent in class, project work with other schools – perhaps even in other cities and countries that will eventually become part of a larger network, guest lectures and speakers, group work, and online work done at home.\u003c/p>\n\u003cp>Taken all together, it’s a combination of “flipped,” “blended,” “experiential,” “authentic,” and some of the other buzz words we hear in education circles. This experiment for Urban is what some educators envision would exemplify \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future/?order=asc\">the future school day\u003c/a>: learning that happens outside of fixed boundaries, in fluid environments, applying real-world applications to concepts and theories.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Imagine a kid in a math class working on a project,” said David Bill, the Director of Educational Technology. “Several times a week, they don’t have to be in class, but they can go out and work with a company to get data sets for a unit. It’s a more real-world experience.”\u003c/p>\n\u003cp>\u003cstrong>IN THE DNA\u003c/strong>\u003c/p>\n\u003cp>This kind of experimentation is not unusual for a school like Urban, which has long had a forward-\u003c!--more-->thinking reputation. The school opened in 1966 and quickly gained notoriety for its progressive pedagogy, which focused on rigorous academics and service learning. The school pioneered the use of block scheduling in the 1970s, and until recently, students were not shown their grades.\u003c/p>\n\u003cfigure id=\"attachment_21502\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8748.jpg\">\u003cimg class=\"size-medium wp-image-21502\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8748-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Art class incorporates tactile and digital techniques.\u003c/figcaption>\u003c/figure>\n\u003cp>Urban introduced its one-to-one laptop program a little more than a decade ago. “We’re trying to find the sweet spot between traditional school methods that have a face-to-face community and making space for this rich learning content that can be accessed digitally,” said Dean of Faculty Jonathan Howland.\u003c/p>\n\u003cp>Head of School Mark Salkind explained that Urban officials wanted to go beyond the traditional computer lab approach.\u003c/p>\n\u003cp>“In real life, you don’t have to schedule in time to use your computer,” he said. “Our goal was to have the laptops disappear – that is, become so integrated into what we do that they were not seen as anything special.”\u003c/p>\n\u003cp>The nearly 400 students at Urban currently use MacBook Air laptops and pay for them in yearly installments that’s included in their annual tuition fees, which can top $35,000.\u003c/p>\n\u003cp>Senior Brett Klapper said he uses his laptop in nearly every class. “I think it introduces us to the way of life we’ll be leading in college and as adults,” he said.\u003c/p>\n\u003cp>Junior Tanisha Rai said that having a laptop for schoolwork makes her more organized but admitted that she sometimes feels over-reliant on her computer.\u003c/p>\n\u003cp>“All my assignments, all my homework, my calendar: they’re all on my laptop,” she said. “I wouldn’t be able to survive a day here without my computer.”\u003c/p>\n\u003cp>Several students as well as teachers noted how much freedom the Urban School allows students in their use of technology.\u003c/p>\n\u003cp>“With technology, we start with ‘yes’ and then put boundaries on it, instead of starting with ‘no’ and having censorship,” said Charlotte Worsley, the Assistant Head of School for Student Life.\u003c/p>\n\u003cfigure id=\"attachment_21503\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8777.jpg\">\u003cimg class=\"size-medium wp-image-21503\" title=\"IMG_8777\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8777-300x450.jpg\" alt=\"\" width=\"300\" height=\"450\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Every student at Urban gets a Macbook Air laptop.\u003c/figcaption>\u003c/figure>\n\u003cp>Klapper, who will graduate in June and plans to attend Wesleyan University in the fall, said he appreciates the “trust” implicit in Urban’s approach -- not just in the use of technology, but to the curriculum in general.\u003c/p>\n\u003cp>“As a student, you feel so respected here,” he said. “Not all schools would trust kids to let us do some of the things we do in our classes.”\u003c/p>\n\u003cp>Klapper led an HIV-testing drive at the school as part of a service learning class called “Projects.” He said he got some guidance from teachers but was allowed to do most of the work on his own.\u003c/p>\n\u003cp>“What we want to do is make education ‘asynchronous,’ not where everybody is asked to do the same thing all at once,” Howland said.\u003c/p>\n\u003cp>The school is pushing teachers to use technology in ways that enhance project-based learning and inquiry. “In the future, we could have teachers put a lot of their basic content online for kids to review at home,” he said. “And actual class time is used for the extension of that basic knowledge or for field trips or service projects.”\u003c/p>\n\u003cp>At Urban, perhaps the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/school-day-of-the-future-learning-in-2025/\">future\u003c/a> is here.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch5>\u003cem>Clarification: The current post reflects that, as of now, only the statistics and elections classes at Urban will be working with off-site organizations.\u003c/em>\u003c/h5>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_21497\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8793.jpg\">\u003cimg class=\"size-large wp-image-21497\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8793-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Urban School students work in groups.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Kyle Palmer\u003c/h5>\n\u003cp class=\"dropcap-serif\">Field trips have always been a staple – some might say the best part of -- school. But those trips are typically special occasions and happen only a few times a year, if budgets and schedules allow for them.\u003c/p>\n\u003cp>At the \u003ca href=\"http://www.urbanschool.org/\">Urban School\u003c/a>, an independent high school in San Francisco, off-site learning is going to be a core part of a few of the classes next year. For students who take statistics and elections the classes will incorporate a chunk of time spent at companies and organizations that are relevant to the class topic.\u003c/p>\n\u003cp>For example, in the statistics class, Urban School staff is looking to partner with companies and organizations that have data they’d be willing to open up to classes to analyze. For the elections class, students would ideally work in local field offices.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“With technology, we start with ‘yes’ and then put boundaries on it, instead of starting with ‘no’ and having censorship,”\u003c/p>\n\u003c/aside>\n\u003cp>Time spent in the field would be part of a broader, comprehensive curriculum that includes time spent in class, project work with other schools – perhaps even in other cities and countries that will eventually become part of a larger network, guest lectures and speakers, group work, and online work done at home.\u003c/p>\n\u003cp>Taken all together, it’s a combination of “flipped,” “blended,” “experiential,” “authentic,” and some of the other buzz words we hear in education circles. This experiment for Urban is what some educators envision would exemplify \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future/?order=asc\">the future school day\u003c/a>: learning that happens outside of fixed boundaries, in fluid environments, applying real-world applications to concepts and theories.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Imagine a kid in a math class working on a project,” said David Bill, the Director of Educational Technology. “Several times a week, they don’t have to be in class, but they can go out and work with a company to get data sets for a unit. It’s a more real-world experience.”\u003c/p>\n\u003cp>\u003cstrong>IN THE DNA\u003c/strong>\u003c/p>\n\u003cp>This kind of experimentation is not unusual for a school like Urban, which has long had a forward-\u003c!--more-->thinking reputation. The school opened in 1966 and quickly gained notoriety for its progressive pedagogy, which focused on rigorous academics and service learning. The school pioneered the use of block scheduling in the 1970s, and until recently, students were not shown their grades.\u003c/p>\n\u003cfigure id=\"attachment_21502\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8748.jpg\">\u003cimg class=\"size-medium wp-image-21502\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8748-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Art class incorporates tactile and digital techniques.\u003c/figcaption>\u003c/figure>\n\u003cp>Urban introduced its one-to-one laptop program a little more than a decade ago. “We’re trying to find the sweet spot between traditional school methods that have a face-to-face community and making space for this rich learning content that can be accessed digitally,” said Dean of Faculty Jonathan Howland.\u003c/p>\n\u003cp>Head of School Mark Salkind explained that Urban officials wanted to go beyond the traditional computer lab approach.\u003c/p>\n\u003cp>“In real life, you don’t have to schedule in time to use your computer,” he said. “Our goal was to have the laptops disappear – that is, become so integrated into what we do that they were not seen as anything special.”\u003c/p>\n\u003cp>The nearly 400 students at Urban currently use MacBook Air laptops and pay for them in yearly installments that’s included in their annual tuition fees, which can top $35,000.\u003c/p>\n\u003cp>Senior Brett Klapper said he uses his laptop in nearly every class. “I think it introduces us to the way of life we’ll be leading in college and as adults,” he said.\u003c/p>\n\u003cp>Junior Tanisha Rai said that having a laptop for schoolwork makes her more organized but admitted that she sometimes feels over-reliant on her computer.\u003c/p>\n\u003cp>“All my assignments, all my homework, my calendar: they’re all on my laptop,” she said. “I wouldn’t be able to survive a day here without my computer.”\u003c/p>\n\u003cp>Several students as well as teachers noted how much freedom the Urban School allows students in their use of technology.\u003c/p>\n\u003cp>“With technology, we start with ‘yes’ and then put boundaries on it, instead of starting with ‘no’ and having censorship,” said Charlotte Worsley, the Assistant Head of School for Student Life.\u003c/p>\n\u003cfigure id=\"attachment_21503\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8777.jpg\">\u003cimg class=\"size-medium wp-image-21503\" title=\"IMG_8777\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8777-300x450.jpg\" alt=\"\" width=\"300\" height=\"450\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Every student at Urban gets a Macbook Air laptop.\u003c/figcaption>\u003c/figure>\n\u003cp>Klapper, who will graduate in June and plans to attend Wesleyan University in the fall, said he appreciates the “trust” implicit in Urban’s approach -- not just in the use of technology, but to the curriculum in general.\u003c/p>\n\u003cp>“As a student, you feel so respected here,” he said. “Not all schools would trust kids to let us do some of the things we do in our classes.”\u003c/p>\n\u003cp>Klapper led an HIV-testing drive at the school as part of a service learning class called “Projects.” He said he got some guidance from teachers but was allowed to do most of the work on his own.\u003c/p>\n\u003cp>“What we want to do is make education ‘asynchronous,’ not where everybody is asked to do the same thing all at once,” Howland said.\u003c/p>\n\u003cp>The school is pushing teachers to use technology in ways that enhance project-based learning and inquiry. “In the future, we could have teachers put a lot of their basic content online for kids to review at home,” he said. “And actual class time is used for the extension of that basic knowledge or for field trips or service projects.”\u003c/p>\n\u003cp>At Urban, perhaps the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/school-day-of-the-future-learning-in-2025/\">future\u003c/a> is here.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch5>\u003cem>Clarification: The current post reflects that, as of now, only the statistics and elections classes at Urban will be working with off-site organizations.\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_20690\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/learning-to-read-goes-high-tech/screen-shot-2012-04-12-at-2-13-32-pm/\" rel=\"attachment wp-att-20690\">\u003cimg class=\"size-large wp-image-20690\" title=\"Screen-shot-2012-04-12-at-2.13.32-PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Screen-shot-2012-04-12-at-2.13.32-PM-620x387.png\" alt=\"\" width=\"620\" height=\"387\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students in Linda Smolinski's class learn directly from a computer for part of the hour.\u003c/figcaption>\u003c/figure>\n\u003cp>[youtube http://www.wnyc.org/widgets/ondemand_player/#file=%2Faudio%2Fxspf%2F198465%2F;containerClass=wnyc]\u003c/p>\n\u003cp>A computer voice guides 12-year-old Amir Accoo to spell the words he hears through his headphones: emergency, bulldozer, minutes. Accoo spells “minutes” wrong and is asked to try that one again, several times. Later, he clicks on a proofreading button.\u003c/p>\n\u003cp>“You check what you have wrong out of the spelling words I just did,” Accoo explained as he looked at different spellings of the word until he spotted the correct one and moved the cursor to it, “and you just click on it, like this.”\u003c/p>\n\u003cp>Accoo is in the sixth grade at Asbury Park Middle School, but because he is so far below grade level when it comes to reading, he goes to a new type of reading class each day instead of a traditional one.\u003c/p>\n\u003cp>Computer-driven classes are now spreading fast across the country to help bottom students catch up. Already more than 400 schools in New Jersey are using Scholastic Inc.’s Read 180 program that Accoo is learning from.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Other companies are marketing similar software, too. And, increasingly, it’s not just for the weakest readers, but for all kids, in all subjects and in all grades. Schools are deciding how much time kids should spend in front of a computer in the classroom, without a whole lot of evidence about what works.\u003c/p>\n\u003cp>Accoo is so excited, he can tell you how many words he’s read each day. On this particular day, it was 341.\u003c/p>\n\u003cp>\u003cstrong>Going high-tech to teach reading\u003c/strong>\u003c/p>\n\u003cp>Asbury Park Middle School has three of these classrooms with a row of computers along a wall. The students work independently most of the time without a teacher’s help.\u003c/p>\n\u003cp>Linda Smolinski has been teaching for 32 years. This year her students are mainly Mexican immigrants and Haitian earthquake refugees. At first she was skeptical about using technology.\u003c/p>\n\u003cp>“I said ‘No. My kids can’t do that. There’s absolutely no way. My children don’t speak English. How do you expect them to sit at a computer and do something when I’m not even there helping them?’” Smolinski recalled.\u003c/p>\n\u003cp>She was eventually won over when Scholastic, the maker of the software, showed an increase in her students’ reading ability after just three months. The real test, however, will come later this year, \u003c!--more-->when the state’s standardized tests will show whether or not the program is really working.\u003c/p>\n\u003cp>Superintendent Denise Lowe was hired away from Central Islip Long Island to help fix Asbury Park’s school system. The district has been a favorite target of Governor Chris Christie because it has one of the highest per pupil expenditures in the state, but its test scores are abysmal. Some 90 percent of the students at Asbury Park Middle School qualify for free and reduced price lunch. That measure of concentrated poverty qualifies them for extra school funding from the state.\u003c/p>\n\u003cp>Lowe said she’d had previous success with Scholastic’s Read 180 software in Long Island.\u003c/p>\n\u003cp>“This was pretty much the first thing I told my director to do that we need to look into Read 180,” Lowe explained. She spent $600,000, which she admits is a big investment.\u003c/p>\n\u003cp>\u003cstrong>The downside to technology\u003c/strong>\u003c/p>\n\u003cp>Some educators are critical of these fancy high-tech classrooms. Newark wanted to show off its computers, but technical problems caused them to cancel before a reporter’s visit. And there are other problems.\u003c/p>\n\u003cp>“They’re hearing distracted voices, these unnatural voices and not seeing human lips mouthing the words,” said Sandra Priest Rose, the chairman of the Reading Reform Foundation. Her organization trains teachers to teach reading in poor schools in New York City.\u003c/p>\n\u003cp>“It’s terribly important to have that human interaction and that spontaneous interaction that you cannot get on a computer,” Priest Rose said.\u003c/p>\n\u003cp>She added neuroscience research has found that the act of writing helps the brain learn better than tapping on a keyboard. Although, she will concede the software program can offer some useful data.\u003c/p>\n\u003cp>Smolinski said the program provides detailed information about the students’ skill gaps every day.\u003c/p>\n\u003cp>“On one of our first tests, most of them scored high 80s low 90s. Most teachers would say, ‘Fine, I’ll just move on.’ I noticed that every one of them bombed antonyms. That told me that I did not teach antonyms and I didn’t,” Smolinski said.\u003c/p>\n\u003cp>On the second test, her students again scored well. But the data report showed that they bombed capitalization.\u003c/p>\n\u003cp>And then there’s the \u003cem>Groupinator\u003c/em>. It takes that skill gap analysis and places students in a group with kids who have similar needs.\u003c/p>\n\u003cp>“It tells me exactly what they need, when they need it. It does all my work for me,” Smolinski said.\u003c/p>\n\u003cp>\u003cstrong>Using both old and new techniques\u003c/strong>\u003c/p>\n\u003cp>In Asbury Park, part of the $600,000 investment included bright-green bean bag chairs and cushioned rockers, where, after their computer time, kids like Accoo can kick back with an old-fashioned book.\u003c/p>\n\u003cp>“I get to read my favorite books,” Accoo said. “Right now I’m reading \u003cem>Captain Underpants\u003c/em>. The book I just got done reading recently was \u003cem>Frankenstein\u003c/em>. And Frankenstein is mostly about this scientist and he creates life.”\u003c/p>\n\u003cp>Asbury Park’s teachers wish they could doctor more of these classrooms to serve all of their failing students. But right now there’s room for only 120 students a year.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://www.wnyc.org/articles/new-jersey-news/2012/apr/10/new-jerseys-high-tech-classrooms/\">This story\u003c/a> was a collaboration between \u003ca href=\"http://hechingerreport.org/content/teaching-software-flooding-into-new-jersey-classrooms_8294/\">The Hechinger Report\u003c/a> and \u003ca href=\"http://www.wnyc.org/articles/new-jersey-news/2012/apr/10/new-jerseys-high-tech-classrooms/\">New Jersey Public Radio\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_20690\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/learning-to-read-goes-high-tech/screen-shot-2012-04-12-at-2-13-32-pm/\" rel=\"attachment wp-att-20690\">\u003cimg class=\"size-large wp-image-20690\" title=\"Screen-shot-2012-04-12-at-2.13.32-PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Screen-shot-2012-04-12-at-2.13.32-PM-620x387.png\" alt=\"\" width=\"620\" height=\"387\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students in Linda Smolinski's class learn directly from a computer for part of the hour.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\u003cp>null\u003c/p>\u003cp>\u003c/p>\n\u003cp>A computer voice guides 12-year-old Amir Accoo to spell the words he hears through his headphones: emergency, bulldozer, minutes. Accoo spells “minutes” wrong and is asked to try that one again, several times. Later, he clicks on a proofreading button.\u003c/p>\n\u003cp>“You check what you have wrong out of the spelling words I just did,” Accoo explained as he looked at different spellings of the word until he spotted the correct one and moved the cursor to it, “and you just click on it, like this.”\u003c/p>\n\u003cp>Accoo is in the sixth grade at Asbury Park Middle School, but because he is so far below grade level when it comes to reading, he goes to a new type of reading class each day instead of a traditional one.\u003c/p>\n\u003cp>Computer-driven classes are now spreading fast across the country to help bottom students catch up. Already more than 400 schools in New Jersey are using Scholastic Inc.’s Read 180 program that Accoo is learning from.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Other companies are marketing similar software, too. And, increasingly, it’s not just for the weakest readers, but for all kids, in all subjects and in all grades. Schools are deciding how much time kids should spend in front of a computer in the classroom, without a whole lot of evidence about what works.\u003c/p>\n\u003cp>Accoo is so excited, he can tell you how many words he’s read each day. On this particular day, it was 341.\u003c/p>\n\u003cp>\u003cstrong>Going high-tech to teach reading\u003c/strong>\u003c/p>\n\u003cp>Asbury Park Middle School has three of these classrooms with a row of computers along a wall. The students work independently most of the time without a teacher’s help.\u003c/p>\n\u003cp>Linda Smolinski has been teaching for 32 years. This year her students are mainly Mexican immigrants and Haitian earthquake refugees. At first she was skeptical about using technology.\u003c/p>\n\u003cp>“I said ‘No. My kids can’t do that. There’s absolutely no way. My children don’t speak English. How do you expect them to sit at a computer and do something when I’m not even there helping them?’” Smolinski recalled.\u003c/p>\n\u003cp>She was eventually won over when Scholastic, the maker of the software, showed an increase in her students’ reading ability after just three months. The real test, however, will come later this year, \u003c!--more-->when the state’s standardized tests will show whether or not the program is really working.\u003c/p>\n\u003cp>Superintendent Denise Lowe was hired away from Central Islip Long Island to help fix Asbury Park’s school system. The district has been a favorite target of Governor Chris Christie because it has one of the highest per pupil expenditures in the state, but its test scores are abysmal. Some 90 percent of the students at Asbury Park Middle School qualify for free and reduced price lunch. That measure of concentrated poverty qualifies them for extra school funding from the state.\u003c/p>\n\u003cp>Lowe said she’d had previous success with Scholastic’s Read 180 software in Long Island.\u003c/p>\n\u003cp>“This was pretty much the first thing I told my director to do that we need to look into Read 180,” Lowe explained. She spent $600,000, which she admits is a big investment.\u003c/p>\n\u003cp>\u003cstrong>The downside to technology\u003c/strong>\u003c/p>\n\u003cp>Some educators are critical of these fancy high-tech classrooms. Newark wanted to show off its computers, but technical problems caused them to cancel before a reporter’s visit. And there are other problems.\u003c/p>\n\u003cp>“They’re hearing distracted voices, these unnatural voices and not seeing human lips mouthing the words,” said Sandra Priest Rose, the chairman of the Reading Reform Foundation. Her organization trains teachers to teach reading in poor schools in New York City.\u003c/p>\n\u003cp>“It’s terribly important to have that human interaction and that spontaneous interaction that you cannot get on a computer,” Priest Rose said.\u003c/p>\n\u003cp>She added neuroscience research has found that the act of writing helps the brain learn better than tapping on a keyboard. Although, she will concede the software program can offer some useful data.\u003c/p>\n\u003cp>Smolinski said the program provides detailed information about the students’ skill gaps every day.\u003c/p>\n\u003cp>“On one of our first tests, most of them scored high 80s low 90s. Most teachers would say, ‘Fine, I’ll just move on.’ I noticed that every one of them bombed antonyms. That told me that I did not teach antonyms and I didn’t,” Smolinski said.\u003c/p>\n\u003cp>On the second test, her students again scored well. But the data report showed that they bombed capitalization.\u003c/p>\n\u003cp>And then there’s the \u003cem>Groupinator\u003c/em>. It takes that skill gap analysis and places students in a group with kids who have similar needs.\u003c/p>\n\u003cp>“It tells me exactly what they need, when they need it. It does all my work for me,” Smolinski said.\u003c/p>\n\u003cp>\u003cstrong>Using both old and new techniques\u003c/strong>\u003c/p>\n\u003cp>In Asbury Park, part of the $600,000 investment included bright-green bean bag chairs and cushioned rockers, where, after their computer time, kids like Accoo can kick back with an old-fashioned book.\u003c/p>\n\u003cp>“I get to read my favorite books,” Accoo said. “Right now I’m reading \u003cem>Captain Underpants\u003c/em>. The book I just got done reading recently was \u003cem>Frankenstein\u003c/em>. And Frankenstein is mostly about this scientist and he creates life.”\u003c/p>\n\u003cp>Asbury Park’s teachers wish they could doctor more of these classrooms to serve all of their failing students. But right now there’s room for only 120 students a year.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://www.wnyc.org/articles/new-jersey-news/2012/apr/10/new-jerseys-high-tech-classrooms/\">This story\u003c/a> was a collaboration between \u003ca href=\"http://hechingerreport.org/content/teaching-software-flooding-into-new-jersey-classrooms_8294/\">The Hechinger Report\u003c/a> and \u003ca href=\"http://www.wnyc.org/articles/new-jersey-news/2012/apr/10/new-jerseys-high-tech-classrooms/\">New Jersey Public Radio\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_20478\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-20478\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Screen-shot-2012-04-03-at-11.42.32-AM-300x170.png\" alt=\"\" width=\"300\" height=\"170\">\n\u003cp class=\"wp-media-credit\">Upside Down Academy\u003c/p>\n\u003c/div>\n\u003ch5>By Chris Thompson\u003c/h5>\n\u003cp>It’s a typical school day in Oakland, Calif., and Aaliyah is about to show how to solve two-step equations. Circling the three numbers in the equation 4x + 10 = 30, she says, “So one, two, three? Is a hater. They’re like haters... We trying to get rid of those numbers, ‘cause they hate on x. And we trying to have x protected.”\u003c/p>\n\u003cp>If that's an unusual way to characterize isolating the variable, that's because Aaliyah is an unusual teacher. In fact, she’s not a teacher at all -- she’s a student at the \u003ca href=\"http://www.envisionacademy.org/\">Envision Academy of Arts and Technology\u003c/a>. \u003ca href=\"http://upsidedownacademy.org/lessons/20_math_algebra_solving-2-step-and-3-step-equations\">Her algebra lesson is being filmed \u003c/a>and posted on the Web.\u003c/p>\n\u003cp>Videos like Aaliyah’s are the brainchild of Jared Cosulich, a San Francisco-based tech entrepreneur who specializes in cooking up ideas for Web-based businesses (a Yelp-like site for weddings! A way to donate your birthday to charity!), and seeing if they work. He's deeply interested in education, and he’s creating a nonprofit known as the \u003ca href=\"http://upsidedownacademy.org/\">Upside Down Academy\u003c/a>, hoping it'll catch on.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Learning is a lot more effective when you’re turning around and producing it as well.”\u003c/p>\n\u003c/aside>\n\u003cp>Cosulich took \u003ca href=\"http://ww2.kqed.org/mindshift/tag/salman-khan/\">Salman Khan’s now-famous approach\u003c/a> to creating short, easily made education videos and turned it on its head. Under Cosulich’s approach, teachers or mentors don’t make these videos. Students do -- as soon as they've mastered the material themselves.\u003c/p>\n\u003cp>“Learning is a lot more effective when you’re not just trying to consume information, but turning around and producing it as well,” Cosulich says. “A lot of this is about motivation, what motivates us to learn. At the end of the day, a lot of education gets divorced from purpose. This kind of gives people a purpose, to help someone else out.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Producing these videos creates distinct benefits, Cosulich says. First, students must understand a subject well enough to communicate it to other students. But there's an upside for teachers too. By watching students characterize math problems in their own vernacular, teachers might better understand how to explain the material using different approaches.\u003c/p>\n\u003cp>The Upside Down Academy is very much in the beta phase. In fact, it’s only been tried out once in a real classroom setting, at the Envision Academy. Just a few weeks ago, students, parents \u003c!--more-->and teachers gathered at the school for what they dubbed “Exhibition Day,” when parents watched the videos, then worked on a few algebra problem. “Parents were getting quite nervous, said Kiera Chase, the blended learning coordinator for Envision, who set up the video production project. “They kept saying, ‘Oh my god, I don’t remember some of this.’”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cem>\u003cstrong>RELATED READING:\u003c/strong>\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/rewards-of-role-reversal-teachers-learn-students-teach/\">\u003cstrong>REWARDS OF ROLE REVERSAL: TEACHERS LEARN, STUDENTS TEACH\u003c/strong>\u003c/a>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/linking-students-teachers-and-technologists/\">\u003cstrong>CLOSING THE LOOP BETWEEN STUDENTS, TEACHERS AND TECHNOLOGISTS\u003c/strong>\u003c/a>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/student-created-video-games-enter-science-class/\">\u003cstrong>STUDENT-CREATED VIDEO GAMES ENTER SCIENCE CLASS\u003c/strong>\u003c/a>\u003c/em>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>“I could tell by the looks on the parents' faces that they couldn’t do the problem,” said Karimah Omar, an Envision student who produced one of the videos. “They were even calling over other students.”\u003c/p>\n\u003cp>One of the most rewarding elements of the video production for Omar was the chance to show that her neighborhood – the rough and tumble flatlands of West Oakland – is more than poverty and crime. “If I go somewhere else, and I say I’m from West Oakland, they think, 'Oh, you from the ghetto. You talk loud.' We wanted to prove that just because we’re in West Oakland, doesn’t mean we don’t have something to say.”\u003c/p>\n\u003cp>Omar’s fellow student, Gibran Huerta continued the thought. “Coming from Oakland, I’m using this opportunity not to just show math, but to show that we’re not just what people think we are,” Huerta said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Envision plans to produce another round of videos, then step back and see modify what needs to be improved. As for the Upside Down Academy, it’s just getting started – and can go wherever teachers and students want to take it.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Producing these videos creates distinct benefits, Cosulich says. First, students must understand a subject well enough to communicate it to other students. But there's an upside for teachers too. By watching students characterize math problems in their own vernacular, teachers might better understand how to explain the material using different approaches.\u003c/p>\n\u003cp>The Upside Down Academy is very much in the beta phase. In fact, it’s only been tried out once in a real classroom setting, at the Envision Academy. Just a few weeks ago, students, parents \u003c!--more-->and teachers gathered at the school for what they dubbed “Exhibition Day,” when parents watched the videos, then worked on a few algebra problem. “Parents were getting quite nervous, said Kiera Chase, the blended learning coordinator for Envision, who set up the video production project. “They kept saying, ‘Oh my god, I don’t remember some of this.’”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cem>\u003cstrong>RELATED READING:\u003c/strong>\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/rewards-of-role-reversal-teachers-learn-students-teach/\">\u003cstrong>REWARDS OF ROLE REVERSAL: TEACHERS LEARN, STUDENTS TEACH\u003c/strong>\u003c/a>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/linking-students-teachers-and-technologists/\">\u003cstrong>CLOSING THE LOOP BETWEEN STUDENTS, TEACHERS AND TECHNOLOGISTS\u003c/strong>\u003c/a>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/student-created-video-games-enter-science-class/\">\u003cstrong>STUDENT-CREATED VIDEO GAMES ENTER SCIENCE CLASS\u003c/strong>\u003c/a>\u003c/em>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>“I could tell by the looks on the parents' faces that they couldn’t do the problem,” said Karimah Omar, an Envision student who produced one of the videos. “They were even calling over other students.”\u003c/p>\n\u003cp>One of the most rewarding elements of the video production for Omar was the chance to show that her neighborhood – the rough and tumble flatlands of West Oakland – is more than poverty and crime. “If I go somewhere else, and I say I’m from West Oakland, they think, 'Oh, you from the ghetto. You talk loud.' We wanted to prove that just because we’re in West Oakland, doesn’t mean we don’t have something to say.”\u003c/p>\n\u003cp>Omar’s fellow student, Gibran Huerta continued the thought. “Coming from Oakland, I’m using this opportunity not to just show math, but to show that we’re not just what people think we are,” Huerta said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Envision plans to produce another round of videos, then step back and see modify what needs to be improved. As for the Upside Down Academy, it’s just getting started – and can go wherever teachers and students want to take it.\u003c/p>\n\n\u003c/div>\u003c/p>",
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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/0OtSs2xEpzY'\n title='//www.youtube.com/embed/0OtSs2xEpzY'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Salman Khan has \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/meet-sal-khan-the-jerry-seinfeld-of-the-education-revolution/\">made a name for himself\u003c/a> for producing bite-sized videos that explain everything from fair value accounting to how the Hawaiian Islands were formed on the free online \u003ca href=\"http://youtu.be/0OtSs2xEpzY\">Khan Academy\u003c/a>.\u003c/p>\n\u003cp>Here, Khan uses his trademark \"chalkboard\" sketching approach to explain how the idea of \u003ca href=\"http://ww2.kqed.org/mindshift/tag/blended-learning/\">blended learning\u003c/a> -- combining technology like online videos and software with classroom instruction -- works.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"module image left mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/screen-shot-2012-01-22-at-8-35-59-pm/\" rel=\"attachment wp-att-18443\">\u003cimg class=\"size-medium wp-image-18443\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Screen-shot-2012-01-22-at-8.35.59-PM-300x185.png\" alt=\"\" width=\"300\" height=\"185\">\u003c/a>\u003c/div>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/screen-shot-2012-01-22-at-8-31-14-pm/\" rel=\"attachment wp-att-18442\">\u003cimg class=\"size-medium wp-image-18442\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Screen-shot-2012-01-22-at-8.31.14-PM-300x191.png\" alt=\"\" width=\"300\" height=\"191\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.rsed.org/\">Rocketship Education\u003c/a>, the Bay Area network of charter schools, is poised to grow big and bold in the next few years. Hinging its success on its own brand of hybrid learning -- combining online and teacher-guided instruction in a tightly engineered school day -- the charter network will grow from five schools open now to 25 by 2017-2018.\u003c/p>\n\u003cp>But it hasn't been an easy trail to blaze. Skeptics from the San Francisco Unified trustees, which voted against approving a Rocketship charter in a low-income neighborhood, called the network's tactics “an unsound educational program” and characterized its computer lab time as a \"drill and kill\" approach, according to a recent article in \u003ca href=\"http://toped.svefoundation.org/2012/01/16/state-board-cde-staff-at-odds-on-charter/\">Thoughts on Public Education\u003c/a>. In the end, however, the State Board of Education granted a charter to Rocketship.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #ff6600\">“Instructors have to find the balance between occupying students with something fun, and giving them an opportunity to learn something important.\"\u003c/span>\u003c/aside>\n\u003cp>The computer lab time they're referring to is Rocketship's now-famous Learning Lab, where students go twice a day, for 50-minute computer sessions in both reading and math. The online exercises are like short video games, featuring cartoon characters that reward students with points when they get the problems right.\u003c/p>\n\u003cp>Eight-year-old Xochitl Reece might not agree with the \"drill and kill\" characterization. Xochitl is a third-grader at Rocketship Los Suenos Academy in San Jose, and during a recent visit, was playing a math computer program.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“In math class, [the problems] are harder. And when I go to computer lab … I get them right. You learn more stuff, and it’s really fun,” Xochitl said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>Read more about Rocketship\u003c/strong>\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003c/strong>\u003ca href=\"../2011/04/how-can-an-advanced-student-move-ahead-in-public-school/\">How Can An Advanced Student Move Ahead in Public School?\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>\u003c/strong>\u003ca href=\"../2011/05/hybrid-learning-comes-to-life-at-rocketship/\">Hybrid Learning Comes to Life at Rocketship\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>\u003c/strong> \u003ca href=\"../2011/05/focus-on-assessments-fuels-rocketships-goals/\">Focus on Assessments Fuels Rocketship’s Goals\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>\u003c/strong>\u003ca>A Look Inside Rocketship\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>For math teacher Alana Mednick, the Rocketship program makes good sense. \"I don’t have to go through a lot of practice and kill and drill exercises,\" she says (there's that phrase again.) \"They’ll be doing that using fun games and exercises, and in here they’ll be applying their practice knowledge. I think I’m allowed to be a teacher, more so because of this model, because I can teach to their general needs rather than having to play catch-up. So I’m teaching what I’m supposed to rather than what should have already been taught.\"\u003c/p>\n\u003cp>Andy Jones, who analyzes trends in learning and technology at U.C. Davis, says computer programs can fill a huge hole in the learning process, allowing educators to focus on bigger things.\u003c/p>\n\u003cp>“Information that was once presented with a focus on recall and knowledge that can be delegated to technological implements, computer programs or web-based tools,” Jones said. “Instructors have to find what is the perfect balance between occupying their students with something that is fun, and giving them an opportunity to learn something important. That sweet spot is often difficult to hit for a programmer, or a textbook company or an instructor.”\u003c/p>\n\u003cp>Rocketship schools' intense focus on test scores seems to be paying off. Their average API score is 868, far above public schools in similar low-income neighborhoods. At its flagship school, Rocketship Mateo Sheedy Elementary, where 91% of students qualify for free or reduced lunch, the 925 API score is the same as the average of the Palo Alto School District, a much more affluent community nearby.\u003c/p>\n\u003cp>What's more, an\u003ca href=\"http://www.ednetinsight.com/news-alerts/technology-headlines/dreambox-intelligent-adaptive-learning--platform-significantly-improves-students--math-scores.html\"> independent study \u003c/a>released in August by SRI International, which conducted a randomized controlled trial using \u003ca href=\"http://www.dreambox.com/\">DreamBox Learning\u003c/a>, one of Rocketship's math computer programs, those who used the program for 16 weeks scored 2.3 points higher on the \u003ca href=\"http://www.nwea.org/\">Northwest Evaluation Association\u003c/a> math test than those who didn’t — the equivalent to progressing 5.5 points in percentile ranking (for example, from 50 percent to 55.5 percent).\u003c/p>\n\u003cp>According to Aylon Samouha, Rocketship's Chief Schools Officer, those students’ gains are\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/why-should-schools-invest-in-software/#more-16002\"> not only statistically significant,\u003c/a> but the fact that they were achieved in such a short time — 16 weeks — indicates that using the program for an entire school year would show even greater gains.\u003c/p>\n\u003cp>Motivating Rocketeers to do well on tests is a priority at Rocketship schools, as evidenced by the signs that hang from classrooms on campus. Hand-written and printed signs read “90% of students will score 90% (or higher)”; “Shoot for 950” in reference to current the 925 API score at the Mateo Sheedy campus; and “Beat the Test.”\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>SILICON VALLEY INNOVATION AND MONEY\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>Rocketship schools' location in the heart of Silicon Valley is no coincidence. It's tapping into the area's spirit of tech innovation and deep pockets. The company has received a huge influx of cash -- $3 million -- from Silicon Valley executives of companies like Netflix, Facebook, and Skype.\u003c/p>\n\u003cp>The money will be spent to improve Rocketship’s computer software used to assess students, generate learning plans that identify student needs, and manage all the influx of data that comes from each of the learning programs.\u003c/p>\n\u003cp>As the school charter network grows, it'll be interesting to watch how it's received by other school districts, and how or whether the company itself will change to keep up with the growth.\u003c/p>\n\u003cp>\u003cem>- Reported with Ana Tintocolis\u003c/em>\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://www.californiareport.org/archive/R201201201630/a\">Hear the California Report \u003c/a>story about blended learning and Rocketship and listen to\u003ca href=\"http://www.kqed.org/a/forum/R201201230930\"> KQED's Forum\u003c/a> discussion\u003c/em>.\u003c/h5>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image left mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/screen-shot-2012-01-22-at-8-35-59-pm/\" rel=\"attachment wp-att-18443\">\u003cimg class=\"size-medium wp-image-18443\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Screen-shot-2012-01-22-at-8.35.59-PM-300x185.png\" alt=\"\" width=\"300\" height=\"185\">\u003c/a>\u003c/div>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/screen-shot-2012-01-22-at-8-31-14-pm/\" rel=\"attachment wp-att-18442\">\u003cimg class=\"size-medium wp-image-18442\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Screen-shot-2012-01-22-at-8.31.14-PM-300x191.png\" alt=\"\" width=\"300\" height=\"191\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.rsed.org/\">Rocketship Education\u003c/a>, the Bay Area network of charter schools, is poised to grow big and bold in the next few years. Hinging its success on its own brand of hybrid learning -- combining online and teacher-guided instruction in a tightly engineered school day -- the charter network will grow from five schools open now to 25 by 2017-2018.\u003c/p>\n\u003cp>But it hasn't been an easy trail to blaze. Skeptics from the San Francisco Unified trustees, which voted against approving a Rocketship charter in a low-income neighborhood, called the network's tactics “an unsound educational program” and characterized its computer lab time as a \"drill and kill\" approach, according to a recent article in \u003ca href=\"http://toped.svefoundation.org/2012/01/16/state-board-cde-staff-at-odds-on-charter/\">Thoughts on Public Education\u003c/a>. In the end, however, the State Board of Education granted a charter to Rocketship.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #ff6600\">“Instructors have to find the balance between occupying students with something fun, and giving them an opportunity to learn something important.\"\u003c/span>\u003c/aside>\n\u003cp>The computer lab time they're referring to is Rocketship's now-famous Learning Lab, where students go twice a day, for 50-minute computer sessions in both reading and math. The online exercises are like short video games, featuring cartoon characters that reward students with points when they get the problems right.\u003c/p>\n\u003cp>Eight-year-old Xochitl Reece might not agree with the \"drill and kill\" characterization. Xochitl is a third-grader at Rocketship Los Suenos Academy in San Jose, and during a recent visit, was playing a math computer program.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“In math class, [the problems] are harder. And when I go to computer lab … I get them right. You learn more stuff, and it’s really fun,” Xochitl said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>Read more about Rocketship\u003c/strong>\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003c/strong>\u003ca href=\"../2011/04/how-can-an-advanced-student-move-ahead-in-public-school/\">How Can An Advanced Student Move Ahead in Public School?\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>\u003c/strong>\u003ca href=\"../2011/05/hybrid-learning-comes-to-life-at-rocketship/\">Hybrid Learning Comes to Life at Rocketship\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>\u003c/strong> \u003ca href=\"../2011/05/focus-on-assessments-fuels-rocketships-goals/\">Focus on Assessments Fuels Rocketship’s Goals\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>\u003c/strong>\u003ca>A Look Inside Rocketship\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>For math teacher Alana Mednick, the Rocketship program makes good sense. \"I don’t have to go through a lot of practice and kill and drill exercises,\" she says (there's that phrase again.) \"They’ll be doing that using fun games and exercises, and in here they’ll be applying their practice knowledge. I think I’m allowed to be a teacher, more so because of this model, because I can teach to their general needs rather than having to play catch-up. So I’m teaching what I’m supposed to rather than what should have already been taught.\"\u003c/p>\n\u003cp>Andy Jones, who analyzes trends in learning and technology at U.C. Davis, says computer programs can fill a huge hole in the learning process, allowing educators to focus on bigger things.\u003c/p>\n\u003cp>“Information that was once presented with a focus on recall and knowledge that can be delegated to technological implements, computer programs or web-based tools,” Jones said. “Instructors have to find what is the perfect balance between occupying their students with something that is fun, and giving them an opportunity to learn something important. That sweet spot is often difficult to hit for a programmer, or a textbook company or an instructor.”\u003c/p>\n\u003cp>Rocketship schools' intense focus on test scores seems to be paying off. Their average API score is 868, far above public schools in similar low-income neighborhoods. At its flagship school, Rocketship Mateo Sheedy Elementary, where 91% of students qualify for free or reduced lunch, the 925 API score is the same as the average of the Palo Alto School District, a much more affluent community nearby.\u003c/p>\n\u003cp>What's more, an\u003ca href=\"http://www.ednetinsight.com/news-alerts/technology-headlines/dreambox-intelligent-adaptive-learning--platform-significantly-improves-students--math-scores.html\"> independent study \u003c/a>released in August by SRI International, which conducted a randomized controlled trial using \u003ca href=\"http://www.dreambox.com/\">DreamBox Learning\u003c/a>, one of Rocketship's math computer programs, those who used the program for 16 weeks scored 2.3 points higher on the \u003ca href=\"http://www.nwea.org/\">Northwest Evaluation Association\u003c/a> math test than those who didn’t — the equivalent to progressing 5.5 points in percentile ranking (for example, from 50 percent to 55.5 percent).\u003c/p>\n\u003cp>According to Aylon Samouha, Rocketship's Chief Schools Officer, those students’ gains are\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/why-should-schools-invest-in-software/#more-16002\"> not only statistically significant,\u003c/a> but the fact that they were achieved in such a short time — 16 weeks — indicates that using the program for an entire school year would show even greater gains.\u003c/p>\n\u003cp>Motivating Rocketeers to do well on tests is a priority at Rocketship schools, as evidenced by the signs that hang from classrooms on campus. Hand-written and printed signs read “90% of students will score 90% (or higher)”; “Shoot for 950” in reference to current the 925 API score at the Mateo Sheedy campus; and “Beat the Test.”\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>SILICON VALLEY INNOVATION AND MONEY\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>Rocketship schools' location in the heart of Silicon Valley is no coincidence. It's tapping into the area's spirit of tech innovation and deep pockets. The company has received a huge influx of cash -- $3 million -- from Silicon Valley executives of companies like Netflix, Facebook, and Skype.\u003c/p>\n\u003cp>The money will be spent to improve Rocketship’s computer software used to assess students, generate learning plans that identify student needs, and manage all the influx of data that comes from each of the learning programs.\u003c/p>\n\u003cp>As the school charter network grows, it'll be interesting to watch how it's received by other school districts, and how or whether the company itself will change to keep up with the growth.\u003c/p>\n\u003cp>\u003cem>- Reported with Ana Tintocolis\u003c/em>\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://www.californiareport.org/archive/R201201201630/a\">Hear the California Report \u003c/a>story about blended learning and Rocketship and listen to\u003ca href=\"http://www.kqed.org/a/forum/R201201230930\"> KQED's Forum\u003c/a> discussion\u003c/em>.\u003c/h5>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Move Over, Sal Khan: Sixth-Graders Create Their Own Math Videos!",
"title": "Move Over, Sal Khan: Sixth-Graders Create Their Own Math Videos!",
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"content": "\u003cp>\u003ca href=\"http://youtu.be/_8OAfHg0CP4\">\u003cimg class=\"size-medium wp-image-14481\" title=\"Screen shot 2011-08-11 at 10.16.58 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/Screen-shot-2011-08-11-at-10.16.58-AM-300x157.png\" alt=\"\" width=\"300\" height=\"157\">\u003c/a>\u003c/p>\n\u003cp>Eric Marcos is a sixth-grade math teacher at\u003ca href=\"http://www.lincoln.smmusd.org/\" target=\"_blank\"> Lincoln Middle School\u003c/a> in Santa Monica, California. But his kids stay after school, spend hours on their homework, and accompany him to education conferences (and even sometimes lead his presentations). None of Marcos' students are doing this for extra credit. They're simply learning a lot about math and they're loving it.\u003c/p>\n\u003cp>His secret? The now-global phenomenon known as \u003ca href=\"http://mathtrain.tv/\" target=\"_blank\">MathTrain.TV\u003c/a>: kids teaching other kids through \u003ca href=\"http://mathtrain.com/\" target=\"_blank\">creating their own video tutorials\u003c/a>. Much like the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/meet-sal-khan-the-jerry-seinfeld-of-the-education-revolution/\">now-famous Khan Academy\u003c/a> -- but it's made by and for students.\u003c/p>\n\u003cp>It wasn't Marcos' idea in the beginning. \"Believe me, I'd love to take credit,\" he laughs. The breakthrough happened when, about five years ago, one of his students used their class \u003ca href=\"http://moodle.org/\" target=\"_blank\">Moodle \u003c/a>to send him a question about a homework problem. \"If you try to answer a math question in an email or a Word document, though,\" says Marcos, \"it's crazy hard to line things up, even a couple of equations.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"If you give kids a little bit of trust and let them try out some stuff, they're going to come up with fascinating things that will surprise you.\"\u003c/aside>\n\u003cp>So he turned on his newly-acquired classroom tablet PC, scribbled a few equations, pushed record, and made a \u003ca href=\"http://mashable.com/2008/02/21/screencasting-video-tutorials/\" target=\"_blank\">screencasting video\u003c/a>. \"This was at about 7 at night. The kid sent another message right away, saying, 'Thank you! I got it now. Can you make me another one for this problem?'\" Over the next few days, other students wanted to know why they didn't get a video, asking him to post it somewhere so they could all benefit.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Then one of Marcos' students asked if she could make a video, too. \"It was unbelievable,\" he says. \"I didn't give her any direction – well, because I couldn't, I didn't even really know what I was doing. But she made a little \u003ca href=\"http://mathtrain.tv/play.php?vid=91\" target=\"_blank\">video about proportions\u003c/a> that had a beginning, a middle, and an end, just like an English paper or a presentation.\" Soon enough, students weren't staying after school just to doodle on Marcos' tablet PC – they stayed to make math videos.\u003c/p>\n\u003cp>Marcos decided to house their growing archive of tutorials on a website using \u003ca href=\"http://www.phpmotion.com/\" target=\"_blank\">PHPMotion.com\u003c/a>, a free YouTube clone software (YouTube is blocked in most schools). Now, in addition to a \u003ca href=\"http://mathtrain.com/\" target=\"_blank\">website\u003c/a>, the class has a \u003ca href=\"http://mathtrain.tv/podcast/\" target=\"_blank\">podcast\u003c/a> and \u003ca href=\"http://itunes.apple.com/us/app/mathtrain/id424464054?mt=8\" target=\"_blank\">an app\u003c/a> on iTunes for the iPhone and iPad so that people can share MathTrain videos on Twitter and Facebook. \"Better than that we have an app, though,\" says Marcos, \"is that it's made by a student.\"\u003c/p>\n\u003cp>Once in a while Marcos will make a video or two, but the vast majority of MathTrain.TV is populated by student-authored tutorials. \"It's much better to have the students' voices. It's hard to hold off sometimes, but I made that choice.\"\u003c/p>\n\u003cp>Clearly, says Marcos, \"It's fun for them. They like being behind a microphone, putting a star next to something. They put their heart and soul into it.\" Because they're making a video, \"They'll spend over an hour on one math problem: 'Let's put this in blue. Now I'm going to try to put some pop-ups next to it.' Instead of listening to the teacher, they're taking an active role in their own learning.\"\u003c/p>\n\u003cp>And so often, he says, \"the best way to learn something is to teach it. I've heard kids say that when they were trying to explain how to divide fractions, they knew to flip the number over but they didn't know why.\" Because they were creating a tutorial video, \"They found out that they didn't know why\" – and then, naturally, they found out why.\u003c/p>\n\u003cp>The MathTrain word is spreading now, from Marcos' own presentations at gatherings like the\u003ca href=\"http://www.iste.org/conference.aspx\" target=\"_blank\"> ISTE conference\u003c/a> to those of ed-tech leader \u003ca href=\"http://www.youtube.com/watch?v=ebJHzpEy4bE&t=11m10s\" target=\"_blank\">Alan November\u003c/a>. \"The global audience thing is amazing,\" Marcos says. \"We have contacts from literally all over the world. And we weren't doing this for the world at the time!\" In the beginning, students \"were just doing it to help their friends. They weren't necessarily looking to help people out in Australia, but now they are.\"\u003c/p>\n\u003cp>For those interested in trying their hand at this, Marcos has created some \u003ca href=\"http://mathtrain.tv/play.php?vid=297\" target=\"_blank\">screencasts about how to make screencasts\u003c/a> that explain how his class has used tools like \u003ca href=\"http://windows.microsoft.com/en-US/windows7/Create-and-personalize-handwritten-notes-using-Windows-Journal\" target=\"_blank\">Windows Journal\u003c/a>, \u003ca href=\"http://www.techsmith.com/jing/\" target=\"_blank\">Jing\u003c/a>, \u003ca href=\"http://tuxpaint.org/\" target=\"_blank\">TuxPaint\u003c/a>, \u003ca href=\"http://office.microsoft.com/en-us/onenote/\" target=\"_blank\">OneNote\u003c/a>, and \u003ca href=\"http://www.techsmith.com/camtasia/\" target=\"_blank\">Camtasia Studio\u003c/a> to do their work.\u003c/p>\n\u003cp>Marcos' advice to other teachers? Don't put technology behind glass. \"Let them touch the computer,\" he says. \"That's my one-liner. Let them touch the computer. That's how the world changed for me, for all of us. If you give kids a little bit of trust and let them try out some stuff, they're going to come up with fascinating things that will surprise you.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Check out this fun video explaining the phenomenon.\u003cbr>\nhttp://youtu.be/_8OAfHg0CP4\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://youtu.be/_8OAfHg0CP4\">\u003cimg class=\"size-medium wp-image-14481\" title=\"Screen shot 2011-08-11 at 10.16.58 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/Screen-shot-2011-08-11-at-10.16.58-AM-300x157.png\" alt=\"\" width=\"300\" height=\"157\">\u003c/a>\u003c/p>\n\u003cp>Eric Marcos is a sixth-grade math teacher at\u003ca href=\"http://www.lincoln.smmusd.org/\" target=\"_blank\"> Lincoln Middle School\u003c/a> in Santa Monica, California. But his kids stay after school, spend hours on their homework, and accompany him to education conferences (and even sometimes lead his presentations). None of Marcos' students are doing this for extra credit. They're simply learning a lot about math and they're loving it.\u003c/p>\n\u003cp>His secret? The now-global phenomenon known as \u003ca href=\"http://mathtrain.tv/\" target=\"_blank\">MathTrain.TV\u003c/a>: kids teaching other kids through \u003ca href=\"http://mathtrain.com/\" target=\"_blank\">creating their own video tutorials\u003c/a>. Much like the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/meet-sal-khan-the-jerry-seinfeld-of-the-education-revolution/\">now-famous Khan Academy\u003c/a> -- but it's made by and for students.\u003c/p>\n\u003cp>It wasn't Marcos' idea in the beginning. \"Believe me, I'd love to take credit,\" he laughs. The breakthrough happened when, about five years ago, one of his students used their class \u003ca href=\"http://moodle.org/\" target=\"_blank\">Moodle \u003c/a>to send him a question about a homework problem. \"If you try to answer a math question in an email or a Word document, though,\" says Marcos, \"it's crazy hard to line things up, even a couple of equations.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"If you give kids a little bit of trust and let them try out some stuff, they're going to come up with fascinating things that will surprise you.\"\u003c/aside>\n\u003cp>So he turned on his newly-acquired classroom tablet PC, scribbled a few equations, pushed record, and made a \u003ca href=\"http://mashable.com/2008/02/21/screencasting-video-tutorials/\" target=\"_blank\">screencasting video\u003c/a>. \"This was at about 7 at night. The kid sent another message right away, saying, 'Thank you! I got it now. Can you make me another one for this problem?'\" Over the next few days, other students wanted to know why they didn't get a video, asking him to post it somewhere so they could all benefit.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Then one of Marcos' students asked if she could make a video, too. \"It was unbelievable,\" he says. \"I didn't give her any direction – well, because I couldn't, I didn't even really know what I was doing. But she made a little \u003ca href=\"http://mathtrain.tv/play.php?vid=91\" target=\"_blank\">video about proportions\u003c/a> that had a beginning, a middle, and an end, just like an English paper or a presentation.\" Soon enough, students weren't staying after school just to doodle on Marcos' tablet PC – they stayed to make math videos.\u003c/p>\n\u003cp>Marcos decided to house their growing archive of tutorials on a website using \u003ca href=\"http://www.phpmotion.com/\" target=\"_blank\">PHPMotion.com\u003c/a>, a free YouTube clone software (YouTube is blocked in most schools). Now, in addition to a \u003ca href=\"http://mathtrain.com/\" target=\"_blank\">website\u003c/a>, the class has a \u003ca href=\"http://mathtrain.tv/podcast/\" target=\"_blank\">podcast\u003c/a> and \u003ca href=\"http://itunes.apple.com/us/app/mathtrain/id424464054?mt=8\" target=\"_blank\">an app\u003c/a> on iTunes for the iPhone and iPad so that people can share MathTrain videos on Twitter and Facebook. \"Better than that we have an app, though,\" says Marcos, \"is that it's made by a student.\"\u003c/p>\n\u003cp>Once in a while Marcos will make a video or two, but the vast majority of MathTrain.TV is populated by student-authored tutorials. \"It's much better to have the students' voices. It's hard to hold off sometimes, but I made that choice.\"\u003c/p>\n\u003cp>Clearly, says Marcos, \"It's fun for them. They like being behind a microphone, putting a star next to something. They put their heart and soul into it.\" Because they're making a video, \"They'll spend over an hour on one math problem: 'Let's put this in blue. Now I'm going to try to put some pop-ups next to it.' Instead of listening to the teacher, they're taking an active role in their own learning.\"\u003c/p>\n\u003cp>And so often, he says, \"the best way to learn something is to teach it. I've heard kids say that when they were trying to explain how to divide fractions, they knew to flip the number over but they didn't know why.\" Because they were creating a tutorial video, \"They found out that they didn't know why\" – and then, naturally, they found out why.\u003c/p>\n\u003cp>The MathTrain word is spreading now, from Marcos' own presentations at gatherings like the\u003ca href=\"http://www.iste.org/conference.aspx\" target=\"_blank\"> ISTE conference\u003c/a> to those of ed-tech leader \u003ca href=\"http://www.youtube.com/watch?v=ebJHzpEy4bE&t=11m10s\" target=\"_blank\">Alan November\u003c/a>. \"The global audience thing is amazing,\" Marcos says. \"We have contacts from literally all over the world. And we weren't doing this for the world at the time!\" In the beginning, students \"were just doing it to help their friends. They weren't necessarily looking to help people out in Australia, but now they are.\"\u003c/p>\n\u003cp>For those interested in trying their hand at this, Marcos has created some \u003ca href=\"http://mathtrain.tv/play.php?vid=297\" target=\"_blank\">screencasts about how to make screencasts\u003c/a> that explain how his class has used tools like \u003ca href=\"http://windows.microsoft.com/en-US/windows7/Create-and-personalize-handwritten-notes-using-Windows-Journal\" target=\"_blank\">Windows Journal\u003c/a>, \u003ca href=\"http://www.techsmith.com/jing/\" target=\"_blank\">Jing\u003c/a>, \u003ca href=\"http://tuxpaint.org/\" target=\"_blank\">TuxPaint\u003c/a>, \u003ca href=\"http://office.microsoft.com/en-us/onenote/\" target=\"_blank\">OneNote\u003c/a>, and \u003ca href=\"http://www.techsmith.com/camtasia/\" target=\"_blank\">Camtasia Studio\u003c/a> to do their work.\u003c/p>\n\u003cp>Marcos' advice to other teachers? Don't put technology behind glass. \"Let them touch the computer,\" he says. \"That's my one-liner. Let them touch the computer. That's how the world changed for me, for all of us. If you give kids a little bit of trust and let them try out some stuff, they're going to come up with fascinating things that will surprise you.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Check out this fun video explaining the phenomenon.\u003cbr>\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/_8OAfHg0CP4'\n title='//www.youtube.com/embed/_8OAfHg0CP4'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>[youtube http://www.youtube.com/watch?v=OSJ5LwAXxLk]\u003c/p>\n\u003cp>For those wondering what a game-based classroom looks like in a traditional school, take a peek into Ananth Pai's third-grade class in Parkview/Center Point Elementary school in Maplewood, Minnesota.\u003c/p>\n\u003cp>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.\u003c/p>\n\u003caside class=\"pullquote alignleft\">The class's reading math scores went from below average for third grade to mid-fourth-grade level.\u003c/aside>\n\u003cp>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\u003cp>If parents are wondering what their kids do with the Nintendo DS in the classroom, Pai's students will tell them about Brain Age 2, the word scramble game, or Math Blaster, which helps students practice their multiplication.\u003cspan style=\"font-size: x-small\">\u003c!--more-->\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>In the video interview above, Pai talks about how he realized that with a 20-1 ratio in a third grade class (a luxury at this point in many American public schools), it would be difficult to help each student progress at his or her own level.\u003c/p>\n\u003cp>So he found websites he thought would work best for his class, and connected them \u003ca href=\"http://sites.google.com/site/teamdrillhead/home\">all to his own site\u003c/a>. Take a look at how he's organized the curriculum: Simple and intuitive.\u003c/p>\n\u003cp>He's divided Literacy into \u003cspan style=\"font-size: small\">\u003ca href=\"http://sites.google.com/site/teamdrillhead/home/literacy/decoding\">Decoding\u003c/a>\u003c/span>\u003ca href=\"http://sites.google.com/site/teamdrillhead/home/literacy/reading\">\u003cspan style=\"font-size: small\">, Reading\u003c/span>\u003c/a>\u003cspan style=\"font-size: small\">\u003ca href=\"http://sites.google.com/site/teamdrillhead/home/literacy/syllabication\">, Syllabication\u003c/a>\u003c/span>\u003ca href=\"http://sites.google.com/site/teamdrillhead/home/literacy/writing\">, Writing\u003c/a> \u003cspan style=\"font-size: small\">\u003ca href=\"http://sites.google.com/site/teamdrillhead/home/literacy/vocabulary\">, Vocabulary & Spelling\u003c/a>\u003c/span>\u003cspan style=\"font-size: small\">\u003ca href=\"http://sites.google.com/site/teamdrillhead/home/literacy/grammar\">, Grammar\u003c/a>\u003c/span>\u003cspan style=\"font-size: small\">\u003ca href=\"http://sites.google.com/site/teamdrillhead/home/literacy/things-that-make-reading-and-writing-interesting\">, Literary Devices, \u003c/a>\u003c/span>\u003ca href=\"http://sites.google.com/site/teamdrillhead/home/literacy/genre\">and Genre.\u003c/a>\u003c/p>\n\u003cp>Similarly, Math is divided into \u003ca href=\"http://sites.google.com/site/teamdrillhead/home/math/geometry\">Geometry\u003c/a>, \u003ca href=\"http://sites.google.com/site/teamdrillhead/home/math/number-sense--computation\">Number Sense & Computation\u003c/a>, \u003ca href=\"http://sites.google.com/site/teamdrillhead/home/math/algebra\">Algebra\u003c/a>, \u003ca href=\"http://www.learnalberta.ca/content/mejhm/index.html\" rel=\"nofollow\">Data Analysis, Math Challenge,\u003c/a> \u003ca href=\"http://www.amathsdictionaryforkids.com/dictionary.html\" rel=\"nofollow\">Math Dictionary,\u003c/a> \u003ca href=\"http://www.learnalberta.ca/content/me3usa/flash/index.html?goLesson=14\" rel=\"nofollow\">Easier Math Dictionary\u003c/a>, and other general games.\u003c/p>\n\u003cp>He's also got sites and games for categories like\u003ca href=\"http://sites.google.com/site/teamdrillhead/home/we-can-work-things-out\"> Inquiry, Skills for Life\u003c/a>, \u003ca href=\"http://sites.google.com/site/teamdrillhead/home/health\">Health & Well Being\u003c/a>, and \u003ca href=\"http://sites.google.com/site/teamdrillhead/home/general\">Would You Like Hot Chocolate With That\u003c/a>?\u003c/p>\n\u003cp>Pai says that in a matter of four months, the class's reading and math scores went from below average for third grade to mid-fourth-grade level.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/can-learning-really-be-fun-and-games/screen-shot-2011-05-09-at-9-59-34-am/\" rel=\"attachment wp-att-11424\">\u003cimg class=\"alignright size-medium wp-image-11424\" title=\"Screen shot 2011-05-09 at 9.59.34 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/Screen-shot-2011-05-09-at-9.59.34-AM-300x176.png\" alt=\"\" width=\"300\" height=\"176\">\u003c/a>When \u003ca href=\"http://rstephens.blogspot.com/\">Robert Stephens\u003c/a>, founder of Geek Squad and CTO of Best Buy visited Pai's class recently, he was struck by not just the fact that technology was being used, but \u003cem>how\u003c/em> Pai organized the class.\u003c/p>\n\u003cp>\"He groups the kids on how their brains learn,\" Stephens said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>From what I can tell, this is what learning should look like.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\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/OSJ5LwAXxLk'\n title='//www.youtube.com/embed/OSJ5LwAXxLk'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>For those wondering what a game-based classroom looks like in a traditional school, take a peek into Ananth Pai's third-grade class in Parkview/Center Point Elementary school in Maplewood, Minnesota.\u003c/p>\n\u003cp>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.\u003c/p>\n\u003caside class=\"pullquote alignleft\">The class's reading math scores went from below average for third grade to mid-fourth-grade level.\u003c/aside>\n\u003cp>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\u003cp>If parents are wondering what their kids do with the Nintendo DS in the classroom, Pai's students will tell them about Brain Age 2, the word scramble game, or Math Blaster, which helps students practice their multiplication.\u003cspan style=\"font-size: x-small\">\u003c!--more-->\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>In the video interview above, Pai talks about how he realized that with a 20-1 ratio in a third grade class (a luxury at this point in many American public schools), it would be difficult to help each student progress at his or her own level.\u003c/p>\n\u003cp>So he found websites he thought would work best for his class, and connected them \u003ca href=\"http://sites.google.com/site/teamdrillhead/home\">all to his own site\u003c/a>. Take a look at how he's organized the curriculum: Simple and intuitive.\u003c/p>\n\u003cp>He's divided Literacy into \u003cspan style=\"font-size: small\">\u003ca href=\"http://sites.google.com/site/teamdrillhead/home/literacy/decoding\">Decoding\u003c/a>\u003c/span>\u003ca href=\"http://sites.google.com/site/teamdrillhead/home/literacy/reading\">\u003cspan style=\"font-size: small\">, Reading\u003c/span>\u003c/a>\u003cspan style=\"font-size: small\">\u003ca href=\"http://sites.google.com/site/teamdrillhead/home/literacy/syllabication\">, Syllabication\u003c/a>\u003c/span>\u003ca href=\"http://sites.google.com/site/teamdrillhead/home/literacy/writing\">, Writing\u003c/a> \u003cspan style=\"font-size: small\">\u003ca href=\"http://sites.google.com/site/teamdrillhead/home/literacy/vocabulary\">, Vocabulary & Spelling\u003c/a>\u003c/span>\u003cspan style=\"font-size: small\">\u003ca href=\"http://sites.google.com/site/teamdrillhead/home/literacy/grammar\">, Grammar\u003c/a>\u003c/span>\u003cspan style=\"font-size: small\">\u003ca href=\"http://sites.google.com/site/teamdrillhead/home/literacy/things-that-make-reading-and-writing-interesting\">, Literary Devices, \u003c/a>\u003c/span>\u003ca href=\"http://sites.google.com/site/teamdrillhead/home/literacy/genre\">and Genre.\u003c/a>\u003c/p>\n\u003cp>Similarly, Math is divided into \u003ca href=\"http://sites.google.com/site/teamdrillhead/home/math/geometry\">Geometry\u003c/a>, \u003ca href=\"http://sites.google.com/site/teamdrillhead/home/math/number-sense--computation\">Number Sense & Computation\u003c/a>, \u003ca href=\"http://sites.google.com/site/teamdrillhead/home/math/algebra\">Algebra\u003c/a>, \u003ca href=\"http://www.learnalberta.ca/content/mejhm/index.html\" rel=\"nofollow\">Data Analysis, Math Challenge,\u003c/a> \u003ca href=\"http://www.amathsdictionaryforkids.com/dictionary.html\" rel=\"nofollow\">Math Dictionary,\u003c/a> \u003ca href=\"http://www.learnalberta.ca/content/me3usa/flash/index.html?goLesson=14\" rel=\"nofollow\">Easier Math Dictionary\u003c/a>, and other general games.\u003c/p>\n\u003cp>He's also got sites and games for categories like\u003ca href=\"http://sites.google.com/site/teamdrillhead/home/we-can-work-things-out\"> Inquiry, Skills for Life\u003c/a>, \u003ca href=\"http://sites.google.com/site/teamdrillhead/home/health\">Health & Well Being\u003c/a>, and \u003ca href=\"http://sites.google.com/site/teamdrillhead/home/general\">Would You Like Hot Chocolate With That\u003c/a>?\u003c/p>\n\u003cp>Pai says that in a matter of four months, the class's reading and math scores went from below average for third grade to mid-fourth-grade level.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/can-learning-really-be-fun-and-games/screen-shot-2011-05-09-at-9-59-34-am/\" rel=\"attachment wp-att-11424\">\u003cimg class=\"alignright size-medium wp-image-11424\" title=\"Screen shot 2011-05-09 at 9.59.34 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/Screen-shot-2011-05-09-at-9.59.34-AM-300x176.png\" alt=\"\" width=\"300\" height=\"176\">\u003c/a>When \u003ca href=\"http://rstephens.blogspot.com/\">Robert Stephens\u003c/a>, founder of Geek Squad and CTO of Best Buy visited Pai's class recently, he was struck by not just the fact that technology was being used, but \u003cem>how\u003c/em> Pai organized the class.\u003c/p>\n\u003cp>\"He groups the kids on how their brains learn,\" Stephens said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>From what I can tell, this is what learning should look like.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_11180\" class=\"module image left mceTemp\" style=\"width: 300px;\">\n\u003cp>\u003cimg class=\"size-medium wp-image-11180\" title=\"Sintia\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/Sintia-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/p>\n\u003cp class=\"caption\">Sintia Marquez in Rocketship's Learning Lab, where she uses adapative technology that moves at her level.\u003c/p>\n\u003c/div>\n\u003cp>When it comes to a student's education, expectation is everything. What parents and educators expect from each student, and what she expects from herself, has a tremendous effect on how a student fares in school.\u003c/p>\n\u003cp>For Sintia Marquez, a fifth-grader at \u003ca href=\"http://www.rsed.org/\">Rocketship Mateo Sheedy Elementary\u003c/a>, expectations are high, both on the part of her parents and her teachers.\u003c/p>\n\u003cp>Though she’s naturally a high achiever – well above grade level in both literacy and math – that foundation of support and encouragement from her parents and teachers is helping her forge ahead, even in a public charter school where more than 90% of students qualify for free or reduced lunch and 70% for whom English is a second language.\u003c/p>\n\u003cp>Sintia’s mother was allowed to progress only to middle school in Mexico. She’s a housekeeper now, and her father finds work as a contractor and a restaurant worker. “Sintia can’t say that I have a career that she can be proud of,” said Livier Maria Marquez in the one-bedroom guesthouse she shares with her husband and two daughters. “One of my hopes is for her to go to college. She really wants to go to Stanford or Santa Clara.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Remediation occurres in this sort of seamless, automated way.”\u003c/aside>\n\u003cp>If the present is any indication of the future, Sintia is well on her way there. In June, she’ll graduate from Rocketship, one of three branded charter schools in the area that has plans to expand across the state and across the country. The school offers open enrollment and receives funding from local, state, and federal taxes, as well as from venture capital.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Since she transferred from a nearby public school in fourth grade, Sintia has been able to progress at her own advanced level with the help of the charter school’s hybrid learning system. With this system, teachers teach high-level concepts in class, and students practice those theories in a computer lab.\u003c/p>\n\u003cp>It’s all part of a highly engineered, tightly structured block schedule that moves students through classrooms and computer labs, with time for recess, lunch, and outdoor activities throughout the day.\u003c!--more-->\u003c/p>\n\u003cp>“They’re transitioning from class to class the way high school kids do,” said Judith McGarry, spokesperson for Rocketship (who has since left the organization). “You’ll see how a topic is being introduced in social studies and it gets carried through into math, etcetera.”\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-11175\" href=\"http://ww2.kqed.org/mindshift/2011/05/hybrid-learning-comes-to-life-at-rocketship/screen-shot-2011-05-03-at-11-50-05-am/\">\u003cimg class=\"size-large wp-image-11175\" title=\"Screen shot 2011-05-03 at 11.50.05 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/Screen-shot-2011-05-03-at-11.50.05-AM-620x460.png\" alt=\"\" width=\"620\" height=\"460\">\u003c/a>\u003c/p>\n\u003cp>Here’s how it works: A student starts her day with a literacy teacher, for example, for a three-and-a-half hour block of time during which the class practices basic grammar skills, works with guided reading programs, rotates through science or social studies lessons, and works on writing skills. After lunch, the student goes to a different teacher’s class, where she works on math for the next one hour and 45 minutes.\u003c/p>\n\u003cp>Then it’s time to go to Learning Lab, a computer area cordoned off by dividers that shares space with the school’s modest cafeteria. In the Learning Lab’s Reading Center, students read independently at their own level for 30 to 45 minutes everyday (Sintia is reading \u003cem>Twilight\u003c/em> and loving it), then take a break with P.E. outside. They then return to the computer rotation, where they spend 30 to 45 minutes on adaptable learning programs.\u003c/p>\n\u003cp>\u003cem>EducationNext\u003c/em> described the specifics in \u003ca href=\"http://educationnext.org/future-schools/\">a recent article\u003c/a>:\u003c/p>\n\u003cblockquote>\u003cp>In the lab, the 1st graders log in by selecting from a group of images that acts as a personal password, and then race through a short assessment that covers math and reading problems. Faced with the prompt “Put all the striped balls in one basket and all the polka-dotted balls in the other basket,” a student named Jazmine uses her mouse to move the objects to their places. Then it’s on to the core activity of her 90 minutes in the lab: a lesson on counting and grouping using software from DreamBox. The scenarios are slightly surreal—more objects to move, in this case mostly fruit, and the reward for getting it right involves an animated monkey bringing yet more fruit to a stash on her island—but she and most other students take on the task assiduously. It may be a lesson, but that’s not how Jazmine sees it. “This game is really easy,” she says. A bit later, she’ll read a book from a box targeted at her exact reading level, and make a return visit to the computer to take a short quiz about what she read.\u003c/p>\u003c/blockquote>\n\u003cp>Rocketship uses educational programs that are \u003cem>adaptive\u003c/em> -- they help students progress at their own level and really achieve individualized learning, the Holy Grail of education.\u003c/p>\n\u003cfigure id=\"attachment_11185\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-11185\" title=\"readinglab\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/readinglab-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003cfigcaption class=\"wp-caption-text\">Students spend 30 to 45 minutes reading at their own level in the Reading Center.\u003c/figcaption>\u003c/figure>\n\u003cp>McGarry describes it this way, using an example of a student learning two-digit addition: “If she’s really struggling, the program sees that in terms of the way she’s playing the game. So the program will just unobtrusively and automatically back her up into the building block skills that go into two-digit addition. Once the program sees that she’s doing just fine there, then she’ll try once again to move into that two-digit scenario. That’s how remediation is occurring in this sort of seamless, automated way.”\u003c/p>\n\u003cp>And since most kids don’t have computers at home, McGarry said, “they love going into Learning Lab, because it’s really fun for them and they get to play.”\u003c/p>\n\u003cp>The programs they use are:\u003c/p>\n\u003cul>\n\u003cli>DreamBox Learning (Math)\u003c/li>\n\u003cli>Reasoning Mind (Math)\u003c/li>\n\u003cli>ALEKS Quicktables (Math)\u003c/li>\n\u003cli>Headsprout (Literacy)\u003c/li>\n\u003cli>Rosetta Stone (English Language Development)\u003c/li>\n\u003c/ul>\n\u003cp>The day is long – from 8 a.m. to 4 p.m., but for someone like Sintia, that’s not so bad.\u003c/p>\n\u003cp>“Sometimes I’m tired because I have a bad day, but everyone has a bad day,” she says. “But I like it because you can spend more time with friends, and you can better understand what your teachers are talking about.”\u003c/p>\n\u003cp>[module align=\"center\" width=\"half\" type=\"aside\"]\u003c/p>\n\u003ch3>Read more about Rocketship\u003ca href=\"http://ww2.kqed.org/mindshift/feature/my-education/\">\u003c/a>:\u003c/h3>\n\u003cul>\n\u003cli>\u003cstrong>PART I:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/how-can-an-advanced-student-move-ahead-in-public-school/\">How Can An Advanced Student Move Ahead in Public School?\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART II: \u003c/strong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/hybrid-learning-comes-to-life-at-rocketship/\">Hybrid Learning Comes to Life at Rocketship\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART III:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/rocketships-culture-respectful-empathetic-and-college-bound/\">Rocketship's Culture - Respectful, Empathetic and College-Bound\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART IV:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-to-keep-good-teachers-in-the-game/\">How to Keep Good Teachers in the Game\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART V:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/focus-on-assessments-fuels-rocketships-goals/\">Focus on Assessments Fuels Rocketship's Goals\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART VI:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/a-look-inside-rocketship/\">A Look Inside Rocketship\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART VII:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/five-lessons-learned-from-a-new-charter-school/\">Five Lessons Learned from a New Charter School\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>[/module]\u003c/p>\n\u003cp>For kids who are struggling – including those with learning disabilities or in special education programs – the school provides a Response to Intervention program, where they learn with tutors in small groups. In a large classroom furnished with big, round tables, students rotate in throughout the day for 30-minute intervals for more focused, individual help.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The heart of Rocketship is not just use of computers and a grid schedule, though. Hybrid learning (they don’t call it “blended learning” because the computers aren’t blended into the class per se) is a huge component of the school’s secret sauce. But other important factors contribute to the package: a powerful school culture, strong emphasis on assessments (for better or for worse), and a focus on teacher retention and professional development. More to come on those topics.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_11180\" class=\"module image left mceTemp\" style=\"width: 300px;\">\n\u003cp>\u003cimg class=\"size-medium wp-image-11180\" title=\"Sintia\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/Sintia-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/p>\n\u003cp class=\"caption\">Sintia Marquez in Rocketship's Learning Lab, where she uses adapative technology that moves at her level.\u003c/p>\n\u003c/div>\n\u003cp>When it comes to a student's education, expectation is everything. What parents and educators expect from each student, and what she expects from herself, has a tremendous effect on how a student fares in school.\u003c/p>\n\u003cp>For Sintia Marquez, a fifth-grader at \u003ca href=\"http://www.rsed.org/\">Rocketship Mateo Sheedy Elementary\u003c/a>, expectations are high, both on the part of her parents and her teachers.\u003c/p>\n\u003cp>Though she’s naturally a high achiever – well above grade level in both literacy and math – that foundation of support and encouragement from her parents and teachers is helping her forge ahead, even in a public charter school where more than 90% of students qualify for free or reduced lunch and 70% for whom English is a second language.\u003c/p>\n\u003cp>Sintia’s mother was allowed to progress only to middle school in Mexico. She’s a housekeeper now, and her father finds work as a contractor and a restaurant worker. “Sintia can’t say that I have a career that she can be proud of,” said Livier Maria Marquez in the one-bedroom guesthouse she shares with her husband and two daughters. “One of my hopes is for her to go to college. She really wants to go to Stanford or Santa Clara.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Remediation occurres in this sort of seamless, automated way.”\u003c/aside>\n\u003cp>If the present is any indication of the future, Sintia is well on her way there. In June, she’ll graduate from Rocketship, one of three branded charter schools in the area that has plans to expand across the state and across the country. The school offers open enrollment and receives funding from local, state, and federal taxes, as well as from venture capital.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Since she transferred from a nearby public school in fourth grade, Sintia has been able to progress at her own advanced level with the help of the charter school’s hybrid learning system. With this system, teachers teach high-level concepts in class, and students practice those theories in a computer lab.\u003c/p>\n\u003cp>It’s all part of a highly engineered, tightly structured block schedule that moves students through classrooms and computer labs, with time for recess, lunch, and outdoor activities throughout the day.\u003c!--more-->\u003c/p>\n\u003cp>“They’re transitioning from class to class the way high school kids do,” said Judith McGarry, spokesperson for Rocketship (who has since left the organization). “You’ll see how a topic is being introduced in social studies and it gets carried through into math, etcetera.”\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-11175\" href=\"http://ww2.kqed.org/mindshift/2011/05/hybrid-learning-comes-to-life-at-rocketship/screen-shot-2011-05-03-at-11-50-05-am/\">\u003cimg class=\"size-large wp-image-11175\" title=\"Screen shot 2011-05-03 at 11.50.05 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/Screen-shot-2011-05-03-at-11.50.05-AM-620x460.png\" alt=\"\" width=\"620\" height=\"460\">\u003c/a>\u003c/p>\n\u003cp>Here’s how it works: A student starts her day with a literacy teacher, for example, for a three-and-a-half hour block of time during which the class practices basic grammar skills, works with guided reading programs, rotates through science or social studies lessons, and works on writing skills. After lunch, the student goes to a different teacher’s class, where she works on math for the next one hour and 45 minutes.\u003c/p>\n\u003cp>Then it’s time to go to Learning Lab, a computer area cordoned off by dividers that shares space with the school’s modest cafeteria. In the Learning Lab’s Reading Center, students read independently at their own level for 30 to 45 minutes everyday (Sintia is reading \u003cem>Twilight\u003c/em> and loving it), then take a break with P.E. outside. They then return to the computer rotation, where they spend 30 to 45 minutes on adaptable learning programs.\u003c/p>\n\u003cp>\u003cem>EducationNext\u003c/em> described the specifics in \u003ca href=\"http://educationnext.org/future-schools/\">a recent article\u003c/a>:\u003c/p>\n\u003cblockquote>\u003cp>In the lab, the 1st graders log in by selecting from a group of images that acts as a personal password, and then race through a short assessment that covers math and reading problems. Faced with the prompt “Put all the striped balls in one basket and all the polka-dotted balls in the other basket,” a student named Jazmine uses her mouse to move the objects to their places. Then it’s on to the core activity of her 90 minutes in the lab: a lesson on counting and grouping using software from DreamBox. The scenarios are slightly surreal—more objects to move, in this case mostly fruit, and the reward for getting it right involves an animated monkey bringing yet more fruit to a stash on her island—but she and most other students take on the task assiduously. It may be a lesson, but that’s not how Jazmine sees it. “This game is really easy,” she says. A bit later, she’ll read a book from a box targeted at her exact reading level, and make a return visit to the computer to take a short quiz about what she read.\u003c/p>\u003c/blockquote>\n\u003cp>Rocketship uses educational programs that are \u003cem>adaptive\u003c/em> -- they help students progress at their own level and really achieve individualized learning, the Holy Grail of education.\u003c/p>\n\u003cfigure id=\"attachment_11185\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-11185\" title=\"readinglab\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/readinglab-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003cfigcaption class=\"wp-caption-text\">Students spend 30 to 45 minutes reading at their own level in the Reading Center.\u003c/figcaption>\u003c/figure>\n\u003cp>McGarry describes it this way, using an example of a student learning two-digit addition: “If she’s really struggling, the program sees that in terms of the way she’s playing the game. So the program will just unobtrusively and automatically back her up into the building block skills that go into two-digit addition. Once the program sees that she’s doing just fine there, then she’ll try once again to move into that two-digit scenario. That’s how remediation is occurring in this sort of seamless, automated way.”\u003c/p>\n\u003cp>And since most kids don’t have computers at home, McGarry said, “they love going into Learning Lab, because it’s really fun for them and they get to play.”\u003c/p>\n\u003cp>The programs they use are:\u003c/p>\n\u003cul>\n\u003cli>DreamBox Learning (Math)\u003c/li>\n\u003cli>Reasoning Mind (Math)\u003c/li>\n\u003cli>ALEKS Quicktables (Math)\u003c/li>\n\u003cli>Headsprout (Literacy)\u003c/li>\n\u003cli>Rosetta Stone (English Language Development)\u003c/li>\n\u003c/ul>\n\u003cp>The day is long – from 8 a.m. to 4 p.m., but for someone like Sintia, that’s not so bad.\u003c/p>\n\u003cp>“Sometimes I’m tired because I have a bad day, but everyone has a bad day,” she says. “But I like it because you can spend more time with friends, and you can better understand what your teachers are talking about.”\u003c/p>\n\u003cp>[module align=\"center\" width=\"half\" type=\"aside\"]\u003c/p>\n\u003ch3>Read more about Rocketship\u003ca href=\"http://ww2.kqed.org/mindshift/feature/my-education/\">\u003c/a>:\u003c/h3>\n\u003cul>\n\u003cli>\u003cstrong>PART I:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/how-can-an-advanced-student-move-ahead-in-public-school/\">How Can An Advanced Student Move Ahead in Public School?\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART II: \u003c/strong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/hybrid-learning-comes-to-life-at-rocketship/\">Hybrid Learning Comes to Life at Rocketship\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART III:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/rocketships-culture-respectful-empathetic-and-college-bound/\">Rocketship's Culture - Respectful, Empathetic and College-Bound\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART IV:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-to-keep-good-teachers-in-the-game/\">How to Keep Good Teachers in the Game\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART V:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/focus-on-assessments-fuels-rocketships-goals/\">Focus on Assessments Fuels Rocketship's Goals\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART VI:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/a-look-inside-rocketship/\">A Look Inside Rocketship\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART VII:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/five-lessons-learned-from-a-new-charter-school/\">Five Lessons Learned from a New Charter School\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>[/module]\u003c/p>\n\u003cp>For kids who are struggling – including those with learning disabilities or in special education programs – the school provides a Response to Intervention program, where they learn with tutors in small groups. In a large classroom furnished with big, round tables, students rotate in throughout the day for 30-minute intervals for more focused, individual help.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The heart of Rocketship is not just use of computers and a grid schedule, though. Hybrid learning (they don’t call it “blended learning” because the computers aren’t blended into the class per se) is a huge component of the school’s secret sauce. But other important factors contribute to the package: a powerful school culture, strong emphasis on assessments (for better or for worse), and a focus on teacher retention and professional development. More to come on those topics.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-11035\" href=\"http://ww2.kqed.org/mindshift/2011/04/whos-best-suited-to-teach-and-learn-in-virtual-schools/utc-library-2/\">\u003cimg class=\"size-full wp-image-11035\" title=\"UTC Library\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/UTC-Library.jpg\" alt=\"\" width=\"500\" height=\"332\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/04/UTC-Library.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/UTC-Library-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/UTC-Library-320x212.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp>Online learning is not easy, says Maureen Cottrell, a science teacher at \u003ca href=\"http://www.sandi.net/ihigh/site/default.asp\" target=\"_blank\">iHigh Virtual Academy\u003c/a>, a fully-accredited virtual public high school in San Diego, California. \"Many students fully expect it to be easy and then bomb out.\"\u003c/p>\n\u003cp>Cottrell, who's been teaching for a decade, has spent the last two years at iHigh, the first completely online, diploma-granting school in the \u003ca href=\"http://www.sandi.net/sandi/site/default.asp\" target=\"_blank\">San Diego Unified School District\u003c/a>.\u003c/p>\n\u003cp>\"Sure, everyone wants to cut costs,\" she says. \"Virtual learning is seen as a tool for that. But I don’t think any educator just wants to cut costs\" at the expense of quality. \"One of the things we address from the ground up is keeping rigor in place.\" Getting \u003ca href=\"http://www.acswasc.org/\" target=\"_blank\">WASC accreditation\u003c/a> and recognition from the \u003ca href=\"http://www.ucop.edu/doorways/\" target=\"_blank\">University of California Doorways system\u003c/a> was a rigorous process. \"We fought a hard battle. We don't want to lose that! We want to keep the rigor high.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #cc0000;\">\"You're not going to learn more easily or teach more easily; it's just different.\"\u003c/span>\u003c/aside>\n\u003cp>I spoke with Cottrell about her experience as a virtual high school teacher and the advantages and drawbacks of online learning. She talks honestly about concerns of social isolation, of what's the best age for virtual learning, and of the type of teacher's personality best suited for this environment.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"I don't think online learning will ever take over completely. Many teachers talk about being replaced, but I don't think that will ever happen,\" she says.\u003c!--more-->\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Would you say the level of curriculum at iHigh Virtual Academy is pretty rigorous?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>A:\u003c/strong> Yes. The problem with that is that many students get into our system and find that they didn’t know how difficult it was going to be. We see that too frequently. Slowly, we're building our reputation within San Diego schools. It spreads through students' word of mouth: \"Those iHigh courses are hard!\" We have systems in place to catch cheating and plagiarism and to maintain rigor; with any virtual course you have to keep that in mind. People in their 20s who've taken an online course through a university are aware that it's not easy. The younger generation has a better perception of what online learning's all about.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: How does your job differ now that you're teaching at a virtual school?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>A:\u003c/strong> In the traditional classroom, I'd often have to slow down my teaching to the pace of the majority. I'd get to the end of the unit and realize I hadn't even started on nuclear chemistry. So I'd start cutting units. That’s not in place with an online system. Nothing gets cut out. We cover all the topics in a chemistry setting. The pace is rigorous; it's a lot of work, a lot of written work, a lot of helping and tutoring. It also levels the playing field when there's one system teachers are using. It's not like one high school is going to offer an easier chemistry class than another school [if it's an online curriculum].\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I think the virtual world does make your life easier in a lot of ways. But it doesn’t make education easier. You're not going to learn more easily or teach more easily; it's just different. As an online teacher, how do you check for understanding? Sometimes we use Skype or Adobe Connect for virtual classroom tutoring sessions, so we're face-to-face on computer. It’s just different -- we have to develop different methods of teaching and evaluating.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">It's also about preference. There are a lot of teachers who would hate to use Skype all the time; they'd prefer being in the classroom. They would hate my job. I think you have to be a certain personality type and have a certain mindset to be a virtual teacher and still ensure student success.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Q: What kinds of students choose iHigh Virtual Academy?\u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>A:\u003c/strong> We have two kinds of students at iHigh: One is full-time, one is dual enrollment. Dual enrollment students stay at their neighborhood school and take a few classes through us. They can do it outside the school day if that works for them, or often they've scheduled a lab period when they go into the computer lab. You have multiple kids in the room doing different online courses. They don't have to have one classroom teacher that teaches one subject; the teacher [for each course] is a virtual teacher.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Students can contact their teachers and ask specific questions through the Message Center, such as, \"I'm stuck, I can't figure out differential equations.\" Other times, it's just minor: \"My computer has frozen.\" They will always have a mentor in the room with them who help them over the little bumps, someone who’s well versed in \u003ca href=\"http://www.apexlearning.com/\" target=\"_blank\">Apex Learning\u003c/a> and getting around the system. Any curriculum questions the student can ask their virtual teacher.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #cc0000;\">\"While some students thrive in this environment, some students don't realize how much they’re going to miss the socialization.\"\u003c/span>\u003c/aside>\n\u003cp>\u003cem>\u003cstrong>Q: How is online learning helpful for some students?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>A:\u003c/strong> There are students who want to accelerate and so they come to us. There are students who cannot stop being the class clown, so in the traditional classroom setting they don't do well. There are student athletes who are constantly going around the country. There are medical reasons why a student wouldn't attend to a full time school. Many students are more successful in a virtual environment, more successful than they would be in classroom. It's kind of individualized. Each student is a separate case.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Also, we have a hybrid model: Students can come in and meet with a teacher face-to-face if they need more attention. As with any classroom you have some geniuses; they’ll probably need less intervention. But our teachers don't get to work from home. We have a classroom set aside here. About 20 to 30 kids come in at any given day, voluntarily -- there is no mandatory attendance. It puts the ownership in the students' hands. At iHigh, how you're going to succeed is up to you.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Another feature of online learning that's a plus is the reports and evaluation. If someone’s getting behind, the teacher can contact them immediately. She can click on a student's name and see exactly how they're doing. You can have reports sent out to parents every single Sunday, with assignments, grades, and so on -- it's all automated. Parents can easily stay on top of their kids' progress.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: What are some challenges or drawbacks of online learning?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>A:\u003c/strong> It definitely works, but online learning is not for everybody. The high school experience in which you’re socializing with your peers or doing sports after school is important. Virtual high school definitely fills a niche.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">We are a charter school, so if students don’t succeed here, they’re sent back to their neighborhood school. We'll have interventions for students for whom this was really not the right choice, who picked it for the wrong reasons. We have eighteen-year-old seniors who need a few courses more and they won't go back to regular school, so this is a last ditch effort, the only thing they’re willing to do. We try get them through. While some students thrive in this environment, some students don't realize how much they’re going to miss the socialization. We do \u003ca href=\"http://www.habitat.org/cd/local/\" target=\"_blank\">Habitat for Humanity\u003c/a> and other activities in the community, hold ice cream socials, or we'll get together and play Wii rock band. If students don’t participate in those activities they can feel a sense of isolation. That's why we encourage them to participate. Teenagers love to be social with each other. They miss it more than they realize.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Does online learning work better for older students?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>A: \u003c/strong>Yes, I would think high school students would be more successful than younger students. They need to have a certain maturity level to be self-sufficient. There's not someone looking over their shoulder, so they have to be more motivated. Whether a younger student would have that, I don't know. But homeschooling would work if there's a lot of parental involvement to keep them on track -- a younger person would need that. In terms of the ability to learn online, though, I don’t think there is a specific age bracket.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-11035\" href=\"http://ww2.kqed.org/mindshift/2011/04/whos-best-suited-to-teach-and-learn-in-virtual-schools/utc-library-2/\">\u003cimg class=\"size-full wp-image-11035\" title=\"UTC Library\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/UTC-Library.jpg\" alt=\"\" width=\"500\" height=\"332\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/04/UTC-Library.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/UTC-Library-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/04/UTC-Library-320x212.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp>Online learning is not easy, says Maureen Cottrell, a science teacher at \u003ca href=\"http://www.sandi.net/ihigh/site/default.asp\" target=\"_blank\">iHigh Virtual Academy\u003c/a>, a fully-accredited virtual public high school in San Diego, California. \"Many students fully expect it to be easy and then bomb out.\"\u003c/p>\n\u003cp>Cottrell, who's been teaching for a decade, has spent the last two years at iHigh, the first completely online, diploma-granting school in the \u003ca href=\"http://www.sandi.net/sandi/site/default.asp\" target=\"_blank\">San Diego Unified School District\u003c/a>.\u003c/p>\n\u003cp>\"Sure, everyone wants to cut costs,\" she says. \"Virtual learning is seen as a tool for that. But I don’t think any educator just wants to cut costs\" at the expense of quality. \"One of the things we address from the ground up is keeping rigor in place.\" Getting \u003ca href=\"http://www.acswasc.org/\" target=\"_blank\">WASC accreditation\u003c/a> and recognition from the \u003ca href=\"http://www.ucop.edu/doorways/\" target=\"_blank\">University of California Doorways system\u003c/a> was a rigorous process. \"We fought a hard battle. We don't want to lose that! We want to keep the rigor high.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #cc0000;\">\"You're not going to learn more easily or teach more easily; it's just different.\"\u003c/span>\u003c/aside>\n\u003cp>I spoke with Cottrell about her experience as a virtual high school teacher and the advantages and drawbacks of online learning. She talks honestly about concerns of social isolation, of what's the best age for virtual learning, and of the type of teacher's personality best suited for this environment.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I don't think online learning will ever take over completely. Many teachers talk about being replaced, but I don't think that will ever happen,\" she says.\u003c!--more-->\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Would you say the level of curriculum at iHigh Virtual Academy is pretty rigorous?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>A:\u003c/strong> Yes. The problem with that is that many students get into our system and find that they didn’t know how difficult it was going to be. We see that too frequently. Slowly, we're building our reputation within San Diego schools. It spreads through students' word of mouth: \"Those iHigh courses are hard!\" We have systems in place to catch cheating and plagiarism and to maintain rigor; with any virtual course you have to keep that in mind. People in their 20s who've taken an online course through a university are aware that it's not easy. The younger generation has a better perception of what online learning's all about.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: How does your job differ now that you're teaching at a virtual school?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>A:\u003c/strong> In the traditional classroom, I'd often have to slow down my teaching to the pace of the majority. I'd get to the end of the unit and realize I hadn't even started on nuclear chemistry. So I'd start cutting units. That’s not in place with an online system. Nothing gets cut out. We cover all the topics in a chemistry setting. The pace is rigorous; it's a lot of work, a lot of written work, a lot of helping and tutoring. It also levels the playing field when there's one system teachers are using. It's not like one high school is going to offer an easier chemistry class than another school [if it's an online curriculum].\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I think the virtual world does make your life easier in a lot of ways. But it doesn’t make education easier. You're not going to learn more easily or teach more easily; it's just different. As an online teacher, how do you check for understanding? Sometimes we use Skype or Adobe Connect for virtual classroom tutoring sessions, so we're face-to-face on computer. It’s just different -- we have to develop different methods of teaching and evaluating.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">It's also about preference. There are a lot of teachers who would hate to use Skype all the time; they'd prefer being in the classroom. They would hate my job. I think you have to be a certain personality type and have a certain mindset to be a virtual teacher and still ensure student success.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Q: What kinds of students choose iHigh Virtual Academy?\u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>A:\u003c/strong> We have two kinds of students at iHigh: One is full-time, one is dual enrollment. Dual enrollment students stay at their neighborhood school and take a few classes through us. They can do it outside the school day if that works for them, or often they've scheduled a lab period when they go into the computer lab. You have multiple kids in the room doing different online courses. They don't have to have one classroom teacher that teaches one subject; the teacher [for each course] is a virtual teacher.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Students can contact their teachers and ask specific questions through the Message Center, such as, \"I'm stuck, I can't figure out differential equations.\" Other times, it's just minor: \"My computer has frozen.\" They will always have a mentor in the room with them who help them over the little bumps, someone who’s well versed in \u003ca href=\"http://www.apexlearning.com/\" target=\"_blank\">Apex Learning\u003c/a> and getting around the system. Any curriculum questions the student can ask their virtual teacher.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #cc0000;\">\"While some students thrive in this environment, some students don't realize how much they’re going to miss the socialization.\"\u003c/span>\u003c/aside>\n\u003cp>\u003cem>\u003cstrong>Q: How is online learning helpful for some students?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>A:\u003c/strong> There are students who want to accelerate and so they come to us. There are students who cannot stop being the class clown, so in the traditional classroom setting they don't do well. There are student athletes who are constantly going around the country. There are medical reasons why a student wouldn't attend to a full time school. Many students are more successful in a virtual environment, more successful than they would be in classroom. It's kind of individualized. Each student is a separate case.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Also, we have a hybrid model: Students can come in and meet with a teacher face-to-face if they need more attention. As with any classroom you have some geniuses; they’ll probably need less intervention. But our teachers don't get to work from home. We have a classroom set aside here. About 20 to 30 kids come in at any given day, voluntarily -- there is no mandatory attendance. It puts the ownership in the students' hands. At iHigh, how you're going to succeed is up to you.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Another feature of online learning that's a plus is the reports and evaluation. If someone’s getting behind, the teacher can contact them immediately. She can click on a student's name and see exactly how they're doing. You can have reports sent out to parents every single Sunday, with assignments, grades, and so on -- it's all automated. Parents can easily stay on top of their kids' progress.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: What are some challenges or drawbacks of online learning?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>A:\u003c/strong> It definitely works, but online learning is not for everybody. The high school experience in which you’re socializing with your peers or doing sports after school is important. Virtual high school definitely fills a niche.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">We are a charter school, so if students don’t succeed here, they’re sent back to their neighborhood school. We'll have interventions for students for whom this was really not the right choice, who picked it for the wrong reasons. We have eighteen-year-old seniors who need a few courses more and they won't go back to regular school, so this is a last ditch effort, the only thing they’re willing to do. We try get them through. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>A: \u003c/strong>Yes, I would think high school students would be more successful than younger students. They need to have a certain maturity level to be self-sufficient. There's not someone looking over their shoulder, so they have to be more motivated. Whether a younger student would have that, I don't know. But homeschooling would work if there's a lot of parental involvement to keep them on track -- a younger person would need that. In terms of the ability to learn online, though, I don’t think there is a specific age bracket.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_9582\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/goldendragon613/250121658/\">\u003cimg class=\"size-medium wp-image-9582\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/250121658_24dc898062_z-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\"Humans tend to use new technology in the same way they used the old technology,\" says Cleve Miller, founder and managing director of \u003ca href=\"http://english360.com/\" target=\"_blank\">English360\u003c/a>, an online learning and open source model for English language teachers.\u003c/p>\n\u003cp>\"The first television broadcasts were of a man in an armchair with a microphone -- exactly like the radio! It takes a while for things to sink in, for us to realize what the possibilities are.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\"> \"It's open and allows people to contribute, collaborate, and participate, the Web now represents one of the leading education theories out there.\"\u003c/aside>\n\u003cp>In partnership with \u003ca href=\"http://www.cambridge.org/\" target=\"_blank\">Cambridge University Press\u003c/a>, English360 gathers expert-created content and pairs it with authoring and communication tools to allow English teachers to grab what they want, piece it together as they need, and share what they make with others in their field -- all free of charge. If they enroll students for a per-student fee (who are, so far, mostly professionals learning English for business and other specific purposes), the interface helps extend the classroom beyond the school building and the school day with forums, blogs, calendars, assessments, and other tools.\u003c/p>\n\u003cp>\"When it was a Web 1.0 world, English language teaching, especially with education publishers, still followed a top-down instructional model where all the content was created somewhere by a bunch of experts,\" says Miller, who's taught English to professionals in 11 countries around the world. \"The early model was that the Web was just a delivery system. But I was running a language school in Buenos Aires and I thought, now that this stuff is digital, why does it still have to be so rigid? I should be able to repurpose, resequence, an edit it to a certain degree.\"\u003c/p>\n\u003cp>Inevitably, Miller says, \"The economy of the old model -- mass consumption course books designed for a global audience -- led to a generic content approach.\" But now, mashups are the norm, or should be, in education.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Why? Because teachers in the classroom have an understanding of a key element in education that no publisher can ever have: their students. \"They know what their students needs, strengths, and weaknesses are\" and content publishers do not,\" he says.\u003c/p>\n\u003cp>Thus, a paradigm shift: When teachers use the resources that work well for them and mix it with their own self-authored content, they can create a truly customized -- and therefore effective -- curriculum. (This is the basic premise behind the \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/teachers-customize-textbooks-online/\" target=\"_blank\">open textbook movement\u003c/a>).\u003c/p>\n\u003cp>A \u003ca href=\"../2011/03/new-york-city-schools-blended-learning-experiment/\" target=\"_blank\">blended learning\u003c/a> model is useful for language teaching, too, Miller says, because there is a rote element in learning a language and \"that's something we can do online, out of the classroom. But those repetitive, fill-in-the-gap grammar exercises are not a good use of classroom time. We need to make sure that precious face-to-face time is used for what it is best for: true communication.\"\u003c/p>\n\u003cp>And the customizable curriculum model works for teaching English to professionals, in particular, because English for medicine, law, marketing, and other fields can get incredibly specific (called ESP, or English for Special Purposes).\u003c/p>\n\u003cp>One English360 client from an amusement park in Paris, for instance, is actually teaching \"English for roller coaster maintenance\" and \"English for dolphin training,\" Miller says. No traditional textbook will ever be published on that, but this teacher can create mashups of English360 content, author her own content, and, theoretically, connect with other dolphin-trainer-English-teachers in the world (the handful that exist, anyway) and share content.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c!-- @font-face { font-family: \"Times New Roman\"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0in 0in 0.0001pt; font-size: 12pt; font-family: \"Times New Roman\"; }table.MsoNormalTable { font-size: 10pt; font-family: \"Times New Roman\"; }div.Section1 { page: Section1; } -->\"The great thing about humans is everyone’s passionate about something,\" says Miller. \"That’s the beauty of 'bottom-up,'\" -- the Wikipedia phenomenon that's springing up all over the Web. \"If it's open and allows people to contribute, collaborate, and participate,\" ultimately -- for both teachers and students -- \"the Web now represents one of the leading education theories out there.\"\u003c/p>\n\n",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
"site": "radio",
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"link": "/radio/program/code-switch-life-kit",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
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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": {
"site": "news",
"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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"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"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/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
}
},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"meta": {
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"link": "/radio/program/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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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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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",
"title": "Hidden Brain",
"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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"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"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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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"apple": "https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"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",
"imageAlt": "On Our Watch from NPR and KQED",
"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",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
"site": "news",
"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/id73801135",
"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
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},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/M4f5",
"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
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