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"content": "\u003cdiv id=\"attachment_25985\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/cricristina/5542560570/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-25985\" title=\"kid\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/kid.png\" alt=\"\" width=\"620\" height=\"338\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/12/kid.png 620w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/kid-400x218.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/kid-320x174.png 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: CriCristina\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">It may come as no surprise that the ideas that are top-of-mind for educators, parents, and policymakers are the very topics conveyed in the most popular MindShift posts this year. 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They create projects to deepen their understanding, association with, and presentation of ideas.\u003c/p>\n\u003ch4>\u003cstrong>6. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/how-to-turn-your-classroom-into-an-idea-factory/\">TURN YOUR CLASSROOM INTO AN IDEA FACTORY\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>If we’re serious about preparing students to become innovators, educators have some hard work ahead. Getting students ready to tackle tomorrow’s challenges means helping them develop a new set of skills and fresh ways of thinking that they won’t acquire through textbook-driven instruction. Students need opportunities to practice these skills on right-sized projects, with supports in place to scaffold learning. They need to persist and learn from setbacks. 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"content": "\u003cp class=\"dropcap-serif\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/what-to-do-if-your-school-bans-a-useful-website/attachment/123208401/\" rel=\"attachment wp-att-24159\">\u003cimg class=\"alignright size-large wp-image-24159\" title=\"123208401\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/123208401-620x351.jpg\" alt=\"\" width=\"620\" height=\"351\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Today is \u003ca href=\"http://www.ala.org/aasl/advocacy/bwad\">Banned Website Awareness Day\u003c/a>, and all across the country, educators are doing their part to raise awareness of how overly restrictive blocking of educational websites affects student learning.\u003c/p>\n\u003cp>The dialogue around filtering must also include\u003ca> bring-your-own-device\u003c/a> policies, appropriate \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/students-want-social-media-in-schools/\">use of social media in schools, \u003c/a>and \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/\">overall responsible use of technology\u003c/a> in school. Each of these issues plays an important part in the equation that influences school policy around filtering websites. For example, do students and teachers use social media sites like Edmodo or even Facebook for class purposes? Are educational videos on YouTube part of teachers' curriculum? In large school districts, does it make sense to have individual school policies? Are students allowed to use their cell phones?\u003c/p>\n\u003cp>Part of the investigation into what filtering policies to put in place revolves around understanding current rules and regulations -- and that's the problem, according to \u003ca href=\"http://bibliotech.me/\">Michelle Luhtala, \u003c/a>a librarian at New Cannan High School and one of the primary organizers of Banned Websites Awareness Day.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"People believe the rules are far more restrictive than they really are.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"People believe the rules are far more restrictive than they really are,\" she said. \"Most people are working off of policies that predate 2003, and so much has happened since then, and continues to happen.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In a recent survey of nearly 700 teachers, principals, and school librarians, conducted by MMS Education and co-sponsored by edWeb.net and MCH Strategic Data, 55% of respondents said they had somewhat restrictive policies of access to Web 2.0 tools (social media sites) for teachers, and 23% said they had very restrictive policies. And when it came to students, 44% said they had somewhat restrictive policies of access, and 47% said they had very restrictive policies.\u003c/p>\n\u003cp>Most of the blocked sites are either social media sites, or have some element of public sharing of information, and that's where school administrators need to be more flexible, Luhtala said. \"Administration more than teachers need to open their minds to the value and potential of social networking for \u003c!--more-->educational use,\" wrote a survey respondent. \"CIPA needs to be spelled out more specifically or made clearer to IT in education so that filters are not blocking sites unnecessarily.\"\u003c/p>\n\u003cp>In the meantime, what should educators do when they try to access a site in school that's blocked by the school's filter? Luhtala offers the following advice.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>PRESENT FACTS. \u003c/strong>Direct people to the Department of Education's suggestions \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">in this article\u003c/a> (posted below). \"This is a really valuable resource for tech directors who aren’t well informed about the details of legal aspects,\" Luhtala said. \"Sometimes IT directors tell other IT directors who say, 'Just do what the lawyers say,' and it becomes a giant case of the game Telephone. The DOE is the ultimate authority, so this article forces them to look at their agenda and policies.\"\u003c/li>\n\u003cli>\u003cstrong>CONSIDER SMART POLICIES. \u003c/strong>Study CoSN's \u003ca href=\"http://www.cosn.org/Initiatives/ParticipatoryLearning/Web20MobileAUPGuide/tabid/8139/Default.aspx\">Guide for Acceptable Use Policies \u003c/a>for filtering and other issues, and their recent report \u003ca href=\"http://www.cosn.org/Initiatives/ParticipatoryLearning/MakingProgress/tabid/12543/Default.aspx\">Making Progress: Rethinking State and School District Policies Concerning Mobile Technologies and Social Media\u003c/a>, which clearly states, \"Before steps are taken to impose limits on the use of social media and mobile technologies in schools, policymakers and educators need to consider the consequences for learning that such restrictions would produce... Such action should carefully consider the advantages of social media for learning and that these guidelines for responsible use bring media into mentored environments where they can be safely explored and shared.\"\u003c/li>\n\u003cli>\u003cstrong>CREATE A DIALOGUE. \u003c/strong>Start a conversation with people who manage the filtering system. \"A lot of policies have been in place for 10 years or more,\" Luhtala said. \"Sometimes they assume products are inherently bad, but if they understand that they can be tools for learning, they can see constructive purposes.\"\u003c/li>\n\u003cli>\u003cstrong>GET AN EARLY ADOPTER ON BOARD AND TAKE BABY STEPS. \u003c/strong>Collaborate with an innovator, and see if you can work on a project that includes a site you want unblocked. Get parent and school authorization to try out the pilot project and document the process along the way in order to share best practices. Try it out for five weeks and see how it goes.\u003c/li>\n\u003cli>\u003cstrong>USE AND SHARE RESOURCES. \u003c/strong>Read the \u003ca href=\"http://aasl.ala.org/essentiallinks/index.php?title=Main_Page\">American Association of School Librarian's Essential Resources site \u003c/a>and add your own resources to help others spread the message and educate other educators.\u003c/li>\n\u003cli>\u003cstrong>WADE INTO SOCIAL MEDIA. \u003c/strong>For those who have yet to start using social media with students, Luhtala suggests \"take steps to try to understand what all the fuss is about.\" But that will take time and training, as one survey respondent pointed out. \"I believe it offers us potential opportunities to further engage our students. However, in order to maximize this potential we must provide teachers and students with additional trainings,\" the anonymous respondent wrote in the survey.\u003c/li>\n\u003c/ol>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>When you're ready to take action, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/dispelling-myths-about-blocked-websites-in-schools/\">here are the list of myths dispelled \u003c/a>directly by the Department of Education's Technology Director Karen Cator:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Accessing YouTube is not violating CIPA rules.\u003c/strong> “Absolutely it’s not circumventing the rules,” Cator says. “The rule is to block inappropriate sites. All sorts of YouTube videos are helpful in explaining complex concepts or telling a story, or for hearing an expert or an authentic voice — they present learning opportunities that are really helpful.”\u003c/li>\n\u003cli>\u003cstrong>Websites don’t have to be blocked for teachers\u003c/strong>. “Some of the comments I saw online had to do with teachers wondering why they can’t access these sites,” she says. “They absolutely can. There’s nothing that says that sites have to be blocked for adults.”\u003c/li>\n\u003cli>\u003cstrong>Broad filters are not helpful\u003c/strong>. “What we have had is what I consider brute force technologies that shut down wide swaths of the Internet, like all of YouTube, for example. Or they may shut down anything that has anything to do with social media, or anything that is a game,” she said. “These broad filters aren’t actually very helpful, because we need much more nuanced filtering.”\u003c/li>\n\u003cli>\u003cstrong>Schools will not lose \u003ca href=\"http://www.fcc.gov/learnnet/\">E-rate\u003c/a> funding by unblocking appropriate sites. \u003c/strong>Cator said she’s never heard of a school losing E-rate funding due to allowing appropriate sites blocked by filters. See the excerpt below from the \u003ca href=\"http://www.ed.gov/technology/netp-2010\">National Education Technology Plan\u003c/a>, approved by officials who dictate E-rate rules.\u003c/li>\n\u003cli>\u003cstrong>Kids need to be taught how to be responsible digital citizens. \u003c/strong>“[We need to] address the topic at school or home in the form of education,” Cator says. “How do we educate this generation of young people to be safe online, to be secure online, to protect their personal information, to understand privacy, and how that all plays out when they’re in an online space?”\u003c/li>\n\u003cli>\u003cstrong>Teachers should be trusted.\u003c/strong> “If the technology fails us and filters something appropriate and useful, and if teachers in their professional judgment think it’s appropriate, they should be able to show it,” she said. “Teachers need to impose their professional judgment on materials that are available to their students.”\u003c/li>\n\u003c/ul>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"dropcap-serif\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/what-to-do-if-your-school-bans-a-useful-website/attachment/123208401/\" rel=\"attachment wp-att-24159\">\u003cimg class=\"alignright size-large wp-image-24159\" title=\"123208401\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/123208401-620x351.jpg\" alt=\"\" width=\"620\" height=\"351\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Today is \u003ca href=\"http://www.ala.org/aasl/advocacy/bwad\">Banned Website Awareness Day\u003c/a>, and all across the country, educators are doing their part to raise awareness of how overly restrictive blocking of educational websites affects student learning.\u003c/p>\n\u003cp>The dialogue around filtering must also include\u003ca> bring-your-own-device\u003c/a> policies, appropriate \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/students-want-social-media-in-schools/\">use of social media in schools, \u003c/a>and \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/\">overall responsible use of technology\u003c/a> in school. Each of these issues plays an important part in the equation that influences school policy around filtering websites. For example, do students and teachers use social media sites like Edmodo or even Facebook for class purposes? Are educational videos on YouTube part of teachers' curriculum? In large school districts, does it make sense to have individual school policies? Are students allowed to use their cell phones?\u003c/p>\n\u003cp>Part of the investigation into what filtering policies to put in place revolves around understanding current rules and regulations -- and that's the problem, according to \u003ca href=\"http://bibliotech.me/\">Michelle Luhtala, \u003c/a>a librarian at New Cannan High School and one of the primary organizers of Banned Websites Awareness Day.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"People believe the rules are far more restrictive than they really are.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"People believe the rules are far more restrictive than they really are,\" she said. \"Most people are working off of policies that predate 2003, and so much has happened since then, and continues to happen.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In a recent survey of nearly 700 teachers, principals, and school librarians, conducted by MMS Education and co-sponsored by edWeb.net and MCH Strategic Data, 55% of respondents said they had somewhat restrictive policies of access to Web 2.0 tools (social media sites) for teachers, and 23% said they had very restrictive policies. And when it came to students, 44% said they had somewhat restrictive policies of access, and 47% said they had very restrictive policies.\u003c/p>\n\u003cp>Most of the blocked sites are either social media sites, or have some element of public sharing of information, and that's where school administrators need to be more flexible, Luhtala said. \"Administration more than teachers need to open their minds to the value and potential of social networking for \u003c!--more-->educational use,\" wrote a survey respondent. \"CIPA needs to be spelled out more specifically or made clearer to IT in education so that filters are not blocking sites unnecessarily.\"\u003c/p>\n\u003cp>In the meantime, what should educators do when they try to access a site in school that's blocked by the school's filter? Luhtala offers the following advice.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>PRESENT FACTS. \u003c/strong>Direct people to the Department of Education's suggestions \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">in this article\u003c/a> (posted below). \"This is a really valuable resource for tech directors who aren’t well informed about the details of legal aspects,\" Luhtala said. \"Sometimes IT directors tell other IT directors who say, 'Just do what the lawyers say,' and it becomes a giant case of the game Telephone. The DOE is the ultimate authority, so this article forces them to look at their agenda and policies.\"\u003c/li>\n\u003cli>\u003cstrong>CONSIDER SMART POLICIES. \u003c/strong>Study CoSN's \u003ca href=\"http://www.cosn.org/Initiatives/ParticipatoryLearning/Web20MobileAUPGuide/tabid/8139/Default.aspx\">Guide for Acceptable Use Policies \u003c/a>for filtering and other issues, and their recent report \u003ca href=\"http://www.cosn.org/Initiatives/ParticipatoryLearning/MakingProgress/tabid/12543/Default.aspx\">Making Progress: Rethinking State and School District Policies Concerning Mobile Technologies and Social Media\u003c/a>, which clearly states, \"Before steps are taken to impose limits on the use of social media and mobile technologies in schools, policymakers and educators need to consider the consequences for learning that such restrictions would produce... Such action should carefully consider the advantages of social media for learning and that these guidelines for responsible use bring media into mentored environments where they can be safely explored and shared.\"\u003c/li>\n\u003cli>\u003cstrong>CREATE A DIALOGUE. \u003c/strong>Start a conversation with people who manage the filtering system. \"A lot of policies have been in place for 10 years or more,\" Luhtala said. \"Sometimes they assume products are inherently bad, but if they understand that they can be tools for learning, they can see constructive purposes.\"\u003c/li>\n\u003cli>\u003cstrong>GET AN EARLY ADOPTER ON BOARD AND TAKE BABY STEPS. \u003c/strong>Collaborate with an innovator, and see if you can work on a project that includes a site you want unblocked. Get parent and school authorization to try out the pilot project and document the process along the way in order to share best practices. Try it out for five weeks and see how it goes.\u003c/li>\n\u003cli>\u003cstrong>USE AND SHARE RESOURCES. \u003c/strong>Read the \u003ca href=\"http://aasl.ala.org/essentiallinks/index.php?title=Main_Page\">American Association of School Librarian's Essential Resources site \u003c/a>and add your own resources to help others spread the message and educate other educators.\u003c/li>\n\u003cli>\u003cstrong>WADE INTO SOCIAL MEDIA. \u003c/strong>For those who have yet to start using social media with students, Luhtala suggests \"take steps to try to understand what all the fuss is about.\" But that will take time and training, as one survey respondent pointed out. \"I believe it offers us potential opportunities to further engage our students. However, in order to maximize this potential we must provide teachers and students with additional trainings,\" the anonymous respondent wrote in the survey.\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When you're ready to take action, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/dispelling-myths-about-blocked-websites-in-schools/\">here are the list of myths dispelled \u003c/a>directly by the Department of Education's Technology Director Karen Cator:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Accessing YouTube is not violating CIPA rules.\u003c/strong> “Absolutely it’s not circumventing the rules,” Cator says. “The rule is to block inappropriate sites. All sorts of YouTube videos are helpful in explaining complex concepts or telling a story, or for hearing an expert or an authentic voice — they present learning opportunities that are really helpful.”\u003c/li>\n\u003cli>\u003cstrong>Websites don’t have to be blocked for teachers\u003c/strong>. “Some of the comments I saw online had to do with teachers wondering why they can’t access these sites,” she says. “They absolutely can. There’s nothing that says that sites have to be blocked for adults.”\u003c/li>\n\u003cli>\u003cstrong>Broad filters are not helpful\u003c/strong>. “What we have had is what I consider brute force technologies that shut down wide swaths of the Internet, like all of YouTube, for example. Or they may shut down anything that has anything to do with social media, or anything that is a game,” she said. “These broad filters aren’t actually very helpful, because we need much more nuanced filtering.”\u003c/li>\n\u003cli>\u003cstrong>Schools will not lose \u003ca href=\"http://www.fcc.gov/learnnet/\">E-rate\u003c/a> funding by unblocking appropriate sites. \u003c/strong>Cator said she’s never heard of a school losing E-rate funding due to allowing appropriate sites blocked by filters. See the excerpt below from the \u003ca href=\"http://www.ed.gov/technology/netp-2010\">National Education Technology Plan\u003c/a>, approved by officials who dictate E-rate rules.\u003c/li>\n\u003cli>\u003cstrong>Kids need to be taught how to be responsible digital citizens. \u003c/strong>“[We need to] address the topic at school or home in the form of education,” Cator says. “How do we educate this generation of young people to be safe online, to be secure online, to protect their personal information, to understand privacy, and how that all plays out when they’re in an online space?”\u003c/li>\n\u003cli>\u003cstrong>Teachers should be trusted.\u003c/strong> “If the technology fails us and filters something appropriate and useful, and if teachers in their professional judgment think it’s appropriate, they should be able to show it,” she said. “Teachers need to impose their professional judgment on materials that are available to their students.”\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Privacy, Equity, and other BYOD Concerns",
"title": "Privacy, Equity, and other BYOD Concerns",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv id=\"attachment_23782\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/cellphone.jpg\">\u003cimg class=\"size-large wp-image-23782\" title=\"cellphone\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/cellphone-620x433.jpg\" alt=\"\" width=\"620\" height=\"433\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-to-launch-a-successful-byod-program/\">Bring Your Own Device movement\u003c/a> continues to gain momentum, allowing students to use their own devices (mobile phones, laptops, tablets) in school, administrators and educators are figuring out how to iron out concerns and issues that crop up.\u003c/p>\n\u003cp>One of the biggest issues educators continually bring up is equity.\u003c/p>\n\u003cp>\"Especially at the middle school level, not having a device and needing to find a classmate to share with results in further issues (selfishness, resentment, etc.),\" writes Kevin, a commenter to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-to-launch-a-successful-byod-program/\">a recent post about Katy School District's BYOD program\u003c/a>. \"If so, how are these issues dealt with and turned into instructional situations?\"\u003c/p>\n\u003cp>But proponents of BYOD contend that students who have devices should not be prohibited from using them as a solution to the equity issue. Education blogger Lisa Nielsen \u003ca href=\"http://thejournal.com/Articles/2011/11/09/7-BYOD-Myths.aspx?Page=2\" target=\"_blank\">gives the following example of\u003c/a> a school district in Forsyth County, Georgia.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The BYOD environment is fluid and policies should be as well.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"Tim Clark, district instructional technology specialist with \u003cstrong>Forsyth County Schools\u003c/strong> (GA), explains that \u003cstrong>\u003ca href=\"http://theinnovativeeducator.blogspot.com/2011/04/contraband-of-some-schools-is.html\" target=\"_blank\">in his experience with BYOD\u003c/a>\u003c/strong>, 'Students who do not have personal technology devices have greater access to school-owned technology tools when students who bring their own devices to school are no longer competing for that access,'\" Nielsen writes.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Another set of concerns, according to a \u003ca href=\"http://www.cosn.org/EdTechNex\" target=\"_blank\">CoSN report\u003c/a>, are around potential safety and security risks. One prevailing question, for example: Who's responsible for theft or damage to students' devices? Different districts deal with the issue in different ways. While some educators say kids \u003c!--more-->take care of their own devices better than those issued to them by schools, Fairfax County School district asks parents to sign a liability waiver along with their BYOD permission slips.\u003c/p>\n\u003cp>Students' use of their devices to send harassing or otherwise inappropriate messages is another concern. Most school districts already have bullying and behavioral policies in place, but those may need to be further clarified in regards to students' devices. While some schools prohibit use of devices in areas that are difficult to monitor, CoSN's report cites experts who suggest a more flexible policy.\u003c/p>\n\u003cp>\"CoSN Chair Bailey Mitchell, chief technology officer of Forsyth County (GA) Schools—a BYOD leader—advises against BYOD policies that are too rigid or restrictive. The BYOD environment is fluid, he says, and policies should be as well. Some districts give flexibility to schools to craft policies that make sense for their student populations,\" the report states.\u003c/p>\n\u003cp>That's exactly what's happening at Sacred Heart Cathedral Prep in San Francisco, where administrators see cell phones as tools used to say or do what might happen in the hallways and dining halls regardless of the device itself. The policy there is evolving, says Principal Gary Cannon.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>“The challenge is giving [kids] a sense of a digital footprint,” Cannon says.\u003c/p>\n\u003cp>Other districts handle it in different ways. According to the report, last year, computers and tablets were allowed at the Fairfax County district, but not cell phones. This year, the district \u003ca href=\"http://www.fcps.edu/it/byod/index.%20shtml\">is allowing smartphones\u003c/a> to be used, but each school must decide where and how they can be used.\u003c/p>\n\u003cp>Other logistics that must be dealt with:\u003c/p>\n\u003cul>\n\u003cli>The possibility of passing along viruses or malware from student devices to school computers while the devices are being charged.\u003c/li>\n\u003cli>Compliance to filtering policies in schools that ban certain websites on broadband, but that can be accessed through students' wireless service.\u003c/li>\n\u003cli>Unintentional access to private content, both on the part of teachers and students.\u003c/li>\n\u003c/ul>\n\u003cp>The CoSN report lists a host of ideas -- everything from wireless authentication to how to deal with virtual and remote desktops -- as solutions to addressing some of these concerns.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"description": "Erin Scott As the Bring Your Own Device movement continues to gain momentum, allowing students to use their own devices (mobile phones, laptops, tablets) in school, administrators and educators are figuring out how to iron out concerns and issues that crop up. One of the biggest issues educators continually bring up is equity. "Especially at",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23782\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/cellphone.jpg\">\u003cimg class=\"size-large wp-image-23782\" title=\"cellphone\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/cellphone-620x433.jpg\" alt=\"\" width=\"620\" height=\"433\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-to-launch-a-successful-byod-program/\">Bring Your Own Device movement\u003c/a> continues to gain momentum, allowing students to use their own devices (mobile phones, laptops, tablets) in school, administrators and educators are figuring out how to iron out concerns and issues that crop up.\u003c/p>\n\u003cp>One of the biggest issues educators continually bring up is equity.\u003c/p>\n\u003cp>\"Especially at the middle school level, not having a device and needing to find a classmate to share with results in further issues (selfishness, resentment, etc.),\" writes Kevin, a commenter to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-to-launch-a-successful-byod-program/\">a recent post about Katy School District's BYOD program\u003c/a>. \"If so, how are these issues dealt with and turned into instructional situations?\"\u003c/p>\n\u003cp>But proponents of BYOD contend that students who have devices should not be prohibited from using them as a solution to the equity issue. Education blogger Lisa Nielsen \u003ca href=\"http://thejournal.com/Articles/2011/11/09/7-BYOD-Myths.aspx?Page=2\" target=\"_blank\">gives the following example of\u003c/a> a school district in Forsyth County, Georgia.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The BYOD environment is fluid and policies should be as well.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"Tim Clark, district instructional technology specialist with \u003cstrong>Forsyth County Schools\u003c/strong> (GA), explains that \u003cstrong>\u003ca href=\"http://theinnovativeeducator.blogspot.com/2011/04/contraband-of-some-schools-is.html\" target=\"_blank\">in his experience with BYOD\u003c/a>\u003c/strong>, 'Students who do not have personal technology devices have greater access to school-owned technology tools when students who bring their own devices to school are no longer competing for that access,'\" Nielsen writes.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Another set of concerns, according to a \u003ca href=\"http://www.cosn.org/EdTechNex\" target=\"_blank\">CoSN report\u003c/a>, are around potential safety and security risks. One prevailing question, for example: Who's responsible for theft or damage to students' devices? Different districts deal with the issue in different ways. While some educators say kids \u003c!--more-->take care of their own devices better than those issued to them by schools, Fairfax County School district asks parents to sign a liability waiver along with their BYOD permission slips.\u003c/p>\n\u003cp>Students' use of their devices to send harassing or otherwise inappropriate messages is another concern. Most school districts already have bullying and behavioral policies in place, but those may need to be further clarified in regards to students' devices. While some schools prohibit use of devices in areas that are difficult to monitor, CoSN's report cites experts who suggest a more flexible policy.\u003c/p>\n\u003cp>\"CoSN Chair Bailey Mitchell, chief technology officer of Forsyth County (GA) Schools—a BYOD leader—advises against BYOD policies that are too rigid or restrictive. The BYOD environment is fluid, he says, and policies should be as well. Some districts give flexibility to schools to craft policies that make sense for their student populations,\" the report states.\u003c/p>\n\u003cp>That's exactly what's happening at Sacred Heart Cathedral Prep in San Francisco, where administrators see cell phones as tools used to say or do what might happen in the hallways and dining halls regardless of the device itself. The policy there is evolving, says Principal Gary Cannon.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>“The challenge is giving [kids] a sense of a digital footprint,” Cannon says.\u003c/p>\n\u003cp>Other districts handle it in different ways. According to the report, last year, computers and tablets were allowed at the Fairfax County district, but not cell phones. This year, the district \u003ca href=\"http://www.fcps.edu/it/byod/index.%20shtml\">is allowing smartphones\u003c/a> to be used, but each school must decide where and how they can be used.\u003c/p>\n\u003cp>Other logistics that must be dealt with:\u003c/p>\n\u003cul>\n\u003cli>The possibility of passing along viruses or malware from student devices to school computers while the devices are being charged.\u003c/li>\n\u003cli>Compliance to filtering policies in schools that ban certain websites on broadband, but that can be accessed through students' wireless service.\u003c/li>\n\u003cli>Unintentional access to private content, both on the part of teachers and students.\u003c/li>\n\u003c/ul>\n\u003cp>The CoSN report lists a host of ideas -- everything from wireless authentication to how to deal with virtual and remote desktops -- as solutions to addressing some of these concerns.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_23635\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/IMG_8631.jpg\">\u003cimg class=\"size-large wp-image-23635\" title=\"IMG_8631\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/IMG_8631-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003ch5>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">As more schools start to integrate their own \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mobile-learning/\">mobile learning strategies\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/\">Bring Your Own Device policies\u003c/a>, one school district in a suburb of Houston has managed to come up with what appears to be a successful BYOD program.\u003c/p>\n\u003cp>Katy Independent School District (ISD) has a student population of 63,000 students and 56 schools – elementary, middle and high schools. There are 83 languages spoken by students in the district and 31 percent of the student population is on free or reduced lunch programs.\u003c/p>\n\u003cp>In 2009, Katy began a three-year plan to change instruction in the school district by promoting a standardized toolbox of web-based tools dubbed “Web 2.0.” They also set out guidelines for behavior in the digital space called “Digital Citizenship,” in the hopes that the school would not just teach kids math and reading, but also how to behave in a public digital world.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“Part of this education we’ve going through for the past three years is helping our teachers to understand when it's appropriate to use this and when it's not.”\u003c/p>\n\u003c/aside>\n\u003cp>But first, the school district needed to understand the ins and outs of mobile learning. Lenny Schad, the Chief Information Officer for the district led the effort who has become the go-to guy for educators looking to implement their own mobile learning strategy has one primary piece of advice: Mobile learning is a holistic educational plan, not just introducing technology into existing structures.\u003c/p>\n\u003cp>“Mobile learning is all about changing instruction. Because if the instruction doesn’t change, allowing the kids to bring their own device will do nothing,” he explained in a recent \u003ca href=\"http://www.instantpresenter.com/WebConference/RecordingDefault.aspx?c_psrid=E959DC88884E\">EdWeb \u003c!--more-->webinar\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Schad stressed that the teacher’s role in a mobile learning classroom changes significantly. Rather than standing up front or sitting behind a desk and transmitting information, kids are doing a lot of the learning on their own. The teacher’s job is to get up, walk around, monitor the kids’ progress and make sure they're staying on task.\u003c/p>\n\u003cp>“It completely changed the dynamic of the classroom,” Schad said. The students became excited to demonstrate what they had learned or how they worked out a problem. And they didn’t seem to mind school work anymore -- Schad said kids played educational games for hours without realizing they were learning.\u003c/p>\n\u003cp>\u003cstrong>STEP BY STEP\u003c/strong>\u003c/p>\n\u003cp>The district rolled out its mobile learning strategy slowly, at first only focusing on the early adopters from the teaching staff, and a limited group of students. The district gave out 130 mobile learning devices to fifth-graders. The devices were web-enabled, but could only access sites approved on the main network. Phone and text functions were turned off. Students loved it. Schad said they were immediately more engaged in the classroom and student achievement scores went up. So, in 2010 the district expanded the program to 11 campuses and handed out 1,700 devices.\u003c/p>\n\u003cp>Katy put together an approved package of mobile learning tools for teachers, part of the Web 2.0 kits. They use \u003ca href=\"http://www.edmodo.com/\">Edmodo\u003c/a>, a social networking site for teachers and students to share information about school work. Shad is also excited about \u003ca href=\"http://www.discoveryeducation.com/\">Discovery Education\u003c/a>, a tool that allows students to bring the world into the classroom. For example, a student could build a virtual circuit on a tablet, and understand the process by actually doing it.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/\">In Cash-Strapped Schools, Students Bring Their Own Devices\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/to-ban-or-not-to-ban-schools-must-decide-cell-phone-policies/\">To Ban or Not To Ban: Schools Weigh Cell Phone Policies\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?\u003c/a>\u003c/p>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>But mobile devices are just one set of tools in the district's toolbox. Schad says there are times when mobile learning works best, often in math and science, but at other times laptops or pen-and-pencil instruction are more appropriate.\u003c/p>\n\u003cp>“Part of this education we’ve going through for the past three years is helping our teachers to understand when it's appropriate to use this and when it's not,” he said.\u003c/p>\n\u003cp>After all the groundwork Katy had been laid to test mobile learning with students, teachers, and parents, the BOYD program seemed inevitable -- a natural progression. Teachers wanted more devices and that was an easy way to get them. At the end of the three-year implementation, the district surveyed students and found that 77 percent were bringing their own devices to school, 54 percent of which were smartphones. They also surveyed their 4,000 teachers, got 1,609 responses and found that 33 percent of those respondents were already regularly incorporating BYOD into instruction. Another 46 percent said they would use BYOD more if they had more devices.\u003c/p>\n\u003cp>Schad attributed the hesitancy of half the teachers to concerns over equity – teachers didn’t want to use BYOD if not everyone had a device. Schad said that could be easily solved by having students work in teams – a student without a device collaborates with a student who does have one.\u003c/p>\n\u003cp>Schad explained that at the beginning of the program, middle school students were only allowed to bring out their devices when directed to by a teacher. They were not allowed to use them at lunch or when passing in the halls. However, the high school students were allowed to have theirs all day. Schad said when establishing these rules restricting use, students behaved more responsibly.\u003c/p>\n\u003cp>“It changed the tone and helped with the kids understanding of digital citizenship, when it's appropriate and when it's not,” he said. There were so few problems with abuse that this school year the district loosened the middle school rules to mirror the high school.\u003c/p>\n\u003cp>As for funding, Katy received a number of grants that helped the district upgrade its Wi-Fi, which helped kick-start this initiative. Schad estimates that each device costs about $100 and the data plan costs $34. That doesn’t include any of the costs of maintaining the system like training, outreach and the other support roles that made the Katy three-year plan a success.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23635\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/IMG_8631.jpg\">\u003cimg class=\"size-large wp-image-23635\" title=\"IMG_8631\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/IMG_8631-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003ch5>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">As more schools start to integrate their own \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mobile-learning/\">mobile learning strategies\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/\">Bring Your Own Device policies\u003c/a>, one school district in a suburb of Houston has managed to come up with what appears to be a successful BYOD program.\u003c/p>\n\u003cp>Katy Independent School District (ISD) has a student population of 63,000 students and 56 schools – elementary, middle and high schools. There are 83 languages spoken by students in the district and 31 percent of the student population is on free or reduced lunch programs.\u003c/p>\n\u003cp>In 2009, Katy began a three-year plan to change instruction in the school district by promoting a standardized toolbox of web-based tools dubbed “Web 2.0.” They also set out guidelines for behavior in the digital space called “Digital Citizenship,” in the hopes that the school would not just teach kids math and reading, but also how to behave in a public digital world.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“Part of this education we’ve going through for the past three years is helping our teachers to understand when it's appropriate to use this and when it's not.”\u003c/p>\n\u003c/aside>\n\u003cp>But first, the school district needed to understand the ins and outs of mobile learning. Lenny Schad, the Chief Information Officer for the district led the effort who has become the go-to guy for educators looking to implement their own mobile learning strategy has one primary piece of advice: Mobile learning is a holistic educational plan, not just introducing technology into existing structures.\u003c/p>\n\u003cp>“Mobile learning is all about changing instruction. Because if the instruction doesn’t change, allowing the kids to bring their own device will do nothing,” he explained in a recent \u003ca href=\"http://www.instantpresenter.com/WebConference/RecordingDefault.aspx?c_psrid=E959DC88884E\">EdWeb \u003c!--more-->webinar\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Schad stressed that the teacher’s role in a mobile learning classroom changes significantly. Rather than standing up front or sitting behind a desk and transmitting information, kids are doing a lot of the learning on their own. The teacher’s job is to get up, walk around, monitor the kids’ progress and make sure they're staying on task.\u003c/p>\n\u003cp>“It completely changed the dynamic of the classroom,” Schad said. The students became excited to demonstrate what they had learned or how they worked out a problem. And they didn’t seem to mind school work anymore -- Schad said kids played educational games for hours without realizing they were learning.\u003c/p>\n\u003cp>\u003cstrong>STEP BY STEP\u003c/strong>\u003c/p>\n\u003cp>The district rolled out its mobile learning strategy slowly, at first only focusing on the early adopters from the teaching staff, and a limited group of students. The district gave out 130 mobile learning devices to fifth-graders. The devices were web-enabled, but could only access sites approved on the main network. Phone and text functions were turned off. Students loved it. Schad said they were immediately more engaged in the classroom and student achievement scores went up. So, in 2010 the district expanded the program to 11 campuses and handed out 1,700 devices.\u003c/p>\n\u003cp>Katy put together an approved package of mobile learning tools for teachers, part of the Web 2.0 kits. They use \u003ca href=\"http://www.edmodo.com/\">Edmodo\u003c/a>, a social networking site for teachers and students to share information about school work. Shad is also excited about \u003ca href=\"http://www.discoveryeducation.com/\">Discovery Education\u003c/a>, a tool that allows students to bring the world into the classroom. For example, a student could build a virtual circuit on a tablet, and understand the process by actually doing it.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/\">In Cash-Strapped Schools, Students Bring Their Own Devices\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/to-ban-or-not-to-ban-schools-must-decide-cell-phone-policies/\">To Ban or Not To Ban: Schools Weigh Cell Phone Policies\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?\u003c/a>\u003c/p>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>But mobile devices are just one set of tools in the district's toolbox. Schad says there are times when mobile learning works best, often in math and science, but at other times laptops or pen-and-pencil instruction are more appropriate.\u003c/p>\n\u003cp>“Part of this education we’ve going through for the past three years is helping our teachers to understand when it's appropriate to use this and when it's not,” he said.\u003c/p>\n\u003cp>After all the groundwork Katy had been laid to test mobile learning with students, teachers, and parents, the BOYD program seemed inevitable -- a natural progression. Teachers wanted more devices and that was an easy way to get them. At the end of the three-year implementation, the district surveyed students and found that 77 percent were bringing their own devices to school, 54 percent of which were smartphones. They also surveyed their 4,000 teachers, got 1,609 responses and found that 33 percent of those respondents were already regularly incorporating BYOD into instruction. Another 46 percent said they would use BYOD more if they had more devices.\u003c/p>\n\u003cp>Schad attributed the hesitancy of half the teachers to concerns over equity – teachers didn’t want to use BYOD if not everyone had a device. Schad said that could be easily solved by having students work in teams – a student without a device collaborates with a student who does have one.\u003c/p>\n\u003cp>Schad explained that at the beginning of the program, middle school students were only allowed to bring out their devices when directed to by a teacher. They were not allowed to use them at lunch or when passing in the halls. However, the high school students were allowed to have theirs all day. Schad said when establishing these rules restricting use, students behaved more responsibly.\u003c/p>\n\u003cp>“It changed the tone and helped with the kids understanding of digital citizenship, when it's appropriate and when it's not,” he said. There were so few problems with abuse that this school year the district loosened the middle school rules to mirror the high school.\u003c/p>\n\u003cp>As for funding, Katy received a number of grants that helped the district upgrade its Wi-Fi, which helped kick-start this initiative. Schad estimates that each device costs about $100 and the data plan costs $34. That doesn’t include any of the costs of maintaining the system like training, outreach and the other support roles that made the Katy three-year plan a success.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?",
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"content": "\u003cdiv id=\"attachment_20398\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 396px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/screen-shot-2012-03-30-at-10-48-31-am/\" rel=\"attachment wp-att-20398\">\u003cimg class=\"size-full wp-image-20398\" title=\"cell phones\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-30-at-10.48.31-AM.png\" alt=\"\" width=\"396\" height=\"255\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-30-at-10.48.31-AM.png 396w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-30-at-10.48.31-AM-320x206.png 320w\" sizes=\"(max-width: 396px) 100vw, 396px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Just a few years ago, the idea of using a mobile phone as a legitimate learning tool in school seemed far-fetched, if not downright blasphemous. Kids were either prohibited from bringing their phones to school, or at the very least told to shut it off during school hours.\u003c/p>\n\u003cp>But these days, it's not unusual to hear a teacher say, \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/class-turn-on-your-cell-phones-its-time-to-text/\">Class, turn on your cell\u003c/a>. It's time to work.\"\u003c/p>\n\u003cp>Harvard professor \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=chris_dede\">Chris Dede\u003c/a> has been working in the field of education technology for decades, and is astonished at how quickly mobile devices are penetrating in schools. “I’ve never seen technology moving faster than mobile learning,” said Dede, who teaches at the Harvard Graduate School of Education.\u003c/p>\n\u003cp>That's not necessarily surprising, given that a staggering \u003ca href=\"http://www.washingtonpost.com/blogs/post-tech/post/teens-clamor-to-smartphones-texting-and-girls-lead-the-way/2012/03/19/gIQAIxiLNS_blog.html\">80 percent of teens\u003c/a> have cell phones. This penetration of mobile devices in the consumer market has also wrought what Dede describes as a \"sea change\" in the education landscape.\u003c/p>\n\u003cp>\"People are talking about this being an inflection point,\" said \u003ca href=\"http://bangordailynews.com/2012/02/16/education/report-says-giving-ipads-to-auburn-kindergartners-increases-test-scores/\">Elliot Soloway\u003c/a>. Soloway is a professor at the School of Education at the University of Michigan, and a longtime proponent of mobile learning. \"It feels like something major is about to happen. It went from a silly idea, to, 'Of course it’s inevitable.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“I’m petrified that we’ll apply new technology to old pedagogy.\"\u003c/p>\n\u003c/aside>\n\u003cp>The \u003ca href=\"http://www.pewinternet.org/Reports/2010/Teens-and-Mobile-Phones/Chapter-4/Mobile-phones-and-schools.aspx\">most recent data available\u003c/a> is from 2010, and indicates that 62 percent of schools allow cell phones to be used on school grounds, though not in classrooms. But both Dede and Solloway, who are closely involved in coaching schools on how to use mobile learning techniques, said a lot of progress has been made in just the past couple of years.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"What I'm hearing from schools more is that they've eliminated policies restricting using mobile devices for learning and they're interested in developing mobile learning programs as fast as possible,\" Dede said. \"We're going from districts fearing it and blocking it off to welcoming it and making it a major part of their technology plan. We’ll be surprised if a significant portion of districts aren’t using mobile learning inside and outside of schools soon.\"\u003c/p>\n\u003cp>More than \u003ca href=\"http://thenextweb.com/apple/2012/01/19/apple-1-5-million-ipads-in-use-in-educational-programs-offering-over-20000-education-apps/\">1.5 million iPads have been deployed\u003c/a> in schools. That's not counting school-supplied \u003cem>non-\u003c/em>Apple devices, or the most ubiquitous device of all -- students’ own mobile phones.\u003c/p>\n\u003cp>Classroom uses for iPads and cell phones are vast and varied. Some schools are replacing print books for apps that feature videos and interactive quizzes. Kindergarteners are \u003c!--more-->\u003ca href=\"http://bangordailynews.com/2012/02/16/education/report-says-giving-ipads-to-auburn-kindergartners-increases-test-scores/\">learning to read using an iPad app\u003c/a>. Teachers are using tablets to \u003ca href=\"http://mineola.patch.com/articles/mineola-students-show-off-ipad-classroom-impact\">monitor student progress on “dashboards”\u003c/a> that show moment-by-moment test scores. Others are using cell phones to take \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/class-turn-on-your-cell-phones-its-time-to-text/\">instant polls in class\u003c/a> to gauge student comprehension. And more students are using smartphones, many of which have stronger processing power than their schools’ desktop computers, for instant fact-finding, calculating, mapping, and note-taking.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cstrong>GUIDE TO MOBILE LEARNING\u003c/strong>\u003c/p>\n\u003cp>This\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Mobile-Mind-Shift-Icon.png\">\u003cimg class=\"alignleft size-thumbnail wp-image-21054\" title=\"Mobile Mind Shift Icon\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Mobile-Mind-Shift-Icon-140x140.png\" alt=\"\" width=\"76\" height=\"76\">\u003c/a> article is part one of a multi-part series exploring mobile learning co-produced by \u003ca href=\"http://mindshift.kqed.org\">MindShift\u003c/a> and \u003ca href=\"http://www.spotlight.macfound.org\">Spotlight on Digital Media & Learning\u003c/a>. In the coming weeks, we'll explore policy issues in schools and districts with integrating mobile learning programs, the latest in augmented reality, and best practices for mobile learning in classrooms.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>\u003c/p>\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>With all these direct applications for learning, it’s easy to justify using mobile devices in school. But what real and lasting effect will they have on the “formal” learning equation? Will this become just another passing craze in the long line of fads that have swung through schools and classes in past years? What criteria are being used to gauge a successful mobile learning program?\u003c/p>\n\u003cp>For progressives who have been itching to use technology to deconstruct and redesign the current classroom model – one teacher parsing facts to 30 or more students quietly sitting at their desks who will be tested on what they can memorize – the idea of mobile learning holds great promise. Here's an opportunity to reach every student in a meaningful way. But unless traditional teaching practices morph to adapt and fully take advantage of what mobile devices can afford, some fear the promise will go the way of all the technology collecting dust in the corner of the classroom. Worse, it might eventually lead to what everyone unequivocally dreads: the mechanization of teaching.\u003c/p>\n\u003cp>“I’m petrified that we’ll apply new technology to old pedagogy,” Soloway said. “Right now, the iPad craze is using the same content on a different device. Schools must change the pedagogy.”\u003c/p>\n\u003cp> \u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/are-we-wired-for-mobile-learning/\">ARE WE WIRED FOR MOBILE LEARNING?\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/\">IN SOME CASH-STRAPPED SCHOOLS, KIDS BRING THEIR OWN DEVICES\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/to-ban-or-not-to-ban-schools-must-decide-cell-phone-policies/\">TO BAN OR NOT TO BAN, SCHOOLS WEIGH CELL PHONE POLICY\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>“It’s the classic cycle of old wine in new bottles that tends to happen when people get excited about the technology itself,” said Michael Levine, executive director of the Joan Ganz Cooney Center, which researches how media affects learning. (The new wine bottles being tablets and cell phones, of course.) “They buy all sorts of new technology, things like interactive whiteboards, and slap on old practices on the new devices.”\u003c/p>\n\u003cp>Even with the latest available technology, schools are still using old delivery tactics -- like technology carts – taking iPads from classroom to classroom in schools that can’t provide a take-home device for every student. But that’s exactly the kind of short-term thinking that drives Soloway mad.\u003c/p>\n\u003cp>“A cart of iPads will have as much impact on student achievement as a cart of laptops had -- which is pretty much zero,” Soloway said. “So lots of schools are going to be disappointed after a year of iPad use when they see no gains.”\u003c/p>\n\u003cp>Actually some schools \u003cem>are\u003c/em> seeing gains. A couple of very early findings show somewhat higher test scores; Houghton Mifflin Harcourt reported that students in one class who \u003ca href=\"http://mindshift.kqed.org/tag/houghton-mifflin-harcourt/\">used its algebra iPad app\u003c/a> showed \u003ca href=\"http://www.hmhco.com/content/student-math-scores-jump-20-percent-hmh-algebra-curriculum-apple-ipad-app-transforms-class\">a 20% increase\u003c/a> compared to those who used its textbooks; and in Maine, kindergarteners who used an iPad app for literacy scored 2 percent better than those who didn’t. “We’re pleased with such a short window of using iPads as instructional tools,” said Auburn Superintendent Katy Grondin in a \u003ca href=\"http://bangordailynews.com/2012/02/16/education/report-says-giving-ipads-to-auburn-kindergartners-increases-test-scores/\">Bangor Daily News article\u003c/a>. “We are seeing it’s making an impact in learning.”\u003c/p>\n\u003cdiv id=\"attachment_20426\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660084813/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-20426\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/6660084813_d684b0e298-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Flickingerbrad\u003c/p>\n\u003c/div>\n\u003cp>But Soloway and others question whether any of the old pedagogy around algebra or literacy have been affected by the use of the devices in these early studies.\u003c/p>\n\u003cp>“Publishers will create apps that support their paper textbooks – or they will port their paper textbooks over to a PDF and say, ‘See, we have an eTextbook.’ Publishers can't admit that their model is broken, that they are in the process of being disrupted,” he said. “All they can do is entrench further and talk even louder that they have the answer; that their apps are really exciting and will engage the kids.”\u003c/p>\n\u003cp>Soloway challenges schools to think about what they’ve gained in student achievement through the use of devices. “We are using new technology to implement old pedagogy,” he said. “We are not exploiting the affordances of the new technology to give kids new kinds of learn-by-doing activities. Flash card programs for the iPad are too numerous to count. What a waste!”\u003c/p>\n\u003cp>But what about student engagement, the buzzword that’s dominated edu-speak especially in reference to technology? Soloway said engagement \u003cem>will\u003c/em> go up when the iPad is used. “But engagement always goes up when technology is used -- laptops, even electronic whiteboards. School is deadly boring to the kids who are accustomed to the fast-paced digital world in which they live the moment the school bell heralds the end of school. So to say that iPads result in increased engagement is to say nothing.”\u003c/p>\n\u003cp>\u003cstrong>POSSIBILITIES AND POTENTIAL\u003c/strong>\u003c/p>\n\u003cp>So what exactly does this idealized view of mobile devices for learning look like? It’s not easy to specify, or even outline. Each educator, each class, each school will have to find the best way to integrate mobile devices based on its student population. The opportunity of using mobile devices and all of its utilities allows educators to reconsider: What do we want students to know, and how do we help them? And what additional benefit does using a mobile device bring to the equation? This gets to the heart of the mobile learning issue: beyond fact-finding and game-playing – even if it's educational -- how can mobile devices add relevance and value to how kids learn?\u003c/p>\n\u003cp>There's not just one explanation. As mobile devices evolve and become ever more powerful and multi-functional, the answers will change. In the meantime, there are some things educators know for certain do make a big impact on learning.\u003c/p>\n\u003cp>“There's something in the design of mobile that lends itself to a different way of learning and interacting,” Michael Levine said. “It’s a way of developing a one-to-one personalized computer\u003cbr>\nin the classroom. There’s a powerful notion that you can walk away with the world at your fingertips.\"\u003c/p>\n\u003cp>In class, the mobile device provides the “one-to-oneness” that Levine said allows for what most educators agree is one of the most important tenets of a well-rounded education: personalized learning – students owning what they learn.\u003c/p>\n\u003cp>A child, for example, who’s learning about plant growth, can take pictures of the roots of a tree on her way home for school, Soloway said as an example. She brings it into class the next day, shares it with the teacher and other students, and they talk about what they’ve discovered.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"To say that iPads result in increased engagement is to say nothing.\"\u003c/p>\n\u003c/aside>\n\u003cp>But can’t a camera do the same thing -- or finding the picture of the root online or in a book? “Taking a picture for themselves is a lot different than getting one from a book,” Soloway answered. “A child owns the picture when the child takes it; it is meaningful to the student. When the child takes a picture with a phone, the child can then integrate the picture into an artifact that also contains a concept map, an animation, etc. In fact, the picture can be imported into a drawing program, then labeled with text. So it is more than a camera.”\u003c/p>\n\u003cp>Shelley Pasnik, director of \u003ca href=\"http://cct.edc.org/person.asp?id=46\">Center for Children & Technology\u003c/a> agrees. “Having a personal device support your learning changes things up,” she said. “It’s different than having a computer lab down the hall.”\u003c/p>\n\u003cp>The closest students came to personalizing their learning before mobile devices was changing fonts on Microsoft Word programs. “Now you have your own collection of apps to choose from,” she said.\u003c/p>\n\u003cdiv id=\"attachment_20423\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6659988943/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-20423\" title=\"6659988943_48abe01d49\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/6659988943_48abe01d49-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Flickingerbrad\u003c/p>\n\u003c/div>\n\u003cp>But the apps shouldn't be the focus of discussion. “That’s where the pedagogical practice comes to play, a thoughtful use of tool sets. Having the apps sitting on your phone on your desk in and of itself isn’t going to make you smarter, and it won’t make the classroom more anything,\" she said. \"It’s what you do with it, and how it’s supported, how teachers and students know to learn, to use those tools. It’s part of a complex nature of learning.”\u003c/p>\n\u003cp>And for any this to succeed, the devices – whatever they may be – need to be integrated into a broader sequence of activities, not an isolated tool that sits outside of everything that’s going on, Pasnik said. But that’s exactly what first happens when new devices are introduced.\u003c/p>\n\u003cp>“That’s a common first step -- it’s the ‘extra,’ it’s what kids do when they finish their ‘real’ work,” Pasnick said. “But when it’s really integrated into a sequence of activities, kids are moving between screens given what’s developmentally appropriate, they’re playing games. Some experiences use screens, then manipulatives or other materials, they’re engaged in conversations with peers and adults in the room. That’s where it works. There’s not this ‘privileging’ of this device. Instead, all of it is moving toward the learning goal.”\u003c/p>\n\u003cp>Using mobile devices as tools toward a learning goal is exactly what students at Catholic High School in New Iberia, Louisiana, are doing. Seniors at the school are using their phones to \u003ca href=\"http://thejournal.com/articles/2012/03/28/revisiting-cell-phones-bans-in-schools.aspx.\">convert historical information\u003c/a> they researched about their hometowns into QR codes that can be used on a walking tour they designed. Smartphone users can learn about historical sites by scanning the QR codes on their devices.\u003c/p>\n\u003cp>This project exemplifies the kind of learning-by-doing that mobile learning can be used for. Though the device makes it possible to create dynamic, interactive features like QR codes, one could argue that the learning equation of this project is not necessarily creating the QR codes (though there’s also an argument to be made about \u003ca href=\"http://mindshift.kqed.org/2011/06/why-should-fifth-graders-learn-to-program/\">teaching tech\u003c/a>). The point at which kids learn is when they go into their community and research noteworthy historical sites to understand their significance.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"Polling devices are based on lecture. I would like to see teachers using different pedagogy.\"\u003c/p>\n\u003c/aside>\n\u003cp>Students could have just as easily created individual print brochures that featured historical sites around town -- and the educational value would have arguably been comparable. What the mobile phone added was an immediacy to the task at hand. Was it imperative to the learning process? Probably not. But did the QR creation make the project more interesting, more relevant to their lives, and thus more personal for students? That’s what educators are betting on.\u003c/p>\n\u003cp>But when it comes to using cell phones for things like taking polls, that may not necessarily change traditional lecture-based teaching tactics. “I personally think there are better things to do in the \u003c!--more-->classroom than lecture,” Chris Dede said. “Polling devices are based on lecture. You’re not having a discussion about it, but getting a quick sense of what students understand and modifying lecture accordingly. I would like to see teachers using different pedagogy.”\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/screen-shot-2012-03-28-at-10-02-19-pm/\" rel=\"attachment wp-att-20405\">\u003cimg class=\"alignleft size-thumbnail wp-image-20405\" title=\"Screen shot 2012-03-28 at 10.02.19 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-28-at-10.02.19-PM-140x140.png\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>As a college professor, Dede thinks students can use their cell phones to have “back-channel” discussions that happen during discussions that happen in class. But even then, Dede doesn’t display the Twitter discussions on the board because he says students find it distracting. And if it’s distracting for college students, it would definitely be distracting for grade-schoolers. “Kids are still learning to type, they’re not as good as multi-processing. It’s all they can do to keep track of one thing that’s going on,” Dede said.\u003c/p>\n\u003cp>These are the kinds of issues that are still being hashed out in schools: What's more distracting than helpful, what's just straight up utilitarian, what's helping students understand concepts better? What's allowing them to make a particular lesson more personal and relevant?\u003c/p>\n\u003cp>\u003cstrong>THE SOCIAL QUOTIENT\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>The way most classrooms are designed currently discourages social interaction in class. Desks are lined up facing front. But the social aspect of learning that’s been lost in the past decades, Levine said, can be leveraged with mobile devices. “So much of what research has taught us about child development, and even the most recent research on brain development, is that the social aspect -- relationships in the context of which you're motivated to learn, and the types of people who are encouraging kids to learn, that social aspect is fundamental to who we are,” he said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>It's imperative to focus the discussion on how to use devices not to mechanize and standardize, but to bring back the human, personal element to teaching and learning.\u003c/p>\n\u003c/aside>\n\u003cp>Mobile devices seem to be -- at least in theory -- a real enabler of social interaction. \"They’re social learning objects,\" he said. \"Kids plug into their friends and families and important social networks. When you begin to combine features of mobility and socialness and access to every learning object you can imagine, that becomes more seamless and natural and interesting in terms of possibilities.”\u003c/p>\n\u003cp>This social connection is what helped at-risk kids do better and enjoy math more in \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/mobile-learning-proves-to-benefit-at-risk-students/\">a pilot study called Project K-Nect last year\u003c/a>. Students collaborated with each other through blogs, instant messaging and email on their mobile phones.\u003c/p>\n\u003cp>\u003cstrong>THE MOBILE FUTURE\u003c/strong>\u003c/p>\n\u003cp>From where we stand now, it seems that the mobile revolution in schools is inevitable. But as the hype around the wizardry of the technology escalates, it's imperative to focus the discussion on how to use devices not to mechanize and standardize, but to bring back the human, personal element to teaching and learning. Kids learning from each other, making what they learn personal and relevant, and giving educators more tools to reach students.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"Because mobile devices are the new piece here, people want to know does it make a difference,\" Pasnik said. \"When we know that learning happens because of relationships, and we want to keep that richness. So the question of the value of a single piece like the mobile phone becomes reductive. You falsely are having to focus in one element, when in fact, learning happens because multiple elements are interacting with one another.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_20398\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 396px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/screen-shot-2012-03-30-at-10-48-31-am/\" rel=\"attachment wp-att-20398\">\u003cimg class=\"size-full wp-image-20398\" title=\"cell phones\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-30-at-10.48.31-AM.png\" alt=\"\" width=\"396\" height=\"255\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-30-at-10.48.31-AM.png 396w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-30-at-10.48.31-AM-320x206.png 320w\" sizes=\"(max-width: 396px) 100vw, 396px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Just a few years ago, the idea of using a mobile phone as a legitimate learning tool in school seemed far-fetched, if not downright blasphemous. Kids were either prohibited from bringing their phones to school, or at the very least told to shut it off during school hours.\u003c/p>\n\u003cp>But these days, it's not unusual to hear a teacher say, \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/class-turn-on-your-cell-phones-its-time-to-text/\">Class, turn on your cell\u003c/a>. It's time to work.\"\u003c/p>\n\u003cp>Harvard professor \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=chris_dede\">Chris Dede\u003c/a> has been working in the field of education technology for decades, and is astonished at how quickly mobile devices are penetrating in schools. “I’ve never seen technology moving faster than mobile learning,” said Dede, who teaches at the Harvard Graduate School of Education.\u003c/p>\n\u003cp>That's not necessarily surprising, given that a staggering \u003ca href=\"http://www.washingtonpost.com/blogs/post-tech/post/teens-clamor-to-smartphones-texting-and-girls-lead-the-way/2012/03/19/gIQAIxiLNS_blog.html\">80 percent of teens\u003c/a> have cell phones. This penetration of mobile devices in the consumer market has also wrought what Dede describes as a \"sea change\" in the education landscape.\u003c/p>\n\u003cp>\"People are talking about this being an inflection point,\" said \u003ca href=\"http://bangordailynews.com/2012/02/16/education/report-says-giving-ipads-to-auburn-kindergartners-increases-test-scores/\">Elliot Soloway\u003c/a>. Soloway is a professor at the School of Education at the University of Michigan, and a longtime proponent of mobile learning. \"It feels like something major is about to happen. It went from a silly idea, to, 'Of course it’s inevitable.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“I’m petrified that we’ll apply new technology to old pedagogy.\"\u003c/p>\n\u003c/aside>\n\u003cp>The \u003ca href=\"http://www.pewinternet.org/Reports/2010/Teens-and-Mobile-Phones/Chapter-4/Mobile-phones-and-schools.aspx\">most recent data available\u003c/a> is from 2010, and indicates that 62 percent of schools allow cell phones to be used on school grounds, though not in classrooms. But both Dede and Solloway, who are closely involved in coaching schools on how to use mobile learning techniques, said a lot of progress has been made in just the past couple of years.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"What I'm hearing from schools more is that they've eliminated policies restricting using mobile devices for learning and they're interested in developing mobile learning programs as fast as possible,\" Dede said. \"We're going from districts fearing it and blocking it off to welcoming it and making it a major part of their technology plan. We’ll be surprised if a significant portion of districts aren’t using mobile learning inside and outside of schools soon.\"\u003c/p>\n\u003cp>More than \u003ca href=\"http://thenextweb.com/apple/2012/01/19/apple-1-5-million-ipads-in-use-in-educational-programs-offering-over-20000-education-apps/\">1.5 million iPads have been deployed\u003c/a> in schools. That's not counting school-supplied \u003cem>non-\u003c/em>Apple devices, or the most ubiquitous device of all -- students’ own mobile phones.\u003c/p>\n\u003cp>Classroom uses for iPads and cell phones are vast and varied. Some schools are replacing print books for apps that feature videos and interactive quizzes. Kindergarteners are \u003c!--more-->\u003ca href=\"http://bangordailynews.com/2012/02/16/education/report-says-giving-ipads-to-auburn-kindergartners-increases-test-scores/\">learning to read using an iPad app\u003c/a>. Teachers are using tablets to \u003ca href=\"http://mineola.patch.com/articles/mineola-students-show-off-ipad-classroom-impact\">monitor student progress on “dashboards”\u003c/a> that show moment-by-moment test scores. Others are using cell phones to take \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/class-turn-on-your-cell-phones-its-time-to-text/\">instant polls in class\u003c/a> to gauge student comprehension. And more students are using smartphones, many of which have stronger processing power than their schools’ desktop computers, for instant fact-finding, calculating, mapping, and note-taking.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cstrong>GUIDE TO MOBILE LEARNING\u003c/strong>\u003c/p>\n\u003cp>This\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Mobile-Mind-Shift-Icon.png\">\u003cimg class=\"alignleft size-thumbnail wp-image-21054\" title=\"Mobile Mind Shift Icon\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Mobile-Mind-Shift-Icon-140x140.png\" alt=\"\" width=\"76\" height=\"76\">\u003c/a> article is part one of a multi-part series exploring mobile learning co-produced by \u003ca href=\"http://mindshift.kqed.org\">MindShift\u003c/a> and \u003ca href=\"http://www.spotlight.macfound.org\">Spotlight on Digital Media & Learning\u003c/a>. In the coming weeks, we'll explore policy issues in schools and districts with integrating mobile learning programs, the latest in augmented reality, and best practices for mobile learning in classrooms.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>\u003c/p>\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>With all these direct applications for learning, it’s easy to justify using mobile devices in school. But what real and lasting effect will they have on the “formal” learning equation? Will this become just another passing craze in the long line of fads that have swung through schools and classes in past years? What criteria are being used to gauge a successful mobile learning program?\u003c/p>\n\u003cp>For progressives who have been itching to use technology to deconstruct and redesign the current classroom model – one teacher parsing facts to 30 or more students quietly sitting at their desks who will be tested on what they can memorize – the idea of mobile learning holds great promise. Here's an opportunity to reach every student in a meaningful way. But unless traditional teaching practices morph to adapt and fully take advantage of what mobile devices can afford, some fear the promise will go the way of all the technology collecting dust in the corner of the classroom. Worse, it might eventually lead to what everyone unequivocally dreads: the mechanization of teaching.\u003c/p>\n\u003cp>“I’m petrified that we’ll apply new technology to old pedagogy,” Soloway said. “Right now, the iPad craze is using the same content on a different device. Schools must change the pedagogy.”\u003c/p>\n\u003cp> \u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/are-we-wired-for-mobile-learning/\">ARE WE WIRED FOR MOBILE LEARNING?\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/\">IN SOME CASH-STRAPPED SCHOOLS, KIDS BRING THEIR OWN DEVICES\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/to-ban-or-not-to-ban-schools-must-decide-cell-phone-policies/\">TO BAN OR NOT TO BAN, SCHOOLS WEIGH CELL PHONE POLICY\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>“It’s the classic cycle of old wine in new bottles that tends to happen when people get excited about the technology itself,” said Michael Levine, executive director of the Joan Ganz Cooney Center, which researches how media affects learning. (The new wine bottles being tablets and cell phones, of course.) “They buy all sorts of new technology, things like interactive whiteboards, and slap on old practices on the new devices.”\u003c/p>\n\u003cp>Even with the latest available technology, schools are still using old delivery tactics -- like technology carts – taking iPads from classroom to classroom in schools that can’t provide a take-home device for every student. But that’s exactly the kind of short-term thinking that drives Soloway mad.\u003c/p>\n\u003cp>“A cart of iPads will have as much impact on student achievement as a cart of laptops had -- which is pretty much zero,” Soloway said. “So lots of schools are going to be disappointed after a year of iPad use when they see no gains.”\u003c/p>\n\u003cp>Actually some schools \u003cem>are\u003c/em> seeing gains. A couple of very early findings show somewhat higher test scores; Houghton Mifflin Harcourt reported that students in one class who \u003ca href=\"http://mindshift.kqed.org/tag/houghton-mifflin-harcourt/\">used its algebra iPad app\u003c/a> showed \u003ca href=\"http://www.hmhco.com/content/student-math-scores-jump-20-percent-hmh-algebra-curriculum-apple-ipad-app-transforms-class\">a 20% increase\u003c/a> compared to those who used its textbooks; and in Maine, kindergarteners who used an iPad app for literacy scored 2 percent better than those who didn’t. “We’re pleased with such a short window of using iPads as instructional tools,” said Auburn Superintendent Katy Grondin in a \u003ca href=\"http://bangordailynews.com/2012/02/16/education/report-says-giving-ipads-to-auburn-kindergartners-increases-test-scores/\">Bangor Daily News article\u003c/a>. “We are seeing it’s making an impact in learning.”\u003c/p>\n\u003cdiv id=\"attachment_20426\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660084813/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-20426\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/6660084813_d684b0e298-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Flickingerbrad\u003c/p>\n\u003c/div>\n\u003cp>But Soloway and others question whether any of the old pedagogy around algebra or literacy have been affected by the use of the devices in these early studies.\u003c/p>\n\u003cp>“Publishers will create apps that support their paper textbooks – or they will port their paper textbooks over to a PDF and say, ‘See, we have an eTextbook.’ Publishers can't admit that their model is broken, that they are in the process of being disrupted,” he said. “All they can do is entrench further and talk even louder that they have the answer; that their apps are really exciting and will engage the kids.”\u003c/p>\n\u003cp>Soloway challenges schools to think about what they’ve gained in student achievement through the use of devices. “We are using new technology to implement old pedagogy,” he said. “We are not exploiting the affordances of the new technology to give kids new kinds of learn-by-doing activities. Flash card programs for the iPad are too numerous to count. What a waste!”\u003c/p>\n\u003cp>But what about student engagement, the buzzword that’s dominated edu-speak especially in reference to technology? Soloway said engagement \u003cem>will\u003c/em> go up when the iPad is used. “But engagement always goes up when technology is used -- laptops, even electronic whiteboards. School is deadly boring to the kids who are accustomed to the fast-paced digital world in which they live the moment the school bell heralds the end of school. So to say that iPads result in increased engagement is to say nothing.”\u003c/p>\n\u003cp>\u003cstrong>POSSIBILITIES AND POTENTIAL\u003c/strong>\u003c/p>\n\u003cp>So what exactly does this idealized view of mobile devices for learning look like? It’s not easy to specify, or even outline. Each educator, each class, each school will have to find the best way to integrate mobile devices based on its student population. The opportunity of using mobile devices and all of its utilities allows educators to reconsider: What do we want students to know, and how do we help them? And what additional benefit does using a mobile device bring to the equation? This gets to the heart of the mobile learning issue: beyond fact-finding and game-playing – even if it's educational -- how can mobile devices add relevance and value to how kids learn?\u003c/p>\n\u003cp>There's not just one explanation. As mobile devices evolve and become ever more powerful and multi-functional, the answers will change. In the meantime, there are some things educators know for certain do make a big impact on learning.\u003c/p>\n\u003cp>“There's something in the design of mobile that lends itself to a different way of learning and interacting,” Michael Levine said. “It’s a way of developing a one-to-one personalized computer\u003cbr>\nin the classroom. There’s a powerful notion that you can walk away with the world at your fingertips.\"\u003c/p>\n\u003cp>In class, the mobile device provides the “one-to-oneness” that Levine said allows for what most educators agree is one of the most important tenets of a well-rounded education: personalized learning – students owning what they learn.\u003c/p>\n\u003cp>A child, for example, who’s learning about plant growth, can take pictures of the roots of a tree on her way home for school, Soloway said as an example. She brings it into class the next day, shares it with the teacher and other students, and they talk about what they’ve discovered.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"To say that iPads result in increased engagement is to say nothing.\"\u003c/p>\n\u003c/aside>\n\u003cp>But can’t a camera do the same thing -- or finding the picture of the root online or in a book? “Taking a picture for themselves is a lot different than getting one from a book,” Soloway answered. “A child owns the picture when the child takes it; it is meaningful to the student. When the child takes a picture with a phone, the child can then integrate the picture into an artifact that also contains a concept map, an animation, etc. In fact, the picture can be imported into a drawing program, then labeled with text. So it is more than a camera.”\u003c/p>\n\u003cp>Shelley Pasnik, director of \u003ca href=\"http://cct.edc.org/person.asp?id=46\">Center for Children & Technology\u003c/a> agrees. “Having a personal device support your learning changes things up,” she said. “It’s different than having a computer lab down the hall.”\u003c/p>\n\u003cp>The closest students came to personalizing their learning before mobile devices was changing fonts on Microsoft Word programs. “Now you have your own collection of apps to choose from,” she said.\u003c/p>\n\u003cdiv id=\"attachment_20423\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6659988943/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-20423\" title=\"6659988943_48abe01d49\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/6659988943_48abe01d49-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Flickingerbrad\u003c/p>\n\u003c/div>\n\u003cp>But the apps shouldn't be the focus of discussion. “That’s where the pedagogical practice comes to play, a thoughtful use of tool sets. Having the apps sitting on your phone on your desk in and of itself isn’t going to make you smarter, and it won’t make the classroom more anything,\" she said. \"It’s what you do with it, and how it’s supported, how teachers and students know to learn, to use those tools. It’s part of a complex nature of learning.”\u003c/p>\n\u003cp>And for any this to succeed, the devices – whatever they may be – need to be integrated into a broader sequence of activities, not an isolated tool that sits outside of everything that’s going on, Pasnik said. But that’s exactly what first happens when new devices are introduced.\u003c/p>\n\u003cp>“That’s a common first step -- it’s the ‘extra,’ it’s what kids do when they finish their ‘real’ work,” Pasnick said. “But when it’s really integrated into a sequence of activities, kids are moving between screens given what’s developmentally appropriate, they’re playing games. Some experiences use screens, then manipulatives or other materials, they’re engaged in conversations with peers and adults in the room. That’s where it works. There’s not this ‘privileging’ of this device. Instead, all of it is moving toward the learning goal.”\u003c/p>\n\u003cp>Using mobile devices as tools toward a learning goal is exactly what students at Catholic High School in New Iberia, Louisiana, are doing. Seniors at the school are using their phones to \u003ca href=\"http://thejournal.com/articles/2012/03/28/revisiting-cell-phones-bans-in-schools.aspx.\">convert historical information\u003c/a> they researched about their hometowns into QR codes that can be used on a walking tour they designed. Smartphone users can learn about historical sites by scanning the QR codes on their devices.\u003c/p>\n\u003cp>This project exemplifies the kind of learning-by-doing that mobile learning can be used for. Though the device makes it possible to create dynamic, interactive features like QR codes, one could argue that the learning equation of this project is not necessarily creating the QR codes (though there’s also an argument to be made about \u003ca href=\"http://mindshift.kqed.org/2011/06/why-should-fifth-graders-learn-to-program/\">teaching tech\u003c/a>). The point at which kids learn is when they go into their community and research noteworthy historical sites to understand their significance.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"Polling devices are based on lecture. I would like to see teachers using different pedagogy.\"\u003c/p>\n\u003c/aside>\n\u003cp>Students could have just as easily created individual print brochures that featured historical sites around town -- and the educational value would have arguably been comparable. What the mobile phone added was an immediacy to the task at hand. Was it imperative to the learning process? Probably not. But did the QR creation make the project more interesting, more relevant to their lives, and thus more personal for students? That’s what educators are betting on.\u003c/p>\n\u003cp>But when it comes to using cell phones for things like taking polls, that may not necessarily change traditional lecture-based teaching tactics. “I personally think there are better things to do in the \u003c!--more-->classroom than lecture,” Chris Dede said. “Polling devices are based on lecture. You’re not having a discussion about it, but getting a quick sense of what students understand and modifying lecture accordingly. I would like to see teachers using different pedagogy.”\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/screen-shot-2012-03-28-at-10-02-19-pm/\" rel=\"attachment wp-att-20405\">\u003cimg class=\"alignleft size-thumbnail wp-image-20405\" title=\"Screen shot 2012-03-28 at 10.02.19 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-28-at-10.02.19-PM-140x140.png\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>As a college professor, Dede thinks students can use their cell phones to have “back-channel” discussions that happen during discussions that happen in class. But even then, Dede doesn’t display the Twitter discussions on the board because he says students find it distracting. And if it’s distracting for college students, it would definitely be distracting for grade-schoolers. “Kids are still learning to type, they’re not as good as multi-processing. It’s all they can do to keep track of one thing that’s going on,” Dede said.\u003c/p>\n\u003cp>These are the kinds of issues that are still being hashed out in schools: What's more distracting than helpful, what's just straight up utilitarian, what's helping students understand concepts better? What's allowing them to make a particular lesson more personal and relevant?\u003c/p>\n\u003cp>\u003cstrong>THE SOCIAL QUOTIENT\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>The way most classrooms are designed currently discourages social interaction in class. Desks are lined up facing front. But the social aspect of learning that’s been lost in the past decades, Levine said, can be leveraged with mobile devices. “So much of what research has taught us about child development, and even the most recent research on brain development, is that the social aspect -- relationships in the context of which you're motivated to learn, and the types of people who are encouraging kids to learn, that social aspect is fundamental to who we are,” he said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>It's imperative to focus the discussion on how to use devices not to mechanize and standardize, but to bring back the human, personal element to teaching and learning.\u003c/p>\n\u003c/aside>\n\u003cp>Mobile devices seem to be -- at least in theory -- a real enabler of social interaction. \"They’re social learning objects,\" he said. \"Kids plug into their friends and families and important social networks. When you begin to combine features of mobility and socialness and access to every learning object you can imagine, that becomes more seamless and natural and interesting in terms of possibilities.”\u003c/p>\n\u003cp>This social connection is what helped at-risk kids do better and enjoy math more in \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/mobile-learning-proves-to-benefit-at-risk-students/\">a pilot study called Project K-Nect last year\u003c/a>. Students collaborated with each other through blogs, instant messaging and email on their mobile phones.\u003c/p>\n\u003cp>\u003cstrong>THE MOBILE FUTURE\u003c/strong>\u003c/p>\n\u003cp>From where we stand now, it seems that the mobile revolution in schools is inevitable. But as the hype around the wizardry of the technology escalates, it's imperative to focus the discussion on how to use devices not to mechanize and standardize, but to bring back the human, personal element to teaching and learning. Kids learning from each other, making what they learn personal and relevant, and giving educators more tools to reach students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Because mobile devices are the new piece here, people want to know does it make a difference,\" Pasnik said. \"When we know that learning happens because of relationships, and we want to keep that richness. So the question of the value of a single piece like the mobile phone becomes reductive. You falsely are having to focus in one element, when in fact, learning happens because multiple elements are interacting with one another.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "In Some Cash-Strapped Schools, Kids Bring Their Own Tech Devices",
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"content": "\u003cfigure id=\"attachment_18861\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/inge_santoso/2911455163/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-18861\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/2911455163_72d4915827_z-620x465.jpg\" alt=\"\" width=\"620\" height=\"465\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students are encouraged to bring their own tech devices to school and use them in class.\u003c/figcaption>\u003c/figure>\n\u003ch5>\u003cstrong>By Jennifer Roland\u003c/strong>\u003c/h5>\n\u003cp class=\"dropcap-serif\">At Mankato Public School System in Minnesota, students bring their homework, their lunches, and books to school like most students across the country. But they also bring whatever tech devices they own -- and they don't have to hide it or turn it off when they walk into class.\u003c/p>\n\u003cp>Mankato has joined the growing Bring Your Own Technology movement that allows students to use their own Netbooks, laptops, and tablets -- anything that connects to the school's wireless network -- \u003cem>during\u003c/em> class time.\u003c/p>\n\u003cp>“By allowing kids to bring in their own devices, you free up school resources for the kids who don’t have access,” says Doug Johnson, director of media and technology for the Mankato Public School System. (Johnson wrote the book -- literally -- on the subject; \u003cem>The Classroom Teacher’s Technology Survival Guide\u003c/em> is published this month.) For example, in classrooms that have a group of four computers, finding time for all 30 students to use them can be challenging. In Mankato, 90% of the students have some sort of wireless-capable device, which leaves only eight students in a typical class who will need to use the class computers.\u003c/p>\n\u003cp>This kind of unconventional approach to schooling, in a public school system that's tangled with strict rules and regulations, was one of the tactics being hailed this week when President Obama and Secretary of Education Arne Duncan spoke about the importance of bringing schools to the 21st century by finding smart ways to integrate technology into the learning process at the inaugural \u003ca href=\"http://www.digitallearningday.org/DLD2012\">Digital Learning Day.\u003c/a>\u003c/p>\n\u003caside class=\"pullquote alignleft\">The common theme from parents: “If I spend $500 on an iPad for my kid, I hope the teachers uses it!”\u003c/aside>\n\u003cp>For schools that are lucky enough to have the money to carry out this mission -- whether it's providing a computer lab, laptops and tablets for students -- the rewards of the technology are abundant. But the fiscal reality makes this difficult for most public schools that struggle with dwindling budgets and can't afford to hire enough teachers, let alone computers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>That's why school districts like Mankato are experimenting with what could be a very obvious solution: Let kids bring their own tech devices to school. Truth is, at last count (in 2010) more than 75 percent of American kids age 12 to 17 owned cell phones, according to \u003ca href=\"http://pewresearch.org/pubs/1572/teens-cell-phones-text-messages\">a Pew Research study\u003c/a>. And \u003ca href=\"http://pewinternet.org/Reports/2012/E-readers-and-tablets.aspx\">19 percent of Americans\u003c/a> now own a tablet. So it's no surprise that the Bring Your Own Technology (BYOT) movement is taking shape \u003ca href=\"http://www.edweek.org/dd/articles/2011/10/19/01byot.h05.html\">across the country\u003c/a> with school \u003ca href=\"http://www.charlotteobserver.com/2012/01/29/2967987/internet-access-in-cms-to-change.html\">districts that\u003c/a> allow students to use their tablets, smart phones, and other mobile computing devices in the classroom for learning.\u003c/p>\n\u003cp>Conceptually, that makes a lot of sense. Why not let kids use the tech tools they're already familiar with to enhance their learning? But as schools try to figure out the best way of transitioning to this \u003c!--more-->new world, some thorny issues must first be sorted out. How do teachers and school systems prepare for all the different platforms, when some kids are bringing in tablets, others are bringing their parents' old laptops, and the remainder are on mobile phones? And what effect does this change have on the dynamics of a classroom?\u003c/p>\n\u003cp>For starters, schools and districts are beset by myriad rules and policies they must follow in order to qualify for state and federal funding. And if district policy \u003cem>does\u003c/em> allow kids to bring their own devices, schools must also make sure they have enough bandwidth to deal with all the new devices that need Internet connections.\u003c/p>\n\u003cp>Schools have long looked at providing Internet-capable devices as the only way to ensure equal access to education for all students, but these endeavors are extremely expensive and, many districts believe, unsustainable without long-term grant funding. That's where kids using their own devices could work.\u003c/p>\n\u003cfigure id=\"attachment_18867\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/5333910266_f7979f21d3/\" rel=\"attachment wp-att-18867\">\u003cimg class=\"size-medium wp-image-18867\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/5333910266_f7979f21d3-300x183.jpg\" alt=\"\" width=\"300\" height=\"183\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>What's so great about having a mobile device in class? Instant access to information is the main reason for allowing kids to use their devices: to search for information online. Some teachers \u003ca href=\"http://www.usnews.com/education/blogs/high-school-notes/2011/10/26/teachers-use-cell-phones-in-the-classroom\">also use mobile devices\u003c/a> to gives quizzes or take instant polls. How they use their devices depends on what teachers decide to do with them.\u003c/p>\n\u003cp>Though there continues to be a large gap in those who own laptops and can afford broadband at home and those who can't, mobile devices can potentially serve to bridge gaps in access, allowing kids to use them in and outside of school for learning.\u003c/p>\n\u003cp>\u003cstrong>HELP OR HINDRANCE?\u003c/strong>\u003c/p>\n\u003cp>But allowing kids to use their devices at school might not be as simple a solution as it sounds. Educator and technology consultant \u003ca href=\"http://stager.tv/blog/?p=2655\">Gary Stager believes\u003c/a> the BYOT movement \"diminishes the otherwise enormous potential of educational computing to the weakest device in the room.” He contends that \"cell phones are not computers! They may both contain microprocessors and batteries, but as of today, their functionality is quite different...The computer is an intellectual laboratory and vehicle for self-expression that makes it possible for children to learn and do things in ways unthinkable just a few years ago. We impair such empowerment when we limit educational practice to the functionality of the least powerful device.\"\u003c/p>\n\u003cp>Mobile phones, and especially those that aren't smart phones, obviously don't have the same capabilities as computers. But when tablets and Netbooks enter the picture, it becomes less of an argument against insufficient technology and more an argument against managing multiple technologies. Stager adds that in a class full of students handling his or her own device, each one different from the other, will only \"amplify [teachers'] anxiety and reduce use.\"\u003c/p>\n\u003cp>But as one who's taken to using all kinds of devices in school, Johnson believes in the power of the cloud to provide tools that any device can access. In Mankato, they rely heavily on Google Docs and other platform-agnostic tools that serve information to any Internet-accessible device.\u003c/p>\n\u003cp>And although Johnson admits that more traditional teachers resist or are overwhelmed by this type of learning, students will need little support because they're already familiar with their own devices. If the bandwidth and infrastructure are in place for students to access the school network, Johnson says they'll be able to do their work with little oversight.\u003c/p>\n\u003cp>Johnson has enlisted parents' help to make sure teachers aren't overtaxed with trying to help kids figure out how to use the devices that don't meet district guidelines. He sent a letter home to parents before the holidays with a checklist of things to look for if they were already planning to buy a mobile device for their child’s holiday gift.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The common theme he hears from parents is, “If I spend $500 on an iPad for my kid, I hope the teachers use it!”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_18861\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/inge_santoso/2911455163/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-18861\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/2911455163_72d4915827_z-620x465.jpg\" alt=\"\" width=\"620\" height=\"465\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students are encouraged to bring their own tech devices to school and use them in class.\u003c/figcaption>\u003c/figure>\n\u003ch5>\u003cstrong>By Jennifer Roland\u003c/strong>\u003c/h5>\n\u003cp class=\"dropcap-serif\">At Mankato Public School System in Minnesota, students bring their homework, their lunches, and books to school like most students across the country. But they also bring whatever tech devices they own -- and they don't have to hide it or turn it off when they walk into class.\u003c/p>\n\u003cp>Mankato has joined the growing Bring Your Own Technology movement that allows students to use their own Netbooks, laptops, and tablets -- anything that connects to the school's wireless network -- \u003cem>during\u003c/em> class time.\u003c/p>\n\u003cp>“By allowing kids to bring in their own devices, you free up school resources for the kids who don’t have access,” says Doug Johnson, director of media and technology for the Mankato Public School System. (Johnson wrote the book -- literally -- on the subject; \u003cem>The Classroom Teacher’s Technology Survival Guide\u003c/em> is published this month.) For example, in classrooms that have a group of four computers, finding time for all 30 students to use them can be challenging. In Mankato, 90% of the students have some sort of wireless-capable device, which leaves only eight students in a typical class who will need to use the class computers.\u003c/p>\n\u003cp>This kind of unconventional approach to schooling, in a public school system that's tangled with strict rules and regulations, was one of the tactics being hailed this week when President Obama and Secretary of Education Arne Duncan spoke about the importance of bringing schools to the 21st century by finding smart ways to integrate technology into the learning process at the inaugural \u003ca href=\"http://www.digitallearningday.org/DLD2012\">Digital Learning Day.\u003c/a>\u003c/p>\n\u003caside class=\"pullquote alignleft\">The common theme from parents: “If I spend $500 on an iPad for my kid, I hope the teachers uses it!”\u003c/aside>\n\u003cp>For schools that are lucky enough to have the money to carry out this mission -- whether it's providing a computer lab, laptops and tablets for students -- the rewards of the technology are abundant. But the fiscal reality makes this difficult for most public schools that struggle with dwindling budgets and can't afford to hire enough teachers, let alone computers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That's why school districts like Mankato are experimenting with what could be a very obvious solution: Let kids bring their own tech devices to school. Truth is, at last count (in 2010) more than 75 percent of American kids age 12 to 17 owned cell phones, according to \u003ca href=\"http://pewresearch.org/pubs/1572/teens-cell-phones-text-messages\">a Pew Research study\u003c/a>. And \u003ca href=\"http://pewinternet.org/Reports/2012/E-readers-and-tablets.aspx\">19 percent of Americans\u003c/a> now own a tablet. So it's no surprise that the Bring Your Own Technology (BYOT) movement is taking shape \u003ca href=\"http://www.edweek.org/dd/articles/2011/10/19/01byot.h05.html\">across the country\u003c/a> with school \u003ca href=\"http://www.charlotteobserver.com/2012/01/29/2967987/internet-access-in-cms-to-change.html\">districts that\u003c/a> allow students to use their tablets, smart phones, and other mobile computing devices in the classroom for learning.\u003c/p>\n\u003cp>Conceptually, that makes a lot of sense. Why not let kids use the tech tools they're already familiar with to enhance their learning? But as schools try to figure out the best way of transitioning to this \u003c!--more-->new world, some thorny issues must first be sorted out. How do teachers and school systems prepare for all the different platforms, when some kids are bringing in tablets, others are bringing their parents' old laptops, and the remainder are on mobile phones? And what effect does this change have on the dynamics of a classroom?\u003c/p>\n\u003cp>For starters, schools and districts are beset by myriad rules and policies they must follow in order to qualify for state and federal funding. And if district policy \u003cem>does\u003c/em> allow kids to bring their own devices, schools must also make sure they have enough bandwidth to deal with all the new devices that need Internet connections.\u003c/p>\n\u003cp>Schools have long looked at providing Internet-capable devices as the only way to ensure equal access to education for all students, but these endeavors are extremely expensive and, many districts believe, unsustainable without long-term grant funding. That's where kids using their own devices could work.\u003c/p>\n\u003cfigure id=\"attachment_18867\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/5333910266_f7979f21d3/\" rel=\"attachment wp-att-18867\">\u003cimg class=\"size-medium wp-image-18867\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/5333910266_f7979f21d3-300x183.jpg\" alt=\"\" width=\"300\" height=\"183\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>What's so great about having a mobile device in class? Instant access to information is the main reason for allowing kids to use their devices: to search for information online. Some teachers \u003ca href=\"http://www.usnews.com/education/blogs/high-school-notes/2011/10/26/teachers-use-cell-phones-in-the-classroom\">also use mobile devices\u003c/a> to gives quizzes or take instant polls. How they use their devices depends on what teachers decide to do with them.\u003c/p>\n\u003cp>Though there continues to be a large gap in those who own laptops and can afford broadband at home and those who can't, mobile devices can potentially serve to bridge gaps in access, allowing kids to use them in and outside of school for learning.\u003c/p>\n\u003cp>\u003cstrong>HELP OR HINDRANCE?\u003c/strong>\u003c/p>\n\u003cp>But allowing kids to use their devices at school might not be as simple a solution as it sounds. Educator and technology consultant \u003ca href=\"http://stager.tv/blog/?p=2655\">Gary Stager believes\u003c/a> the BYOT movement \"diminishes the otherwise enormous potential of educational computing to the weakest device in the room.” He contends that \"cell phones are not computers! They may both contain microprocessors and batteries, but as of today, their functionality is quite different...The computer is an intellectual laboratory and vehicle for self-expression that makes it possible for children to learn and do things in ways unthinkable just a few years ago. We impair such empowerment when we limit educational practice to the functionality of the least powerful device.\"\u003c/p>\n\u003cp>Mobile phones, and especially those that aren't smart phones, obviously don't have the same capabilities as computers. But when tablets and Netbooks enter the picture, it becomes less of an argument against insufficient technology and more an argument against managing multiple technologies. Stager adds that in a class full of students handling his or her own device, each one different from the other, will only \"amplify [teachers'] anxiety and reduce use.\"\u003c/p>\n\u003cp>But as one who's taken to using all kinds of devices in school, Johnson believes in the power of the cloud to provide tools that any device can access. In Mankato, they rely heavily on Google Docs and other platform-agnostic tools that serve information to any Internet-accessible device.\u003c/p>\n\u003cp>And although Johnson admits that more traditional teachers resist or are overwhelmed by this type of learning, students will need little support because they're already familiar with their own devices. 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"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"meta": {
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"source": "Commonwealth Club of California"
},
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"title": "Forum",
"tagline": "The conversation starts here",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
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"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"officialWebsiteLink": "http://freakonomics.com/",
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"meta": {
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"source": "WNYC"
},
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
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"id": "fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
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"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
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"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
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"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
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"officialWebsiteLink": "/perspectives/",
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
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