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"content": "\u003cfigure id=\"attachment_28055\" class=\"wp-caption left\" style=\"max-width: 270px\">\u003cimg class=\"size-full wp-image-28055\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/chowchecker2.jpg\" alt=\"chowchecker#2\" width=\"270\" height=\"336\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Responding to worries that school is not preparing students for the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/whats-your-major-working-toward-the-uninvented-job/\">jobs of the future, \u003c/a>there's been a concerted effort lately to emphasize the importance of learning STEM subjects.\u003c/p>\n\u003cp>President Obama made a pitch for STEM in his \u003ca href=\"http://www.politico.com/story/2013/02/state-of-the-union-2013-president-barack-obamas-speech-transcript-text-87550.html\">State of the Union address\u003c/a> this year saying, “we’ll reward schools that develop new partnerships with colleges and employers, and create classes that focus on science, technology, engineering and math -- the skills today’s employers are looking for to fill the jobs that are there right now and will be there in the future.”\u003cbr>\nCongressman Mike Honda from California recently \u003ca href=\"http://honda.house.gov/index.php?option=com_content&view=article&id=1308:rep-honda-stem-coach&catid=19:press-releases&Itemid=555\">introduced two pieces of legislation\u003c/a> to Congress focusing on STEM: One would create an office of STEM education to help coordinate between schools, while simultaneously creating a research arm to fund development of education technology; the other bill would offer in-house STEM coaches to schools, helping them integrate concepts into the curriculum.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“This is very different from other school projects because it’s a real world thing.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Some schools are already integrating STEM throughout their curriculum. A team of eighth graders at \u003ca href=\"http://www.hampsteadacademy.org/podium/default.aspx?t=120657&rc=1\">Hampstead Academy,\u003c/a> one of 10 winners of the \u003ca href=\"http://www.appchallenge.tsaweb.org/\">Verizon Innovative App Challenge,\u003c/a> for example designed Chow Checker, an app to help people identify\u003c!--more--> ingredients they are allergic to in food. The app allows users to either scan the bar code on a food item or use the search bar to find an item. Any ingredients the user has an allergy to shows up in red. The app also has a news feed and a personal profile, giving it the feel of a social networking site, a feature that also sets it apart from other food allergy apps. The news feed gives people who suffer from food allergies a way to share their personal experiences with one another, said student Sarah Miller-Bartley.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">5 Tools to Introduce Programming to Kids\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“We wanted customers to relate to the app and have fun when they use it,” said Rachel Fonseca, another student. “It’s supposed to be a customer friendly experience.”\u003c/p>\n\u003cp>As part of their school work, the team conducted research on existing products in their market, and determined that, although there are a few similar apps, many had poor user reviews and crashed a lot. Their conclusion: They were confident they could design something better.\u003c/p>\n\u003cp>Now the students will have the chance to put their design into practice, working with \u003ca href=\"http://www.media.mit.edu/\">MIT Media Lab\u003c/a>’s App Inventor Training Corps to write the code and develop their product. The MIT specialists will visit Hampstead for a day and a half of consultation, then the students will be on their own, left to do the heavy lifting of making the app a reality.\u003c/p>\n\u003cp>“The students are owning this start to finish,” said Christina DiMicelli, the technology integration specialist at Hampstead Academy.\u003c/p>\n\u003cp>“We all have our nervousness,” said Nathan Stallings, a student designer. “We fear that it won’t come out the way we pictured it.”\u003c/p>\n\u003cp>But they're also excited that they'll have a real product at the end of this project. “This is very different from other school projects because it’s a real world thing,” said Jack Lawlor. “The app is going to be out in the world helping people.”\u003c/p>\n\u003cp>Hampstead Academy is a small private school focusing on “whole child” education, and many of the school projects are cross-curricular and include technology. But this project felt more personal to the students. “The app challenge felt a little different because we all really love technology and we were really in our element,” Fonseca said.\u003c/p>\n\u003cp>One of the most challenging parts of this project was working together, students said -- a true reflection of what happens in the real world. Students Ashvi Patel and Ethan Calandra said that coming up with a cohesive idea that satisfied every team member was hard, especially when they had to let some ideas go.\u003c/p>\n\u003cp>Most of the students enjoyed designing the app itself and thinking about how the end user would approach it. A few students even think they might like to continue to study app development. “Now that I’ve seen the final product I am more interested in pursuing it,” said Alex Mielens who had studied some code before, but found it boring when it wasn’t attached to a specific goal.\u003c/p>\n\u003cp>The Hampstead team developed the project as part of social studies class, organized by teacher, Chris Sousa, who finds it perfectly natural to incorporate STEM into his class. “When you can start applying STEM to social problems that fits right into social studies,” Sousa said.\u003c/p>\n\u003cp>Chow Checker will be available for download on Google Play this summer.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">5 Tools to Introduce Programming to Kids\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“We wanted customers to relate to the app and have fun when they use it,” said Rachel Fonseca, another student. “It’s supposed to be a customer friendly experience.”\u003c/p>\n\u003cp>As part of their school work, the team conducted research on existing products in their market, and determined that, although there are a few similar apps, many had poor user reviews and crashed a lot. Their conclusion: They were confident they could design something better.\u003c/p>\n\u003cp>Now the students will have the chance to put their design into practice, working with \u003ca href=\"http://www.media.mit.edu/\">MIT Media Lab\u003c/a>’s App Inventor Training Corps to write the code and develop their product. The MIT specialists will visit Hampstead for a day and a half of consultation, then the students will be on their own, left to do the heavy lifting of making the app a reality.\u003c/p>\n\u003cp>“The students are owning this start to finish,” said Christina DiMicelli, the technology integration specialist at Hampstead Academy.\u003c/p>\n\u003cp>“We all have our nervousness,” said Nathan Stallings, a student designer. “We fear that it won’t come out the way we pictured it.”\u003c/p>\n\u003cp>But they're also excited that they'll have a real product at the end of this project. “This is very different from other school projects because it’s a real world thing,” said Jack Lawlor. “The app is going to be out in the world helping people.”\u003c/p>\n\u003cp>Hampstead Academy is a small private school focusing on “whole child” education, and many of the school projects are cross-curricular and include technology. But this project felt more personal to the students. “The app challenge felt a little different because we all really love technology and we were really in our element,” Fonseca said.\u003c/p>\n\u003cp>One of the most challenging parts of this project was working together, students said -- a true reflection of what happens in the real world. Students Ashvi Patel and Ethan Calandra said that coming up with a cohesive idea that satisfied every team member was hard, especially when they had to let some ideas go.\u003c/p>\n\u003cp>Most of the students enjoyed designing the app itself and thinking about how the end user would approach it. A few students even think they might like to continue to study app development. “Now that I’ve seen the final product I am more interested in pursuing it,” said Alex Mielens who had studied some code before, but found it boring when it wasn’t attached to a specific goal.\u003c/p>\n\u003cp>The Hampstead team developed the project as part of social studies class, organized by teacher, Chris Sousa, who finds it perfectly natural to incorporate STEM into his class. “When you can start applying STEM to social problems that fits right into social studies,” Sousa said.\u003c/p>\n\u003cp>Chow Checker will be available for download on Google Play this summer.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv id=\"attachment_25348\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/save-or-save-as-should-third-graders-know-how-computers-work/kids-computers-3/\" rel=\"attachment wp-att-25348\">\u003cimg class=\"size-large wp-image-25348\" title=\"Kids computers\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/Kids-computers-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003ch5>By Sheena Vaidyanathan\u003c/h5>\n\u003cp class=\"dropcap-serif\">The third grade class is busy working in the computer lab when the teacher reminds everyone to save their files.\u003c/p>\n\u003cp>\"Save or Save As?\" someone asks.\u003c/p>\n\u003cp>No one has ever explained the difference to these students and no one will have the time to explain it. With a frown on their faces, students tentatively enter file names, agonizing on simple things like, \"Is there an upper case in the name, how about the space, and did I check the folder?\"\u003c/p>\n\u003cp>Young computer users vary in their file-saving styles. A few panic with the saving process; something can go wrong and a teacher should personally check the file names before they click Save. These students worry that their project may disappear in a world of files, folders and servers.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>At a time when education technology is getting a lot of attention, there is no class time allocated to technology education.\u003c/p>\n\u003c/aside>\n\u003cp>Another kind of student completely trusts in the magic of computers. They click Exit, hit Okay on the Save dialog box and leave happily. 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No one will tell them the reason for the Save As option or what is behind those strange steps they do to connect to the school file server. Perhaps they wonder what is this thing called a server anyway? Should we give our grade school students a lesson on how computer file systems?\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cp>Software has been evolving to keep the ugly file system hidden from the user. Apple took away the 'Save As' option in OS X Lion, hoping to make at least that question disappear. Students are using GoogleDocs at schools, so teachers can focus on the writing assignment instead of the file saving and finding problem. Why would we ever need to teach anyone about files? Can we just confidently rely on the Cloud to AutoSave all the time? 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It will help them appreciate the magic behind the computers they use everyday. Maybe they should have a chance to know - ‘Is it Save or Save As’?\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://www.computersforcreativity.com\">Sheena Vaidyanathan\u003c/a> teaches 3D design and computer programming to students in the Los Altos School District in California.\u003c/em>\u003c/h5>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"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. ",
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"marketplace": {
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"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.",
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"masters-of-scale": {
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},
"mindshift": {
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"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>",
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"order": 12
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"morning-edition": {
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"onourwatch": {
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"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?",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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},
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},
"pbs-newshour": {
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},
"perspectives": {
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"order": 14
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
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"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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"link": "/radio/program/planet-money",
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"politicalbreakdown": {
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"order": 5
},
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
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