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From the student perspective, experiences were mixed. \u003c/span>\u003cspan style=\"font-weight: 400\">Some appreciated the new opportunities created by these technologies, especially in contrast to some limitations of in-person learning. Others chose to return to more analog methods, determining what worked best from the prior world and consciously choosing to keep some of the newer tools acquired during remote teaching. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I'm just glad teachers know how to use technology better now,” said Edward Huang, a senior at San Mateo High School in California. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Huang wanted to return to in-person instruction, but he was grateful for the technological upgrades his teachers made during this period. Homework that once near-exclusively consisted of written packets began to include videos. Lectures were often recorded, meaning he could rewind or rewatch to study for exams. His teachers all posted assignments online in a consolidated place, with assignments correctly uploaded to the proper files and posted on the promised dates.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>MULTI-MODAL COMMUNICATION \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Huang’s English teacher began posting prompts during virtual class on \u003c/span>\u003ca href=\"https://nearpod.com/\">\u003cspan style=\"font-weight: 400\">Nearpod\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, giving students roughly five minutes to make a quick claim or argument about an assigned book. These responses were read privately by the teacher, with strong examples read to the class and feedback provided individually. This process, Huang said, encouraged students to be more comfortable and honest responding to reading material than they might be in a classroom setting. They wouldn’t need to stand before the class and announce their opinions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Before, English would be one of those classes where I'd be uncomfortable to speak in. But now that I can just type in my answer, I feel like I'm more comfortable,” said Huang.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Time constraints might not allow every student to participate during a class discussion. By requiring each student to write a response, teachers can receive more understandings of student comprehension levels and personal thoughts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Huang personally found it easier to talk with his teachers over Zoom, helping him form closer relationships with his instructors than he had pre-pandemic. \u003c/span>\u003cspan style=\"font-weight: 400\">While Huang appreciated the anonymity of Nearpod responses, he also valued the ability to read his classmates’ attributed posts on \u003c/span>\u003ca href=\"https://www.instructure.com/canvas\">\u003cspan style=\"font-weight: 400\">Canvas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> discussion boards. Many of his classmates made jokes about the overly formal way students respond to each other, using language they might not say in a classroom setting, like “concur” and “to that point.” These discussion boards gave him greater insight into his classmates’ points of view, even though he often agreed with them. He read all of his peers' insights in greater detail than what he would typically get from an oral classroom discussion, where dialogue is linear and people have to wait their turns to speak.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Being able to read what they're thinking in English (class) to this level isn't something that I would have been able to do in in-person learning,” he said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>BETTER AUDIO TECH \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers found voice technology as a way to amplify personal connections. Katlyn Bare, an 11th and 12th grade teacher in Cincinnati, began leaving voice — rather than written — comments on her students’ essays during virtual education. Using the Chrome extension \u003c/span>\u003ca href=\"https://www.justmote.me/\">\u003cspan style=\"font-weight: 400\">mote\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she recorded 30 to 90 seconds of feedback for each student. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hearing her voice, she theorized, provided students with a more natural connection than words on a screen could. When leaving a voice memo, she was more likely to begin with positive feedback than she was in her written comments. Voice memos made approaching feedback less daunting for students: listening to a single audio file might seem more manageable than reading rows of comments. This process was easier for Bare, too — in decreased time, she could provide more feedback to a greater number of students.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"wp-image-57790 aligncenter\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Bare-Mote-2-800x403.png\" alt=\"\" width=\"524\" height=\"264\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Bare-Mote-2-800x403.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Bare-Mote-2-160x81.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Bare-Mote-2-768x387.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Bare-Mote-2.png 956w\" sizes=\"(max-width: 524px) 100vw, 524px\">\u003c/p>\n\u003ch2>\u003cb>NO TECH FOR LESS STRESS\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some teachers found themselves encouraging their students to return to pen and paper during virtual education to prevent a feeling of inundation by technology. In her classes, Heather Bradley began encouraging her students to write their notes on paper toward the end of their first semester of virtual learning. She is a teacher at Thomas Edison High School of Technology in Maryland, where she teaches adult English for Speakers of Other Languages.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The act of writing down new words from the reading, rather than copy-pasting from a device, allowed her students to more thoughtfully consider each term. Her students’ applied reading skills improved as a result. The process also eliminated the need to toggle between screens when taking notes. While especially helpful for her students with less digital experience, writing notes by hand also seemed to lessen her students’ overall technology fatigue. She pointed to the emotional toll posed by distance learning’s \u003c/span>\u003ca href=\"https://edsource.org/2020/on-or-off-california-schools-weigh-webcam-concerns-during-distance-learning/638984\">\u003cspan style=\"font-weight: 400\">webcam surveillance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Being able to look away from your screen, at something else, to do your work gives students a renewed sense of intimacy,\" she said. \"I feel like their stress factor lowers, and when you lower that stress factor, they are more readily able to access the content of the lesson.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Avoiding technological overload during distance learning was a personal choice some high school students made without explicit instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I personally really don't like having to stare at my computer more than I have to,” said Melina Kritikopoulos, a high school senior in Santa Clara County, California. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some of her classmates took notes directly on textbook PDFs or online documents. But Kritikopoulos preferred writing on paper. Drawing special characters and formatting was easier by hand than creating her preferred layouts and symbols online. She also remembered content better when she wrote it down rather than typing it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though Kritikopoulos was required to turn in typed notes for one of her classes, she still wrote first drafts of her notes by hand — choosing this despite the extra time it took her to type those up. Possessing a set of personal notes provided her with freedom to include jokes or asides, which she said fought boredom and helped with her retention of the course material. \u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-medium wp-image-57802\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/notes1-1-800x603.jpg\" alt=\"\" width=\"800\" height=\"603\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/notes1-1-800x603.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/notes1-1-160x121.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/notes1-1-768x579.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/notes1-1.jpg 983w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rae Wymer, a high school student in San Francisco, California, also cited memory as a factor in her choice to write by hand. During virtual learning, she found paper note-taking comfortably reminiscent of in-person education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's just more familiar, you know? Like out of all the changes that we've gone through over the year, of changing to distance learning and kind of getting accustomed to doing everything through a computer screen, it's nice to still have the same style of notes or style of note-taking that I would have if I was doing it in person,” said Wymer.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With a return to full in-person instruction top of mind for many students, parents and educators, many are conversing about the technologies to retain. Some educators and students were able to utilize this period to determine what worked best – championing new digital assets, old-school practices or a combination thereof. By allowing students to explore both digital and offline domains in their education, many can exit virtual education with a better understanding of what worked for them.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Distance learning provided an opportunity for teachers and students to try out different digital and analog tools to help them figure out how they learn best.","status":"publish","parent":0,"modified":1622618103,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1230},"headData":{"title":"Distance Learning Tools That Teachers and Students Hope Become the Norm - MindShift","description":"Distance learning provided an opportunity for teachers and students to try out different digital and analog tools to help them figure out how they learn best.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"57782 https://ww2.kqed.org/mindshift/?p=57782","disqusUrl":"https://ww2.kqed.org/mindshift/2021/06/02/distance-learning-tools-that-teachers-and-students-hope-become-the-norm/","disqusTitle":"Distance Learning Tools That Teachers and Students Hope Become the Norm","path":"/mindshift/57782/distance-learning-tools-that-teachers-and-students-hope-become-the-norm","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When distance learning necessitated a reliance on technology, many teachers began experimenting with digital tools. From the student perspective, experiences were mixed. \u003c/span>\u003cspan style=\"font-weight: 400\">Some appreciated the new opportunities created by these technologies, especially in contrast to some limitations of in-person learning. Others chose to return to more analog methods, determining what worked best from the prior world and consciously choosing to keep some of the newer tools acquired during remote teaching. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I'm just glad teachers know how to use technology better now,” said Edward Huang, a senior at San Mateo High School in California. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Huang wanted to return to in-person instruction, but he was grateful for the technological upgrades his teachers made during this period. Homework that once near-exclusively consisted of written packets began to include videos. Lectures were often recorded, meaning he could rewind or rewatch to study for exams. His teachers all posted assignments online in a consolidated place, with assignments correctly uploaded to the proper files and posted on the promised dates.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>MULTI-MODAL COMMUNICATION \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Huang’s English teacher began posting prompts during virtual class on \u003c/span>\u003ca href=\"https://nearpod.com/\">\u003cspan style=\"font-weight: 400\">Nearpod\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, giving students roughly five minutes to make a quick claim or argument about an assigned book. These responses were read privately by the teacher, with strong examples read to the class and feedback provided individually. This process, Huang said, encouraged students to be more comfortable and honest responding to reading material than they might be in a classroom setting. They wouldn’t need to stand before the class and announce their opinions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Before, English would be one of those classes where I'd be uncomfortable to speak in. But now that I can just type in my answer, I feel like I'm more comfortable,” said Huang.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Time constraints might not allow every student to participate during a class discussion. By requiring each student to write a response, teachers can receive more understandings of student comprehension levels and personal thoughts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Huang personally found it easier to talk with his teachers over Zoom, helping him form closer relationships with his instructors than he had pre-pandemic. \u003c/span>\u003cspan style=\"font-weight: 400\">While Huang appreciated the anonymity of Nearpod responses, he also valued the ability to read his classmates’ attributed posts on \u003c/span>\u003ca href=\"https://www.instructure.com/canvas\">\u003cspan style=\"font-weight: 400\">Canvas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> discussion boards. Many of his classmates made jokes about the overly formal way students respond to each other, using language they might not say in a classroom setting, like “concur” and “to that point.” These discussion boards gave him greater insight into his classmates’ points of view, even though he often agreed with them. He read all of his peers' insights in greater detail than what he would typically get from an oral classroom discussion, where dialogue is linear and people have to wait their turns to speak.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Being able to read what they're thinking in English (class) to this level isn't something that I would have been able to do in in-person learning,” he said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>BETTER AUDIO TECH \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers found voice technology as a way to amplify personal connections. Katlyn Bare, an 11th and 12th grade teacher in Cincinnati, began leaving voice — rather than written — comments on her students’ essays during virtual education. Using the Chrome extension \u003c/span>\u003ca href=\"https://www.justmote.me/\">\u003cspan style=\"font-weight: 400\">mote\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she recorded 30 to 90 seconds of feedback for each student. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hearing her voice, she theorized, provided students with a more natural connection than words on a screen could. When leaving a voice memo, she was more likely to begin with positive feedback than she was in her written comments. Voice memos made approaching feedback less daunting for students: listening to a single audio file might seem more manageable than reading rows of comments. This process was easier for Bare, too — in decreased time, she could provide more feedback to a greater number of students.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"wp-image-57790 aligncenter\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Bare-Mote-2-800x403.png\" alt=\"\" width=\"524\" height=\"264\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Bare-Mote-2-800x403.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Bare-Mote-2-160x81.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Bare-Mote-2-768x387.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Bare-Mote-2.png 956w\" sizes=\"(max-width: 524px) 100vw, 524px\">\u003c/p>\n\u003ch2>\u003cb>NO TECH FOR LESS STRESS\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some teachers found themselves encouraging their students to return to pen and paper during virtual education to prevent a feeling of inundation by technology. In her classes, Heather Bradley began encouraging her students to write their notes on paper toward the end of their first semester of virtual learning. She is a teacher at Thomas Edison High School of Technology in Maryland, where she teaches adult English for Speakers of Other Languages.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The act of writing down new words from the reading, rather than copy-pasting from a device, allowed her students to more thoughtfully consider each term. Her students’ applied reading skills improved as a result. The process also eliminated the need to toggle between screens when taking notes. While especially helpful for her students with less digital experience, writing notes by hand also seemed to lessen her students’ overall technology fatigue. She pointed to the emotional toll posed by distance learning’s \u003c/span>\u003ca href=\"https://edsource.org/2020/on-or-off-california-schools-weigh-webcam-concerns-during-distance-learning/638984\">\u003cspan style=\"font-weight: 400\">webcam surveillance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Being able to look away from your screen, at something else, to do your work gives students a renewed sense of intimacy,\" she said. \"I feel like their stress factor lowers, and when you lower that stress factor, they are more readily able to access the content of the lesson.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Avoiding technological overload during distance learning was a personal choice some high school students made without explicit instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I personally really don't like having to stare at my computer more than I have to,” said Melina Kritikopoulos, a high school senior in Santa Clara County, California. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some of her classmates took notes directly on textbook PDFs or online documents. But Kritikopoulos preferred writing on paper. Drawing special characters and formatting was easier by hand than creating her preferred layouts and symbols online. She also remembered content better when she wrote it down rather than typing it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though Kritikopoulos was required to turn in typed notes for one of her classes, she still wrote first drafts of her notes by hand — choosing this despite the extra time it took her to type those up. Possessing a set of personal notes provided her with freedom to include jokes or asides, which she said fought boredom and helped with her retention of the course material. \u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-medium wp-image-57802\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/notes1-1-800x603.jpg\" alt=\"\" width=\"800\" height=\"603\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/notes1-1-800x603.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/notes1-1-160x121.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/notes1-1-768x579.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/notes1-1.jpg 983w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rae Wymer, a high school student in San Francisco, California, also cited memory as a factor in her choice to write by hand. During virtual learning, she found paper note-taking comfortably reminiscent of in-person education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's just more familiar, you know? Like out of all the changes that we've gone through over the year, of changing to distance learning and kind of getting accustomed to doing everything through a computer screen, it's nice to still have the same style of notes or style of note-taking that I would have if I was doing it in person,” said Wymer.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With a return to full in-person instruction top of mind for many students, parents and educators, many are conversing about the technologies to retain. Some educators and students were able to utilize this period to determine what worked best – championing new digital assets, old-school practices or a combination thereof. By allowing students to explore both digital and offline domains in their education, many can exit virtual education with a better understanding of what worked for them.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57782/distance-learning-tools-that-teachers-and-students-hope-become-the-norm","authors":["11603"],"categories":["mindshift_193"],"tags":["mindshift_21343","mindshift_33","mindshift_358","mindshift_243","mindshift_21347","mindshift_21436"],"featImg":"mindshift_57941","label":"mindshift"},"mindshift_55645":{"type":"posts","id":"mindshift_55645","meta":{"index":"posts_1591205157","site":"mindshift","id":"55645","score":null,"sort":[1585253363000]},"guestAuthors":[],"slug":"national-emergency-library-lends-a-hand-and-lots-of-books-during-pandemic","title":"'National Emergency Library' Lends A Hand — And Lots Of Books! — During Pandemic","publishDate":1585253363,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Concerns over the coronavirus have \u003ca href=\"http://www.ala.org/news/press-releases/2020/03/ala-executive-board-recommends-closing-libraries-public\">shuttered public \u003c/a>and \u003ca href=\"https://news.un.org/en/story/2020/03/1059121\">school libraries\u003c/a> around the world, depriving their regular patrons of free access to the Internet, shelter and, of course, books — just when many of them could use them the most.\u003c/p>\n\u003cp>It's difficult to replicate the \u003ca href=\"https://www.npr.org/2019/07/17/730286523/your-local-library-may-have-a-new-offering-in-stock-a-resident-social-worker\">manifold services\u003c/a> offered by your local public library. But when it comes to keeping bookshelves stocked — digitally, at least — the Internet Archive is offering one compelling alternative: a \"\u003ca href=\"https://archive.org/details/nationalemergencylibrary\">National Emergency Library.\u003c/a>\"\u003c/p>\n\u003cp>The nonprofit group, which has made some 4 million books available online for free, says that it is suspending waitlists for the 1.4 million works in its lending library. The move expedites the borrowing process through the end of June (\"or the end of the US national emergency, whichever is later\") for anybody worldwide who'd like one of those books — be they students, teachers or just average readers bored out of their wits in quarantine.\u003c/p>\n\u003cp>\"The library system, because of our national emergency, is coming to aid those that are forced to learn at home, \" Brewster Kahle, the group's digital librarian, said in a statement paired with \u003ca href=\"https://blog.archive.org/2020/03/24/announcing-a-national-emergency-library-to-provide-digitized-books-to-students-and-the-public/?iax=ntlemrlib%7ctxtlnk\">the announcement\u003c/a>. \"This was our dream for the original Internet coming to life: the Library at everyone's fingertips.\"\u003c/p>\n\u003cp>The Internet Archive says its lending library has focused on digitizing 20th century books — obtained through Marygrove College and other school libraries — that otherwise would not be available with many physical libraries closed to the public. The move has been supported by scores of individuals and schools, such as the Massachusetts Institute of Technology and \u003ca href=\"https://www.bpl.org/content/blake-tom-manager-of-content-discovery/\">Tom Blake\u003c/a> of the Boston Public Library.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The Internet Archive also notes that the other 2.5 million books that readers can access through the group remain just as available as they ever have been, in the public domain, without a waitlist and downloadable in full.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27National+Emergency+Library%27+Lends+A+Hand+%E2%80%94+And+Lots+Of+Books%21+%E2%80%94+During+Pandemic&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"With coronavirus concerns closing libraries around the world, the nonprofit Internet Archive has suspended its waitlists for the digital copies of more than a million books.","status":"publish","parent":0,"modified":1585253363,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":8,"wordCount":324},"headData":{"title":"'National Emergency Library' Lends A Hand — And Lots Of Books! — During Pandemic | KQED","description":"With coronavirus concerns closing libraries around the world, the nonprofit Internet Archive has suspended its waitlists for the digital copies of more than a million books.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"55645 https://ww2.kqed.org/mindshift/?p=55645","disqusUrl":"https://ww2.kqed.org/mindshift/2020/03/26/national-emergency-library-lends-a-hand-and-lots-of-books-during-pandemic/","disqusTitle":"'National Emergency Library' Lends A Hand — And Lots Of Books! — During Pandemic","nprImageCredit":"Richard Newstead","nprByline":"Colin Dwyer","nprImageAgency":"Getty Images","nprStoryId":"821925073","nprApiLink":"http://api.npr.org/query?id=821925073&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/coronavirus-live-updates/2020/03/26/821925073/national-emergency-library-lends-a-hand-and-lots-of-books-during-pandemic?ft=nprml&f=821925073","nprRetrievedStory":"1","nprPubDate":"Thu, 26 Mar 2020 12:28:00 -0400","nprStoryDate":"Thu, 26 Mar 2020 11:44:00 -0400","nprLastModifiedDate":"Thu, 26 Mar 2020 12:28:01 -0400","path":"/mindshift/55645/national-emergency-library-lends-a-hand-and-lots-of-books-during-pandemic","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Concerns over the coronavirus have \u003ca href=\"http://www.ala.org/news/press-releases/2020/03/ala-executive-board-recommends-closing-libraries-public\">shuttered public \u003c/a>and \u003ca href=\"https://news.un.org/en/story/2020/03/1059121\">school libraries\u003c/a> around the world, depriving their regular patrons of free access to the Internet, shelter and, of course, books — just when many of them could use them the most.\u003c/p>\n\u003cp>It's difficult to replicate the \u003ca href=\"https://www.npr.org/2019/07/17/730286523/your-local-library-may-have-a-new-offering-in-stock-a-resident-social-worker\">manifold services\u003c/a> offered by your local public library. But when it comes to keeping bookshelves stocked — digitally, at least — the Internet Archive is offering one compelling alternative: a \"\u003ca href=\"https://archive.org/details/nationalemergencylibrary\">National Emergency Library.\u003c/a>\"\u003c/p>\n\u003cp>The nonprofit group, which has made some 4 million books available online for free, says that it is suspending waitlists for the 1.4 million works in its lending library. The move expedites the borrowing process through the end of June (\"or the end of the US national emergency, whichever is later\") for anybody worldwide who'd like one of those books — be they students, teachers or just average readers bored out of their wits in quarantine.\u003c/p>\n\u003cp>\"The library system, because of our national emergency, is coming to aid those that are forced to learn at home, \" Brewster Kahle, the group's digital librarian, said in a statement paired with \u003ca href=\"https://blog.archive.org/2020/03/24/announcing-a-national-emergency-library-to-provide-digitized-books-to-students-and-the-public/?iax=ntlemrlib%7ctxtlnk\">the announcement\u003c/a>. \"This was our dream for the original Internet coming to life: the Library at everyone's fingertips.\"\u003c/p>\n\u003cp>The Internet Archive says its lending library has focused on digitizing 20th century books — obtained through Marygrove College and other school libraries — that otherwise would not be available with many physical libraries closed to the public. The move has been supported by scores of individuals and schools, such as the Massachusetts Institute of Technology and \u003ca href=\"https://www.bpl.org/content/blake-tom-manager-of-content-discovery/\">Tom Blake\u003c/a> of the Boston Public Library.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The Internet Archive also notes that the other 2.5 million books that readers can access through the group remain just as available as they ever have been, in the public domain, without a waitlist and downloadable in full.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27National+Emergency+Library%27+Lends+A+Hand+%E2%80%94+And+Lots+Of+Books%21+%E2%80%94+During+Pandemic&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55645/national-emergency-library-lends-a-hand-and-lots-of-books-during-pandemic","authors":["byline_mindshift_55645"],"categories":["mindshift_192"],"tags":["mindshift_21344","mindshift_21343","mindshift_273","mindshift_33","mindshift_358","mindshift_895"],"featImg":"mindshift_55646","label":"mindshift"},"mindshift_49075":{"type":"posts","id":"mindshift_49075","meta":{"index":"posts_1591205157","site":"mindshift","id":"49075","score":null,"sort":[1503491209000]},"guestAuthors":[],"slug":"a-textbook-dilemma-digital-or-paper","title":"A Textbook Dilemma: Digital or Paper?","publishDate":1503491209,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>My friend Joanne was packing her youngest child off to college this month and wrestling with a modern dilemma: Is it better to buy textbooks in digital form or old-fashioned print? One of her son’s professors was recommending an online text for a business course: lighter, always accessible and seriously cheaper ($88 vs. $176 for a 164-page book). But Joanne’s instinct was that her son would “learn better” from a printed volume, free of online distractions, and with pages he could dog-ear, peruse in any order, and inscribe with marginal notes. Her son was inclined to agree.\u003c/p>\n\u003cp>Many of us book lovers cherish the tactile qualities of print, but some of this preference is emotional or nostalgic. Do reading and note-taking on paper offer any measurable advantages for learning? Given the high cost of hard-backed textbooks, is it wiser to save the money and the back strain by going digital?\u003c/p>\n\u003cp>You might think that, decades into the digital revolution, we would have a clear answer to this question. Wrong. Earlier this year educational psychologist Patricia Alexander, a literacy scholar at the University of Maryland, published a \u003ca href=\"http://journals.sagepub.com/doi/abs/10.3102/0034654317722961\">thorough review\u003c/a> of recent research on the topic. She was “shocked,” she says, to find that out of 878 potentially relevant studies published between 1992 and 2017, only 36 directly compared reading in digital and in print and measured learning in a reliable way. (Many of the other studies zoomed in on aspects of e-reading, such as eye movements or the merits of different kinds of screens.)\u003c/p>\n\u003cp>Aside from pointing up a blatant need for more research, Alexander’s review, co-authored with doctoral student Lauren Singer and appearing in \u003cem>Review of Educational Research\u003c/em>, affirmed at least one practical finding: if you are reading something lengthy – more than 500 words or more than a page of the book or screen – your comprehension will likely take a hit if you’re using a digital device. The finding was supported by numerous studies and held true for students in college, high school and grade school.\u003c/p>\n\u003cp>Research suggests that the explanation is at least partly the greater physical and mental demands of reading on a screen: the nuisance of scrolling, and the tiresome glare and flicker of some devices. There may be differences in the concentration we bring to a digital environment, too, where we are accustomed to browsing and multitasking. And some researchers have observed that working your way through a print volume leaves spatial impressions that stick in your mind (for instance, the lingering memory of where a certain passage or diagram appeared in a book).\u003c/p>\n\u003caside class=\"pullquote alignright\">'They assume that because they were going faster [reading digitally], they understood it better. It’s an illusion.’\u003ccite>Patricia Alexander, University of Maryland literacy scholar\u003c/cite>\u003c/aside>\n\u003cp>Alexander and Singer have done their own studies of the digital versus print question. In a \u003ca href=\"http://www.tandfonline.com/doi/full/10.1080/00220973.2016.1143794\">2016 experiment\u003c/a> they asked 90 undergraduates to read short informational texts (about 450 words) on a computer and in print. Due to the length, no scrolling was required, but there still was a difference in how much they absorbed. The students performed equally well in describing the main idea of the passages no matter the medium, but when asked to list additional key points and recall further details, the print readers had the edge.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Curiously, the students themselves were unaware of this advantage. In fact, after answering comprehension questions, 69% said they believed they had performed better after reading on a computer. Researchers call this failure of insight poor “calibration.”\u003c/p>\n\u003cp>The point of such research, as Alexander herself notes, is not to anoint a winner in a contest between digital and print. We all swim in a sea of electronic information and there’s no turning back the tide.\u003c/p>\n\u003cp>“The core question,” Alexander said in an interview, is “when is a reader best served by a particular medium. And what kind of readers? What age? What kind of text are we talking about? All of those elements matter a great deal.”\u003c/p>\n\u003cp>On top of that, we all could do with a lot more self-awareness about how we learn from reading.\u003c/p>\n\u003cp>For example, a big reason that students in the study thought they learned better from digital text is that they moved more quickly in that medium. Research by Alexander and others has confirmed this faster pace. “They assume that because they were going faster, they understood it better,” Alexander observes. “It’s an illusion.”\u003c/p>\n\u003cp>If students become aware of this illusion, they can make better choices. Just as they might decide to turn off social media alerts while studying an online textbook, they might want to consciously slow themselves down when reading for deep meaning. On the other hand, when reading for pleasure or surface information, they can let ’er rip.\u003c/p>\n\u003cp>Digital text makes it easy for students to copy and paste key passages into a document for further study, but there is little research on how this compares with taking notes by hand.\u003c/p>\n\u003cp>“We study things like highlighting and underlining,” Alexander says, “but those kind of motor responses have never been of highest value in terms of text-processing strategies” – whether done with a cursor or a marker. The studying strategy with “the greatest power,” she adds, involves deeply questioning the text — asking yourself if you agree with the author, and why or why not.\u003c/p>\n\u003cp>Dutch scholar Joost Kircz points out that these are still early days for digital reading, and new and better formats will continue to emerge. In his view, the linear format of a traditional book is well suited for narratives but not necessarily ideal for academic texts or scientific papers.\u003c/p>\n\u003cp>“In narrative prose fiction, the author strictly determines the reading path,” he and co-author August Hans Den Boef write in \u003ca href=\"http://en.aup.nl/books/9789089646002-the-unbound-book.html\">\u003cem>The Unbound Book\u003c/em>\u003c/a>\u003cem>,\u003c/em> a collection of essays about the future of reading. “But in a digital environment we can easily enable a plurality of reading paths in educational and scholarly texts.”\u003c/p>\n\u003cp>In addition to the hyperlinks, video and audio that currently enhance many digital texts, Kircz would like to see innovations such as multiple types of hyperlinks, perhaps in a rainbow of colors that denote specific purposes (annotation, elaboration, contrary views, media, etc.). He also imagines digital books that could enable a variety of paths through a body of work. Not all information is linear or even layered, he told me: “There’s a lot of information that’s spherical. You cannot stack it up. The question is to what extent can we mimic human understanding?”\u003c/p>\n\u003cp>While we await those future digital products, students deciding what school books to buy this fall would do well to ask themselves just what they hope to get from the text. As Alexander notes, “If I’m only trying to learn something that’s going to be covered on a test and the test is shallow in nature, then [digital] is just fine.” If, on the other hand, you hope to dive in deeply and gather imperishable pearls, spring for the book.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, the nonprofit, independent news website focused on inequality and innovation in education. Sign up for our \u003c/em>\u003ca href=\"http://eepurl.com/6PKcL\">newsletter\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Do we learn better from printed books than digital versions? The answer from researchers is a qualified yes.","status":"publish","parent":0,"modified":1503491209,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1249},"headData":{"title":"A Textbook Dilemma: Digital or Paper? | KQED","description":"Do we learn better from printed books than digital versions? The answer from researchers is a qualified yes.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"49075 https://ww2.kqed.org/mindshift/?p=49075","disqusUrl":"https://ww2.kqed.org/mindshift/2017/08/23/a-textbook-dilemma-digital-or-paper/","disqusTitle":"A Textbook Dilemma: Digital or Paper?","nprByline":"Claudia Wallis, \u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>","path":"/mindshift/49075/a-textbook-dilemma-digital-or-paper","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>My friend Joanne was packing her youngest child off to college this month and wrestling with a modern dilemma: Is it better to buy textbooks in digital form or old-fashioned print? One of her son’s professors was recommending an online text for a business course: lighter, always accessible and seriously cheaper ($88 vs. $176 for a 164-page book). But Joanne’s instinct was that her son would “learn better” from a printed volume, free of online distractions, and with pages he could dog-ear, peruse in any order, and inscribe with marginal notes. Her son was inclined to agree.\u003c/p>\n\u003cp>Many of us book lovers cherish the tactile qualities of print, but some of this preference is emotional or nostalgic. Do reading and note-taking on paper offer any measurable advantages for learning? Given the high cost of hard-backed textbooks, is it wiser to save the money and the back strain by going digital?\u003c/p>\n\u003cp>You might think that, decades into the digital revolution, we would have a clear answer to this question. Wrong. Earlier this year educational psychologist Patricia Alexander, a literacy scholar at the University of Maryland, published a \u003ca href=\"http://journals.sagepub.com/doi/abs/10.3102/0034654317722961\">thorough review\u003c/a> of recent research on the topic. She was “shocked,” she says, to find that out of 878 potentially relevant studies published between 1992 and 2017, only 36 directly compared reading in digital and in print and measured learning in a reliable way. (Many of the other studies zoomed in on aspects of e-reading, such as eye movements or the merits of different kinds of screens.)\u003c/p>\n\u003cp>Aside from pointing up a blatant need for more research, Alexander’s review, co-authored with doctoral student Lauren Singer and appearing in \u003cem>Review of Educational Research\u003c/em>, affirmed at least one practical finding: if you are reading something lengthy – more than 500 words or more than a page of the book or screen – your comprehension will likely take a hit if you’re using a digital device. The finding was supported by numerous studies and held true for students in college, high school and grade school.\u003c/p>\n\u003cp>Research suggests that the explanation is at least partly the greater physical and mental demands of reading on a screen: the nuisance of scrolling, and the tiresome glare and flicker of some devices. There may be differences in the concentration we bring to a digital environment, too, where we are accustomed to browsing and multitasking. And some researchers have observed that working your way through a print volume leaves spatial impressions that stick in your mind (for instance, the lingering memory of where a certain passage or diagram appeared in a book).\u003c/p>\n\u003caside class=\"pullquote alignright\">'They assume that because they were going faster [reading digitally], they understood it better. It’s an illusion.’\u003ccite>Patricia Alexander, University of Maryland literacy scholar\u003c/cite>\u003c/aside>\n\u003cp>Alexander and Singer have done their own studies of the digital versus print question. In a \u003ca href=\"http://www.tandfonline.com/doi/full/10.1080/00220973.2016.1143794\">2016 experiment\u003c/a> they asked 90 undergraduates to read short informational texts (about 450 words) on a computer and in print. Due to the length, no scrolling was required, but there still was a difference in how much they absorbed. The students performed equally well in describing the main idea of the passages no matter the medium, but when asked to list additional key points and recall further details, the print readers had the edge.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Curiously, the students themselves were unaware of this advantage. In fact, after answering comprehension questions, 69% said they believed they had performed better after reading on a computer. Researchers call this failure of insight poor “calibration.”\u003c/p>\n\u003cp>The point of such research, as Alexander herself notes, is not to anoint a winner in a contest between digital and print. We all swim in a sea of electronic information and there’s no turning back the tide.\u003c/p>\n\u003cp>“The core question,” Alexander said in an interview, is “when is a reader best served by a particular medium. And what kind of readers? What age? What kind of text are we talking about? All of those elements matter a great deal.”\u003c/p>\n\u003cp>On top of that, we all could do with a lot more self-awareness about how we learn from reading.\u003c/p>\n\u003cp>For example, a big reason that students in the study thought they learned better from digital text is that they moved more quickly in that medium. Research by Alexander and others has confirmed this faster pace. “They assume that because they were going faster, they understood it better,” Alexander observes. “It’s an illusion.”\u003c/p>\n\u003cp>If students become aware of this illusion, they can make better choices. Just as they might decide to turn off social media alerts while studying an online textbook, they might want to consciously slow themselves down when reading for deep meaning. On the other hand, when reading for pleasure or surface information, they can let ’er rip.\u003c/p>\n\u003cp>Digital text makes it easy for students to copy and paste key passages into a document for further study, but there is little research on how this compares with taking notes by hand.\u003c/p>\n\u003cp>“We study things like highlighting and underlining,” Alexander says, “but those kind of motor responses have never been of highest value in terms of text-processing strategies” – whether done with a cursor or a marker. The studying strategy with “the greatest power,” she adds, involves deeply questioning the text — asking yourself if you agree with the author, and why or why not.\u003c/p>\n\u003cp>Dutch scholar Joost Kircz points out that these are still early days for digital reading, and new and better formats will continue to emerge. In his view, the linear format of a traditional book is well suited for narratives but not necessarily ideal for academic texts or scientific papers.\u003c/p>\n\u003cp>“In narrative prose fiction, the author strictly determines the reading path,” he and co-author August Hans Den Boef write in \u003ca href=\"http://en.aup.nl/books/9789089646002-the-unbound-book.html\">\u003cem>The Unbound Book\u003c/em>\u003c/a>\u003cem>,\u003c/em> a collection of essays about the future of reading. “But in a digital environment we can easily enable a plurality of reading paths in educational and scholarly texts.”\u003c/p>\n\u003cp>In addition to the hyperlinks, video and audio that currently enhance many digital texts, Kircz would like to see innovations such as multiple types of hyperlinks, perhaps in a rainbow of colors that denote specific purposes (annotation, elaboration, contrary views, media, etc.). He also imagines digital books that could enable a variety of paths through a body of work. Not all information is linear or even layered, he told me: “There’s a lot of information that’s spherical. You cannot stack it up. The question is to what extent can we mimic human understanding?”\u003c/p>\n\u003cp>While we await those future digital products, students deciding what school books to buy this fall would do well to ask themselves just what they hope to get from the text. As Alexander notes, “If I’m only trying to learn something that’s going to be covered on a test and the test is shallow in nature, then [digital] is just fine.” If, on the other hand, you hope to dive in deeply and gather imperishable pearls, spring for the book.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, the nonprofit, independent news website focused on inequality and innovation in education. Sign up for our \u003c/em>\u003ca href=\"http://eepurl.com/6PKcL\">newsletter\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49075/a-textbook-dilemma-digital-or-paper","authors":["byline_mindshift_49075"],"categories":["mindshift_192","mindshift_195"],"tags":["mindshift_21129","mindshift_33","mindshift_20784","mindshift_1040","mindshift_550","mindshift_21128"],"featImg":"mindshift_49080","label":"mindshift"},"mindshift_37219":{"type":"posts","id":"mindshift_37219","meta":{"index":"posts_1591205157","site":"mindshift","id":"37219","score":null,"sort":[1410271221000]},"guestAuthors":[],"slug":"can-students-go-deep-with-digital-reading","title":"Can Students 'Go Deep' With Digital Reading?","publishDate":1410271221,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cimg class=\"aligncenter size-full wp-image-32159\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/kid-using-iPad.jpg\" alt=\"kid using iPad\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/kid-using-iPad.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/kid-using-iPad-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/kid-using-iPad-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Mark Pennington's students often read on their laptops. Pennington, who's a reading specialist in Elk Grove near Sacramento, Calif., sees a need to teach kids how to read digitally and stay engaged, and thinks that digital reading will eventually catch up to what kids can do reading print. When asked if his seventh-graders are more engaged when reading from digital readers or in print, he said it depends -- motivation and environment play a big role.\u003c/p>\n\u003cp>\"Most of the digital reading that students 'practice' is at home on Instagram, chat lines, Facebook and texting,\" he said. \"Since students are choosing to read and respond in these mediums, and since students have considerable prior knowledge and expertise in the subject matter, their engagement/comprehension is high.\"\u003c/p>\n\u003cp>The trick to being a good reader, no matter the medium, is being an engaged reader, a fact that Pennington notes is well-supported by \u003ca href=\"http://www.doe.virginia.gov/instruction/virginia_tiered_system_supports/training/higher_ed/tch_students_generate_questions_review.pdf\" target=\"_blank\">research\u003c/a>. \"It's pretty clear that good readers are active readers engaged with the text,\" he said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"You can also flip back and forth very easily, and spatially, there are advantages to print media.\"\u003c/aside>\n\u003cp>One of the best ways for readers to show engagement with the text, he said, is through marginal annotations.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"There are real advantages to print,\" he said. \"You can write on the text right there,\" noting that if students aren't allowed to write in textbooks, they can use small sticky notes that come off easily. \"You can also flip back and forth very easily, and spatially, there are advantages to print media.\"\u003c/p>\n\u003cp>Making those annotations in digital readers, like iPads and Chromebooks, can be more challenging than grabbing a pencil and sticky note.\u003c/p>\n\u003cp>When Pennington's seventh graders took the Smarter Balanced Assessment in English Language Arts on new Chromebooks last April, Pennington didn't teach them how to use the test's annotation feature. Students would have been able to highlight reading passages and take notes on the text to help them answer test questions. He thought it was too complicated for them to learn how to use well in time for the test.\u003c/p>\n\u003cp>\"It was so cumbersome,\" he said. Students had to turn on the annotation feature, move back and forth between screens, remember the location of the notes, and then return to the questions they were trying to answer. He said for most of his students, it would have been tricky to \"walk and chew gum at the same time,\" so he shelved it.\u003c/p>\n\u003ch3>\u003cstrong>DRAWBACKS OF DEVICES...FOR NOW\u003c/strong>\u003c/h3>\n\u003cp>While ever more schools adopt textbooks and student reading materials to digital readers like iPads and Chromebooks, some recent research suggests students may comprehend more from reading print. Middle school students who read from both print and e-books showed they understood more of what they read from the ink-and-paper books, according to one \u003ca href=\"http://convention2.allacademic.com/one/aera/aera14/index.php?program_focus=view_paper&selected_paper_id=687447&cmd=online_program_direct_link&sub_action=online_program\">preliminary study presented\u003c/a> by Heather Ruetschlin Schugar and Jordan T. Schugar of West Chester University.\u003c/p>\n\u003cp>Although tablets and touch devices allow readers to interact in innovative ways, the researchers wrote, \"Reading comprehension research with multi-touch devices is still in its infancy and students will need to adapt new reading strategies in order to maximize their learning in this environment.\"\u003c/p>\n\u003cp>[contextly_sidebar id=\"3bzHMryqkRtBsdeniPMHvUafoqJSahXc\"]\u003c/p>\n\u003cp>The Schugars have conducted two additional studies in which grade school students better understood material when not distracted by the bells and whistles of an interactive digital book. Annie Murphy Paul, in writing about the Schugars' work for the New York Times, \u003ca href=\"http://parenting.blogs.nytimes.com/2014/04/10/students-reading-e-books-are-losing-out-study-suggests/\">wrote\u003c/a>, \"It seems that the very 'richness' of the multimedia environment that e-books provide — heralded as their advantage over printed books — may overwhelm children's limited working memory, leading them to lose the thread of the narrative or to process the meaning of the story less deeply.\"\u003c/p>\n\u003cp>For older students, the ability to take notes easily appears to be a big reason for choosing print textbooks over digital. In a Hewlett Packard online \u003ca href=\"http://www.publishersweekly.com/pw/by-topic/digital/content-and-e-books/article/63225-college-students-prefer-a-mix-of-print-and-digital-textbooks.html#path/pw/by-topic/digital/content-and-e-books/article/63225-college-students-prefer-a-mix-of-print-and-digital-textbooks.html\">survey of 527 college students\u003c/a> at San Jose State University, 57 percent of students who responded said they preferred print materials to e-books when studying. When citing reasons for their preference, 35 percent of print users cited \"note-taking ability\" as a reason for preferring print vs. six percent of those who favored e-books.\u003c/p>\n\u003cp>Yet those who study reading seem to understand that comprehending in the new medium may require some new training and practice to receive the full benefits. In a recent New Yorker article, \u003ca href=\"http://www.newyorker.com/science/maria-konnikova/being-a-better-online-reader\" target=\"_blank\">Being a Better Online Reader\u003c/a>, Maryanne Wolf, author of a history of reading called \u003ca href=\"http://www.amazon.com/Proust-Squid-Story-Science-Reading/dp/0060933844\" target=\"_blank\">Proust and the Squid\u003c/a>, said she's developing digital apps to help train students to deep read digitally. She \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0360131514000955\" target=\"_blank\">cites a new study\u003c/a> that showed fifth-graders became better digital readers after learning how to use the digital annotation feature.\u003c/p>\n\u003cp>\"The same plasticity that allows us to form a reading circuit to begin with, and short-circuit the development of deep reading if we allow it, allows us to learn how to duplicate deep reading in a new environment,\" Wolf said in the article.\u003c/p>\n\u003cp>\u003cstrong>TEACHING NEW SKILLS\u003c/strong>\u003c/p>\n\u003cp>Maybe new note-taking skills require nothing more than a shift in perspective. In a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/what-will-it-take-for-ipads-to-upend-teaching-and-learning/\" target=\"_blank\">recent MindShift article about a one-to-one iPad program\u003c/a>, Hillview Middle Principal Erik Burmeister, said that annotating digital books gives his students a sense of freedom – a place to \"dirty up\" their materials with thoughts and ideas.\u003c/p>\n\u003cp>\"In a traditional school environment, you're given a textbook and told not to write in it at all. And this is really counter-intuitive to what we want kids to be able to do in the real world,\" he said. \"We want them to write all over the things that they're reading.\" Since allowing every kid to write on paper books would mean throwing away those books at the end of every year, the devices give kids the chance to annotate inside the document.\u003c/p>\n\u003cp>\"It\"s being able to engaged with the material in a really kinesthetic way,\" Burmeister said. \"The material is so sacred that it's not sacred, you can really dirty it up.\"\u003c/p>\n\u003cp>So if engaged readers annotate, and students may or may not prefer taking notes in print books, what's next for the e-book? Where does it fit into school? What's the best use of an e-book for learning? More research will need to be done, especially on how students use the annotation features of e-books, to get a clearer picture of how well students can take notes and be able to find them on digital readers. Perhaps technology will improve, and annotation features will become more intuitive in the next generation of devices. And maybe parents and teachers will need to distinguish reading for fun on tablets, with the distracting bells and whistles, from reading for school, where material is less interactive but more straightforward for better absorption.\u003c/p>\n\u003cp>Mark Pennington believes that there will always be room for both print and digital reading in school. In the mean time, he will continue teaching kids how to annotate, because giving students the \"ability to talk to the text, to create an internal dialogue with the text,\" is the best way to help students understand what they're reading. Whether that ends up being most effective tapped on a tablet or scribbled in the margins remains to be seen.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Textbooks and other student reading material are increasingly going digital, but can students still interact with the text in ways that promote deep reading?","status":"publish","parent":0,"modified":1410279662,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1236},"headData":{"title":"Can Students 'Go Deep' With Digital Reading? | KQED","description":"Textbooks and other student reading material are increasingly going digital, but can students still interact with the text in ways that promote deep reading?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"37219 http://blogs.kqed.org/mindshift/?p=37219","disqusUrl":"https://ww2.kqed.org/mindshift/2014/09/09/can-students-go-deep-with-digital-reading/","disqusTitle":"Can Students 'Go Deep' With Digital Reading?","path":"/mindshift/37219/can-students-go-deep-with-digital-reading","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"aligncenter size-full wp-image-32159\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/kid-using-iPad.jpg\" alt=\"kid using iPad\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/kid-using-iPad.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/kid-using-iPad-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/kid-using-iPad-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Mark Pennington's students often read on their laptops. Pennington, who's a reading specialist in Elk Grove near Sacramento, Calif., sees a need to teach kids how to read digitally and stay engaged, and thinks that digital reading will eventually catch up to what kids can do reading print. When asked if his seventh-graders are more engaged when reading from digital readers or in print, he said it depends -- motivation and environment play a big role.\u003c/p>\n\u003cp>\"Most of the digital reading that students 'practice' is at home on Instagram, chat lines, Facebook and texting,\" he said. \"Since students are choosing to read and respond in these mediums, and since students have considerable prior knowledge and expertise in the subject matter, their engagement/comprehension is high.\"\u003c/p>\n\u003cp>The trick to being a good reader, no matter the medium, is being an engaged reader, a fact that Pennington notes is well-supported by \u003ca href=\"http://www.doe.virginia.gov/instruction/virginia_tiered_system_supports/training/higher_ed/tch_students_generate_questions_review.pdf\" target=\"_blank\">research\u003c/a>. \"It's pretty clear that good readers are active readers engaged with the text,\" he said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"You can also flip back and forth very easily, and spatially, there are advantages to print media.\"\u003c/aside>\n\u003cp>One of the best ways for readers to show engagement with the text, he said, is through marginal annotations.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"There are real advantages to print,\" he said. \"You can write on the text right there,\" noting that if students aren't allowed to write in textbooks, they can use small sticky notes that come off easily. \"You can also flip back and forth very easily, and spatially, there are advantages to print media.\"\u003c/p>\n\u003cp>Making those annotations in digital readers, like iPads and Chromebooks, can be more challenging than grabbing a pencil and sticky note.\u003c/p>\n\u003cp>When Pennington's seventh graders took the Smarter Balanced Assessment in English Language Arts on new Chromebooks last April, Pennington didn't teach them how to use the test's annotation feature. Students would have been able to highlight reading passages and take notes on the text to help them answer test questions. He thought it was too complicated for them to learn how to use well in time for the test.\u003c/p>\n\u003cp>\"It was so cumbersome,\" he said. Students had to turn on the annotation feature, move back and forth between screens, remember the location of the notes, and then return to the questions they were trying to answer. He said for most of his students, it would have been tricky to \"walk and chew gum at the same time,\" so he shelved it.\u003c/p>\n\u003ch3>\u003cstrong>DRAWBACKS OF DEVICES...FOR NOW\u003c/strong>\u003c/h3>\n\u003cp>While ever more schools adopt textbooks and student reading materials to digital readers like iPads and Chromebooks, some recent research suggests students may comprehend more from reading print. Middle school students who read from both print and e-books showed they understood more of what they read from the ink-and-paper books, according to one \u003ca href=\"http://convention2.allacademic.com/one/aera/aera14/index.php?program_focus=view_paper&selected_paper_id=687447&cmd=online_program_direct_link&sub_action=online_program\">preliminary study presented\u003c/a> by Heather Ruetschlin Schugar and Jordan T. Schugar of West Chester University.\u003c/p>\n\u003cp>Although tablets and touch devices allow readers to interact in innovative ways, the researchers wrote, \"Reading comprehension research with multi-touch devices is still in its infancy and students will need to adapt new reading strategies in order to maximize their learning in this environment.\"\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The Schugars have conducted two additional studies in which grade school students better understood material when not distracted by the bells and whistles of an interactive digital book. Annie Murphy Paul, in writing about the Schugars' work for the New York Times, \u003ca href=\"http://parenting.blogs.nytimes.com/2014/04/10/students-reading-e-books-are-losing-out-study-suggests/\">wrote\u003c/a>, \"It seems that the very 'richness' of the multimedia environment that e-books provide — heralded as their advantage over printed books — may overwhelm children's limited working memory, leading them to lose the thread of the narrative or to process the meaning of the story less deeply.\"\u003c/p>\n\u003cp>For older students, the ability to take notes easily appears to be a big reason for choosing print textbooks over digital. In a Hewlett Packard online \u003ca href=\"http://www.publishersweekly.com/pw/by-topic/digital/content-and-e-books/article/63225-college-students-prefer-a-mix-of-print-and-digital-textbooks.html#path/pw/by-topic/digital/content-and-e-books/article/63225-college-students-prefer-a-mix-of-print-and-digital-textbooks.html\">survey of 527 college students\u003c/a> at San Jose State University, 57 percent of students who responded said they preferred print materials to e-books when studying. When citing reasons for their preference, 35 percent of print users cited \"note-taking ability\" as a reason for preferring print vs. six percent of those who favored e-books.\u003c/p>\n\u003cp>Yet those who study reading seem to understand that comprehending in the new medium may require some new training and practice to receive the full benefits. In a recent New Yorker article, \u003ca href=\"http://www.newyorker.com/science/maria-konnikova/being-a-better-online-reader\" target=\"_blank\">Being a Better Online Reader\u003c/a>, Maryanne Wolf, author of a history of reading called \u003ca href=\"http://www.amazon.com/Proust-Squid-Story-Science-Reading/dp/0060933844\" target=\"_blank\">Proust and the Squid\u003c/a>, said she's developing digital apps to help train students to deep read digitally. She \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0360131514000955\" target=\"_blank\">cites a new study\u003c/a> that showed fifth-graders became better digital readers after learning how to use the digital annotation feature.\u003c/p>\n\u003cp>\"The same plasticity that allows us to form a reading circuit to begin with, and short-circuit the development of deep reading if we allow it, allows us to learn how to duplicate deep reading in a new environment,\" Wolf said in the article.\u003c/p>\n\u003cp>\u003cstrong>TEACHING NEW SKILLS\u003c/strong>\u003c/p>\n\u003cp>Maybe new note-taking skills require nothing more than a shift in perspective. In a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/what-will-it-take-for-ipads-to-upend-teaching-and-learning/\" target=\"_blank\">recent MindShift article about a one-to-one iPad program\u003c/a>, Hillview Middle Principal Erik Burmeister, said that annotating digital books gives his students a sense of freedom – a place to \"dirty up\" their materials with thoughts and ideas.\u003c/p>\n\u003cp>\"In a traditional school environment, you're given a textbook and told not to write in it at all. And this is really counter-intuitive to what we want kids to be able to do in the real world,\" he said. \"We want them to write all over the things that they're reading.\" Since allowing every kid to write on paper books would mean throwing away those books at the end of every year, the devices give kids the chance to annotate inside the document.\u003c/p>\n\u003cp>\"It\"s being able to engaged with the material in a really kinesthetic way,\" Burmeister said. \"The material is so sacred that it's not sacred, you can really dirty it up.\"\u003c/p>\n\u003cp>So if engaged readers annotate, and students may or may not prefer taking notes in print books, what's next for the e-book? Where does it fit into school? What's the best use of an e-book for learning? More research will need to be done, especially on how students use the annotation features of e-books, to get a clearer picture of how well students can take notes and be able to find them on digital readers. Perhaps technology will improve, and annotation features will become more intuitive in the next generation of devices. And maybe parents and teachers will need to distinguish reading for fun on tablets, with the distracting bells and whistles, from reading for school, where material is less interactive but more straightforward for better absorption.\u003c/p>\n\u003cp>Mark Pennington believes that there will always be room for both print and digital reading in school. In the mean time, he will continue teaching kids how to annotate, because giving students the \"ability to talk to the text, to create an internal dialogue with the text,\" is the best way to help students understand what they're reading. Whether that ends up being most effective tapped on a tablet or scribbled in the margins remains to be seen.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37219/can-students-go-deep-with-digital-reading","authors":["4445"],"categories":["mindshift_195"],"tags":["mindshift_33","mindshift_198","mindshift_1040","mindshift_550"],"featImg":"mindshift_31689","label":"mindshift"},"mindshift_37347":{"type":"posts","id":"mindshift_37347","meta":{"index":"posts_1591205157","site":"mindshift","id":"37347","score":null,"sort":[1408111213000]},"guestAuthors":[],"slug":"video-games-and-the-future-of-the-textbook","title":"Video Games and the Future of the Textbook","publishDate":1408111213,"format":"aside","headTitle":"The MindShift Guide to Digital Games and Learning | MindShift | KQED News","labelTerm":{"term":20669,"site":"mindshift"},"content":"\u003cfigure id=\"attachment_37352\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/the-raven.jpg\">\u003cimg class=\"size-full wp-image-37352\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/the-raven.jpg\" alt=\"Amplify's digital offering includes a dramatic reading of Edgar Allan Poe's \" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/the-raven.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/the-raven-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/the-raven-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Amplify's digital offering includes a dramatic reading of Edgar Allen Poe's \"The Raven\" with animation.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Part 16 of \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift's Guide to Games and Learning\u003c/a>\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">The textbook is a problem that consistently plagues classrooms. At best, textbooks are innocuous, offering simple summaries of a very broad subject area. At worst, they oversimplify things, providing less information than an encyclopedia article without enough nuance or context to make it meaningful.\u003c/p>\n\u003cp>One \u003ca href=\"http://www.jstor.org/discover/10.2307/40387551?uid=3739864&uid=2134&uid=2483481863&uid=2&uid=70&uid=3&uid=2483481853&uid=3739256&uid=60&sid=21104585359203\">study\u003c/a> showed that when students read textbooks, they tend to retain “absurd” details, but fail to “grasp the main point.” Susan M. Hubbuch writes, “The trouble with too many textbooks is that they are badly written” and “badly organized.” What’s more, they give students the wrong impression about knowledge. Typical subject areas -- physics, geography, algebra -- are all dynamic. “They are constantly being critiqued by members of the field, and all are open to change.” The traditional textbook approach, however, gives students the impression that knowledge is constructed of static ideas, facts, and definitions. [Watch \u003ca href=\"https://www.youtube.com/watch?v=vq_XBP3NrBo\" target=\"_blank\">this scene in Dead Poets Society \u003c/a>that perfectly captures this quandary.]\u003c/p>\n\u003cp>Teachers have always struggled with mediating the tension between the need for stable content and desire to support our students as they become creative and flexible thinking individuals. How can we keep things open-ended without doing a disservice to children? How do we encourage students to remain invested in learning ways of knowing that will always be questionable and uncertain? The very purpose of an education is to teach fluid critical thinking skills, to maintain analytical perspectives about the world, to teach people that problems can never be solved with certainty. But sometimes the way we teach contradicts our intentions. Sometimes we forget that \u003ci>what\u003c/i> we teach and \u003ci>how\u003c/i> we teach it will always be inseparable. And textbooks, unfortunately, seem to structure learning in a way that’s antithetical to our intended outcomes.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames.png\">\u003cimg class=\"alignright wp-image-35200 size-thumbnail\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x140.png\" alt=\"MindShiftGames\" width=\"140\" height=\"140\">\u003c/a>Just as we need to move away from a \u003ca href=\"http://ww2.kqed.org/mindshift/2013/11/subverting-the-system-student-and-teacher-as-equals/\" target=\"_blank\">top-down model of teaching\u003c/a>, we also need to move away from the textbook. In an ideal world, all learning would happen through direct engagement with primary texts. But unfortunately, not everyone can be a historian, perusing through documents and artifacts to piece together an account of the past. Nor can everyone read Euclid and Pythagoras in the original Greek. Some summarizing, briefing, and encapsulating will always be necessary. But is the problematic textbook really the only way?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Many ed-tech entrepreneurs are currently attempting to address this problem with games and electronic media. It's probably an oversimplification to say they're attempting to update the textbook because to understand precisely what they are trying to do, we need to step outside of our habitual way of thinking about school and learning.\u003c/p>\n\u003cp>Game-based learning and electronic media enable us to blur the boundaries that separate the delivery of content, drilling for practice, and assessment. And in an educational atmosphere where those boundaries dissolve, the textbook becomes obsolete. Certainly, there is still academic content, but that content suddenly becomes interactive. The texts can be more easily and immediately tied directly into a broad set of activities and projects. Video and other multimedia content can be integrated right into the text -- perhaps videos of teachers--enabling the kind of\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/flipped-classroom-2-0-mastery-levelcomptenecy-learning-with-videos/\" target=\"_blank\"> flipped instruction\u003c/a> that is rapidly becoming popular.\u003c/p>\n\u003cp>One company that is really pushing a new approach is \u003ca href=\"http://www.amplify.com/\" target=\"_blank\">Amplify Learning\u003c/a>. They call their tablet-based platform a \"digital curriculum.\" In time for fall 2014, they released ELA programming for sixth, seventh, and eighth grade students that includes more than 300 books and \"academic lessons authored by world-class intellectuals.\" Amplify has always focused on the content, and in addition to comprehensive interactive reading and writing activities, they also include some pretty dramatic and animated readings of classic texts.\u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=gdgPQZ8yyTE&w=640&h=360]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>At the time of release, Amplify CEO Joel Klein said, “This is not some old wine in a new bottle, like a digitized textbook with a few animations. We’ve brought together world-class instructional materials, rich multimedia and a powerful analytics engine that will transform the way teachers teach and students learn.”\u003c/p>\n\u003cp>What’s most intriguing is the way Amplify curriculum integrates games. They're designing a suite of tablet-based games that are not envisioned as part of the formal curriculum, but rather as opportunities for additional student directed playful learning.\u003c/p>\n\u003cp>One such game is meant to let students experience the process of \u003ca href=\"https://www.youtube.com/watch?v=HC5IP4flhes&list=UUboDxOGL7HIGSOBYcadIw4Q\" target=\"_blank\">metabolism\u003c/a> from the inside. It’s a fun game, where players need to manage their resources carefully in order to win. Students need to understand how each resource plays a part in the metabolic system. The game teaches basic biological literacy. Amplify is also making some other impressive biology, environmental science, math and literacy games.\u003c/p>\n\u003cp>[contextly_sidebar id=\"OzNvsI4JYSOzuapWsW6deFHw72njYoX3\"]\u003c/p>\n\u003cp>\"The goal of our games is to both help recapture lost learning time—both after school and during holidays—and engage kids in ELA, math and science in ways that weren't possible until now,\" Klein said in an interview. When I asked him if he thought electronic media would detract from more traditional forms of text-based learning he said, \"Our goal is to encourage more reading and more writing. I think that if we can help middle school children develop a love for reading books, the positive impacts of that will be felt across their entire educational career.\"\u003c/p>\n\u003cp>The game \u003ci>Lexica \u003c/i>is a great example of Amplify’s approach to games. \u003ci>Lexica\u003c/i> is a literacy game that Greg Toppo \u003ca href=\"http://www.usatoday.com/story/tech/gaming/2013/06/18/lexica-game-classic-books/2431337/\">covered beautifully in USA Today\u003c/a>. Toppo describes \u003ci>Lexica\u003c/i> as “a massive role-playing game for young teens that invites them to interact with characters from great novels and read the books outside of class if they want to get ahead in the game.\"\u003c/p>\n\u003cp>Players free classic book characters that have been trapped in an imaginary library by an evil empire. By reading the books, students learn what kinds of powers the characters can offer them. They are motivated to save the characters and to do so they need to read the books.\u003c/p>\n\u003cp>\u003cem>Lexica\u003c/em> is so comprehensive that the sheer scale of complexity overwhelms. There are even mini games that, like everything in \u003ci>Lexica\u003c/i>, require familiarity with the characters and plots of classic books.\u003c/p>\n\u003cp>Many teachers have concerns about Amplify’s corporate origins and connections to News Corp mogul Rupert Murdoch. Questions about private for-profit curriculum development and the conflation of media and education demand a lot of consideration. And Amplify is not the only company we should approach with caution. But for the purposes of this post, it is the quality and ingenuity of the curriculum that interests us, the way the company's curriculum designers are rethinking not only the textbook, but also educational content delivery in general.\u003c/p>\n\u003cp>Other companies are developing games that are imagined to be played all semester long. These are often multiplayer games that classes play together. For example, \u003ca href=\"http://muzzylane.com/project/mh_practice\">Muzzy Lane\u003c/a> has developed a series of games that provide an immersive experience for students. There is one, in particular, called \u003ca href=\"http://www.mhpractice.com/products/GinA\" target=\"_blank\">\u003ci>Government In Action \u003c/i>\u003c/a>that’s designed to allow students to “role play a member of Congress as a way of exploring American Government.”\u003c/p>\n\u003cp>Students sponsor bills, trade in influence, awareness, and approval. The game simulates meeting with lobbyists, donors, and volunteers. The object is to get reelected to office. It is a strategy game that requires students to become familiar with the mechanics and processes of U.S. government.\u003c/p>\n\u003cp>When a role-playing game like this supplements typical classroom content, students see how their new knowledge manifests as better in-game performance. They learn how the government of the United States works through the experience of digital simulation rather than through memorizing textbook blurbs and taking quizzes. The knowledge is contextualized and the motivation is intrinsic.\u003c/p>\n\u003cp>For middle school students, there are games like \u003ca href=\"http://playhistoria.com/about/\">\u003ci>Historia\u003c/i>\u003c/a>\u003ci>. \u003c/i>This game started as a paper-based role playing game in which students “work in teams to lead fictional civilizations that compete alongside (and sometimes against) the great empires of the past.” Now it's being developed into a tablet, or PC based game that uses new ed-tech. One of the great things about \u003ci>Historia \u003c/i>is that, like a textbook, it forms the skeleton of a full curriculum. However, it also requires traditional teaching and ordinary research skills. Students use the information from book-based learning, handouts, videos, and other academic materials as if it were a collection of \"power-ups\" meant to give them the strength they need to succeed in the game.\u003c/p>\n\u003cp>The thing about interactive electronic media is that it allows us to rethink the way we interact with information. The internet has already changed the way we think about media and now it is time to let it redefine the way we think about content in general. Academia was about participatory knowledge construction long before buzzwords like “crowd-sourced” entered our mainstream vernacular. But many of our academic conventions, like the textbook, have neglected to preserve the spirit of collaboration. Even worse, these methods of teaching have taught generations of young people that facts are fixed.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Video games are one method of interacting with content in context that can change students’ approach to knowledge. Games can help them to understand that all ideas are located in some dynamic stage of ongoing iteration. And games can help to teach our students the value of a cooperative (or multiplayer) construction of truth.\u003c/p>\n\n","blocks":[],"excerpt":"Curriculum designers are rethinking not only the textbook, but educational content delivery in general.","status":"publish","parent":0,"modified":1408145196,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1619},"headData":{"title":"Video Games and the Future of the Textbook | KQED","description":"Curriculum designers are rethinking not only the textbook, but educational content delivery in general.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"37347 http://blogs.kqed.org/mindshift/?p=37347","disqusUrl":"https://ww2.kqed.org/mindshift/2014/08/15/video-games-and-the-future-of-the-textbook/","disqusTitle":"Video Games and the Future of the Textbook","path":"/mindshift/37347/video-games-and-the-future-of-the-textbook","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_37352\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/the-raven.jpg\">\u003cimg class=\"size-full wp-image-37352\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/the-raven.jpg\" alt=\"Amplify's digital offering includes a dramatic reading of Edgar Allan Poe's \" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/the-raven.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/the-raven-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/the-raven-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Amplify's digital offering includes a dramatic reading of Edgar Allen Poe's \"The Raven\" with animation.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Part 16 of \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\" target=\"_blank\">MindShift's Guide to Games and Learning\u003c/a>\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">The textbook is a problem that consistently plagues classrooms. At best, textbooks are innocuous, offering simple summaries of a very broad subject area. At worst, they oversimplify things, providing less information than an encyclopedia article without enough nuance or context to make it meaningful.\u003c/p>\n\u003cp>One \u003ca href=\"http://www.jstor.org/discover/10.2307/40387551?uid=3739864&uid=2134&uid=2483481863&uid=2&uid=70&uid=3&uid=2483481853&uid=3739256&uid=60&sid=21104585359203\">study\u003c/a> showed that when students read textbooks, they tend to retain “absurd” details, but fail to “grasp the main point.” Susan M. Hubbuch writes, “The trouble with too many textbooks is that they are badly written” and “badly organized.” What’s more, they give students the wrong impression about knowledge. Typical subject areas -- physics, geography, algebra -- are all dynamic. “They are constantly being critiqued by members of the field, and all are open to change.” The traditional textbook approach, however, gives students the impression that knowledge is constructed of static ideas, facts, and definitions. [Watch \u003ca href=\"https://www.youtube.com/watch?v=vq_XBP3NrBo\" target=\"_blank\">this scene in Dead Poets Society \u003c/a>that perfectly captures this quandary.]\u003c/p>\n\u003cp>Teachers have always struggled with mediating the tension between the need for stable content and desire to support our students as they become creative and flexible thinking individuals. How can we keep things open-ended without doing a disservice to children? How do we encourage students to remain invested in learning ways of knowing that will always be questionable and uncertain? The very purpose of an education is to teach fluid critical thinking skills, to maintain analytical perspectives about the world, to teach people that problems can never be solved with certainty. But sometimes the way we teach contradicts our intentions. Sometimes we forget that \u003ci>what\u003c/i> we teach and \u003ci>how\u003c/i> we teach it will always be inseparable. And textbooks, unfortunately, seem to structure learning in a way that’s antithetical to our intended outcomes.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames.png\">\u003cimg class=\"alignright wp-image-35200 size-thumbnail\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/MindShiftGames-140x140.png\" alt=\"MindShiftGames\" width=\"140\" height=\"140\">\u003c/a>Just as we need to move away from a \u003ca href=\"http://ww2.kqed.org/mindshift/2013/11/subverting-the-system-student-and-teacher-as-equals/\" target=\"_blank\">top-down model of teaching\u003c/a>, we also need to move away from the textbook. In an ideal world, all learning would happen through direct engagement with primary texts. But unfortunately, not everyone can be a historian, perusing through documents and artifacts to piece together an account of the past. Nor can everyone read Euclid and Pythagoras in the original Greek. Some summarizing, briefing, and encapsulating will always be necessary. But is the problematic textbook really the only way?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Many ed-tech entrepreneurs are currently attempting to address this problem with games and electronic media. It's probably an oversimplification to say they're attempting to update the textbook because to understand precisely what they are trying to do, we need to step outside of our habitual way of thinking about school and learning.\u003c/p>\n\u003cp>Game-based learning and electronic media enable us to blur the boundaries that separate the delivery of content, drilling for practice, and assessment. And in an educational atmosphere where those boundaries dissolve, the textbook becomes obsolete. Certainly, there is still academic content, but that content suddenly becomes interactive. The texts can be more easily and immediately tied directly into a broad set of activities and projects. Video and other multimedia content can be integrated right into the text -- perhaps videos of teachers--enabling the kind of\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/flipped-classroom-2-0-mastery-levelcomptenecy-learning-with-videos/\" target=\"_blank\"> flipped instruction\u003c/a> that is rapidly becoming popular.\u003c/p>\n\u003cp>One company that is really pushing a new approach is \u003ca href=\"http://www.amplify.com/\" target=\"_blank\">Amplify Learning\u003c/a>. They call their tablet-based platform a \"digital curriculum.\" In time for fall 2014, they released ELA programming for sixth, seventh, and eighth grade students that includes more than 300 books and \"academic lessons authored by world-class intellectuals.\" Amplify has always focused on the content, and in addition to comprehensive interactive reading and writing activities, they also include some pretty dramatic and animated readings of classic texts.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/gdgPQZ8yyTE'\n title='//www.youtube.com/embed/gdgPQZ8yyTE'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>At the time of release, Amplify CEO Joel Klein said, “This is not some old wine in a new bottle, like a digitized textbook with a few animations. We’ve brought together world-class instructional materials, rich multimedia and a powerful analytics engine that will transform the way teachers teach and students learn.”\u003c/p>\n\u003cp>What’s most intriguing is the way Amplify curriculum integrates games. They're designing a suite of tablet-based games that are not envisioned as part of the formal curriculum, but rather as opportunities for additional student directed playful learning.\u003c/p>\n\u003cp>One such game is meant to let students experience the process of \u003ca href=\"https://www.youtube.com/watch?v=HC5IP4flhes&list=UUboDxOGL7HIGSOBYcadIw4Q\" target=\"_blank\">metabolism\u003c/a> from the inside. It’s a fun game, where players need to manage their resources carefully in order to win. Students need to understand how each resource plays a part in the metabolic system. The game teaches basic biological literacy. Amplify is also making some other impressive biology, environmental science, math and literacy games.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\"The goal of our games is to both help recapture lost learning time—both after school and during holidays—and engage kids in ELA, math and science in ways that weren't possible until now,\" Klein said in an interview. When I asked him if he thought electronic media would detract from more traditional forms of text-based learning he said, \"Our goal is to encourage more reading and more writing. I think that if we can help middle school children develop a love for reading books, the positive impacts of that will be felt across their entire educational career.\"\u003c/p>\n\u003cp>The game \u003ci>Lexica \u003c/i>is a great example of Amplify’s approach to games. \u003ci>Lexica\u003c/i> is a literacy game that Greg Toppo \u003ca href=\"http://www.usatoday.com/story/tech/gaming/2013/06/18/lexica-game-classic-books/2431337/\">covered beautifully in USA Today\u003c/a>. Toppo describes \u003ci>Lexica\u003c/i> as “a massive role-playing game for young teens that invites them to interact with characters from great novels and read the books outside of class if they want to get ahead in the game.\"\u003c/p>\n\u003cp>Players free classic book characters that have been trapped in an imaginary library by an evil empire. By reading the books, students learn what kinds of powers the characters can offer them. They are motivated to save the characters and to do so they need to read the books.\u003c/p>\n\u003cp>\u003cem>Lexica\u003c/em> is so comprehensive that the sheer scale of complexity overwhelms. There are even mini games that, like everything in \u003ci>Lexica\u003c/i>, require familiarity with the characters and plots of classic books.\u003c/p>\n\u003cp>Many teachers have concerns about Amplify’s corporate origins and connections to News Corp mogul Rupert Murdoch. Questions about private for-profit curriculum development and the conflation of media and education demand a lot of consideration. And Amplify is not the only company we should approach with caution. But for the purposes of this post, it is the quality and ingenuity of the curriculum that interests us, the way the company's curriculum designers are rethinking not only the textbook, but also educational content delivery in general.\u003c/p>\n\u003cp>Other companies are developing games that are imagined to be played all semester long. These are often multiplayer games that classes play together. For example, \u003ca href=\"http://muzzylane.com/project/mh_practice\">Muzzy Lane\u003c/a> has developed a series of games that provide an immersive experience for students. There is one, in particular, called \u003ca href=\"http://www.mhpractice.com/products/GinA\" target=\"_blank\">\u003ci>Government In Action \u003c/i>\u003c/a>that’s designed to allow students to “role play a member of Congress as a way of exploring American Government.”\u003c/p>\n\u003cp>Students sponsor bills, trade in influence, awareness, and approval. The game simulates meeting with lobbyists, donors, and volunteers. The object is to get reelected to office. It is a strategy game that requires students to become familiar with the mechanics and processes of U.S. government.\u003c/p>\n\u003cp>When a role-playing game like this supplements typical classroom content, students see how their new knowledge manifests as better in-game performance. They learn how the government of the United States works through the experience of digital simulation rather than through memorizing textbook blurbs and taking quizzes. The knowledge is contextualized and the motivation is intrinsic.\u003c/p>\n\u003cp>For middle school students, there are games like \u003ca href=\"http://playhistoria.com/about/\">\u003ci>Historia\u003c/i>\u003c/a>\u003ci>. \u003c/i>This game started as a paper-based role playing game in which students “work in teams to lead fictional civilizations that compete alongside (and sometimes against) the great empires of the past.” Now it's being developed into a tablet, or PC based game that uses new ed-tech. One of the great things about \u003ci>Historia \u003c/i>is that, like a textbook, it forms the skeleton of a full curriculum. However, it also requires traditional teaching and ordinary research skills. Students use the information from book-based learning, handouts, videos, and other academic materials as if it were a collection of \"power-ups\" meant to give them the strength they need to succeed in the game.\u003c/p>\n\u003cp>The thing about interactive electronic media is that it allows us to rethink the way we interact with information. The internet has already changed the way we think about media and now it is time to let it redefine the way we think about content in general. Academia was about participatory knowledge construction long before buzzwords like “crowd-sourced” entered our mainstream vernacular. But many of our academic conventions, like the textbook, have neglected to preserve the spirit of collaboration. Even worse, these methods of teaching have taught generations of young people that facts are fixed.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Video games are one method of interacting with content in context that can change students’ approach to knowledge. Games can help them to understand that all ideas are located in some dynamic stage of ongoing iteration. And games can help to teach our students the value of a cooperative (or multiplayer) construction of truth.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37347/video-games-and-the-future-of-the-textbook","authors":["4557"],"series":["mindshift_20669"],"categories":["mindshift_195"],"tags":["mindshift_1010","mindshift_33","mindshift_1040","mindshift_20902","mindshift_20655","mindshift_114"],"featImg":"mindshift_37352","label":"mindshift_20669"},"mindshift_37076":{"type":"posts","id":"mindshift_37076","meta":{"index":"posts_1591205157","site":"mindshift","id":"37076","score":null,"sort":[1407852038000]},"guestAuthors":[],"slug":"for-public-schools-the-long-and-bumpy-road-to-going-digital","title":"For Public Schools, the Long and Bumpy Road to Going Digital","publishDate":1407852038,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_37082\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-37082\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/178370753-e1407016238650.jpg\" alt=\"Getty\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/178370753-e1407016238650.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/178370753-e1407016238650-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/178370753-e1407016238650-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Getty\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Kathy Baron\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Ryan Imbriale had a quick and concise answer when asked whether his school district, Baltimore County Public Schools, received enough state funding to pay for its transition from textbooks to software: “No.”\u003c/p>\n\u003cp>As executive director of the district’s innovative learning department, Imbriale is overseeing a five-year project, called \u003ca href=\"http://www.bcps.org/academics/BCPSOne/\">BCPS One\u003c/a>, to move its entire curriculum online and make it available to teachers and students. He estimates that the district will spend more than $1 million a year on digital resources for its 108,376 students. The district was \"lucky enough,\" he said, to get one of the governor’s innovation grants.\u003c/p>\n\u003cp>On the other side of the country, the San Francisco Unified School District pays about $800,000 a year for software licenses and maintenance. Even with discounts from the companies, “the price tag is beyond the budget we get from the state” for technology, said Chief Technology Officer Matthew Kinzie. He said the district is seeking grants and donations to cover the costs.\u003c/p>\n\u003cp>But depending on these occasional infusions of money and continuing to look for outside resources isn't practical.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Those are not sustainable funding streams that people can count on year after year,” said Doug Levin, executive director of the State Educational Technology Directors Association (\u003ca href=\"http://www.setda.org\">SETDA\u003c/a>).\u003c/p>\n\u003cp>Funding – or lack of it – is the number one issue facing school districts as they convert to the digital learning world, said John Halpin, vice president of the \u003ca href=\"http://www.centerdigitaled.com/about/\" target=\"_blank\">Center for Digital Education\u003c/a>, a national research institute that focuses on in K-12 and higher education technology trends. It’s not that districts don’t necessarily have money for instructional materials; rather, state policy and district proclivity often haven’t caught up with tech realities. States have operated for decades in a system where they have huge textbook adoption cycles where they shell out millions for, say, middle school science texts that are expected to last for five-to-seven years -- even if a new planet is discovered or dumped.\u003c/p>\n\u003cp>In the transition to digital, districts buy a license for a specific software and pay based on the number of students using it. Though it's uncertain whether the move saves money, there are other benefits. Districts could negotiate for updates and improvements, just like any other software program.\u003c/p>\n\u003cp>“In the software world you’re never done because every year people expect to take what you’ve learned about what works and doesn’t work and enhance it,” said Larry Singer, managing director for K-12 education at Pearson, one of the big three textbook publishing companies (along with McGraw-Hill and Houghton Mifflin Harcourt).\u003c/p>\n\u003caside class=\"pullquote alignleft\">“You have this period of time when many districts are going to be caught in between, using some textbooks and some digital content and devices, but we’re paying for both.\"\u003c/aside>\n\u003cp>However, districts eager to go digital are often stymied by laws restricting textbook funds to print books. In other instances there’s no line item in district budgets for instructional software.\u003c/p>\n\u003cp>The technological innovations that have permeated our private lives seem “so far to have eluded many of the 50 million students enrolled in public K-12 education,” according to a 2012 \u003ca href=\"http://www.setda.org/wp-content/uploads/2013/11/SETDA_Out_of_Print_FNL.pdf\">report\u003c/a> by the State Education Technology Directors Association.\u003c/p>\n\u003cp>Despite every best intention, the transition to digital isn’t quite here yet.\u003c/p>\n\u003ch3>\u003cstrong>The Messy Decade\u003c/strong>\u003c/h3>\n\u003cp>The textbook market is slipping, but remains a multi-billion dollar industry for elementary and secondary schools. It added up to more than $2.5 billion for the 2009-2010 academic year, the most current \u003ca href=\"http://nces.ed.gov/programs/digest/d12/tables/dt12_210.asp\">figures\u003c/a> available from U.S. Department of Education. While that’s a lifetime ago in the digital sphere, Halpin said it’s still fairly accurate; he doesn’t anticipate a significant drop in print textbook sales for a few years.\u003c/p>\n\u003cp>“The decade we’re in right now is the decade of transformation. We’re transitioning from one to the other. It’s very messy; I often call it the messy decade,” joked Halpin. “You have this period of time when many districts are going to be caught in between, using some textbooks and some digital content and devices, but we’re paying for both.\"\u003c/p>\n\u003cp>But that should change as state regulations become more flexible.\u003c/p>\n\u003cp>More than 20 states have updated the definition of textbooks to include digital content and a handful, including Texas, California and Indiana, explicitly allow districts to use textbook dollars to buy digital instructional materials. North Carolina has moved to the forefront with a \u003ca href=\"http://www.ncga.state.nc.us/Sessions/2013/Bills/House/PDF/H44v3.pdf\">state law\u003c/a> requiring districts to buy only electronic textbooks and materials by 2017.\u003c/p>\n\u003cp>Even if districts had all the money they needed to purchase software, many would be unable to use it because they’re not connected to high-speed internet, have aging or too few computers or don’t have the capacity to bring the internet into every classroom.\u003c/p>\n\u003cp>Only 37 percent of schools today have the bandwidth they need for digital learning, according to the \u003ca href=\"http://www.educationsuperhighway.org\">Education SuperHighway\u003c/a>, a nonprofit that provided free bandwidth testing to schools in the run-up to the computer-based pilot tests designed for the new Common Core State Standards.\u003c/p>\n\u003cp>One rural school district in California bused 100 elementary school students to the high school to take the test, while another had to administer the exam one student at a time in order not to crash the computer network.\u003c/p>\n\u003cp>Not surprisingly, the Education SuperHighway found that “the biggest correlation between those who have enough bandwidth and those who don’t is actually tied to the wealth of the school,” said Evan Marwell, the CEO and founder.\u003c/p>\n\u003cp>The wealthiest 2 percent of schools in the United States are three times more likely to have the bandwidth they need than are the poorest schools, those with three-quarters or more of their students eligible for the free and reduced lunch program.\u003c/p>\n\u003ch3>\u003cstrong>Laudable and Insufficient\u003c/strong>\u003c/h3>\n\u003cp>The federal government is stepping in to help close the technology gap. On July 11, the Federal Communications Commission voted 3-2 to revamp the \u003ca href=\"http://www.fcc.gov/document/fcc-modernizes-e-rate-expand-robust-wi-fi-schools-libraries\">E-Rate program\u003c/a>, which provides educational technology subsidies, and spend $2 billion dollars over the next two years to expand access to high-speed Internet and wifi to schools.\u003c/p>\n\u003cp>A year ago, President Obama announced the launch of \u003ca href=\"http://www.whitehouse.gov/the-press-office/2014/02/04/fact-sheet-opportunity-all-answering-president-s-call-enrich-american-ed\">ConnectED\u003c/a>, an initiative to solicit support from private industry to help close the digital divide in schools. Ten companies have so far signed on: Adobe, Apple, AT&T, Autodesk, Esri, Microsoft, O’Reilly Media, Prezi, Sprint, and Verizon.\u003c/p>\n\u003cp>AT&T and Sprint have each pledged mobile broadband for 50,000 students who don’t have Internet access at home. Adobe, Autodesk and Esri have agreed to provide free software.\u003c/p>\n\u003cp>[contextly_sidebar id=\"iJlAs9cvw21lswvafHfkInSDQPfJy2Ja\"]\u003c/p>\n\u003cp>“Rarely do schools have all that they need,” said Charlie Fitzpatrick, K-12 education manager for \u003ca href=\"http://www.esri.com\">Esri\u003c/a>, which developed geographic mapping software.\u003c/p>\n\u003cp>He estimates the giveaway is valued at about $1 billion, but the company’s bread and butter comes from sales to government agencies and private companies, which use Esri’s software to analyze data on everything from finding patterns in earthquake depth, magnitude and location to improving public transportation routes. Fitzpatrick said the donation would help those paying customers by training the next generation of workers.\u003c/p>\n\u003cp>“Every industry is looking for people who know how to work with these tools. Students who learn this have a leg up.”\u003c/p>\n\u003cp>ConnectEd has attracted high profile companies and raised awareness of the challenges that some districts face, but neither education nor industry officials see it as a long-term solution.\u003c/p>\n\u003cp>San Francisco Unified has looked into some ConnectED companies, but Kinzie is concerned that with the free services limited to low-income schools or students, it would create fragmentation of software and hardware at a time that the district is seeking more standardization.\u003c/p>\n\u003cp>“Discounts or free software from tech companies is not going to solve the bigger challenge we have, which is that we need a systemic investment in bringing our public school up to 21\u003csup>st\u003c/sup> century standards,” said Kinzie.\u003c/p>\n\u003cp>SETDA’s Levin concurred, calling it “laudable” but not sufficient. SETD has called on the federal government to put some ongoing money into educational technology to close the digital divide, like the $3.73 billion invested in Enhancing Education Through Technology program between 2002 and 2010. Congress cut funding for the program in 2011; a year after the Obama Administration recommended the same thing.\u003c/p>\n\u003cp>Pearson views ConnectEd as a sincere effort by the president to create technological equity between poor and wealthy districts. Some companies that aren’t a part of ConnectEd use similar marketing techniques by providing short-term, free software licenses to districts. To Singer, these programs won’t do much more than create an opportunity for low-income districts to experiment with various programs before plunking down any money to buy software.\u003c/p>\n\u003cp>Districts “see initiatives like this as interesting things to try to take advantage of, but they see them as one-time opportunities,” said Singer.\u003c/p>\n\u003ch3>\u003cstrong>Sliding Scale Model for Low-Income Schools?\u003c/strong>\u003c/h3>\n\u003cp>Pearson doesn’t offer free or sliding scale software licensing fees and Singer said that in his experience price is rarely the issue. He said school districts are more interested in finding software that’s the best fit for their needs and technological capabilities, not the cheapest.\u003c/p>\n\u003cp>The same is true of \u003ca href=\"http://www.hmhco.com\">Houghton Mifflin Harcourt\u003c/a>. Varying prices would violate “the most favored nation requirements established by our customers, which dictate equitable treatment across districts regardless of size or income levels,” explained spokesperson Leah Riviere.\u003c/p>\n\u003cp>Discovery Education, which reaches more than a million students in 50 states with its streaming video service and online “techbooks,” also has no-haggle fees, but set them as low as possible to maintain profitability without pricing districts out of its market.\u003c/p>\n\u003cp>A year of streaming video is $2,000 to $3,000 per school, while techbooks are $45 per student through grade 8 and $55 per student in high school for six years – that includes updates so information stays current.\u003c/p>\n\u003cp>They can do this because the company was never a traditional publisher so it never had a traditional mindset, said Senior Vice President Scott Kinney.\u003c/p>\n\u003cp>“Because we didn’t have that legacy, we could literally cut our costs in half and pass those right along to our [customers],” said Kinney.\u003c/p>\n\u003cp>\u003ca href=\"http://www.mindresearch.net\">Mind Research Institute\u003c/a>, creator of the popular ST Math, offers volume pricing as does Achieve3000, developer of a popular program for differentiated instruction that tailors the same lesson to meet the academic ability of each student in a class. Achieve also accommodates poorer districts with sliding scale fees.\u003c/p>\n\u003cp>Even companies without discounts often provide free trials or work with school districts to meet their curriculum needs and budgets, while still keeping an eye on the corporate bottom line.\u003c/p>\n\u003cp>“We can't give it away, it took a lot to build, but we can say we want to find a way to work with you and the means and resources you have available,” said Justin Hamilton, head of corporate communications for \u003ca href=\"http://www.amplify.com\">Amplify\u003c/a>, developer of digital curricula in math, science and English.\u003c/p>\n\u003cp>Samsung hopes to boost interest in its Chromebooks, tablets and interactive classroom platform with a contest worth $2 million in technology for public schools that submit the most innovative digital curricula in science, technology, engineering and mathematics, or STEM subjects.\u003c/p>\n\u003ch3>No Longer a One-Way Street?\u003c/h3>\n\u003cp>Still, the switch to digital will force Pearson and other publishers of educational resources to reimagine their marketing strategies. In the past, a district would purchase a complete set of textbooks from a single publisher and everything students needed to learn in a particular subject would come out of those books. It was also a one-way street.\u003c/p>\n\u003cp>\"When I was sitting on the other side of the desk as an educator, people would always want to tell me what they were selling,\" said Discovery Education’s Kinney.\u003c/p>\n\u003cp>In the digital era, sales are more personal and directed. Companies have to act as consultants and problem solvers. \"The new model is what are your goals and objectives and how can we help support you?\" added Kinney.\u003c/p>\n\u003cp>Digital materials make it possible for \u003cem>à la carte\u003c/em> approaches, said Julia Freeland, co-author of \u003ca href=\"http://www.christenseninstitute.org/wp-content/uploads/2014/06/Schools-and-Software.pdf\">\u003cem>Schools and Software: What’s Now and What’s Next\u003c/em>\u003c/a>, for the Clayton Christensen Institute for Disruptive Innovation.\u003c/p>\n\u003cp>“The ed tech market is a weird beast with many limbs,” Freeland said with a laugh, adding that districts are “not looking for a one-stop shop. Schools don’t necessarily want your program to do everything for everyone. They’re currently jerry-rigging different programs to do different things for different students, which is logical.”\u003c/p>\n\u003cp>That includes the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/open-education-sites-offer-free-content-for-all/\" target=\"_blank\">open-source movement\u003c/a> among teachers and some organizations who share curriculum, content, ideas, lesson plans and software for free. \u003ca href=\"http://www.ck12.org/\" target=\"_blank\">CK-12\u003c/a>, a nonprofit company that has been around since 2007, not only doesn’t charge for its online publications, it also works with school districts to adapt the content for their specific curriculum needs.\u003c/p>\n\u003cp>Founder Neeru Khosla said districts began paying more attention to them during the economic downturn when \"free\" wasn’t a commonly heard word.\u003c/p>\n\u003cp>“They say, ‘How much is it going to cost me?’ I’m not kidding,\" Khosla said. \"They have to hear it a few times.”\u003c/p>\n\u003cp>Los Angeles Unified, Seattle and Madison Metropolitan are among the growing list of CK-12 users.\u003c/p>\n\u003cp>Pearson expects its share of both the print and online K-12 instructional market to dip in coming years, and has been building a new niche market for itself as a digital and services business. Over the past decade, the company has been buying testing and assessment companies that will position it, among other things, to give the online exams required by Common Core State Standards.\u003c/p>\n\u003cp>As part of that transition, Pearson announced earlier this month that it will have eliminated 4,000 positions in its global workforce by the end of this year, but is offsetting that with the creation of 1,800 new digital jobs.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We expect we’re going to get, frankly, a larger share of the business,” Singer speculated, “and our traditional counterparts will find themselves mired in the old textbook model.”\u003c/p>\n\n","blocks":[],"excerpt":"Despite every best intention, the transition to digital isn't quite here yet. ","status":"publish","parent":0,"modified":1407870525,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":57,"wordCount":2455},"headData":{"title":"For Public Schools, the Long and Bumpy Road to Going Digital | KQED","description":"Despite every best intention, the transition to digital isn't quite here yet. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"37076 http://blogs.kqed.org/mindshift/?p=37076","disqusUrl":"https://ww2.kqed.org/mindshift/2014/08/12/for-public-schools-the-long-and-bumpy-road-to-going-digital/","disqusTitle":"For Public Schools, the Long and Bumpy Road to Going Digital","path":"/mindshift/37076/for-public-schools-the-long-and-bumpy-road-to-going-digital","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_37082\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-37082\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/178370753-e1407016238650.jpg\" alt=\"Getty\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/178370753-e1407016238650.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/178370753-e1407016238650-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/178370753-e1407016238650-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Getty\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Kathy Baron\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Ryan Imbriale had a quick and concise answer when asked whether his school district, Baltimore County Public Schools, received enough state funding to pay for its transition from textbooks to software: “No.”\u003c/p>\n\u003cp>As executive director of the district’s innovative learning department, Imbriale is overseeing a five-year project, called \u003ca href=\"http://www.bcps.org/academics/BCPSOne/\">BCPS One\u003c/a>, to move its entire curriculum online and make it available to teachers and students. He estimates that the district will spend more than $1 million a year on digital resources for its 108,376 students. The district was \"lucky enough,\" he said, to get one of the governor’s innovation grants.\u003c/p>\n\u003cp>On the other side of the country, the San Francisco Unified School District pays about $800,000 a year for software licenses and maintenance. Even with discounts from the companies, “the price tag is beyond the budget we get from the state” for technology, said Chief Technology Officer Matthew Kinzie. He said the district is seeking grants and donations to cover the costs.\u003c/p>\n\u003cp>But depending on these occasional infusions of money and continuing to look for outside resources isn't practical.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Those are not sustainable funding streams that people can count on year after year,” said Doug Levin, executive director of the State Educational Technology Directors Association (\u003ca href=\"http://www.setda.org\">SETDA\u003c/a>).\u003c/p>\n\u003cp>Funding – or lack of it – is the number one issue facing school districts as they convert to the digital learning world, said John Halpin, vice president of the \u003ca href=\"http://www.centerdigitaled.com/about/\" target=\"_blank\">Center for Digital Education\u003c/a>, a national research institute that focuses on in K-12 and higher education technology trends. It’s not that districts don’t necessarily have money for instructional materials; rather, state policy and district proclivity often haven’t caught up with tech realities. States have operated for decades in a system where they have huge textbook adoption cycles where they shell out millions for, say, middle school science texts that are expected to last for five-to-seven years -- even if a new planet is discovered or dumped.\u003c/p>\n\u003cp>In the transition to digital, districts buy a license for a specific software and pay based on the number of students using it. Though it's uncertain whether the move saves money, there are other benefits. Districts could negotiate for updates and improvements, just like any other software program.\u003c/p>\n\u003cp>“In the software world you’re never done because every year people expect to take what you’ve learned about what works and doesn’t work and enhance it,” said Larry Singer, managing director for K-12 education at Pearson, one of the big three textbook publishing companies (along with McGraw-Hill and Houghton Mifflin Harcourt).\u003c/p>\n\u003caside class=\"pullquote alignleft\">“You have this period of time when many districts are going to be caught in between, using some textbooks and some digital content and devices, but we’re paying for both.\"\u003c/aside>\n\u003cp>However, districts eager to go digital are often stymied by laws restricting textbook funds to print books. In other instances there’s no line item in district budgets for instructional software.\u003c/p>\n\u003cp>The technological innovations that have permeated our private lives seem “so far to have eluded many of the 50 million students enrolled in public K-12 education,” according to a 2012 \u003ca href=\"http://www.setda.org/wp-content/uploads/2013/11/SETDA_Out_of_Print_FNL.pdf\">report\u003c/a> by the State Education Technology Directors Association.\u003c/p>\n\u003cp>Despite every best intention, the transition to digital isn’t quite here yet.\u003c/p>\n\u003ch3>\u003cstrong>The Messy Decade\u003c/strong>\u003c/h3>\n\u003cp>The textbook market is slipping, but remains a multi-billion dollar industry for elementary and secondary schools. It added up to more than $2.5 billion for the 2009-2010 academic year, the most current \u003ca href=\"http://nces.ed.gov/programs/digest/d12/tables/dt12_210.asp\">figures\u003c/a> available from U.S. Department of Education. While that’s a lifetime ago in the digital sphere, Halpin said it’s still fairly accurate; he doesn’t anticipate a significant drop in print textbook sales for a few years.\u003c/p>\n\u003cp>“The decade we’re in right now is the decade of transformation. We’re transitioning from one to the other. It’s very messy; I often call it the messy decade,” joked Halpin. “You have this period of time when many districts are going to be caught in between, using some textbooks and some digital content and devices, but we’re paying for both.\"\u003c/p>\n\u003cp>But that should change as state regulations become more flexible.\u003c/p>\n\u003cp>More than 20 states have updated the definition of textbooks to include digital content and a handful, including Texas, California and Indiana, explicitly allow districts to use textbook dollars to buy digital instructional materials. North Carolina has moved to the forefront with a \u003ca href=\"http://www.ncga.state.nc.us/Sessions/2013/Bills/House/PDF/H44v3.pdf\">state law\u003c/a> requiring districts to buy only electronic textbooks and materials by 2017.\u003c/p>\n\u003cp>Even if districts had all the money they needed to purchase software, many would be unable to use it because they’re not connected to high-speed internet, have aging or too few computers or don’t have the capacity to bring the internet into every classroom.\u003c/p>\n\u003cp>Only 37 percent of schools today have the bandwidth they need for digital learning, according to the \u003ca href=\"http://www.educationsuperhighway.org\">Education SuperHighway\u003c/a>, a nonprofit that provided free bandwidth testing to schools in the run-up to the computer-based pilot tests designed for the new Common Core State Standards.\u003c/p>\n\u003cp>One rural school district in California bused 100 elementary school students to the high school to take the test, while another had to administer the exam one student at a time in order not to crash the computer network.\u003c/p>\n\u003cp>Not surprisingly, the Education SuperHighway found that “the biggest correlation between those who have enough bandwidth and those who don’t is actually tied to the wealth of the school,” said Evan Marwell, the CEO and founder.\u003c/p>\n\u003cp>The wealthiest 2 percent of schools in the United States are three times more likely to have the bandwidth they need than are the poorest schools, those with three-quarters or more of their students eligible for the free and reduced lunch program.\u003c/p>\n\u003ch3>\u003cstrong>Laudable and Insufficient\u003c/strong>\u003c/h3>\n\u003cp>The federal government is stepping in to help close the technology gap. On July 11, the Federal Communications Commission voted 3-2 to revamp the \u003ca href=\"http://www.fcc.gov/document/fcc-modernizes-e-rate-expand-robust-wi-fi-schools-libraries\">E-Rate program\u003c/a>, which provides educational technology subsidies, and spend $2 billion dollars over the next two years to expand access to high-speed Internet and wifi to schools.\u003c/p>\n\u003cp>A year ago, President Obama announced the launch of \u003ca href=\"http://www.whitehouse.gov/the-press-office/2014/02/04/fact-sheet-opportunity-all-answering-president-s-call-enrich-american-ed\">ConnectED\u003c/a>, an initiative to solicit support from private industry to help close the digital divide in schools. Ten companies have so far signed on: Adobe, Apple, AT&T, Autodesk, Esri, Microsoft, O’Reilly Media, Prezi, Sprint, and Verizon.\u003c/p>\n\u003cp>AT&T and Sprint have each pledged mobile broadband for 50,000 students who don’t have Internet access at home. Adobe, Autodesk and Esri have agreed to provide free software.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“Rarely do schools have all that they need,” said Charlie Fitzpatrick, K-12 education manager for \u003ca href=\"http://www.esri.com\">Esri\u003c/a>, which developed geographic mapping software.\u003c/p>\n\u003cp>He estimates the giveaway is valued at about $1 billion, but the company’s bread and butter comes from sales to government agencies and private companies, which use Esri’s software to analyze data on everything from finding patterns in earthquake depth, magnitude and location to improving public transportation routes. Fitzpatrick said the donation would help those paying customers by training the next generation of workers.\u003c/p>\n\u003cp>“Every industry is looking for people who know how to work with these tools. Students who learn this have a leg up.”\u003c/p>\n\u003cp>ConnectEd has attracted high profile companies and raised awareness of the challenges that some districts face, but neither education nor industry officials see it as a long-term solution.\u003c/p>\n\u003cp>San Francisco Unified has looked into some ConnectED companies, but Kinzie is concerned that with the free services limited to low-income schools or students, it would create fragmentation of software and hardware at a time that the district is seeking more standardization.\u003c/p>\n\u003cp>“Discounts or free software from tech companies is not going to solve the bigger challenge we have, which is that we need a systemic investment in bringing our public school up to 21\u003csup>st\u003c/sup> century standards,” said Kinzie.\u003c/p>\n\u003cp>SETDA’s Levin concurred, calling it “laudable” but not sufficient. SETD has called on the federal government to put some ongoing money into educational technology to close the digital divide, like the $3.73 billion invested in Enhancing Education Through Technology program between 2002 and 2010. Congress cut funding for the program in 2011; a year after the Obama Administration recommended the same thing.\u003c/p>\n\u003cp>Pearson views ConnectEd as a sincere effort by the president to create technological equity between poor and wealthy districts. Some companies that aren’t a part of ConnectEd use similar marketing techniques by providing short-term, free software licenses to districts. To Singer, these programs won’t do much more than create an opportunity for low-income districts to experiment with various programs before plunking down any money to buy software.\u003c/p>\n\u003cp>Districts “see initiatives like this as interesting things to try to take advantage of, but they see them as one-time opportunities,” said Singer.\u003c/p>\n\u003ch3>\u003cstrong>Sliding Scale Model for Low-Income Schools?\u003c/strong>\u003c/h3>\n\u003cp>Pearson doesn’t offer free or sliding scale software licensing fees and Singer said that in his experience price is rarely the issue. He said school districts are more interested in finding software that’s the best fit for their needs and technological capabilities, not the cheapest.\u003c/p>\n\u003cp>The same is true of \u003ca href=\"http://www.hmhco.com\">Houghton Mifflin Harcourt\u003c/a>. Varying prices would violate “the most favored nation requirements established by our customers, which dictate equitable treatment across districts regardless of size or income levels,” explained spokesperson Leah Riviere.\u003c/p>\n\u003cp>Discovery Education, which reaches more than a million students in 50 states with its streaming video service and online “techbooks,” also has no-haggle fees, but set them as low as possible to maintain profitability without pricing districts out of its market.\u003c/p>\n\u003cp>A year of streaming video is $2,000 to $3,000 per school, while techbooks are $45 per student through grade 8 and $55 per student in high school for six years – that includes updates so information stays current.\u003c/p>\n\u003cp>They can do this because the company was never a traditional publisher so it never had a traditional mindset, said Senior Vice President Scott Kinney.\u003c/p>\n\u003cp>“Because we didn’t have that legacy, we could literally cut our costs in half and pass those right along to our [customers],” said Kinney.\u003c/p>\n\u003cp>\u003ca href=\"http://www.mindresearch.net\">Mind Research Institute\u003c/a>, creator of the popular ST Math, offers volume pricing as does Achieve3000, developer of a popular program for differentiated instruction that tailors the same lesson to meet the academic ability of each student in a class. Achieve also accommodates poorer districts with sliding scale fees.\u003c/p>\n\u003cp>Even companies without discounts often provide free trials or work with school districts to meet their curriculum needs and budgets, while still keeping an eye on the corporate bottom line.\u003c/p>\n\u003cp>“We can't give it away, it took a lot to build, but we can say we want to find a way to work with you and the means and resources you have available,” said Justin Hamilton, head of corporate communications for \u003ca href=\"http://www.amplify.com\">Amplify\u003c/a>, developer of digital curricula in math, science and English.\u003c/p>\n\u003cp>Samsung hopes to boost interest in its Chromebooks, tablets and interactive classroom platform with a contest worth $2 million in technology for public schools that submit the most innovative digital curricula in science, technology, engineering and mathematics, or STEM subjects.\u003c/p>\n\u003ch3>No Longer a One-Way Street?\u003c/h3>\n\u003cp>Still, the switch to digital will force Pearson and other publishers of educational resources to reimagine their marketing strategies. In the past, a district would purchase a complete set of textbooks from a single publisher and everything students needed to learn in a particular subject would come out of those books. It was also a one-way street.\u003c/p>\n\u003cp>\"When I was sitting on the other side of the desk as an educator, people would always want to tell me what they were selling,\" said Discovery Education’s Kinney.\u003c/p>\n\u003cp>In the digital era, sales are more personal and directed. Companies have to act as consultants and problem solvers. \"The new model is what are your goals and objectives and how can we help support you?\" added Kinney.\u003c/p>\n\u003cp>Digital materials make it possible for \u003cem>à la carte\u003c/em> approaches, said Julia Freeland, co-author of \u003ca href=\"http://www.christenseninstitute.org/wp-content/uploads/2014/06/Schools-and-Software.pdf\">\u003cem>Schools and Software: What’s Now and What’s Next\u003c/em>\u003c/a>, for the Clayton Christensen Institute for Disruptive Innovation.\u003c/p>\n\u003cp>“The ed tech market is a weird beast with many limbs,” Freeland said with a laugh, adding that districts are “not looking for a one-stop shop. Schools don’t necessarily want your program to do everything for everyone. They’re currently jerry-rigging different programs to do different things for different students, which is logical.”\u003c/p>\n\u003cp>That includes the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/open-education-sites-offer-free-content-for-all/\" target=\"_blank\">open-source movement\u003c/a> among teachers and some organizations who share curriculum, content, ideas, lesson plans and software for free. \u003ca href=\"http://www.ck12.org/\" target=\"_blank\">CK-12\u003c/a>, a nonprofit company that has been around since 2007, not only doesn’t charge for its online publications, it also works with school districts to adapt the content for their specific curriculum needs.\u003c/p>\n\u003cp>Founder Neeru Khosla said districts began paying more attention to them during the economic downturn when \"free\" wasn’t a commonly heard word.\u003c/p>\n\u003cp>“They say, ‘How much is it going to cost me?’ I’m not kidding,\" Khosla said. \"They have to hear it a few times.”\u003c/p>\n\u003cp>Los Angeles Unified, Seattle and Madison Metropolitan are among the growing list of CK-12 users.\u003c/p>\n\u003cp>Pearson expects its share of both the print and online K-12 instructional market to dip in coming years, and has been building a new niche market for itself as a digital and services business. Over the past decade, the company has been buying testing and assessment companies that will position it, among other things, to give the online exams required by Common Core State Standards.\u003c/p>\n\u003cp>As part of that transition, Pearson announced earlier this month that it will have eliminated 4,000 positions in its global workforce by the end of this year, but is offsetting that with the creation of 1,800 new digital jobs.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We expect we’re going to get, frankly, a larger share of the business,” Singer speculated, “and our traditional counterparts will find themselves mired in the old textbook model.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37076/for-public-schools-the-long-and-bumpy-road-to-going-digital","authors":["4354"],"categories":["mindshift_195"],"tags":["mindshift_33","mindshift_20678","mindshift_1040","mindshift_65"],"featImg":"mindshift_37082","label":"mindshift"},"mindshift_29024":{"type":"posts","id":"mindshift_29024","meta":{"index":"posts_1591205157","site":"mindshift","id":"29024","score":null,"sort":[1370018258000]},"guestAuthors":[],"slug":"in-the-digital-age-what-becomes-of-the-library","title":"In the Digital Age, What Becomes of the Library?","publishDate":1370018258,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_29035\" class=\"wp-caption center\" style=\"max-width: 636px\">\u003ca href=\"http://www.flickr.com/photos/barneymoss/8403878432/sizes/z/in/photolist-dNC5gJ-7GybTY-7Ftqxp-9T3i18-7VKNJW-a9igco-7PhWCV-L3RM-gA2Ck-877YbZ-7FrnX8-7Fro1c-7PhWCM-7PhWCP-9rhZMM-877YiR-87baA7-9kKmZC-7Lfmtf-87bat9-bCmPMN-aoUasH-7PQjCz-7PTDm5-7PQjzF-aXWDzt-5XfPgs-aoWSLo-8UEWTg-8R2kKs-8YdExL-8B82iS-7FM12R-8XYUmy-7PQjBc-7wWSYU-8DF6iD-8B897W-8B52Vi-8B52Rx-7JywR2-7Fvh6y-7FrnMz-7KgJJQ-81SGEt-81VR5E-7YSpdV-7V6Mcm-7FgQy8-8GnH5p-87baCW/http://\">\u003cimg class=\"size-full wp-image-29035\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/library.jpg\" alt=\"library\" width=\"636\" height=\"358\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/library.jpg 636w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/library-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/library-320x180.jpg 320w\" sizes=\"(max-width: 636px) 100vw, 636px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Nashville’s Main Public Library, located in a stately building in the heart of downtown, has a children’s section filled with comfortable sitting areas, oversized art, and a state-of-the-art theater for puppet shows and interactive story time. On a recent afternoon, children of varying ages were sitting or lying on the carpet, reading alongside rows of books lined on two-tiered shelves perfectly sized for little hands. Two grade-school children sat at a row of computers, playing a learning game, while parents and caregivers checked out books via computer. A line of parents and children waited to speak with one of the two librarians on duty. Something about the scene seemed touchingly retrograde: minus the computers and modern furniture, this could have easily been a library scene from 1980 or 2013.\u003c/p>\n\u003cp>That timeless feeling, said library director Kent Oliver, is because reading, regardless of format, continues to be important. “I think most parents understand that reading is the basis of success in life, and they know that libraries are about literacy and reading, regardless of the form the public library comes in,” he said. “One of our core values here is [cultivating] the love of reading. Parents get that, and the associated programs that go on only support that and teach that.”\u003c/p>\n\u003cp>A recent \u003ca href=\"http://libraries.pewinternet.org/2013/05/01/parents-children-libraries-and-reading/\">Pew Internet study\u003c/a> on parents, reading and libraries supports Oliver’s sentiment, showing the library’s traditional purpose - providing free reading material - is also its most popular: the main reason most parents (87 percent) go to libraries is to get books for their kids.\u003c/p>\n\u003cp>But will that be changing? While no one would disagree that libraries should promote literacy, it’s hard to deny that the tech revolution is changing both how people consume books and the ways libraries present their offerings to parents and children: in some libraries, a student can \u003ca href=\"http://www.tumblebooks.com/library/asp/customer_login.asp?accessdenied=%2Flibrary%2Fasp%2Fhome_tumblebooks%2Easp\">download an ebook\u003c/a> online, use a phone app to locate reference material, make stuff in \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/libraries-and-museums-set-to-become-hands-on-learning-labs/\">designated “maker spaces,” \u003c/a> take \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/books-and-band-saws-the-future-of-libraries/\">DIY classes\u003c/a>, or have a meeting at a \u003ca href=\"http://cityroom.blogs.nytimes.com/2013/05/09/at-brooklyn-librarys-new-center-books-are-secondary/?src=recg\">community multi-use space\u003c/a>. The Nashville library is currently using a MacArthur grant to create a Learning Lab where teens will be able to record music, write stories and more - a free space filled with equipment, as Oliver put it, “to create content, not just consume it.”\u003c/p>\n\u003cp>In a related Pew study on \u003ca href=\"http://libraries.pewinternet.org/2013/01/22/library-services/\">libraries and the Internet,\u003c/a> one librarian told researchers, “I believe public libraries should move away from being ‘houses of knowledge’ and move more towards being ‘houses of access.’ This is what the public is asking for and we are here to serve them.” Beyond the use of technology, many librarians think in terms of access and information being closely linked, and believe that libraries still have a responsibility to both.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003cstrong>\u003c/strong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“I believe public libraries should move away from being ‘houses of knowledge’ and move more towards being ‘houses of access.’ This is what the public is asking for and we are here to serve them.”\u003c/strong>\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>For libraries right now, it’s not an either/or situation when it comes to information and access, said school librarian Kate Hewitt of the Far Brook School in Short Hills, New Jersey. “I try to make my library the hub of learning, collaboration, of community, of diversity, of innovation.” she said, “Libraries must evolve to meet the needs of their patrons or students, but they are also ‘conservative’ in the original sense of the word -- they conserve the knowledge our culture has amassed over time.”\u003c/p>\n\u003cp>Hewitt strives to bring print materials and digital technology together so her students can get the best of both worlds. She cites the example of the recent transition she made in moving most of the reference section to online databases. Online encyclopedias are “much more nimble and up-to-date” than print, and online entries are loaded with hyperlinks that become a gateway to other authoritative sources. A reference area becomes much richer using digital tools, she said, “but when it comes to picture books for younger readers, I would much rather have kids looking at traditional print books than apps.\"\u003c/p>\n\u003cp>For many households, the access and the information libraries offer have been interdependent long before the digital age, Kent Oliver said; without the free access the library provides, many cannot get the information they need. “I think there’s a real inaccuracy in what people think about our society, that everybody has a computer and everybody can afford to buy books, and that’s certainly not the case.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/the-public-library-completely-reimagined/\">The Public Library, Completely Re-Imagined\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>While libraries might warehouse the information in formats both print and digital, they are not the \u003cem>keepers\u003c/em> of the information, said Tiffany Verzani, Youth and Young Adult Services Manager at the Hinsdale Public Library in Hinsdale, Illinois. Much like the Internet itself, the information wants to be untethered. While her library, located in suburban Chicago, offers print and digital materials, music, DVDs, and more, she believes the library experience strives to be “self-guided exploration.” Even though her library has added tech features, like self-check and placing holds and paying fines online, she emphasizes the importance of teaching self-sufficiency to users. “We help people become more self-sufficient and the library becomes more flexible and can more quickly adapt to patron needs and wants.”\u003c/p>\n\u003ch4>\u003cstrong>WHAT'S THE FUTURE OF THE LIBRARY?\u003c/strong>\u003c/h4>\n\u003cp>When looking to the future, what else can libraries do besides provide access to learning and information, whether digitally or in print? One of the library’s most unique -- and analog -- features is the librarian, an expert who will help research topics or find answers for free.\u003c/p>\n\u003cp>“We are about helping people,” Oliver said. “One of the things I like to say is that we are one of the only institutions in our society that helps one person at a time. We are not satisfied until they’ve had their needs met.” While a majority of parents in the \u003ca href=\"http://libraries.pewinternet.org/2013/05/01/parents-children-libraries-and-reading/\">Pew study\u003c/a> said they would likely use an online research service (“ask a librarian”), administrators are quick to point out that real librarians not only find the answers, but teach patrons how to find answers for themselves -- a \"teach a man to fish\" method that works whether it’s digital, print, or do-it-yourself. “The public librarian acts as a guide to help the individual find resources,” said Youth Services Librarian and \u003ca href=\"http://www.nonfictiondetectives.com/\">blogger \u003c/a>Louise Capizzo of Scarborough, Maine. “For example, a person comes in asking for very specific medical information. We can find the answer to their query by teaching them how to use online databases.”\u003c/p>\n\u003cp>As for virtual librarians, Capizzo suggests that what a real librarian does is more useful. “Would you ask, ‘What makes teachers so vital to schools?’” she asked. “Librarians are committed to promoting lifelong learning in order to create a community of well-informed individuals. Librarians are catalysts to enlightenment for their communities.”\u003c/p>\n\u003cp>\u003cstrong>\u003cstrong>\u003c/strong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“I think there's something so magical about being literally surrounded by books, able to browse and wander and discover independently.\u003c/strong>”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>How and when libraries move into the future is largely determined by budget and local politics, and make figuring out what’s next for libraries complex and murky. For many, the wish list included not the latest tech gadgets or maker spaces, but longer hours and more staff. When asked what the Nashville library was going to do with a small increase in budget spending, Oliver smiled. “We’re very excited that the mayor has given us the money to now be open on Mondays, a day which we’ve always been closed,” he said.\u003c/p>\n\u003cp>Verzani, who mentioned that each state has its own rules about how libraries are funded, said that for many cities, library services may be cut when money is needed for other things. “I do think the library of the future looks a lot like many libraries out there, but many libraries suffer from the digital divide and suffer economically and feel like they are being left behind,” she said. “Sadly, there are many libraries that do not have an IT person on staff and it's harder to update, maintain computers or create a dynamic website.”\u003c/p>\n\u003ch4>\u003cstrong>THE MAGIC OF A LIBRARY\u003c/strong>\u003c/h4>\n\u003cp>The reality of what libraries will become seems to be more complex than just incorporating e-books, apps, and creative use of space, most especially because of the unique interaction that takes place between the users, the librarians and the materials in the physical space of the library building -- something New York City parent Melissa Casey Jose calls, simply, magic.\u003c/p>\n\u003cp>“I think there's something so magical about being literally surrounded by books, able to browse and wander and discover independently. I love the community of it; we are literally borrowing/sharing these books, and the librarians are excited to help you discover and learn.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/books-and-band-saws-the-future-of-libraries/\">Books and Bandsaws, The Future of Libraries\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>Gretchen Bolen of Columbia, South Carolina, said that, like many parents in the Pew study, the library is very important to her and her family. Local librarians encourage her family to check out the maximum number of books per month: 60. And while Bolen and her kids enjoy the story hour, the puppet shows, and the art, she most enjoys what her library represents: “The library is a symbol of opportunity for us. Our library provides lots of free activities and classes. There are thousands of books we could never buy. We are a working class family and the library also provides us with cultural experiences we couldn't afford to pay for. We see rich people and homeless people in our library. It truly is a melting pot of folks. A little slice of Americana. I don't think there is another place like our library in town. It really is one of my family's favorite places to visit.”\u003c/p>\n\u003cp>As libraries hurtle toward the future, moving books and services online, many strive to provide services that are relevant, but the desire to come together with like-minded individuals, searching for knowledge and information, stays the same. And if your library has been slow to move into the digital age? Capizzo suggests asking for it. “Ask yourself what you want to see in your library. Talk to your librarian. Then, advocate for those changes. You are to blame if your library doesn’t have what you want.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>When asked about the future, Capizzo said, “We have no way of knowing, but we are prepared to move forward because we will be listening to what our community wants.”\u003c/p>\n\n","blocks":[],"excerpt":"The main reason most parents go to libraries is to get books for their kids. So what becomes of the magic of being surrounded by books when e-readers become more prevalent?","status":"publish","parent":0,"modified":1370968861,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1844},"headData":{"title":"In the Digital Age, What Becomes of the Library? | KQED","description":"The main reason most parents go to libraries is to get books for their kids. So what becomes of the magic of being surrounded by books when e-readers become more prevalent?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"29024 http://blogs.kqed.org/mindshift/?p=29024","disqusUrl":"https://ww2.kqed.org/mindshift/2013/05/31/in-the-digital-age-what-becomes-of-the-library/","disqusTitle":"In the Digital Age, What Becomes of the Library?","path":"/mindshift/29024/in-the-digital-age-what-becomes-of-the-library","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29035\" class=\"wp-caption center\" style=\"max-width: 636px\">\u003ca href=\"http://www.flickr.com/photos/barneymoss/8403878432/sizes/z/in/photolist-dNC5gJ-7GybTY-7Ftqxp-9T3i18-7VKNJW-a9igco-7PhWCV-L3RM-gA2Ck-877YbZ-7FrnX8-7Fro1c-7PhWCM-7PhWCP-9rhZMM-877YiR-87baA7-9kKmZC-7Lfmtf-87bat9-bCmPMN-aoUasH-7PQjCz-7PTDm5-7PQjzF-aXWDzt-5XfPgs-aoWSLo-8UEWTg-8R2kKs-8YdExL-8B82iS-7FM12R-8XYUmy-7PQjBc-7wWSYU-8DF6iD-8B897W-8B52Vi-8B52Rx-7JywR2-7Fvh6y-7FrnMz-7KgJJQ-81SGEt-81VR5E-7YSpdV-7V6Mcm-7FgQy8-8GnH5p-87baCW/http://\">\u003cimg class=\"size-full wp-image-29035\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/library.jpg\" alt=\"library\" width=\"636\" height=\"358\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/library.jpg 636w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/library-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/library-320x180.jpg 320w\" sizes=\"(max-width: 636px) 100vw, 636px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Nashville’s Main Public Library, located in a stately building in the heart of downtown, has a children’s section filled with comfortable sitting areas, oversized art, and a state-of-the-art theater for puppet shows and interactive story time. On a recent afternoon, children of varying ages were sitting or lying on the carpet, reading alongside rows of books lined on two-tiered shelves perfectly sized for little hands. Two grade-school children sat at a row of computers, playing a learning game, while parents and caregivers checked out books via computer. A line of parents and children waited to speak with one of the two librarians on duty. Something about the scene seemed touchingly retrograde: minus the computers and modern furniture, this could have easily been a library scene from 1980 or 2013.\u003c/p>\n\u003cp>That timeless feeling, said library director Kent Oliver, is because reading, regardless of format, continues to be important. “I think most parents understand that reading is the basis of success in life, and they know that libraries are about literacy and reading, regardless of the form the public library comes in,” he said. “One of our core values here is [cultivating] the love of reading. Parents get that, and the associated programs that go on only support that and teach that.”\u003c/p>\n\u003cp>A recent \u003ca href=\"http://libraries.pewinternet.org/2013/05/01/parents-children-libraries-and-reading/\">Pew Internet study\u003c/a> on parents, reading and libraries supports Oliver’s sentiment, showing the library’s traditional purpose - providing free reading material - is also its most popular: the main reason most parents (87 percent) go to libraries is to get books for their kids.\u003c/p>\n\u003cp>But will that be changing? While no one would disagree that libraries should promote literacy, it’s hard to deny that the tech revolution is changing both how people consume books and the ways libraries present their offerings to parents and children: in some libraries, a student can \u003ca href=\"http://www.tumblebooks.com/library/asp/customer_login.asp?accessdenied=%2Flibrary%2Fasp%2Fhome_tumblebooks%2Easp\">download an ebook\u003c/a> online, use a phone app to locate reference material, make stuff in \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/libraries-and-museums-set-to-become-hands-on-learning-labs/\">designated “maker spaces,” \u003c/a> take \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/books-and-band-saws-the-future-of-libraries/\">DIY classes\u003c/a>, or have a meeting at a \u003ca href=\"http://cityroom.blogs.nytimes.com/2013/05/09/at-brooklyn-librarys-new-center-books-are-secondary/?src=recg\">community multi-use space\u003c/a>. The Nashville library is currently using a MacArthur grant to create a Learning Lab where teens will be able to record music, write stories and more - a free space filled with equipment, as Oliver put it, “to create content, not just consume it.”\u003c/p>\n\u003cp>In a related Pew study on \u003ca href=\"http://libraries.pewinternet.org/2013/01/22/library-services/\">libraries and the Internet,\u003c/a> one librarian told researchers, “I believe public libraries should move away from being ‘houses of knowledge’ and move more towards being ‘houses of access.’ This is what the public is asking for and we are here to serve them.” Beyond the use of technology, many librarians think in terms of access and information being closely linked, and believe that libraries still have a responsibility to both.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cstrong>\u003c/strong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“I believe public libraries should move away from being ‘houses of knowledge’ and move more towards being ‘houses of access.’ This is what the public is asking for and we are here to serve them.”\u003c/strong>\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>For libraries right now, it’s not an either/or situation when it comes to information and access, said school librarian Kate Hewitt of the Far Brook School in Short Hills, New Jersey. “I try to make my library the hub of learning, collaboration, of community, of diversity, of innovation.” she said, “Libraries must evolve to meet the needs of their patrons or students, but they are also ‘conservative’ in the original sense of the word -- they conserve the knowledge our culture has amassed over time.”\u003c/p>\n\u003cp>Hewitt strives to bring print materials and digital technology together so her students can get the best of both worlds. She cites the example of the recent transition she made in moving most of the reference section to online databases. Online encyclopedias are “much more nimble and up-to-date” than print, and online entries are loaded with hyperlinks that become a gateway to other authoritative sources. A reference area becomes much richer using digital tools, she said, “but when it comes to picture books for younger readers, I would much rather have kids looking at traditional print books than apps.\"\u003c/p>\n\u003cp>For many households, the access and the information libraries offer have been interdependent long before the digital age, Kent Oliver said; without the free access the library provides, many cannot get the information they need. “I think there’s a real inaccuracy in what people think about our society, that everybody has a computer and everybody can afford to buy books, and that’s certainly not the case.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/the-public-library-completely-reimagined/\">The Public Library, Completely Re-Imagined\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>While libraries might warehouse the information in formats both print and digital, they are not the \u003cem>keepers\u003c/em> of the information, said Tiffany Verzani, Youth and Young Adult Services Manager at the Hinsdale Public Library in Hinsdale, Illinois. Much like the Internet itself, the information wants to be untethered. While her library, located in suburban Chicago, offers print and digital materials, music, DVDs, and more, she believes the library experience strives to be “self-guided exploration.” Even though her library has added tech features, like self-check and placing holds and paying fines online, she emphasizes the importance of teaching self-sufficiency to users. “We help people become more self-sufficient and the library becomes more flexible and can more quickly adapt to patron needs and wants.”\u003c/p>\n\u003ch4>\u003cstrong>WHAT'S THE FUTURE OF THE LIBRARY?\u003c/strong>\u003c/h4>\n\u003cp>When looking to the future, what else can libraries do besides provide access to learning and information, whether digitally or in print? One of the library’s most unique -- and analog -- features is the librarian, an expert who will help research topics or find answers for free.\u003c/p>\n\u003cp>“We are about helping people,” Oliver said. “One of the things I like to say is that we are one of the only institutions in our society that helps one person at a time. We are not satisfied until they’ve had their needs met.” While a majority of parents in the \u003ca href=\"http://libraries.pewinternet.org/2013/05/01/parents-children-libraries-and-reading/\">Pew study\u003c/a> said they would likely use an online research service (“ask a librarian”), administrators are quick to point out that real librarians not only find the answers, but teach patrons how to find answers for themselves -- a \"teach a man to fish\" method that works whether it’s digital, print, or do-it-yourself. “The public librarian acts as a guide to help the individual find resources,” said Youth Services Librarian and \u003ca href=\"http://www.nonfictiondetectives.com/\">blogger \u003c/a>Louise Capizzo of Scarborough, Maine. “For example, a person comes in asking for very specific medical information. We can find the answer to their query by teaching them how to use online databases.”\u003c/p>\n\u003cp>As for virtual librarians, Capizzo suggests that what a real librarian does is more useful. “Would you ask, ‘What makes teachers so vital to schools?’” she asked. “Librarians are committed to promoting lifelong learning in order to create a community of well-informed individuals. Librarians are catalysts to enlightenment for their communities.”\u003c/p>\n\u003cp>\u003cstrong>\u003cstrong>\u003c/strong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“I think there's something so magical about being literally surrounded by books, able to browse and wander and discover independently.\u003c/strong>”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>How and when libraries move into the future is largely determined by budget and local politics, and make figuring out what’s next for libraries complex and murky. For many, the wish list included not the latest tech gadgets or maker spaces, but longer hours and more staff. When asked what the Nashville library was going to do with a small increase in budget spending, Oliver smiled. “We’re very excited that the mayor has given us the money to now be open on Mondays, a day which we’ve always been closed,” he said.\u003c/p>\n\u003cp>Verzani, who mentioned that each state has its own rules about how libraries are funded, said that for many cities, library services may be cut when money is needed for other things. “I do think the library of the future looks a lot like many libraries out there, but many libraries suffer from the digital divide and suffer economically and feel like they are being left behind,” she said. “Sadly, there are many libraries that do not have an IT person on staff and it's harder to update, maintain computers or create a dynamic website.”\u003c/p>\n\u003ch4>\u003cstrong>THE MAGIC OF A LIBRARY\u003c/strong>\u003c/h4>\n\u003cp>The reality of what libraries will become seems to be more complex than just incorporating e-books, apps, and creative use of space, most especially because of the unique interaction that takes place between the users, the librarians and the materials in the physical space of the library building -- something New York City parent Melissa Casey Jose calls, simply, magic.\u003c/p>\n\u003cp>“I think there's something so magical about being literally surrounded by books, able to browse and wander and discover independently. I love the community of it; we are literally borrowing/sharing these books, and the librarians are excited to help you discover and learn.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/books-and-band-saws-the-future-of-libraries/\">Books and Bandsaws, The Future of Libraries\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>Gretchen Bolen of Columbia, South Carolina, said that, like many parents in the Pew study, the library is very important to her and her family. Local librarians encourage her family to check out the maximum number of books per month: 60. And while Bolen and her kids enjoy the story hour, the puppet shows, and the art, she most enjoys what her library represents: “The library is a symbol of opportunity for us. Our library provides lots of free activities and classes. There are thousands of books we could never buy. We are a working class family and the library also provides us with cultural experiences we couldn't afford to pay for. We see rich people and homeless people in our library. It truly is a melting pot of folks. A little slice of Americana. I don't think there is another place like our library in town. It really is one of my family's favorite places to visit.”\u003c/p>\n\u003cp>As libraries hurtle toward the future, moving books and services online, many strive to provide services that are relevant, but the desire to come together with like-minded individuals, searching for knowledge and information, stays the same. And if your library has been slow to move into the digital age? Capizzo suggests asking for it. “Ask yourself what you want to see in your library. Talk to your librarian. Then, advocate for those changes. You are to blame if your library doesn’t have what you want.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When asked about the future, Capizzo said, “We have no way of knowing, but we are prepared to move forward because we will be listening to what our community wants.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/29024/in-the-digital-age-what-becomes-of-the-library","authors":["4445"],"categories":["mindshift_195"],"tags":["mindshift_33","mindshift_470"],"featImg":"mindshift_29035","label":"mindshift"},"mindshift_27660":{"type":"posts","id":"mindshift_27660","meta":{"index":"posts_1591205157","site":"mindshift","id":"27660","score":null,"sort":[1363114249000]},"guestAuthors":[],"slug":"amplifys-new-tablet-hits-the-market","title":"Amplify's New Tablet Hits the Market","publishDate":1363114249,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_27664\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-27664\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/amplify-300x194.jpg\" alt=\"amplify\" width=\"300\" height=\"194\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Along with the big release last week of \u003ca href=\"http://www.amplify.com\">Amplify\u003c/a>'s tablet, produced by the education arm of media conglomerate News Corp, came details of the product that will vie for a spot in the growing education tablet market.\u003c/p>\n\u003cp>Amplify's tablet runs on the Android platform and comes pre-loaded with a curriculum that's aligned to Common Core State Standards. It's 10 inches long, with a hard exterior shell, and is pre-loaded with its own learning software, as well as Google Apps for Education, dictionaries, multimedia lessons, Encyclopedia Britannica, Khan Academy lessons, a graphing calculator. If the company wins rights from publishers, it can also be loaded with electronic textbooks. What's more, teachers can keep track of students' progress, as well as have access to classroom management tools that allow them to turn off apps when needed.\u003c/p>\n\u003cdiv>\n\u003cdiv id=\"module-post-detail\">\n\u003cdiv>\n\u003cp>But, as\u003ca href=\"http://techcrunch.com/2013/03/06/news-corps-education-tablet-may-be-the-bureaucratic-fit-schools-need-to-adopt-tech/\" target=\"_blank\"> Tech Crunch asks\u003c/a>, \"What in the sam hill is News Corp. doing messing around in education?\"\u003c/p>\n\u003cp>Joel Klein, former New York City schools chancellor, and now an executive vice president at News Corp, says it's time to shake up education. \"It's not about hardware, it's not about devices, it's really about learning,\" Klein \u003ca href=\"http://www.npr.org/2013/03/08/173766828/news-corp-education-tablet-for-the-love-of-learning\">told NPR\u003c/a>. \"And if this does what I believe it will do — which is enhance the teaching and learning processes — then it's going to be a home run.\"\u003c/p>\n\u003cp>But industry watchers have other ideas.\u003c!--more-->\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://techcrunch.com/2013/03/06/news-corps-education-tablet-may-be-the-bureaucratic-fit-schools-need-to-adopt-tech/\" target=\"_blank\">Tech Crunch\u003c/a> focuses on the profit angle:\u003c/li>\n\u003c/ul>\n\u003cp>\"While the News Corp. founder’s \u003ca href=\"http://www.nytimes.com/2010/11/24/nyregion/24newscorp.html\" target=\"_blank\">sudden transformation\u003c/a> into an education reform advocate may seem a head-scratcher, the motivation becomes clear when, \u003ca href=\"http://www.newscorp.com/news/news_464.html\" target=\"_blank\">in Murdoch’s terms\u003c/a>, one considers that K-12 education is a $500 billion sector in the U.S. alone — and one that remains relatively untouched by corporations like News Corp.\"\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.npr.org/2013/03/08/173766828/news-corp-education-tablet-for-the-love-of-learning\" target=\"_blank\">NPR\u003c/a> points to the questioning of teachers' roles:\u003c/li>\n\u003c/ul>\n\u003cp>\"Leonie Haimson, executive director of the nonprofit Class Size Matters in New York City, said Klein and Murdoch 'believe that public school kids should have larger classes, and instead of getting personalized instruction via their teachers, should do it via a computer.'\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.forbes.com/sites/rogerkay/2013/03/08/conflict-of-interest-behind-news-corp-tablet/\" target=\"_blank\">Forbes' tech analyst Roger Kay\u003c/a> takes on the political angle:\u003c/li>\n\u003c/ul>\n\u003cp>\"From my point of view, the problem with News being in this business is that it creates a channel to our youngest, most vulnerable minds for a guy with extreme politics and highly questionable ethics,\" Kay wrote. Unlike the transparent profit motives of companies like Apple and Google, News Corp's motivations should be further questioned, he said.\u003c/p>\n\u003cul>\n\u003cli>The \u003ca href=\"http://www.nytimes.com/2013/03/06/business/media/news-corp-has-a-tablet-for-schools.html?pagewanted=all\">New York Times\u003c/a> questions the security of student data.\u003c/li>\n\u003c/ul>\n\u003cp>“I’m very concerned about them tracking children or using their data because they’ve proven not to be very trustworthy on that,” said \u003ca href=\"http://topics.nytimes.com/topics/reference/timestopics/people/m/michael_mulgrew/index.html\">Michael Mulgrew\u003c/a>, the president of the United Federation of Teachers, in light of News Corp's history with the \u003ca href=\"http://topics.nytimes.com/top/reference/timestopics/organizations/n/news_of_the_world/index.html\">phone-hacking scandal\u003c/a>.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>News Corp is dividing into two separate companies this summer. Amplify will be part of the publishing division along with The Wall Street Journal and Harper Collins. The \u003ca href=\"http://www.nytimes.com/2013/03/06/business/media/news-corp-has-a-tablet-for-schools.html?pagewanted=all&_r=0\">New York Times reports\u003c/a> News Corp is investing heavily in Amplify; it spent $360 million in 2010 to acquire 90 percent of Wireless Generation, a company specializing in data and assessment tools for teachers. And Amplify had operational losses of $180 million in 2012 as they built their business. But the company is betting that is money well spent.\u003c/p>\n\u003cp>Klein \u003ca href=\"http://www.npr.org/2013/03/08/173766828/news-corp-education-tablet-for-the-love-of-learning\">told NPR\u003c/a> that Amplify should not be confused with its corporate siblings that often serve as a platform for political stands.\u003c/p>\n\u003cp>\"Rupert realized this from the beginning: This is a division that's going to be focused on education,\" Klein said. \"We don't have a political mission — none whatsoever. What we're doing is developing materials in math and science and the English language arts — designed by leading experts.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Our commitment,\" Klein said, \"is education only. We have no subsidiary agenda.\"\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1363114298,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":656},"headData":{"title":"Amplify's New Tablet Hits the Market | KQED","description":"Along with the big release last week of Amplify's tablet, produced by the education arm of media conglomerate News Corp, came details of the product that will vie for a spot in the growing education tablet market. Amplify's tablet runs on the Android platform and comes pre-loaded with a curriculum that's aligned to Common Core State","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"27660 http://blogs.kqed.org/mindshift/?p=27660","disqusUrl":"https://ww2.kqed.org/mindshift/2013/03/12/amplifys-new-tablet-hits-the-market/","disqusTitle":"Amplify's New Tablet Hits the Market","path":"/mindshift/27660/amplifys-new-tablet-hits-the-market","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27664\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-27664\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/amplify-300x194.jpg\" alt=\"amplify\" width=\"300\" height=\"194\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Along with the big release last week of \u003ca href=\"http://www.amplify.com\">Amplify\u003c/a>'s tablet, produced by the education arm of media conglomerate News Corp, came details of the product that will vie for a spot in the growing education tablet market.\u003c/p>\n\u003cp>Amplify's tablet runs on the Android platform and comes pre-loaded with a curriculum that's aligned to Common Core State Standards. It's 10 inches long, with a hard exterior shell, and is pre-loaded with its own learning software, as well as Google Apps for Education, dictionaries, multimedia lessons, Encyclopedia Britannica, Khan Academy lessons, a graphing calculator. If the company wins rights from publishers, it can also be loaded with electronic textbooks. What's more, teachers can keep track of students' progress, as well as have access to classroom management tools that allow them to turn off apps when needed.\u003c/p>\n\u003cdiv>\n\u003cdiv id=\"module-post-detail\">\n\u003cdiv>\n\u003cp>But, as\u003ca href=\"http://techcrunch.com/2013/03/06/news-corps-education-tablet-may-be-the-bureaucratic-fit-schools-need-to-adopt-tech/\" target=\"_blank\"> Tech Crunch asks\u003c/a>, \"What in the sam hill is News Corp. doing messing around in education?\"\u003c/p>\n\u003cp>Joel Klein, former New York City schools chancellor, and now an executive vice president at News Corp, says it's time to shake up education. \"It's not about hardware, it's not about devices, it's really about learning,\" Klein \u003ca href=\"http://www.npr.org/2013/03/08/173766828/news-corp-education-tablet-for-the-love-of-learning\">told NPR\u003c/a>. \"And if this does what I believe it will do — which is enhance the teaching and learning processes — then it's going to be a home run.\"\u003c/p>\n\u003cp>But industry watchers have other ideas.\u003c!--more-->\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://techcrunch.com/2013/03/06/news-corps-education-tablet-may-be-the-bureaucratic-fit-schools-need-to-adopt-tech/\" target=\"_blank\">Tech Crunch\u003c/a> focuses on the profit angle:\u003c/li>\n\u003c/ul>\n\u003cp>\"While the News Corp. founder’s \u003ca href=\"http://www.nytimes.com/2010/11/24/nyregion/24newscorp.html\" target=\"_blank\">sudden transformation\u003c/a> into an education reform advocate may seem a head-scratcher, the motivation becomes clear when, \u003ca href=\"http://www.newscorp.com/news/news_464.html\" target=\"_blank\">in Murdoch’s terms\u003c/a>, one considers that K-12 education is a $500 billion sector in the U.S. alone — and one that remains relatively untouched by corporations like News Corp.\"\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.npr.org/2013/03/08/173766828/news-corp-education-tablet-for-the-love-of-learning\" target=\"_blank\">NPR\u003c/a> points to the questioning of teachers' roles:\u003c/li>\n\u003c/ul>\n\u003cp>\"Leonie Haimson, executive director of the nonprofit Class Size Matters in New York City, said Klein and Murdoch 'believe that public school kids should have larger classes, and instead of getting personalized instruction via their teachers, should do it via a computer.'\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.forbes.com/sites/rogerkay/2013/03/08/conflict-of-interest-behind-news-corp-tablet/\" target=\"_blank\">Forbes' tech analyst Roger Kay\u003c/a> takes on the political angle:\u003c/li>\n\u003c/ul>\n\u003cp>\"From my point of view, the problem with News being in this business is that it creates a channel to our youngest, most vulnerable minds for a guy with extreme politics and highly questionable ethics,\" Kay wrote. Unlike the transparent profit motives of companies like Apple and Google, News Corp's motivations should be further questioned, he said.\u003c/p>\n\u003cul>\n\u003cli>The \u003ca href=\"http://www.nytimes.com/2013/03/06/business/media/news-corp-has-a-tablet-for-schools.html?pagewanted=all\">New York Times\u003c/a> questions the security of student data.\u003c/li>\n\u003c/ul>\n\u003cp>“I’m very concerned about them tracking children or using their data because they’ve proven not to be very trustworthy on that,” said \u003ca href=\"http://topics.nytimes.com/topics/reference/timestopics/people/m/michael_mulgrew/index.html\">Michael Mulgrew\u003c/a>, the president of the United Federation of Teachers, in light of News Corp's history with the \u003ca href=\"http://topics.nytimes.com/top/reference/timestopics/organizations/n/news_of_the_world/index.html\">phone-hacking scandal\u003c/a>.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>News Corp is dividing into two separate companies this summer. Amplify will be part of the publishing division along with The Wall Street Journal and Harper Collins. The \u003ca href=\"http://www.nytimes.com/2013/03/06/business/media/news-corp-has-a-tablet-for-schools.html?pagewanted=all&_r=0\">New York Times reports\u003c/a> News Corp is investing heavily in Amplify; it spent $360 million in 2010 to acquire 90 percent of Wireless Generation, a company specializing in data and assessment tools for teachers. And Amplify had operational losses of $180 million in 2012 as they built their business. But the company is betting that is money well spent.\u003c/p>\n\u003cp>Klein \u003ca href=\"http://www.npr.org/2013/03/08/173766828/news-corp-education-tablet-for-the-love-of-learning\">told NPR\u003c/a> that Amplify should not be confused with its corporate siblings that often serve as a platform for political stands.\u003c/p>\n\u003cp>\"Rupert realized this from the beginning: This is a division that's going to be focused on education,\" Klein said. \"We don't have a political mission — none whatsoever. What we're doing is developing materials in math and science and the English language arts — designed by leading experts.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Our commitment,\" Klein said, \"is education only. We have no subsidiary agenda.\"\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/27660/amplifys-new-tablet-hits-the-market","authors":["234"],"categories":["mindshift_194","mindshift_195"],"tags":["mindshift_1010","mindshift_539","mindshift_33","mindshift_218"],"featImg":"mindshift_27664","label":"mindshift"},"mindshift_23837":{"type":"posts","id":"mindshift_23837","meta":{"index":"posts_1591205157","site":"mindshift","id":"23837","score":null,"sort":[1347649096000]},"guestAuthors":[],"slug":"why-college-students-still-prefer-print-over-e-books","title":"Why College Students Still Prefer Print Over E-Books","publishDate":1347649096,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_23847\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp class=\"wp-media-credit\">\u003ca href=\"http://www.flickr.com/photos/13511355@N06/1375685165/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-23847\" title=\"1375685165_0026af5223_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/1375685165_0026af5223_z-620x389.jpg\" alt=\"\" width=\"620\" height=\"389\">\u003c/a>Flickr: wohnai\u003c/p>\n\u003c/div>\n\u003ch5>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">College students may seem to be well-equipped to learn in a wired world, but despite the enormous growth of tablets, e-readers and digital textbooks, they still prefer heavy, expensive print books.\u003c/p>\n\u003cp>These were the results of a pilot program created to understand why students have been slow to adopt digital texts and what would have to change in order to make them the preference. The pilot was developed by the University of Wisconsin, Cornell, University of Minnesota, University of Virginia and Indiana University, which decided to jointly investigate how e-textbooks could be used on their campuses with an e-text pilot during the spring semester of 2012.\u003c/p>\n\u003cp>What they found, produced in a report called Internet2 [\u003ca href=\"http://www.internet2.edu/netplus/etext/docs/eText-Spring-2012-Pilot-Report.pdf\">PDF\u003c/a>], was that, for purposes of study, at least, e-books were not quite there yet in terms of usability, visual presentation and navigation tools. The pilot program pointed out some glaring flaws in the e-reader model: Students reported problems with readability, complained of eyestrain, and said the e-books were not fully compatible with all mobile devices. They also noted that the navigation features meant to enhance learning like zoom, highlighting and annotation don’t function well.\u003c/p>\n\u003cp>What's more, the functions that make e-books more attractive to students than print books weren't being fully maximized by faculty. Features like annotating texts, collaboration tools and the ability to share notes with other students weren't being used or modeled by the professors. And if \u003c!--more-->educators used the e-books like a print textbook, that’s what students did as well. Faculty agreed that they did not often use the extra features available to them and wanted further training. But even for those who did use shared annotation features, some actually found it to be more distracting, especially when those annotations were from other students, not the professor.\u003c/p>\n\u003cp>\u003cstrong>WHAT THEY LIKED\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Students said the biggest reason they'd choose e-books is because they cost significantly less than a used or new textbook. The College Board reports that the average student spends over a thousand dollars per school year on textbooks.\u003c/p>\n\u003cp>Aside from money saving aspect, students also liked the portability and ease of accessing textbooks on a tablet, e-reader or computer instead of carting around heavy books. \u003cem>\u003c/em>Students also said they’d be more likely to choose the e-book if it didn’t require access to the Internet, and if it was available to them for the duration of their college education, not just for the semester, which is how many e-books are offered.\u003c/p>\n\u003cp>But there’s hope for the e-readers. Students whose teachers used the shared annotation and highlighting features reported that they got more out of the class. And those same students were more likely to annotate as well, resulting in better performance.\u003c/p>\n\u003cp>The universities involved in the pilot are now discussing next steps – hoping to improve usage. One big thing they’re discussing is how to make e-readers widely available and not linked to one publisher or one platform.\u003c/p>\n\u003cp>Two big lessons learned from the pilot were that students have high expectations for their texts, whether print or electronic; and that successfully using e-readers means not just learning to use the service, but also learning how to teach and learn from a new platform.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/why-arent-students-using-e-books/\">A similar study\u003c/a> last year, conducted by \u003ca href=\"http://ebrary.com\">eBrary\u003c/a> reported similar findings: In its 2011 Global Student E-Book Survey, students’ e-book usage has not increased significantly in the past three years.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1347649096,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":605},"headData":{"title":"Why College Students Still Prefer Print Over E-Books | KQED","description":"Flickr: wohnai By Katrina Schwartz College students may seem to be well-equipped to learn in a wired world, but despite the enormous growth of tablets, e-readers and digital textbooks, they still prefer heavy, expensive print books. These were the results of a pilot program created to understand why students have been slow to adopt digital","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"23837 http://blogs.kqed.org/mindshift/?p=23837","disqusUrl":"https://ww2.kqed.org/mindshift/2012/09/14/why-college-students-still-prefer-print-over-e-books/","disqusTitle":"Why College Students Still Prefer Print Over E-Books","path":"/mindshift/23837/why-college-students-still-prefer-print-over-e-books","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23847\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp class=\"wp-media-credit\">\u003ca href=\"http://www.flickr.com/photos/13511355@N06/1375685165/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-23847\" title=\"1375685165_0026af5223_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/1375685165_0026af5223_z-620x389.jpg\" alt=\"\" width=\"620\" height=\"389\">\u003c/a>Flickr: wohnai\u003c/p>\n\u003c/div>\n\u003ch5>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">College students may seem to be well-equipped to learn in a wired world, but despite the enormous growth of tablets, e-readers and digital textbooks, they still prefer heavy, expensive print books.\u003c/p>\n\u003cp>These were the results of a pilot program created to understand why students have been slow to adopt digital texts and what would have to change in order to make them the preference. The pilot was developed by the University of Wisconsin, Cornell, University of Minnesota, University of Virginia and Indiana University, which decided to jointly investigate how e-textbooks could be used on their campuses with an e-text pilot during the spring semester of 2012.\u003c/p>\n\u003cp>What they found, produced in a report called Internet2 [\u003ca href=\"http://www.internet2.edu/netplus/etext/docs/eText-Spring-2012-Pilot-Report.pdf\">PDF\u003c/a>], was that, for purposes of study, at least, e-books were not quite there yet in terms of usability, visual presentation and navigation tools. The pilot program pointed out some glaring flaws in the e-reader model: Students reported problems with readability, complained of eyestrain, and said the e-books were not fully compatible with all mobile devices. They also noted that the navigation features meant to enhance learning like zoom, highlighting and annotation don’t function well.\u003c/p>\n\u003cp>What's more, the functions that make e-books more attractive to students than print books weren't being fully maximized by faculty. Features like annotating texts, collaboration tools and the ability to share notes with other students weren't being used or modeled by the professors. And if \u003c!--more-->educators used the e-books like a print textbook, that’s what students did as well. Faculty agreed that they did not often use the extra features available to them and wanted further training. But even for those who did use shared annotation features, some actually found it to be more distracting, especially when those annotations were from other students, not the professor.\u003c/p>\n\u003cp>\u003cstrong>WHAT THEY LIKED\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Students said the biggest reason they'd choose e-books is because they cost significantly less than a used or new textbook. The College Board reports that the average student spends over a thousand dollars per school year on textbooks.\u003c/p>\n\u003cp>Aside from money saving aspect, students also liked the portability and ease of accessing textbooks on a tablet, e-reader or computer instead of carting around heavy books. \u003cem>\u003c/em>Students also said they’d be more likely to choose the e-book if it didn’t require access to the Internet, and if it was available to them for the duration of their college education, not just for the semester, which is how many e-books are offered.\u003c/p>\n\u003cp>But there’s hope for the e-readers. Students whose teachers used the shared annotation and highlighting features reported that they got more out of the class. And those same students were more likely to annotate as well, resulting in better performance.\u003c/p>\n\u003cp>The universities involved in the pilot are now discussing next steps – hoping to improve usage. One big thing they’re discussing is how to make e-readers widely available and not linked to one publisher or one platform.\u003c/p>\n\u003cp>Two big lessons learned from the pilot were that students have high expectations for their texts, whether print or electronic; and that successfully using e-readers means not just learning to use the service, but also learning how to teach and learn from a new platform.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/why-arent-students-using-e-books/\">A similar study\u003c/a> last year, conducted by \u003ca href=\"http://ebrary.com\">eBrary\u003c/a> reported similar findings: In its 2011 Global Student E-Book Survey, students’ e-book usage has not increased significantly in the past three years.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/23837/why-college-students-still-prefer-print-over-e-books","authors":["4354"],"categories":["mindshift_194","mindshift_195","mindshift_193"],"tags":["mindshift_33","mindshift_198","mindshift_68"],"featImg":"mindshift_23847","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. 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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":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"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/","meta":{"site":"news","source":"npr"},"link":"/radio/program/morning-edition"},"onourwatch":{"id":"onourwatch","title":"On Our Watch","tagline":"Police secrets, unsealed","info":"For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","rss":"https://feeds.npr.org/510360/podcast.xml"}},"on-the-media":{"id":"on-the-media","title":"On The Media","info":"Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us","airtime":"SUN 2pm-3pm, MON 12am-1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png","officialWebsiteLink":"https://www.wnycstudios.org/shows/otm","meta":{"site":"news","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"}},"our-body-politic":{"id":"our-body-politic","title":"Our Body Politic","info":"Presented by KQED, KCRW and KPCC, and created and hosted by award-winning journalist Farai Chideya, Our Body Politic is unapologetically centered on reporting on not just how women of color experience the major political events of today, but how they’re impacting those very issues.","airtime":"SAT 6pm-7pm, SUN 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Our-Body-Politic-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://our-body-politic.simplecast.com/","meta":{"site":"news","source":"kcrw"},"link":"/radio/program/our-body-politic","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/our-body-politic/id1533069868","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5zaW1wbGVjYXN0LmNvbS9feGFQaHMxcw","spotify":"https://open.spotify.com/show/4ApAiLT1kV153TttWAmqmc","rss":"https://feeds.simplecast.com/_xaPhs1s","tuneIn":"https://tunein.com/podcasts/News--Politics-Podcasts/Our-Body-Politic-p1369211/"}},"pbs-newshour":{"id":"pbs-newshour","title":"PBS NewsHour","info":"Analysis, background reports and updates from the PBS NewsHour putting today's news in context.","airtime":"MON-FRI 3pm-4pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pbs.org/newshour/","meta":{"site":"news","source":"pbs"},"link":"/radio/program/pbs-newshour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2","tuneIn":"https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/","rss":"https://www.pbs.org/newshour/feeds/rss/podcasts/show"}},"perspectives":{"id":"perspectives","title":"Perspectives","tagline":"KQED's series of of daily listener commentaries since 1991","info":"KQED's series of of daily listener commentaries since 1991.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Perspectives-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/perspectives/","meta":{"site":"radio","source":"kqed","order":"15"},"link":"/perspectives","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/id73801135","npr":"https://www.npr.org/podcasts/432309616/perspectives","rss":"https://ww2.kqed.org/perspectives/category/perspectives/feed/","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"}},"planet-money":{"id":"planet-money","title":"Planet Money","info":"The economy explained. 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Mindshift","description":null,"ogTitle":null,"ogDescription":null,"ogImgId":null,"twTitle":null,"twDescription":null,"twImgId":null},"ttid":198,"isLoading":false,"link":"/mindshift/tag/e-readers"},"mindshift_20669":{"type":"terms","id":"mindshift_20669","meta":{"index":"terms_1591234321","site":"mindshift","id":"20669","found":true},"relationships":{},"included":{},"name":"The MindShift Guide to Digital Games and Learning","slug":"guide-to-games-and-learning","taxonomy":"series","description":"\u003cimg class=\"alignleft size-full wp-image-35359\" src=\"http://blogs.kqed.org/mindshift/files/2014/04/MindShiftGames-140x1401.png\" alt=\"MindShiftGames-140x140\" width=\"140\" height=\"140\" />\u003cstrong>MindShift Guide to Digital Games and Learning \u003c/strong>\r\n\r\nHow can games unlock a rich world of learning? This is the big question at the heart of the growing games and learning movement that’s gaining momentum in education. \u003ca href=\"http://www.kqed.org/assets/pdf/news/MindShift-GuidetoDigitalGamesandLearning.pdf\">\u003cstrong>The MindShift Guide to Digital Games and Learning [PDF]\u003c/strong>\u003c/a> explains key ideas in game-based learning, pedagogy, implementation, and assessment. This guide makes sense of the available research and provides suggestions for practical use.\r\n\r\nThe MindShift Guide to Digital Games and Learning started as a series of blog posts written by Jordan Shapiro with support from the \u003ca href=\"http://www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center\u003c/a> at Sesame Workshop and the \u003ca href=\"http://www.gamesandlearning.org/\">Games and Learning Publishing Council\u003c/a>. We’ve brought together what we felt would be the most relevant highlights of Jordan’s reporting to create a dynamic, in-depth guide that answers many of the most pressing questions that educators, parents, and life-long learners have raised around using digital games for learning. While we had educators in mind when developing this guide, any lifelong learner can use it to develop a sense of how to navigate the games space in an informed and meaningful way.\r\n\r\n\u003ca href=\"http://www.kqed.org/assets/pdf/news/MindShift-GuidetoDigitalGamesandLearning.pdf\">\u003cimg class=\"alignleft size-medium wp-image-38461\" src=\"http://blogs.kqed.org/mindshift/files/2014/11/MindShift-Guide-to-Digital-Games-and-Learning-Cover-300x388.gif\" alt=\"MindShift-Guide-to-Digital-Games-and-Learning-Cover\" width=\"300\" height=\"388\" />\u003c/a>\r\n\r\nHere's a preview of the table of contents:\r\n\r\nIntroduction: Getting in the Game (Page 4)\r\nAn overview of games in the classroom from Katie Salen Tekinbaş, executive director of the Institute of Play.\r\n\r\nWhat the Research Says About Gaming and Screen Time (Page 6)\r\nMuch of the research around digital games and screen time is evolving. Pediatricians, academics, educators, and researchers are working to find answers to how games and technology affect learners of all ages.\r\n\r\nHow to Start Using Digital Games for Learning (Page 14)\r\nSince each learning environment is unique, here are some steps to assessing your resources before committing to a particular game or platform. See how some educators are using digital games in the classroom and how they find support.\r\n\r\nHow to Choose a Digital Learning Game (Page 19)\r\nThe sheer volume of games classified as educational can be overwhelming. This section gives you a starting point for game selection by providing an understanding of the types of games available in the marketplace and how to go about selecting them.\r\n\r\nOvercoming Obstacles for Using Digital Games in the Classroom (Page 27)\r\nAs game use in the classroom continues to grow, barriers to deployment also need to be addressed. A recent survey of teachers outlines exactly which obstacles get in the way of successful implementation; solutions to those concerns are outlined in this section.\r\n\r\nHow Teachers Are Using Games in the Classroom (Page 30)\r\nExamples of how teachers use games are embedded throughout the guide (including video examples), but this section takes an in-depth look at how some teachers are using games in the classroom and their real-life struggles and victories.\r\n\r\nBelow, you'll find the blog posts that kicked off the \u003ca href=\"http://www.kqed.org/assets/pdf/news/MindShift-GuidetoDigitalGamesandLearning.pdf\">MindShift Guide to Digital Games and Learning\u003c/a>.","featImg":null,"headData":{"title":"The MindShift Guide to Digital Games and Learning Archives | KQED Mindshift","description":"MindShift Guide to Digital Games and Learning How can games unlock a rich world of learning? This is the big question at the heart of the growing games and learning movement that’s gaining momentum in education. The MindShift Guide to Digital Games and Learning [PDF] explains key ideas in game-based learning, pedagogy, implementation, and assessment. This guide makes sense of the available research and provides suggestions for practical use. The MindShift Guide to Digital Games and Learning started as a series of blog posts written by Jordan Shapiro with support from the Joan Ganz Cooney Center at Sesame Workshop and the Games and Learning Publishing Council. We’ve brought together what we felt would be the most relevant highlights of Jordan’s reporting to create a dynamic, in-depth guide that answers many of the most pressing questions that educators, parents, and life-long learners have raised around using digital games for learning. While we had educators in mind when developing this guide, any lifelong learner can use it to develop a sense of how to navigate the games space in an informed and meaningful way. Here's a preview of the table of contents: Introduction: Getting in the Game (Page 4) An overview of games in the classroom from Katie Salen Tekinbaş, executive director of the Institute of Play. What the Research Says About Gaming and Screen Time (Page 6) Much of the research around digital games and screen time is evolving. Pediatricians, academics, educators, and researchers are working to find answers to how games and technology affect learners of all ages. How to Start Using Digital Games for Learning (Page 14) Since each learning environment is unique, here are some steps to assessing your resources before committing to a particular game or platform. See how some educators are using digital games in the classroom and how they find support. 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