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"content": "\u003cp>\u003ca rel=\"attachment wp-att-1708\" href=\"http://ww2.kqed.org/mindshift/2010/09/new-york-times-magazine-highlights-education/19cover-sfspan/\">\u003cimg class=\"alignright size-medium wp-image-1708\" title=\"19cover-sfSpan\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/09/19cover-sfSpan-300x369.jpg\" alt=\"\" width=\"300\" height=\"369\">\u003c/a>I'm excited this weekend to receive the tell-tale blue bag on my doorstep -- the New York Times, which will be bundled with the Sunday magazine's \u003ca href=\"http://www.nytimes.com/indexes/2010/09/19/magazine/index.html?ref=magazine\">Education Issue\u003c/a>.\u003c/p>\n\u003cp>Though I'll probably read most of the articles online (I linked to the story about \u003ca href=\"http://ww2.kqed.org/mindshift/2010/09/video-showing-video-games-in-action-at-school/\">teaching with video games \u003c/a>on Wednesday), the print issue's a keeper.\u003c/p>\n\u003cp>Here's the lineup:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.nytimes.com/2010/09/19/magazine/19fob-q4-t.html\">Questions for Arne Duncan\u003c/a>. Deborah Solomon quizzes the U.S. Secretary of Education. \"I think every student needs access to technology, and I think technology can be a hugely important vehicle to help level the playing field. Whether it’s in an inner-city school or a rural community, I want those students to have a chance to take A.P. biology and A.P. physics and marine biology.\"\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli> \u003ca href=\"http://www.nytimes.com/2010/09/19/magazine/19FOB-WWLN-Kelly-t.html?ref=magazine\" target=\"_blank\">Achieving Techno-Literacy\u003c/a>. Writer Kevin Kelly describes a year of home-schooling with his eighth-grade son. \"Technology helped us learn, but it was not the medium of learning. It was summoned when needed,\" he writes.\u003c/li>\n\u003cli>\u003ca href=\"http://www.nytimes.com/2010/09/19/magazine/19Essays-textbooks-t.html?partner=rss&emc=rss\" target=\"_blank\">A Textbook Solution.\u003c/a> Elizabeth Weil writes about the evolution of digital textbooks, and how the iPad will likely trounce the Kindle for educational purposes.\u003c/li>\n\u003cli>\u003ca href=\"http://www.nytimes.com/2010/09/19/magazine/19Essays-online-t.html\">Anytime, Anywhere\u003c/a>. How online learning is becoming a standard part of education.\u003c/li>\n\u003cli>\u003ca href=\"http://www.nytimes.com/2010/09/19/magazine/19Essays-HigherEd-t.html\">Hacks into Hackers\u003c/a>. Why journalism schools teach computer science in the curriculum: \"Reporters need to know how to manipulate computers in order to tell the stories that matter most to their audiences.\"\u003c/li>\n\u003cli>\u003ca href=\"http://www.nytimes.com/2010/09/19/magazine/19fob-medium-heffernan-t.html?adxnnl=1&ref=magazine&adxnnlx=1284754747-bpDwIeZSFRFXbPG6XXP3Cg\">Drill, Baby, Drill.\u003c/a> Virginia Heffernan's always-entertaining take on tech: \"Here’s something I’ve found that makes drilling [learning by rote] not boring: colorful, happy apps. Apps devoted to specific subjects always have the right answers in reserve.\"\u003c/li>\n\u003c/ul>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-1641\" href=\"http://ww2.kqed.org/mindshift/2010/09/use-of-e-textbooks-to-grow-with-ipads/ipad-on-tanmays-jeans-2/\">\u003cimg class=\"size-medium wp-image-1641\" title=\"iPad on Tanmay's jeans\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/09/ChirantanPatnaik-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>Interesting quote by a prescient analyst about the future of textbooks, in this article in \u003ca href=\"http://abcnews.go.com/Business/wirestory?id=11648433&page=1\">ABC News\u003c/a> about the growth of iPad in classrooms.\u003c/p>\n\u003cblockquote>\u003cp>\"Long term, the biggest threat to publishers will be if there's some kind of major adoption of open access (free course material), meaning there is a change in how college instructors and professors view content,\" said Simba analyst Kathy Mickey.\u003c/p>\u003c/blockquote>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-1551\" href=\"http://ww2.kqed.org/mindshift/2010/09/tony-smith-technology-will-make-the-need-for-human-interaction-stronger/87571135-2/\">\u003cimg class=\"size-medium wp-image-1551\" title=\"87571135\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/09/87571135-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\u003c/p>\n\u003cp>Yesterday, I posted the \u003ca href=\"http://ww2.kqed.org/mindshift/2010/09/qa-with-tony-smith-superintendent-of-oakland-unified-on-digital-textbooks/\">first part of my interview with Tony Smith\u003c/a>, Superintendent of Oakland Unified School District, who said that content offered through California's Digital Textbook Initiative is not yet transformative.\u003c/p>\n\u003cp>Here, he talks about all the ways in which teachers are taking initiative in bringing technology to the classroom, and the importance of the connection between student and teacher.\u003c/p>\n\u003cp>\u003cstrong>Q. What ways do you see teachers using technology in the classroom?\u003c/strong>\u003c/p>\n\u003cp>There’s so much opportunity out there. Teachers are using \u003ca href=\"http://www.surveymonkey.com/\">Survey Monkey\u003c/a>, \u003ca href=\"http://educationalwikis.wikispaces.com/Classroom+Wikis\">Wikis in classrooms\u003c/a>, digital storytelling. It’s not the norm – or the expectation – but it’s moving that way.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>There are super veterans who are the perfect demonstration of good learners, early adopters, and always have been. They have that love and curiosity. Because it’s not about the computer itself – it boils down to a teacher’s ability to engage, excite, interest young people, and to facilitate their learning with this remarkable technology with ethics of information.\u003c/p>\n\u003cp>And that’s the other important component. Teachers can educate students about how you know it’s good information -- critical thinking. How will you be discerning when it comes to analyzing that information?\u003c!--more-->\u003c/p>\n\u003cp>When it comes to the need for human interaction with technology, it will only get stronger. Thoughtful, engaged coaching and teaching is only becoming more necessary. To make meaning of all this information is going to be the social, relational aspect of education, which is so important.\u003c/p>\n\u003cp>The computer-mediated information will fill a whole new range of space – the creation of online identity – and the real-world piece will take on a different kind of space.\u003c/p>\n\u003cp>\u003cstrong>\u003ca rel=\"attachment wp-att-1564\" href=\"http://ww2.kqed.org/mindshift/2010/09/tony-smith-technology-will-make-the-need-for-human-interaction-stronger/tony_smith_headshotsolid-background-jpg_jpg-2/\">\u003cimg class=\"size-thumbnail wp-image-1564 alignleft\" title=\"Tony_Smith_headshotSOLID BACKGROUND jpg_JPG\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/09/Tony_Smith_headshotSOLID-BACKGROUND-jpg_JPG1-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>Q. Where do you think Oakland is in that spectrum?\u003c/strong>\u003c/p>\n\u003cp>We are rolling. I wouldn’t say tumbling or flying down the mountain, but definitely starting to roll. We have to create high-quality opportunities for our kids to learn. Ensure that every kid has access to those opportunities, to build technology literacy because that will be a huge component of 21\u003csup>st\u003c/sup> century literacy. Every kid in Oakland deserves that.\u003c/p>\n\u003cp>And not just in the school. That’s why we’ve got to also think about notions of ownership. Some people still want to lock down a cart instead of give a kid an iPad. In Oakland, some people believe that if a kid has an iPad, he will be more vulnerable – maybe get jumped. That’s why it’s a citywide responsibility to make sure kids have access to technology.\u003c/p>\n\u003cp>What do we want our 18 year-olds in Oakland to do? That’s not a school district responsibility; it’s a shared responsibility with the city.\u003c/p>\n\u003cp>And this is what technology can open up. Whether they live in a Housing Authority building, or a $10 million home on Skyline, they’re exploring the world through technology, and that’s what everyone would want to say is the transformative or field-leveling possibility of technology. But it has to be facilitated by human beings. It will be. Technology can bring resources together, but in the end, it’s all about the choices made by leaders and human beings.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>No matter how many Smartboards we get in schools, it’ll still be teachers teaching kids and adults taking responsibility for creating a safe place to learn to make all these tools meaningful.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>There are super veterans who are the perfect demonstration of good learners, early adopters, and always have been. They have that love and curiosity. Because it’s not about the computer itself – it boils down to a teacher’s ability to engage, excite, interest young people, and to facilitate their learning with this remarkable technology with ethics of information.\u003c/p>\n\u003cp>And that’s the other important component. Teachers can educate students about how you know it’s good information -- critical thinking. How will you be discerning when it comes to analyzing that information?\u003c!--more-->\u003c/p>\n\u003cp>When it comes to the need for human interaction with technology, it will only get stronger. Thoughtful, engaged coaching and teaching is only becoming more necessary. To make meaning of all this information is going to be the social, relational aspect of education, which is so important.\u003c/p>\n\u003cp>The computer-mediated information will fill a whole new range of space – the creation of online identity – and the real-world piece will take on a different kind of space.\u003c/p>\n\u003cp>\u003cstrong>\u003ca rel=\"attachment wp-att-1564\" href=\"http://ww2.kqed.org/mindshift/2010/09/tony-smith-technology-will-make-the-need-for-human-interaction-stronger/tony_smith_headshotsolid-background-jpg_jpg-2/\">\u003cimg class=\"size-thumbnail wp-image-1564 alignleft\" title=\"Tony_Smith_headshotSOLID BACKGROUND jpg_JPG\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/09/Tony_Smith_headshotSOLID-BACKGROUND-jpg_JPG1-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>Q. Where do you think Oakland is in that spectrum?\u003c/strong>\u003c/p>\n\u003cp>We are rolling. I wouldn’t say tumbling or flying down the mountain, but definitely starting to roll. We have to create high-quality opportunities for our kids to learn. Ensure that every kid has access to those opportunities, to build technology literacy because that will be a huge component of 21\u003csup>st\u003c/sup> century literacy. Every kid in Oakland deserves that.\u003c/p>\n\u003cp>And not just in the school. That’s why we’ve got to also think about notions of ownership. Some people still want to lock down a cart instead of give a kid an iPad. In Oakland, some people believe that if a kid has an iPad, he will be more vulnerable – maybe get jumped. That’s why it’s a citywide responsibility to make sure kids have access to technology.\u003c/p>\n\u003cp>What do we want our 18 year-olds in Oakland to do? That’s not a school district responsibility; it’s a shared responsibility with the city.\u003c/p>\n\u003cp>And this is what technology can open up. Whether they live in a Housing Authority building, or a $10 million home on Skyline, they’re exploring the world through technology, and that’s what everyone would want to say is the transformative or field-leveling possibility of technology. But it has to be facilitated by human beings. It will be. Technology can bring resources together, but in the end, it’s all about the choices made by leaders and human beings.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>No matter how many Smartboards we get in schools, it’ll still be teachers teaching kids and adults taking responsibility for creating a safe place to learn to make all these tools meaningful.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/austinevan/1225274637/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-1518\" title=\"AustinEvan\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/09/AustinEvan-300x400.jpg\" alt=\"\" width=\"300\" height=\"400\">\u003c/a>\u003c/p>\n\u003cp>There's been some controversy brewing over at ZNet Education, where blogger Christopher Dawson has raised the ire of college bookstores.\u003c/p>\n\u003cp>Last Friday, Dawson went into detail about what he calls \"\u003ca href=\"http://www.zdnet.com/blog/education/the-textbook-racket/4219?tag=mantle_skin;content\">the textbook racket\u003c/a>,\" and suggested that, to save money, college students forgo their campus bookstores in favor of renting books, buying used ones from Amazon, going digital, or using the Internet.\u003c/p>\n\u003cp>On Sunday, Dawson posted a reply from Charles Schmidt, the director of PR at National Association of College Stores, countering a few of Dawson's points, namely that \"online prices were higher for 27% of the textbooks examined by the study.\"\u003c/p>\n\u003cp>The discussion is fascination, and worthy of reading in full.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In Dawson's own words:\u003c/p>\n\u003cblockquote>\u003cp>From my perspective, it’s time for the entire model to change, meaning that those employees at the bookstores (whether student or otherwise) will need to retool and redeploy, just as every other employee must do when faced with obsolescence.\u003c/p>\u003c/blockquote>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/austinevan/1225274637/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-1518\" title=\"AustinEvan\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/09/AustinEvan-300x400.jpg\" alt=\"\" width=\"300\" height=\"400\">\u003c/a>\u003c/p>\n\u003cp>There's been some controversy brewing over at ZNet Education, where blogger Christopher Dawson has raised the ire of college bookstores.\u003c/p>\n\u003cp>Last Friday, Dawson went into detail about what he calls \"\u003ca href=\"http://www.zdnet.com/blog/education/the-textbook-racket/4219?tag=mantle_skin;content\">the textbook racket\u003c/a>,\" and suggested that, to save money, college students forgo their campus bookstores in favor of renting books, buying used ones from Amazon, going digital, or using the Internet.\u003c/p>\n\u003cp>On Sunday, Dawson posted a reply from Charles Schmidt, the director of PR at National Association of College Stores, countering a few of Dawson's points, namely that \"online prices were higher for 27% of the textbooks examined by the study.\"\u003c/p>\n\u003cp>The discussion is fascination, and worthy of reading in full.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In Dawson's own words:\u003c/p>\n\u003cblockquote>\u003cp>From my perspective, it’s time for the entire model to change, meaning that those employees at the bookstores (whether student or otherwise) will need to retool and redeploy, just as every other employee must do when faced with obsolescence.\u003c/p>\u003c/blockquote>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-1548\" href=\"http://ww2.kqed.org/mindshift/2010/09/qa-with-tony-smith-superintendent-of-oakland-unified-on-digital-textbooks/olympus-digital-camera/\">\u003cimg class=\"size-medium wp-image-1548\" title=\"OLYMPUS DIGITAL CAMERA\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/09/remiforall-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>Last year, California Governor Arnold Schwarzenegger passed the \u003ca href=\"http://gov.ca.gov/press-release/12996/\">Digital Textbook Initiative\u003c/a>, the first state in the country to offer free digital content online to high school students in the subjects of math and science.\u003c/p>\n\u003cp>Since that time, only two school districts in California, as far as I can tell, have begun instituting the initiative district-wide: Riverside and Fresno Unified School Districts.\u003c/p>\n\u003cp>Each district must address its own set of issues to determine whether to participate in the initiative. In the coming months, I'll explore these issues on MindShift from the perspective of school administrators, educators, and students.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>My first interview in the series is with \u003ca href=\"http://publicportal.ousd.k12.ca.us/19941081118753333/site/default.asp\">Tony Smith\u003c/a>, superintendent of Oakland Unified School District, who spoke to me recently about the initiative. This is Part 1 of our conversation. I'll post Part 2 tomorrow.\u003c/p>\n\u003cp>\u003cstrong>\u003ca rel=\"attachment wp-att-1474\" href=\"http://ww2.kqed.org/mindshift/2010/09/qa-with-tony-smith-superintendent-of-oakland-unified-on-digital-textbooks/tony_smith_headshotsolid-background-jpg_jpg/\">\u003cimg class=\"alignright size-thumbnail wp-image-1474\" title=\"Tony_Smith_headshotSOLID BACKGROUND jpg_JPG\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/09/Tony_Smith_headshotSOLID-BACKGROUND-jpg_JPG-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>Q. How is the California Digital Textbook initiative affecting Oakland schools, if at all?\u003c/strong>\u003c/p>\n\u003cp>A. For us, it’s still in developmental stages. As it stands, it’s like having a fixed textbook online, which is not really that big of an advancement. You want it to be able to use real-time links. I want to be able to have thoughtful standards-based material that’s all linked together, rather than fixed. They have nice digital features, but it’s still just pages on a screen. It’s still hardware in a software world. It is an innovation, but it’s not transformative.\u003c!--more-->\u003c/p>\n\u003cp>We want to get to a place where handheld technology is advancing thoughtful exploration. These days, kids are using iPads and iPods to explore, and what they’re seeing is all content-driven. We want kids to use the world of information that’s out there, and for them to find a way in. We have the opportunity to make it much more alive than it is.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>It’s still hardware in a software world. It is an innovation, but it’s not transformative.\u003c/p>\n\u003ch5>- Tony Smith\u003c/h5>\n\u003c/aside>\n\u003ch5>\u003c/h5>\n\u003cp>\u003cstrong>Q. Proponents would say that the initiative is just the first step in making it a transformative process.\u003c/strong>\u003c/p>\n\u003cp>That’s the publisher saying that, because they don’t have a way to sell the other [interactive] piece yet. They don’t have shareware, the thoughtful interface that becomes the mechanism, or the graphic interface. Publishers have to figure that out, and \u003cem>that’s\u003c/em> what we’d pay for. We don’t want to pay for a fixed product. Until it’s a real innovation, don’t make us pay for it. If you have to go sit at a fixed computer and look at a fixed book online, it’s not really that helpful.\u003c/p>\n\u003cp>\u003cstrong>Q. But you’d be using funds the state gave you for textbooks.\u003c/strong>\u003c/p>\n\u003cp>We do get textbook money. But some of this is speculative still, and for us, we can’t afford to make any mistakes. We’d be asking ourselves, “Did you spend your money well”? You can’t experiment on kids.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Publishers are going slow with their advancement on these digital textbooks. They should be providing content that’s based on the algorithm of what’s being requested, building a database like Orbitz – with probes, seeking out questions. Someone should be managing what’s out there now, and pushing the publishers. Until such time that they imagine their industry differently rather than force us through eye of needle this way, it’s not plausible for us.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>My first interview in the series is with \u003ca href=\"http://publicportal.ousd.k12.ca.us/19941081118753333/site/default.asp\">Tony Smith\u003c/a>, superintendent of Oakland Unified School District, who spoke to me recently about the initiative. This is Part 1 of our conversation. I'll post Part 2 tomorrow.\u003c/p>\n\u003cp>\u003cstrong>\u003ca rel=\"attachment wp-att-1474\" href=\"http://ww2.kqed.org/mindshift/2010/09/qa-with-tony-smith-superintendent-of-oakland-unified-on-digital-textbooks/tony_smith_headshotsolid-background-jpg_jpg/\">\u003cimg class=\"alignright size-thumbnail wp-image-1474\" title=\"Tony_Smith_headshotSOLID BACKGROUND jpg_JPG\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/09/Tony_Smith_headshotSOLID-BACKGROUND-jpg_JPG-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>Q. How is the California Digital Textbook initiative affecting Oakland schools, if at all?\u003c/strong>\u003c/p>\n\u003cp>A. For us, it’s still in developmental stages. As it stands, it’s like having a fixed textbook online, which is not really that big of an advancement. You want it to be able to use real-time links. I want to be able to have thoughtful standards-based material that’s all linked together, rather than fixed. They have nice digital features, but it’s still just pages on a screen. It’s still hardware in a software world. It is an innovation, but it’s not transformative.\u003c!--more-->\u003c/p>\n\u003cp>We want to get to a place where handheld technology is advancing thoughtful exploration. These days, kids are using iPads and iPods to explore, and what they’re seeing is all content-driven. We want kids to use the world of information that’s out there, and for them to find a way in. We have the opportunity to make it much more alive than it is.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>It’s still hardware in a software world. It is an innovation, but it’s not transformative.\u003c/p>\n\u003ch5>- Tony Smith\u003c/h5>\n\u003c/aside>\n\u003ch5>\u003c/h5>\n\u003cp>\u003cstrong>Q. Proponents would say that the initiative is just the first step in making it a transformative process.\u003c/strong>\u003c/p>\n\u003cp>That’s the publisher saying that, because they don’t have a way to sell the other [interactive] piece yet. They don’t have shareware, the thoughtful interface that becomes the mechanism, or the graphic interface. Publishers have to figure that out, and \u003cem>that’s\u003c/em> what we’d pay for. We don’t want to pay for a fixed product. Until it’s a real innovation, don’t make us pay for it. If you have to go sit at a fixed computer and look at a fixed book online, it’s not really that helpful.\u003c/p>\n\u003cp>\u003cstrong>Q. But you’d be using funds the state gave you for textbooks.\u003c/strong>\u003c/p>\n\u003cp>We do get textbook money. But some of this is speculative still, and for us, we can’t afford to make any mistakes. We’d be asking ourselves, “Did you spend your money well”? You can’t experiment on kids.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Publishers are going slow with their advancement on these digital textbooks. They should be providing content that’s based on the algorithm of what’s being requested, building a database like Orbitz – with probes, seeking out questions. Someone should be managing what’s out there now, and pushing the publishers. Until such time that they imagine their industry differently rather than force us through eye of needle this way, it’s not plausible for us.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Aside from the potential \u003ca href=\"http://www.isteconnects.org/2010/09/12/2010/01/11/trashing-the-textbook-saves-money-costs-time/\">cost savings\u003c/a>, the greatest benefit I see of using e-books and digital resources in the classroom is the ability to update content easily and quickly. When I was in elementary school, our history textbook pretty much ended shortly after World War II. If I lucked into a class that had recently had their textbooks updated, we may have breezed through a paragraph or two on the first Bush presidency during the last week of spring.\u003c/p>\n\u003cp>Even the mass media textbooks used in many entry-level communication courses will do things like reference \u003ca href=\"http://www.myspace.com/\">MySpace\u003c/a> as the leading social network in the United States and few mention micro-blogging or augmented reality.\u003c/p>\n\u003cp>Imagine if updating content in a textbook was as easy as paying a dollar or two for a chapter update rather than scrapping the full library every couple of years and buying new.\u003c/p>\n\u003cp>Check out the \u003ca href=\"http://www.kno.com/video_overlay.html\">video\u003c/a> to learn more about the Kno digital textbook. It’s blatant advertising, but still does a nice job of showing the flexibility of content in a digital textbook format:\u003c/p>\u003c/p>\u003c/div>",
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How do you think the experience of learning is different now for kids in grade school or high school than it was for the last generation?\u003c/strong>\u003c/p>\n\u003cp>A. The biggest change in the experience is what we’re preparing students for. They have to be prepared to work in a world where some of their colleagues will be sitting right next to them and some will be on another side of the planet. If we can bring those experiences in the classroom, they’ll be better prepared for the working world.\u003c/p>\n\u003cp>Think of typical middle school or elementary students. They've learned to operate a DVD player before their own legs. They've lived their entire lives completely surrounded by technology. They're much more demanding and it's a lot easier to bore them than it was to bore me. So teachers have a lot harder job than they used to. 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Web 2.0 is making the Internet more a medium of communication, connecting people to other people.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cdiv id=\"attachment_1250\" class=\"module image right mceTemp\" style=\"width: 140px;\">\u003cstrong>\u003cstrong>\u003ca rel=\"attachment wp-att-1250\" href=\"http://ww2.kqed.org/mindshift/2010/09/school-2-0-how-learning-is-changing/back-to-school-smt/\">\u003cimg class=\"size-thumbnail wp-image-1250\" title=\"Back to School SMT\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/09/Back-to-School-SMT-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003c/strong>\u003c/strong>\n\u003cp class=\"credit\">\n\u003c/p>\u003cp class=\"caption\">\u003cstrong>\u003cstrong>Jeff Livingston\u003c/strong>\u003c/strong>\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong>Q. With the advancement of open-source textbooks and \u003ca href=\"http://www.wikipedia.org\">Wikipedia\u003c/a> as the source of information at schools, some are concerned about the accuracy of information that appears on those sites. Where do you think old models of information archives like the Encyclopedia Britannica fit in?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>A. I think the stress around that manipulation of information is the demise of the all-knowing expert. Today, we understand that the crowd is smarter than any individual can be, and I think in general that’s right. We have to prepare students to live in a world that that’s the understanding.\u003c/p>\n\u003cp>The idea that the Encyclopedia Britannica is codified gospel of all information is gone, and it’s not coming back. Trying to create students that believe [in that source] is doing them a disservice. We have to make them critical consumers of information. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Q. What are the big themes of Web 2.0 that will affect the way people learn?\u003c/strong>\u003c/p>\n\u003cp>If you think about Web 1.0, when I first became aware of the Internet, I thought of it as the world’s greatest library. I could get information that was hard to find elsewhere. Web 2.0 is making the Internet more a medium of communication, connecting people to other people.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cdiv id=\"attachment_1250\" class=\"module image right mceTemp\" style=\"width: 140px;\">\u003cstrong>\u003cstrong>\u003ca rel=\"attachment wp-att-1250\" href=\"http://ww2.kqed.org/mindshift/2010/09/school-2-0-how-learning-is-changing/back-to-school-smt/\">\u003cimg class=\"size-thumbnail wp-image-1250\" title=\"Back to School SMT\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/09/Back-to-School-SMT-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003c/strong>\u003c/strong>\n\u003cp class=\"credit\">\n\u003c/p>\u003cp class=\"caption\">\u003cstrong>\u003cstrong>Jeff Livingston\u003c/strong>\u003c/strong>\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong>Q. With the advancement of open-source textbooks and \u003ca href=\"http://www.wikipedia.org\">Wikipedia\u003c/a> as the source of information at schools, some are concerned about the accuracy of information that appears on those sites. Where do you think old models of information archives like the Encyclopedia Britannica fit in?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>A. I think the stress around that manipulation of information is the demise of the all-knowing expert. Today, we understand that the crowd is smarter than any individual can be, and I think in general that’s right. We have to prepare students to live in a world that that’s the understanding.\u003c/p>\n\u003cp>The idea that the Encyclopedia Britannica is codified gospel of all information is gone, and it’s not coming back. Trying to create students that believe [in that source] is doing them a disservice. We have to make them critical consumers of information. Weigh the sources and judge it for themselves based on the quality of the information.\u003c/p>\n\u003cp>\u003cstrong>Q. In your experience, how are teachers reacting to using technology in the classroom?\u003c/strong>\u003c/p>\n\u003cp>A. One thing we have to remember is if you, the teacher, recently graduated from San Francisco State, you too have lived your life as a digital native. There are definite differences with the generational factor. Some teachers come to the classroom fully prepared to embrace technology and others are slowly testing the waters. But make no mistake about it, everyone is moving toward the digital generation.\u003c/p>\n\u003cp>Some teachers do have a greater sense of fear than others, but those are the ones who don’t have as much experience with the technology. There are just different levels of comfort.\u003c/p>\n\u003cp>\u003cstrong>Q. A lot of schools don’t have access to computers in the classroom. How can teachers take advantage of all the benefits of the web and educational software without having that advantage?\u003c/strong>\u003c/p>\n\u003cp>A. There are some places where technology is not as available. But we’re finding that some schools are “have”s, while other schools are “have-more”s. The challenge is using what you have to get to where you want to go.\u003c/p>\n\u003cp>I’ve seen a lot of partnerships between schools and public libraries, in cases where students don’t have access to computers at home.\u003c/p>\n\u003cp>But when we say technology, we’re assuming it’s about the computer. We’re not taking into account the power of cell phones, which almost everyone over the age of 16 has. So we’re a lot closer to more access that way.\u003c/p>\n\u003cp>\u003cstrong>Q. You’re talking about using cell phones as teaching tools.\u003c/strong>\u003c/p>\n\u003cp>A. Yes. I’ll put it this way: my cell phone now has a lot more computing power than my first computer did.\u003c/p>\n\u003cp>\u003cstrong>Q. A lot of parents are nervous about kids spending time online unsupervised. What’s your take on that aspect of technology?\u003c/strong>\u003c/p>\n\u003cp>A. We’ve seen bad things happen in online environments. But we have to understand that these technologies are just a tool. The technology itself is not bad, the use to which it’s put is. We have to tell kids about appropriate use of the computer without losing value of technology.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>We have to recognize that technology is a tool. It’s only people of my generation that think of the computer as an event. But for elementary school students, it’s no more remarkable than a pen. So there’s inherent good or evil in the tool itself.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_1002\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca rel=\"attachment wp-att-1002\" href=\"http://ww2.kqed.org/mindshift/2010/09/education-nation-questions-for-milton-chen-contd/epk/\">\u003cimg class=\"size-thumbnail wp-image-1002\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/09/epk-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>In the \u003ca href=\"http://ww2.kqed.org/mindshift/2010/09/education-nation-questions-for-milton-chen/\">first part\u003c/a> of our Q&A with Milton Chen, author of \u003ca href=\"http://www.edutopia.org/education-nation-milton-chen\">Education Nation: Six Leading Edges of Innovation in Our Schools, \u003c/a>we discussed the importance of training teachers to take advantage of tech tools, exemplary schools that are embracing technology, and finding great content on the web.\u003c/p>\n\u003cp>Our conversation continues.\u003c/p>\n\u003ch5>Q. What are some of the hurdles in transitioning to digital textbooks in California schools? Do you think the transition is inevitable?\u003c/h5>\n\u003cp>A. Of course, the move to digital textbooks requires providing teachers and students with the computers to use them. There are models in which the \"textbooks\" are published online and then printed at district and school sites, but the real goal is to enable schools to access rich, multimedia resources online, rather than only content that can be printed. Calling these \"digital textbooks\" still implies print media, so I prefer the term \"multimedia resources.\"\u003c!--more-->\u003c/p>\n\u003cp>So, many districts are looking at both the hardware and software costs. It would certainly help if California and its foundations and corporations took a more unified approach to making sure that we have well planned and researched pilots in different types of districts.\u003c/p>\n\u003cp>Funding is one big barrier, but already many groups across the country, including teachers themselves, are publishing free lessons and course modules. These curricula don't map entirely onto all courses in K-12 right now, but it's a matter of time.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://www.ck12.org/flexr/\">CK-12\u003c/a>, based in Palo Alto and founded by Neeru Khosla, is one organization that has responded to Governor Schwarzenegger's initiative. Its \"Flexbooks\" have received high marks for meeting California's standards for high school math and science.\u003c/p>\n\u003ch5>Q. What are parents' roles in helping to pave the way for the reform you discuss in your book?\u003c/h5>\n\u003cp>A. Parents can play two roles:\u003c/p>\n\u003cp>1) As co-educator for children, beginning during the 0-5 years. The gaps that children start kindergarten with are due in large part to how parents interact with their children during their first five years. And parents can do so much to support school instruction during the K-12 years.\u003c/p>\n\u003cp>2) As advocates for more modern schools. Many parents settle for classrooms that look pretty much the same as when they went to school. Our hope is that, if parents were to see more of the kinds of classrooms Edutopia has profiled, they would go to their principals and school boards and say, \"Can't we have a 21st Century school instead of a 20th Century school?\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>For more about \u003cem>Education Nation\u003c/em>, watch a \u003ca href=\"http://www.edutopia.org/education-nation-webinar-archive\">webinar\u003c/a> or download the presentation by Chen. Or read more details about the \u003ca href=\"http://www.edutopia.org/blog/education-nation-milton-chen\">six leading edges of innovation\u003c/a>.\u003c/p>\n\n",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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},
"closealltabs": {
"id": "closealltabs",
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"order": 1
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"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"source": "Commonwealth Club of California"
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"order": 9
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"meta": {
"site": "radio",
"source": "WNYC"
},
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"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
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"id": "fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
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"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
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"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
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"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
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},
"link": "/radio/program/pbs-newshour",
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"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
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"officialWebsiteLink": "/perspectives/",
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
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"npr": "https://www.npr.org/podcasts/432309616/perspectives",
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},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
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