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"content": "\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>View the full episode transcript.\u003c/i>\u003c/a>\u003c/p>\n\u003cp>This month MindShift is sharing an episode from MITs TeachLab podcast. 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While our team has reviewed it, there may be errors.\u003cbr>\n\u003c/span>\u003c/i>\u003cbr>\nKi Sung:\u003c/strong> Hey MindShift listeners, It’s Ki Sung.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Today we’ve got a special episode to share with you. It’s from our friends at Teach Lab, a podcast about the art and craft of teaching.\u003c/p>\n\u003cp>In their mini series, called The Homework Machine, hosts Jesse Dukes and Justin Reich explore the reactions to AI when it first debuted as a strange new technology.\u003c/p>\n\u003cp>We’ll let our friends from Teach Lab take it from here.\u003c/p>\n\u003cp>\u003cstrong>Episode Transcript\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> This is the Teach Lab podcast, I’m Justin Reich.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> And I’m Jesse Dukes.\u003c/p>\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> Devon O’Neil is a high school social studies teacher in Oregon. Back in 2021, after six years of teaching, she took 2 years off while her husband attended grad school. At MIT actually. And during her break from teaching, she worked designing classroom curriculum.\u003c/p>\n\u003cp>\u003cstrong>Devon O’Neil:\u003c/strong> Which is a super cool experience, very different from being in the classroom, and also really reinforced that I wanted to be in the classroom.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> When she was on her break, O’Neil missed two momentous years for schools. There was a pandemic, remote learning, hybrid learning, returning to school buildings. And when she went back to the classroom, in the fall of 2023, she said, there was some culture shock.\u003c/p>\n\u003cp>\u003cstrong>Devon O’Neil:\u003c/strong> It was those two, like super crazy post-Covid years. So I come back, and it’s like, like those movies where the caveman, like defrost or whatever. And they’re like “what is this?”\u003c/p>\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> It wasn’t just that her fellow teachers were harrowed and burned out, while she was fresh and energetic. She also noticed that the student work was, well, different from what she remembered.\u003c/p>\n\u003cp>\u003cstrong>Devon O’Neil:\u003c/strong> I’d have these really well written paragraphs or snippets that are looked to be very well researched and all this, but not at all on topic. Grammar was off. Even the most brilliant 14-year-old still talks like a 14-year-old and still writes like a 14-year-old.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> So, the grammar was oddly good. O’Neil can see her students’ screens, and she sometimes watches them work. And, one day, she noticed they were using an unusual search engine.\u003c/p>\n\u003cp>\u003cstrong>Devon O’Neil:\u003c/strong> Bing! I was noticing a lot of them were using Bing. To Google stuff, see even to Google stuff. And I was like, that’s the weirdest choice. Who uses Bing?\u003c/p>\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> And then, one day, she was watching a student complete a writing assignment in a google doc. And poof, a whole well-written paragraph just appeared. Out of nowhere.\u003c/p>\n\u003cp>\u003cstrong>Devon O’Neil:\u003c/strong> Like one minute it’s not there, and one minute it’s there. And, it said like “here are your results”. And they forgot to delete that.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> And that’s when Devon realized her students were using ChatGPT to complete in class writing assignments. They would copy and paste the questions she would give them into Bing’s Copilot, which was a free way to use ChatGPT. Then, the students copied the answer, sometimes without any editing, right into their google document.\u003c/p>\n\u003cp>\u003cstrong>Devon O’Neil: \u003c/strong>Which is kind of a rookie mistake, like if they’re going to cheat, you want them to cheat a little better.\u003c/p>\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> We first talked to Devon in 2023, just a few weeks after she figured out what was going on. She says that since then, she’s gotten a lot more savvy about ChatGPT. But her experience speaks to how much can, and did, change in schools, in just a couple of years.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> In November of 2022, ChatGPT was launched as a free research preview of advanced generative AI, like a pilot, or beta version. Generative AI is a type of artificial intelligence that can create new content, especially text, but also images, videos, and music.\u003c/p>\n\u003cp>ChatGPT is the most famous example of generative AI. There are competitors like Google’s Gemini, Anthropic’s Claude, and the Chinese company, DeepSeek. And rather quickly, students figured out, ChatGPT was pretty good at doing their homework for them. Devon, out of school for two years, working on curriculum, had missed the arrival of the new homework machine. But her students had not.\u003c/p>\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> The arrival of chatGPT, and then fairly quick upgrades with GPT-3.5 and GPT-4 within a couple of years, has been the big story in education technology since the fall of 2022.\u003c/p>\n\u003cp>\u003cem>[Waterfall of news stories]\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>News anchor 1: \u003c/strong>So how does it work? Students can drop an assignment into something like ChatGPT, click a button and their homework is done.\u003c/p>\n\u003cp>\u003cstrong>News anchor 2: \u003c/strong>She is talking about ChatGPT. School districts like New York cities are banning it.\u003c/p>\n\u003cp>\u003cstrong>News anchor 3: \u003c/strong>ChatGPT is the new artificial intelligence tool causing a stir.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> Schools have scrambled to figure out what to do about ChatGPT. Ban it? Embrace it? Teachers have scrambled to try to get ahead of the “cheating” problem, and to find ways in which AI can support education. Some Students have scrambled to figure out how to use AI without their teachers detecting it. And education technology companies have scrambled to create AI powered ed tech. And have made many promises about how generative AI will transform education.\u003c/p>\n\u003cp>\u003cstrong>Sal Khan:\u003c/strong> But I think we’re at the cusp of using AI for probably the biggest positive transformation that education has ever seen, and the way we’re going to do that is by giving every student on the planet an artificially intelligent but amazing personal tutor.\u003c/p>\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> My career has been devoted to studying education technology. Over and over again, we’ve seen new technologies emerge in education, and the technology developers will promise, every time, that the new tech will transform and democratize education.\u003c/p>\n\u003cp>\u003cstrong>Sal Khan :\u003c/strong>That’s what’s about to happen.\u003c/p>\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> And while the technologies do sometimes help teachers and students, those big transformations to schools, they never happen.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> But there is something different about Chat GPT and other AI. Throughout history, most education technology has been adopted by schools, who hope it will help them do better work, teaching students. But Generative AI wasn’t invited into schools. Not for the most part. It crashed the party. Even if schools ban it from school laptops, students can often get around that ban, by using Bing, for example. Or they have their own laptop. Or they can access it on their mobile phone, which over 95% of teenagers have.\u003c/p>\n\u003cp>So, the kids have access to generative AI. And they’re using it, whether their teachers want them to, or not. That’s having a big impact on schools.\u003c/p>\n\u003cp>Now, a little about me, and this project. I am a journalist, and for the past year and a half, I’ve been working with Justin and other colleagues at MIT’s Teaching Systems Lab. We’ve interviewed over 85 teachers and school leaders, and over 35 students about how all of this is actually playing out in schools.\u003c/p>\n\u003cp>I’ve been hearing about why students cheat using AI, what teachers are doing to stop them, and how some teachers and students have found ChatGPT to be helpful for learning. And for the next several weeks, we’re going to share what we’ve learned with you in a mini series we’re calling the Homework Machine.\u003c/p>\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> And now, Jesse, who has immersed himself in this research, will be our host and guide for these episodes. Jesse, you can take it from here.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> Thanks Justin, but not so fast. We’re going to want your historical knowledge about educational technology to help us unpack and contextualize these stories. So stay close, and keep your mic handy. In fact, we’re going to hear from you again in this episode.\u003c/p>\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> Sounds good.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> Alright, well, let’s go back to A beginning: December of 2022. We’ll start with Steve Ouellette. He’s a technology director at the Westwood School district, southwest of Boston. His job includes keeping track of computers and software for the district, but also helping teachers think through how to use technology in their work. He remembers the exact moment he heard about generative AI.\u003c/p>\n\u003cp>\u003cstrong>Steve Ouellette:\u003c/strong> So I think it was, it was December 8th. And I was home sick with Covid. I got an email, I’m on a listserv, you know, with all the tech directors in Massachusetts and I got an email that said: Have AI write your next English paper. The sub caption was: Buckle up, here it comes. And someone had basically shared a video of this thing called ChatGPT, that was generating an essay about, I think it was about Raisin in the Sun. And I was like “What is going on here?”\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes: \u003c/strong>Watching the video, Ouellette says he immediately realized that this was a big deal.\u003c/p>\n\u003cp>\u003cstrong>Steve Ouellette:\u003c/strong> Yeah, that was, that was a moment. You know, I’ve been in this business since 1993 and I don’t remember having like, a really specific, like, reaction to something the way I did when I saw that.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> Ouellette emailed the district’s superintendent, and explained the situation to her. There was a new technological tool, available to students, that could do their schoolwork. Pretty effectively.\u003c/p>\n\u003cp>\u003cstrong>Steve Ouellette:\u003c/strong> And she had no idea what it was. And I explained to her what it was and sent her a link and she shot back to me five minutes later and she’s like, yeah, we need to write about this. And so we, we felt, we both felt this sense of like, urgency.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> The superintendent asked Ouellette to write a memo to the district’s teachers. Ouellette is a technology guy, and out of curiosity and excitement, he decided to experiment. Could ChatGPT draft the memo? He asked ChatGPT to write the first draft and sent it to the superintendent. She read it and told Ouellette, this is pretty formal language, it doesn’t sound like you. Make it more casual sounding. But Ouellette didn’t rewrite the memo himself. He prompted ChatGPT to revise the memo. And he told it: “Make it more conversational.”\u003c/p>\n\u003cp>\u003cstrong>Steve Ouellette:\u003c/strong> I said, you need to write something funny about how, you know France was gonna win the World Cup. And it like, seamlessly incorporated a little like parenthetical thing about, oh by the way, France is gonna win the World Cup. And in the way it did, it was like magnificent.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> Here’s the memo ChatGPT wrote:\u003c/p>\n\u003cp>\u003cstrong>ChatGPT: \u003c/strong> ChatGPT could also be used to help students learn other languages, such as Spanish or French (which, by the way, I think will win the 2022 World Cup). Imagine being able to have a conversation with ChatGPT in French and receiving instant corrections and feedback on your pronunciation and grammar. The possibilities are truly endless.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> Side note, I’m not that impressed with how ChatGPT did with that World Cup joke. It says that “French” will win the world cup, not “France”. But, that aside, they sent the memo out that Monday. Remember, this was December of 2022.\u003c/p>\n\u003cp>Over the next few months, Ouellette formed an AI working group in the district. They brought in a guest speaker. They looked at academic policies. They talked to teachers and students. And by the summer of 2023, they had revised academic integrity guidelines as well as some basic training for teachers.\u003c/p>\n\u003cp>\u003cstrong>Steve Ouellette:\u003c/strong> The goal was to inform staff about what this stuff is, to let them know that there are guidelines, and that if they have students, you know, in grades eight or higher, they can use it with their students. But we also wanted to inform staff how to use it for themselves to make their own work more efficient. The theory behind that is if they’re using it, then they’ll be more informed to use it responsibly with their kids. And it’s nowhere near where what it needs to be. I’ll be the first to admit it, but we did something.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> What Westwood did was quite a bit more than most districts. Last fall, a survey found only about one quarter of teachers said their school district had provided any guidance or professional development, about AI. That’s two years after the arrival of the technology.\u003c/p>\n\u003cp>At Westwood, the faculty learned about ChatGPT pretty early on. Likely before many of their students heard about it. That was NOT true for other schools.\u003c/p>\n\u003cp>\u003cstrong>Nanki Kaur:\u003c/strong> The First Time I heard about ChatGPT was in my English Class.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes: \u003c/strong>This is Nanki Kaur. She just graduated from American High School, in Fremont, California. And she heard about ChatGPT from another student back in the spring of 2023.\u003c/p>\n\u003cp>\u003cstrong>Nanki Kaur:\u003c/strong> We were having a conversation about how we were going to approach our research paper assignment that was coming up, and you would have to pick an individual of American significance and prove why they were of American significance and what impact they had. And he was talking about how he just asked this AI platform about how his person of American Significance who was BLEEP, had an impact on America and he got a really strong thesis statement. And he said, I didn’t even have to do anything.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> Now, I bleeped that last bit so this student won’t get in trouble.But the point here, Nanki says the thesis statement was actually pretty good.\u003c/p>\n\u003cp>\u003cstrong>Nanki Kaur:\u003c/strong> And we were all confused and we were like, what are you talking about? Like how did you not have to do anything and how do you have such a strong thesis statement? ’cause we were just learning how to write a thesis statement at that time. And he said, there’s this online platform, it’s driven by artificial intelligence and it just writes it for you and it’s, it’s really thorough.It’s really good. You guys should try it. And so that was the first time I heard about it and I was shocked.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes: \u003c/strong>Nanki talked with our colleague Holly McDede, a reporter based in California.\u003c/p>\n\u003cp>\u003cstrong>Holly McDede:\u003c/strong> Did you try it?\u003c/p>\n\u003cp>\u003cstrong>Nanki Kaur:\u003c/strong> I did go home and try it. Not for the same assignment, but I went home and I looked it up like Chat GPT, OpenAI, what is it? And then I asked it a couple questions like what is the weather like, and if I were to write a story about a certain situation,could you write me a story? And it actually answered all my prompts and it wrote me like a solid paragraph, and so I was shocked. Yeah.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> Nanki says she doesn’t know what the other student did with his thesis statement, but she has a guess:\u003c/p>\n\u003cp>\u003cstrong>Nanki Kaur:\u003c/strong> I think he did turn it in and I don’t know what kind of disciplinary action he got because there wasn’t really much set in stone.\u003c/p>\n\u003cp>\u003cstrong>Holly McDede:\u003c/strong> Do you suspect he didn’t get any disciplinary action?\u003c/p>\n\u003cp>\u003cstrong>Nanki Kaur:\u003c/strong> I do suspect that because he was oddly smug about how well he had done on that assignment.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> As far as Nanki knows, that student didn’t get in any trouble. In fact, she’s not sure the teachers knew about ChatGPT at that point. And Nanki says that the school didn’t seem to catch on that students were using ChatGPT to cheat until the fall of 2023, the next school year. A whole year after ChatGPT launched.\u003c/p>\n\u003cp>But Nanki says when they did realize what was happening, the school came down hard. Nanki’s AP English teacher held a special class meeting to present the new academic integrity policy, with a list of sanctions if students were caught using Chat GPT or other AI.\u003c/p>\n\u003cp>\u003cstrong>Nanki Kaur:\u003c/strong> Which included, zeros on the assignments or administrative disciplinary action. And if worse comes to worst, then it would be, suspensions.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> At American High School Nanki says their policies didn’t just ban ChatGPT. Students were also told they couldn’t use Grammarly, the grammar check program, or similar AI tools that are often built into students’ browsers. But, the policies weren’t applied consistently. Nanki says her social studies teacher actually encouraged her to use AI for research.\u003c/p>\n\u003cp>\u003cstrong>Nanki Kaur:\u003c/strong> Because she said, I think it’s a really good tool to get all the facts in one spot. Obviously, I’m gonna ask you guys to fact check and cross check, make sure that everything is correct. But I think it’s a really great, you know, tool for you guys to use so that you have everything in one place.\u003c/p>\n\u003cp>\u003cstrong>Holly McDede:\u003c/strong> Was that confusing for you or other students?\u003c/p>\n\u003cp>\u003cstrong>Nanki Kaur:\u003c/strong> It was confusing for me, personally because I was like, I just don’t want to use it at all. Like I don’t even care because I don’t need like this habit. I don’t want it on my computer. I don’t want it anywhere, like I just want it like away from me because I didn’t want to jeopardize any chance of having a good grade in that class or in any of my classes.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> Some 3000 miles away from Nanki, another student had quite a different experience. Woody Goss was wrapping up 8th grade in a public school in the suburbs north of New York city when he spoke to us in the spring of 2024. He says his teachers didn’t really respond to the arrival of ChatGPT. And, that students used AI to get their schoolwork done in almost all of his classes.\u003c/p>\n\u003cp>He says his science class was the worst. The students all have laptops, but the teacher sits in front of the class, and can’t see what’s on the screens. Woody sits in the back.\u003c/p>\n\u003cp>\u003cstrong>Woody Goss:\u003c/strong> And you can see everybody’s screen and you can see ChatGPT spitting out the text, and you can see them copy and pasting it into their paper.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> You could literally see your fellow students using ChatGPT…\u003c/p>\n\u003cp>\u003cstrong>Woody Goss: \u003c/strong> And copying and pasting it, yup.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> If you could estimate how many people in a classroom of 20 students, how many were using it to cheat in the way you’re describing. How many would you say?\u003c/p>\n\u003cp>\u003cstrong>Woody Goss:\u003c/strong> So I’d say that there’s 10 people in that class using it for everything like cheating on, the whole paper is AI, I’d say there’s another 5 that probably half of it’s written by AI, but they do actually read it through and go, “Gee, maybe I don’t wanna include the part that says ‘As a large language model…’” but they like read it through and copy parts and splice bits and do whatever. Then I’d say of, so you’ve got five remaining. I’d say probably 4 of that 5 do the paper legitimately. So there’s 4 people doing it legitimately, and then there’s another one that’s going, and I don’t know, they, it’s kind of a mix, like they plagiarized stuff, but it’s like a paragraph in their entire thing. And I would say, of those 4, I mean, unless you’ve got a really, not a super smart tech kid, I’d say probably all four of those are using AI in some way. It’s just using it appropriately.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes: \u003c/strong>Woody says that some of his teachers were apparently totally oblivious to generative AI. But not his science teacher. She tried to encourage students to use it in a way that would help them learn.\u003c/p>\n\u003cp>\u003cstrong>Woody Goss:\u003c/strong> That teacher was really trying, she seemed to grasp the concept that there was AI being used, and she was like, we’re gonna learn how to use AI, legitimately and like how do we use it in our research? And everybody heard, oh, you can use AI in your paper. And they all didn’t actually listen to what she was saying. Please use it as like a secondary source. And they all went, “okay, I’m gonna use ChatGPT to write my paper. “\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> Um, do you have any teachers who effectively managed this? You know, either in their…\u003c/p>\n\u003cp>\u003cstrong>Woody Goss:\u003c/strong> No, I have the science teacher really tried. She really, she did actually provide, unlike all the other teachers, she actually provided instruction like, Hey, here’s how we’re gonna use it. Everybody ignored it, but she did try, right? All my other teachers just flat out ignored it the whole year. Um, except for the ELA teacher who said, we’re all writing paper benchmarks, which was a nightmare. That was just…\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> Why, why was that a nightmare?\u003c/p>\n\u003cp>\u003cstrong>Woody Goss:\u003c/strong> Because I’d say for a lot of us, not, not even including AI, we’re all digital people on Chromebooks. We don’t, we don’t know how to write a paper benchmark, which you could argue is its own problem. But then you had a million kids yelling and screaming about that, because god forbid you have to write a paper benchmark. Eww.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> So, according to Woody, his English teacher made the students write things out by hand, which actually did keep people from using ChatGPT. Although Woody thinks that created other problems.\u003c/p>\n\u003cp>Some people have suggested that Woody doesn’t need to worry. According to him he’s doing his work legitimately. Assuming that’s true, and that the other students are using ChatGPT, then it’ll all come out in the wash. He’ll actually learn what he’s supposed to, and the others won’t, and eventually, that will be obvious, and give him an advantage. Maybe in getting into college, maybe on tests, maybe in life.\u003c/p>\n\u003cp>But Woody doesn’t see it that way. In his world. Grades matter. Students are under pressure. When students choose to cheat, that can impact how the teachers teach the material. And the pace of learning, which puts even more pressure on the students who are trying to do the work themselves.\u003c/p>\n\u003cp>\u003cstrong>Woody Goss:\u003c/strong> I mean, it’s frustrating. It’s a compounding effect. I’d say at the beginning of the year, there weren’t a lot of students using AI, and I’d say it’s shifted as the pacing gets faster, then more kids feel like they need it ’cause they feel like they’re gonna fail if they don’t have it. So it piles on itself, and it also, I was never the fast worker in the class. I can do the work, but I’m like dyslexic anyway, so it takes me forever to do the work anyway. I’d say the number of people not using it, like the number of people holding out and being like, “I’m gonna do my work legitimately” is going down because it’s just, there’s no room for, especially in the district where I am, where a lot of, we’re very grade grubby.\u003c/p>\n\u003cp>It’s expected, like you gotta have an A in every class. So everybody is, “I gotta get that A, I gotta get this assignment in on time.”\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> All right. I’d like to bring Justin Reich back to the program. Justin has studied technology in schools over the decades, and he can help us make sense of the stories we just heard. Welcome back Justin.\u003c/p>\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> Thanks for having me, Jesse.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> So the interviews that I shared took place over a year ago, and we’re now coming up on 3 years since ChatGPT was unveiled in November of 2022. So I’m curious what overall reactions you’re having as you listen back to these stories.\u003c/p>\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> Well, the first thing it makes me think of is something that we’ve talked about before, which is just this idea of instantaneous arrival is so unusual for an education technology. I mean, the joke we make sometimes is that, you know, “no kid ever dragged their own smart board into a classroom”. Typically education technology was purchased by schools, and that meant the schools could have at least something of a plan before they gave all their teachers online grade books, or they bought all their kids’ Chromebooks, or they bought all their kids’ iPads, or whatever else it is. But there is zero time for planning. There’s zero time for preparation. You know, Steve Ouellette says, “This is urgent”.\u003c/p>\n\u003cp>There’s just, there’s something which is happening right now and we need to deal with it. And then schools have really different capacities to deal with that. So an affluent place like Westwood, where they probably have recovered pretty well from the pandemic where things are feeling like they’re back on track, they probably have plenty of resources to hire substitute teachers, you know, the population of kids they serve have all kinds of challenges, but not nearly, the challenges they might encounter in some of their urban neighborhoods nearby or rural neighborhoods out west. They’re in a good place to be able to say, “Oh, we’ve, I’ve got some extra time to be able to manage this. Like, let’s get started.” Let’s, you know, teachers have extra time to be on the working group, “Let’s get started working on this.”\u003c/p>\n\u003cp>For, at other places, many, many schools in November 2022, in the spring of 2023, were still drowning in the challenges of chronic absenteeism of learning, loss of school that felt like it really hadn’t bounced back yet. And so this new thing shows up, and not every school in the country is on the same footing in figuring out how to deal with it. But of course, even if a school doesn’t have an institutional plan to deal with it, every teacher has to deal with it.\u003c/p>\n\u003cp>So Ms O’Neill walks into her classroom and all of her students are using Bing. And she goes, well, you know, Bing! Bing is the web browser that you use to download Google Chrome, so you can never have to use Bing again. Why are all my students using Bing on a Chromebook? Like none of this makes sense. And what a great story, to remind us how significantly and quickly things changed and how there was no choice to postpone this. There was no way to say, ah, “ we’ll just buy, maybe we’ll buy the smart boards, but we’ll buy them next year, or we’ll buy them two years after that. Let’s just work on other stuff for now.” You, as an educator, had this in your classroom and had to decide what you were gonna do.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> Well, speaking of no option to postpone, I wanna play you something that Sam Altman said about all of this back in 2023. You know that Sam Altman was one of the founders of OpenAI, the company responsible for ChatGPT. And he’s the CEO. You may remember he was actually ousted from the company briefly and then reinstated in an episode they’re now calling the blip, and one thing he’s gotten some criticism for is just releasing new versions of ChatGPT out into the world, arguably without a lot of thought about what impact that might have or without a lot of support for institutions like schools that might be impacted by AI. And in 2023, the hosts of the New York Times podcast, Hard Fork asked him about that. And here’s what he said.\u003c/p>\n\u003cp>\u003cstrong>Sam Altman:\u003c/strong> You know, one example that I mean is instructive because it was the first and the loudest is what happened with ChatGPT and education. Days, at least weeks. But I think days after the release of ChatGPT school districts were like falling all over themselves to ban ChatGPT. And that didn’t really surprise us, like that we could have predicted and did predict.\u003c/p>\n\u003cp>The thing that happened after that quickly was, you know, like weeks to months, was school districts and teachers saying, Hey, actually we made a mistake and this is really important part of the future of education and the benefits far outweigh the downside. And not only are we banning it, we’re encouraging our teachers to make use of it in the classroom. We’re encouraging our students to get really good at this tool because it’s gonna be part of the way people live.\u003c/p>\n\u003cp>And, you know, then there was like a big discussion about what, what the kind of path forward should be. And that is just not something that could have happened without releasing.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes: \u003c/strong>So Justin, you were paying pretty close attention in 2022 and 2023 when ChatGPT was first unleashed upon schools. Do you think Altman’s account is historically accurate?\u003c/p>\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>Well, I actually got to hear Sam Altman give some version of this because he came to MIT, not long after November, 2022, gave a talk that was facilitated by Sally Kornbluth, our president. And he said something along the lines, I think the question was something like, you know, where are there big wins for ChatGPT? And he was like, well, education’s a slam dunk. This is a place where very obviously, we’re seeing benefits, not really seeing any downsides. Things are just immediately improving society. So this is gonna be a fast win for us. And yeah, you know, it’s, it’s delusional.\u003c/p>\n\u003cp>It’s not at all connected to what is actually happening in reality in schools. I’m sure some of it is, if I built a technology product, I’d be pretty excited to hear the voices of people who are happy with it. You know, people in powerful places don’t always have great sources of information about what happens.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes : \u003c/strong>And, and everything he says has a kind of factual basis to it, but it adds up to a kind of orderly picture of what happens, that to me doesn’t really reflect the chaos that educators were experiencing.\u003c/p>\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> Also, if you just know something about schools, this idea that, like, “as soon as it was released they were all doing something”, it’s like, no, that’s not how schools work. And then “really quickly after doing it, they reverse themselves” and you’re like, no, you do not under- like, schools are carrier fleets.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> Schools are super tankers.\u003c/p>\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>Schools are super tankers. Like when they turn, they turn slowly and they turn with inertia. And when they go back it takes a lot of time to move that backwards, but even just in the handful of stories that we heard,we heard from a couple of students, one teacher who said there was nothing happening in their schools. It wasn’t being banned, it wasn’t being encouraged. Teachers were kind of figuring out on their own what to do with it.\u003c/p>\n\u003cp>And I mean, if you talk to teachers and students, it’s not very hard to get stories where you get the sense of like, oh, this is not an unambiguously good thing. Like this is making Nanki nervous because pretty clearly students are using this to bypass their learning in ways that they shouldn’t. Woody is really concerned that his classes are moving faster than they’re supposed to because teachers are getting the wrong feedback. From students because students, instead of doing the work and doing the learning and figuring things out, are just copying, pasting questions from ChatGPT into their assignments and this, and Woody is trying to, is telling us he’s trying to do the right thing and this isn’t working here.\u003c/p>\n\u003cp>And even Steve, who’s in like the best possible circumstances, a really experienced, really talented tech director with a really supportive superintendent, really supportive community, cool things happening in their schools. As much good work as he’s doing, I think he still feels like, that he’s just barely taking the first steps that might be needed to get his hands wrapped around this thing.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> Yeah, and in fact, I actually played that Sam Altman tape for him and you know, he, and arguably what Sam Altman describes most closely resembles Westwood and Steve Ouellette, like of all the people we heard from, his story is the closest to Sam Altman’s account of what happened. But this, this is what he had to say.\u003c/p>\n\u003cp>\u003cstrong>Steve Ouellette: \u003c/strong>Not to highlight Westwood, but when I talk to my peers in neighboring districts, no one’s doing anything. Like they’re just starting to create, think about creating guidelines. And so, we’re kind of just like building the plane, you know, while we fly it.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> For the next 6 episodes, we’re going to hear stories of building the plane as we fly it. We’ll hear from the teachers who are struggling to prevent their students from using ChatGPT to bypass learning and thinking; We’ll talk with students about why they turn to AI to get their work done, and what it feels like to be falsely accused of using AI.\u003c/p>\n\u003cp>And we’ll hear from teachers, students, and school leaders who have found ways to use AI to help them teach or learn.\u003c/p>\n\u003cp>And in our next episode, what even is generative AI? And why does the so-called “jagged frontier” of this technology make it so challenging when it shows up in schools?\u003c/p>\n\u003cp>It doesn’t think, it doesn’t understand, it predicts one word at a time.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes: \u003c/strong>That’s next time on the Homework Machine.\u003c/p>\n\u003cp>This episode was produced by me, Jesse Dukes. We had editing from Ruxandra Guidi and Alexandra Salomon. Reporting and research from Holly McDede, Natasha Esteves, Andrew Meriwether, and Chris Bagg. Sound design and music supervision by Steven Jackson. Production support from Yebu Ji. Data analysis from Manee Ngozi Nnamani and Manasa Kudumu.\u003c/p>\n\u003cp>Special thanks to Josh Sheldon, Camila Lee, Liz Hutner, and Eric Klopfer. Administrative support from Jessica Rondon.\u003c/p>\n\u003cp>The research and reporting you heard in this episode was supported by the Spencer Foundation, the Kapor Foundation, the Jameel World Education Lab, the Social and Ethical Responsibility of Computing Initiative at MIT, and the RAISE initiative, Responsible AI for Social Empowerment and Education also at MIT.\u003c/p>\n\u003cp>And, we had support from Google’s Academic Research Awards program.\u003c/p>\n\u003cp>The Homework Machine is a production of the Teaching Systems Lab, Justin Reich Director, the lab is located at the Massachusetts Institute of Technology, more commonly known to the world as MIT.\u003c/p>\n\u003cp>\u003ca href=\"http://teachlabpodcast.com/\">teachlabpodcast.com\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://tsl.mit.edu/AI\">tsl.mit.edu/AI\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003cbr>\n\u003c/strong>That was The Homework Machine from MIT’s Teachlab podcast.\u003cbr>\nYou can find the whole series wherever you get your podcasts.\u003c/p>\n\u003cp>We’ll be back next month with a brand new episode of Mindshift.\u003c/p>\n\u003cp>MindShift is supported in part by the generosity of the William & Flora Hewlett Foundation and members of KQED.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Thanks for listening!\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">\u003ci>View the full episode transcript.\u003c/i>\u003c/a>\u003c/p>\n\u003cp>This month MindShift is sharing an episode from MITs TeachLab podcast. Hosts Jessie Dukes and Justin Reich have interviewed teachers, school leaders and students about how the debut of ChatGPT and Generative AI is actually playing out in schools.\u003c/p>\n\u003cp>They’ve compiled their learnings into a mini series called the \u003ca href=\"https://www.teachlabpodcast.com/\">Homework Machine\u003c/a>.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC3473844164\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cstrong>\u003ci>\u003cspan style=\"font-weight: 400;\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003cbr>\n\u003c/span>\u003c/i>\u003cbr>\nKi Sung:\u003c/strong> Hey MindShift listeners, It’s Ki Sung.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Today we’ve got a special episode to share with you. It’s from our friends at Teach Lab, a podcast about the art and craft of teaching.\u003c/p>\n\u003cp>In their mini series, called The Homework Machine, hosts Jesse Dukes and Justin Reich explore the reactions to AI when it first debuted as a strange new technology.\u003c/p>\n\u003cp>We’ll let our friends from Teach Lab take it from here.\u003c/p>\n\u003cp>\u003cstrong>Episode Transcript\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> This is the Teach Lab podcast, I’m Justin Reich.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> And I’m Jesse Dukes.\u003c/p>\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> Devon O’Neil is a high school social studies teacher in Oregon. Back in 2021, after six years of teaching, she took 2 years off while her husband attended grad school. At MIT actually. And during her break from teaching, she worked designing classroom curriculum.\u003c/p>\n\u003cp>\u003cstrong>Devon O’Neil:\u003c/strong> Which is a super cool experience, very different from being in the classroom, and also really reinforced that I wanted to be in the classroom.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> When she was on her break, O’Neil missed two momentous years for schools. There was a pandemic, remote learning, hybrid learning, returning to school buildings. And when she went back to the classroom, in the fall of 2023, she said, there was some culture shock.\u003c/p>\n\u003cp>\u003cstrong>Devon O’Neil:\u003c/strong> It was those two, like super crazy post-Covid years. So I come back, and it’s like, like those movies where the caveman, like defrost or whatever. And they’re like “what is this?”\u003c/p>\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> It wasn’t just that her fellow teachers were harrowed and burned out, while she was fresh and energetic. She also noticed that the student work was, well, different from what she remembered.\u003c/p>\n\u003cp>\u003cstrong>Devon O’Neil:\u003c/strong> I’d have these really well written paragraphs or snippets that are looked to be very well researched and all this, but not at all on topic. Grammar was off. Even the most brilliant 14-year-old still talks like a 14-year-old and still writes like a 14-year-old.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> So, the grammar was oddly good. O’Neil can see her students’ screens, and she sometimes watches them work. And, one day, she noticed they were using an unusual search engine.\u003c/p>\n\u003cp>\u003cstrong>Devon O’Neil:\u003c/strong> Bing! I was noticing a lot of them were using Bing. To Google stuff, see even to Google stuff. And I was like, that’s the weirdest choice. Who uses Bing?\u003c/p>\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> And then, one day, she was watching a student complete a writing assignment in a google doc. And poof, a whole well-written paragraph just appeared. Out of nowhere.\u003c/p>\n\u003cp>\u003cstrong>Devon O’Neil:\u003c/strong> Like one minute it’s not there, and one minute it’s there. And, it said like “here are your results”. And they forgot to delete that.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> And that’s when Devon realized her students were using ChatGPT to complete in class writing assignments. They would copy and paste the questions she would give them into Bing’s Copilot, which was a free way to use ChatGPT. Then, the students copied the answer, sometimes without any editing, right into their google document.\u003c/p>\n\u003cp>\u003cstrong>Devon O’Neil: \u003c/strong>Which is kind of a rookie mistake, like if they’re going to cheat, you want them to cheat a little better.\u003c/p>\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> We first talked to Devon in 2023, just a few weeks after she figured out what was going on. She says that since then, she’s gotten a lot more savvy about ChatGPT. But her experience speaks to how much can, and did, change in schools, in just a couple of years.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> In November of 2022, ChatGPT was launched as a free research preview of advanced generative AI, like a pilot, or beta version. Generative AI is a type of artificial intelligence that can create new content, especially text, but also images, videos, and music.\u003c/p>\n\u003cp>ChatGPT is the most famous example of generative AI. There are competitors like Google’s Gemini, Anthropic’s Claude, and the Chinese company, DeepSeek. And rather quickly, students figured out, ChatGPT was pretty good at doing their homework for them. Devon, out of school for two years, working on curriculum, had missed the arrival of the new homework machine. But her students had not.\u003c/p>\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> The arrival of chatGPT, and then fairly quick upgrades with GPT-3.5 and GPT-4 within a couple of years, has been the big story in education technology since the fall of 2022.\u003c/p>\n\u003cp>\u003cem>[Waterfall of news stories]\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>News anchor 1: \u003c/strong>So how does it work? Students can drop an assignment into something like ChatGPT, click a button and their homework is done.\u003c/p>\n\u003cp>\u003cstrong>News anchor 2: \u003c/strong>She is talking about ChatGPT. School districts like New York cities are banning it.\u003c/p>\n\u003cp>\u003cstrong>News anchor 3: \u003c/strong>ChatGPT is the new artificial intelligence tool causing a stir.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> Schools have scrambled to figure out what to do about ChatGPT. Ban it? Embrace it? Teachers have scrambled to try to get ahead of the “cheating” problem, and to find ways in which AI can support education. Some Students have scrambled to figure out how to use AI without their teachers detecting it. And education technology companies have scrambled to create AI powered ed tech. And have made many promises about how generative AI will transform education.\u003c/p>\n\u003cp>\u003cstrong>Sal Khan:\u003c/strong> But I think we’re at the cusp of using AI for probably the biggest positive transformation that education has ever seen, and the way we’re going to do that is by giving every student on the planet an artificially intelligent but amazing personal tutor.\u003c/p>\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> My career has been devoted to studying education technology. Over and over again, we’ve seen new technologies emerge in education, and the technology developers will promise, every time, that the new tech will transform and democratize education.\u003c/p>\n\u003cp>\u003cstrong>Sal Khan :\u003c/strong>That’s what’s about to happen.\u003c/p>\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> And while the technologies do sometimes help teachers and students, those big transformations to schools, they never happen.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> But there is something different about Chat GPT and other AI. Throughout history, most education technology has been adopted by schools, who hope it will help them do better work, teaching students. But Generative AI wasn’t invited into schools. Not for the most part. It crashed the party. Even if schools ban it from school laptops, students can often get around that ban, by using Bing, for example. Or they have their own laptop. Or they can access it on their mobile phone, which over 95% of teenagers have.\u003c/p>\n\u003cp>So, the kids have access to generative AI. And they’re using it, whether their teachers want them to, or not. That’s having a big impact on schools.\u003c/p>\n\u003cp>Now, a little about me, and this project. I am a journalist, and for the past year and a half, I’ve been working with Justin and other colleagues at MIT’s Teaching Systems Lab. We’ve interviewed over 85 teachers and school leaders, and over 35 students about how all of this is actually playing out in schools.\u003c/p>\n\u003cp>I’ve been hearing about why students cheat using AI, what teachers are doing to stop them, and how some teachers and students have found ChatGPT to be helpful for learning. And for the next several weeks, we’re going to share what we’ve learned with you in a mini series we’re calling the Homework Machine.\u003c/p>\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> And now, Jesse, who has immersed himself in this research, will be our host and guide for these episodes. Jesse, you can take it from here.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> Thanks Justin, but not so fast. We’re going to want your historical knowledge about educational technology to help us unpack and contextualize these stories. So stay close, and keep your mic handy. In fact, we’re going to hear from you again in this episode.\u003c/p>\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> Sounds good.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> Alright, well, let’s go back to A beginning: December of 2022. We’ll start with Steve Ouellette. He’s a technology director at the Westwood School district, southwest of Boston. His job includes keeping track of computers and software for the district, but also helping teachers think through how to use technology in their work. He remembers the exact moment he heard about generative AI.\u003c/p>\n\u003cp>\u003cstrong>Steve Ouellette:\u003c/strong> So I think it was, it was December 8th. And I was home sick with Covid. I got an email, I’m on a listserv, you know, with all the tech directors in Massachusetts and I got an email that said: Have AI write your next English paper. The sub caption was: Buckle up, here it comes. And someone had basically shared a video of this thing called ChatGPT, that was generating an essay about, I think it was about Raisin in the Sun. And I was like “What is going on here?”\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes: \u003c/strong>Watching the video, Ouellette says he immediately realized that this was a big deal.\u003c/p>\n\u003cp>\u003cstrong>Steve Ouellette:\u003c/strong> Yeah, that was, that was a moment. You know, I’ve been in this business since 1993 and I don’t remember having like, a really specific, like, reaction to something the way I did when I saw that.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> Ouellette emailed the district’s superintendent, and explained the situation to her. There was a new technological tool, available to students, that could do their schoolwork. Pretty effectively.\u003c/p>\n\u003cp>\u003cstrong>Steve Ouellette:\u003c/strong> And she had no idea what it was. And I explained to her what it was and sent her a link and she shot back to me five minutes later and she’s like, yeah, we need to write about this. And so we, we felt, we both felt this sense of like, urgency.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> The superintendent asked Ouellette to write a memo to the district’s teachers. Ouellette is a technology guy, and out of curiosity and excitement, he decided to experiment. Could ChatGPT draft the memo? He asked ChatGPT to write the first draft and sent it to the superintendent. She read it and told Ouellette, this is pretty formal language, it doesn’t sound like you. Make it more casual sounding. But Ouellette didn’t rewrite the memo himself. He prompted ChatGPT to revise the memo. And he told it: “Make it more conversational.”\u003c/p>\n\u003cp>\u003cstrong>Steve Ouellette:\u003c/strong> I said, you need to write something funny about how, you know France was gonna win the World Cup. And it like, seamlessly incorporated a little like parenthetical thing about, oh by the way, France is gonna win the World Cup. And in the way it did, it was like magnificent.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> Here’s the memo ChatGPT wrote:\u003c/p>\n\u003cp>\u003cstrong>ChatGPT: \u003c/strong> ChatGPT could also be used to help students learn other languages, such as Spanish or French (which, by the way, I think will win the 2022 World Cup). Imagine being able to have a conversation with ChatGPT in French and receiving instant corrections and feedback on your pronunciation and grammar. The possibilities are truly endless.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> Side note, I’m not that impressed with how ChatGPT did with that World Cup joke. It says that “French” will win the world cup, not “France”. But, that aside, they sent the memo out that Monday. Remember, this was December of 2022.\u003c/p>\n\u003cp>Over the next few months, Ouellette formed an AI working group in the district. They brought in a guest speaker. They looked at academic policies. They talked to teachers and students. And by the summer of 2023, they had revised academic integrity guidelines as well as some basic training for teachers.\u003c/p>\n\u003cp>\u003cstrong>Steve Ouellette:\u003c/strong> The goal was to inform staff about what this stuff is, to let them know that there are guidelines, and that if they have students, you know, in grades eight or higher, they can use it with their students. But we also wanted to inform staff how to use it for themselves to make their own work more efficient. The theory behind that is if they’re using it, then they’ll be more informed to use it responsibly with their kids. And it’s nowhere near where what it needs to be. I’ll be the first to admit it, but we did something.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> What Westwood did was quite a bit more than most districts. Last fall, a survey found only about one quarter of teachers said their school district had provided any guidance or professional development, about AI. That’s two years after the arrival of the technology.\u003c/p>\n\u003cp>At Westwood, the faculty learned about ChatGPT pretty early on. Likely before many of their students heard about it. That was NOT true for other schools.\u003c/p>\n\u003cp>\u003cstrong>Nanki Kaur:\u003c/strong> The First Time I heard about ChatGPT was in my English Class.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes: \u003c/strong>This is Nanki Kaur. She just graduated from American High School, in Fremont, California. And she heard about ChatGPT from another student back in the spring of 2023.\u003c/p>\n\u003cp>\u003cstrong>Nanki Kaur:\u003c/strong> We were having a conversation about how we were going to approach our research paper assignment that was coming up, and you would have to pick an individual of American significance and prove why they were of American significance and what impact they had. And he was talking about how he just asked this AI platform about how his person of American Significance who was BLEEP, had an impact on America and he got a really strong thesis statement. And he said, I didn’t even have to do anything.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> Now, I bleeped that last bit so this student won’t get in trouble.But the point here, Nanki says the thesis statement was actually pretty good.\u003c/p>\n\u003cp>\u003cstrong>Nanki Kaur:\u003c/strong> And we were all confused and we were like, what are you talking about? Like how did you not have to do anything and how do you have such a strong thesis statement? ’cause we were just learning how to write a thesis statement at that time. And he said, there’s this online platform, it’s driven by artificial intelligence and it just writes it for you and it’s, it’s really thorough.It’s really good. You guys should try it. And so that was the first time I heard about it and I was shocked.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes: \u003c/strong>Nanki talked with our colleague Holly McDede, a reporter based in California.\u003c/p>\n\u003cp>\u003cstrong>Holly McDede:\u003c/strong> Did you try it?\u003c/p>\n\u003cp>\u003cstrong>Nanki Kaur:\u003c/strong> I did go home and try it. Not for the same assignment, but I went home and I looked it up like Chat GPT, OpenAI, what is it? And then I asked it a couple questions like what is the weather like, and if I were to write a story about a certain situation,could you write me a story? And it actually answered all my prompts and it wrote me like a solid paragraph, and so I was shocked. Yeah.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> Nanki says she doesn’t know what the other student did with his thesis statement, but she has a guess:\u003c/p>\n\u003cp>\u003cstrong>Nanki Kaur:\u003c/strong> I think he did turn it in and I don’t know what kind of disciplinary action he got because there wasn’t really much set in stone.\u003c/p>\n\u003cp>\u003cstrong>Holly McDede:\u003c/strong> Do you suspect he didn’t get any disciplinary action?\u003c/p>\n\u003cp>\u003cstrong>Nanki Kaur:\u003c/strong> I do suspect that because he was oddly smug about how well he had done on that assignment.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> As far as Nanki knows, that student didn’t get in any trouble. In fact, she’s not sure the teachers knew about ChatGPT at that point. And Nanki says that the school didn’t seem to catch on that students were using ChatGPT to cheat until the fall of 2023, the next school year. A whole year after ChatGPT launched.\u003c/p>\n\u003cp>But Nanki says when they did realize what was happening, the school came down hard. Nanki’s AP English teacher held a special class meeting to present the new academic integrity policy, with a list of sanctions if students were caught using Chat GPT or other AI.\u003c/p>\n\u003cp>\u003cstrong>Nanki Kaur:\u003c/strong> Which included, zeros on the assignments or administrative disciplinary action. And if worse comes to worst, then it would be, suspensions.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> At American High School Nanki says their policies didn’t just ban ChatGPT. Students were also told they couldn’t use Grammarly, the grammar check program, or similar AI tools that are often built into students’ browsers. But, the policies weren’t applied consistently. Nanki says her social studies teacher actually encouraged her to use AI for research.\u003c/p>\n\u003cp>\u003cstrong>Nanki Kaur:\u003c/strong> Because she said, I think it’s a really good tool to get all the facts in one spot. Obviously, I’m gonna ask you guys to fact check and cross check, make sure that everything is correct. But I think it’s a really great, you know, tool for you guys to use so that you have everything in one place.\u003c/p>\n\u003cp>\u003cstrong>Holly McDede:\u003c/strong> Was that confusing for you or other students?\u003c/p>\n\u003cp>\u003cstrong>Nanki Kaur:\u003c/strong> It was confusing for me, personally because I was like, I just don’t want to use it at all. Like I don’t even care because I don’t need like this habit. I don’t want it on my computer. I don’t want it anywhere, like I just want it like away from me because I didn’t want to jeopardize any chance of having a good grade in that class or in any of my classes.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> Some 3000 miles away from Nanki, another student had quite a different experience. Woody Goss was wrapping up 8th grade in a public school in the suburbs north of New York city when he spoke to us in the spring of 2024. He says his teachers didn’t really respond to the arrival of ChatGPT. And, that students used AI to get their schoolwork done in almost all of his classes.\u003c/p>\n\u003cp>He says his science class was the worst. The students all have laptops, but the teacher sits in front of the class, and can’t see what’s on the screens. Woody sits in the back.\u003c/p>\n\u003cp>\u003cstrong>Woody Goss:\u003c/strong> And you can see everybody’s screen and you can see ChatGPT spitting out the text, and you can see them copy and pasting it into their paper.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> You could literally see your fellow students using ChatGPT…\u003c/p>\n\u003cp>\u003cstrong>Woody Goss: \u003c/strong> And copying and pasting it, yup.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> If you could estimate how many people in a classroom of 20 students, how many were using it to cheat in the way you’re describing. How many would you say?\u003c/p>\n\u003cp>\u003cstrong>Woody Goss:\u003c/strong> So I’d say that there’s 10 people in that class using it for everything like cheating on, the whole paper is AI, I’d say there’s another 5 that probably half of it’s written by AI, but they do actually read it through and go, “Gee, maybe I don’t wanna include the part that says ‘As a large language model…’” but they like read it through and copy parts and splice bits and do whatever. Then I’d say of, so you’ve got five remaining. I’d say probably 4 of that 5 do the paper legitimately. So there’s 4 people doing it legitimately, and then there’s another one that’s going, and I don’t know, they, it’s kind of a mix, like they plagiarized stuff, but it’s like a paragraph in their entire thing. And I would say, of those 4, I mean, unless you’ve got a really, not a super smart tech kid, I’d say probably all four of those are using AI in some way. It’s just using it appropriately.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes: \u003c/strong>Woody says that some of his teachers were apparently totally oblivious to generative AI. But not his science teacher. She tried to encourage students to use it in a way that would help them learn.\u003c/p>\n\u003cp>\u003cstrong>Woody Goss:\u003c/strong> That teacher was really trying, she seemed to grasp the concept that there was AI being used, and she was like, we’re gonna learn how to use AI, legitimately and like how do we use it in our research? And everybody heard, oh, you can use AI in your paper. And they all didn’t actually listen to what she was saying. Please use it as like a secondary source. And they all went, “okay, I’m gonna use ChatGPT to write my paper. “\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> Um, do you have any teachers who effectively managed this? You know, either in their…\u003c/p>\n\u003cp>\u003cstrong>Woody Goss:\u003c/strong> No, I have the science teacher really tried. She really, she did actually provide, unlike all the other teachers, she actually provided instruction like, Hey, here’s how we’re gonna use it. Everybody ignored it, but she did try, right? All my other teachers just flat out ignored it the whole year. Um, except for the ELA teacher who said, we’re all writing paper benchmarks, which was a nightmare. That was just…\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> Why, why was that a nightmare?\u003c/p>\n\u003cp>\u003cstrong>Woody Goss:\u003c/strong> Because I’d say for a lot of us, not, not even including AI, we’re all digital people on Chromebooks. We don’t, we don’t know how to write a paper benchmark, which you could argue is its own problem. But then you had a million kids yelling and screaming about that, because god forbid you have to write a paper benchmark. Eww.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> So, according to Woody, his English teacher made the students write things out by hand, which actually did keep people from using ChatGPT. Although Woody thinks that created other problems.\u003c/p>\n\u003cp>Some people have suggested that Woody doesn’t need to worry. According to him he’s doing his work legitimately. Assuming that’s true, and that the other students are using ChatGPT, then it’ll all come out in the wash. He’ll actually learn what he’s supposed to, and the others won’t, and eventually, that will be obvious, and give him an advantage. Maybe in getting into college, maybe on tests, maybe in life.\u003c/p>\n\u003cp>But Woody doesn’t see it that way. In his world. Grades matter. Students are under pressure. When students choose to cheat, that can impact how the teachers teach the material. And the pace of learning, which puts even more pressure on the students who are trying to do the work themselves.\u003c/p>\n\u003cp>\u003cstrong>Woody Goss:\u003c/strong> I mean, it’s frustrating. It’s a compounding effect. I’d say at the beginning of the year, there weren’t a lot of students using AI, and I’d say it’s shifted as the pacing gets faster, then more kids feel like they need it ’cause they feel like they’re gonna fail if they don’t have it. So it piles on itself, and it also, I was never the fast worker in the class. I can do the work, but I’m like dyslexic anyway, so it takes me forever to do the work anyway. I’d say the number of people not using it, like the number of people holding out and being like, “I’m gonna do my work legitimately” is going down because it’s just, there’s no room for, especially in the district where I am, where a lot of, we’re very grade grubby.\u003c/p>\n\u003cp>It’s expected, like you gotta have an A in every class. So everybody is, “I gotta get that A, I gotta get this assignment in on time.”\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> All right. I’d like to bring Justin Reich back to the program. Justin has studied technology in schools over the decades, and he can help us make sense of the stories we just heard. Welcome back Justin.\u003c/p>\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> Thanks for having me, Jesse.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> So the interviews that I shared took place over a year ago, and we’re now coming up on 3 years since ChatGPT was unveiled in November of 2022. So I’m curious what overall reactions you’re having as you listen back to these stories.\u003c/p>\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> Well, the first thing it makes me think of is something that we’ve talked about before, which is just this idea of instantaneous arrival is so unusual for an education technology. I mean, the joke we make sometimes is that, you know, “no kid ever dragged their own smart board into a classroom”. Typically education technology was purchased by schools, and that meant the schools could have at least something of a plan before they gave all their teachers online grade books, or they bought all their kids’ Chromebooks, or they bought all their kids’ iPads, or whatever else it is. But there is zero time for planning. There’s zero time for preparation. You know, Steve Ouellette says, “This is urgent”.\u003c/p>\n\u003cp>There’s just, there’s something which is happening right now and we need to deal with it. And then schools have really different capacities to deal with that. So an affluent place like Westwood, where they probably have recovered pretty well from the pandemic where things are feeling like they’re back on track, they probably have plenty of resources to hire substitute teachers, you know, the population of kids they serve have all kinds of challenges, but not nearly, the challenges they might encounter in some of their urban neighborhoods nearby or rural neighborhoods out west. They’re in a good place to be able to say, “Oh, we’ve, I’ve got some extra time to be able to manage this. Like, let’s get started.” Let’s, you know, teachers have extra time to be on the working group, “Let’s get started working on this.”\u003c/p>\n\u003cp>For, at other places, many, many schools in November 2022, in the spring of 2023, were still drowning in the challenges of chronic absenteeism of learning, loss of school that felt like it really hadn’t bounced back yet. And so this new thing shows up, and not every school in the country is on the same footing in figuring out how to deal with it. But of course, even if a school doesn’t have an institutional plan to deal with it, every teacher has to deal with it.\u003c/p>\n\u003cp>So Ms O’Neill walks into her classroom and all of her students are using Bing. And she goes, well, you know, Bing! Bing is the web browser that you use to download Google Chrome, so you can never have to use Bing again. Why are all my students using Bing on a Chromebook? Like none of this makes sense. And what a great story, to remind us how significantly and quickly things changed and how there was no choice to postpone this. There was no way to say, ah, “ we’ll just buy, maybe we’ll buy the smart boards, but we’ll buy them next year, or we’ll buy them two years after that. Let’s just work on other stuff for now.” You, as an educator, had this in your classroom and had to decide what you were gonna do.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> Well, speaking of no option to postpone, I wanna play you something that Sam Altman said about all of this back in 2023. You know that Sam Altman was one of the founders of OpenAI, the company responsible for ChatGPT. And he’s the CEO. You may remember he was actually ousted from the company briefly and then reinstated in an episode they’re now calling the blip, and one thing he’s gotten some criticism for is just releasing new versions of ChatGPT out into the world, arguably without a lot of thought about what impact that might have or without a lot of support for institutions like schools that might be impacted by AI. And in 2023, the hosts of the New York Times podcast, Hard Fork asked him about that. And here’s what he said.\u003c/p>\n\u003cp>\u003cstrong>Sam Altman:\u003c/strong> You know, one example that I mean is instructive because it was the first and the loudest is what happened with ChatGPT and education. Days, at least weeks. But I think days after the release of ChatGPT school districts were like falling all over themselves to ban ChatGPT. And that didn’t really surprise us, like that we could have predicted and did predict.\u003c/p>\n\u003cp>The thing that happened after that quickly was, you know, like weeks to months, was school districts and teachers saying, Hey, actually we made a mistake and this is really important part of the future of education and the benefits far outweigh the downside. And not only are we banning it, we’re encouraging our teachers to make use of it in the classroom. We’re encouraging our students to get really good at this tool because it’s gonna be part of the way people live.\u003c/p>\n\u003cp>And, you know, then there was like a big discussion about what, what the kind of path forward should be. And that is just not something that could have happened without releasing.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes: \u003c/strong>So Justin, you were paying pretty close attention in 2022 and 2023 when ChatGPT was first unleashed upon schools. Do you think Altman’s account is historically accurate?\u003c/p>\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>Well, I actually got to hear Sam Altman give some version of this because he came to MIT, not long after November, 2022, gave a talk that was facilitated by Sally Kornbluth, our president. And he said something along the lines, I think the question was something like, you know, where are there big wins for ChatGPT? And he was like, well, education’s a slam dunk. This is a place where very obviously, we’re seeing benefits, not really seeing any downsides. Things are just immediately improving society. So this is gonna be a fast win for us. And yeah, you know, it’s, it’s delusional.\u003c/p>\n\u003cp>It’s not at all connected to what is actually happening in reality in schools. I’m sure some of it is, if I built a technology product, I’d be pretty excited to hear the voices of people who are happy with it. You know, people in powerful places don’t always have great sources of information about what happens.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes : \u003c/strong>And, and everything he says has a kind of factual basis to it, but it adds up to a kind of orderly picture of what happens, that to me doesn’t really reflect the chaos that educators were experiencing.\u003c/p>\n\u003cp>\u003cstrong>Justin Reich:\u003c/strong> Also, if you just know something about schools, this idea that, like, “as soon as it was released they were all doing something”, it’s like, no, that’s not how schools work. And then “really quickly after doing it, they reverse themselves” and you’re like, no, you do not under- like, schools are carrier fleets.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> Schools are super tankers.\u003c/p>\n\u003cp>\u003cstrong>Justin Reich: \u003c/strong>Schools are super tankers. Like when they turn, they turn slowly and they turn with inertia. And when they go back it takes a lot of time to move that backwards, but even just in the handful of stories that we heard,we heard from a couple of students, one teacher who said there was nothing happening in their schools. It wasn’t being banned, it wasn’t being encouraged. Teachers were kind of figuring out on their own what to do with it.\u003c/p>\n\u003cp>And I mean, if you talk to teachers and students, it’s not very hard to get stories where you get the sense of like, oh, this is not an unambiguously good thing. Like this is making Nanki nervous because pretty clearly students are using this to bypass their learning in ways that they shouldn’t. Woody is really concerned that his classes are moving faster than they’re supposed to because teachers are getting the wrong feedback. From students because students, instead of doing the work and doing the learning and figuring things out, are just copying, pasting questions from ChatGPT into their assignments and this, and Woody is trying to, is telling us he’s trying to do the right thing and this isn’t working here.\u003c/p>\n\u003cp>And even Steve, who’s in like the best possible circumstances, a really experienced, really talented tech director with a really supportive superintendent, really supportive community, cool things happening in their schools. As much good work as he’s doing, I think he still feels like, that he’s just barely taking the first steps that might be needed to get his hands wrapped around this thing.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> Yeah, and in fact, I actually played that Sam Altman tape for him and you know, he, and arguably what Sam Altman describes most closely resembles Westwood and Steve Ouellette, like of all the people we heard from, his story is the closest to Sam Altman’s account of what happened. But this, this is what he had to say.\u003c/p>\n\u003cp>\u003cstrong>Steve Ouellette: \u003c/strong>Not to highlight Westwood, but when I talk to my peers in neighboring districts, no one’s doing anything. Like they’re just starting to create, think about creating guidelines. And so, we’re kind of just like building the plane, you know, while we fly it.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes:\u003c/strong> For the next 6 episodes, we’re going to hear stories of building the plane as we fly it. We’ll hear from the teachers who are struggling to prevent their students from using ChatGPT to bypass learning and thinking; We’ll talk with students about why they turn to AI to get their work done, and what it feels like to be falsely accused of using AI.\u003c/p>\n\u003cp>And we’ll hear from teachers, students, and school leaders who have found ways to use AI to help them teach or learn.\u003c/p>\n\u003cp>And in our next episode, what even is generative AI? And why does the so-called “jagged frontier” of this technology make it so challenging when it shows up in schools?\u003c/p>\n\u003cp>It doesn’t think, it doesn’t understand, it predicts one word at a time.\u003c/p>\n\u003cp>\u003cstrong>Jesse Dukes: \u003c/strong>That’s next time on the Homework Machine.\u003c/p>\n\u003cp>This episode was produced by me, Jesse Dukes. We had editing from Ruxandra Guidi and Alexandra Salomon. Reporting and research from Holly McDede, Natasha Esteves, Andrew Meriwether, and Chris Bagg. Sound design and music supervision by Steven Jackson. Production support from Yebu Ji. Data analysis from Manee Ngozi Nnamani and Manasa Kudumu.\u003c/p>\n\u003cp>Special thanks to Josh Sheldon, Camila Lee, Liz Hutner, and Eric Klopfer. Administrative support from Jessica Rondon.\u003c/p>\n\u003cp>The research and reporting you heard in this episode was supported by the Spencer Foundation, the Kapor Foundation, the Jameel World Education Lab, the Social and Ethical Responsibility of Computing Initiative at MIT, and the RAISE initiative, Responsible AI for Social Empowerment and Education also at MIT.\u003c/p>\n\u003cp>And, we had support from Google’s Academic Research Awards program.\u003c/p>\n\u003cp>The Homework Machine is a production of the Teaching Systems Lab, Justin Reich Director, the lab is located at the Massachusetts Institute of Technology, more commonly known to the world as MIT.\u003c/p>\n\u003cp>\u003ca href=\"http://teachlabpodcast.com/\">teachlabpodcast.com\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://tsl.mit.edu/AI\">tsl.mit.edu/AI\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Ki Sung:\u003cbr>\n\u003c/strong>That was The Homework Machine from MIT’s Teachlab podcast.\u003cbr>\nYou can find the whole series wherever you get your podcasts.\u003c/p>\n\u003cp>We’ll be back next month with a brand new episode of Mindshift.\u003c/p>\n\u003cp>MindShift is supported in part by the generosity of the William & Flora Hewlett Foundation and members of KQED.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Students are using ChatGPT more than ever — and ChatGPT knows it.\u003c/p>\n\u003cp>Last week, OpenAI launched “study mode” in its chatbot, aimed directly at the student market. It’s meant to behave more like a tutor than a machine that spits out answers; it uses the Socratic method, builds quizzes and creates study plans. The same day, Google announced a suite of study-oriented tools.\u003c/p>\n\u003cp>So, how does generative AI compare to old-school tools like textbooks and online homework helpers like Chegg and Quizlet? Do they still have a place?\u003c/p>\n\u003cp>I first asked ChatGPT: “Would you recommend I use you as a study tool? How do you compare to textbooks and edtech companies?” The answer: “Yes, I can absolutely be a useful study tool, but the best results come from knowing how and when to use me alongside textbooks and edtech platforms.”\u003c/p>\n\u003cp>Then I talked to people running some of those platforms and some students who use (or once used) them. As generative AI plants its stake in education, they’re all doing what they can to acclimate.\u003c/p>\n\u003ch2>How companies are adapting\u003c/h2>\n\u003cp>Chegg sells textbooks and offers a slate of digital services, such as generating flash cards and practice questions. In May, the company laid off about 250 employees, or 22% of its workforce, partly due to students turning to generative AI, it confirmed to NPR. But rather than trying to expand its reach, it’s zooming in.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“We were trying to be everything to every student in a pre-AI world,” Chegg CEO Nathan Schultz says.\u003c/p>\n\u003cp>Several generative AI platforms, including ChatGPT, have free plans. Chegg hopes to reach students who will pay $19.99 a month for tools that encourage long-term use and goal setting.\u003c/p>\n\u003cp>“If you think about the fitness world, those apps and those services tend to be much more guided to getting you to your goal,” Schultz says. “They’re giving you, ‘Every week we’re going to do this many miles or this many rides or this much work,’ and that’s how we’ve been designing our service.”\u003c/p>\n\u003cfigure class=\"wp-block-embed npr-promo-card insettwocolumn\">\n\u003cdiv class=\"wp-block-embed__wrapper\">\u003c/div>\n\u003c/figure>\n\u003cp>Chegg is also wrapping AI models into its platform. A new feature shows subscribers side-by-side panels with Chegg’s answer to a question next to answers from other platforms, including ChatGPT, Google Gemini and Claude.\u003c/p>\n\u003cp>Macmillan Learning sells textbooks and e-books, and it offers quizzes and study guides. Like Chegg, it has incorporated an AI tool into its paid plan and began rolling it out late last year.\u003c/p>\n\u003cp>Macmillan’s tool doesn’t give students straight-up answers; instead, it guides them to the solution through open-ended questions that expose flawed thinking (aka the Socratic method).\u003c/p>\n\u003cp>“It Socratically supports them so that they have that learning experience that they can use … when they have to do it themselves on the exam,” says Tim Flem, Macmillan Learning’s chief product officer.\u003c/p>\n\u003cp>Flem claims Macmillan’s AI tutor is more accurate than AI chatbots, as it draws from the company’s textbooks. The platform also reduces “content switching,” he says.\u003c/p>\n\u003cp>“If you’re switching between that tab and that tab, you notice how you’re always kind of like, ‘Wait a minute, what did it say over here?'” Flem says. “So our AI tutor is right there next to the problem that the student is working on.”\u003c/p>\n\u003ch2>How students are adapting\u003c/h2>\n\u003cp>Some students are mixing and matching AI and traditional tools. Bryan Wheatley combined ChatGPT with Quizlet and Socratic (another AI tool) to study. A recent graduate of Prairie View A&M University in Texas, he initially approached ChatGPT with trepidation.\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/2000x1333+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2Ff6%2F04%2F47557dbd442383221d3004cd1cc1%2Fstudents-5.jpg\" alt=\"Bryan Wheatley graduated from Prairie View A&M University last year with a degree in sociology.\">\u003cfigcaption>Bryan Wheatley graduated from Prairie View A&M University last year with a degree in sociology. \u003ccite> (Grace Raver | NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Something that’s really adaptive is kind of crazy in a sense,” he says, though he went on to use it to outline essays and for other tasks. He says ChatGPT is correct about half the time, and he had to do a lot of cross-referencing.\u003c/p>\n\u003cp>He was one of the 66% of students in bachelor’s, master’s and doctoral programs using ChatGPT regularly, according to July 2024 research from \u003ca href=\"https://www.digitaleducationcouncil.com/post/what-students-want-key-results-from-dec-global-ai-student-survey-2024\" target=\"_blank\" rel=\"noopener\">the Digital Education Council\u003c/a>.\u003c/p>\n\u003cp>The survey also found that over 50% of students believed too much reliance on AI would negatively impact their academic performance.\u003c/p>\n\u003cp>Sally Simpson is trying to hold the line. The Georgetown University student, who’s working on a Ph.D. in German literature, does not use generative AI. In her undergrad days, she used websites like Quizlet and SparkNotes to reinforce information she processed.\u003c/p>\n\u003cp>Now, she sees undergraduates use generative AI to complete homework assignments and summarize bodies of work they didn’t read. “It cheapens people’s education,” she says. “I think it’s an important skill to be able to read an article, or read a text, and not only be able to summarize it, but think about it critically.”\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/1900x1358+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2Fcc%2F16%2F7808caae4ebfbcfde6b67cc083eb%2Fstudents-09.jpg\" alt=\"Sally Simpson is studying for a doctorate in German literature at Georgetown University.\">\u003cfigcaption>Sally Simpson is studying for a doctorate in German literature at Georgetown University. \u003ccite> (Grace Raver | NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Dontrell Shoulders, a senior studying social work at Kentucky State University, was an avid Quizlet user and still uses it to study for tests. With Quizlet, he has to seek out answers. Generative AI doesn’t provide much of a challenge, he says.\u003c/p>\n\u003cp>“You’re just putting something in a computer, having to type it up, and just like, ‘Here you go,’ ” he says. “Are you going to remember it after you just typed it in? You’re not.”\u003c/p>\n\u003ch3>How professors are adapting\u003c/h3>\n\u003cp>Amy Lawyer, the department chair of equine administration at the University of Louisville’s business school, says some students still use online study guides like Chegg and SparkNotes. “Students are to a point where they’re going to use any resources available to them,” she says.\u003c/p>\n\u003cp>Of those resources, ChatGPT has had the most significant impact on her classroom. She uses it herself for editing and encourages her students to do the same. To stop them from plagiarizing or overusing AI chatbots, however, she’s now issuing more assignments that must be handwritten or completed in class.\u003c/p>\n\u003cp>Ayelet Fishbach, a marketing and behavioral science professor at the University of Chicago Booth School of Business, says students will always find shortcuts, no matter how the technology evolves. “Cheating has not been invented recently,” she says.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“What is different now is that the line seems, to many people, more blurry,” she says. “If before you knew you were cheating, now you feel, ‘Maybe I’m still doing what I’m supposed to do, only I’m being more efficient.’ This is confusing for students, and we do try to support them.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Students are using ChatGPT more than ever — and ChatGPT knows it.\u003c/p>\n\u003cp>Last week, OpenAI launched “study mode” in its chatbot, aimed directly at the student market. It’s meant to behave more like a tutor than a machine that spits out answers; it uses the Socratic method, builds quizzes and creates study plans. The same day, Google announced a suite of study-oriented tools.\u003c/p>\n\u003cp>So, how does generative AI compare to old-school tools like textbooks and online homework helpers like Chegg and Quizlet? Do they still have a place?\u003c/p>\n\u003cp>I first asked ChatGPT: “Would you recommend I use you as a study tool? How do you compare to textbooks and edtech companies?” The answer: “Yes, I can absolutely be a useful study tool, but the best results come from knowing how and when to use me alongside textbooks and edtech platforms.”\u003c/p>\n\u003cp>Then I talked to people running some of those platforms and some students who use (or once used) them. As generative AI plants its stake in education, they’re all doing what they can to acclimate.\u003c/p>\n\u003ch2>How companies are adapting\u003c/h2>\n\u003cp>Chegg sells textbooks and offers a slate of digital services, such as generating flash cards and practice questions. In May, the company laid off about 250 employees, or 22% of its workforce, partly due to students turning to generative AI, it confirmed to NPR. But rather than trying to expand its reach, it’s zooming in.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We were trying to be everything to every student in a pre-AI world,” Chegg CEO Nathan Schultz says.\u003c/p>\n\u003cp>Several generative AI platforms, including ChatGPT, have free plans. Chegg hopes to reach students who will pay $19.99 a month for tools that encourage long-term use and goal setting.\u003c/p>\n\u003cp>“If you think about the fitness world, those apps and those services tend to be much more guided to getting you to your goal,” Schultz says. “They’re giving you, ‘Every week we’re going to do this many miles or this many rides or this much work,’ and that’s how we’ve been designing our service.”\u003c/p>\n\u003cfigure class=\"wp-block-embed npr-promo-card insettwocolumn\">\n\u003cdiv class=\"wp-block-embed__wrapper\">\u003c/div>\n\u003c/figure>\n\u003cp>Chegg is also wrapping AI models into its platform. A new feature shows subscribers side-by-side panels with Chegg’s answer to a question next to answers from other platforms, including ChatGPT, Google Gemini and Claude.\u003c/p>\n\u003cp>Macmillan Learning sells textbooks and e-books, and it offers quizzes and study guides. Like Chegg, it has incorporated an AI tool into its paid plan and began rolling it out late last year.\u003c/p>\n\u003cp>Macmillan’s tool doesn’t give students straight-up answers; instead, it guides them to the solution through open-ended questions that expose flawed thinking (aka the Socratic method).\u003c/p>\n\u003cp>“It Socratically supports them so that they have that learning experience that they can use … when they have to do it themselves on the exam,” says Tim Flem, Macmillan Learning’s chief product officer.\u003c/p>\n\u003cp>Flem claims Macmillan’s AI tutor is more accurate than AI chatbots, as it draws from the company’s textbooks. The platform also reduces “content switching,” he says.\u003c/p>\n\u003cp>“If you’re switching between that tab and that tab, you notice how you’re always kind of like, ‘Wait a minute, what did it say over here?'” Flem says. “So our AI tutor is right there next to the problem that the student is working on.”\u003c/p>\n\u003ch2>How students are adapting\u003c/h2>\n\u003cp>Some students are mixing and matching AI and traditional tools. Bryan Wheatley combined ChatGPT with Quizlet and Socratic (another AI tool) to study. A recent graduate of Prairie View A&M University in Texas, he initially approached ChatGPT with trepidation.\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/2000x1333+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2Ff6%2F04%2F47557dbd442383221d3004cd1cc1%2Fstudents-5.jpg\" alt=\"Bryan Wheatley graduated from Prairie View A&M University last year with a degree in sociology.\">\u003cfigcaption>Bryan Wheatley graduated from Prairie View A&M University last year with a degree in sociology. \u003ccite> (Grace Raver | NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Something that’s really adaptive is kind of crazy in a sense,” he says, though he went on to use it to outline essays and for other tasks. He says ChatGPT is correct about half the time, and he had to do a lot of cross-referencing.\u003c/p>\n\u003cp>He was one of the 66% of students in bachelor’s, master’s and doctoral programs using ChatGPT regularly, according to July 2024 research from \u003ca href=\"https://www.digitaleducationcouncil.com/post/what-students-want-key-results-from-dec-global-ai-student-survey-2024\" target=\"_blank\" rel=\"noopener\">the Digital Education Council\u003c/a>.\u003c/p>\n\u003cp>The survey also found that over 50% of students believed too much reliance on AI would negatively impact their academic performance.\u003c/p>\n\u003cp>Sally Simpson is trying to hold the line. The Georgetown University student, who’s working on a Ph.D. in German literature, does not use generative AI. In her undergrad days, she used websites like Quizlet and SparkNotes to reinforce information she processed.\u003c/p>\n\u003cp>Now, she sees undergraduates use generative AI to complete homework assignments and summarize bodies of work they didn’t read. “It cheapens people’s education,” she says. “I think it’s an important skill to be able to read an article, or read a text, and not only be able to summarize it, but think about it critically.”\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/1900x1358+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2Fcc%2F16%2F7808caae4ebfbcfde6b67cc083eb%2Fstudents-09.jpg\" alt=\"Sally Simpson is studying for a doctorate in German literature at Georgetown University.\">\u003cfigcaption>Sally Simpson is studying for a doctorate in German literature at Georgetown University. \u003ccite> (Grace Raver | NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Dontrell Shoulders, a senior studying social work at Kentucky State University, was an avid Quizlet user and still uses it to study for tests. With Quizlet, he has to seek out answers. Generative AI doesn’t provide much of a challenge, he says.\u003c/p>\n\u003cp>“You’re just putting something in a computer, having to type it up, and just like, ‘Here you go,’ ” he says. “Are you going to remember it after you just typed it in? You’re not.”\u003c/p>\n\u003ch3>How professors are adapting\u003c/h3>\n\u003cp>Amy Lawyer, the department chair of equine administration at the University of Louisville’s business school, says some students still use online study guides like Chegg and SparkNotes. “Students are to a point where they’re going to use any resources available to them,” she says.\u003c/p>\n\u003cp>Of those resources, ChatGPT has had the most significant impact on her classroom. She uses it herself for editing and encourages her students to do the same. To stop them from plagiarizing or overusing AI chatbots, however, she’s now issuing more assignments that must be handwritten or completed in class.\u003c/p>\n\u003cp>Ayelet Fishbach, a marketing and behavioral science professor at the University of Chicago Booth School of Business, says students will always find shortcuts, no matter how the technology evolves. “Cheating has not been invented recently,” she says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“What is different now is that the line seems, to many people, more blurry,” she says. “If before you knew you were cheating, now you feel, ‘Maybe I’m still doing what I’m supposed to do, only I’m being more efficient.’ This is confusing for students, and we do try to support them.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>When hackers hit a school district, they can expose Social Security numbers, home addresses, and even disability and disciplinary records. Now, cybersecurity advocates warn that the Trump administration’s budget and personnel cuts, along with rule changes, are stripping away key defenses that schools need.\u003c/p>\n\u003cp>“Cyberattacks on schools are escalating and just when we need federal support the most, it’s being pulled away,” said Keith Krueger, chief executive officer of the Consortium for School Networking, an association of technology officials in K-12 schools.\u003c/p>\n\u003cp>The stakes are high. Schools are a \u003ca href=\"https://www.cisa.gov/K12Cybersecurity\">top target \u003c/a>in ransomware attacks, and cyber criminals have sometimes succeeded in shutting down whole school districts. The largest such incident occurred in December 2024, when \u003ca href=\"https://www.nbcnews.com/tech/security/powerschool-hack-data-breach-protect-student-school-teacher-safe-rcna189029\">hackers stole personal student and teacher data from PowerSchool\u003c/a>, a company that runs student information systems and stores report cards. The theft included data from more than \u003ca href=\"https://www.bleepingcomputer.com/news/security/powerschool-hacker-claims-they-stole-data-of-62-million-students/\">60 million students\u003c/a> and almost 10 million teachers. PowerSchool paid an undisclosed ransom, but the criminals didn’t stop. Now, \u003ca href=\"https://www.theregister.com/2025/05/08/powerschool_data_extortionist/\">in a second round of extortion\u003c/a>, the same cyber criminals are demanding ransoms from \u003ca href=\"https://www.nbcnews.com/tech/security/school-districts-hit-extortion-attempts-powerschool-breach-rcna205429\">school districts\u003c/a>.\u003c/p>\n\u003cp>The federal government has been \u003ca href=\"https://www.schoolsafety.gov/sites/default/files/2024-02/SchoolSafety.gov%20Cybersecurity%20Resources%20for%20K-12%20Schools%20and%20School%20Districts%20Infographic_February%202024_508C.pdf\">stepping up efforts\u003c/a> to help schools, particularly since a\u003ca href=\"https://www.lausd.org/site/default.aspx?PageType=3&DomainID=4&ModuleInstanceID=4466&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=122768&PageID=1\"> 2022 cyber attack on the Los Angeles Unified School District\u003c/a>, the nation’s second largest. But now this urgently needed assistance is under threat.\u003c/p>\n\u003ch2>\u003cstrong>Warning service\u003c/strong>\u003c/h2>\n\u003cp>Of chief concern is a cybersecurity service known as \u003ca href=\"https://www.cisecurity.org/ms-isac\">MS-ISAC\u003c/a>, which stands for Multi-State Information Sharing and Analysis Center. It warns more than 5,700 schools around the country that have signed up for the service about malware and other threats and recommends security patches. This technical service is free to schools, but is funded by an annual congressional appropriation of $27 million through the Cybersecurity and Infrastructure Security Agency (CISA), an agency within the Department of Homeland Security.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>On March 6, the Trump administration announced a $10 million funding cut as part of broader budget and staffing cuts throughout CISA. That was ultimately negotiated down to $8.3 million, but the service still lost more than half of its remaining $15.7 budget for the year. The non-profit organization that runs it, the Center for Internet Security, is currently digging into its reserves to keep it operating. But those funds are expected to run out in the coming weeks, and it is unclear how the service will continue operating without charging user fees to schools.\u003c/p>\n\u003cp>“Many districts don’t have the budget or resources to do this themselves, so not having access to the no cost services we offer is a big issue,” said Kelly Lynch Wyland, a spokeswoman for the Center for Internet Security.\u003c/p>\n\u003ch2>\u003cstrong>Sharing threat information\u003c/strong>\u003c/h2>\n\u003cp>Another concern is the effective disbanding of the \u003ca href=\"https://www.k12dive.com/news/k-12-cybersecurity-federal-government-coordinating-council/711855/\">Government Coordinating Council\u003c/a>, which helps schools address ransomware attacks and other threats through policy advice, including how to respond to ransom requests, whom to inform when an attack happens and good practices for preventing attacks. This coordinating council was formed only a year ago by the Department of Education and CISA. It brings together 13 non-profit school organizations representing superintendents, state education leaders, technology officers and others. The council met frequently after the PowerSchool data breach to share information.\u003c/p>\n\u003cp>Now, amid the second round of extortions, school leaders have not been able to meet because of a change in rules governing open meetings. The group was originally exempt from meeting publicly because it was discussing critical infrastructure threats. But the Department of Homeland Security, under the Trump administration, \u003ca href=\"https://www.ropesdataphiles.com/2025/05/cipac-disbandment-and-cisa-2015-reauthorization-recent-developments-in-the-u-s-cybersecurity-landscape/\">reinstated open meeting rules for certain advisory committee\u003c/a>s, including this one. That makes it difficult to speak frankly about efforts to thwart criminal activity.\u003c/p>\n\u003cp>Non-governmental organizations are working to resurrect the council, but it would be in a diminished form without government participation.\u003c/p>\n\u003cp>“The FBI really comes in when there’s been an incident to find out who did it, and they have advice on whether you should pay or not pay your ransom,” said Krueger of the school network consortium.\u003c/p>\n\u003ch2>\u003cstrong>A federal role\u003c/strong>\u003c/h2>\n\u003cp>A third concern is the elimination in March of the education Department’s \u003ca href=\"https://www.govtech.com/education/k-12/federal-layoffs-cut-50-percent-of-department-of-education-staff\">Office of Educational Technology\u003c/a>. This seven-person office dealt with education technology policies — including cybersecurity. It issued cybersecurity guidance to schools and held webinars and meetings to explain how schools could improve and shore up their defenses. It also ran a biweekly meeting to talk about K-12 cybersecurity across the Education Department, including offices that serve students with disabilities and English learners.\u003c/p>\n\u003cp>Eliminating this office has hampered efforts to decide which security controls, such as encryption or multi-factor authentication, should be in educational software and student information systems.\u003c/p>\n\u003cp>Many educators worry that without this federal coordination, student privacy is at risk. “My biggest concern is all the data that’s up in the cloud,” said Steve Smith, the founder of the Student Data Privacy Consortium and the former chief information officer for Cambridge Public Schools in Massachusetts. “Probably 80 to 90 percent of student data isn’t on school-district controlled services. It’s being shared with ed tech providers and hosted on their information systems.”\u003c/p>\n\u003ch2>\u003cstrong>Security controls\u003c/strong>\u003c/h2>\n\u003cp>“How do we ensure that those third party providers are providing adequate security against breaches and cyber attacks?” said Smith. “The office of ed tech was trying to bring people together to move toward an agreed upon national standard. They weren’t going to mandate a data standard, but there were efforts to bring people together and start having conversations about the expected minimum controls.”\u003c/p>\n\u003cp>That federal effort ended, Smith said, with the new administration. But his consortium is still working on it.\u003c/p>\n\u003cp>In an era when policymakers are seeking to decrease the federal government’s involvement in education, arguing for a centralized, federal role may not be popular. But there’s long been a federal role for student data privacy, including making sure that school employees don’t mishandle and accidentally expose students’ personal information. The Family Educational Rights and Privacy Act, commonly known as FERPA, protects student data. The Education Department continues to provide technical assistance to schools to comply with this law. Advocates for school cybersecurity say that the same assistance is needed to help schools prevent and defend against cyber crimes.\u003c/p>\n\u003cp>“We don’t expect every town to stand up their own army to protect themselves against China or Russia,” said Michael Klein, senior director for preparedness and response at the Institute for Security and Technology, a nonpartisan think tank. Klein was a senior advisor for cybersecurity in the Education Department during the previous administration. “In the same way, I don’t think we should expect every school district to stand up their own cyber-defense army to protect themselves against ransomware attacks from major criminal groups.”\u003c/p>\n\u003cp>And it’s not financially practical. According to the school network consortium only a third of school districts have a full-time employee or the equivalent dedicated to cybersecurity.\u003c/p>\n\u003ch2>\u003cstrong>Budget storms ahead\u003c/strong>\u003c/h2>\n\u003cp>Some federal programs to help schools with cybersecurity are still running. The Federal Communications Commission launched a \u003ca href=\"https://www.fcc.gov/document/fcc-adopts-200m-cybersecurity-pilot-program-schools-libraries-0\">$200 million pilot program\u003c/a> to support cybersecurity efforts by schools and libraries. FEMA funds cybersecurity for state and local governments, which includes public schools. Through these funds, schools can obtain phishing training and malware detection. But with budget battles ahead, many educators fear these programs could also be cut.\u003c/p>\n\u003cp>Perhaps the biggest risk is the end to the entire E-Rate program that helps schools pay for the internet access. The Supreme Court is slated to decide this term on whether the funding structure is an unconstitutional tax.\u003c/p>\n\u003cp>“If that money goes away, they’re going to have to pull money from somewhere,” said Smith of the Student Data Privacy Consortium. “They’re going to try to preserve teaching and learning, as they should. Cybersecurity budgets are things that are probably more likely to get cut.”\u003c/p>\n\u003cp>“It’s taken a long time to get to the point where we see privacy and cybersecurity as critical pieces,” Smith said. “I would hate for us to go back a few years and not be giving them the attention they should.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-student-data-cyber-threats/\">\u003cem>student cybersecurity\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When hackers hit a school district, they can expose Social Security numbers, home addresses, and even disability and disciplinary records. Now, cybersecurity advocates warn that the Trump administration’s budget and personnel cuts, along with rule changes, are stripping away key defenses that schools need.\u003c/p>\n\u003cp>“Cyberattacks on schools are escalating and just when we need federal support the most, it’s being pulled away,” said Keith Krueger, chief executive officer of the Consortium for School Networking, an association of technology officials in K-12 schools.\u003c/p>\n\u003cp>The stakes are high. Schools are a \u003ca href=\"https://www.cisa.gov/K12Cybersecurity\">top target \u003c/a>in ransomware attacks, and cyber criminals have sometimes succeeded in shutting down whole school districts. The largest such incident occurred in December 2024, when \u003ca href=\"https://www.nbcnews.com/tech/security/powerschool-hack-data-breach-protect-student-school-teacher-safe-rcna189029\">hackers stole personal student and teacher data from PowerSchool\u003c/a>, a company that runs student information systems and stores report cards. The theft included data from more than \u003ca href=\"https://www.bleepingcomputer.com/news/security/powerschool-hacker-claims-they-stole-data-of-62-million-students/\">60 million students\u003c/a> and almost 10 million teachers. PowerSchool paid an undisclosed ransom, but the criminals didn’t stop. Now, \u003ca href=\"https://www.theregister.com/2025/05/08/powerschool_data_extortionist/\">in a second round of extortion\u003c/a>, the same cyber criminals are demanding ransoms from \u003ca href=\"https://www.nbcnews.com/tech/security/school-districts-hit-extortion-attempts-powerschool-breach-rcna205429\">school districts\u003c/a>.\u003c/p>\n\u003cp>The federal government has been \u003ca href=\"https://www.schoolsafety.gov/sites/default/files/2024-02/SchoolSafety.gov%20Cybersecurity%20Resources%20for%20K-12%20Schools%20and%20School%20Districts%20Infographic_February%202024_508C.pdf\">stepping up efforts\u003c/a> to help schools, particularly since a\u003ca href=\"https://www.lausd.org/site/default.aspx?PageType=3&DomainID=4&ModuleInstanceID=4466&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=122768&PageID=1\"> 2022 cyber attack on the Los Angeles Unified School District\u003c/a>, the nation’s second largest. But now this urgently needed assistance is under threat.\u003c/p>\n\u003ch2>\u003cstrong>Warning service\u003c/strong>\u003c/h2>\n\u003cp>Of chief concern is a cybersecurity service known as \u003ca href=\"https://www.cisecurity.org/ms-isac\">MS-ISAC\u003c/a>, which stands for Multi-State Information Sharing and Analysis Center. It warns more than 5,700 schools around the country that have signed up for the service about malware and other threats and recommends security patches. This technical service is free to schools, but is funded by an annual congressional appropriation of $27 million through the Cybersecurity and Infrastructure Security Agency (CISA), an agency within the Department of Homeland Security.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>On March 6, the Trump administration announced a $10 million funding cut as part of broader budget and staffing cuts throughout CISA. That was ultimately negotiated down to $8.3 million, but the service still lost more than half of its remaining $15.7 budget for the year. The non-profit organization that runs it, the Center for Internet Security, is currently digging into its reserves to keep it operating. But those funds are expected to run out in the coming weeks, and it is unclear how the service will continue operating without charging user fees to schools.\u003c/p>\n\u003cp>“Many districts don’t have the budget or resources to do this themselves, so not having access to the no cost services we offer is a big issue,” said Kelly Lynch Wyland, a spokeswoman for the Center for Internet Security.\u003c/p>\n\u003ch2>\u003cstrong>Sharing threat information\u003c/strong>\u003c/h2>\n\u003cp>Another concern is the effective disbanding of the \u003ca href=\"https://www.k12dive.com/news/k-12-cybersecurity-federal-government-coordinating-council/711855/\">Government Coordinating Council\u003c/a>, which helps schools address ransomware attacks and other threats through policy advice, including how to respond to ransom requests, whom to inform when an attack happens and good practices for preventing attacks. This coordinating council was formed only a year ago by the Department of Education and CISA. It brings together 13 non-profit school organizations representing superintendents, state education leaders, technology officers and others. The council met frequently after the PowerSchool data breach to share information.\u003c/p>\n\u003cp>Now, amid the second round of extortions, school leaders have not been able to meet because of a change in rules governing open meetings. The group was originally exempt from meeting publicly because it was discussing critical infrastructure threats. But the Department of Homeland Security, under the Trump administration, \u003ca href=\"https://www.ropesdataphiles.com/2025/05/cipac-disbandment-and-cisa-2015-reauthorization-recent-developments-in-the-u-s-cybersecurity-landscape/\">reinstated open meeting rules for certain advisory committee\u003c/a>s, including this one. That makes it difficult to speak frankly about efforts to thwart criminal activity.\u003c/p>\n\u003cp>Non-governmental organizations are working to resurrect the council, but it would be in a diminished form without government participation.\u003c/p>\n\u003cp>“The FBI really comes in when there’s been an incident to find out who did it, and they have advice on whether you should pay or not pay your ransom,” said Krueger of the school network consortium.\u003c/p>\n\u003ch2>\u003cstrong>A federal role\u003c/strong>\u003c/h2>\n\u003cp>A third concern is the elimination in March of the education Department’s \u003ca href=\"https://www.govtech.com/education/k-12/federal-layoffs-cut-50-percent-of-department-of-education-staff\">Office of Educational Technology\u003c/a>. This seven-person office dealt with education technology policies — including cybersecurity. It issued cybersecurity guidance to schools and held webinars and meetings to explain how schools could improve and shore up their defenses. It also ran a biweekly meeting to talk about K-12 cybersecurity across the Education Department, including offices that serve students with disabilities and English learners.\u003c/p>\n\u003cp>Eliminating this office has hampered efforts to decide which security controls, such as encryption or multi-factor authentication, should be in educational software and student information systems.\u003c/p>\n\u003cp>Many educators worry that without this federal coordination, student privacy is at risk. “My biggest concern is all the data that’s up in the cloud,” said Steve Smith, the founder of the Student Data Privacy Consortium and the former chief information officer for Cambridge Public Schools in Massachusetts. “Probably 80 to 90 percent of student data isn’t on school-district controlled services. It’s being shared with ed tech providers and hosted on their information systems.”\u003c/p>\n\u003ch2>\u003cstrong>Security controls\u003c/strong>\u003c/h2>\n\u003cp>“How do we ensure that those third party providers are providing adequate security against breaches and cyber attacks?” said Smith. “The office of ed tech was trying to bring people together to move toward an agreed upon national standard. They weren’t going to mandate a data standard, but there were efforts to bring people together and start having conversations about the expected minimum controls.”\u003c/p>\n\u003cp>That federal effort ended, Smith said, with the new administration. But his consortium is still working on it.\u003c/p>\n\u003cp>In an era when policymakers are seeking to decrease the federal government’s involvement in education, arguing for a centralized, federal role may not be popular. But there’s long been a federal role for student data privacy, including making sure that school employees don’t mishandle and accidentally expose students’ personal information. The Family Educational Rights and Privacy Act, commonly known as FERPA, protects student data. The Education Department continues to provide technical assistance to schools to comply with this law. Advocates for school cybersecurity say that the same assistance is needed to help schools prevent and defend against cyber crimes.\u003c/p>\n\u003cp>“We don’t expect every town to stand up their own army to protect themselves against China or Russia,” said Michael Klein, senior director for preparedness and response at the Institute for Security and Technology, a nonpartisan think tank. Klein was a senior advisor for cybersecurity in the Education Department during the previous administration. “In the same way, I don’t think we should expect every school district to stand up their own cyber-defense army to protect themselves against ransomware attacks from major criminal groups.”\u003c/p>\n\u003cp>And it’s not financially practical. According to the school network consortium only a third of school districts have a full-time employee or the equivalent dedicated to cybersecurity.\u003c/p>\n\u003ch2>\u003cstrong>Budget storms ahead\u003c/strong>\u003c/h2>\n\u003cp>Some federal programs to help schools with cybersecurity are still running. The Federal Communications Commission launched a \u003ca href=\"https://www.fcc.gov/document/fcc-adopts-200m-cybersecurity-pilot-program-schools-libraries-0\">$200 million pilot program\u003c/a> to support cybersecurity efforts by schools and libraries. FEMA funds cybersecurity for state and local governments, which includes public schools. Through these funds, schools can obtain phishing training and malware detection. But with budget battles ahead, many educators fear these programs could also be cut.\u003c/p>\n\u003cp>Perhaps the biggest risk is the end to the entire E-Rate program that helps schools pay for the internet access. The Supreme Court is slated to decide this term on whether the funding structure is an unconstitutional tax.\u003c/p>\n\u003cp>“If that money goes away, they’re going to have to pull money from somewhere,” said Smith of the Student Data Privacy Consortium. “They’re going to try to preserve teaching and learning, as they should. Cybersecurity budgets are things that are probably more likely to get cut.”\u003c/p>\n\u003cp>“It’s taken a long time to get to the point where we see privacy and cybersecurity as critical pieces,” Smith said. “I would hate for us to go back a few years and not be giving them the attention they should.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-student-data-cyber-threats/\">\u003cem>student cybersecurity\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "School ed tech money mostly gets wasted. Utah has a solution. ",
"headTitle": "School ed tech money mostly gets wasted. Utah has a solution. | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Last year, Brandi Pitts’ kindergarten students were struggling with a software program meant to help them with math. The tool was supposed to enable teachers to tailor their instruction to individual students’ learning needs, but even the kids with strong math skills weren’t doing well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At a training session this summer, Pitts, a teacher at Oakdale Elementary in Sandy, Utah, learned why: The program works best when teachers supervise kids rather than sending them off to do exercises on their own. Her school had received free software licenses through a state-funded project, but she’d initially missed the formal instruction on how to use the program because she was out sick. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of times with education, we have to figure things out on our own,” she said. “But having that training, I’m so much more encouraged that I can improve my teaching.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School systems spend \u003c/span>\u003ca href=\"https://edtechevidence.org/wp-content/uploads/2021/07/FINAL-K12-EdTech-Funding-Analysis_v.1.pdf\">\u003cspan style=\"font-weight: 400\">tens of billions of dollars\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> each year on ed tech products, but much of that money is wasted. Educators, who are rarely trained on the software, often leave products \u003c/span>\u003ca href=\"https://www.glimpsek12.com/blog-posts/edweek-k-12-districts-wasting-millions-by-not-using-purchased-software-new-analysis-finds\">\u003cspan style=\"font-weight: 400\">unopened or unused\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Meanwhile, with \u003c/span>\u003ca href=\"https://www.edtechdigest.com/tag/learnplatform-community-library/\">\u003cspan style=\"font-weight: 400\">more than 11,000\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> ed tech products on the market and companies sometimes making \u003c/span>\u003ca href=\"https://hechingerreport.org/ed-tech-companies-promise-results-but-their-claims-are-often-based-on-shoddy-research/\">\u003cspan style=\"font-weight: 400\">extravagant claims\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about their effectiveness, it’s often impossible to determine which products work and which don’t. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But after much trial and error, Utah designed a system to ensure that the money districts spend on ed tech actually benefits students. The state’s \u003c/span>\u003ca href=\"https://stem.utah.gov/educators/funding/k-12-math-personalized-learning-software-grant/\">\u003cspan style=\"font-weight: 400\">K-12 Math Personalized Learning Software grant program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, created in 2013, requires ed tech companies to train teachers like Pitts on their products and obligates the businesses to credit the state if the licenses are never used. Experts say it’s a promising model for alleviating some of the problems plaguing ed tech. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s “driving more accountability,” said Tal Havivi, senior director of industry partnerships at the International Society for Technology in Education, which connects educators and ed tech providers. While he’s unaware of other states doing anything similar at this scale, he said there’s a growing movement among school districts to write contracts that require ed tech providers to show results before they are paid.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That movement can’t grow fast enough, according Keith Krueger, CEO of the Consortium for School Networking, which represents school tech leaders. During the pandemic, school systems dramatically expanded the number of software products they used as companies offered free subscriptions for a limited time and the federal government showered districts with emergency funding, he said. But many of the products weren’t high quality.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s a coming reckoning as the pandemic funding comes to an end over the next year,” Krueger said. “School districts will have to make choices.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Utah state legislature created the personalized learning program in response to concerns that students were falling behind in math. The project would identify software programs that showed evidence of improving student math performance and give free licenses to school districts that applied for them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But at first, few teachers took note. Halfway through the project’s first school year, 2014-15, just 9% of licenses distributed were being used, said Clarence Ames, who coordinates the project for the STEM Action Center, created by the same legislation. So, starting in the second year, the center began requiring software companies to offer in-person instruction for teachers at each participating school before they were paid. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The STEM Action Center made other adjustments too. Because district-level administrators typically requested the software programs, school staff were often unaware of them or learned about them too late for teachers to receive training. So, the center began requiring that district leaders, district IT directors and school principals all sign off. The center also moved up the timeline for schools to get the software — from August to February — so teachers would have ample time to test the products before a new school year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition, Ames rewrote ed tech contracts to require companies to return any unused license to the project for use the following school year. The system operates like a money-back guarantee, putting providers on the hook financially. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because of these requirements, some companies opt out of partnering, said Ames. The onsite training is expensive. “It’s a challenge for us as an industry because it’s not something companies have typically done,” said Charles Ward, a vice president at ed tech company Derivita, based in Salt Lake City. “But I think that’s on us to figure out.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At a time of increased scrutiny of ed tech, the results from the Utah effort are notable. Since the center retooled its approach, 100% of software licenses in participating districts are opened and used. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The state has also made progress in assessing which math software products correlate with improved student achievement. By collecting data for almost 10 years, the STEM Action team identified nine math tools that show a statistically significant impact on student outcomes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students using project-approved software, the gains have been real. A 2019 evaluation found that students who used such tools for half an hour or more per week were about 57% more likely to test proficient in math on state standardized math tests than a comparison group who didn’t use them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the pandemic, when learning went online and school districts elsewhere rushed to find proven tech tools to serve students, Utah had an advantage because of its approved provider list, said Ames. When the emergency hit, the state didn’t have to scramble to find vendors whose products showed evidence of success. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That may have shown up in test scores: Utah students’ fourth and eighth grade math scores on national-level tests fell during the pandemic, but the drops were smaller than those in most states. Ames is cautious about drawing conclusions but said the math software likely played a role in keeping Utah’s numbers from falling off a cliff. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But a lot depends on individual teachers: Those whose students more regularly use the software get better outcomes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Heidi Watson, a math coach at North Park Elementary in the city of Tremonton, said the training on ed tech tools is invaluable. Using the program’s data, teachers can diagnose individual students’ challenges and more effectively work with them in small groups, she said. Teachers have also learned to refine their assignments — for example, by asking students to complete three modules rather than to spend 20 minutes with the software. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some believe tech tools should minimize the role of teachers. A state leader once suggested moving entirely to software-driven learning to eliminate educators, calling them “the weak link,” Ames recalled. But if anything, Utah’s data suggests that despite the increasing sophistication of tech tools, educators are needed more than ever, Ames said. “100% of our data points to the fact that that is inaccurate,” he said of the argument that teachers have limited value. “The most important variable is the teacher, no matter what.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ames said he’s heard from some other states and districts inquiring about Utah’s model for managing ed tech. \u003c/span>\u003cspan style=\"font-weight: 400\">A few years ago, the Texas Education Agency adopted Utah’s practice of requiring participating school districts to use only agency-vetted software tools that show evidence of improving student outcomes on state tests. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Math teaching is going better for Pitts this fall. She just had her students take their first quiz on the software, and because she understands the program better, she’s better able to use those results to pinpoint the specific help each student needs. She also knows where on the company’s website to find guidance, including a feature that lets her access other teachers’ real-time tips on how they’re using it, which she didn’t know about last year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most important, she sees how the tool fits with her instruction. “It’s not teaching for you,” she said. “It’s a tool to support your teaching.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about ed tech funding was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n",
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"excerpt": "Districts throw away millions of dollars on educational technology that never gets used. Utah is requiring training and putting companies on the hook financially.",
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"title": "School ed tech money mostly gets wasted. Utah has a solution. | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Last year, Brandi Pitts’ kindergarten students were struggling with a software program meant to help them with math. The tool was supposed to enable teachers to tailor their instruction to individual students’ learning needs, but even the kids with strong math skills weren’t doing well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At a training session this summer, Pitts, a teacher at Oakdale Elementary in Sandy, Utah, learned why: The program works best when teachers supervise kids rather than sending them off to do exercises on their own. Her school had received free software licenses through a state-funded project, but she’d initially missed the formal instruction on how to use the program because she was out sick. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of times with education, we have to figure things out on our own,” she said. “But having that training, I’m so much more encouraged that I can improve my teaching.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School systems spend \u003c/span>\u003ca href=\"https://edtechevidence.org/wp-content/uploads/2021/07/FINAL-K12-EdTech-Funding-Analysis_v.1.pdf\">\u003cspan style=\"font-weight: 400\">tens of billions of dollars\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> each year on ed tech products, but much of that money is wasted. Educators, who are rarely trained on the software, often leave products \u003c/span>\u003ca href=\"https://www.glimpsek12.com/blog-posts/edweek-k-12-districts-wasting-millions-by-not-using-purchased-software-new-analysis-finds\">\u003cspan style=\"font-weight: 400\">unopened or unused\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Meanwhile, with \u003c/span>\u003ca href=\"https://www.edtechdigest.com/tag/learnplatform-community-library/\">\u003cspan style=\"font-weight: 400\">more than 11,000\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> ed tech products on the market and companies sometimes making \u003c/span>\u003ca href=\"https://hechingerreport.org/ed-tech-companies-promise-results-but-their-claims-are-often-based-on-shoddy-research/\">\u003cspan style=\"font-weight: 400\">extravagant claims\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about their effectiveness, it’s often impossible to determine which products work and which don’t. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But after much trial and error, Utah designed a system to ensure that the money districts spend on ed tech actually benefits students. The state’s \u003c/span>\u003ca href=\"https://stem.utah.gov/educators/funding/k-12-math-personalized-learning-software-grant/\">\u003cspan style=\"font-weight: 400\">K-12 Math Personalized Learning Software grant program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, created in 2013, requires ed tech companies to train teachers like Pitts on their products and obligates the businesses to credit the state if the licenses are never used. Experts say it’s a promising model for alleviating some of the problems plaguing ed tech. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s “driving more accountability,” said Tal Havivi, senior director of industry partnerships at the International Society for Technology in Education, which connects educators and ed tech providers. While he’s unaware of other states doing anything similar at this scale, he said there’s a growing movement among school districts to write contracts that require ed tech providers to show results before they are paid.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That movement can’t grow fast enough, according Keith Krueger, CEO of the Consortium for School Networking, which represents school tech leaders. During the pandemic, school systems dramatically expanded the number of software products they used as companies offered free subscriptions for a limited time and the federal government showered districts with emergency funding, he said. But many of the products weren’t high quality.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s a coming reckoning as the pandemic funding comes to an end over the next year,” Krueger said. “School districts will have to make choices.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Utah state legislature created the personalized learning program in response to concerns that students were falling behind in math. The project would identify software programs that showed evidence of improving student math performance and give free licenses to school districts that applied for them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But at first, few teachers took note. Halfway through the project’s first school year, 2014-15, just 9% of licenses distributed were being used, said Clarence Ames, who coordinates the project for the STEM Action Center, created by the same legislation. So, starting in the second year, the center began requiring software companies to offer in-person instruction for teachers at each participating school before they were paid. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The STEM Action Center made other adjustments too. Because district-level administrators typically requested the software programs, school staff were often unaware of them or learned about them too late for teachers to receive training. So, the center began requiring that district leaders, district IT directors and school principals all sign off. The center also moved up the timeline for schools to get the software — from August to February — so teachers would have ample time to test the products before a new school year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition, Ames rewrote ed tech contracts to require companies to return any unused license to the project for use the following school year. The system operates like a money-back guarantee, putting providers on the hook financially. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because of these requirements, some companies opt out of partnering, said Ames. The onsite training is expensive. “It’s a challenge for us as an industry because it’s not something companies have typically done,” said Charles Ward, a vice president at ed tech company Derivita, based in Salt Lake City. “But I think that’s on us to figure out.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At a time of increased scrutiny of ed tech, the results from the Utah effort are notable. Since the center retooled its approach, 100% of software licenses in participating districts are opened and used. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The state has also made progress in assessing which math software products correlate with improved student achievement. By collecting data for almost 10 years, the STEM Action team identified nine math tools that show a statistically significant impact on student outcomes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students using project-approved software, the gains have been real. A 2019 evaluation found that students who used such tools for half an hour or more per week were about 57% more likely to test proficient in math on state standardized math tests than a comparison group who didn’t use them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the pandemic, when learning went online and school districts elsewhere rushed to find proven tech tools to serve students, Utah had an advantage because of its approved provider list, said Ames. When the emergency hit, the state didn’t have to scramble to find vendors whose products showed evidence of success. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That may have shown up in test scores: Utah students’ fourth and eighth grade math scores on national-level tests fell during the pandemic, but the drops were smaller than those in most states. Ames is cautious about drawing conclusions but said the math software likely played a role in keeping Utah’s numbers from falling off a cliff. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But a lot depends on individual teachers: Those whose students more regularly use the software get better outcomes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Heidi Watson, a math coach at North Park Elementary in the city of Tremonton, said the training on ed tech tools is invaluable. Using the program’s data, teachers can diagnose individual students’ challenges and more effectively work with them in small groups, she said. Teachers have also learned to refine their assignments — for example, by asking students to complete three modules rather than to spend 20 minutes with the software. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some believe tech tools should minimize the role of teachers. A state leader once suggested moving entirely to software-driven learning to eliminate educators, calling them “the weak link,” Ames recalled. But if anything, Utah’s data suggests that despite the increasing sophistication of tech tools, educators are needed more than ever, Ames said. “100% of our data points to the fact that that is inaccurate,” he said of the argument that teachers have limited value. “The most important variable is the teacher, no matter what.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ames said he’s heard from some other states and districts inquiring about Utah’s model for managing ed tech. \u003c/span>\u003cspan style=\"font-weight: 400\">A few years ago, the Texas Education Agency adopted Utah’s practice of requiring participating school districts to use only agency-vetted software tools that show evidence of improving student outcomes on state tests. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Math teaching is going better for Pitts this fall. She just had her students take their first quiz on the software, and because she understands the program better, she’s better able to use those results to pinpoint the specific help each student needs. She also knows where on the company’s website to find guidance, including a feature that lets her access other teachers’ real-time tips on how they’re using it, which she didn’t know about last year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most important, she sees how the tool fits with her instruction. “It’s not teaching for you,” she said. “It’s a tool to support your teaching.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about ed tech funding was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "8 Free AI-powered Tools That Can Save Teachers Time and Enhance Instruction",
"headTitle": "8 Free AI-powered Tools That Can Save Teachers Time and Enhance Instruction | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">With AI tools becoming increasingly accessible and advanced, many teachers are worried about \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62317/how-easy-is-it-to-fool-chatgpt-detectors\">\u003cspan style=\"font-weight: 400\">how to catch cheaters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Less attention, however, is paid to how teachers themselves can use AI tools to streamline lesson planning, generate classroom materials and personalize instruction. “With some of these tasks that we can use AI for, one would hope it would help alleviate some of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57568/burnout-isnt-just-exhaustion-heres-how-to-deal-with-it\">\u003cspan style=\"font-weight: 400\">burnout\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> teachers feel,” said \u003ca href=\"https://twitter.com/TeachBacon\">Allison Bacon\u003c/a>, the instructional technology coordinator at Ossining Union Free School District in New York. “We don’t need to be so perfect. [We can] use a tool that’ll pick up the things that we know how to do, but we don’t have the time.” She joked about how AI tools are like a personal assistant. “I’m looking at it as a tool to do my legwork,” said Bacon. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bacon cautioned that the companies that create AI tools may not be attuned to student privacy laws like \u003c/span>\u003ca href=\"https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html\">\u003cspan style=\"font-weight: 400\">FERPA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://www.ftc.gov/legal-library/browse/rules/childrens-online-privacy-protection-rule-coppa\">\u003cspan style=\"font-weight: 400\">COPPA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, so teachers should reach out to decision makers in their school district to ensure they are following \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know\">\u003cspan style=\"font-weight: 400\">guidelines around third-party services and privacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Once teachers get the green light, there’s a lot to explore. Bacon identified eight free AI-powered tools that educators can experiment with to bring innovation and efficiency to their classrooms. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Enhance assessments with Conker AI and Question Well\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"http://conker.ai\">\u003cspan style=\"font-weight: 400\">Conker AI\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a system designed to help educators create an assessment or assignment based on an input, such as a reading or specific topic. Educators can choose what types of questions they want in the assessment, including read-and-response, multiple-choice, and drag-and-drop questions. Conker AI also provides the option to convert quizzes into Google Forms for automatic grading. “It gives you that framework that you start with. And then a teacher can go in and really make the modifications and make it specific to the students in front of them,” said Bacon.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, \u003c/span>\u003ca href=\"https://www.questionwell.org/\">\u003cspan style=\"font-weight: 400\">QuestionWell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-driven platform that analyzes learning objectives and generates high-quality assessment questions in various languages. These tools could save teachers time while ensuring well-structured assessments.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Personalize learning with ChatGPT and Brisk\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://chat.openai.com/\">\u003cspan style=\"font-weight: 400\">ChatGPT\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-driven language model, meaning it generates human-like writing. “I think the first thing that people are getting wrong is that it is just a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know\">\u003cspan style=\"font-weight: 400\">tool for cheating\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” said Bacon, who believes ChatGPT has more to offer. For example, teachers have prompted students to use ChatGPT \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60897/everybody-is-cheating-why-this-teacher-has-adopted-an-open-chatgpt-policy\">\u003cspan style=\"font-weight: 400\">to generate project ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.edutopia.org/article/teaching-students-use-ai-tools/\">\u003cspan style=\"font-weight: 400\">build critical thinking skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.edutopia.org/article/using-ai-encourage-productive-struggle-math-chatgpt-wolfram-alpha\">\u003cspan style=\"font-weight: 400\">check their work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bacon, who previously was an English teacher, said these tools can also help teachers provide students with different examples and scaffolds. For example, if students are doing a unit on introductions, a teacher might provide examples of what a developing, grade level, and exceeding grade level introduction might look like. Instead of a teacher having to write all of the examples, the examples can be generated by ChatGPT.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another option is \u003c/span>\u003ca href=\"https://www.briskteaching.com/\">\u003cspan style=\"font-weight: 400\">Brisk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a Google Chrome extension that adapts articles and other resources for students at different proficiency levels. “You can go to a news article and it’ll tell you the reading level and then you can say, ‘Can you give it to me like an 11th grade New York Times article?’ Or ‘can you give it to me at the sixth grade level in Spanish?'” said Bacon. Brisk will also come up with questions based on the resources so it can be used to make multiple choice quizzes too.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"What is Brisk Teaching? The #1 AI-Powered Chrome Extension for Educators\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/4ikGFxqYTTc?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Simplify lesson planning with Twee and Curipod\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://app.twee.com/\">\u003cspan style=\"font-weight: 400\">Twee\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is designed to help English teachers lesson plan. Educators can input a YouTube video link and Twee will provide questions about the video content to build students’ listening comprehension skills. Bacon suggested that teachers use Twee during interactive, whole-class activities with students. As an example, a teacher could present a video to the class and prompt students with the questions generated by Twee for classroom discussion. For students who struggle with listening comprehension skills, teachers can use Twee to generate transcripts for videos and work with small groups of students who need extra support.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Twee can also make writing prompts, multiple choice questions and fill-in-the blank exercises based on a specific topic for any learning level. Bacon explained that if the class is reading a book, Twee can offer recommendations for book-related activities, including vocabulary exercises, discussion prompts and supplementary readings.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://curipod.com\">\u003cspan style=\"font-weight: 400\">Curipod\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> uses AI to simplify administrative tasks like creating course materials, schedules and assignments. Bacon recalled how different things are from when she started teaching nearly two decades ago. “We operated on paper. We would write things on chalkboards,” said Bacon. In today’s digital age, handwritten lesson plans have become less efficient. Curipod can save time by creating slide decks that teachers can customize as needed, whether it’s at the beginning of a new school year or mid-year to cater to evolving needs in the classroom. Additionally, Curipod will prompt teachers while they are creating slides to add interactive games like the ones found on the popular quiz platform Kahoot. Similar to interactive presentation platforms like Peardeck and Nearpod, Curipod offers ways for students to interact individually with the slides their teacher makes.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Refine student writing skills with Pressto\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.joinpressto.com/\">\u003cspan style=\"font-weight: 400\">Pressto\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-powered writing assistant. It’s different from language-focused AIs like ChatGPT in that it provides real-time feedback on grammar, style and clarity, helping students enhance their essays, reports and assignments. Pressto not only corrects errors but also explains the reasoning behind suggested changes. Bacon suggested that teachers project their screen while doing a writing demonstration and read the suggestions from Pressto so instruction is embedded. Bacon also noted that Pressto was willing to sign \u003ca href=\"https://www.nysenate.gov/legislation/laws/EDN/2-D\">Education Law 2-D\u003c/a> paperwork, which would make them compliant with New York’s student data privacy laws.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Welcome to Pressto\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/o8Z4j802sfM?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While all of the AI tools Bacon recommended are free, she notes that these products may start to charge for use. New AI products are always coming out, however, so it’s likely that teachers can find a few that fit their needs. Bacon frequently scans Facebook and TikTok for groups and resources about new tools. “Things are coming out so fast, it is hard to keep up,” wrote Bacon in an email. She linked to yet another tool she recently discovered called \u003c/span>\u003ca href=\"https://www.magicschool.ai/\">\u003cspan style=\"font-weight: 400\">Magic School AI\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and described it as an exciting blend of all of the other products she recommended.\u003c/span>\u003c/p>\n\n",
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"excerpt": "Have you heard of Conker AI? Question Well? Twee? Curipod? One educator recommends her favorite AI-powered tools to boost teacher efficiency and curb burnout.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">With AI tools becoming increasingly accessible and advanced, many teachers are worried about \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62317/how-easy-is-it-to-fool-chatgpt-detectors\">\u003cspan style=\"font-weight: 400\">how to catch cheaters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Less attention, however, is paid to how teachers themselves can use AI tools to streamline lesson planning, generate classroom materials and personalize instruction. “With some of these tasks that we can use AI for, one would hope it would help alleviate some of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57568/burnout-isnt-just-exhaustion-heres-how-to-deal-with-it\">\u003cspan style=\"font-weight: 400\">burnout\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> teachers feel,” said \u003ca href=\"https://twitter.com/TeachBacon\">Allison Bacon\u003c/a>, the instructional technology coordinator at Ossining Union Free School District in New York. “We don’t need to be so perfect. [We can] use a tool that’ll pick up the things that we know how to do, but we don’t have the time.” She joked about how AI tools are like a personal assistant. “I’m looking at it as a tool to do my legwork,” said Bacon. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bacon cautioned that the companies that create AI tools may not be attuned to student privacy laws like \u003c/span>\u003ca href=\"https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html\">\u003cspan style=\"font-weight: 400\">FERPA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://www.ftc.gov/legal-library/browse/rules/childrens-online-privacy-protection-rule-coppa\">\u003cspan style=\"font-weight: 400\">COPPA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, so teachers should reach out to decision makers in their school district to ensure they are following \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know\">\u003cspan style=\"font-weight: 400\">guidelines around third-party services and privacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Once teachers get the green light, there’s a lot to explore. Bacon identified eight free AI-powered tools that educators can experiment with to bring innovation and efficiency to their classrooms. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Enhance assessments with Conker AI and Question Well\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"http://conker.ai\">\u003cspan style=\"font-weight: 400\">Conker AI\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a system designed to help educators create an assessment or assignment based on an input, such as a reading or specific topic. Educators can choose what types of questions they want in the assessment, including read-and-response, multiple-choice, and drag-and-drop questions. Conker AI also provides the option to convert quizzes into Google Forms for automatic grading. “It gives you that framework that you start with. And then a teacher can go in and really make the modifications and make it specific to the students in front of them,” said Bacon.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, \u003c/span>\u003ca href=\"https://www.questionwell.org/\">\u003cspan style=\"font-weight: 400\">QuestionWell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-driven platform that analyzes learning objectives and generates high-quality assessment questions in various languages. These tools could save teachers time while ensuring well-structured assessments.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Personalize learning with ChatGPT and Brisk\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://chat.openai.com/\">\u003cspan style=\"font-weight: 400\">ChatGPT\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-driven language model, meaning it generates human-like writing. “I think the first thing that people are getting wrong is that it is just a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know\">\u003cspan style=\"font-weight: 400\">tool for cheating\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” said Bacon, who believes ChatGPT has more to offer. For example, teachers have prompted students to use ChatGPT \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60897/everybody-is-cheating-why-this-teacher-has-adopted-an-open-chatgpt-policy\">\u003cspan style=\"font-weight: 400\">to generate project ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.edutopia.org/article/teaching-students-use-ai-tools/\">\u003cspan style=\"font-weight: 400\">build critical thinking skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.edutopia.org/article/using-ai-encourage-productive-struggle-math-chatgpt-wolfram-alpha\">\u003cspan style=\"font-weight: 400\">check their work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bacon, who previously was an English teacher, said these tools can also help teachers provide students with different examples and scaffolds. For example, if students are doing a unit on introductions, a teacher might provide examples of what a developing, grade level, and exceeding grade level introduction might look like. Instead of a teacher having to write all of the examples, the examples can be generated by ChatGPT.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another option is \u003c/span>\u003ca href=\"https://www.briskteaching.com/\">\u003cspan style=\"font-weight: 400\">Brisk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a Google Chrome extension that adapts articles and other resources for students at different proficiency levels. “You can go to a news article and it’ll tell you the reading level and then you can say, ‘Can you give it to me like an 11th grade New York Times article?’ Or ‘can you give it to me at the sixth grade level in Spanish?'” said Bacon. Brisk will also come up with questions based on the resources so it can be used to make multiple choice quizzes too.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"What is Brisk Teaching? The #1 AI-Powered Chrome Extension for Educators\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/4ikGFxqYTTc?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Simplify lesson planning with Twee and Curipod\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://app.twee.com/\">\u003cspan style=\"font-weight: 400\">Twee\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is designed to help English teachers lesson plan. Educators can input a YouTube video link and Twee will provide questions about the video content to build students’ listening comprehension skills. Bacon suggested that teachers use Twee during interactive, whole-class activities with students. As an example, a teacher could present a video to the class and prompt students with the questions generated by Twee for classroom discussion. For students who struggle with listening comprehension skills, teachers can use Twee to generate transcripts for videos and work with small groups of students who need extra support.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Twee can also make writing prompts, multiple choice questions and fill-in-the blank exercises based on a specific topic for any learning level. Bacon explained that if the class is reading a book, Twee can offer recommendations for book-related activities, including vocabulary exercises, discussion prompts and supplementary readings.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://curipod.com\">\u003cspan style=\"font-weight: 400\">Curipod\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> uses AI to simplify administrative tasks like creating course materials, schedules and assignments. Bacon recalled how different things are from when she started teaching nearly two decades ago. “We operated on paper. We would write things on chalkboards,” said Bacon. In today’s digital age, handwritten lesson plans have become less efficient. Curipod can save time by creating slide decks that teachers can customize as needed, whether it’s at the beginning of a new school year or mid-year to cater to evolving needs in the classroom. Additionally, Curipod will prompt teachers while they are creating slides to add interactive games like the ones found on the popular quiz platform Kahoot. Similar to interactive presentation platforms like Peardeck and Nearpod, Curipod offers ways for students to interact individually with the slides their teacher makes.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Refine student writing skills with Pressto\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.joinpressto.com/\">\u003cspan style=\"font-weight: 400\">Pressto\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-powered writing assistant. It’s different from language-focused AIs like ChatGPT in that it provides real-time feedback on grammar, style and clarity, helping students enhance their essays, reports and assignments. Pressto not only corrects errors but also explains the reasoning behind suggested changes. Bacon suggested that teachers project their screen while doing a writing demonstration and read the suggestions from Pressto so instruction is embedded. Bacon also noted that Pressto was willing to sign \u003ca href=\"https://www.nysenate.gov/legislation/laws/EDN/2-D\">Education Law 2-D\u003c/a> paperwork, which would make them compliant with New York’s student data privacy laws.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Welcome to Pressto\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/o8Z4j802sfM?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While all of the AI tools Bacon recommended are free, she notes that these products may start to charge for use. New AI products are always coming out, however, so it’s likely that teachers can find a few that fit their needs. Bacon frequently scans Facebook and TikTok for groups and resources about new tools. “Things are coming out so fast, it is hard to keep up,” wrote Bacon in an email. She linked to yet another tool she recently discovered called \u003c/span>\u003ca href=\"https://www.magicschool.ai/\">\u003cspan style=\"font-weight: 400\">Magic School AI\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and described it as an exciting blend of all of the other products she recommended.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "One-size-fits-all math homework may be more helpful than you think",
"headTitle": "One-size-fits-all math homework may be more helpful than you think | KQED",
"content": "\u003cp class=\"p6\">In theory, education technology could redesign school from a factory-like assembly line to an individualized experience. Computers, powered by algorithms and AI, could deliver custom-tailored lessons for each child. Advocates call this concept “personalized learning” but this sci-fi idyll (or dystopia, depending on your point of view) has been slow to catch on in American classrooms.\u003c/p>\n\u003cp class=\"p8\">Meanwhile one piece of ed tech, called ASSISTments, takes the opposite approach. Instead of personalizing instruction, this homework website for middle schoolers encourages teachers to assign the exact same set of math problems to the entire class. One size fits all.\u003c/p>\n\u003cp class=\"p9\">Unlike other popular math practice sites, such as Khan Academy, IXL or ALEKS, in which a computer controls the content, ASSISTments keeps the control levers with the teachers, who pick the questions they like from a library of 200,000. Many teachers assign the same familiar homework questions from textbooks and curricula they are already using.\u003c/p>\n\u003cp class=\"p8\">And this deceptively simple – and free –\u003cspan class=\"Apple-converted-space\"> \u003c/span>tool has built an impressive evidence base and a following among middle school math teachers. Roughly 3,000 teachers and 130,000 students were using it during the 2022-23 school year, according to the husband and wife team of Neil and Cristina Heffernan who run ASSISTments, a nonprofit based at Worcester Polytechnic Institute in Massachusetts, where Neil is a computer science professor.\u003c/p>\n\u003cp class=\"p8\">After Neil built the platform in 2003, several early studies showed \u003ca href=\"https://link.springer.com/chapter/10.1007/978-3-642-39112-5_122\">\u003cspan class=\"s3\">promising results\u003c/span>\u003c/a>, and then a large randomized control trial (RCT) in Maine, published in 2016, \u003ca href=\"https://journals.sagepub.com/doi/10.1177/2332858416673968\">\u003cspan class=\"s3\">confirmed them\u003c/span>\u003c/a>. For 1,600 seventh-grade students whose classrooms were randomly selected to use ASSISTments for math homework, math achievement was significantly higher at the end of the year, equivalent to an extra three quarters of a year of schooling, \u003ca href=\"https://ies.ed.gov/ncser/pubs/20133000/pdf/20133000.pdf\">\u003cspan class=\"s3\">according to one estimate\u003c/span>\u003c/a>. Both groups – treatment and control – were otherwise using the same textbooks and curriculum.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p8\">On the strength of those results, an MIT research organization \u003ca href=\"https://www.povertyactionlab.org/blog/9-5-17/exploring-promise-education-technology\">\u003cspan class=\"s3\">singled out ASSISTments\u003c/span>\u003c/a> as one of the rare ed tech tools proven to help students. The Department of Education’s What Works Clearinghouse, which reviews education evidence, said the research behind ASSISTments was so strong that it received the \u003ca href=\"https://ies.ed.gov/ncee/wwc/Study/86375\">\u003cspan class=\"s3\">highest stamp of approval:\u003c/span>\u003c/a> “without reservations.”\u003c/p>\n\u003cp class=\"p8\">Still, Maine is an unusual state with a population that is more than 90% white and so small that everyone could fit inside the city limits of San Diego. It had distributed laptops to every middle school student years before the ASSISTments experiment. Would an online math platform work in conditions where computer access is uneven?\u003c/p>\n\u003cp class=\"p8\">The Department of Education commissioned a \u003ca href=\"https://ies.ed.gov/funding/grantsearch/details.asp?ID=2058\">\u003cspan class=\"s3\">$3 million replication study\u003c/span>\u003c/a> in North Carolina, in which 3,000 seventh graders were randomly assigned to use ASSISTments. The study, set to test how well the students learned math in spring of 2020, was derailed by the pandemic. But a private foundation salvaged it. Before the pandemic, Arnold Ventures had agreed to fund an additional year of the North Carolina study, to see if students would continue to be better at math in eighth grade. (\u003ci>Arnold Ventures is among the many funders of The Hechinger Report.\u003c/i>)\u003c/p>\n\u003cp class=\"p8\">Those longer-term \u003ca href=\"https://www.wested.org/wp-content/uploads/2023/07/ASSISTments-Long-Term-Effects-_07-11-23_FINAL-ADA.pdf\">\u003cspan class=\"s3\">results were published in June 2023\u003c/span>\u003c/a>, and they were good. Even a year later, on year-end eighth grade math tests, the 3,000 students who had used ASSISTments in seventh grade outperformed 3,000 peers who hadn’t. The eighth graders had moved on to new math topics and were no longer using ASSISTments, but their practice time on the platform a year earlier was still generating dividends.\u003c/p>\n\u003cp class=\"p8\">Researchers found that the lingering effect of practicing math on ASSISTments was similar in size to the long-term benefits of Saga Education’s intensive, in-person tutoring, which costs $3,200 to $4,800 per year for each student. The cost of ASSISTments is a tiny fraction of that, less than $100 per student. (That cost is covered by private foundations and federal grants. Schools use it free of charge.)\u003c/p>\n\u003cp class=\"p8\">Another surprising result is that students, on average, benefited from solving the same problems, without assigning easier ones to weaker students and harder ones to stronger students.\u003c/p>\n\u003cp class=\"p8\">How is it that this rather simple piece of software is succeeding while more sophisticated ed tech has often shown mixed results and failed to gain traction?\u003c/p>\n\u003cp class=\"p8\">The studies aren’t able to explain that exactly. ASSISTments, criticized for its \u003ca href=\"https://www.commonsense.org/education/reviews/assistments\">\u003cspan class=\"s3\">“bland” design and for sometimes being “frustrating,”\u003c/span>\u003c/a> doesn’t appear to be luring kids to do enormous amounts of homework. In North Carolina, students typically used it for only 18 minutes a week, usually split among two to three sessions.\u003c/p>\n\u003cp class=\"p8\">From a student’s perspective, the main feature is instant feedback. ASSISTments marks each problem immediately, like a robo grader. A green check appears for getting it right on the first try, and an orange check is for solving it on a subsequent attempt. Students can try as many times as they wish. Students can also just ask for the correct answer.\u003c/p>\n\u003cp class=\"p8\">Nearly every online math platform gives instant feedback. It’s a well established principle of cognitive science that students learn better when they can see and sort out their mistakes immediately, rather than waiting days for the teacher to grade their work and return it.\u003c/p>\n\u003cp class=\"p8\">The secret sauce might be in the easy-to-digest feedback that teachers are getting. Teachers receive a simple data report, showing them which problems students are getting right and wrong.\u003c/p>\n\u003cp class=\"p8\">ASSISTments encourages teachers to project anonymized homework results on a whiteboard and review the ones that many students got wrong. Not every teacher does that. On the teacher’s back end, the system also highlights common mistakes that students are making. In surveys, teachers said it changes how they review homework.\u003c/p>\n\u003cp class=\"p8\">Other math platforms generate data reports too, and teachers ought to be able to use them to inform their instruction. But when 30 students are each working on 20 different, customized problems, it’s a lot harder to figure out which of those 600 problems should be reviewed in class.\u003c/p>\n\u003cp class=\"p8\">There are other advantages to having a class work on a common set of problems. It allows kids to work together, something that motivates many extroverted tweens and teens to do their homework. It can also trigger worthwhile class discussions, in which students explain how they solved the same problem differently.\u003c/p>\n\u003cp class=\"p8\">ASSISTments has drawbacks. Many students don’t have good internet connections at home and many teachers don’t want to devote precious minutes of class time to screen time. In the North Carolina study, some teachers had students do the homework in school.\u003c/p>\n\u003cp class=\"p8\">Teachers are restricted to the math problems that Heffernan’s team has uploaded to the ASSISTments library. It currently includes problems from three middle school math curricula:\u003cspan class=\"Apple-converted-space\"> \u003c/span>Illustrative Mathematics, Open Up Resources and Eureka Math (also known as EngageNY). For the Maine and North Carolina studies, the ASSISTments team uploaded math questions that teachers were familiar with from their textbooks and binders. But outside of a study, if teachers want to use their own math questions, they’ll have to wait until next year, when ASSISTments plans to allow teachers to build their own problems or edit existing ones.\u003c/p>\n\u003cp class=\"p8\">Teachers can assign longer open-response questions, but ASSISTments doesn’t give instant feedback on them. Heffernan is currently testing how to use AI to evaluate students’ written explanations.\u003c/p>\n\u003cp class=\"p8\">There are other bells and whistles inside the ASSISTments system too. Many problems have “hints” to help students who are struggling and can show step-by-step worked out examples. There are also optional “skill builders” for students to practice rudimentary skills, such as adding fractions with unlike denominators. It is unclear how important these extra features are. In the North Carolina study, students generally didn’t use them.\u003c/p>\n\u003cp class=\"p8\">There’s every reason to believe that students can learn more from personalized instruction, but the research is mixed. Many students don’t spend as much practice time on the software as they should. Many teachers want more control over what the computer assigns to students. Researchers are starting to see \u003ca href=\"https://www.kqed.org/mindshift/61543/how-can-tutors-reach-more-kids-researchers-look-to-ed-tech-paired-with-human-tutors\">\u003cspan class=\"s3\">good results in using differentiated practice\u003c/span>\u003c/a> work in combination with tutoring. That could make catching up a lot more cost effective.\u003c/p>\n\u003cp class=\"p8\">I rarely hear about “personalized learning” any more in a classroom context. One thing we’ve all learned during the pandemic is that learning has proven to be a profoundly human interaction of give and take between student and teacher and among peers. One-size-fits-all instruction may not be perfect, but it keeps the humans in the picture.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p8\">\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-the-value-of-one-size-fits-all-math-homework/\">\u003cspan class=\"s3\">\u003ci>ASSISTments\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/\">\u003cspan class=\"s3\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s3\">\u003ci>Proof Points\u003c/i>\u003c/span>\u003c/a>\u003ci> and other \u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cspan class=\"s3\">\u003ci>Hechinger newsletters\u003c/i>\u003c/span>\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p6\">In theory, education technology could redesign school from a factory-like assembly line to an individualized experience. Computers, powered by algorithms and AI, could deliver custom-tailored lessons for each child. Advocates call this concept “personalized learning” but this sci-fi idyll (or dystopia, depending on your point of view) has been slow to catch on in American classrooms.\u003c/p>\n\u003cp class=\"p8\">Meanwhile one piece of ed tech, called ASSISTments, takes the opposite approach. Instead of personalizing instruction, this homework website for middle schoolers encourages teachers to assign the exact same set of math problems to the entire class. One size fits all.\u003c/p>\n\u003cp class=\"p9\">Unlike other popular math practice sites, such as Khan Academy, IXL or ALEKS, in which a computer controls the content, ASSISTments keeps the control levers with the teachers, who pick the questions they like from a library of 200,000. Many teachers assign the same familiar homework questions from textbooks and curricula they are already using.\u003c/p>\n\u003cp class=\"p8\">And this deceptively simple – and free –\u003cspan class=\"Apple-converted-space\"> \u003c/span>tool has built an impressive evidence base and a following among middle school math teachers. Roughly 3,000 teachers and 130,000 students were using it during the 2022-23 school year, according to the husband and wife team of Neil and Cristina Heffernan who run ASSISTments, a nonprofit based at Worcester Polytechnic Institute in Massachusetts, where Neil is a computer science professor.\u003c/p>\n\u003cp class=\"p8\">After Neil built the platform in 2003, several early studies showed \u003ca href=\"https://link.springer.com/chapter/10.1007/978-3-642-39112-5_122\">\u003cspan class=\"s3\">promising results\u003c/span>\u003c/a>, and then a large randomized control trial (RCT) in Maine, published in 2016, \u003ca href=\"https://journals.sagepub.com/doi/10.1177/2332858416673968\">\u003cspan class=\"s3\">confirmed them\u003c/span>\u003c/a>. For 1,600 seventh-grade students whose classrooms were randomly selected to use ASSISTments for math homework, math achievement was significantly higher at the end of the year, equivalent to an extra three quarters of a year of schooling, \u003ca href=\"https://ies.ed.gov/ncser/pubs/20133000/pdf/20133000.pdf\">\u003cspan class=\"s3\">according to one estimate\u003c/span>\u003c/a>. Both groups – treatment and control – were otherwise using the same textbooks and curriculum.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p8\">On the strength of those results, an MIT research organization \u003ca href=\"https://www.povertyactionlab.org/blog/9-5-17/exploring-promise-education-technology\">\u003cspan class=\"s3\">singled out ASSISTments\u003c/span>\u003c/a> as one of the rare ed tech tools proven to help students. The Department of Education’s What Works Clearinghouse, which reviews education evidence, said the research behind ASSISTments was so strong that it received the \u003ca href=\"https://ies.ed.gov/ncee/wwc/Study/86375\">\u003cspan class=\"s3\">highest stamp of approval:\u003c/span>\u003c/a> “without reservations.”\u003c/p>\n\u003cp class=\"p8\">Still, Maine is an unusual state with a population that is more than 90% white and so small that everyone could fit inside the city limits of San Diego. It had distributed laptops to every middle school student years before the ASSISTments experiment. Would an online math platform work in conditions where computer access is uneven?\u003c/p>\n\u003cp class=\"p8\">The Department of Education commissioned a \u003ca href=\"https://ies.ed.gov/funding/grantsearch/details.asp?ID=2058\">\u003cspan class=\"s3\">$3 million replication study\u003c/span>\u003c/a> in North Carolina, in which 3,000 seventh graders were randomly assigned to use ASSISTments. The study, set to test how well the students learned math in spring of 2020, was derailed by the pandemic. But a private foundation salvaged it. Before the pandemic, Arnold Ventures had agreed to fund an additional year of the North Carolina study, to see if students would continue to be better at math in eighth grade. (\u003ci>Arnold Ventures is among the many funders of The Hechinger Report.\u003c/i>)\u003c/p>\n\u003cp class=\"p8\">Those longer-term \u003ca href=\"https://www.wested.org/wp-content/uploads/2023/07/ASSISTments-Long-Term-Effects-_07-11-23_FINAL-ADA.pdf\">\u003cspan class=\"s3\">results were published in June 2023\u003c/span>\u003c/a>, and they were good. Even a year later, on year-end eighth grade math tests, the 3,000 students who had used ASSISTments in seventh grade outperformed 3,000 peers who hadn’t. The eighth graders had moved on to new math topics and were no longer using ASSISTments, but their practice time on the platform a year earlier was still generating dividends.\u003c/p>\n\u003cp class=\"p8\">Researchers found that the lingering effect of practicing math on ASSISTments was similar in size to the long-term benefits of Saga Education’s intensive, in-person tutoring, which costs $3,200 to $4,800 per year for each student. The cost of ASSISTments is a tiny fraction of that, less than $100 per student. (That cost is covered by private foundations and federal grants. Schools use it free of charge.)\u003c/p>\n\u003cp class=\"p8\">Another surprising result is that students, on average, benefited from solving the same problems, without assigning easier ones to weaker students and harder ones to stronger students.\u003c/p>\n\u003cp class=\"p8\">How is it that this rather simple piece of software is succeeding while more sophisticated ed tech has often shown mixed results and failed to gain traction?\u003c/p>\n\u003cp class=\"p8\">The studies aren’t able to explain that exactly. ASSISTments, criticized for its \u003ca href=\"https://www.commonsense.org/education/reviews/assistments\">\u003cspan class=\"s3\">“bland” design and for sometimes being “frustrating,”\u003c/span>\u003c/a> doesn’t appear to be luring kids to do enormous amounts of homework. In North Carolina, students typically used it for only 18 minutes a week, usually split among two to three sessions.\u003c/p>\n\u003cp class=\"p8\">From a student’s perspective, the main feature is instant feedback. ASSISTments marks each problem immediately, like a robo grader. A green check appears for getting it right on the first try, and an orange check is for solving it on a subsequent attempt. Students can try as many times as they wish. Students can also just ask for the correct answer.\u003c/p>\n\u003cp class=\"p8\">Nearly every online math platform gives instant feedback. It’s a well established principle of cognitive science that students learn better when they can see and sort out their mistakes immediately, rather than waiting days for the teacher to grade their work and return it.\u003c/p>\n\u003cp class=\"p8\">The secret sauce might be in the easy-to-digest feedback that teachers are getting. Teachers receive a simple data report, showing them which problems students are getting right and wrong.\u003c/p>\n\u003cp class=\"p8\">ASSISTments encourages teachers to project anonymized homework results on a whiteboard and review the ones that many students got wrong. Not every teacher does that. On the teacher’s back end, the system also highlights common mistakes that students are making. In surveys, teachers said it changes how they review homework.\u003c/p>\n\u003cp class=\"p8\">Other math platforms generate data reports too, and teachers ought to be able to use them to inform their instruction. But when 30 students are each working on 20 different, customized problems, it’s a lot harder to figure out which of those 600 problems should be reviewed in class.\u003c/p>\n\u003cp class=\"p8\">There are other advantages to having a class work on a common set of problems. It allows kids to work together, something that motivates many extroverted tweens and teens to do their homework. It can also trigger worthwhile class discussions, in which students explain how they solved the same problem differently.\u003c/p>\n\u003cp class=\"p8\">ASSISTments has drawbacks. Many students don’t have good internet connections at home and many teachers don’t want to devote precious minutes of class time to screen time. In the North Carolina study, some teachers had students do the homework in school.\u003c/p>\n\u003cp class=\"p8\">Teachers are restricted to the math problems that Heffernan’s team has uploaded to the ASSISTments library. It currently includes problems from three middle school math curricula:\u003cspan class=\"Apple-converted-space\"> \u003c/span>Illustrative Mathematics, Open Up Resources and Eureka Math (also known as EngageNY). For the Maine and North Carolina studies, the ASSISTments team uploaded math questions that teachers were familiar with from their textbooks and binders. But outside of a study, if teachers want to use their own math questions, they’ll have to wait until next year, when ASSISTments plans to allow teachers to build their own problems or edit existing ones.\u003c/p>\n\u003cp class=\"p8\">Teachers can assign longer open-response questions, but ASSISTments doesn’t give instant feedback on them. Heffernan is currently testing how to use AI to evaluate students’ written explanations.\u003c/p>\n\u003cp class=\"p8\">There are other bells and whistles inside the ASSISTments system too. Many problems have “hints” to help students who are struggling and can show step-by-step worked out examples. There are also optional “skill builders” for students to practice rudimentary skills, such as adding fractions with unlike denominators. It is unclear how important these extra features are. In the North Carolina study, students generally didn’t use them.\u003c/p>\n\u003cp class=\"p8\">There’s every reason to believe that students can learn more from personalized instruction, but the research is mixed. Many students don’t spend as much practice time on the software as they should. Many teachers want more control over what the computer assigns to students. Researchers are starting to see \u003ca href=\"https://www.kqed.org/mindshift/61543/how-can-tutors-reach-more-kids-researchers-look-to-ed-tech-paired-with-human-tutors\">\u003cspan class=\"s3\">good results in using differentiated practice\u003c/span>\u003c/a> work in combination with tutoring. That could make catching up a lot more cost effective.\u003c/p>\n\u003cp class=\"p8\">I rarely hear about “personalized learning” any more in a classroom context. One thing we’ve all learned during the pandemic is that learning has proven to be a profoundly human interaction of give and take between student and teacher and among peers. One-size-fits-all instruction may not be perfect, but it keeps the humans in the picture.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p8\">\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-the-value-of-one-size-fits-all-math-homework/\">\u003cspan class=\"s3\">\u003ci>ASSISTments\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/\">\u003cspan class=\"s3\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s3\">\u003ci>Proof Points\u003c/i>\u003c/span>\u003c/a>\u003ci> and other \u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cspan class=\"s3\">\u003ci>Hechinger newsletters\u003c/i>\u003c/span>\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "3 principles for tackling the right problems in education",
"headTitle": "3 principles for tackling the right problems in education | KQED",
"content": "\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Adapted with permission from Hess, F. M. (2023). \u003c/span>\u003ca href=\"https://hep.gse.harvard.edu/hep-home/books/the-great-school-rethink\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Great School Rethink\u003c/span>\u003c/a> (\u003cspan style=\"font-weight: 400\">p. 11-15)\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003ca href=\"https://www.hepg.org/hep-home/home\" target=\"_blank\" rel=\"noopener\">Harvard Education Press\u003c/a>. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The easiest thing in the world to do is talk about improvement. It’s vastly tougher to actually do it. But, if you’re busy doing it without thinking long and hard about what you’re doing and why, mammoth efforts can yield meager gains. As the British philosopher Bertrand Russell once put it, “In all affairs, it’s a healthy thing now and then to hang a question mark on the things you have long taken for granted.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’ll try to put this more plainly. Think of a scrum of little kids building a sandcastle at the ocean’s edge. They can shovel, scoop, hustle, and hurry, only to see their project be repeatedly washed away.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-61423 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/great-school-rethink-160x240.jpeg\" alt=\"\" width=\"160\" height=\"240\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/great-school-rethink-160x240.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/great-school-rethink.jpeg 200w\" sizes=\"(max-width: 160px) 100vw, 160px\">Don’t get me wrong. Hard work matters. Careful execution matters. Elbow grease matters. But, if we think about that sandcastle, the big problem is that the kids are building it in the wrong spot. If they paused and moved 20 feet up the beach, the exact same effort would deliver a much more satisfying result.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rethinking isn’t an alternative to the hard work of improving curriculum, instruction, educator morale or student well-being. It’s a way to facilitate those efforts. Three principles help make this a practical exercise rather than a theoretical one.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Retire the One-Stop-Shop Schoolhouse\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once upon a time, communication and transportation imposed harsh limits on schooling. Back in the 1980s (much less the 1880s!) students really needed to be in the same room as a teacher to learn from them. For students to read a book in class, schools needed sets of printed copies. Students could only be mentored or tutored by adults who lived within driving distance and had the time and means to meet them at school or the local library.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools operated as buildings that provided a sprawling array of services to students who lived in a geographic area. It made sense, but was also a lot to ask. After all, it’s hard for any organization to do many different things, much less do them all well. Advances in technology have made it so that schools no longer need be one-stop shops for everything. It’s now possible for students to access books, tutoring, courses and even telehealth online, creating an extraordinary opening to ask how schools should be organized.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Today, school staff have to juggle all manner of tasks. Being a “teacher” means being an evaluator, remediator, lesson designer, hallway monitor, counselor, computer troubleshooter, secretary, coffeemaker and more. Maybe it doesn’t have to be this way. Are there better ways to organize the work that schools and teachers do, so as to empower educators while making their jobs more manageable? A good way to think about this is as “unbundling,” as in whether it’s possible to tease apart the many tasks schools have bundled together and then assemble them in more fruitful ways.22 This means asking what schools and educators should do by themselves, or when and how they might be better off tapping today’s vibrant ecosystem of nonschool resources and programs. Instead of lamenting how much schools and teachers are expected to do today, Rethinkers ask what we should expect them to do.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Take Personalization Seriously\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Education is full of flowery talk about personalization. That’s fine. I sure don’t know anyone who says, “Schools should be less personal and more industrial.” In practice, though, school improvement efforts billed as “personalized” can have the opposite effect.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Remember that annual state testing was promoted, in part, as a way to be sure that individual students didn’t get overlooked. Yet the biggest complaint about annual assessment may be the way it can turn schools into impersonal test-prep factories. Education technology is touted as a tool of radical personalization. Yet, as we saw during the pandemic, remote instruction and classrooms of tablet-fixated kids can too easily feel dreary and soulless.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Giving students a Chromebook or an iPad is not personalization. The personalization resides in how these tools are used. Think of it this way: 50 years ago, if you wanted to listen to your favorite song, you’d buy a record, go home, put it on your record player and listen to the album one side at a time. The same applied to every person who wanted to hear that song. Personalizing your music wasn’t easy. Digital music technology has changed all that. Today, any listener has easy access to intricate algorithms that pick among millions of songs to create customized playlists that reflect personal preferences.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In education, personalization requires asking how tools and policies can be used to meet the varied needs of every learner. Expanded choices can better allow students at a given school to access courses, instructors, and programs that would otherwise be unavailable. New options may make it possible for bullied students to find a healthier, more welcoming environment or for parents to work more closely with their child on an array of school assignments. New technologies can allow one-size-fits-all curricula to be reconceived as more individualized playlists. But moving any of this from theory to practice is no easy thing.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Know What Problem You’re Solving\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Education has a “fire, ready, aim” problem. Fueled by the high hopes of advocates and the expectation that every new superintendent will show up with novel solutions, education cycles through scads of reforms at an alarming pace. This makes it tough to be sure that the proposed fix is a good match for the problem — or even that we know exactly what the problem is.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before leaping on some new program or practice, rethinkers first seek to define the problem they’re trying to solve. Anything else can do more harm than good, with the serial embrace of reflexive solutions turning into a convenient distraction from the real work at hand.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I talk about distractions, I’m thinking of the district that moved to digital textbooks and a digital curriculum before ensuring that the devices would work as needed. The superintendent got cheered as an innovator, but students and teachers wound up worse off. Books and resources took forever to load, turning 10-minute assignments into marathon sessions. Kids found it tough to do homework on the bus or on the way to soccer since they couldn’t get reliable access to online assignments. And that’s all separate from the frustrations of teachers who struggled with glitchy portals and forgotten passwords. The heralded “solution” created more problems than it solved.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A new SEL initiative might help if middle schoolers are disengaged, but probably not if their disinterest is due to confusing math instruction. Knowing whether an intervention will help requires knowing what the problem is. Which kids are struggling? Why? How do we know? Be skeptical of those who offer surefire solutions before getting those answers. Programs and policies should be the final step of rethinking, not the first.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/rickhess99\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61370 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-800x1120.jpg\" alt=\"Headshot of Rick Hess\" width=\"164\" height=\"230\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-800x1120.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-1020x1428.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-160x224.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-768x1075.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-1097x1536.jpg 1097w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-1463x2048.jpg 1463w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot.jpg 1500w\" sizes=\"(max-width: 164px) 100vw, 164px\">Frederick M. Hess\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a senior fellow and the director of Education Policy Studies at the American Enterprise Institute (AEI), where he works on K–12 and higher education issues. The author of Education Week’s popular blog “Rick Hess Straight Up,” Dr. Hess is also an executive editor of Education Next and a senior contributor to Forbes. He is the founder and chairman of AEI’s Conservative Education Reform Network. An educator, political scientist, and author, Dr. Hess has published in popular outlets including the New York Times, USA Today, the Wall Street Journal, and the Washington Post. Dr. Hess started his career as a high school social studies teacher and has since taught at colleges including Rice, Harvard, Georgetown, and the University of Virginia. His books include “The Great School Rethink,” “Spinning Wheels,” “Letters to a Young Education Reformer,” “Cage-Busting Leadership,” and “A Search for Common Ground.” Dr. Hess has an MA and a PhD in government, in addition to an MEd in teaching and curriculum, from Harvard University.\u003c/span>\u003c/em>\u003c/p>\n\n",
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"excerpt": "In his new book “The Great School Rethink,” Frederick M. Hess explains how rethinking the organization of schools can help improve curriculum, instruction, educator morale and student well-being.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Adapted with permission from Hess, F. M. (2023). \u003c/span>\u003ca href=\"https://hep.gse.harvard.edu/hep-home/books/the-great-school-rethink\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Great School Rethink\u003c/span>\u003c/a> (\u003cspan style=\"font-weight: 400\">p. 11-15)\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003ca href=\"https://www.hepg.org/hep-home/home\" target=\"_blank\" rel=\"noopener\">Harvard Education Press\u003c/a>. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The easiest thing in the world to do is talk about improvement. It’s vastly tougher to actually do it. But, if you’re busy doing it without thinking long and hard about what you’re doing and why, mammoth efforts can yield meager gains. As the British philosopher Bertrand Russell once put it, “In all affairs, it’s a healthy thing now and then to hang a question mark on the things you have long taken for granted.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’ll try to put this more plainly. Think of a scrum of little kids building a sandcastle at the ocean’s edge. They can shovel, scoop, hustle, and hurry, only to see their project be repeatedly washed away.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-61423 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/great-school-rethink-160x240.jpeg\" alt=\"\" width=\"160\" height=\"240\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/great-school-rethink-160x240.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/great-school-rethink.jpeg 200w\" sizes=\"(max-width: 160px) 100vw, 160px\">Don’t get me wrong. Hard work matters. Careful execution matters. Elbow grease matters. But, if we think about that sandcastle, the big problem is that the kids are building it in the wrong spot. If they paused and moved 20 feet up the beach, the exact same effort would deliver a much more satisfying result.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rethinking isn’t an alternative to the hard work of improving curriculum, instruction, educator morale or student well-being. It’s a way to facilitate those efforts. Three principles help make this a practical exercise rather than a theoretical one.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Retire the One-Stop-Shop Schoolhouse\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once upon a time, communication and transportation imposed harsh limits on schooling. Back in the 1980s (much less the 1880s!) students really needed to be in the same room as a teacher to learn from them. For students to read a book in class, schools needed sets of printed copies. Students could only be mentored or tutored by adults who lived within driving distance and had the time and means to meet them at school or the local library.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools operated as buildings that provided a sprawling array of services to students who lived in a geographic area. It made sense, but was also a lot to ask. After all, it’s hard for any organization to do many different things, much less do them all well. Advances in technology have made it so that schools no longer need be one-stop shops for everything. It’s now possible for students to access books, tutoring, courses and even telehealth online, creating an extraordinary opening to ask how schools should be organized.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Today, school staff have to juggle all manner of tasks. Being a “teacher” means being an evaluator, remediator, lesson designer, hallway monitor, counselor, computer troubleshooter, secretary, coffeemaker and more. Maybe it doesn’t have to be this way. Are there better ways to organize the work that schools and teachers do, so as to empower educators while making their jobs more manageable? A good way to think about this is as “unbundling,” as in whether it’s possible to tease apart the many tasks schools have bundled together and then assemble them in more fruitful ways.22 This means asking what schools and educators should do by themselves, or when and how they might be better off tapping today’s vibrant ecosystem of nonschool resources and programs. Instead of lamenting how much schools and teachers are expected to do today, Rethinkers ask what we should expect them to do.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Take Personalization Seriously\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Education is full of flowery talk about personalization. That’s fine. I sure don’t know anyone who says, “Schools should be less personal and more industrial.” In practice, though, school improvement efforts billed as “personalized” can have the opposite effect.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Remember that annual state testing was promoted, in part, as a way to be sure that individual students didn’t get overlooked. Yet the biggest complaint about annual assessment may be the way it can turn schools into impersonal test-prep factories. Education technology is touted as a tool of radical personalization. Yet, as we saw during the pandemic, remote instruction and classrooms of tablet-fixated kids can too easily feel dreary and soulless.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Giving students a Chromebook or an iPad is not personalization. The personalization resides in how these tools are used. Think of it this way: 50 years ago, if you wanted to listen to your favorite song, you’d buy a record, go home, put it on your record player and listen to the album one side at a time. The same applied to every person who wanted to hear that song. Personalizing your music wasn’t easy. Digital music technology has changed all that. Today, any listener has easy access to intricate algorithms that pick among millions of songs to create customized playlists that reflect personal preferences.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In education, personalization requires asking how tools and policies can be used to meet the varied needs of every learner. Expanded choices can better allow students at a given school to access courses, instructors, and programs that would otherwise be unavailable. New options may make it possible for bullied students to find a healthier, more welcoming environment or for parents to work more closely with their child on an array of school assignments. New technologies can allow one-size-fits-all curricula to be reconceived as more individualized playlists. But moving any of this from theory to practice is no easy thing.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Know What Problem You’re Solving\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Education has a “fire, ready, aim” problem. Fueled by the high hopes of advocates and the expectation that every new superintendent will show up with novel solutions, education cycles through scads of reforms at an alarming pace. This makes it tough to be sure that the proposed fix is a good match for the problem — or even that we know exactly what the problem is.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before leaping on some new program or practice, rethinkers first seek to define the problem they’re trying to solve. Anything else can do more harm than good, with the serial embrace of reflexive solutions turning into a convenient distraction from the real work at hand.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I talk about distractions, I’m thinking of the district that moved to digital textbooks and a digital curriculum before ensuring that the devices would work as needed. The superintendent got cheered as an innovator, but students and teachers wound up worse off. Books and resources took forever to load, turning 10-minute assignments into marathon sessions. Kids found it tough to do homework on the bus or on the way to soccer since they couldn’t get reliable access to online assignments. And that’s all separate from the frustrations of teachers who struggled with glitchy portals and forgotten passwords. The heralded “solution” created more problems than it solved.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A new SEL initiative might help if middle schoolers are disengaged, but probably not if their disinterest is due to confusing math instruction. Knowing whether an intervention will help requires knowing what the problem is. Which kids are struggling? Why? How do we know? Be skeptical of those who offer surefire solutions before getting those answers. Programs and policies should be the final step of rethinking, not the first.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/rickhess99\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61370 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-800x1120.jpg\" alt=\"Headshot of Rick Hess\" width=\"164\" height=\"230\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-800x1120.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-1020x1428.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-160x224.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-768x1075.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-1097x1536.jpg 1097w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-1463x2048.jpg 1463w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot.jpg 1500w\" sizes=\"(max-width: 164px) 100vw, 164px\">Frederick M. Hess\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a senior fellow and the director of Education Policy Studies at the American Enterprise Institute (AEI), where he works on K–12 and higher education issues. The author of Education Week’s popular blog “Rick Hess Straight Up,” Dr. Hess is also an executive editor of Education Next and a senior contributor to Forbes. He is the founder and chairman of AEI’s Conservative Education Reform Network. An educator, political scientist, and author, Dr. Hess has published in popular outlets including the New York Times, USA Today, the Wall Street Journal, and the Washington Post. Dr. Hess started his career as a high school social studies teacher and has since taught at colleges including Rice, Harvard, Georgetown, and the University of Virginia. His books include “The Great School Rethink,” “Spinning Wheels,” “Letters to a Young Education Reformer,” “Cage-Busting Leadership,” and “A Search for Common Ground.” Dr. Hess has an MA and a PhD in government, in addition to an MEd in teaching and curriculum, from Harvard University.\u003c/span>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "How can tutors reach more kids? Researchers look to ed tech paired with human tutors",
"headTitle": "How can tutors reach more kids? Researchers look to ed tech paired with human tutors | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">One of the few replicated findings in education research is that daily, individualized tutoring during the school day \u003c/span>\u003ca href=\"https://www.nber.org/papers/w27476\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">really helps kids catch up\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> academically. The problem is that this kind of frequent tutoring is very expensive and it’s impossible to hire enough tutors for the millions of American public school students who need help.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In theory, educational software could be a cheaper alternative. Studies have shown that computerized tutoring systems, where algorithms guide students through lessons tailored to their individual needs, \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/01443410.2018.1495829\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">can be effective\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when kids use them. But kids are tired of learning over screens and the kids who are the most behind at school are the least likely to have the motivation to learn independently this way.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What if you were to marry humans with technology? Could you substitute some of the tutoring time with time on ed tech without sacrificing how much students learn? That’s exactly what a team of University of Chicago researchers tried with 1,000 students in six high schools in Chicago and New York City. This \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/04/High-Dosage-Tutoring-at-Scale.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">blend of tutors and technology\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> yielded results in ninth grade algebra equivalent to daily human tutoring alone at a much lower cost: $2,000 per student versus $3,000.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You really need to get kids to like practicing math and that’s what the tutors do,” said Monica Bhatt, senior research director of Education Lab, a research center at the University of Chicago, who led \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/04/High-Dosage-Tutoring-at-Scale.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">the study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">(The study was funded by both the Overdeck Family Foundation and Arnold Ventures; both foundations are among the many funders of The Hechinger Report.)\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The study has not been published or peer reviewed, but I heard Bhatt present her team’s findings at a briefing in New York City on April 26, 2023. I thought it was worth writing about this research because it shows one approach to bringing tutoring to more students. That’s a matter of current urgency given how far behind grade level so many students have fallen during the pandemic. And ninth grade algebra is such an important milestone. Students who fail it are \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ1013968\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">five times more likely to drop out of high school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, according to one estimate.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is just one study with only a year or so of evidence. Bhatt says there’s a lot that researchers still need to figure out about mixing human tutors and technology to reduce costs without losing potency. This particular study had tutors working with students in a one-to-four ratio five days a week while using ed tech half the time. But $2,000 per student remains prohibitively expensive for most public schools, especially after $122 billion in federal pandemic recovery funds run out in 2024. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bhatt is now studying how to further increase student-to-tutor ratios and time on ed tech to lower costs even more. She suspects that time needed with a human tutor varies by student and is currently partnering with schools in Illinois, Georgia and New Mexico to identify which students need more human attention and which need less. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bhatt uses a metaphor of training for a 5K race. Most people can run this distance if they train in incremental baby steps. “If you showed up at my house every single day, watched me lace up my running shoes and ran with me, then I could definitely do it,” said Bhatt. “And there are some kids, you can just say, ‘Here’s the training schedule, please follow it.’ And that will work for them.” Bhatt is trying to figure out how much personal training each kid needs in math. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another tutoring researcher, Philip Oreopoulos at the University of Toronto, is studying whether once-a-week Zoom tutoring sessions at home are sufficient for some students when combined with practice problems from Khan Academy, a nonprofit organization that provides free online learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Oreopoulos thinks the amount of tutoring a child needs might depend both on the child and the classroom teacher. In a separate study, Oreopoulos paired coaches with elementary and middle school teachers to help them differentiate instruction in their classrooms and assign different practice problems to different students on the Khan Academy website. He found that some teachers were far more successful at motivating students to do the practice work and their students’ math achievement gains were as strong as those seen in tutoring studies. Meanwhile, similar students taught by other teachers were less motivated to do the practice work. These students might need tutoring.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the current University of Chicago study, researchers set up a tutoring lottery for almost all the ninth graders in six low-income schools, two in Chicago and four in New York City. (Roughly 10% of the students had severe disabilities or extreme absenteeism – attending school less than 25% of the time – and were excluded from the study.) A thousand students “won” the math lottery and were given an extra math class each day operated by the nonprofit tutoring organization Saga Education, whose tutoring program has produced \u003c/span>\u003ca href=\"https://www.nber.org/papers/w28531?utm_campaign=ntwh&utm_medium=email&utm_source=ntwg3\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">strong results for students in several well-designed research studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. A thousand students “lost” the lottery and had another elective scheduled during this period. Everyone, both winners and losers, had a regular algebra class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the extra math block, about five or so tutors sat at tables in an ordinary classroom, each working with four students. The tutors worked closely with two students at a time using the Saga math curriculum, while the other two students worked on practice problems independently on ALEKS, a widely used computerized tutoring system developed by academic researchers and owned by McGraw-Hill. Each day the students switched: the ALEKS kids worked with the tutor and the tutored kids turned to ALEKS. The tutor sat with all four students together, monitoring that the ALEKS kids were on task.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This experiment started in the 2018-2019 school year and at the end of the year, the students who had this extra math block learned more than twice the amount of math than lottery losers who didn’t have this tutoring-and-ed-tech experience. More surprising, the math gains nearly matched what the researchers had found in a prior study of human tutoring alone, where tutors worked with only two students at a time and required twice as many tutors. In addition to higher scores on year-end math tests, students who received the extra math block also had higher math grades (by a fifth of a letter grade) and lower rates of failure in their algebra class. “It was remarkable,” Bhatt said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A principal of one of the schools in the study, the High School of Fashion Industries in Manhattan, spoke at the briefing and said he continues to use Saga tutors, paying part of the tab from his own budget now that the study is over. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One thing that they always survey students on is ‘Do you have an adult in the building that you can confide in and trust?’ You can’t underrate having that one ally in the building,” said Daryl Blank, the high school principal. “A lot of times for Saga students, it’s the Saga tutor who’s in that room, because they’re not just teaching them the math, the algebra, they’re just sort of looking out for them, cheering for them as an ally.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The study was supposed to extend for two years, but the pandemic hit in the middle of the 2019-2020 school year and the experiment was cut short. Before schools closed, Bhatt said that midyear math grades were again higher among a second cohort of ninth grade students who had the extra math block. No standardized math assessments were administered that spring. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I have a jaundiced view of ed tech, based on the sheer number of studies that have shown null or very tiny results for students. I am concerned about replacing time with teachers and interacting with classmates with time staring at a computer screen with headphones in our own private bubbles. Maybe there is wisdom in incorporating work periods into the school day, when students do their practice work under the guidance of tutors and machines. But I’d hate to lose art and other electives to make room for it. These are tough decisions for school leaders to make.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-how-can-tutors-reach-more-kids-researchers-look-to-ed-tech/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">tutoring and ed tech\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n",
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"excerpt": "In a University of Chicago study, a blend of tutors and technology during the school day yielded results in ninth grade algebra equivalent to daily human tutoring alone at a lower cost.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">One of the few replicated findings in education research is that daily, individualized tutoring during the school day \u003c/span>\u003ca href=\"https://www.nber.org/papers/w27476\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">really helps kids catch up\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> academically. The problem is that this kind of frequent tutoring is very expensive and it’s impossible to hire enough tutors for the millions of American public school students who need help.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In theory, educational software could be a cheaper alternative. Studies have shown that computerized tutoring systems, where algorithms guide students through lessons tailored to their individual needs, \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/01443410.2018.1495829\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">can be effective\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when kids use them. But kids are tired of learning over screens and the kids who are the most behind at school are the least likely to have the motivation to learn independently this way.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What if you were to marry humans with technology? Could you substitute some of the tutoring time with time on ed tech without sacrificing how much students learn? That’s exactly what a team of University of Chicago researchers tried with 1,000 students in six high schools in Chicago and New York City. This \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/04/High-Dosage-Tutoring-at-Scale.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">blend of tutors and technology\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> yielded results in ninth grade algebra equivalent to daily human tutoring alone at a much lower cost: $2,000 per student versus $3,000.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You really need to get kids to like practicing math and that’s what the tutors do,” said Monica Bhatt, senior research director of Education Lab, a research center at the University of Chicago, who led \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/04/High-Dosage-Tutoring-at-Scale.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">the study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">(The study was funded by both the Overdeck Family Foundation and Arnold Ventures; both foundations are among the many funders of The Hechinger Report.)\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The study has not been published or peer reviewed, but I heard Bhatt present her team’s findings at a briefing in New York City on April 26, 2023. I thought it was worth writing about this research because it shows one approach to bringing tutoring to more students. That’s a matter of current urgency given how far behind grade level so many students have fallen during the pandemic. And ninth grade algebra is such an important milestone. Students who fail it are \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ1013968\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">five times more likely to drop out of high school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, according to one estimate.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is just one study with only a year or so of evidence. Bhatt says there’s a lot that researchers still need to figure out about mixing human tutors and technology to reduce costs without losing potency. This particular study had tutors working with students in a one-to-four ratio five days a week while using ed tech half the time. But $2,000 per student remains prohibitively expensive for most public schools, especially after $122 billion in federal pandemic recovery funds run out in 2024. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bhatt is now studying how to further increase student-to-tutor ratios and time on ed tech to lower costs even more. She suspects that time needed with a human tutor varies by student and is currently partnering with schools in Illinois, Georgia and New Mexico to identify which students need more human attention and which need less. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bhatt uses a metaphor of training for a 5K race. Most people can run this distance if they train in incremental baby steps. “If you showed up at my house every single day, watched me lace up my running shoes and ran with me, then I could definitely do it,” said Bhatt. “And there are some kids, you can just say, ‘Here’s the training schedule, please follow it.’ And that will work for them.” Bhatt is trying to figure out how much personal training each kid needs in math. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another tutoring researcher, Philip Oreopoulos at the University of Toronto, is studying whether once-a-week Zoom tutoring sessions at home are sufficient for some students when combined with practice problems from Khan Academy, a nonprofit organization that provides free online learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Oreopoulos thinks the amount of tutoring a child needs might depend both on the child and the classroom teacher. In a separate study, Oreopoulos paired coaches with elementary and middle school teachers to help them differentiate instruction in their classrooms and assign different practice problems to different students on the Khan Academy website. He found that some teachers were far more successful at motivating students to do the practice work and their students’ math achievement gains were as strong as those seen in tutoring studies. Meanwhile, similar students taught by other teachers were less motivated to do the practice work. These students might need tutoring.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the current University of Chicago study, researchers set up a tutoring lottery for almost all the ninth graders in six low-income schools, two in Chicago and four in New York City. (Roughly 10% of the students had severe disabilities or extreme absenteeism – attending school less than 25% of the time – and were excluded from the study.) A thousand students “won” the math lottery and were given an extra math class each day operated by the nonprofit tutoring organization Saga Education, whose tutoring program has produced \u003c/span>\u003ca href=\"https://www.nber.org/papers/w28531?utm_campaign=ntwh&utm_medium=email&utm_source=ntwg3\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">strong results for students in several well-designed research studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. A thousand students “lost” the lottery and had another elective scheduled during this period. Everyone, both winners and losers, had a regular algebra class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the extra math block, about five or so tutors sat at tables in an ordinary classroom, each working with four students. The tutors worked closely with two students at a time using the Saga math curriculum, while the other two students worked on practice problems independently on ALEKS, a widely used computerized tutoring system developed by academic researchers and owned by McGraw-Hill. Each day the students switched: the ALEKS kids worked with the tutor and the tutored kids turned to ALEKS. The tutor sat with all four students together, monitoring that the ALEKS kids were on task.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This experiment started in the 2018-2019 school year and at the end of the year, the students who had this extra math block learned more than twice the amount of math than lottery losers who didn’t have this tutoring-and-ed-tech experience. More surprising, the math gains nearly matched what the researchers had found in a prior study of human tutoring alone, where tutors worked with only two students at a time and required twice as many tutors. In addition to higher scores on year-end math tests, students who received the extra math block also had higher math grades (by a fifth of a letter grade) and lower rates of failure in their algebra class. “It was remarkable,” Bhatt said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A principal of one of the schools in the study, the High School of Fashion Industries in Manhattan, spoke at the briefing and said he continues to use Saga tutors, paying part of the tab from his own budget now that the study is over. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One thing that they always survey students on is ‘Do you have an adult in the building that you can confide in and trust?’ You can’t underrate having that one ally in the building,” said Daryl Blank, the high school principal. “A lot of times for Saga students, it’s the Saga tutor who’s in that room, because they’re not just teaching them the math, the algebra, they’re just sort of looking out for them, cheering for them as an ally.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The study was supposed to extend for two years, but the pandemic hit in the middle of the 2019-2020 school year and the experiment was cut short. Before schools closed, Bhatt said that midyear math grades were again higher among a second cohort of ninth grade students who had the extra math block. No standardized math assessments were administered that spring. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I have a jaundiced view of ed tech, based on the sheer number of studies that have shown null or very tiny results for students. I am concerned about replacing time with teachers and interacting with classmates with time staring at a computer screen with headphones in our own private bubbles. Maybe there is wisdom in incorporating work periods into the school day, when students do their practice work under the guidance of tutors and machines. But I’d hate to lose art and other electives to make room for it. These are tough decisions for school leaders to make.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-how-can-tutors-reach-more-kids-researchers-look-to-ed-tech/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">tutoring and ed tech\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Tools That Help English Language Learners Online and In Person",
"headTitle": "Tools That Help English Language Learners Online and In Person | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400;\">Heather Bradley is an ESOL (English for Speakers of Other Languages) teacher in Silver Spring, Maryland, where she teaches adult ESOL students. When the English proficiency assessment her program uses moved online several years ago, many of its corresponding course materials also went virtual, making her program’s transition to distance learning less difficult materials-wise. Yet towards the end of their first semester of virtual learning, Bradley began encouraging her students to write their notes on paper.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The action of writing down new words by hand from the reading, rather than copy-pasting from devices, allowed her students to more thoughtfully consider each term. She found that 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, it also seemed to lessen the technology fatigue of her students overall. She pointed to the mental load 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,” Bradley 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;\">During periods of note taking, Bradley would turn off her screen share so that her Zoom screen would only include the video feeds of her students and herself. To her, this replicated the classroom feeling of being surrounded by peers working. When her students discussed what they wrote as a group after these quiet, collective periods, she said they were more engaged. With their notes on paper, students were only looking at their screens to look at each other. They didn’t toggle between their notes on screen and the class Zoom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For guided and independent reading notes alike, her students utilize the \u003c/span>\u003ca href=\"https://lsc.cornell.edu/how-to-study/taking-notes/cornell-note-taking-system/\">\u003cspan style=\"font-weight: 400;\">Cornell Note Taking System\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, which Bradley modeled for them. One student proposed adding a section for new words, and as a class, they determined where that section would fall on the page.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://youtu.be/nX-xshA_0m8\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I have seen much improved reading skills, more applied reading skills, going back and rereading text, identifying those words that they don’t know,” Bradley said. “That dynamic of writing it down, thinking about it, having the opportunity to think about it very clearly and easily together in this session without having to navigate to multiple other tabs – yeah, it’s been really good.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While Bradley appreciated the ability to introduce her students to new types of technology or improve their technological skills, she also wanted to be cognizant of the potentially overwhelming effect of near-ceaseless technology on her students with less technological backgrounds. The comfort and cultural familiarity of paper for newcomers also played a role in her decision to encourage paper notes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It is a way for them if they are just learning that technology to feel competent and to feel good before transitioning to a computer, or just as an alternative way of showing what they know that’s more appropriate for them as learners,” Bradley said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Applying culturally competent techniques when teaching virtually is a priority for Efraín Tovar, an English Language Development (ELD) teacher in Selma, California. Tovar works specifically with newcomers — at his school, that’s students who have spent three years or less in the United States. His students predominantly speak Spanish, Punjabi or Arabic as their first language. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">During virtual learning, Tovar taught his students how to enable closed captioning on Google Meet, as well as how to \u003c/span>\u003ca href=\"https://twitter.com/efraintovarjr/status/1294779822472798208?lang=en\">\u003cspan style=\"font-weight: 400;\">translate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> those captions into a student’s primary language, with Google Meet providing instantaneous translation in more than 100 languages. \u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" data-width=\"550\" data-dnt=\"true\">\n\u003cp lang=\"en\" dir=\"ltr\">Translate closed captions in a Google Meet! Empower your \u003ca href=\"https://twitter.com/hashtag/newcomers?src=hash&ref_src=twsrc%5Etfw\">#newcomers\u003c/a> \u003ca href=\"https://twitter.com/hashtag/ells?src=hash&ref_src=twsrc%5Etfw\">#ells\u003c/a>. \u003ca href=\"https://twitter.com/hashtag/CAellchat?src=hash&ref_src=twsrc%5Etfw\">#CAellchat\u003c/a> \u003ca href=\"https://twitter.com/hashtag/ELLchat?src=hash&ref_src=twsrc%5Etfw\">#ELLchat\u003c/a> .\u003ca href=\"https://twitter.com/CalTog?ref_src=twsrc%5Etfw\">@CalTog\u003c/a> ..\u003ca href=\"https://twitter.com/cueinc?ref_src=twsrc%5Etfw\">@cueinc\u003c/a> \u003ca href=\"https://twitter.com/WeAreCTA?ref_src=twsrc%5Etfw\">@WeAreCTA\u003c/a> .\u003ca href=\"https://twitter.com/CALSAfamilia?ref_src=twsrc%5Etfw\">@CALSAfamilia\u003c/a> \u003ca href=\"https://twitter.com/hashtag/WeAreCUE?src=hash&ref_src=twsrc%5Etfw\">#WeAreCUE\u003c/a> \u003ca href=\"https://twitter.com/hashtag/SomosCUE?src=hash&ref_src=twsrc%5Etfw\">#SomosCUE\u003c/a> \u003ca href=\"https://twitter.com/hashtag/GoogleEI?src=hash&ref_src=twsrc%5Etfw\">#GoogleEI\u003c/a> \u003ca href=\"https://twitter.com/hashtag/MEX16?src=hash&ref_src=twsrc%5Etfw\">#MEX16\u003c/a> .\u003ca href=\"https://twitter.com/GoogleForEdu?ref_src=twsrc%5Etfw\">@GoogleForEdu\u003c/a> \u003ca href=\"https://t.co/kBNg1Aw1gT\">pic.twitter.com/kBNg1Aw1gT\u003c/a>\u003c/p>\n\u003cp>— Efraín Tovar, M.A.Ed (@efraintovarjr) \u003ca href=\"https://twitter.com/efraintovarjr/status/1294779822472798208?ref_src=twsrc%5Etfw\">August 15, 2020\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cscript async src=\"https://platform.twitter.com/widgets.js\" charset=\"utf-8\">\u003c/script>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Closed captions in itself helps all students, regardless if they’re English language learners or not, because some students are visual learners,” said Tovar. “It’s definitely an accessibility feature that everyone can benefit from.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Tovar instructs the teachers at his school to decrease their rates of speech and use standard or academic English. These techniques improve the accuracy of the captioning and its translation. He teaches the students he works with how to turn on the service: as a user-based, rather than teacher-based, function, students need to enable it on their own. This, Tovar said, encourages students to take agency in their learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">This agency also comes into play with \u003c/span>\u003ca href=\"https://www.onenote.com/learningtools\">\u003cspan style=\"font-weight: 400;\">Immersive Reader\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, a tool on Microsoft devices with similar browser extensions. It offers the ability to read entire articles out loud, to translate them to multiple languages and to hear each language read with natural inflections. Students can select individual words and find their definitions, translations and parts of speech. They can also hear words read aloud to learn their pronunciations, and attempt to pronounce the words on their own to receive feedback on accuracy. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While some students learning English might be reticent to ask how to pronounce or read a word in a classroom setting, the discreteness and privacy of this extension allows them to practice the word on their own and grants them the security of knowing the word before reading it aloud in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“That has empowered students to take ownership of their own learning as they become better readers,” Tovar said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Pronunciation also comes into play with the self-publishing ebook program Tovar’s students use, \u003c/span>\u003ca href=\"https://bookcreator.com/\">\u003cspan style=\"font-weight: 400;\">Book Creator\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. They create ebooks in both their native language and English. While he began using this program prior to March 2020, he believes that the creativity required by the project was crucial for engaging students during virtual education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s an effective way that I have seen this year to get kids to become creators of content rather than just consumers of ELD worksheets, or worksheets in general,” Tovar said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Students describe topics ranging from a provided picture to their personal career goals. A sample book might include a line in a primary tongue, followed by the same line in English, with audio narration accompaniment in both languages. Students who are unable to write in their native tongues can use a speech-to-text function. The project allows students to continue practicing their native language, important for validating students’ histories, cultures and home languages development. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Language is tied to identity,” Tovar said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Tovar’s school, Abraham Lincoln Middle, began using the translation tool within \u003c/span>\u003ca href=\"https://www.parentsquare.com/\">\u003cspan style=\"font-weight: 400;\">Parent Square\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> during the COVID-19 pandemic. With this, all parents are able to reach out to their children’s teachers via cell — in their primary languages. Parent Square translates this message to English for teachers, whose responses are then translated to the parent’s predominant language. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">A Pew Research \u003c/span>\u003ca href=\"https://www.pewresearch.org/fact-tank/2019/08/20/smartphones-help-blacks-hispanics-bridge-some-but-not-all-digital-gaps-with-whites/\">\u003cspan style=\"font-weight: 400;\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> from 2019 found that Latinx and Black adults in the U.S. are more likely to have smartphones than traditional computers or broadband internet at home than white adults. By allowing parents to utilize tools that they have, schools can ensure that language and digital divides don’t prohibit parents from taking active roles in their children’s education.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Parent Square’s translate-texting function not only enables a cross-language two-way conversation, it might be more accessible for parents who are essential workers. When students don’t log in to virtual classes, Parent Square allows teachers to quickly text parents to notify them of an absence. This way, whether or not they’re at home, parents are able to hold their children accountable for showing up to online classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I hope we don’t go back. I hope the way we teach is different moving forward,” Tovar said. “Every single teacher, I would say, in the United States has beefed up their tech tools. And I think they realized that teachers can be creative as well, that technology is not a scary thing and that they can actually incorporate technology into their teaching.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">Heather Bradley is an ESOL (English for Speakers of Other Languages) teacher in Silver Spring, Maryland, where she teaches adult ESOL students. When the English proficiency assessment her program uses moved online several years ago, many of its corresponding course materials also went virtual, making her program’s transition to distance learning less difficult materials-wise. Yet towards the end of their first semester of virtual learning, Bradley began encouraging her students to write their notes on paper.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The action of writing down new words by hand from the reading, rather than copy-pasting from devices, allowed her students to more thoughtfully consider each term. She found that 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, it also seemed to lessen the technology fatigue of her students overall. She pointed to the mental load 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,” Bradley 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;\">During periods of note taking, Bradley would turn off her screen share so that her Zoom screen would only include the video feeds of her students and herself. To her, this replicated the classroom feeling of being surrounded by peers working. When her students discussed what they wrote as a group after these quiet, collective periods, she said they were more engaged. With their notes on paper, students were only looking at their screens to look at each other. They didn’t toggle between their notes on screen and the class Zoom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For guided and independent reading notes alike, her students utilize the \u003c/span>\u003ca href=\"https://lsc.cornell.edu/how-to-study/taking-notes/cornell-note-taking-system/\">\u003cspan style=\"font-weight: 400;\">Cornell Note Taking System\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, which Bradley modeled for them. One student proposed adding a section for new words, and as a class, they determined where that section would fall on the page.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\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/nX-xshA_0m8'\n title='//www.youtube.com/embed/nX-xshA_0m8'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">“I have seen much improved reading skills, more applied reading skills, going back and rereading text, identifying those words that they don’t know,” Bradley said. “That dynamic of writing it down, thinking about it, having the opportunity to think about it very clearly and easily together in this session without having to navigate to multiple other tabs – yeah, it’s been really good.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While Bradley appreciated the ability to introduce her students to new types of technology or improve their technological skills, she also wanted to be cognizant of the potentially overwhelming effect of near-ceaseless technology on her students with less technological backgrounds. The comfort and cultural familiarity of paper for newcomers also played a role in her decision to encourage paper notes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It is a way for them if they are just learning that technology to feel competent and to feel good before transitioning to a computer, or just as an alternative way of showing what they know that’s more appropriate for them as learners,” Bradley said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Applying culturally competent techniques when teaching virtually is a priority for Efraín Tovar, an English Language Development (ELD) teacher in Selma, California. Tovar works specifically with newcomers — at his school, that’s students who have spent three years or less in the United States. His students predominantly speak Spanish, Punjabi or Arabic as their first language. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">During virtual learning, Tovar taught his students how to enable closed captioning on Google Meet, as well as how to \u003c/span>\u003ca href=\"https://twitter.com/efraintovarjr/status/1294779822472798208?lang=en\">\u003cspan style=\"font-weight: 400;\">translate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> those captions into a student’s primary language, with Google Meet providing instantaneous translation in more than 100 languages. \u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" data-width=\"550\" data-dnt=\"true\">\n\u003cp lang=\"en\" dir=\"ltr\">Translate closed captions in a Google Meet! Empower your \u003ca href=\"https://twitter.com/hashtag/newcomers?src=hash&ref_src=twsrc%5Etfw\">#newcomers\u003c/a> \u003ca href=\"https://twitter.com/hashtag/ells?src=hash&ref_src=twsrc%5Etfw\">#ells\u003c/a>. \u003ca href=\"https://twitter.com/hashtag/CAellchat?src=hash&ref_src=twsrc%5Etfw\">#CAellchat\u003c/a> \u003ca href=\"https://twitter.com/hashtag/ELLchat?src=hash&ref_src=twsrc%5Etfw\">#ELLchat\u003c/a> .\u003ca href=\"https://twitter.com/CalTog?ref_src=twsrc%5Etfw\">@CalTog\u003c/a> ..\u003ca href=\"https://twitter.com/cueinc?ref_src=twsrc%5Etfw\">@cueinc\u003c/a> \u003ca href=\"https://twitter.com/WeAreCTA?ref_src=twsrc%5Etfw\">@WeAreCTA\u003c/a> .\u003ca href=\"https://twitter.com/CALSAfamilia?ref_src=twsrc%5Etfw\">@CALSAfamilia\u003c/a> \u003ca href=\"https://twitter.com/hashtag/WeAreCUE?src=hash&ref_src=twsrc%5Etfw\">#WeAreCUE\u003c/a> \u003ca href=\"https://twitter.com/hashtag/SomosCUE?src=hash&ref_src=twsrc%5Etfw\">#SomosCUE\u003c/a> \u003ca href=\"https://twitter.com/hashtag/GoogleEI?src=hash&ref_src=twsrc%5Etfw\">#GoogleEI\u003c/a> \u003ca href=\"https://twitter.com/hashtag/MEX16?src=hash&ref_src=twsrc%5Etfw\">#MEX16\u003c/a> .\u003ca href=\"https://twitter.com/GoogleForEdu?ref_src=twsrc%5Etfw\">@GoogleForEdu\u003c/a> \u003ca href=\"https://t.co/kBNg1Aw1gT\">pic.twitter.com/kBNg1Aw1gT\u003c/a>\u003c/p>\n\u003cp>— Efraín Tovar, M.A.Ed (@efraintovarjr) \u003ca href=\"https://twitter.com/efraintovarjr/status/1294779822472798208?ref_src=twsrc%5Etfw\">August 15, 2020\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cscript async src=\"https://platform.twitter.com/widgets.js\" charset=\"utf-8\">\u003c/script>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Closed captions in itself helps all students, regardless if they’re English language learners or not, because some students are visual learners,” said Tovar. “It’s definitely an accessibility feature that everyone can benefit from.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Tovar instructs the teachers at his school to decrease their rates of speech and use standard or academic English. These techniques improve the accuracy of the captioning and its translation. He teaches the students he works with how to turn on the service: as a user-based, rather than teacher-based, function, students need to enable it on their own. This, Tovar said, encourages students to take agency in their learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">This agency also comes into play with \u003c/span>\u003ca href=\"https://www.onenote.com/learningtools\">\u003cspan style=\"font-weight: 400;\">Immersive Reader\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, a tool on Microsoft devices with similar browser extensions. It offers the ability to read entire articles out loud, to translate them to multiple languages and to hear each language read with natural inflections. Students can select individual words and find their definitions, translations and parts of speech. They can also hear words read aloud to learn their pronunciations, and attempt to pronounce the words on their own to receive feedback on accuracy. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While some students learning English might be reticent to ask how to pronounce or read a word in a classroom setting, the discreteness and privacy of this extension allows them to practice the word on their own and grants them the security of knowing the word before reading it aloud in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“That has empowered students to take ownership of their own learning as they become better readers,” Tovar said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Pronunciation also comes into play with the self-publishing ebook program Tovar’s students use, \u003c/span>\u003ca href=\"https://bookcreator.com/\">\u003cspan style=\"font-weight: 400;\">Book Creator\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. They create ebooks in both their native language and English. While he began using this program prior to March 2020, he believes that the creativity required by the project was crucial for engaging students during virtual education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s an effective way that I have seen this year to get kids to become creators of content rather than just consumers of ELD worksheets, or worksheets in general,” Tovar said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Students describe topics ranging from a provided picture to their personal career goals. A sample book might include a line in a primary tongue, followed by the same line in English, with audio narration accompaniment in both languages. Students who are unable to write in their native tongues can use a speech-to-text function. The project allows students to continue practicing their native language, important for validating students’ histories, cultures and home languages development. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Language is tied to identity,” Tovar said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Tovar’s school, Abraham Lincoln Middle, began using the translation tool within \u003c/span>\u003ca href=\"https://www.parentsquare.com/\">\u003cspan style=\"font-weight: 400;\">Parent Square\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> during the COVID-19 pandemic. With this, all parents are able to reach out to their children’s teachers via cell — in their primary languages. Parent Square translates this message to English for teachers, whose responses are then translated to the parent’s predominant language. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">A Pew Research \u003c/span>\u003ca href=\"https://www.pewresearch.org/fact-tank/2019/08/20/smartphones-help-blacks-hispanics-bridge-some-but-not-all-digital-gaps-with-whites/\">\u003cspan style=\"font-weight: 400;\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> from 2019 found that Latinx and Black adults in the U.S. are more likely to have smartphones than traditional computers or broadband internet at home than white adults. By allowing parents to utilize tools that they have, schools can ensure that language and digital divides don’t prohibit parents from taking active roles in their children’s education.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Parent Square’s translate-texting function not only enables a cross-language two-way conversation, it might be more accessible for parents who are essential workers. When students don’t log in to virtual classes, Parent Square allows teachers to quickly text parents to notify them of an absence. This way, whether or not they’re at home, parents are able to hold their children accountable for showing up to online classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I hope we don’t go back. I hope the way we teach is different moving forward,” Tovar said. “Every single teacher, I would say, in the United States has beefed up their tech tools. And I think they realized that teachers can be creative as well, that technology is not a scary thing and that they can actually incorporate technology into their teaching.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"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?",
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"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.",
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"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
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"order": 8
},
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},
"link": "https://www.cityarts.net",
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"order": 1
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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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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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},
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"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
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"order": 9
},
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"meta": {
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},
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},
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"id": "fresh-air",
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"hidden-brain": {
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"source": "NPR"
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"airtime": "SUN 7:30pm-8pm",
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"link": "/radio/program/how-i-built-this",
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"hyphenacion": {
"id": "hyphenacion",
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"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. ",
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"jerrybrown": {
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"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. ",
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"order": 18
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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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},
"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"
},
"link": "/radio/program/masters-of-scale",
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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