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"content": "\u003cp>After his bath each night, Julie Atkinson’s eight-year-old son grabs the iPad and settles into bed for some reading time through kids’ book app Epic! Though Atkinson and her husband were accustomed to reading to him, now their son explores different subjects on his own inside the app’s 25,000 titles, reading biographies, history and fiction all pre-selected for his reading level. Atkinson is impressed with Epic’s quality titles, and likes the recommendation feature that makes the monthly subscription service feel like Netflix.\u003c/p>\n\u003cp>But Atkinson, who guesses that her family of four in Orinda, California, spends half their reading time with physical books, said that she has noticed a difference between how her son reads paper books and how he reads digitally. He has a tendency to skim more in Epic! “He might be more inclined to flip in Epic!, just flip through and see if he likes a book, skipping around. When it’s a physical book, he’s going to sit and read until he’s tired of reading. But in Epic!, he knows there are so many [books], he will read a little faster.”\u003c/p>\n\u003cp>According to San Jose State University researcher Ziming Lu, this is typical \u003ca href=\"http://www.emeraldinsight.com/doi/abs/10.1108/00220410510632040\">“screen-based reading behavior,”\u003c/a> with more time spent browsing, scanning and skimming than in-depth reading. As reading experiences move online, experts have been exploring how reading from a screen may be changing our brains. Reading expert Maryanne Wolf, author of \u003ca href=\"https://www.goodreads.com/book/show/289751.Proust_and_the_Squid\">\u003cem>Proust and the Squid\u003c/em>\u003c/a>, has voiced concerns that digital reading will negatively affect the brain’s ability to \u003ca href=\"http://www.newyorker.com/science/maria-konnikova/being-a-better-online-reader\">read deeply\u003c/a> for sophisticated understanding, something that Nicholas Carr also explored in his book, \u003cem>\u003ca href=\"https://www.amazon.com/Shallows-What-Internet-Doing-Brains/dp/0393339750\">The Shallows\u003c/a>.\u003c/em> Teachers are trying to steer students toward digital reading strategies that \u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/16/strategies-to-help-students-go-deep-when-reading-digitally/\">practice deep reading\u003c/a>, and nine out of ten parents say that having their children read \u003ca href=\"http://www.pewresearch.org/fact-tank/2013/05/28/in-a-digital-age-parents-value-printed-books-for-their-kids/\">paper books\u003c/a> is important to them.\u003c/p>\n\u003cp>But since digital reading is still in its infancy, for many adults it’s hard to know exactly what the issues are—what’s happening to a young brain when reading online? Should kids be reading more paper books, and why? Do other digital activities, like video games and social media apps, affect kids’ ability to reach deep understanding when reading longer content, like books? And how do today’s kids learn to toggle between paper and the screen?\u003c/p>\n\u003cp>The digital revolution and all of our personal devices have produced a sort of reading paradox: because of the time spent with digital tech, kids are reading more now, in literal words, than ever. Yet the relationship between reading and digital tech is complicated.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Cognitive scientist \u003ca href=\"http://www.danielwillingham.com/\">Daniel T. Willingham\u003c/a> said that digital devices aren’t changing the way kids read in terms of actual cognitive processes—putting together letters to make words, and words to make sentences. In fact, Willingham is quick to point out that in terms of “raw words,” kids are reading more now than they were a decade ago (thanks mostly to text messaging). But he does believe, as he writes in his book, \u003ca href=\"https://www.goodreads.com/book/show/32285196-the-reading-mind\">\u003cem>The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads\u003c/em>\u003c/a>, that kids’ reading \u003cem>habits\u003c/em> are changing. And it’s reasonable to guess that digital technology, in all its three-second-video and Snapchat glory, is changing those habits.\u003c/p>\n\u003cp>In the chapter “Reading After the Digital Revolution,” Willingham, who has four children of his own, takes a measured approach toward screen reading.\u003c/p>\n\u003cp>“Digital reading is good in some ways, and bad in others,” he said: in other words, it’s complicated. Much of the online interaction that kids take part in involves reading, including texting, social media and even gaming. And all that online reading increases ‘word knowledge,’ or repeated exposure to words, even if there isn’t a big range of vocabulary words to draw from in text messages back and forth to friends. But will all of this reading of texts and Instagram posts make kids better readers?\u003c/p>\n\u003cp>“Probably not,” he said. “Based on theory, it’s not going to influence reading comprehension at all. After all, they’re not reading a \u003cem>New York Times\u003c/em> article on Instagram. They’re mostly taking selfies and posting comments.”\u003c/p>\n\u003cfigure id=\"attachment_51888\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-51888 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3.jpg\" alt=\"\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-1200x675.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-960x540.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-520x293.jpg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">KQED/Kelly McLachlan \u003ccite>(KQED/Kelly McLachlan)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For many parents and teachers worried that spending so much time with video games and Snapchats will shred kids’ attention spans—the average 8-12-year-old spends about six hours a day in front of a screen, and\u003ca href=\"https://www.washingtonpost.com/news/the-switch/wp/2015/11/03/teens-spend-nearly-nine-hours-every-day-consuming-media/?utm_term=.c7e5872a6ea9\"> teenagers spend more than nine\u003c/a> — Willingham thinks they may be concerned about the wrong thing. He isn’t convinced that spending so many hours playing Super Smash Bros will shorten kids’ attention spans, making them unable to sustain the attention to read a book. He’s more concerned that Super Smash Bros has trained kids’ brains to crave experiences that are more like fast-paced video games.\u003c/p>\n\u003cp>“The change we are seeing is not that kids can’t pay attention to things, it’s that they’re not as interested in paying attention to things,” he said. “They have less patience for being bored. What I think that all the digital activities have in common is that, with very little effort from me, something interesting happens. And if I’m bored, another interesting experience is very easy to obtain.” Instead, reading's payoff often comes after some effort and maybe even a little boredom in the beginning. But the slower-paced pleasure comes with more satisfaction in the end.\u003c/p>\n\u003cp>\u003cstrong>Watermelon for dessert instead of chocolate \u003c/strong>\u003c/p>\n\u003cp>Willingham said it’s a mistake for adults to deny the fun of a kitty cat video or Buzzfeed listicle—but instead to help kids distinguish between the easy pleasures of some digital media, and the more complex payoff that comes when reaching the end of the \u003cem>Harry Potter\u003c/em> series. He recommends telling kids that you want them to experience both, part of a larger strategy to \u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/31/how-to-help-students-develop-a-love-of-reading/\">make reading a family value\u003c/a>.\u003c/p>\n\u003cp>“It’s watermelon or chocolate for dessert. I love watermelon and so do my kids, but chocolate is more tempting,” he said. “I want my kids to enjoy chocolate, but I want them to eat watermelon because it’s a little more enriching and it's a different \u003cem>kind \u003c/em>of enjoyment.\"\u003c/p>\n\u003cp>“So I think that reading is enriching in ways that lots of digital experiences aren’t enriching. Parents and teachers should confront this head on, and say [to their kids and students], ‘There are fast pleasures with a quick payoff, and there are things that build slowly and take more sustained effort on your part. And I want you to experience both.’”\u003c/p>\n\u003cp>Taking time to experience the slower pace and pleasures of reading is especially important for younger children, and Willingham is in favor of limiting screen time in order to give kids space to discover the pleasures of reading. Kids who never experienced the satisfaction of reaching the end of a book won’t know to make room for it when they are older.\u003c/p>\n\u003cp>And for older kids, coordinate with their friends’ parents and teachers to reduce the amount of time spent online. Every little bit helps to build their long-pleasure reading muscles.\u003c/p>\n\u003cfigure id=\"attachment_51881\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-51881 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1.jpeg\" alt=\"\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1.jpeg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-160x90.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-800x450.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-768x432.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-1020x574.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-1200x675.jpeg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-1180x664.jpeg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-960x540.jpeg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-240x135.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-375x211.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-520x293.jpeg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">KQED/Kelly McLachlan \u003ccite>(KQED/Kelly McLachlan)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>How reading online changes attention\u003c/strong>\u003c/p>\n\u003cp>According to Julie Coiro, a reading researcher at the University of Rhode Island, moving from digital to paper and back again is only a piece of the attention puzzle: the larger and more pressing issue is how reading online is taxing kids’ attention. Online reading, Coiro noticed, complicates the comprehension process “a million-fold.”\u003c/p>\n\u003cp>As more and more of kids’ reading takes place online, especially for schoolwork, Coiro has been studying how kids’ brains have had to adjust. Her research, conducted on middle- and high school students as well as college students, shows that reading online requires \u003cem>more\u003c/em> attention than reading a paper book. Every single action a student takes online offers multiple choices, requiring an astounding amount of self-regulation to both find and understand needed information.\u003c/p>\n\u003cp>Each time a student reads online content, Coiro said, they are faced with almost limitless input and decisions, including images, video and multiple hyperlinks that lead to even more information. As kids navigate a website, they must constantly ask themselves: is this the information I’m looking for? What if I click on one of the many links, will that get me closer or farther away from what I need? This process doesn’t happen automatically, she said, but the brain must work to make each choice a wise one.\u003c/p>\n\u003cp>“It used to be that there was a pre-reading, the reading itself, and the evaluation at the end of your chapter or at the end of a book,” Coiro said. “Now that process happens repeatedly in about 4 seconds: I choose a link. I decide whether I want to be here/I don’t want to be here, and then, where should I go next?”\u003c/p>\n\u003cp>In one of Coiro’s studies of\u003ca href=\"http://journals.sagepub.com/doi/abs/10.1177/1086296X11421979\"> middle schoolers\u003c/a>, she found that good readers on paper weren’t necessarily good readers online. The ability to generate search terms, evaluate the information and integrate ideas from multiple sources and media makes online reading comprehension, she argues, a critical set of skills that builds on those required to read a physical book.\u003c/p>\n\u003cp>“We make the assumption that we’re going to keep them safe and protected if we have kids read mostly in the print world,” Coiro said. “And if they’re good readers in that world, they’re just going to naturally be a good reader in a complex online world. That’s so not the case.”\u003c/p>\n\u003cp>To navigate a new world straddled between digital and physical reading, adults are finding ways to try and balance both. Though there is plenty of distracting media out there vying for kids’ attention, digital reading companies like\u003ca href=\"https://www.getepic.com/\"> Epic!\u003c/a> are trying to keep the reading experience as close to a real book as possible. Suren Markosian, Epic!’s co-founder and CEO, created the app in part for his own young children. He said they made a conscious choice to keep ads, video content and hyperlinks outside of the book-reading experience. “Once inside a book, you get a full-screen view,” he said. “You are basically committing to reading the book and nothing else.”\u003c/p>\n\u003cp>Some teachers have taken a more aggressive approach toward making space for reading, taking Willingham’s advice to talk to students head-on about putting down digital devices. Jarred Amato, a high school ELA teacher in Nashville, Tennessee, created a 24-hour \u003ca href=\"http://nashvillepublicradio.org/post/nashville-high-schoolers-give-phones-day-see-how-they-survived#stream/0\">digital cleanse\u003c/a> for his freshman to crack the surface of what he calls their “smartphone addiction.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“Students need to develop a reading routine, so I give my students daily time to read independently in my classroom,” he said. “Once they find a book that hooks them, they're far more likely to unplug from technology and continue reading at home.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>After his bath each night, Julie Atkinson’s eight-year-old son grabs the iPad and settles into bed for some reading time through kids’ book app Epic! Though Atkinson and her husband were accustomed to reading to him, now their son explores different subjects on his own inside the app’s 25,000 titles, reading biographies, history and fiction all pre-selected for his reading level. Atkinson is impressed with Epic’s quality titles, and likes the recommendation feature that makes the monthly subscription service feel like Netflix.\u003c/p>\n\u003cp>But Atkinson, who guesses that her family of four in Orinda, California, spends half their reading time with physical books, said that she has noticed a difference between how her son reads paper books and how he reads digitally. He has a tendency to skim more in Epic! “He might be more inclined to flip in Epic!, just flip through and see if he likes a book, skipping around. When it’s a physical book, he’s going to sit and read until he’s tired of reading. But in Epic!, he knows there are so many [books], he will read a little faster.”\u003c/p>\n\u003cp>According to San Jose State University researcher Ziming Lu, this is typical \u003ca href=\"http://www.emeraldinsight.com/doi/abs/10.1108/00220410510632040\">“screen-based reading behavior,”\u003c/a> with more time spent browsing, scanning and skimming than in-depth reading. As reading experiences move online, experts have been exploring how reading from a screen may be changing our brains. Reading expert Maryanne Wolf, author of \u003ca href=\"https://www.goodreads.com/book/show/289751.Proust_and_the_Squid\">\u003cem>Proust and the Squid\u003c/em>\u003c/a>, has voiced concerns that digital reading will negatively affect the brain’s ability to \u003ca href=\"http://www.newyorker.com/science/maria-konnikova/being-a-better-online-reader\">read deeply\u003c/a> for sophisticated understanding, something that Nicholas Carr also explored in his book, \u003cem>\u003ca href=\"https://www.amazon.com/Shallows-What-Internet-Doing-Brains/dp/0393339750\">The Shallows\u003c/a>.\u003c/em> Teachers are trying to steer students toward digital reading strategies that \u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/16/strategies-to-help-students-go-deep-when-reading-digitally/\">practice deep reading\u003c/a>, and nine out of ten parents say that having their children read \u003ca href=\"http://www.pewresearch.org/fact-tank/2013/05/28/in-a-digital-age-parents-value-printed-books-for-their-kids/\">paper books\u003c/a> is important to them.\u003c/p>\n\u003cp>But since digital reading is still in its infancy, for many adults it’s hard to know exactly what the issues are—what’s happening to a young brain when reading online? Should kids be reading more paper books, and why? Do other digital activities, like video games and social media apps, affect kids’ ability to reach deep understanding when reading longer content, like books? And how do today’s kids learn to toggle between paper and the screen?\u003c/p>\n\u003cp>The digital revolution and all of our personal devices have produced a sort of reading paradox: because of the time spent with digital tech, kids are reading more now, in literal words, than ever. Yet the relationship between reading and digital tech is complicated.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Cognitive scientist \u003ca href=\"http://www.danielwillingham.com/\">Daniel T. Willingham\u003c/a> said that digital devices aren’t changing the way kids read in terms of actual cognitive processes—putting together letters to make words, and words to make sentences. In fact, Willingham is quick to point out that in terms of “raw words,” kids are reading more now than they were a decade ago (thanks mostly to text messaging). But he does believe, as he writes in his book, \u003ca href=\"https://www.goodreads.com/book/show/32285196-the-reading-mind\">\u003cem>The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads\u003c/em>\u003c/a>, that kids’ reading \u003cem>habits\u003c/em> are changing. And it’s reasonable to guess that digital technology, in all its three-second-video and Snapchat glory, is changing those habits.\u003c/p>\n\u003cp>In the chapter “Reading After the Digital Revolution,” Willingham, who has four children of his own, takes a measured approach toward screen reading.\u003c/p>\n\u003cp>“Digital reading is good in some ways, and bad in others,” he said: in other words, it’s complicated. Much of the online interaction that kids take part in involves reading, including texting, social media and even gaming. And all that online reading increases ‘word knowledge,’ or repeated exposure to words, even if there isn’t a big range of vocabulary words to draw from in text messages back and forth to friends. But will all of this reading of texts and Instagram posts make kids better readers?\u003c/p>\n\u003cp>“Probably not,” he said. “Based on theory, it’s not going to influence reading comprehension at all. After all, they’re not reading a \u003cem>New York Times\u003c/em> article on Instagram. They’re mostly taking selfies and posting comments.”\u003c/p>\n\u003cfigure id=\"attachment_51888\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-51888 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3.jpg\" alt=\"\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-1200x675.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-960x540.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-520x293.jpg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">KQED/Kelly McLachlan \u003ccite>(KQED/Kelly McLachlan)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For many parents and teachers worried that spending so much time with video games and Snapchats will shred kids’ attention spans—the average 8-12-year-old spends about six hours a day in front of a screen, and\u003ca href=\"https://www.washingtonpost.com/news/the-switch/wp/2015/11/03/teens-spend-nearly-nine-hours-every-day-consuming-media/?utm_term=.c7e5872a6ea9\"> teenagers spend more than nine\u003c/a> — Willingham thinks they may be concerned about the wrong thing. He isn’t convinced that spending so many hours playing Super Smash Bros will shorten kids’ attention spans, making them unable to sustain the attention to read a book. He’s more concerned that Super Smash Bros has trained kids’ brains to crave experiences that are more like fast-paced video games.\u003c/p>\n\u003cp>“The change we are seeing is not that kids can’t pay attention to things, it’s that they’re not as interested in paying attention to things,” he said. “They have less patience for being bored. What I think that all the digital activities have in common is that, with very little effort from me, something interesting happens. And if I’m bored, another interesting experience is very easy to obtain.” Instead, reading's payoff often comes after some effort and maybe even a little boredom in the beginning. But the slower-paced pleasure comes with more satisfaction in the end.\u003c/p>\n\u003cp>\u003cstrong>Watermelon for dessert instead of chocolate \u003c/strong>\u003c/p>\n\u003cp>Willingham said it’s a mistake for adults to deny the fun of a kitty cat video or Buzzfeed listicle—but instead to help kids distinguish between the easy pleasures of some digital media, and the more complex payoff that comes when reaching the end of the \u003cem>Harry Potter\u003c/em> series. He recommends telling kids that you want them to experience both, part of a larger strategy to \u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/31/how-to-help-students-develop-a-love-of-reading/\">make reading a family value\u003c/a>.\u003c/p>\n\u003cp>“It’s watermelon or chocolate for dessert. I love watermelon and so do my kids, but chocolate is more tempting,” he said. “I want my kids to enjoy chocolate, but I want them to eat watermelon because it’s a little more enriching and it's a different \u003cem>kind \u003c/em>of enjoyment.\"\u003c/p>\n\u003cp>“So I think that reading is enriching in ways that lots of digital experiences aren’t enriching. Parents and teachers should confront this head on, and say [to their kids and students], ‘There are fast pleasures with a quick payoff, and there are things that build slowly and take more sustained effort on your part. And I want you to experience both.’”\u003c/p>\n\u003cp>Taking time to experience the slower pace and pleasures of reading is especially important for younger children, and Willingham is in favor of limiting screen time in order to give kids space to discover the pleasures of reading. Kids who never experienced the satisfaction of reaching the end of a book won’t know to make room for it when they are older.\u003c/p>\n\u003cp>And for older kids, coordinate with their friends’ parents and teachers to reduce the amount of time spent online. Every little bit helps to build their long-pleasure reading muscles.\u003c/p>\n\u003cfigure id=\"attachment_51881\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-51881 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1.jpeg\" alt=\"\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1.jpeg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-160x90.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-800x450.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-768x432.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-1020x574.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-1200x675.jpeg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-1180x664.jpeg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-960x540.jpeg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-240x135.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-375x211.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-520x293.jpeg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">KQED/Kelly McLachlan \u003ccite>(KQED/Kelly McLachlan)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>How reading online changes attention\u003c/strong>\u003c/p>\n\u003cp>According to Julie Coiro, a reading researcher at the University of Rhode Island, moving from digital to paper and back again is only a piece of the attention puzzle: the larger and more pressing issue is how reading online is taxing kids’ attention. Online reading, Coiro noticed, complicates the comprehension process “a million-fold.”\u003c/p>\n\u003cp>As more and more of kids’ reading takes place online, especially for schoolwork, Coiro has been studying how kids’ brains have had to adjust. Her research, conducted on middle- and high school students as well as college students, shows that reading online requires \u003cem>more\u003c/em> attention than reading a paper book. Every single action a student takes online offers multiple choices, requiring an astounding amount of self-regulation to both find and understand needed information.\u003c/p>\n\u003cp>Each time a student reads online content, Coiro said, they are faced with almost limitless input and decisions, including images, video and multiple hyperlinks that lead to even more information. As kids navigate a website, they must constantly ask themselves: is this the information I’m looking for? What if I click on one of the many links, will that get me closer or farther away from what I need? This process doesn’t happen automatically, she said, but the brain must work to make each choice a wise one.\u003c/p>\n\u003cp>“It used to be that there was a pre-reading, the reading itself, and the evaluation at the end of your chapter or at the end of a book,” Coiro said. “Now that process happens repeatedly in about 4 seconds: I choose a link. I decide whether I want to be here/I don’t want to be here, and then, where should I go next?”\u003c/p>\n\u003cp>In one of Coiro’s studies of\u003ca href=\"http://journals.sagepub.com/doi/abs/10.1177/1086296X11421979\"> middle schoolers\u003c/a>, she found that good readers on paper weren’t necessarily good readers online. The ability to generate search terms, evaluate the information and integrate ideas from multiple sources and media makes online reading comprehension, she argues, a critical set of skills that builds on those required to read a physical book.\u003c/p>\n\u003cp>“We make the assumption that we’re going to keep them safe and protected if we have kids read mostly in the print world,” Coiro said. “And if they’re good readers in that world, they’re just going to naturally be a good reader in a complex online world. That’s so not the case.”\u003c/p>\n\u003cp>To navigate a new world straddled between digital and physical reading, adults are finding ways to try and balance both. Though there is plenty of distracting media out there vying for kids’ attention, digital reading companies like\u003ca href=\"https://www.getepic.com/\"> Epic!\u003c/a> are trying to keep the reading experience as close to a real book as possible. Suren Markosian, Epic!’s co-founder and CEO, created the app in part for his own young children. He said they made a conscious choice to keep ads, video content and hyperlinks outside of the book-reading experience. “Once inside a book, you get a full-screen view,” he said. “You are basically committing to reading the book and nothing else.”\u003c/p>\n\u003cp>Some teachers have taken a more aggressive approach toward making space for reading, taking Willingham’s advice to talk to students head-on about putting down digital devices. Jarred Amato, a high school ELA teacher in Nashville, Tennessee, created a 24-hour \u003ca href=\"http://nashvillepublicradio.org/post/nashville-high-schoolers-give-phones-day-see-how-they-survived#stream/0\">digital cleanse\u003c/a> for his freshman to crack the surface of what he calls their “smartphone addiction.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Students need to develop a reading routine, so I give my students daily time to read independently in my classroom,” he said. “Once they find a book that hooks them, they're far more likely to unplug from technology and continue reading at home.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How To Use Chromebooks For Powerful Creation in School",
"title": "How To Use Chromebooks For Powerful Creation in School",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>As technology becomes more ubiquitous in classrooms, many schools are choosing Chromebooks because it’s one of the least expensive devices, a big win for schools balancing spending priorities. A 2017 report of the education market found Chromebooks dominate with \u003ca href=\"https://www.nytimes.com/2017/03/02/technology/apple-products-schools-education.html?_r=0\">58 percent\u003c/a> of the market for school mobile device purchases. But many teachers aren’t using these new tools for much \u003ca href=\"https://www.kqed.org/mindshift/33444/macbook-chromebook-ipads-moving-beyond-platforms\" target=\"_blank\" rel=\"noopener\">more than notetaking and slideshow presentations\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://www.tanyaavrith.com/about/\" target=\"_blank\" rel=\"noopener\">Tanya Avrith\u003c/a> is a self-proclaimed techy-teacher. She piloted iPads in one school she worked at and Chromebooks in another. “By January I felt like I hit a wall,” Avrith said. She found the Chromebook more limited for student project creation than iPads and started digging for Google apps and plug-ins that could add functionality.\u003c/p>\n\u003cp>She teamed up with \u003ca href=\"http://www.hollyclark.org/about/\" target=\"_blank\" rel=\"noopener\">Holly Clark\u003c/a>, an education strategist, to write \"\u003ca href=\"http://www.hollyclark.org/google-infused-classroom/\">The\u003c/a> \u003ca href=\"http://www.hollyclark.org/google-infused-classroom/\" target=\"_blank\" rel=\"noopener\">Google Infused Classroom\u003c/a>,\" a book they hope will help teachers see Chromebooks as more than a testing device or an expensive notebook.\u003c/p>\n\u003cp>“We’re trying to use the devices to make student thinking visible, to hear from every kid in our classes, and to share work,” said Holly Clark during a presentation at the 2018 gathering of the \u003ca href=\"https://www.iste.org/\" target=\"_blank\" rel=\"noopener\">International Society for Technology in Education (ISTE)\u003c/a> in Chicago.\u003c/p>\n\u003cp>Technology like Socrative can make quick checks for understanding immediately visible so teachers know if a lesson landed, or when shared to the whole class, can offer opportunities for students to compare and contrast answers. The metacognition embedded in that process is the goal, but the technology allows it to happen quickly and easily.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“This is why the people at the district office got you Chromebooks,” Clark said to the audience. “They want to keep the learning going.”\u003c/p>\n\u003cp>Avrith and Clark focused on two powerful tech tools to bring creation to Chromebook classrooms, encouraging teachers to think beyond the obvious uses for these tools.\u003c/p>\n\u003cp>\u003cstrong>BOOK CREATOR\u003c/strong>\u003c/p>\n\u003cp>“When people see Book Creator they see a place where kids can write a story,” Clark said. While that’s true, she and Avrith have seen teachers using the freemium tool (the first 40 books created are free, and after that there are fees) in many more innovative ways. (Note: Clark and Avrith are volunteer Book Creator \u003ca href=\"https://bookcreator.com/ambassadors/\">ambassadors\u003c/a>, a program through which they receive an upgraded account.)\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=pQ6PjQ7JpDQ\u003c/p>\n\u003cp>Avrith recently used \u003ca href=\"https://bookcreator.com/\" target=\"_blank\" rel=\"noopener\">Book Creator \u003c/a>for a digital citizenship lesson she taught to third-, fourth- and fifth-graders. She didn’t want to lecture students about appropriate online behavior and \u003ca href=\"https://www.kqed.org/mindshift/49607/making-media-literacy-central-to-digital-citizenship\" target=\"_blank\" rel=\"noopener\">media literacy\u003c/a> because she knows those kinds of lessons are easily forgotten. Instead, she got students creating a collaborative book -- 114 students contributed to it -- that took on a digital citizenship scenario from four potential angles.\u003c/p>\n\u003cp>“I want to shift the conversation with my students to being digital leaders,” Avrith said.\u003c/p>\n\u003cp>Students worked together to come up with solutions to the scenario Avrith presented. They were excited to share their ideas with peers and to read one another’s solutions. The project was memorable and it took only two 40-minute periods.\u003c/p>\n\u003cp>In another example, Avrith told her students she would be going to Haiti to work with some students there. Her American students were curious about their Haitian counterparts, so Avrith had them post their questions to Book Creator, where she translated them into Creole. When she was in Haiti, she showed the questions to the Haitian students while teaching them how to use Book Creator, and they posted answers. It turns out both Haitian students and American students like soccer and pizza.\u003c/p>\n\u003cp>“It was a really powerful way of collaborating with another place and building empathy and understanding,” Avrith said.\u003c/p>\n\u003cp>Clark likes to use Book Creator as a repository for learning over time. “They can show you what they learned from point A to point Z,” she said.\u003c/p>\n\u003cp>Students can upload videos of themselves reading, for example, and demonstrate improved fluency as the year progresses. Or, when studying the narrative arc, students might write and illustrate a comic book instead of a short story. Clark admits she hates the narrative writing unit in seventh grade because she has to read so much writing on the same themes. But when she encouraged students to represent their narrative any way they wanted in Book Creator, she received a much more varied display of students’ narrative understanding.\u003c/p>\n\u003cp>Other creative examples for Book Creator include an 11th-grade math teacher who made a supplemental math tutorial book for students, including video explanations. Or a U.S. history teacher who asked students to write their own history textbook in Book Creator using videos, text artifacts and anything else they wanted.\u003c/p>\n\u003cp>A newer version of Book Creator now allows students to embed almost anything: YouTube videos, Google Maps, Tynker, SoundCloud, Desmos, 360 videos, Flipgrid (now free for educators), Google forms and more.\u003c/p>\n\u003cp>“You can have them create their own 360 videos that they can then embed,” Avrith said. Then, students can annotate their videos to explain their thinking. “It’s not just the cool factor, it’s the thought processes. Through this tool you’re now able to make their thinking visible, hear from all your learners, and have them share.”\u003c/p>\n\u003cp>Avrith even uses Book Creator to make coding journals. She loves what students \u003ca href=\"https://www.kqed.org/mindshift/48684/mits-scratch-program-is-evolving-for-greater-more-mobile-creativity\" target=\"_blank\" rel=\"noopener\">can do in Scratch\u003c/a>, but finds managing all the projects cumbersome. Now, students can embed Scratch projects in Book Creator, offering a digital portfolio of their skill progression.\u003cbr>\n“You can app smash in ways you could never app smash before!” Avrith said.\u003c/p>\n\u003cp>\u003cstrong>ADOBE SPARK\u003c/strong>\u003c/p>\n\u003cp>Clark and Avrith are also excited about updates to \u003ca href=\"https://spark.adobe.com/edu/\" target=\"_blank\" rel=\"noopener\">Adobe Spark\u003c/a> that allow teachers of students younger than 13 to sign up for administrator accounts that then give students access to enterprise accounts for free. If students are older than 13 they can already access enterprise accounts, which open up features and tools that previously required a paid account.\u003c/p>\n\u003cp>“Adobe is doing for creation what Google did for collaboration,” Avrith said. “You have this suite of amazing tools that are so simple to learn.” That’s particularly exciting to her because Chromebooks haven’t had many great video production tools. And, she’s found younger students have no trouble figuring out how to use Spark, which allows students to use templates or build their own from scratch.\u003c/p>\n\u003cp>Students can also upload their own photos or use those supplied by Spark, which are already Creative Commons licensed. The tool also allows students to pull free icons from the \u003ca href=\"https://thenounproject.com/\" target=\"_blank\" rel=\"noopener\">Noun Project\u003c/a> and it saves automatically as they work, “which is magic because how many fourth-graders remember to save anything? No. never,” Avrith said.\u003c/p>\n\u003cp>She has seen students make beautiful presentations with video on one side, text on the other. And students or teachers can add audio to every slide to explain the thinking or walk through a learning process.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“That takes creation and digital literacies to a whole other level,” she said. She’s excited to see tools that make it easier and more equitable for “creative problem-solving and telling beautiful stories” so that teachers and students can control the narrative about their own work.\u003c/p>\n\n",
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"excerpt": "Chromebooks have grown in popularity in education, but their use is often limited to note-taking and slideshow presentations. Two educators describe tools for Chromebooks, like Book Creator, that can help students tap many platforms within the same story creation program. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>As technology becomes more ubiquitous in classrooms, many schools are choosing Chromebooks because it’s one of the least expensive devices, a big win for schools balancing spending priorities. A 2017 report of the education market found Chromebooks dominate with \u003ca href=\"https://www.nytimes.com/2017/03/02/technology/apple-products-schools-education.html?_r=0\">58 percent\u003c/a> of the market for school mobile device purchases. But many teachers aren’t using these new tools for much \u003ca href=\"https://www.kqed.org/mindshift/33444/macbook-chromebook-ipads-moving-beyond-platforms\" target=\"_blank\" rel=\"noopener\">more than notetaking and slideshow presentations\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://www.tanyaavrith.com/about/\" target=\"_blank\" rel=\"noopener\">Tanya Avrith\u003c/a> is a self-proclaimed techy-teacher. She piloted iPads in one school she worked at and Chromebooks in another. “By January I felt like I hit a wall,” Avrith said. She found the Chromebook more limited for student project creation than iPads and started digging for Google apps and plug-ins that could add functionality.\u003c/p>\n\u003cp>She teamed up with \u003ca href=\"http://www.hollyclark.org/about/\" target=\"_blank\" rel=\"noopener\">Holly Clark\u003c/a>, an education strategist, to write \"\u003ca href=\"http://www.hollyclark.org/google-infused-classroom/\">The\u003c/a> \u003ca href=\"http://www.hollyclark.org/google-infused-classroom/\" target=\"_blank\" rel=\"noopener\">Google Infused Classroom\u003c/a>,\" a book they hope will help teachers see Chromebooks as more than a testing device or an expensive notebook.\u003c/p>\n\u003cp>“We’re trying to use the devices to make student thinking visible, to hear from every kid in our classes, and to share work,” said Holly Clark during a presentation at the 2018 gathering of the \u003ca href=\"https://www.iste.org/\" target=\"_blank\" rel=\"noopener\">International Society for Technology in Education (ISTE)\u003c/a> in Chicago.\u003c/p>\n\u003cp>Technology like Socrative can make quick checks for understanding immediately visible so teachers know if a lesson landed, or when shared to the whole class, can offer opportunities for students to compare and contrast answers. The metacognition embedded in that process is the goal, but the technology allows it to happen quickly and easily.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“This is why the people at the district office got you Chromebooks,” Clark said to the audience. “They want to keep the learning going.”\u003c/p>\n\u003cp>Avrith and Clark focused on two powerful tech tools to bring creation to Chromebook classrooms, encouraging teachers to think beyond the obvious uses for these tools.\u003c/p>\n\u003cp>\u003cstrong>BOOK CREATOR\u003c/strong>\u003c/p>\n\u003cp>“When people see Book Creator they see a place where kids can write a story,” Clark said. While that’s true, she and Avrith have seen teachers using the freemium tool (the first 40 books created are free, and after that there are fees) in many more innovative ways. (Note: Clark and Avrith are volunteer Book Creator \u003ca href=\"https://bookcreator.com/ambassadors/\">ambassadors\u003c/a>, a program through which they receive an upgraded account.)\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/pQ6PjQ7JpDQ'\n title='//www.youtube.com/embed/pQ6PjQ7JpDQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Avrith recently used \u003ca href=\"https://bookcreator.com/\" target=\"_blank\" rel=\"noopener\">Book Creator \u003c/a>for a digital citizenship lesson she taught to third-, fourth- and fifth-graders. She didn’t want to lecture students about appropriate online behavior and \u003ca href=\"https://www.kqed.org/mindshift/49607/making-media-literacy-central-to-digital-citizenship\" target=\"_blank\" rel=\"noopener\">media literacy\u003c/a> because she knows those kinds of lessons are easily forgotten. Instead, she got students creating a collaborative book -- 114 students contributed to it -- that took on a digital citizenship scenario from four potential angles.\u003c/p>\n\u003cp>“I want to shift the conversation with my students to being digital leaders,” Avrith said.\u003c/p>\n\u003cp>Students worked together to come up with solutions to the scenario Avrith presented. They were excited to share their ideas with peers and to read one another’s solutions. The project was memorable and it took only two 40-minute periods.\u003c/p>\n\u003cp>In another example, Avrith told her students she would be going to Haiti to work with some students there. Her American students were curious about their Haitian counterparts, so Avrith had them post their questions to Book Creator, where she translated them into Creole. When she was in Haiti, she showed the questions to the Haitian students while teaching them how to use Book Creator, and they posted answers. It turns out both Haitian students and American students like soccer and pizza.\u003c/p>\n\u003cp>“It was a really powerful way of collaborating with another place and building empathy and understanding,” Avrith said.\u003c/p>\n\u003cp>Clark likes to use Book Creator as a repository for learning over time. “They can show you what they learned from point A to point Z,” she said.\u003c/p>\n\u003cp>Students can upload videos of themselves reading, for example, and demonstrate improved fluency as the year progresses. Or, when studying the narrative arc, students might write and illustrate a comic book instead of a short story. Clark admits she hates the narrative writing unit in seventh grade because she has to read so much writing on the same themes. But when she encouraged students to represent their narrative any way they wanted in Book Creator, she received a much more varied display of students’ narrative understanding.\u003c/p>\n\u003cp>Other creative examples for Book Creator include an 11th-grade math teacher who made a supplemental math tutorial book for students, including video explanations. Or a U.S. history teacher who asked students to write their own history textbook in Book Creator using videos, text artifacts and anything else they wanted.\u003c/p>\n\u003cp>A newer version of Book Creator now allows students to embed almost anything: YouTube videos, Google Maps, Tynker, SoundCloud, Desmos, 360 videos, Flipgrid (now free for educators), Google forms and more.\u003c/p>\n\u003cp>“You can have them create their own 360 videos that they can then embed,” Avrith said. Then, students can annotate their videos to explain their thinking. “It’s not just the cool factor, it’s the thought processes. Through this tool you’re now able to make their thinking visible, hear from all your learners, and have them share.”\u003c/p>\n\u003cp>Avrith even uses Book Creator to make coding journals. She loves what students \u003ca href=\"https://www.kqed.org/mindshift/48684/mits-scratch-program-is-evolving-for-greater-more-mobile-creativity\" target=\"_blank\" rel=\"noopener\">can do in Scratch\u003c/a>, but finds managing all the projects cumbersome. Now, students can embed Scratch projects in Book Creator, offering a digital portfolio of their skill progression.\u003cbr>\n“You can app smash in ways you could never app smash before!” Avrith said.\u003c/p>\n\u003cp>\u003cstrong>ADOBE SPARK\u003c/strong>\u003c/p>\n\u003cp>Clark and Avrith are also excited about updates to \u003ca href=\"https://spark.adobe.com/edu/\" target=\"_blank\" rel=\"noopener\">Adobe Spark\u003c/a> that allow teachers of students younger than 13 to sign up for administrator accounts that then give students access to enterprise accounts for free. If students are older than 13 they can already access enterprise accounts, which open up features and tools that previously required a paid account.\u003c/p>\n\u003cp>“Adobe is doing for creation what Google did for collaboration,” Avrith said. “You have this suite of amazing tools that are so simple to learn.” That’s particularly exciting to her because Chromebooks haven’t had many great video production tools. And, she’s found younger students have no trouble figuring out how to use Spark, which allows students to use templates or build their own from scratch.\u003c/p>\n\u003cp>Students can also upload their own photos or use those supplied by Spark, which are already Creative Commons licensed. The tool also allows students to pull free icons from the \u003ca href=\"https://thenounproject.com/\" target=\"_blank\" rel=\"noopener\">Noun Project\u003c/a> and it saves automatically as they work, “which is magic because how many fourth-graders remember to save anything? No. never,” Avrith said.\u003c/p>\n\u003cp>She has seen students make beautiful presentations with video on one side, text on the other. And students or teachers can add audio to every slide to explain the thinking or walk through a learning process.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“That takes creation and digital literacies to a whole other level,” she said. She’s excited to see tools that make it easier and more equitable for “creative problem-solving and telling beautiful stories” so that teachers and students can control the narrative about their own work.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What's Going On In Your Child's Brain When You Read Them A Story?",
"title": "What's Going On In Your Child's Brain When You Read Them A Story?",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\"I want The Three Bears!\"\u003c/p>\n\u003cp>These days parents, caregivers and teachers have lots of options when it comes to fulfilling that request. You can read a picture book, put on a cartoon, play an audiobook, or even ask Alexa.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.eurekalert.org/pub_releases/2018-05/pas-nsm042618.php\" target=\"_blank\" rel=\"noopener\">newly published study\u003c/a> gives some insight into what may be happening inside young children's brains in each of those situations. And, says lead author Dr. John Hutton, there is an apparent \"Goldilocks effect\" — some kinds of storytelling may be \"too cold\" for children, while others are \"too hot.\" And, of course, some are \"just right.\"\u003c/p>\n\u003cp>Hutton is a researcher and pediatrician at Cincinnati Children's Hospital with a special interest in \"emergent literacy\" — the process of learning to read.\u003c/p>\n\u003cp>For the study, 27 children around age 4 went into an \u003ca href=\"http://fmri.ucsd.edu/Research/whatisfmri.html\">FMRI\u003c/a> machine. They were presented with stories in three conditions: audio only; the illustrated pages of a storybook with an audio voiceover; and an animated cartoon. All three versions came from the Web site of \u003ca href=\"https://www.npr.org/books/authors/445040741/robert-n-munsch\">Canadian author Robert Munsch\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While the children paid attention to the stories, the MRI, the machine scanned for activation within certain brain networks, and connectivity between the networks.\u003c/p>\n\u003cp>\"We went into it with an idea in mind of what brain networks were likely to be influenced by the story,\" Hutton explains. One was language. One was visual perception. The third is called visual imagery. The fourth was the default mode network, which Hutton calls, \"the seat of the soul, internal reflection — how something matters to you.\"\u003c/p>\n\u003cp>The \u003ca href=\"https://www.npr.org/sections/13.7/2016/06/17/481977405/why-do-our-minds-wander\">default mode network\u003c/a> includes regions of the brain that appear more active when someone is \u003cem>not\u003c/em> actively concentrating on a designated mental task involving the outside world.\u003c/p>\n\u003cp>In terms of Hutton's \"Goldilocks effect,\" here's what the researchers found:\u003c/p>\n\u003cp>In the audio-only condition (too cold): language networks were activated, but there was less connectivity overall. \"There was more evidence the children were straining to understand.\"\u003c/p>\n\u003cp>In the animation condition (too hot): there was a lot of activity in the audio and visual perception networks, but not a lot of connectivity among the various brain networks. \"The language network was working to keep up with the story,\" says Hutton. \"Our interpretation was that the animation was doing all the work for the child. They were expending the most energy just figuring out what it means.\" The children's comprehension of the story was the worst in this condition.\u003c/p>\n\u003cp>The illustration condition was what Hutton called \"just right\".\u003c/p>\n\u003cp>When children could see illustrations, language-network activity dropped a bit compared to the audio condition. Instead of only paying attention to the words, Hutton says, the children's understanding of the story was \"scaffolded\" by having the images as clues.\u003c/p>\n\u003cp>\"Give them a picture and they have a cookie to work with,\" he explains. \"With animation it's all dumped on them all at once and they don't have to do any of the work.\"\u003c/p>\n\u003cp>Most importantly, in the illustrated book condition, researchers saw increased connectivity between — and among — all the networks they were looking at: visual perception, imagery, default mode and language.\u003c/p>\n\u003cp>\"For 3- to 5-year-olds, the imagery and default mode networks mature late, and take practice to integrate with the rest of the brain,\" Hutton explains. \"With animation you may be missing an opportunity to develop them.\"\u003c/p>\n\u003cp>When we read to our children, they are doing more work than meets the eye. \"It's that muscle they're developing bringing the images to life in their minds.\"\u003c/p>\n\u003cp>Hutton's concern is that in the longer term, \"kids who are exposed to too much animation are going to be at risk for developing not enough integration.\"\u003c/p>\n\u003cp>Overwhelmed by the demands of processing language, without enough practice, they may also be less skilled at forming mental pictures based on what they read, much less reflecting on the content of a story. This is the stereotype of a \"reluctant reader\" whose brain is not well-versed in getting the most out of a book.\u003c/p>\n\u003cp>One interesting note is that, because of the constraints of an MRI machine, which encloses and immobilizes your body, the story-with-illustrations condition wasn't actually as good as reading on Mom or Dad's lap.\u003c/p>\n\u003cp>The emotional bonding and physical closeness, Hutton says, were missing. So were the exchanges known as \"dialogic reading,\" where caregivers point out specific words or prompt children to \"show me the cat?\" in a picture. \"That's a whole other layer,\" of building reading Hutton says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In an ideal world, you would always be there to read to your child. The results of this small, preliminary study also suggest that, when parents do turn to electronic devices for young children, they should gravitate toward the most stripped-down version of a narrated, illustrated ebook, as opposed to either audio-only or animation.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What%27s+Going+On+In+Your+Child%27s+Brain+When+You+Read+Them+A+Story%3F+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "There are many ways young children encounter stories. A new study finds a \"Goldilocks effect,\" where a cartoon may be \"too hot\" and audiobooks \"too cold\" for learning readers.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\"I want The Three Bears!\"\u003c/p>\n\u003cp>These days parents, caregivers and teachers have lots of options when it comes to fulfilling that request. You can read a picture book, put on a cartoon, play an audiobook, or even ask Alexa.\u003c/p>\n\u003cp>A \u003ca href=\"https://www.eurekalert.org/pub_releases/2018-05/pas-nsm042618.php\" target=\"_blank\" rel=\"noopener\">newly published study\u003c/a> gives some insight into what may be happening inside young children's brains in each of those situations. And, says lead author Dr. John Hutton, there is an apparent \"Goldilocks effect\" — some kinds of storytelling may be \"too cold\" for children, while others are \"too hot.\" And, of course, some are \"just right.\"\u003c/p>\n\u003cp>Hutton is a researcher and pediatrician at Cincinnati Children's Hospital with a special interest in \"emergent literacy\" — the process of learning to read.\u003c/p>\n\u003cp>For the study, 27 children around age 4 went into an \u003ca href=\"http://fmri.ucsd.edu/Research/whatisfmri.html\">FMRI\u003c/a> machine. They were presented with stories in three conditions: audio only; the illustrated pages of a storybook with an audio voiceover; and an animated cartoon. All three versions came from the Web site of \u003ca href=\"https://www.npr.org/books/authors/445040741/robert-n-munsch\">Canadian author Robert Munsch\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While the children paid attention to the stories, the MRI, the machine scanned for activation within certain brain networks, and connectivity between the networks.\u003c/p>\n\u003cp>\"We went into it with an idea in mind of what brain networks were likely to be influenced by the story,\" Hutton explains. One was language. One was visual perception. The third is called visual imagery. The fourth was the default mode network, which Hutton calls, \"the seat of the soul, internal reflection — how something matters to you.\"\u003c/p>\n\u003cp>The \u003ca href=\"https://www.npr.org/sections/13.7/2016/06/17/481977405/why-do-our-minds-wander\">default mode network\u003c/a> includes regions of the brain that appear more active when someone is \u003cem>not\u003c/em> actively concentrating on a designated mental task involving the outside world.\u003c/p>\n\u003cp>In terms of Hutton's \"Goldilocks effect,\" here's what the researchers found:\u003c/p>\n\u003cp>In the audio-only condition (too cold): language networks were activated, but there was less connectivity overall. \"There was more evidence the children were straining to understand.\"\u003c/p>\n\u003cp>In the animation condition (too hot): there was a lot of activity in the audio and visual perception networks, but not a lot of connectivity among the various brain networks. \"The language network was working to keep up with the story,\" says Hutton. \"Our interpretation was that the animation was doing all the work for the child. They were expending the most energy just figuring out what it means.\" The children's comprehension of the story was the worst in this condition.\u003c/p>\n\u003cp>The illustration condition was what Hutton called \"just right\".\u003c/p>\n\u003cp>When children could see illustrations, language-network activity dropped a bit compared to the audio condition. Instead of only paying attention to the words, Hutton says, the children's understanding of the story was \"scaffolded\" by having the images as clues.\u003c/p>\n\u003cp>\"Give them a picture and they have a cookie to work with,\" he explains. \"With animation it's all dumped on them all at once and they don't have to do any of the work.\"\u003c/p>\n\u003cp>Most importantly, in the illustrated book condition, researchers saw increased connectivity between — and among — all the networks they were looking at: visual perception, imagery, default mode and language.\u003c/p>\n\u003cp>\"For 3- to 5-year-olds, the imagery and default mode networks mature late, and take practice to integrate with the rest of the brain,\" Hutton explains. \"With animation you may be missing an opportunity to develop them.\"\u003c/p>\n\u003cp>When we read to our children, they are doing more work than meets the eye. \"It's that muscle they're developing bringing the images to life in their minds.\"\u003c/p>\n\u003cp>Hutton's concern is that in the longer term, \"kids who are exposed to too much animation are going to be at risk for developing not enough integration.\"\u003c/p>\n\u003cp>Overwhelmed by the demands of processing language, without enough practice, they may also be less skilled at forming mental pictures based on what they read, much less reflecting on the content of a story. This is the stereotype of a \"reluctant reader\" whose brain is not well-versed in getting the most out of a book.\u003c/p>\n\u003cp>One interesting note is that, because of the constraints of an MRI machine, which encloses and immobilizes your body, the story-with-illustrations condition wasn't actually as good as reading on Mom or Dad's lap.\u003c/p>\n\u003cp>The emotional bonding and physical closeness, Hutton says, were missing. So were the exchanges known as \"dialogic reading,\" where caregivers point out specific words or prompt children to \"show me the cat?\" in a picture. \"That's a whole other layer,\" of building reading Hutton says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In an ideal world, you would always be there to read to your child. The results of this small, preliminary study also suggest that, when parents do turn to electronic devices for young children, they should gravitate toward the most stripped-down version of a narrated, illustrated ebook, as opposed to either audio-only or animation.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What%27s+Going+On+In+Your+Child%27s+Brain+When+You+Read+Them+A+Story%3F+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>The excerpt below is from the book \u003ca href=\"https://www.amazon.com/Connected-Start-Global-Learning-Primary-ebook/dp/B00V8T8Z1S\" target=\"_blank\" rel=\"noopener\">“Connected From the Start: Global Learning In the Primary Grades,”\u003c/a> by Kathy Cassidy, published by \u003ca href=\"http://plpnetwork.com/connected-from-the-start-book/\" target=\"_blank\" rel=\"noopener\">Powerful Learning Press\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Kathy Cassidy\u003c/strong>\u003c/p>\n\u003cp>Some teachers I talk to say they do not have time to connect with other classrooms because they are too busy covering their curriculum. In fact, connecting with others is not an addition to our curriculum. It is not something we do after we have finished our reading and math for the day. It is the way we do our curriculum. From practicing counting by fives or comparing similarities and differences via Skype, to writing for a worldwide audience, to making and sharing videos of social studies concepts on our blogs, we connect and invite the world to learn with us and to help us learn. Although learning from others is a key reason why I continue to connect my classroom online, there are many other reasons as well.\u003c/p>\n\u003cp>\u003cstrong>1. Our Students Will Be Part Of a Hyper-Connected World\u003c/strong>\u003c/p>\n\u003cp>The world seems to shrink a bit more every day. This has been the pattern for many decades. As this trend continues, the world that my students will be part of in their adult lives will be incredibly connected. Twenty-five years ago, I spent some time living in Thailand. When my husband and I left Canada to move there, we knew that our only connection with our family and friends would be letters and an occasional (and expensive) telephone call. If we were to make that move now, there would be a multitude of ways we could connect with home, both synchronously and asynchronously, anytime we chose. Although having a computer or device with an internet connection in my students’ homes becomes a little more common every year, not every child in my class has this access. Sometimes these children and their parents are able to access the Internet from a relative’s home or from the public library. What is clear is that we are continually moving toward the point at which every family will be connected.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>These connections are not restricted to our private lives. Business is also becoming more globally connected. It is possible and perhaps even probable that our students will spend much of their working lives in some kind of virtual conversation with colleagues from around the world. If that is even a possibility, we owe it to them to begin to prepare them for that option. We want to get them ready for the world they will be part of, not the world that we lived in as children, or even the world we live in now.\u003c/p>\n\u003cp>\u003cstrong>2. A Global Perspective Increases Empathy\u003c/strong>\u003c/p>\n\u003cp>The enthusiasm of my students at the discovery of the volcano near the Voyagers’ school was tempered by the fact that they knew volcanoes could be extremely dangerous. Because of our online connection and conversations, they felt about the students in New Zealand the same way as they did about the students in the classroom next door. They were concerned for their safety, and it was important to them to find out if their friends were in danger in the event of a volcanic eruption. It is easy to brush off dangers or catastrophic events when they do not personally affect your life. Knowing others who may be affected by that danger takes something abstract and makes it personal. You begin to care. My students were relieved to discover that the volcano in New Zealand did not spew lava—only ash—and that the ash had never endangered any of the students at the school in Palmerston North.\u003c/p>\n\u003cp>From children in places far from where we live, my students have learned that not everyone has the same alphabet, that people speak other languages, that some areas do not have snow in the winter, that children everywhere learn to read and write, that school rules can be different, and that, yes, there are trees in Wisconsin. Without our online connections, these global understandings might not have been gained for many years, if ever.\u003c/p>\n\u003cp>\u003cstrong>3. Kids Often Learn Best From Other Kids\u003c/strong>\u003c/p>\n\u003cp>Kids can often learn better from a classmate or another child than they can from their teacher. If you are a teacher, I’m sure you’ve seen this in your own classroom. I certainly have.\u003c/p>\n\u003cfigure id=\"attachment_49425\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/kathycassidy/\">\u003cimg class=\"wp-image-49425 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-1020x765.jpg\" alt=\"A student practices reading with his Skype partner.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A student practices reading with a teacher-in-training on Skype. \u003ccite>(Kathy Cassidy/\u003ca href=\"https://www.flickr.com/photos/kathycassidy/\">Flickr\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>I remember one of the moments that this was hammered home to me. One of the objectives in my curriculum at the time was learning the difference between needs and wants. I planned and taught a couple of what I thought were fabulous lessons about what each of these concepts was and the difference between the two. Then, I asked the students to make a Common Craft type of video to show what they had learned. If you are not familiar with Common Craft, they have a series of simple but brilliant videos explaining concepts such as Twitter, social media, RSS and wikis. The camera points at a table and films the narrator’s hands. As he talks, the narrator pulls pieces of paper with simple drawings or words in and out of the camera’s view.\u003c/p>\n\u003cp>My students’ task was to create a similar video to show what they had learned about the difference between needs and wants. When the videos were completed, it was obvious that despite my brilliant teaching, three of the students still did not understand the difference between these two words. Instead of re-teaching, I took those three students aside and showed them videos created by students who obviously had a clear grasp of the concepts.\u003c/p>\n\u003cp>It was like the lights went on. After having seen what their peers had created, those three students all clearly understood the differences, and they were able to go on to create a new video showing this learning. You can probably think of similar things that have happened in your own classroom.\u003c/p>\n\u003cp>Now, imagine those “aha” moments happening through a connection with a child in another place your students have never been and will probably never have a chance to visit. I could have simply told my students that there are volcanoes in New Zealand, or read a book about children who wear uniforms to school, or shown a video about children who live near the ocean. Would my teaching have provoked the same learning? I don’t think so. As we talked with our Kiwi friends below the equator, the children could ask questions and get answers. They could observe the learning of the other children in response to the answers we gave. My students could be part of the lives of people who lived on the other side of the world. This vivid personal connection both inspired their learning and made it more meaningful to them.\u003c/p>\n\u003cp>\u003cstrong>4. We Learn about Online Etiquette and Safety\u003c/strong>\u003c/p>\n\u003cp>Some people worry that young children should not be online because they cannot be safe. Instead, I worry that young children who are isolated from social technologies will not learn HOW to be safe online. In our increasingly connected world, it is important for even five and six-year-olds to begin to learn what is appropriate when using technology to connect.\u003c/p>\n\u003cfigure id=\"attachment_49427\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/kathycassidy/8522478858/in/photolist-dZ6W3E-4u1Qzg-6p7Ay8\">\u003cimg class=\"wp-image-49427 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/10/8522478858_21951c49c8_h-1020x966.jpg\" alt=\"Kathy Cassidy with her student.\" width=\"640\" height=\"606\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-1020x966.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-160x152.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-800x758.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-768x728.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-1180x1118.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-960x910.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-240x227.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-375x355.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-520x493.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h.jpg 1600w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kathy Cassidy with her student. \u003ccite>(A student)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>While I agree we need to take steps to protect children, I think it is equally important that we begin to teach them how to handle themselves in virtual settings. Having them create digital content and interact in a safe manner is essential learning for a child growing up in the Internet age. Unfortunately, we are not having many conversations about this at the level where decisions are made about education policy and practice.\u003c/p>\n\u003cp>Almost everyone knows the story of an adult who, because of something that was posted online, was denied a chance at a job, or lost their employment, or was censured in some way. I know of a young man who was denied a chance to compete for a coveted job in tourism because the sponsoring organization found a video of him online using profanity at a professional football game. Incidents such as this are happening more and more often.\u003c/p>\n\u003cp>The issue of online bullying is also gaining worldwide media attention. Many children and adults do not realize that once something is online, it stays online. You may be able to delete it from your website or Facebook page, but you must assume there will always be a record of what you posted somewhere in cyberspace. As significant as this issue has become in our lives, it will become even more important in the future as our world continues to become more connected.\u003c/p>\n\u003cp>Even 10 years ago, we could never have predicted how important the Internet and the connections it allows would become. A positive digital footprint is on its way to becoming an essential part of all our lives. Even five and six year olds can begin to understand this concept.\u003c/p>\n\u003cp>My curriculum asks me to teach the students how to recognize potential safety risks in play areas. To my students, the Internet is a play area. Online safety is just one of the forms of safety that they need to learn to be healthy and secure as they grow.\u003c/p>\n\u003cp>When my own children were too young to cross the street on their own, I took their hand and crossed with them. As they grew, I let go of their hand and walked beside them. When they were ready, I watched as they crossed the street on their own. Finally, they were ready to do it entirely without me.\u003c/p>\n\u003cp>When my primary-aged students begin to interact online, I do not set them loose to explore on their own. I figuratively take their hand and we do things together. After much modeling, I let the students do it while I watch. When those habits are firmly established, I watch from afar while they do it without me. I do this to ensure that they interact online in a safe and appropriate way.\u003c/p>\n\u003cp>\u003cstrong>5. I Place a High Value on Serendipity\u003c/strong>\u003c/p>\n\u003cp>Time and again, our classroom interactions with students far away have resulted in unforeseen learning. When we began connecting with the classroom in New Zealand, I had no idea that they lived near the ocean or that they had a volcano nearby. Those unexpected realities led to serendipitous learning.\u003c/p>\n\u003cp>Over the years, we have “accidentally” discovered that some schools have no girls, that some people go swimming on Christmas Day and that some schools have no school buses. We’ve learned what it looks like to have a tornado drill in a classroom. Year after year, I have let the students “discover” for themselves that when we chat with students in Australia or New Zealand, it is already the next day there. The learning is much stickier when they suddenly perceive that the kids down under are having summer when we are having winter and that not everyone wears snow clothes for four months of the year.\u003c/p>\n\u003cp>One day my class received a package in the mail from New Zealand. It contained some wonderful treasures such as kina and paua shells and ash from a “real” volcano. This led to more wonderful questions about why the pumice was so light and how the paua shell got to be blue inside, and why anyone would think to eat the spiky kina shellfish! More serendipity.\u003c/p>\n\u003cp>These kinds of connections bring something to the classroom that nothing else can. Connecting globally has changed my classroom and my teaching practice in such a profound way that I feel almost claustrophobic thinking about old-style instruction. Maybe you already enjoy this same sense of freedom to connect. If not, let me introduce you to the tools I use to lower our classroom walls and welcome the world in.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/kathycassidy?lang=en\" target=\"_blank\" rel=\"noopener\">Kathy Cassidy\u003c/a> is a Grade One teacher for Prairie South Schools in Moose Jaw, SK, Canada, and an Apple Distinguished Educator. Since 2005, she has been integrating various technologies into her teaching practice to help “connect” her primary-grades students so they can become global learners. In addition to her widely followed \u003ca href=\"http://mscassidysclass.edublogs.org/\" target=\"_blank\" rel=\"noopener\">classroom blog\u003c/a>, she writes about her professional work at \u003ca href=\"http://kathycassidy.com/\" target=\"_blank\" rel=\"noopener\">Primary Preoccupation\u003c/a> and for the \u003ca href=\"http://plpnetwork.com/category/voices/\" target=\"_blank\" rel=\"noopener\">Voices from the Learning Revolution\u003c/a> group blog.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>The excerpt below is from the book \u003ca href=\"https://www.amazon.com/Connected-Start-Global-Learning-Primary-ebook/dp/B00V8T8Z1S\" target=\"_blank\" rel=\"noopener\">“Connected From the Start: Global Learning In the Primary Grades,”\u003c/a> by Kathy Cassidy, published by \u003ca href=\"http://plpnetwork.com/connected-from-the-start-book/\" target=\"_blank\" rel=\"noopener\">Powerful Learning Press\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Kathy Cassidy\u003c/strong>\u003c/p>\n\u003cp>Some teachers I talk to say they do not have time to connect with other classrooms because they are too busy covering their curriculum. In fact, connecting with others is not an addition to our curriculum. It is not something we do after we have finished our reading and math for the day. It is the way we do our curriculum. From practicing counting by fives or comparing similarities and differences via Skype, to writing for a worldwide audience, to making and sharing videos of social studies concepts on our blogs, we connect and invite the world to learn with us and to help us learn. Although learning from others is a key reason why I continue to connect my classroom online, there are many other reasons as well.\u003c/p>\n\u003cp>\u003cstrong>1. Our Students Will Be Part Of a Hyper-Connected World\u003c/strong>\u003c/p>\n\u003cp>The world seems to shrink a bit more every day. This has been the pattern for many decades. As this trend continues, the world that my students will be part of in their adult lives will be incredibly connected. Twenty-five years ago, I spent some time living in Thailand. When my husband and I left Canada to move there, we knew that our only connection with our family and friends would be letters and an occasional (and expensive) telephone call. If we were to make that move now, there would be a multitude of ways we could connect with home, both synchronously and asynchronously, anytime we chose. Although having a computer or device with an internet connection in my students’ homes becomes a little more common every year, not every child in my class has this access. Sometimes these children and their parents are able to access the Internet from a relative’s home or from the public library. What is clear is that we are continually moving toward the point at which every family will be connected.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>These connections are not restricted to our private lives. Business is also becoming more globally connected. It is possible and perhaps even probable that our students will spend much of their working lives in some kind of virtual conversation with colleagues from around the world. If that is even a possibility, we owe it to them to begin to prepare them for that option. We want to get them ready for the world they will be part of, not the world that we lived in as children, or even the world we live in now.\u003c/p>\n\u003cp>\u003cstrong>2. A Global Perspective Increases Empathy\u003c/strong>\u003c/p>\n\u003cp>The enthusiasm of my students at the discovery of the volcano near the Voyagers’ school was tempered by the fact that they knew volcanoes could be extremely dangerous. Because of our online connection and conversations, they felt about the students in New Zealand the same way as they did about the students in the classroom next door. They were concerned for their safety, and it was important to them to find out if their friends were in danger in the event of a volcanic eruption. It is easy to brush off dangers or catastrophic events when they do not personally affect your life. Knowing others who may be affected by that danger takes something abstract and makes it personal. You begin to care. My students were relieved to discover that the volcano in New Zealand did not spew lava—only ash—and that the ash had never endangered any of the students at the school in Palmerston North.\u003c/p>\n\u003cp>From children in places far from where we live, my students have learned that not everyone has the same alphabet, that people speak other languages, that some areas do not have snow in the winter, that children everywhere learn to read and write, that school rules can be different, and that, yes, there are trees in Wisconsin. Without our online connections, these global understandings might not have been gained for many years, if ever.\u003c/p>\n\u003cp>\u003cstrong>3. Kids Often Learn Best From Other Kids\u003c/strong>\u003c/p>\n\u003cp>Kids can often learn better from a classmate or another child than they can from their teacher. If you are a teacher, I’m sure you’ve seen this in your own classroom. I certainly have.\u003c/p>\n\u003cfigure id=\"attachment_49425\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/kathycassidy/\">\u003cimg class=\"wp-image-49425 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-1020x765.jpg\" alt=\"A student practices reading with his Skype partner.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/6910692050_bd5bd10c8d_k-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A student practices reading with a teacher-in-training on Skype. \u003ccite>(Kathy Cassidy/\u003ca href=\"https://www.flickr.com/photos/kathycassidy/\">Flickr\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>I remember one of the moments that this was hammered home to me. One of the objectives in my curriculum at the time was learning the difference between needs and wants. I planned and taught a couple of what I thought were fabulous lessons about what each of these concepts was and the difference between the two. Then, I asked the students to make a Common Craft type of video to show what they had learned. If you are not familiar with Common Craft, they have a series of simple but brilliant videos explaining concepts such as Twitter, social media, RSS and wikis. The camera points at a table and films the narrator’s hands. As he talks, the narrator pulls pieces of paper with simple drawings or words in and out of the camera’s view.\u003c/p>\n\u003cp>My students’ task was to create a similar video to show what they had learned about the difference between needs and wants. When the videos were completed, it was obvious that despite my brilliant teaching, three of the students still did not understand the difference between these two words. Instead of re-teaching, I took those three students aside and showed them videos created by students who obviously had a clear grasp of the concepts.\u003c/p>\n\u003cp>It was like the lights went on. After having seen what their peers had created, those three students all clearly understood the differences, and they were able to go on to create a new video showing this learning. You can probably think of similar things that have happened in your own classroom.\u003c/p>\n\u003cp>Now, imagine those “aha” moments happening through a connection with a child in another place your students have never been and will probably never have a chance to visit. I could have simply told my students that there are volcanoes in New Zealand, or read a book about children who wear uniforms to school, or shown a video about children who live near the ocean. Would my teaching have provoked the same learning? I don’t think so. As we talked with our Kiwi friends below the equator, the children could ask questions and get answers. They could observe the learning of the other children in response to the answers we gave. My students could be part of the lives of people who lived on the other side of the world. This vivid personal connection both inspired their learning and made it more meaningful to them.\u003c/p>\n\u003cp>\u003cstrong>4. We Learn about Online Etiquette and Safety\u003c/strong>\u003c/p>\n\u003cp>Some people worry that young children should not be online because they cannot be safe. Instead, I worry that young children who are isolated from social technologies will not learn HOW to be safe online. In our increasingly connected world, it is important for even five and six-year-olds to begin to learn what is appropriate when using technology to connect.\u003c/p>\n\u003cfigure id=\"attachment_49427\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/kathycassidy/8522478858/in/photolist-dZ6W3E-4u1Qzg-6p7Ay8\">\u003cimg class=\"wp-image-49427 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/10/8522478858_21951c49c8_h-1020x966.jpg\" alt=\"Kathy Cassidy with her student.\" width=\"640\" height=\"606\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-1020x966.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-160x152.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-800x758.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-768x728.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-1180x1118.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-960x910.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-240x227.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-375x355.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h-520x493.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/10/8522478858_21951c49c8_h.jpg 1600w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kathy Cassidy with her student. \u003ccite>(A student)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>While I agree we need to take steps to protect children, I think it is equally important that we begin to teach them how to handle themselves in virtual settings. Having them create digital content and interact in a safe manner is essential learning for a child growing up in the Internet age. Unfortunately, we are not having many conversations about this at the level where decisions are made about education policy and practice.\u003c/p>\n\u003cp>Almost everyone knows the story of an adult who, because of something that was posted online, was denied a chance at a job, or lost their employment, or was censured in some way. I know of a young man who was denied a chance to compete for a coveted job in tourism because the sponsoring organization found a video of him online using profanity at a professional football game. Incidents such as this are happening more and more often.\u003c/p>\n\u003cp>The issue of online bullying is also gaining worldwide media attention. Many children and adults do not realize that once something is online, it stays online. You may be able to delete it from your website or Facebook page, but you must assume there will always be a record of what you posted somewhere in cyberspace. As significant as this issue has become in our lives, it will become even more important in the future as our world continues to become more connected.\u003c/p>\n\u003cp>Even 10 years ago, we could never have predicted how important the Internet and the connections it allows would become. A positive digital footprint is on its way to becoming an essential part of all our lives. Even five and six year olds can begin to understand this concept.\u003c/p>\n\u003cp>My curriculum asks me to teach the students how to recognize potential safety risks in play areas. To my students, the Internet is a play area. Online safety is just one of the forms of safety that they need to learn to be healthy and secure as they grow.\u003c/p>\n\u003cp>When my own children were too young to cross the street on their own, I took their hand and crossed with them. As they grew, I let go of their hand and walked beside them. When they were ready, I watched as they crossed the street on their own. Finally, they were ready to do it entirely without me.\u003c/p>\n\u003cp>When my primary-aged students begin to interact online, I do not set them loose to explore on their own. I figuratively take their hand and we do things together. After much modeling, I let the students do it while I watch. When those habits are firmly established, I watch from afar while they do it without me. I do this to ensure that they interact online in a safe and appropriate way.\u003c/p>\n\u003cp>\u003cstrong>5. I Place a High Value on Serendipity\u003c/strong>\u003c/p>\n\u003cp>Time and again, our classroom interactions with students far away have resulted in unforeseen learning. When we began connecting with the classroom in New Zealand, I had no idea that they lived near the ocean or that they had a volcano nearby. Those unexpected realities led to serendipitous learning.\u003c/p>\n\u003cp>Over the years, we have “accidentally” discovered that some schools have no girls, that some people go swimming on Christmas Day and that some schools have no school buses. We’ve learned what it looks like to have a tornado drill in a classroom. Year after year, I have let the students “discover” for themselves that when we chat with students in Australia or New Zealand, it is already the next day there. The learning is much stickier when they suddenly perceive that the kids down under are having summer when we are having winter and that not everyone wears snow clothes for four months of the year.\u003c/p>\n\u003cp>One day my class received a package in the mail from New Zealand. It contained some wonderful treasures such as kina and paua shells and ash from a “real” volcano. This led to more wonderful questions about why the pumice was so light and how the paua shell got to be blue inside, and why anyone would think to eat the spiky kina shellfish! More serendipity.\u003c/p>\n\u003cp>These kinds of connections bring something to the classroom that nothing else can. Connecting globally has changed my classroom and my teaching practice in such a profound way that I feel almost claustrophobic thinking about old-style instruction. Maybe you already enjoy this same sense of freedom to connect. If not, let me introduce you to the tools I use to lower our classroom walls and welcome the world in.\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/kathycassidy?lang=en\" target=\"_blank\" rel=\"noopener\">Kathy Cassidy\u003c/a> is a Grade One teacher for Prairie South Schools in Moose Jaw, SK, Canada, and an Apple Distinguished Educator. Since 2005, she has been integrating various technologies into her teaching practice to help “connect” her primary-grades students so they can become global learners. In addition to her widely followed \u003ca href=\"http://mscassidysclass.edublogs.org/\" target=\"_blank\" rel=\"noopener\">classroom blog\u003c/a>, she writes about her professional work at \u003ca href=\"http://kathycassidy.com/\" target=\"_blank\" rel=\"noopener\">Primary Preoccupation\u003c/a> and for the \u003ca href=\"http://plpnetwork.com/category/voices/\" target=\"_blank\" rel=\"noopener\">Voices from the Learning Revolution\u003c/a> group blog.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Parents today struggle to set screen time guidelines.\u003c/p>\n\u003cp>One big reason is a lack of role models. Grandma doesn't have any tried-and-true sayings about iPad time. This stuff is just too new.\u003c/p>\n\u003cp>But many experts on kids and media are also parents themselves. So when I was interviewing dozens of them \u003ca href=\"https://www.npr.org/sections/ed/2018/01/29/579555277/what-kind-of-screen-time-parent-are-you-take-this-quiz-and-find-out\">for my book The Art of Screen Time\u003cem>,\u003c/em>\u003c/a> I asked them how they made screen time rules at home.\u003c/p>\n\u003cp>None of them held themselves up as paragons, but it was interesting to see how the priorities they focused on in their own research corresponded with the priorities they set at home.\u003c/p>\n\u003cp>\u003cstrong>House Rules for the research pediatrician:\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Dr. Jenny Radesky is the lead author of the most recent revision of the \u003ca href=\"http://pediatrics.aappublications.org/content/early/2016/10/19/peds.2016-2591\"> guidelines on media and children\u003c/a> from the American Academy of Pediatrics. She is also the mother of two young boys, and as she says, \"We're not a tech-averse household.\"\u003c/p>\n\u003cp>She and her husband both grew up watching \"tons of TV\" and playing video games. \"We have a big flatscreen TV,\" Radesky says. \"I have a smartphone.\"\u003c/p>\n\u003cp>In fact, she says, as a doctor she may be more prone to distraction than he is: \"My husband's really good. His stuff is always just on the kitchen counter and he hardly checks it unless it rings. But if I'm on call I have my pager on. If something is an emergency that's how I can be found.\"\u003c/p>\n\u003cp>For the kids, since they started school, the rule is \"no media on weekdays.\" They unplug at family dinner and before bed. They have a family movie night on Fridays, which is an example of the principle Radesky touts in her research, of \"joint media engagement,\" or simply sharing screen time.\u003c/p>\n\u003cp>On weekends, they allow the kids cartoons, apps and games like Minecraft. But more than just limiting time, says Radesky, \"I try to help my older son be aware of the way he reacts to video games or how to interpret information we find online.\" For example, she tries to explain how he is being manipulated by games that ask him to make purchases while playing.\u003c/p>\n\u003cp>\u003cstrong>House Rules for the sleep researcher:\u003c/strong>\u003c/p>\n\u003cp>Lauren Hale is a sleep researcher at Stony Brook University in New York. She sums up her findings from over a decade of research: \"As kids and adults watch or use screens, with light shining in their eyes and close to their face, bedtime gets delayed. It takes longer to fall asleep, sleep quality is reduced and total sleep time is decreased.\"\u003c/p>\n\u003cp>Hale is also the mother of two young children. She strictly enforces these rules: No screens in the hour before bed, no screens in the bedroom and no screens as part of the bedtime routine. It seems to be sinking in. When he was 4 years old, her son told his grandmother: \"You don't want to look at a screen before bed because it tells your brain to stay awake.\"\u003c/p>\n\u003cp>\u003cstrong>House Rules for the anti-obesity doctor:\u003c/strong>\u003c/p>\n\u003cp>Tom Warshawski, a pediatrician in Canada and founder of the Childhood Obesity Foundation there, has been involved in education efforts to get parents to cut back on media time.\u003c/p>\n\u003cp>His materials promote the formula 5- 2- 1- 0. That means five servings of fruits and vegetables a day, no more than two hours of screens, one hour of physical activity, and no sugary beverages.\u003c/p>\n\u003cp>He and his wife, also a doctor, split their pediatrics practice when their son and daughter were young so that one of them could always be home.\u003c/p>\n\u003cp>\"We limited TV to an hour on weekdays after all other homework was done,\" he says. \"We said categorically no video games — my daughter didn't care, but my son thought it was extremely oppressive and unfair. Then he resigned himself. Ultimately, both of them have thanked us.\"\u003c/p>\n\u003cp>\u003cstrong>House Rules for the media and violence researcher:\u003c/strong>\u003c/p>\n\u003cp>Douglas Gentile, a professor at Iowa State University, has two nearly grown daughters. He says when they were younger, he \"pretty much followed AAP guidelines: one hour a day in elementary school, two hours as they got older. But I'm much more strict on content than I am on time.\"\u003c/p>\n\u003cp>Not surprisingly, he doesn't rely on ratings. Instead, he would watch something himself before allowing his girls to see it. They were big fans of the Harry Potter books; they would wait for each movie to come out on video and then watch it in short bits, fast-forwarding through the scary parts.\u003c/p>\n\u003cp>But, he says, being the strict dad did once backfire in a funny way. He's a huge Star Wars fan. \"I was 13 when the original movie came out. I waited 10 years, ever since she was born, to share this pivotal, important movie with my older daughter.\"\u003c/p>\n\u003cp>Based on his description, though, she wasn't having it.\u003c/p>\n\u003cp>\"She says, 'No. All they do is fight all the way through it.'\u003c/p>\n\u003cp>\" 'Oh, please?'\u003c/p>\n\u003cp>\" 'No, Dad.' \"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Reluctantly, Gentile saw her point: \"She had learned the lesson — if the movie is just about people fighting, it's not going to make her feel happy. She's not going to enjoy it.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What+The+Screen+Time+Experts+Do+With+Their+Own+Kids&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Parents today struggle to set screen time guidelines.\u003c/p>\n\u003cp>One big reason is a lack of role models. Grandma doesn't have any tried-and-true sayings about iPad time. This stuff is just too new.\u003c/p>\n\u003cp>But many experts on kids and media are also parents themselves. So when I was interviewing dozens of them \u003ca href=\"https://www.npr.org/sections/ed/2018/01/29/579555277/what-kind-of-screen-time-parent-are-you-take-this-quiz-and-find-out\">for my book The Art of Screen Time\u003cem>,\u003c/em>\u003c/a> I asked them how they made screen time rules at home.\u003c/p>\n\u003cp>None of them held themselves up as paragons, but it was interesting to see how the priorities they focused on in their own research corresponded with the priorities they set at home.\u003c/p>\n\u003cp>\u003cstrong>House Rules for the research pediatrician:\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Dr. Jenny Radesky is the lead author of the most recent revision of the \u003ca href=\"http://pediatrics.aappublications.org/content/early/2016/10/19/peds.2016-2591\"> guidelines on media and children\u003c/a> from the American Academy of Pediatrics. She is also the mother of two young boys, and as she says, \"We're not a tech-averse household.\"\u003c/p>\n\u003cp>She and her husband both grew up watching \"tons of TV\" and playing video games. \"We have a big flatscreen TV,\" Radesky says. \"I have a smartphone.\"\u003c/p>\n\u003cp>In fact, she says, as a doctor she may be more prone to distraction than he is: \"My husband's really good. His stuff is always just on the kitchen counter and he hardly checks it unless it rings. But if I'm on call I have my pager on. If something is an emergency that's how I can be found.\"\u003c/p>\n\u003cp>For the kids, since they started school, the rule is \"no media on weekdays.\" They unplug at family dinner and before bed. They have a family movie night on Fridays, which is an example of the principle Radesky touts in her research, of \"joint media engagement,\" or simply sharing screen time.\u003c/p>\n\u003cp>On weekends, they allow the kids cartoons, apps and games like Minecraft. But more than just limiting time, says Radesky, \"I try to help my older son be aware of the way he reacts to video games or how to interpret information we find online.\" For example, she tries to explain how he is being manipulated by games that ask him to make purchases while playing.\u003c/p>\n\u003cp>\u003cstrong>House Rules for the sleep researcher:\u003c/strong>\u003c/p>\n\u003cp>Lauren Hale is a sleep researcher at Stony Brook University in New York. She sums up her findings from over a decade of research: \"As kids and adults watch or use screens, with light shining in their eyes and close to their face, bedtime gets delayed. It takes longer to fall asleep, sleep quality is reduced and total sleep time is decreased.\"\u003c/p>\n\u003cp>Hale is also the mother of two young children. She strictly enforces these rules: No screens in the hour before bed, no screens in the bedroom and no screens as part of the bedtime routine. It seems to be sinking in. When he was 4 years old, her son told his grandmother: \"You don't want to look at a screen before bed because it tells your brain to stay awake.\"\u003c/p>\n\u003cp>\u003cstrong>House Rules for the anti-obesity doctor:\u003c/strong>\u003c/p>\n\u003cp>Tom Warshawski, a pediatrician in Canada and founder of the Childhood Obesity Foundation there, has been involved in education efforts to get parents to cut back on media time.\u003c/p>\n\u003cp>His materials promote the formula 5- 2- 1- 0. That means five servings of fruits and vegetables a day, no more than two hours of screens, one hour of physical activity, and no sugary beverages.\u003c/p>\n\u003cp>He and his wife, also a doctor, split their pediatrics practice when their son and daughter were young so that one of them could always be home.\u003c/p>\n\u003cp>\"We limited TV to an hour on weekdays after all other homework was done,\" he says. \"We said categorically no video games — my daughter didn't care, but my son thought it was extremely oppressive and unfair. Then he resigned himself. Ultimately, both of them have thanked us.\"\u003c/p>\n\u003cp>\u003cstrong>House Rules for the media and violence researcher:\u003c/strong>\u003c/p>\n\u003cp>Douglas Gentile, a professor at Iowa State University, has two nearly grown daughters. He says when they were younger, he \"pretty much followed AAP guidelines: one hour a day in elementary school, two hours as they got older. But I'm much more strict on content than I am on time.\"\u003c/p>\n\u003cp>Not surprisingly, he doesn't rely on ratings. Instead, he would watch something himself before allowing his girls to see it. They were big fans of the Harry Potter books; they would wait for each movie to come out on video and then watch it in short bits, fast-forwarding through the scary parts.\u003c/p>\n\u003cp>But, he says, being the strict dad did once backfire in a funny way. He's a huge Star Wars fan. \"I was 13 when the original movie came out. I waited 10 years, ever since she was born, to share this pivotal, important movie with my older daughter.\"\u003c/p>\n\u003cp>Based on his description, though, she wasn't having it.\u003c/p>\n\u003cp>\"She says, 'No. All they do is fight all the way through it.'\u003c/p>\n\u003cp>\" 'Oh, please?'\u003c/p>\n\u003cp>\" 'No, Dad.' \"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Reluctantly, Gentile saw her point: \"She had learned the lesson — if the movie is just about people fighting, it's not going to make her feel happy. She's not going to enjoy it.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What+The+Screen+Time+Experts+Do+With+Their+Own+Kids&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>School leaders are \u003ca href=\"https://ww2.kqed.org/mindshift/2017/01/25/the-growing-role-of-technology-in-personalized-learning/\" target=\"_blank\" rel=\"noopener\">bringing technology into classrooms\u003c/a> more than ever before, often concerned that without access to the tools of the modern work world students will be unprepared when they leave school. But recent studies about the effect of technology on achievement have shown \u003ca href=\"http://www.oecd.org/education/new-approach-needed-to-deliver-on-technologys-potential-in-schools.htm\" target=\"_blank\" rel=\"noopener\">uninspiring results\u003c/a>, reinvigorating the conversation about how technology is used in classrooms. Educators who have been active in this space for many years \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/06/what-are-the-most-powerful-uses-of-tech-for-learning/\" target=\"_blank\" rel=\"noopener\">have long known\u003c/a> that technology can be used to connect students to the broader world, give them tools to create new and interesting learning artifacts, and open up a world of digital resources. But, technology can also be used to replicate the activities and tests that have always been used in the classroom. The tension between what technology could do and what it is often used for in classrooms is at the heart of a debate over whether all the money pumped into technology is worth it.\u003c/p>\n\u003cp>Kristina Rizga dives into this debate in an \u003ca href=\"http://www.motherjones.com/politics/2017/11/inside-silicon-valleys-big-money-push-to-remake-american-education/\" target=\"_blank\" rel=\"noopener\">article for Mother Jones\u003c/a> that looks at Summit Public Schools, a charter network with major Silicon Valley backing. Summit is seen by many in education as carefully walking a middle road between two theories of education reform Stanford education professor emeritus \u003ca href=\"https://larrycuban.wordpress.com/2017/03/22/a-continuum-on-personalized-learning-first-draft/\" target=\"_blank\" rel=\"noopener\">Larry Cuban \u003c/a>calls \"efficiency-driven reform\" and \"student-centered reform\" based on \u003ca href=\"https://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/\" target=\"_blank\" rel=\"noopener\">personalized learning\u003c/a>, a term that has become increasingly vague. But not every school interested in \"personalizing learning\" with technology has the resources and vision of Summit Public Schools. Rizga writes:\u003c/p>\n\u003cblockquote>\u003cp>Nationally, a 2017 study from the RAND Corporation funded by the Bill and Melinda Gates Foundation looked at 40 schools implementing tech-infused personalized-learning programs—all also funded by Gates—for at least one year. While researchers found that personalized learning did lead to modest gains in test scores, none of the schools trying out the approach looked that different from traditional ones: \u003ca href=\"https://www.rand.org/pubs/research_reports/RR2042.html\" target=\"_blank\" rel=\"noopener\">Teachers tailored lessons\u003c/a> to individual students to a similar degree, and students had roughly the same amount of choices in the classrooms compared with traditional schools. On top of that, educators complained they didn’t have enough time to plan individualized lessons, and that the constraints of standardized outcomes to measure success made personalization difficult. \u003ca href=\"https://www.rand.org/pubs/research_reports/RR2042.html\" target=\"_blank\" rel=\"noopener\">Researchers concluded\u003c/a> that the latest trend in education “may not work everywhere, and it requires careful thought about the context that enables it to work well.”\u003c/p>\u003c/blockquote>\n\u003cp>The Summit Public Schools approach is still relatively new in the education world, and fairly untested. Some educators and parents see that as a reason to slow tech-driven experiments until they have been better studied and tested. Others see a changing economy that is quickly leaving many behind and believe it's time for dramatic changes, with no time to wait. Many technology-driven initiatives in schools are not doing very much to change what and how kids learn, but some are. And how will teachers know how to integrate technology well, without a little trial and error? The Summit Public Schools model has changed over the past decade as the educators working there recognize their students need different things. How can educators across the country embody this type of iteration without being slammed for \"experimenting on kids\"?\u003c/p>\n\u003cp>http://www.motherjones.com/politics/2017/11/inside-silicon-valleys-big-money-push-to-remake-american-education/\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>School leaders are \u003ca href=\"https://ww2.kqed.org/mindshift/2017/01/25/the-growing-role-of-technology-in-personalized-learning/\" target=\"_blank\" rel=\"noopener\">bringing technology into classrooms\u003c/a> more than ever before, often concerned that without access to the tools of the modern work world students will be unprepared when they leave school. But recent studies about the effect of technology on achievement have shown \u003ca href=\"http://www.oecd.org/education/new-approach-needed-to-deliver-on-technologys-potential-in-schools.htm\" target=\"_blank\" rel=\"noopener\">uninspiring results\u003c/a>, reinvigorating the conversation about how technology is used in classrooms. Educators who have been active in this space for many years \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/06/what-are-the-most-powerful-uses-of-tech-for-learning/\" target=\"_blank\" rel=\"noopener\">have long known\u003c/a> that technology can be used to connect students to the broader world, give them tools to create new and interesting learning artifacts, and open up a world of digital resources. But, technology can also be used to replicate the activities and tests that have always been used in the classroom. The tension between what technology could do and what it is often used for in classrooms is at the heart of a debate over whether all the money pumped into technology is worth it.\u003c/p>\n\u003cp>Kristina Rizga dives into this debate in an \u003ca href=\"http://www.motherjones.com/politics/2017/11/inside-silicon-valleys-big-money-push-to-remake-american-education/\" target=\"_blank\" rel=\"noopener\">article for Mother Jones\u003c/a> that looks at Summit Public Schools, a charter network with major Silicon Valley backing. Summit is seen by many in education as carefully walking a middle road between two theories of education reform Stanford education professor emeritus \u003ca href=\"https://larrycuban.wordpress.com/2017/03/22/a-continuum-on-personalized-learning-first-draft/\" target=\"_blank\" rel=\"noopener\">Larry Cuban \u003c/a>calls \"efficiency-driven reform\" and \"student-centered reform\" based on \u003ca href=\"https://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/\" target=\"_blank\" rel=\"noopener\">personalized learning\u003c/a>, a term that has become increasingly vague. But not every school interested in \"personalizing learning\" with technology has the resources and vision of Summit Public Schools. Rizga writes:\u003c/p>\n\u003cblockquote>\u003cp>Nationally, a 2017 study from the RAND Corporation funded by the Bill and Melinda Gates Foundation looked at 40 schools implementing tech-infused personalized-learning programs—all also funded by Gates—for at least one year. While researchers found that personalized learning did lead to modest gains in test scores, none of the schools trying out the approach looked that different from traditional ones: \u003ca href=\"https://www.rand.org/pubs/research_reports/RR2042.html\" target=\"_blank\" rel=\"noopener\">Teachers tailored lessons\u003c/a> to individual students to a similar degree, and students had roughly the same amount of choices in the classrooms compared with traditional schools. On top of that, educators complained they didn’t have enough time to plan individualized lessons, and that the constraints of standardized outcomes to measure success made personalization difficult. \u003ca href=\"https://www.rand.org/pubs/research_reports/RR2042.html\" target=\"_blank\" rel=\"noopener\">Researchers concluded\u003c/a> that the latest trend in education “may not work everywhere, and it requires careful thought about the context that enables it to work well.”\u003c/p>\u003c/blockquote>\n\u003cp>The Summit Public Schools approach is still relatively new in the education world, and fairly untested. Some educators and parents see that as a reason to slow tech-driven experiments until they have been better studied and tested. Others see a changing economy that is quickly leaving many behind and believe it's time for dramatic changes, with no time to wait. Many technology-driven initiatives in schools are not doing very much to change what and how kids learn, but some are. And how will teachers know how to integrate technology well, without a little trial and error? The Summit Public Schools model has changed over the past decade as the educators working there recognize their students need different things. How can educators across the country embody this type of iteration without being slammed for \"experimenting on kids\"?\u003c/p>\n\u003cp>http://www.motherjones.com/politics/2017/11/inside-silicon-valleys-big-money-push-to-remake-american-education/\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Parenting in the Age of Alexa, Are Artificial Intelligence Devices Safe for Kids?",
"title": "Parenting in the Age of Alexa, Are Artificial Intelligence Devices Safe for Kids?",
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"content": "\u003cp>Earlier this month, the toy-giant Mattel announced it had pulled the plug on plans to sell an interactive gadget for children.\u003c/p>\n\u003cp>The device, called Aristotle, looked similar to a baby monitor with a camera. Critics called it creepy.\u003c/p>\n\u003cp>Powered by artificial intelligence, Aristotle could get to know your child — at least that was how the device was being pitched.\u003c/p>\n\u003cp>\"Aristotle is designed to comfort, entertain, teach and assist,\" according to a company\u003ca href=\"https://news.mattel.com/news/mattel-s-nabiR-brand-introduces-first-ever-connected-kids-room-platform-in-tandem-with-microsoft-and-qualcomm-aristotleTM\"> release \u003c/a> issued in January.\u003c/p>\n\u003cp>It was designed to \"displace essential parenting functions, like soothing a crying baby or reading a bedtime story,\" says \u003ca href=\"http://www.commercialfreechildhood.org/staff\">Josh Golin\u003c/a>, executive director of the advocacy group Campaign for a Commercial-Free Childhood. \"So that the children would form an attachment to it.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But Aristotle went further than that. It wasn't going to just give the child information. It would have been able to \u003cem>collect\u003c/em> information from the child in the bedroom — and then upload it to the cloud.\u003c/p>\n\u003cp>Parents, pediatricians and politicians \u003ca href=\"http://www.commercialfreechildhood.org/sites/default/files/MarkeyBarton.pdf\">raised concerns\u003c/a>, including those about privacy. What would Mattel do with the information they could collect from children?\u003c/p>\n\u003cp>About 15,000 people \u003ca href=\"http://www.commercialfreechildhood.org/heels-congressional-inquiry-advocates-ask-mattel-scrap-%E2%80%9Caristotle%E2%80%9D-ai-device-which-spies-babies-kids\">signed\u003c/a> petitions \u003ca href=\"http://www.commercialfreechildhood.org/sites/default/files/Letter%20to%20Mattel.pdf\">asking Mattel to scrap its plans\u003c/a> to sell Aristotle. A Mattel spokesperson told NPR in an email that after a review, the company's chief technology officer \"decided that it did not fully align with Mattel's new technology strategy.\"\u003c/p>\n\u003cp>But the idea of Aristotle is not gone. In fact, AI-powered devices are already in the home, and more are on the way.\u003c/p>\n\u003cp>When you stop and think about it, the idea behind Aristotle isn't too far from what many families already have: intelligent personal assistants such as Google's Home, Microsoft's Cortana and Amazon's Echo — which is run by its AI system, Alexa. Like Aristotle, these devices use artificial intelligence to try to engage family members in conversations. Their abilities are currently quite limited. For example, Alexa has a hard time understanding young children's questions.\u003c/p>\n\u003cp>But the devices are designed to improve their skills over time. They can already provide entertainment for children: tell jokes, play 20 questions, keep track of time, play music and answer question after endless question. One family we talked to used Alexa to track the Mars Rover.\u003c/p>\n\u003cp>\"In this way, these devices are great for kids,\" says \u003ca href=\"http://infosci.cornell.edu/forward-thinking-people/research-staff/solace-shen\">Solace Shen\u003c/a>, a psychologist at Cornell University who studies how children interact with robots. \"Kids are so curious, and they can learn a lot of facts and information from the devices, without parents having to bring out their phones or computers.\"\u003c/p>\n\u003cp>But some of the concerns with Aristotle apply to Alexa and Google Home.\u003c/p>\n\u003cp>In terms of privacy, both Alexa and Google Home are always \"listening\" to conversations. Once they hear a trigger word — such as \"Ok Google\" or \"Alexa\" — the device starts recording the conversation you're having with it. Then it uploads the conversation to the cloud so it can learn better how to understand you and help you. Both Alexa and Google Home allow you to listen to the conversations, and the companies say you can delete them. (You can read more about \u003ca href=\"https://www.amazon.com/gp/help/customer/display.html?nodeId=468496\">Amazon\u003c/a> and \u003ca href=\"https://www.google.com/policies/privacy/\">Google's\u003c/a> privacy guidelines here.)\u003c/p>\n\u003cp>But what about these devices interacting with our kids?\u003c/p>\n\u003cp>Both Shen and \u003ca href=\"http://www.umt.edu/people/Severson4587\">Rachel Severson\u003c/a>, a child psychologist at the University of Montana, have published \u003ca href=\"http://content.apa.org/journals/dev/48/2/303\">studies\u003c/a> about children's relationships with intelligent technology. They offer these tips to help ensure the little cylinders are a positive addition to your home.\u003c/p>\n\u003cp>\u003cstrong>1. Don't be a bossy pants.\u003c/strong>\u003c/p>\n\u003cp>One of the big concerns is that people tend to be impolite with the devices, Severson says.\u003c/p>\n\u003cp>\"You can yell at them and scream, 'I don't like that song, skip ahead!' And the devices just respond in the same way as if you're polite,\" she says.\u003c/p>\n\u003cp>At first that doesn't seem like a big deal. The devices are just computers, right? Maybe not to your children, Severson says.\u003c/p>\n\u003cp>\"Young kids likely view these devices very differently than adults do,\" Severson says.\u003c/p>\n\u003cp>They may attribute human characteristics to the device, thinking that Alexa has feelings and emotions. Some kids may even think there's an actual woman inside the device.\u003c/p>\n\u003cp>That's exactly what one little boy, age 4, told us about his Alexa — that she was a person who lived in an apartment outside his window. And he loved her.\u003c/p>\n\u003cp>Given this intimate relationship with the device, Severson says, parents need to be careful how \u003cem>they\u003c/em> interact with Alexa and Google Home.\u003c/p>\n\u003cp>\"Children are developing their conceptions of what is appropriate social interaction,\" Severson says. \"So parents need to recognize that your kids — particularly young children — are really paying attention to you as the parent for cues on how to interact with the device and how to interact with others.\"\u003c/p>\n\u003cp>So if you want kids to say, \"Please and thank you,\" you probably want to say \"Please and thank you\" to your virtual assistant as well.\u003c/p>\n\u003cp>\u003cstrong>2.\u003c/strong> \u003cstrong>Join the conversation.\u003c/strong>\u003c/p>\n\u003cp>Don't just watch your child converse with Alexa or Google Home, but also participate, Shen says.\u003c/p>\n\u003cp>\"Parents need to be aware that Alexa is a passive system,\" she says. \"So kids can potentially jump from topic to topic, and the system will just continue to respond in the same way. It will never push back.\"\u003c/p>\n\u003cp>In this way, the interaction between a kid and Alexa is lacking in complexity compared to how a kid would talk to a person in real life, she says.\u003c/p>\n\u003cp>So parents can help enrich the interaction by getting involved. You can ask the child questions about what they just learned, comment on how they're talking to the device or make connections to things in real life that relate to the topic.\u003c/p>\n\u003cp>And if you're not around when the kid is talking to Alexa, check in afterwards to see how they're using the device. \"Ask them what they learned and what kinds of questions they asked,\" Shen says.\u003c/p>\n\u003cp>\u003cstrong>3.\u003c/strong> \u003cstrong>Limit the time on the device.\u003c/strong>\u003c/p>\n\u003cp>Alexa and Google Home should never take the place of a caregiver, Shen says.\u003c/p>\n\u003cp>\"In reality, we are all busy parents,\" she says. \"And there are times that I even give my child a tablet just so I can get my work done.\"\u003c/p>\n\u003cp>But in general, parents should think of these devices in a similar way as tablets: Time on them should be limited.\u003c/p>\n\u003cp>\"These devices offer more engagement and interaction than just passively watching TV,\" Shen says. \"But that interaction is still impoverished compared to talking to a parent or teacher.\u003c/p>\n\u003cp>\"Make sure there is a balance between the time kids are interacting with the systems versus interacting with humans, doing physical activities and getting enough rest,\" she says.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Because children learn best when they interact with real people, face to face, Shen says. And to learn social skills they \u003cem>need\u003c/em> to interact with someone who has a whole array of emotions — whose feelings will get hurt if you're impolite or call them stupid.\u003c/p>\n\u003chr>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Alexa%2C+Are+You+Safe+For+My+Kids%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Earlier this month, the toy-giant Mattel announced it had pulled the plug on plans to sell an interactive gadget for children.\u003c/p>\n\u003cp>The device, called Aristotle, looked similar to a baby monitor with a camera. Critics called it creepy.\u003c/p>\n\u003cp>Powered by artificial intelligence, Aristotle could get to know your child — at least that was how the device was being pitched.\u003c/p>\n\u003cp>\"Aristotle is designed to comfort, entertain, teach and assist,\" according to a company\u003ca href=\"https://news.mattel.com/news/mattel-s-nabiR-brand-introduces-first-ever-connected-kids-room-platform-in-tandem-with-microsoft-and-qualcomm-aristotleTM\"> release \u003c/a> issued in January.\u003c/p>\n\u003cp>It was designed to \"displace essential parenting functions, like soothing a crying baby or reading a bedtime story,\" says \u003ca href=\"http://www.commercialfreechildhood.org/staff\">Josh Golin\u003c/a>, executive director of the advocacy group Campaign for a Commercial-Free Childhood. \"So that the children would form an attachment to it.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But Aristotle went further than that. It wasn't going to just give the child information. It would have been able to \u003cem>collect\u003c/em> information from the child in the bedroom — and then upload it to the cloud.\u003c/p>\n\u003cp>Parents, pediatricians and politicians \u003ca href=\"http://www.commercialfreechildhood.org/sites/default/files/MarkeyBarton.pdf\">raised concerns\u003c/a>, including those about privacy. What would Mattel do with the information they could collect from children?\u003c/p>\n\u003cp>About 15,000 people \u003ca href=\"http://www.commercialfreechildhood.org/heels-congressional-inquiry-advocates-ask-mattel-scrap-%E2%80%9Caristotle%E2%80%9D-ai-device-which-spies-babies-kids\">signed\u003c/a> petitions \u003ca href=\"http://www.commercialfreechildhood.org/sites/default/files/Letter%20to%20Mattel.pdf\">asking Mattel to scrap its plans\u003c/a> to sell Aristotle. A Mattel spokesperson told NPR in an email that after a review, the company's chief technology officer \"decided that it did not fully align with Mattel's new technology strategy.\"\u003c/p>\n\u003cp>But the idea of Aristotle is not gone. In fact, AI-powered devices are already in the home, and more are on the way.\u003c/p>\n\u003cp>When you stop and think about it, the idea behind Aristotle isn't too far from what many families already have: intelligent personal assistants such as Google's Home, Microsoft's Cortana and Amazon's Echo — which is run by its AI system, Alexa. Like Aristotle, these devices use artificial intelligence to try to engage family members in conversations. Their abilities are currently quite limited. For example, Alexa has a hard time understanding young children's questions.\u003c/p>\n\u003cp>But the devices are designed to improve their skills over time. They can already provide entertainment for children: tell jokes, play 20 questions, keep track of time, play music and answer question after endless question. One family we talked to used Alexa to track the Mars Rover.\u003c/p>\n\u003cp>\"In this way, these devices are great for kids,\" says \u003ca href=\"http://infosci.cornell.edu/forward-thinking-people/research-staff/solace-shen\">Solace Shen\u003c/a>, a psychologist at Cornell University who studies how children interact with robots. \"Kids are so curious, and they can learn a lot of facts and information from the devices, without parents having to bring out their phones or computers.\"\u003c/p>\n\u003cp>But some of the concerns with Aristotle apply to Alexa and Google Home.\u003c/p>\n\u003cp>In terms of privacy, both Alexa and Google Home are always \"listening\" to conversations. Once they hear a trigger word — such as \"Ok Google\" or \"Alexa\" — the device starts recording the conversation you're having with it. Then it uploads the conversation to the cloud so it can learn better how to understand you and help you. Both Alexa and Google Home allow you to listen to the conversations, and the companies say you can delete them. (You can read more about \u003ca href=\"https://www.amazon.com/gp/help/customer/display.html?nodeId=468496\">Amazon\u003c/a> and \u003ca href=\"https://www.google.com/policies/privacy/\">Google's\u003c/a> privacy guidelines here.)\u003c/p>\n\u003cp>But what about these devices interacting with our kids?\u003c/p>\n\u003cp>Both Shen and \u003ca href=\"http://www.umt.edu/people/Severson4587\">Rachel Severson\u003c/a>, a child psychologist at the University of Montana, have published \u003ca href=\"http://content.apa.org/journals/dev/48/2/303\">studies\u003c/a> about children's relationships with intelligent technology. They offer these tips to help ensure the little cylinders are a positive addition to your home.\u003c/p>\n\u003cp>\u003cstrong>1. Don't be a bossy pants.\u003c/strong>\u003c/p>\n\u003cp>One of the big concerns is that people tend to be impolite with the devices, Severson says.\u003c/p>\n\u003cp>\"You can yell at them and scream, 'I don't like that song, skip ahead!' And the devices just respond in the same way as if you're polite,\" she says.\u003c/p>\n\u003cp>At first that doesn't seem like a big deal. The devices are just computers, right? Maybe not to your children, Severson says.\u003c/p>\n\u003cp>\"Young kids likely view these devices very differently than adults do,\" Severson says.\u003c/p>\n\u003cp>They may attribute human characteristics to the device, thinking that Alexa has feelings and emotions. Some kids may even think there's an actual woman inside the device.\u003c/p>\n\u003cp>That's exactly what one little boy, age 4, told us about his Alexa — that she was a person who lived in an apartment outside his window. And he loved her.\u003c/p>\n\u003cp>Given this intimate relationship with the device, Severson says, parents need to be careful how \u003cem>they\u003c/em> interact with Alexa and Google Home.\u003c/p>\n\u003cp>\"Children are developing their conceptions of what is appropriate social interaction,\" Severson says. \"So parents need to recognize that your kids — particularly young children — are really paying attention to you as the parent for cues on how to interact with the device and how to interact with others.\"\u003c/p>\n\u003cp>So if you want kids to say, \"Please and thank you,\" you probably want to say \"Please and thank you\" to your virtual assistant as well.\u003c/p>\n\u003cp>\u003cstrong>2.\u003c/strong> \u003cstrong>Join the conversation.\u003c/strong>\u003c/p>\n\u003cp>Don't just watch your child converse with Alexa or Google Home, but also participate, Shen says.\u003c/p>\n\u003cp>\"Parents need to be aware that Alexa is a passive system,\" she says. \"So kids can potentially jump from topic to topic, and the system will just continue to respond in the same way. It will never push back.\"\u003c/p>\n\u003cp>In this way, the interaction between a kid and Alexa is lacking in complexity compared to how a kid would talk to a person in real life, she says.\u003c/p>\n\u003cp>So parents can help enrich the interaction by getting involved. You can ask the child questions about what they just learned, comment on how they're talking to the device or make connections to things in real life that relate to the topic.\u003c/p>\n\u003cp>And if you're not around when the kid is talking to Alexa, check in afterwards to see how they're using the device. \"Ask them what they learned and what kinds of questions they asked,\" Shen says.\u003c/p>\n\u003cp>\u003cstrong>3.\u003c/strong> \u003cstrong>Limit the time on the device.\u003c/strong>\u003c/p>\n\u003cp>Alexa and Google Home should never take the place of a caregiver, Shen says.\u003c/p>\n\u003cp>\"In reality, we are all busy parents,\" she says. \"And there are times that I even give my child a tablet just so I can get my work done.\"\u003c/p>\n\u003cp>But in general, parents should think of these devices in a similar way as tablets: Time on them should be limited.\u003c/p>\n\u003cp>\"These devices offer more engagement and interaction than just passively watching TV,\" Shen says. \"But that interaction is still impoverished compared to talking to a parent or teacher.\u003c/p>\n\u003cp>\"Make sure there is a balance between the time kids are interacting with the systems versus interacting with humans, doing physical activities and getting enough rest,\" she says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Want Change In Education? Look Beyond The Usual Suspects (Like Finland)",
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"content": "\u003cp>In a tiny hamlet in Tanzania, children who have never been to school, and can't recognize a single letter in any language, are about to start learning basic math and reading. They'll do this with the help of a cutting-edge, artificially intelligent \"tutor\" who can hear what they are saying in Swahili and respond meaningfully.\u003c/p>\n\u003cp>In the slums of Bogota, Colombia, children play with special board games, dominoes and dice games that can teach them math and reading in a matter of months. Youth volunteers in the community help bring the games to younger children.\u003c/p>\n\u003cp>On the outskirts of Tokyo, a kindergarten is built more like a giant playground. There is a circular park on the roof. You can reach classrooms by climbing a tree. A slide that goes from top to bottom of the building and the furniture is made of lightweight wooden boxes that the children can reconfigure themselves.\u003c/p>\n\u003cp>These three ideas have something in common. Each is part of a distinct global effort underway right now to identify important innovations in education and to help them spread.\u003c/p>\n\u003cp>The first project, \u003ca href=\"http://www.cmu.edu/scs/robotutor/\">RoboTutor \u003c/a>from Carnegie Mellon University, is one of the just-announced finalists in the \u003ca href=\"https://learning.xprize.org\">Global Learning Xprize\u003c/a>, a $15 million innovation competition sponsored by Tesla founder and visionary Elon Musk. Mission: Create a software application that will enable children to learn basic math and reading independently.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The second, \u003ca href=\"http://www.educationinnovations.org/program/literacy-education-and-math-lab-lema\">Literacy Education and Math Lab\u003c/a> or LEMA, was highlighted in a \u003ca href=\"https://www.brookings.edu/wp-content/uploads/2017/09/can-we-leapfrog_web.pdf\">recent report \u003c/a>from the Brookings Institution's Center for Universal Education titled \"Can We Leapfrog? The Potential of Education Innovations to Rapidly Accelerate Progress.\" Brookings has cataloged 3,000 innovations from 166 countries so far.\u003c/p>\n\u003cp>The third, known as \u003ca href=\"https://www.architonic.com/en/project/tezuka-architects-fuji-kindergarten/5100019\">Fuji Kindergarten\u003c/a>, was picked by a \u003ca href=\"https://hundred.org/en#header\">Finnish nonprofit\u003c/a> called HundrED dedicated, again, to spreading the top educational innovations from the world, around the world. Today they announced their first global group of 100 ideas from 42 countries.\u003c/p>\n\u003cp>Something big is happening here. Governments, nonprofits, donors and educators are gearing up to try to solve two intractable, and seemingly disparate, problems — at the same time.\u003c/p>\n\u003cp>The first one is that not enough children are learning the basics. The second is that the basics are no longer enough. And to solve these two problems, they are working hard to spotlight and spread innovations that go far beyond Silicon Valley.\u003c/p>\n\u003cp>\u003cstrong>100 years behind\u003c/strong>\u003c/p>\n\u003cp>The first problem, and likely the most familiar, is inequality. More than a quarter of a billion kids worldwide \u003ca href=\"http://unesdoc.unesco.org/images/0021/002193/219349E.pdf\">don't attend school\u003c/a>, and that number hasn't budged for a decade. The Global Learning Xprize challenge is addressed specifically at these children, who may never see the inside of a schoolhouse or meet a trained teacher.\u003c/p>\n\u003cp>For those who are in school, meanwhile, there is a massive gap in basic skills between the richest and the poorest. You can express this as points on a standardized test: in the United States, for example, that gap is almost 40 percentage points in math at the highest level.\u003c/p>\n\u003cp>Or, you can express it in years: Adults living in the poorest countries in the world are about as educated as the average for adults in rich countries 100 years ago. And, at the rate they're going, it would take another century to catch up.\u003c/p>\n\u003cp>But there's a second problem. Just learning reading and math the way it was done 100 years ago \u003ca href=\"http://www.npr.org/sections/ed/2016/08/02/479187579/3-things-people-can-do-in-the-classroom-that-robots-cant\">is not going to prepare anyone for the future\u003c/a>. Up to 70 percent of the tasks in most jobs are on track to be automated, leaving only the most creative, empathetic, technically fluent, collaborative work for humans.\u003c/p>\n\u003cp>Students need to find motivation and meaning, and take a playful attitude that makes it safe to try and fail.\u003c/p>\n\u003cp>It's as though half the world's children were 100 years behind on learning to walk, but everyone now needs to dance.\u003c/p>\n\u003cp>\u003cstrong>From walking to dancing\u003c/strong>\u003c/p>\n\u003cp>That's why Rebecca Winthrop of Brookings asked the question \"Can We Leapfrog?\" In other words, she says, \"How quickly can we transform both what and how children learn?\"\u003c/p>\n\u003cp>Leapfrogging as a concept is often associated with technology. Countries in sub-Saharan Africa, southeast Asia and elsewhere adopted mobile communications without ever having extensive landline or telegraph networks. Kenya is a world leader in mobile payments because the system came in before people had formal bank accounts or credit cards. Social goals like sustainability can leap forward, too. This summer the nation of India, where car ownership is far behind the U.S., \u003ca href=\"https://www.fastcompany.com/40422065/inside-indias-plans-to-leapfrog-the-western-model-of-car-ownership\">announced a goal \u003c/a>to sell only electric vehicles by 2030. China is leading the world in both production and installation of solar power.\u003c/p>\n\u003cp>But schooling is fundamentally a human enterprise.\u003c/p>\n\u003cp>Change can't just be a matter of mass-producing some technological marvel and pushing it to market. And there are many in the development world, says Winthrop, who argue that poor countries should master the basics before trying to address 21st century skills. Can you really take people who can't walk and show them \u003ca href=\"https://www.youtube.com/watch?v=b6pomaq30Gg\">the moonwalk\u003c/a>?\u003c/p>\n\u003cp>Her work argues that it has to be both/and.\u003c/p>\n\u003cp>\"From the learning sciences literature we know that kids can learn small things,\" like addition and subtraction, \"on the way to big things\" — like creativity and collaboration, she says. \"We're not doing poor kids any favors by the drill-and-kill method.\" Projects like LEMA, the board game project that started in Latin America and is now in 16 countries, bring a playful attitude to learning, which is part of cultivating what Winthrop calls a 21st century \"breadth of skills.\"\u003c/p>\n\u003cp>Leapfrogging isn't about supplanting traditional schools, Winthrop explains, but it does address the need to change how they do business. Even in rich countries with high literacy rates, like the United States for example, there's a great deal of dissatisfaction expressed about education. And here's where leapfrogging really gets interesting: Some of the places with the fewest resources can become sources for huge inspiration.\u003c/p>\n\u003cp>Identifying great ideas is one thing, but getting them to spread is another. It requires overcoming a silo effect, says Saku Tuominen, the Finnish innovation expert who is the creative director of HundrED.\u003c/p>\n\u003cp>\"If you think of a teacher in Helsinki, New York, New Delhi, Stockholm, Buenos Aires, they haven't got the faintest idea what is happening in another city on the classroom level,\" he says. In fact, they often don't even know much about what the teacher down the hall is doing.\u003c/p>\n\u003cp>One theme he's identified among the innovations highlighted so far has to do with exactly that problem: thinking about new ways for teachers to collaborate and co-teach. Other professions are increasingly evolving in a collaborative direction, he notes; why not teaching?\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>His nonprofit offers free support in PR and consulting to educators with ideas worth sharing, and it helps identify schools that want to adopt the ideas. \"We're moving to a global world and it's time to make education global as well.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Want+Change+In+Education%3F+Look+Beyond+The+Usual+Suspects+%28Like+Finland%29&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In a tiny hamlet in Tanzania, children who have never been to school, and can't recognize a single letter in any language, are about to start learning basic math and reading. They'll do this with the help of a cutting-edge, artificially intelligent \"tutor\" who can hear what they are saying in Swahili and respond meaningfully.\u003c/p>\n\u003cp>In the slums of Bogota, Colombia, children play with special board games, dominoes and dice games that can teach them math and reading in a matter of months. Youth volunteers in the community help bring the games to younger children.\u003c/p>\n\u003cp>On the outskirts of Tokyo, a kindergarten is built more like a giant playground. There is a circular park on the roof. You can reach classrooms by climbing a tree. A slide that goes from top to bottom of the building and the furniture is made of lightweight wooden boxes that the children can reconfigure themselves.\u003c/p>\n\u003cp>These three ideas have something in common. Each is part of a distinct global effort underway right now to identify important innovations in education and to help them spread.\u003c/p>\n\u003cp>The first project, \u003ca href=\"http://www.cmu.edu/scs/robotutor/\">RoboTutor \u003c/a>from Carnegie Mellon University, is one of the just-announced finalists in the \u003ca href=\"https://learning.xprize.org\">Global Learning Xprize\u003c/a>, a $15 million innovation competition sponsored by Tesla founder and visionary Elon Musk. Mission: Create a software application that will enable children to learn basic math and reading independently.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The second, \u003ca href=\"http://www.educationinnovations.org/program/literacy-education-and-math-lab-lema\">Literacy Education and Math Lab\u003c/a> or LEMA, was highlighted in a \u003ca href=\"https://www.brookings.edu/wp-content/uploads/2017/09/can-we-leapfrog_web.pdf\">recent report \u003c/a>from the Brookings Institution's Center for Universal Education titled \"Can We Leapfrog? The Potential of Education Innovations to Rapidly Accelerate Progress.\" Brookings has cataloged 3,000 innovations from 166 countries so far.\u003c/p>\n\u003cp>The third, known as \u003ca href=\"https://www.architonic.com/en/project/tezuka-architects-fuji-kindergarten/5100019\">Fuji Kindergarten\u003c/a>, was picked by a \u003ca href=\"https://hundred.org/en#header\">Finnish nonprofit\u003c/a> called HundrED dedicated, again, to spreading the top educational innovations from the world, around the world. Today they announced their first global group of 100 ideas from 42 countries.\u003c/p>\n\u003cp>Something big is happening here. Governments, nonprofits, donors and educators are gearing up to try to solve two intractable, and seemingly disparate, problems — at the same time.\u003c/p>\n\u003cp>The first one is that not enough children are learning the basics. The second is that the basics are no longer enough. And to solve these two problems, they are working hard to spotlight and spread innovations that go far beyond Silicon Valley.\u003c/p>\n\u003cp>\u003cstrong>100 years behind\u003c/strong>\u003c/p>\n\u003cp>The first problem, and likely the most familiar, is inequality. More than a quarter of a billion kids worldwide \u003ca href=\"http://unesdoc.unesco.org/images/0021/002193/219349E.pdf\">don't attend school\u003c/a>, and that number hasn't budged for a decade. The Global Learning Xprize challenge is addressed specifically at these children, who may never see the inside of a schoolhouse or meet a trained teacher.\u003c/p>\n\u003cp>For those who are in school, meanwhile, there is a massive gap in basic skills between the richest and the poorest. You can express this as points on a standardized test: in the United States, for example, that gap is almost 40 percentage points in math at the highest level.\u003c/p>\n\u003cp>Or, you can express it in years: Adults living in the poorest countries in the world are about as educated as the average for adults in rich countries 100 years ago. And, at the rate they're going, it would take another century to catch up.\u003c/p>\n\u003cp>But there's a second problem. Just learning reading and math the way it was done 100 years ago \u003ca href=\"http://www.npr.org/sections/ed/2016/08/02/479187579/3-things-people-can-do-in-the-classroom-that-robots-cant\">is not going to prepare anyone for the future\u003c/a>. Up to 70 percent of the tasks in most jobs are on track to be automated, leaving only the most creative, empathetic, technically fluent, collaborative work for humans.\u003c/p>\n\u003cp>Students need to find motivation and meaning, and take a playful attitude that makes it safe to try and fail.\u003c/p>\n\u003cp>It's as though half the world's children were 100 years behind on learning to walk, but everyone now needs to dance.\u003c/p>\n\u003cp>\u003cstrong>From walking to dancing\u003c/strong>\u003c/p>\n\u003cp>That's why Rebecca Winthrop of Brookings asked the question \"Can We Leapfrog?\" In other words, she says, \"How quickly can we transform both what and how children learn?\"\u003c/p>\n\u003cp>Leapfrogging as a concept is often associated with technology. Countries in sub-Saharan Africa, southeast Asia and elsewhere adopted mobile communications without ever having extensive landline or telegraph networks. Kenya is a world leader in mobile payments because the system came in before people had formal bank accounts or credit cards. Social goals like sustainability can leap forward, too. This summer the nation of India, where car ownership is far behind the U.S., \u003ca href=\"https://www.fastcompany.com/40422065/inside-indias-plans-to-leapfrog-the-western-model-of-car-ownership\">announced a goal \u003c/a>to sell only electric vehicles by 2030. China is leading the world in both production and installation of solar power.\u003c/p>\n\u003cp>But schooling is fundamentally a human enterprise.\u003c/p>\n\u003cp>Change can't just be a matter of mass-producing some technological marvel and pushing it to market. And there are many in the development world, says Winthrop, who argue that poor countries should master the basics before trying to address 21st century skills. Can you really take people who can't walk and show them \u003ca href=\"https://www.youtube.com/watch?v=b6pomaq30Gg\">the moonwalk\u003c/a>?\u003c/p>\n\u003cp>Her work argues that it has to be both/and.\u003c/p>\n\u003cp>\"From the learning sciences literature we know that kids can learn small things,\" like addition and subtraction, \"on the way to big things\" — like creativity and collaboration, she says. \"We're not doing poor kids any favors by the drill-and-kill method.\" Projects like LEMA, the board game project that started in Latin America and is now in 16 countries, bring a playful attitude to learning, which is part of cultivating what Winthrop calls a 21st century \"breadth of skills.\"\u003c/p>\n\u003cp>Leapfrogging isn't about supplanting traditional schools, Winthrop explains, but it does address the need to change how they do business. Even in rich countries with high literacy rates, like the United States for example, there's a great deal of dissatisfaction expressed about education. And here's where leapfrogging really gets interesting: Some of the places with the fewest resources can become sources for huge inspiration.\u003c/p>\n\u003cp>Identifying great ideas is one thing, but getting them to spread is another. It requires overcoming a silo effect, says Saku Tuominen, the Finnish innovation expert who is the creative director of HundrED.\u003c/p>\n\u003cp>\"If you think of a teacher in Helsinki, New York, New Delhi, Stockholm, Buenos Aires, they haven't got the faintest idea what is happening in another city on the classroom level,\" he says. In fact, they often don't even know much about what the teacher down the hall is doing.\u003c/p>\n\u003cp>One theme he's identified among the innovations highlighted so far has to do with exactly that problem: thinking about new ways for teachers to collaborate and co-teach. Other professions are increasingly evolving in a collaborative direction, he notes; why not teaching?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>His nonprofit offers free support in PR and consulting to educators with ideas worth sharing, and it helps identify schools that want to adopt the ideas. \"We're moving to a global world and it's time to make education global as well.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Want+Change+In+Education%3F+Look+Beyond+The+Usual+Suspects+%28Like+Finland%29&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cstrong>\u003ca href=\"https://www.kqed.org/mindshift/transcript-be-the-change-you-want-to-see\">Transcript\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>When \u003ca href=\"https://twitter.com/Catlin_Tucker?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\" target=\"_blank\" rel=\"noopener noreferrer\">Catlin Tucker\u003c/a> pulled into the Windsor High parking lot for a staff professional development day at the end of Christmas break she was feeling less than inspired. She’d started to think that no matter what she tried in her traditional high school English classroom she wasn’t really preparing kids for the world they’d find in college and beyond. And she wasn’t optimistic that the jam-packed schedule of workshops would make her feel any better. But to her surprise, the talk delivered by the keynote speaker, \u003ca href=\"https://ww2.kqed.org/mindshift/2016/07/18/how-can-schools-prioritize-for-the-best-ways-kids-learn/\" target=\"_blank\" rel=\"noopener noreferrer\">Will Richardson\u003c/a>, spoke to everything she’d been feeling.\u003c/p>\n\u003cp>“He just spoke to me, to everything that concerns me about education and the way we’re shuttling kids through classes and losing so many of them, and how we have to reimagine learning for kids of this generation,” Tucker said. It was the validation she needed to top wishing things could be different, and \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/19/be-the-change-you-want-to-see-by-shifting-traditional-high-school/\" target=\"_blank\" rel=\"noopener noreferrer\">start making big changes in her own teaching\u003c/a>.\u003c/p>\n\u003cp>“I walked out of that keynote and right into my principal’s office and I was like, ‘I want to do something different,'” Tucker said. The principal, Marc Elin, didn’t shut her down; instead he let her explore the idea. When Tucker approached \u003ca href=\"https://twitter.com/MarikaNeto\" target=\"_blank\" rel=\"noopener noreferrer\">Marika Neto\u003c/a>, a rookie teacher who was already proving herself to be restless with the traditional model, a partnership was born.\u003c/p>\n\u003cfigure id=\"attachment_49320\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-49320 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-1020x1020.jpg\" alt=\"\" width=\"640\" height=\"640\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-1020x1020.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-800x800.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-768x768.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-1180x1180.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-960x960.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-240x240.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-375x375.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-520x520.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-32x32.jpg 32w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-50x50.jpg 50w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-64x64.jpg 64w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-96x96.jpg 96w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-128x128.jpg 128w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-150x150.jpg 150w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika.jpg 1852w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Catlin Tucker (left) and Marika Neto. \u003ccite>(Courtesy Catlin Tucker)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Tucker and Neto created a program in which they share sixty students, a mix of freshman and sophomores, every other day. The interdisciplinary program blends science, English and technology learning standards into projects, and students are given more choice and independence over how and what they learn. Tucker and Neto hoped that by redesigning the classroom experience they could shift what students value about learning. Instead of being focused on grades and points, they’re pushing students to see the value in self-reflection, self-assessment, and creative thinking.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Listen to Episode Three of the MindShift Podcast to get a feel for this alternative classroom model, and to hear from the students, teachers, and parents who were willing to give learning this new way a try. Shifting long-held expectations of what school looks like hasn’t been easy, but Tucker and Neto say it’s been incredibly rewarding.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Listen on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/be-the-change-you-want-to-see/id1078765985?i=1000392728380\">Apple Podcasts\u003c/a>\u003c/strong>, \u003cstrong>\u003ca href=\"https://play.google.com/music/m/Dmfwavnuxbn5kui2gcskdqkldky?t=Be_The_Change_You_Want_To_See-MindShift_Podcast\">Google Play\u003c/a>\u003c/strong>, \u003ca href=\"https://one.npr.org/i/553695980:553695982\">\u003cstrong>NPR One\u003c/strong>\u003c/a>, \u003cstrong>\u003ca href=\"https://open.spotify.com/episode/1uTvgpLuGRkCgqD6xojicQ\">Spotify\u003c/a>\u003c/strong>, \u003cstrong>\u003ca href=\"https://www.stitcher.com/s?eid=51603295&autoplay=1\">Stitcher\u003c/a>\u003c/strong> or wherever you get your podcasts.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>\u003ca href=\"https://www.kqed.org/mindshift/transcript-be-the-change-you-want-to-see\">Transcript\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>When \u003ca href=\"https://twitter.com/Catlin_Tucker?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\" target=\"_blank\" rel=\"noopener noreferrer\">Catlin Tucker\u003c/a> pulled into the Windsor High parking lot for a staff professional development day at the end of Christmas break she was feeling less than inspired. She’d started to think that no matter what she tried in her traditional high school English classroom she wasn’t really preparing kids for the world they’d find in college and beyond. And she wasn’t optimistic that the jam-packed schedule of workshops would make her feel any better. But to her surprise, the talk delivered by the keynote speaker, \u003ca href=\"https://ww2.kqed.org/mindshift/2016/07/18/how-can-schools-prioritize-for-the-best-ways-kids-learn/\" target=\"_blank\" rel=\"noopener noreferrer\">Will Richardson\u003c/a>, spoke to everything she’d been feeling.\u003c/p>\n\u003cp>“He just spoke to me, to everything that concerns me about education and the way we’re shuttling kids through classes and losing so many of them, and how we have to reimagine learning for kids of this generation,” Tucker said. It was the validation she needed to top wishing things could be different, and \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/19/be-the-change-you-want-to-see-by-shifting-traditional-high-school/\" target=\"_blank\" rel=\"noopener noreferrer\">start making big changes in her own teaching\u003c/a>.\u003c/p>\n\u003cp>“I walked out of that keynote and right into my principal’s office and I was like, ‘I want to do something different,'” Tucker said. The principal, Marc Elin, didn’t shut her down; instead he let her explore the idea. When Tucker approached \u003ca href=\"https://twitter.com/MarikaNeto\" target=\"_blank\" rel=\"noopener noreferrer\">Marika Neto\u003c/a>, a rookie teacher who was already proving herself to be restless with the traditional model, a partnership was born.\u003c/p>\n\u003cfigure id=\"attachment_49320\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-49320 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-1020x1020.jpg\" alt=\"\" width=\"640\" height=\"640\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-1020x1020.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-800x800.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-768x768.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-1180x1180.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-960x960.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-240x240.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-375x375.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-520x520.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-32x32.jpg 32w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-50x50.jpg 50w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-64x64.jpg 64w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-96x96.jpg 96w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-128x128.jpg 128w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika-150x150.jpg 150w, https://cdn.kqed.org/wp-content/uploads/sites/23/2017/09/Catlin-and-Marika.jpg 1852w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Catlin Tucker (left) and Marika Neto. \u003ccite>(Courtesy Catlin Tucker)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Tucker and Neto created a program in which they share sixty students, a mix of freshman and sophomores, every other day. The interdisciplinary program blends science, English and technology learning standards into projects, and students are given more choice and independence over how and what they learn. Tucker and Neto hoped that by redesigning the classroom experience they could shift what students value about learning. Instead of being focused on grades and points, they’re pushing students to see the value in self-reflection, self-assessment, and creative thinking.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cstrong>By Beth Holland\u003c/strong>\u003c/p>\n\u003cp>As digital devices become more common in classrooms, teachers and students are discovering that what worked in the analog world may not be as effective in the digital one. Nowhere is this more clear than with note taking, a long-standing and important practice in most classrooms. For this reason, few empirical studies may be more detrimental to encouraging the use of technology in education than Mueller and Oppenheimer’s (2014) \u003ca href=\"http://journals.sagepub.com/doi/abs/10.1177/0956797614524581?journalCode=pssa\" target=\"_blank\" rel=\"noopener noreferrer\">\"The Pen is Mightier than the Keyboard\"\u003c/a> as well as Carter, Greenberg and Walker’s (2016) \u003ca href=\"https://aefpweb.org/sites/default/files/webform/41/CarterGreenbergWalker_AEFP.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">\"Effect of Computer Usage on Academic Performance.\" \u003c/a>\u003c/p>\n\u003cp>Both studies claim that students in lecture-style courses perform worse on assessments \u003ca href=\"https://ww2.kqed.org/mindshift/2015/08/18/taking-notes-is-the-pen-still-mightier-than-the-keyboard/\" target=\"_blank\" rel=\"noopener noreferrer\">when allowed to use devices for note taking\u003c/a>. When note taking serves as the primary use of technology in the classroom, these studies become a harbinger for technology opposition. University professors have used these data as a rallying cry to ban laptops in their classes, and K-12 teachers have cited these studies in arguments against 1:1 programs in schools. However, none of these studies question the teaching methods used in the classes themselves or whether teachers are recognizing the power of digital devices for students to create, share, connect and discover information.\u003c/p>\n\u003cp>The researchers behind these studies acknowledge that the act of note taking can be beneficial to student learning when used to summarize, synthesize, or draw conclusions; they also argue that it is not helpful when used to capture content verbatim -- a practice that often happens when typing on a laptop. While both of these studies make wide generalizations about the detrimental impact of technology on education, neither offers any recommendations, such as those presented below, to help students take advantage of all the ways their devices could actually improve their ability to organize, make connections and synthesize information.\u003c/p>\n\u003cp>\u003cstrong>Digital Organization and Content Curation\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Organization is a critical academic skill and one that many students struggle with in both the physical and digital worlds. Parents and teachers already help students get organized and now need to extend that to the digital world. Given the influx of technology in their academic lives, students need to develop an effective organizational system for their digital notes, projects and thinking.\u003c/p>\n\u003cp>Much like students understand the concept of binders, notebooks and notes in the physical world, they need a similar system in the digital one. Whether working with dividers and subjects in a tool like \u003ca href=\"http://gingerlabs.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Notability\u003c/a> or sections and pages in \u003ca href=\"https://www.onenote.com/\" target=\"_blank\" rel=\"noopener noreferrer\">OneNote\u003c/a>, students need to build vocabulary to support how they house their learning. All note taking tools search typed content, and many also search handwriting, so students can not only find information quickly, but they can also focus on making connections to previous ideas instead of wondering where they put their notes. These familiar paradigms allow students to digitize existing organizational processes, but then add powerful capabilities such as searching and tagging.\u003c/p>\n\u003cp>Through thoughtful tagging, students can easily search across their notes, regardless of where they might be digitally organized. Traditionally, students and teachers may think of tags like keywords. Students in a history course might tag content by event (e.g. Civil War or Treaty of Versailles). And yet, content could also be tagged with study strategies, overarching themes or essential questions debated in class. When teachers build this type of critical thinking into note taking instruction, they can help students to engage more deeply with their notes. Tagging this way not only helps students stay organized, but it could also help them to examine trends across courses or even semesters.\u003c/p>\n\u003cp>As a doctoral student, I use OneNote. First, I create a new digital notebook each year. Inside that, I add sections for each term as well as my different courses. Finally, my notes get organized into individual pages within the sections. When I can recall the precise location where I put a particular set of notes, I navigate directly to that page. However, on the numerous occasions when an author, vocabulary term or concept seems familiar but I cannot recall the precise moment when I took notes, then the search function becomes critical.\u003c/p>\n\u003cp>Since I can search across sections and notebooks to quickly access content, I have more time and mental capacity to connect seemingly disparate pieces of content and engage in a deeper synthesis of ideas. This is exactly the type of thinking that Mueller and Oppenheimer advocated for in their paper, \"The Pen is Mightier than the Keyboard.\" However, they argued that this was the main benefit of taking notes by hand instead of recognizing it as a strategy regardless of device.\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\nMultimodal Notes\u003c/strong>\u003c/p>\n\u003cp>One of the ways digital notes differ dramatically from paper notes lies in the ability to capture information in multiple forms. With most tools (Notability, OneNote, Evernote, etc.), students can not only capture typed and handwritten notes but also incorporate photos, audio and even video. These versatile capabilities allow students to customize their note taking process to meet their learning needs. Consider these possibilities:\u003c/p>\n\u003cul>\n\u003cli>Students may take notes on paper, add photos of those papers into a digital notebook, synthesize their thinking with audio or written notes, and then tag their digital notes for later retrieval.\u003c/li>\n\u003cli>Students might use audio syncing -- a feature that records audio and then digitally syncs it with whatever the student writes or types -- to capture the context of the class discussion or lecture. When reviewing their notes, students could click or tap on their notes and then jump directly to that point in the audio recording.\u003c/li>\n\u003cli>Teachers might provide students with their presentation slides or other note taking guides as PDF files. Now, students can focus on taking notes — using any modality — for synthesis, elaboration, reflection or analysis rather than in an attempt to capture content verbatim.\u003c/li>\n\u003c/ul>\n\u003cp>In 1949, neuropsychologist \u003ca href=\"http://can-acn.org/donald-olding-hebb\" target=\"_blank\" rel=\"noopener noreferrer\">Donald Hebb\u003c/a> famously wrote, “Neurons that fire together wire together.” When scaffolded for students, digital note taking has the power to transcend the traditional definition of what has been typically considered “notes.” By encouraging students to focus their note taking on building deeper connections instead of just capturing content verbatim, then they create a more integrated neural network around the ideas. With the right support from teachers, digital note taking can be so much more than just capturing a lesson. It can encourage students to actively engage in the note taking process and also reflect on their own development as learners. They might even tag their notes as such!\u003c/p>\n\u003cp>\u003cstrong>Concept Mapping\u003c/strong>\u003c/p>\n\u003cp>According to Johns Hopkins professor \u003ca href=\"http://scienceoflearning.jhu.edu/about-us/our-experts/dr-mariale-hardiman\" target=\"_blank\" rel=\"noopener noreferrer\">Mariale Hardiman\u003c/a>, concept mapping helps students to build deeper connections, more easily recognize links between content elements, and increase their conceptual understanding of the topic. She compares providing a concept map to students with using the picture on the box of a jigsaw puzzle -- it’s the “big picture” for how seemingly disconnected pieces of information fit together. Teachers can offer concept maps at the beginning of a unit as a way to frame the learning, but students can also make their own concept maps to visualize connections across content areas through \u003ca href=\"https://ww2.kqed.org/mindshift/2015/07/15/making-learning-visible-doodling-helps-memories-stick/\" target=\"_blank\" rel=\"noopener noreferrer\">diagrams or sketch notes\u003c/a>.\u003c/p>\n\u003cp>One of the powerful components of digital note taking is that the pages never end, and a full page isn’t an artificial barrier to limit thinking. Students can work on an infinitely expanding canvas to include as much information as they need. For example, concept mapping tools such as \u003ca href=\"https://coggle.it/\" target=\"_blank\" rel=\"noopener noreferrer\">Coggle\u003c/a> or \u003ca href=\"https://padlet.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Padlet\u003c/a> allow students to create networks of ideas using text, links, images and even video without ever running out of room.\u003c/p>\n\u003cp>An ever-expanding canvas removes all physical constraints on students’ thinking and connecting ideas. To illustrate this concept, \u003ca href=\"http://www.askmsq.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Sabba Quidwai\u003c/a>, former director of innovative learning for the physician assistant program at USC's medical school and now K-12 development executive at Apple, shared the image below from an anatomy student. The student constructed a concept map in Notability using sketches, screen shots and handwriting to illustrate key points about the circulatory system.\u003c/p>\n\u003cfigure id=\"attachment_48903\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48903\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/conceptmap-1020x765.jpg\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A medical student's digital concept map for anatomy class. \u003ccite>(Courtesy of Sabba Quidwai )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Visible Thinking Routines\u003c/strong>\u003c/p>\n\u003cp>Finally, students of all ages struggle to make connections to the content as they read and write, regardless of the note taking medium. Whether asking an elementary school student to pick out the main idea in a passage or a high school student to synthesize across multiple sources, all students need scaffolding for their thinking and reflection. \u003ca href=\"http://www.visiblethinkingpz.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Visible Thinking routines\u003c/a>, sets of questions designed by researchers at Harvard’s Project Zero, \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/31/when-kids-have-structure-for-thinking-better-learning-emerges/\" target=\"_blank\" rel=\"noopener noreferrer\">encourage thinking\u003c/a> and support student inquiry.\u003c/p>\n\u003cp>Consider the potential of using \u003ca href=\"http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03c_Core_routines/SeeThinkWonder/SeeThinkWonder_Routine.html\" target=\"_blank\" rel=\"noopener noreferrer\">See-Think-Wonder\u003c/a>, one of those routines, to focus notes about a reading or a presentation. Instead of directing students to “take notes,” teachers could suggest that they create three columns on a page, or nodes on a concept map, and then take note of what they see, what they think, and what they wonder. Not only does this guide their note taking but it also encourages them to \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/08/how-dissecting-a-pencil-can-ignite-curiosity-and-wonderment/\" target=\"_blank\" rel=\"noopener noreferrer\">ask questions about the content\u003c/a> as they record it.\u003c/p>\n\u003cp>Similarly, students might use another routine, \u003ca href=\"http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03d_UnderstandingRoutines/ConnectExtendChallenge/ConnectExtend_Routine.html\" target=\"_blank\" rel=\"noopener noreferrer\">Connect-Extend-Challenge\u003c/a>, to summarize notes at the end of the day and reflect on their learning. This thinking routine asks students to connect new content to prior knowledge, acknowledge what has extended or pushed their thinking in a new direction, and then address what they still find challenging or confusing. Whether completed on paper and then added to a digital notebook as a photo, or constructed completely digitally, visible thinking routines provide concrete strategies to help students engage with the information they are capturing.\u003c/p>\n\u003cp>Too often, educators project their own note taking habits onto their students, applying paper-based strategies to digital tools. With that mindset, it becomes far too easy for short-sighted studies to confirm previously held biases against technology. However, as students progress in an increasingly digital and connected world, one challenge for educators will be to view digital note taking as a unique, necessary and completely different skill set to be taught.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>If teachers recognize the power of digital tools, and their responsibility to help students learn to use them, then digital note taking isn’t just “one more thing to do.” Instead, it becomes an important skill that could help students to engage with ideas, synthesize concepts and build the critical thinking skills that they will need to be successful learners in the future.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Beth Holland\u003c/strong>\u003c/p>\n\u003cp>As digital devices become more common in classrooms, teachers and students are discovering that what worked in the analog world may not be as effective in the digital one. Nowhere is this more clear than with note taking, a long-standing and important practice in most classrooms. For this reason, few empirical studies may be more detrimental to encouraging the use of technology in education than Mueller and Oppenheimer’s (2014) \u003ca href=\"http://journals.sagepub.com/doi/abs/10.1177/0956797614524581?journalCode=pssa\" target=\"_blank\" rel=\"noopener noreferrer\">\"The Pen is Mightier than the Keyboard\"\u003c/a> as well as Carter, Greenberg and Walker’s (2016) \u003ca href=\"https://aefpweb.org/sites/default/files/webform/41/CarterGreenbergWalker_AEFP.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">\"Effect of Computer Usage on Academic Performance.\" \u003c/a>\u003c/p>\n\u003cp>Both studies claim that students in lecture-style courses perform worse on assessments \u003ca href=\"https://ww2.kqed.org/mindshift/2015/08/18/taking-notes-is-the-pen-still-mightier-than-the-keyboard/\" target=\"_blank\" rel=\"noopener noreferrer\">when allowed to use devices for note taking\u003c/a>. When note taking serves as the primary use of technology in the classroom, these studies become a harbinger for technology opposition. University professors have used these data as a rallying cry to ban laptops in their classes, and K-12 teachers have cited these studies in arguments against 1:1 programs in schools. However, none of these studies question the teaching methods used in the classes themselves or whether teachers are recognizing the power of digital devices for students to create, share, connect and discover information.\u003c/p>\n\u003cp>The researchers behind these studies acknowledge that the act of note taking can be beneficial to student learning when used to summarize, synthesize, or draw conclusions; they also argue that it is not helpful when used to capture content verbatim -- a practice that often happens when typing on a laptop. While both of these studies make wide generalizations about the detrimental impact of technology on education, neither offers any recommendations, such as those presented below, to help students take advantage of all the ways their devices could actually improve their ability to organize, make connections and synthesize information.\u003c/p>\n\u003cp>\u003cstrong>Digital Organization and Content Curation\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Organization is a critical academic skill and one that many students struggle with in both the physical and digital worlds. Parents and teachers already help students get organized and now need to extend that to the digital world. Given the influx of technology in their academic lives, students need to develop an effective organizational system for their digital notes, projects and thinking.\u003c/p>\n\u003cp>Much like students understand the concept of binders, notebooks and notes in the physical world, they need a similar system in the digital one. Whether working with dividers and subjects in a tool like \u003ca href=\"http://gingerlabs.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Notability\u003c/a> or sections and pages in \u003ca href=\"https://www.onenote.com/\" target=\"_blank\" rel=\"noopener noreferrer\">OneNote\u003c/a>, students need to build vocabulary to support how they house their learning. All note taking tools search typed content, and many also search handwriting, so students can not only find information quickly, but they can also focus on making connections to previous ideas instead of wondering where they put their notes. These familiar paradigms allow students to digitize existing organizational processes, but then add powerful capabilities such as searching and tagging.\u003c/p>\n\u003cp>Through thoughtful tagging, students can easily search across their notes, regardless of where they might be digitally organized. Traditionally, students and teachers may think of tags like keywords. Students in a history course might tag content by event (e.g. Civil War or Treaty of Versailles). And yet, content could also be tagged with study strategies, overarching themes or essential questions debated in class. When teachers build this type of critical thinking into note taking instruction, they can help students to engage more deeply with their notes. Tagging this way not only helps students stay organized, but it could also help them to examine trends across courses or even semesters.\u003c/p>\n\u003cp>As a doctoral student, I use OneNote. First, I create a new digital notebook each year. Inside that, I add sections for each term as well as my different courses. Finally, my notes get organized into individual pages within the sections. When I can recall the precise location where I put a particular set of notes, I navigate directly to that page. However, on the numerous occasions when an author, vocabulary term or concept seems familiar but I cannot recall the precise moment when I took notes, then the search function becomes critical.\u003c/p>\n\u003cp>Since I can search across sections and notebooks to quickly access content, I have more time and mental capacity to connect seemingly disparate pieces of content and engage in a deeper synthesis of ideas. This is exactly the type of thinking that Mueller and Oppenheimer advocated for in their paper, \"The Pen is Mightier than the Keyboard.\" However, they argued that this was the main benefit of taking notes by hand instead of recognizing it as a strategy regardless of device.\u003c/p>\n\u003cp>\u003cstrong>\u003cbr>\nMultimodal Notes\u003c/strong>\u003c/p>\n\u003cp>One of the ways digital notes differ dramatically from paper notes lies in the ability to capture information in multiple forms. With most tools (Notability, OneNote, Evernote, etc.), students can not only capture typed and handwritten notes but also incorporate photos, audio and even video. These versatile capabilities allow students to customize their note taking process to meet their learning needs. Consider these possibilities:\u003c/p>\n\u003cul>\n\u003cli>Students may take notes on paper, add photos of those papers into a digital notebook, synthesize their thinking with audio or written notes, and then tag their digital notes for later retrieval.\u003c/li>\n\u003cli>Students might use audio syncing -- a feature that records audio and then digitally syncs it with whatever the student writes or types -- to capture the context of the class discussion or lecture. When reviewing their notes, students could click or tap on their notes and then jump directly to that point in the audio recording.\u003c/li>\n\u003cli>Teachers might provide students with their presentation slides or other note taking guides as PDF files. Now, students can focus on taking notes — using any modality — for synthesis, elaboration, reflection or analysis rather than in an attempt to capture content verbatim.\u003c/li>\n\u003c/ul>\n\u003cp>In 1949, neuropsychologist \u003ca href=\"http://can-acn.org/donald-olding-hebb\" target=\"_blank\" rel=\"noopener noreferrer\">Donald Hebb\u003c/a> famously wrote, “Neurons that fire together wire together.” When scaffolded for students, digital note taking has the power to transcend the traditional definition of what has been typically considered “notes.” By encouraging students to focus their note taking on building deeper connections instead of just capturing content verbatim, then they create a more integrated neural network around the ideas. With the right support from teachers, digital note taking can be so much more than just capturing a lesson. It can encourage students to actively engage in the note taking process and also reflect on their own development as learners. They might even tag their notes as such!\u003c/p>\n\u003cp>\u003cstrong>Concept Mapping\u003c/strong>\u003c/p>\n\u003cp>According to Johns Hopkins professor \u003ca href=\"http://scienceoflearning.jhu.edu/about-us/our-experts/dr-mariale-hardiman\" target=\"_blank\" rel=\"noopener noreferrer\">Mariale Hardiman\u003c/a>, concept mapping helps students to build deeper connections, more easily recognize links between content elements, and increase their conceptual understanding of the topic. She compares providing a concept map to students with using the picture on the box of a jigsaw puzzle -- it’s the “big picture” for how seemingly disconnected pieces of information fit together. Teachers can offer concept maps at the beginning of a unit as a way to frame the learning, but students can also make their own concept maps to visualize connections across content areas through \u003ca href=\"https://ww2.kqed.org/mindshift/2015/07/15/making-learning-visible-doodling-helps-memories-stick/\" target=\"_blank\" rel=\"noopener noreferrer\">diagrams or sketch notes\u003c/a>.\u003c/p>\n\u003cp>One of the powerful components of digital note taking is that the pages never end, and a full page isn’t an artificial barrier to limit thinking. Students can work on an infinitely expanding canvas to include as much information as they need. For example, concept mapping tools such as \u003ca href=\"https://coggle.it/\" target=\"_blank\" rel=\"noopener noreferrer\">Coggle\u003c/a> or \u003ca href=\"https://padlet.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Padlet\u003c/a> allow students to create networks of ideas using text, links, images and even video without ever running out of room.\u003c/p>\n\u003cp>An ever-expanding canvas removes all physical constraints on students’ thinking and connecting ideas. To illustrate this concept, \u003ca href=\"http://www.askmsq.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Sabba Quidwai\u003c/a>, former director of innovative learning for the physician assistant program at USC's medical school and now K-12 development executive at Apple, shared the image below from an anatomy student. The student constructed a concept map in Notability using sketches, screen shots and handwriting to illustrate key points about the circulatory system.\u003c/p>\n\u003cfigure id=\"attachment_48903\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48903\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/conceptmap-1020x765.jpg\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/conceptmap-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A medical student's digital concept map for anatomy class. \u003ccite>(Courtesy of Sabba Quidwai )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Visible Thinking Routines\u003c/strong>\u003c/p>\n\u003cp>Finally, students of all ages struggle to make connections to the content as they read and write, regardless of the note taking medium. Whether asking an elementary school student to pick out the main idea in a passage or a high school student to synthesize across multiple sources, all students need scaffolding for their thinking and reflection. \u003ca href=\"http://www.visiblethinkingpz.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Visible Thinking routines\u003c/a>, sets of questions designed by researchers at Harvard’s Project Zero, \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/31/when-kids-have-structure-for-thinking-better-learning-emerges/\" target=\"_blank\" rel=\"noopener noreferrer\">encourage thinking\u003c/a> and support student inquiry.\u003c/p>\n\u003cp>Consider the potential of using \u003ca href=\"http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03c_Core_routines/SeeThinkWonder/SeeThinkWonder_Routine.html\" target=\"_blank\" rel=\"noopener noreferrer\">See-Think-Wonder\u003c/a>, one of those routines, to focus notes about a reading or a presentation. Instead of directing students to “take notes,” teachers could suggest that they create three columns on a page, or nodes on a concept map, and then take note of what they see, what they think, and what they wonder. Not only does this guide their note taking but it also encourages them to \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/08/how-dissecting-a-pencil-can-ignite-curiosity-and-wonderment/\" target=\"_blank\" rel=\"noopener noreferrer\">ask questions about the content\u003c/a> as they record it.\u003c/p>\n\u003cp>Similarly, students might use another routine, \u003ca href=\"http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03d_UnderstandingRoutines/ConnectExtendChallenge/ConnectExtend_Routine.html\" target=\"_blank\" rel=\"noopener noreferrer\">Connect-Extend-Challenge\u003c/a>, to summarize notes at the end of the day and reflect on their learning. This thinking routine asks students to connect new content to prior knowledge, acknowledge what has extended or pushed their thinking in a new direction, and then address what they still find challenging or confusing. Whether completed on paper and then added to a digital notebook as a photo, or constructed completely digitally, visible thinking routines provide concrete strategies to help students engage with the information they are capturing.\u003c/p>\n\u003cp>Too often, educators project their own note taking habits onto their students, applying paper-based strategies to digital tools. With that mindset, it becomes far too easy for short-sighted studies to confirm previously held biases against technology. However, as students progress in an increasingly digital and connected world, one challenge for educators will be to view digital note taking as a unique, necessary and completely different skill set to be taught.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If teachers recognize the power of digital tools, and their responsibility to help students learn to use them, then digital note taking isn’t just “one more thing to do.” Instead, it becomes an important skill that could help students to engage with ideas, synthesize concepts and build the critical thinking skills that they will need to be successful learners in the future.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "7 Questions Principals Should Ask When Hiring Future-Ready Teachers",
"title": "7 Questions Principals Should Ask When Hiring Future-Ready Teachers",
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"content": "\u003cp>Every year thousands of educators gather for the \u003ca href=\"https://conference.iste.org/2018/\" target=\"_blank\" rel=\"noopener noreferrer\">International Society for Technology in Education (ISTE) conference\u003c/a> eager to learn about the newest features in favorite apps and to glean ideas from one another about how to effectively teach in new ways. The conference seems to grow every year and there is palpable excitement from educators who finally get to commune with their “tribe” -- techy teachers from around the globe.\u003c/p>\n\u003cp>But many of the products currently being marketed to educators are firmly rooted in the current moment of education. For the most part, they focus on how to help educators do what they already do more efficiently. Or they offer flashy digital tools meant to engage learners presumed to have short attention spans, and entice teachers with the analytics under the hood. But too often the conversations around what educators can do with technology in their classrooms focus on the current moment in a system that almost no one thinks is perfect.\u003c/p>\n\u003cp>“I’m fascinated by trying to look forward rather than looking at what schools look like now,” said \u003ca href=\"http://novemberlearning.com/educational-services/educational-consultants/alan-november/\" target=\"_blank\" rel=\"noopener noreferrer\">Alan November\u003c/a> during a presentation at the conference. November has long been invested in education, first as a teacher and now has a consultant and speaker. He suggests that to fundamentally change, education leaders need to define a new role for learners and then hire teachers who can help nurture those qualities. With that in mind, November proposes seven questions that he thinks should become standard in the interviewing and hiring process.\u003cbr>\n\u003cstrong>\u003cbr>\nQuestion #1: How do you teach students to become problem designers?\u003c/strong>\u003c/p>\n\u003cp>“After 40 years of technology, we are still spoon-feeding students problems to solve,” November said. He finds this ridiculous in an era when hiring managers and business leaders routinely say they are looking for employees who \u003ca href=\"https://ww2.kqed.org/mindshift/2014/06/23/employers-challenge-to-educators-make-school-relevant-to-students-lives/\" target=\"_blank\" rel=\"noopener noreferrer\">can define the problems \u003c/a>the company faces and set about attacking them. But students don’t often get to practice defining the problems they will solve. And without exposure to this type of thinking they become dependent, knowing the teacher will do the hard work of devising problems for them.\u003c/p>\n\u003cp>November worked with a teacher, \u003ca href=\"https://twitter.com/mrsjcaviness\" target=\"_blank\" rel=\"noopener noreferrer\">Jessica Caviness\u003c/a>, who resisted the idea that students were capable of designing interesting problems for a long time. Finally she decided to give them a picture -- in this case a cup at a baseball game -- and asked students to come up with a problem for it that wasn’t the most obvious one.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Can u write the warm up question for tomorrow that goes with this cup? Involve volume somehow. \u003ca href=\"http://t.co/DYCXTpwK\">pic.twitter.com/DYCXTpwK\u003c/a>\u003c/p>\n\u003cp>— Jessica Caviness (@mrsjcaviness) \u003ca href=\"https://twitter.com/mrsjcaviness/status/190237541964853248\">April 12, 2012\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>The first student-generated problem she received was wonderfully complex:\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/mrsjcaviness\">@mrsjcaviness\u003c/a> Is this a good warm up Q?!? 😀 \u003ca href=\"http://t.co/LhdzZhZb\">pic.twitter.com/LhdzZhZb\u003c/a>\u003c/p>\n\u003cp>— ⚡ K-T Fink ⚡ (@We_Shout) \u003ca href=\"https://twitter.com/We_Shout/status/259281800940122112\">October 19, 2012\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>To figure out that answer, students needed to know much more than geometry. They needed to figure out the buoyancy of ice, the displacement of water, several things about volume in order to figure out how much is left, and some physics.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This was a spur-of-the-moment challenge, something Caviness devised while at a Rangers game, but students who followed her on Twitter immediately responded. And because students responded directly to Caviness’ original tweet, the whole class could see one another’s creations. And they were motivated to think more creatively about their own submissions because of what they saw. “And you see this cascading, of students inspiring students, and problems getting harder,” November said.\u003c/p>\n\u003cp>Letting students design their own problems can be tremendously motivating and fun for students, but it requires teachers who aren’t afraid to say they don’t know the answers. “I worry sometimes that this loss of control, this fear of a problem they can’t solve, is holding back some teachers,” November said. But when teachers don’t claim to have all the knowledge, it forces students to find answers, discover new pieces of \u003ca href=\"https://ww2.kqed.org/mindshift/2015/10/19/how-can-we-teach-math-to-encourage-patient-problem-solving/\" target=\"_blank\" rel=\"noopener noreferrer\">information they will need\u003c/a>, and to \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/21/four-skills-to-teach-students-in-the-first-five-days-of-school-alan-november/\" target=\"_blank\" rel=\"noopener noreferrer\">effectively use the internet\u003c/a> as a powerful learning tool. The resources to extend their learning this way are at their fingertips.\u003c/p>\n\u003cp>“I am convinced in the age of the web, we need teachers who can teach students to be designers of problems,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #2: How do you manage your own professional growth?\u003c/strong>\u003c/p>\n\u003cp>It has become trendy to call teachers “lead learners,” but how do individual teachers ensure that they are continually learning both content and about their craft? Lack of professional development around technology integration or other new initiatives is a common gripe, but if the adults in schools want students to be lifelong learners they have to model taking that initiative for the children they teach.\u003c/p>\n\u003cp>“I worry a lot of teachers don’t manage their own professional growth,” November said. “They’re told go to this workshop. I’m very worried about that, even though it’s my primary business.”\u003c/p>\n\u003cp>There is a growing network of educators who are self-motivated to grow professionally, often spurred by technology. Increasingly, teachers are earning \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/15/can-micro-credentials-create-meaningful-professional-development-for-teachers/\" target=\"_blank\" rel=\"noopener noreferrer\">micro-credentials\u003c/a>, participating in Twitter chats, finding other educators to learn from in \u003ca href=\"https://ww2.kqed.org/mindshift/2011/05/19/5-personal-learning-networks-plns-for-educators/\" target=\"_blank\" rel=\"noopener noreferrer\">personalized learning networks\u003c/a>, attending \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/06/how-playing-with-math-helps-teachers-better-empathize-with-students/\" target=\"_blank\" rel=\"noopener noreferrer\">math circles\u003c/a> and generally widening their network of influencers.\u003c/p>\n\u003cp>Teachers who take that approach to their own careers will not only continue to improve their teaching, but they will inspire students as well.\u003c/p>\n\u003cp>\u003cstrong>Question #3: What are your expectations for student to self-assess their work and publish it for a wider audience?\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://visible-learning.org/glossary/\" target=\"_blank\" rel=\"noopener noreferrer\">John Hattie’s work\u003c/a> indicates that \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/19/be-the-change-you-want-to-see-by-shifting-traditional-high-school/\" target=\"_blank\" rel=\"noopener noreferrer\">self-assessment\u003c/a> can have a significant impact on the quality of learning. It’s also a skill that pops up throughout life. And yet, in traditional school most assessment falls to the teacher and most student work is written for only the teacher to see.\u003c/p>\n\u003cp>November recommends a tool called \u003ca href=\"http://prism.scholarslab.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Prism\u003c/a> for students to self-assess, and for teachers to get a read on how students are doing. The teacher can paste any text into Prism and make a legend for highlights. For example, red might be the most difficult parts of the article, blue could be the key ideas, and yellow could be difficult vocabulary. Students can then go into the same article and highlight the reading using the code the teacher set out. This allows students to reflect on what they’re reading and what they understand, but it also gives the teacher a quick snapshot of concepts that need to be unpacked further.\u003c/p>\n\u003cp>Students can also see aggregated and anonymous data on what their peers highlighted, which can help break through the self-conscious refusal to ask questions. When kids know that others in the class also struggled, they are more likely to ask questions to clarify their own understanding.\u003c/p>\n\u003cp>Self-assessment with Prism could also be even more obvious. When student submit an essay, they could paste it into Prism and highlight the best parts of their writing or where they struggled. Teachers can not only see how students are thinking about their own work, but also give more \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/12/why-giving-effective-feedback-is-trickier-than-it-seems/\" target=\"_blank\" rel=\"noopener noreferrer\">targeted feedback\u003c/a> that may mean more because of what the student has already invested.\u003c/p>\n\u003cp>In addition to helping students self-assess within a closed classroom setting, when students publish their work for a wider audience they receive feedback that feels more authentic and immediate because of its impact. The concept of a wider audience for student work is one that is growing popular among some educators, but how often is that audience global?\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Ss share Geometric Gardens and portfolios in the park for exhibition \u003ca href=\"https://twitter.com/hightechhigh\">@hightechhigh\u003c/a> ! \u003ca href=\"https://twitter.com/hashtag/PBL?src=hash\">#PBL\u003c/a> + \u003ca href=\"https://twitter.com/hashtag/Math?src=hash\">#Math\u003c/a> = beautiful work! \u003ca href=\"https://twitter.com/hashtag/hthmath?src=hash\">#hthmath\u003c/a> \u003ca href=\"https://twitter.com/hashtag/maic?src=hash\">#maic\u003c/a> \u003ca href=\"https://t.co/ON28NATAiv\">pic.twitter.com/ON28NATAiv\u003c/a>\u003c/p>\n\u003cp>— Sarah Strong (@sstrong57) \u003ca href=\"https://twitter.com/sstrong57/status/873167381169713152\">June 9, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“Your ability to get feedback from around the world is an important skill that adds to the assessment of your work for your personal growth,” November said. He loves the example of \u003ca href=\"https://ww2.kqed.org/mindshift/2013/03/05/world-of-warcraft-finds-its-way-into-class/\" target=\"_blank\" rel=\"noopener noreferrer\">fan fiction\u003c/a>. Kids obsessed with characters from their favorite books write thousands of words in fan fiction and publish to online communities. In a presentation at a middle school, November was demonstrating to students how the sites work, praising the particular work of one writer who had clearly progressed over time, incorporating feedback from the comments on her writing to improve. Unbeknown to him, that girl was in the group and her friends soon let him know it.\u003c/p>\n\u003cp>After his talk was over, the girl’s teacher came up and scolded November for praising the girl. The teacher said she never did her work, never seemed to be fully present, and didn’t deserve praise in front of the other students. When November asked the student why she didn’t do her work, she gave him a revealing answer. She said every day she woke up and had to decide whether to publish for the world or for her teacher. The world was a lot more motivating.\u003c/p>\n\u003cp>\u003cstrong>Question #4: What does your global network look like?\u003c/strong>\u003c/p>\n\u003cp>Technology has made the world smaller and it is no longer impossible to learn alongside children on the other side of the world. That is a tremendous opportunity for \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/10/how-cross-cultural-dialogue-builds-critical-thinking-and-empathy/\" target=\"_blank\" rel=\"noopener noreferrer\">cultural exchange\u003c/a>, new friendships and exciting collaborations. But kids aren’t necessarily going to find those global connections on their own.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/kathycassidy?lang=en\">Kathy Cassidy\u003c/a>, a first-grade teacher in Moose Jaw, Saskatchewan, is one of November’s favorite examples of how a globally connected teacher can open up the world to her students, no matter how young. Cassidy has a \u003ca href=\"https://twitter.com/mscassidysclass\" target=\"_blank\" rel=\"noopener noreferrer\">class Twitter account\u003c/a> where students post their work, discuss their learning, and pose questions they want to pursue. They also follow other first-grade classrooms around the world.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">We got comments today from Kenya Eng land and Malaysia. They are far away. By Lemmy\u003c/p>\n\u003cp>— Mrs. Cassidy's Class (@mscassidysclass) \u003ca href=\"https://twitter.com/mscassidysclass/status/724671264690819072\">April 25, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“The kids see amazing ideas from all over the world every week,” November said. Cassidy’s students often want to try those projects for themselves, but Cassidy always tells them she doesn’t know how to do it. That never stops them. They just say, “We don’t need you.”\u003c/p>\n\u003cp>For example, these globally connected first-graders set up a Skype conversation with students in Vietnam to ask how they made cameras out of junk. After getting some tips and completing their own versions, they tweeted pictures to their Vietnamese peers, along with thank-you notes. They also regularly tweet to authors and share how books inspire them.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"und\">.\u003ca href=\"https://twitter.com/EliseGravel\">@EliseGravel\u003c/a> \u003ca href=\"https://t.co/GGRMf4BhM5\">pic.twitter.com/GGRMf4BhM5\u003c/a>\u003c/p>\n\u003cp>— Mrs. Cassidy's Class (@mscassidysclass) \u003ca href=\"https://twitter.com/mscassidysclass/status/685547031167827968\">January 8, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“I only want teachers who have global networks and know how to use them to inspire students to go beyond what they themselves as teachers may be able to do,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #5: How do you give students an opportunity to contribute purposeful work to others?\u003c/strong>\u003c/p>\n\u003cp>There’s a lot of motivation research pointing to the \u003ca href=\"https://ww2.kqed.org/mindshift/2017/05/02/how-schools-can-help-students-develop-a-greater-sense-of-purpose/\" target=\"_blank\" rel=\"noopener noreferrer\">power of purpose to drive learning\u003c/a>. Humans evolved in communities and the \u003ca href=\"https://ww2.kqed.org/mindshift/2013/03/28/four-meaningful-ways-students-can-contribute/\" target=\"_blank\" rel=\"noopener noreferrer\">desire to make a difference\u003c/a> is a powerful motivator for many people. Unfortunately, academic culture often doesn’t seem to have a lot of purpose to students. The far-off goal of college doesn’t always seem real to many students, even if it has been hammered into them.\u003c/p>\n\u003cp>“We want to know we had value,” November said. “ At the end of the day, we want to know we made a difference.” Luckily, kids can learn a lot from being helpful with the guidance of a creative teacher.\u003c/p>\n\u003cp>Kindergartners in Loudoun County, Virginia, were studying orangutans, so their teacher set up a conference call with the zookeeper in Waco, Texas, where many orangutans live. The zookeeper told the kids that orangutans often acted naughty when they didn’t have anything to do, so over the next few months the kids designed puzzles and games for the orangutans to play. They shipped their games and then set up another video conference to watch the orangutans playing with what they had designed.\u003c/p>\n\u003cp>“There’s lots to do that I don’t think we’ve tapped, starting with very young children and going all the way through to make a difference,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #6: How do you teach students to learn what you don’t know?\u003c/strong>\u003c/p>\n\u003cp>Teachers spend a lot of time delivering content they already know to students for whom that information may be new. Far less often do teachers model how they themselves learn new things, in effect modeling how to learn.\u003c/p>\n\u003cp>This could be the perfect topic for a professional development workshop. That facilitator could give teachers a problem about which they know nothing, and ask them to figure it out. The adults would practice documenting the steps of their learning process so they can show students later. These are things teachers do every day out of curiosity or when planning lessons, but the steps aren’t always transparent to students. How do teachers search online effectively? How do they organize their information? How do they keep track of their sources? What questions do they ask themselves along the way to make sure their sources are valid or to push the research further?\u003c/p>\n\u003cp>\u003ca href=\"http://cs.harvard.edu/malan/bio/\" target=\"_blank\" rel=\"noopener noreferrer\">David Malan\u003c/a>, a Harvard computer science professor, told November that the biggest mistake he has made as a teacher was putting too much of his own work on \u003ca href=\"https://cs50.harvard.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">his website for CS50\u003c/a>, one of the college's most popular classes. He realized that linking only to his own class materials, notes and papers encouraged students to be dependent on him and didn’t reveal enough about how he learned and who inspires him. He wanted students to know about the powerful resources from around the world that have influenced his work, so he started linking to those instead.\u003c/p>\n\u003cp>“He was showing them how he learned, that these were resources that were helpful to him,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #7: How do you teach students to manage their own learning?\u003c/strong>\u003c/p>\n\u003cp>This is a crucial question to develop learner independence. Often students have experience managing their own learning in informal settings. When they play Minecraft (or any other video game), kids don’t wait for an adult to scaffold the learning -- they watch videos, talk to friends, and play around in the world until they \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/22/how-kids-are-learning-to-code-while-playing-minecraft/\" target=\"_blank\" rel=\"noopener noreferrer\">figure it out\u003c/a>. But that same sense of ownership doesn’t often play out in academic spaces, a missed opportunity for deep learning.\u003c/p>\n\u003cp>November has observed kids of all ages managing their own learning when they create \u003ca href=\"https://ww2.kqed.org/mindshift/2014/11/03/the-benefits-of-students-teaching-students-through-online-video/\" target=\"_blank\" rel=\"noopener noreferrer\">video tutorials\u003c/a> for their friends. Even when given a choice between a worksheet that would take 10 minutes to complete, and a tutorial video, kids will often choose hours of work to produce three good tutorial minutes. They do this because they feel their peers need them and the work has value. Students know the teacher already has the answers to the worksheet.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/globalearner\">@globalearner\u003c/a> shares a student of \u003ca href=\"https://twitter.com/mathtrain\">@mathtrain\u003c/a> once told him, \"The world needs me\" to make tutorial videos. How powerful. \u003ca href=\"https://twitter.com/hashtag/edtech?src=hash\">#edtech\u003c/a>\u003c/p>\n\u003cp>— John Massie (@UplandEdTech) \u003ca href=\"https://twitter.com/UplandEdTech/status/778651078883676160\">September 21, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Even more intriguing, students themselves say despite what seems like an altruistic act, making video tutorials benefits the maker the most. One little girl said, “I never really learned anything until I designed tutorials. It’s taught me a whole new way of learning.”\u003c/p>\n\u003cp>At the crux of all these hiring questions is a push to give students more \u003ca href=\"https://ww2.kqed.org/mindshift/2015/10/07/messy-works-how-to-apply-self-organized-learning-in-the-classroom/\" target=\"_blank\" rel=\"noopener noreferrer\">messy problems\u003c/a>. Too often students are asked to complete work that thousands of students have done before them, rather than adding, \u003ca href=\"https://ww2.kqed.org/mindshift/2013/03/08/remixing-melville-moby-dick-meets-the-digital-generation/\" target=\"_blank\" rel=\"noopener noreferrer\">remixing or extending knowledge\u003c/a> that already exists. For example, rather than asking students to make a PowerPoint presentation on Romeo and Juliet, what if they were asked to find five different existing presentations from five different countries representing different cultural interpretations of the play. They could then pick 10 slides from those decks to build their own argument around a theme like irony. To November, that is a worthwhile messy problem.\u003c/p>\n\u003cp>Many education discussions focus on how to best cover the curriculum. Challenges like time, space and system constraints are usually cited as impediments to getting through the required content in engaging and interesting ways. But, looked at differently, covering a set bucket of content could be seen as a straightforward proposition, although it doesn’t guarantee that students emerge on the other side as curious, connected, critical thinkers.\u003c/p>\n\u003cp>“What we need today, because there’s so much knowledge available to us all, what we need are teachers who are so inspiring that students go beyond the curriculum to seek out their own knowledge, to add value to the curriculum the teacher taught them,” November said. That’s the approach Harvard professor David Malan takes. When asked how he knows he’s a good teacher, he responded the only evidence that would convince him is if students bring outside learning to bear on what he has taught.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>That’s a rigorous standard by which to measure effective teaching and requires a mindset switch about what education is for and how it will remain relevant to students growing up in a world that is more connected and less stable than ever before.\u003c/p>\n\n",
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"excerpt": "Education consultant and speaker Alan November says if we want to move education forward, school leaders must start hiring teachers who are globally connected, embrace messy problems and aren't afraid to make their own learning transparent to students.",
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"description": "Education consultant and speaker Alan November says if we want to move education forward, school leaders must start hiring teachers who are globally connected, embrace messy problems and aren't afraid to make their own learning transparent to students.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Every year thousands of educators gather for the \u003ca href=\"https://conference.iste.org/2018/\" target=\"_blank\" rel=\"noopener noreferrer\">International Society for Technology in Education (ISTE) conference\u003c/a> eager to learn about the newest features in favorite apps and to glean ideas from one another about how to effectively teach in new ways. The conference seems to grow every year and there is palpable excitement from educators who finally get to commune with their “tribe” -- techy teachers from around the globe.\u003c/p>\n\u003cp>But many of the products currently being marketed to educators are firmly rooted in the current moment of education. For the most part, they focus on how to help educators do what they already do more efficiently. Or they offer flashy digital tools meant to engage learners presumed to have short attention spans, and entice teachers with the analytics under the hood. But too often the conversations around what educators can do with technology in their classrooms focus on the current moment in a system that almost no one thinks is perfect.\u003c/p>\n\u003cp>“I’m fascinated by trying to look forward rather than looking at what schools look like now,” said \u003ca href=\"http://novemberlearning.com/educational-services/educational-consultants/alan-november/\" target=\"_blank\" rel=\"noopener noreferrer\">Alan November\u003c/a> during a presentation at the conference. November has long been invested in education, first as a teacher and now has a consultant and speaker. He suggests that to fundamentally change, education leaders need to define a new role for learners and then hire teachers who can help nurture those qualities. With that in mind, November proposes seven questions that he thinks should become standard in the interviewing and hiring process.\u003cbr>\n\u003cstrong>\u003cbr>\nQuestion #1: How do you teach students to become problem designers?\u003c/strong>\u003c/p>\n\u003cp>“After 40 years of technology, we are still spoon-feeding students problems to solve,” November said. He finds this ridiculous in an era when hiring managers and business leaders routinely say they are looking for employees who \u003ca href=\"https://ww2.kqed.org/mindshift/2014/06/23/employers-challenge-to-educators-make-school-relevant-to-students-lives/\" target=\"_blank\" rel=\"noopener noreferrer\">can define the problems \u003c/a>the company faces and set about attacking them. But students don’t often get to practice defining the problems they will solve. And without exposure to this type of thinking they become dependent, knowing the teacher will do the hard work of devising problems for them.\u003c/p>\n\u003cp>November worked with a teacher, \u003ca href=\"https://twitter.com/mrsjcaviness\" target=\"_blank\" rel=\"noopener noreferrer\">Jessica Caviness\u003c/a>, who resisted the idea that students were capable of designing interesting problems for a long time. Finally she decided to give them a picture -- in this case a cup at a baseball game -- and asked students to come up with a problem for it that wasn’t the most obvious one.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Can u write the warm up question for tomorrow that goes with this cup? Involve volume somehow. \u003ca href=\"http://t.co/DYCXTpwK\">pic.twitter.com/DYCXTpwK\u003c/a>\u003c/p>\n\u003cp>— Jessica Caviness (@mrsjcaviness) \u003ca href=\"https://twitter.com/mrsjcaviness/status/190237541964853248\">April 12, 2012\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>The first student-generated problem she received was wonderfully complex:\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/mrsjcaviness\">@mrsjcaviness\u003c/a> Is this a good warm up Q?!? 😀 \u003ca href=\"http://t.co/LhdzZhZb\">pic.twitter.com/LhdzZhZb\u003c/a>\u003c/p>\n\u003cp>— ⚡ K-T Fink ⚡ (@We_Shout) \u003ca href=\"https://twitter.com/We_Shout/status/259281800940122112\">October 19, 2012\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>To figure out that answer, students needed to know much more than geometry. They needed to figure out the buoyancy of ice, the displacement of water, several things about volume in order to figure out how much is left, and some physics.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This was a spur-of-the-moment challenge, something Caviness devised while at a Rangers game, but students who followed her on Twitter immediately responded. And because students responded directly to Caviness’ original tweet, the whole class could see one another’s creations. And they were motivated to think more creatively about their own submissions because of what they saw. “And you see this cascading, of students inspiring students, and problems getting harder,” November said.\u003c/p>\n\u003cp>Letting students design their own problems can be tremendously motivating and fun for students, but it requires teachers who aren’t afraid to say they don’t know the answers. “I worry sometimes that this loss of control, this fear of a problem they can’t solve, is holding back some teachers,” November said. But when teachers don’t claim to have all the knowledge, it forces students to find answers, discover new pieces of \u003ca href=\"https://ww2.kqed.org/mindshift/2015/10/19/how-can-we-teach-math-to-encourage-patient-problem-solving/\" target=\"_blank\" rel=\"noopener noreferrer\">information they will need\u003c/a>, and to \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/21/four-skills-to-teach-students-in-the-first-five-days-of-school-alan-november/\" target=\"_blank\" rel=\"noopener noreferrer\">effectively use the internet\u003c/a> as a powerful learning tool. The resources to extend their learning this way are at their fingertips.\u003c/p>\n\u003cp>“I am convinced in the age of the web, we need teachers who can teach students to be designers of problems,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #2: How do you manage your own professional growth?\u003c/strong>\u003c/p>\n\u003cp>It has become trendy to call teachers “lead learners,” but how do individual teachers ensure that they are continually learning both content and about their craft? Lack of professional development around technology integration or other new initiatives is a common gripe, but if the adults in schools want students to be lifelong learners they have to model taking that initiative for the children they teach.\u003c/p>\n\u003cp>“I worry a lot of teachers don’t manage their own professional growth,” November said. “They’re told go to this workshop. I’m very worried about that, even though it’s my primary business.”\u003c/p>\n\u003cp>There is a growing network of educators who are self-motivated to grow professionally, often spurred by technology. Increasingly, teachers are earning \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/15/can-micro-credentials-create-meaningful-professional-development-for-teachers/\" target=\"_blank\" rel=\"noopener noreferrer\">micro-credentials\u003c/a>, participating in Twitter chats, finding other educators to learn from in \u003ca href=\"https://ww2.kqed.org/mindshift/2011/05/19/5-personal-learning-networks-plns-for-educators/\" target=\"_blank\" rel=\"noopener noreferrer\">personalized learning networks\u003c/a>, attending \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/06/how-playing-with-math-helps-teachers-better-empathize-with-students/\" target=\"_blank\" rel=\"noopener noreferrer\">math circles\u003c/a> and generally widening their network of influencers.\u003c/p>\n\u003cp>Teachers who take that approach to their own careers will not only continue to improve their teaching, but they will inspire students as well.\u003c/p>\n\u003cp>\u003cstrong>Question #3: What are your expectations for student to self-assess their work and publish it for a wider audience?\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://visible-learning.org/glossary/\" target=\"_blank\" rel=\"noopener noreferrer\">John Hattie’s work\u003c/a> indicates that \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/19/be-the-change-you-want-to-see-by-shifting-traditional-high-school/\" target=\"_blank\" rel=\"noopener noreferrer\">self-assessment\u003c/a> can have a significant impact on the quality of learning. It’s also a skill that pops up throughout life. And yet, in traditional school most assessment falls to the teacher and most student work is written for only the teacher to see.\u003c/p>\n\u003cp>November recommends a tool called \u003ca href=\"http://prism.scholarslab.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Prism\u003c/a> for students to self-assess, and for teachers to get a read on how students are doing. The teacher can paste any text into Prism and make a legend for highlights. For example, red might be the most difficult parts of the article, blue could be the key ideas, and yellow could be difficult vocabulary. Students can then go into the same article and highlight the reading using the code the teacher set out. This allows students to reflect on what they’re reading and what they understand, but it also gives the teacher a quick snapshot of concepts that need to be unpacked further.\u003c/p>\n\u003cp>Students can also see aggregated and anonymous data on what their peers highlighted, which can help break through the self-conscious refusal to ask questions. When kids know that others in the class also struggled, they are more likely to ask questions to clarify their own understanding.\u003c/p>\n\u003cp>Self-assessment with Prism could also be even more obvious. When student submit an essay, they could paste it into Prism and highlight the best parts of their writing or where they struggled. Teachers can not only see how students are thinking about their own work, but also give more \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/12/why-giving-effective-feedback-is-trickier-than-it-seems/\" target=\"_blank\" rel=\"noopener noreferrer\">targeted feedback\u003c/a> that may mean more because of what the student has already invested.\u003c/p>\n\u003cp>In addition to helping students self-assess within a closed classroom setting, when students publish their work for a wider audience they receive feedback that feels more authentic and immediate because of its impact. The concept of a wider audience for student work is one that is growing popular among some educators, but how often is that audience global?\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Ss share Geometric Gardens and portfolios in the park for exhibition \u003ca href=\"https://twitter.com/hightechhigh\">@hightechhigh\u003c/a> ! \u003ca href=\"https://twitter.com/hashtag/PBL?src=hash\">#PBL\u003c/a> + \u003ca href=\"https://twitter.com/hashtag/Math?src=hash\">#Math\u003c/a> = beautiful work! \u003ca href=\"https://twitter.com/hashtag/hthmath?src=hash\">#hthmath\u003c/a> \u003ca href=\"https://twitter.com/hashtag/maic?src=hash\">#maic\u003c/a> \u003ca href=\"https://t.co/ON28NATAiv\">pic.twitter.com/ON28NATAiv\u003c/a>\u003c/p>\n\u003cp>— Sarah Strong (@sstrong57) \u003ca href=\"https://twitter.com/sstrong57/status/873167381169713152\">June 9, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“Your ability to get feedback from around the world is an important skill that adds to the assessment of your work for your personal growth,” November said. He loves the example of \u003ca href=\"https://ww2.kqed.org/mindshift/2013/03/05/world-of-warcraft-finds-its-way-into-class/\" target=\"_blank\" rel=\"noopener noreferrer\">fan fiction\u003c/a>. Kids obsessed with characters from their favorite books write thousands of words in fan fiction and publish to online communities. In a presentation at a middle school, November was demonstrating to students how the sites work, praising the particular work of one writer who had clearly progressed over time, incorporating feedback from the comments on her writing to improve. Unbeknown to him, that girl was in the group and her friends soon let him know it.\u003c/p>\n\u003cp>After his talk was over, the girl’s teacher came up and scolded November for praising the girl. The teacher said she never did her work, never seemed to be fully present, and didn’t deserve praise in front of the other students. When November asked the student why she didn’t do her work, she gave him a revealing answer. She said every day she woke up and had to decide whether to publish for the world or for her teacher. The world was a lot more motivating.\u003c/p>\n\u003cp>\u003cstrong>Question #4: What does your global network look like?\u003c/strong>\u003c/p>\n\u003cp>Technology has made the world smaller and it is no longer impossible to learn alongside children on the other side of the world. That is a tremendous opportunity for \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/10/how-cross-cultural-dialogue-builds-critical-thinking-and-empathy/\" target=\"_blank\" rel=\"noopener noreferrer\">cultural exchange\u003c/a>, new friendships and exciting collaborations. But kids aren’t necessarily going to find those global connections on their own.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/kathycassidy?lang=en\">Kathy Cassidy\u003c/a>, a first-grade teacher in Moose Jaw, Saskatchewan, is one of November’s favorite examples of how a globally connected teacher can open up the world to her students, no matter how young. Cassidy has a \u003ca href=\"https://twitter.com/mscassidysclass\" target=\"_blank\" rel=\"noopener noreferrer\">class Twitter account\u003c/a> where students post their work, discuss their learning, and pose questions they want to pursue. They also follow other first-grade classrooms around the world.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">We got comments today from Kenya Eng land and Malaysia. They are far away. By Lemmy\u003c/p>\n\u003cp>— Mrs. Cassidy's Class (@mscassidysclass) \u003ca href=\"https://twitter.com/mscassidysclass/status/724671264690819072\">April 25, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“The kids see amazing ideas from all over the world every week,” November said. Cassidy’s students often want to try those projects for themselves, but Cassidy always tells them she doesn’t know how to do it. That never stops them. They just say, “We don’t need you.”\u003c/p>\n\u003cp>For example, these globally connected first-graders set up a Skype conversation with students in Vietnam to ask how they made cameras out of junk. After getting some tips and completing their own versions, they tweeted pictures to their Vietnamese peers, along with thank-you notes. They also regularly tweet to authors and share how books inspire them.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"und\">.\u003ca href=\"https://twitter.com/EliseGravel\">@EliseGravel\u003c/a> \u003ca href=\"https://t.co/GGRMf4BhM5\">pic.twitter.com/GGRMf4BhM5\u003c/a>\u003c/p>\n\u003cp>— Mrs. Cassidy's Class (@mscassidysclass) \u003ca href=\"https://twitter.com/mscassidysclass/status/685547031167827968\">January 8, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“I only want teachers who have global networks and know how to use them to inspire students to go beyond what they themselves as teachers may be able to do,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #5: How do you give students an opportunity to contribute purposeful work to others?\u003c/strong>\u003c/p>\n\u003cp>There’s a lot of motivation research pointing to the \u003ca href=\"https://ww2.kqed.org/mindshift/2017/05/02/how-schools-can-help-students-develop-a-greater-sense-of-purpose/\" target=\"_blank\" rel=\"noopener noreferrer\">power of purpose to drive learning\u003c/a>. Humans evolved in communities and the \u003ca href=\"https://ww2.kqed.org/mindshift/2013/03/28/four-meaningful-ways-students-can-contribute/\" target=\"_blank\" rel=\"noopener noreferrer\">desire to make a difference\u003c/a> is a powerful motivator for many people. Unfortunately, academic culture often doesn’t seem to have a lot of purpose to students. The far-off goal of college doesn’t always seem real to many students, even if it has been hammered into them.\u003c/p>\n\u003cp>“We want to know we had value,” November said. “ At the end of the day, we want to know we made a difference.” Luckily, kids can learn a lot from being helpful with the guidance of a creative teacher.\u003c/p>\n\u003cp>Kindergartners in Loudoun County, Virginia, were studying orangutans, so their teacher set up a conference call with the zookeeper in Waco, Texas, where many orangutans live. The zookeeper told the kids that orangutans often acted naughty when they didn’t have anything to do, so over the next few months the kids designed puzzles and games for the orangutans to play. They shipped their games and then set up another video conference to watch the orangutans playing with what they had designed.\u003c/p>\n\u003cp>“There’s lots to do that I don’t think we’ve tapped, starting with very young children and going all the way through to make a difference,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #6: How do you teach students to learn what you don’t know?\u003c/strong>\u003c/p>\n\u003cp>Teachers spend a lot of time delivering content they already know to students for whom that information may be new. Far less often do teachers model how they themselves learn new things, in effect modeling how to learn.\u003c/p>\n\u003cp>This could be the perfect topic for a professional development workshop. That facilitator could give teachers a problem about which they know nothing, and ask them to figure it out. The adults would practice documenting the steps of their learning process so they can show students later. These are things teachers do every day out of curiosity or when planning lessons, but the steps aren’t always transparent to students. How do teachers search online effectively? How do they organize their information? How do they keep track of their sources? What questions do they ask themselves along the way to make sure their sources are valid or to push the research further?\u003c/p>\n\u003cp>\u003ca href=\"http://cs.harvard.edu/malan/bio/\" target=\"_blank\" rel=\"noopener noreferrer\">David Malan\u003c/a>, a Harvard computer science professor, told November that the biggest mistake he has made as a teacher was putting too much of his own work on \u003ca href=\"https://cs50.harvard.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">his website for CS50\u003c/a>, one of the college's most popular classes. He realized that linking only to his own class materials, notes and papers encouraged students to be dependent on him and didn’t reveal enough about how he learned and who inspires him. He wanted students to know about the powerful resources from around the world that have influenced his work, so he started linking to those instead.\u003c/p>\n\u003cp>“He was showing them how he learned, that these were resources that were helpful to him,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #7: How do you teach students to manage their own learning?\u003c/strong>\u003c/p>\n\u003cp>This is a crucial question to develop learner independence. Often students have experience managing their own learning in informal settings. When they play Minecraft (or any other video game), kids don’t wait for an adult to scaffold the learning -- they watch videos, talk to friends, and play around in the world until they \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/22/how-kids-are-learning-to-code-while-playing-minecraft/\" target=\"_blank\" rel=\"noopener noreferrer\">figure it out\u003c/a>. But that same sense of ownership doesn’t often play out in academic spaces, a missed opportunity for deep learning.\u003c/p>\n\u003cp>November has observed kids of all ages managing their own learning when they create \u003ca href=\"https://ww2.kqed.org/mindshift/2014/11/03/the-benefits-of-students-teaching-students-through-online-video/\" target=\"_blank\" rel=\"noopener noreferrer\">video tutorials\u003c/a> for their friends. Even when given a choice between a worksheet that would take 10 minutes to complete, and a tutorial video, kids will often choose hours of work to produce three good tutorial minutes. They do this because they feel their peers need them and the work has value. Students know the teacher already has the answers to the worksheet.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/globalearner\">@globalearner\u003c/a> shares a student of \u003ca href=\"https://twitter.com/mathtrain\">@mathtrain\u003c/a> once told him, \"The world needs me\" to make tutorial videos. How powerful. \u003ca href=\"https://twitter.com/hashtag/edtech?src=hash\">#edtech\u003c/a>\u003c/p>\n\u003cp>— John Massie (@UplandEdTech) \u003ca href=\"https://twitter.com/UplandEdTech/status/778651078883676160\">September 21, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Even more intriguing, students themselves say despite what seems like an altruistic act, making video tutorials benefits the maker the most. One little girl said, “I never really learned anything until I designed tutorials. It’s taught me a whole new way of learning.”\u003c/p>\n\u003cp>At the crux of all these hiring questions is a push to give students more \u003ca href=\"https://ww2.kqed.org/mindshift/2015/10/07/messy-works-how-to-apply-self-organized-learning-in-the-classroom/\" target=\"_blank\" rel=\"noopener noreferrer\">messy problems\u003c/a>. Too often students are asked to complete work that thousands of students have done before them, rather than adding, \u003ca href=\"https://ww2.kqed.org/mindshift/2013/03/08/remixing-melville-moby-dick-meets-the-digital-generation/\" target=\"_blank\" rel=\"noopener noreferrer\">remixing or extending knowledge\u003c/a> that already exists. For example, rather than asking students to make a PowerPoint presentation on Romeo and Juliet, what if they were asked to find five different existing presentations from five different countries representing different cultural interpretations of the play. They could then pick 10 slides from those decks to build their own argument around a theme like irony. To November, that is a worthwhile messy problem.\u003c/p>\n\u003cp>Many education discussions focus on how to best cover the curriculum. Challenges like time, space and system constraints are usually cited as impediments to getting through the required content in engaging and interesting ways. But, looked at differently, covering a set bucket of content could be seen as a straightforward proposition, although it doesn’t guarantee that students emerge on the other side as curious, connected, critical thinkers.\u003c/p>\n\u003cp>“What we need today, because there’s so much knowledge available to us all, what we need are teachers who are so inspiring that students go beyond the curriculum to seek out their own knowledge, to add value to the curriculum the teacher taught them,” November said. That’s the approach Harvard professor David Malan takes. 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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
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"onourwatch": {
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
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"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
"id": "reveal",
"title": "Reveal",
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