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"content": "\u003cp>Will Richardson and Bruce Dixon are two longtime education activists and reformers who have become increasingly convinced that the current education model is not preparing students for a world in which computers can do much of what humans used to do and in which creative thinking is highly prized. They consult with school leaders around the world for their company \u003ca href=\"https://modernlearners.com/welcome-to-educating-modern-learners/\">Educating Modern Learners\u003c/a>. 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He cautions that the “how” of dramatically changing traditional education will be different in every community, but hopes their “ingredient list” will help anyone seeking to make real, seismic, sustainable change.\u003c/p>\n\u003cp>\u003cstrong>STRONG LEADERSHIP\u003c/strong>\u003c/p>\n\u003cp>As the superintendent of Albemarle County schools in Virginia, Pam Moran sees one of her main jobs as building a strong culture (Moran is also on the \u003ca href=\"https://modernlearners.com/advisory-board/\">advisory board\u003c/a> for Educating Modern Learners). She contends that the system of education is what holds educators back and that teaching is an incredibly creative profession. “You just don’t see it sometimes because teachers hide it,” Moran said in an interview with Richardson on the \u003ca href=\"http://modernlearners.com/pam-moran/\" target=\"_blank\">Modern Learners podcast\u003c/a>. “So how do you make that space a part of the formal culture?”\u003c/p>\n\u003cp>One way Moran tries to create that space is to find ways to say “Yes” when educators come to her with new ideas. But saying “Yes” is easier than acting on “Yes,” she admits. For example, one of her middle school principals called her to ask if his students could use \u003ca href=\"https://ww2.kqed.org/mindshift/tag/design-thinking/\">design thinking\u003c/a> to redesign the “dining experience” in their cafeteria. She said “Yes,” but was surprised when the principal started posting pictures of what they were doing on Twitter; rather than the simple booths she had imagined they might make, students were building 12-14 foot-high tree houses on wheels.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">middle schlers wouldn't B up here building cafeteria treehouse this week if I hadn't run N2 \u003ca href=\"https://twitter.com/publicworkshop\">@publicworkshop\u003c/a> \u003ca href=\"https://twitter.com/hashtag/satchat?src=hash\">#satchat\u003c/a> \u003ca href=\"http://t.co/7OpOgGlzWY\">pic.twitter.com/7OpOgGlzWY\u003c/a>\u003c/p>\n\u003cp>— pammoran (@pammoran) \u003ca href=\"https://twitter.com/pammoran/status/594478557193207808\">May 2, 2015\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Mindful that her role as superintendent includes watching out for liability concerns, Moran got a little nervous. But when she went to visit the project she could see that students were engaged and passionate about their work. Not only that, their teachers told her that some of the strongest leaders on the project, the most creative thinkers, and the best workers were the students who struggled the most in regular classes. And in fact, as they were measuring, calculating angles, sawing, and designing their tree houses, those students were doing math that their teachers didn’t realize they were capable of doing.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“This was a real put your money where your mouth is moment for me,” Moran said. But rather than shut the project down she called the school board’s lawyer who said as long as she got the structures inspected and made sure the school had a clear plan for how they would be used the project could move forward.\u003c/p>\n\u003cp>In her 12 years as superintendent Moran has consistently tried to fight the bureaucratic tendency to say “No” to anything risky or new. But she is also strategic about pushing her employees to connect with one another so that creative ideas can touch many people. She doesn’t want greatness siloed in individual classrooms anymore.\u003c/p>\n\u003cp>“If we truly are a learning community then we have to behave as a community and not as a schoolhouse full of free agents,” Moran said. She has also found when the right people are involved in a risk-taking pilot project it is more likely those involved will be able to identify and think through potential blind spots. Moran’s “Yes” attitude messages to the educators in her district that their ideas are welcome and that nothing is off the table for discussion. Moran finds her attitude goes a long way to building a culture where creative, risk-taking educators feel supported.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">I don't think creativity can B turned into \"4.0 GPA\" or collaboration into a transcript as \u003ca href=\"https://twitter.com/dintersmith\">@dintersmith\u003c/a> says \"can't score creativity\" \u003ca href=\"https://twitter.com/hashtag/acps?src=hash\">#acps\u003c/a>\u003c/p>\n\u003cp>— pammoran (@pammoran) \u003ca href=\"https://twitter.com/pammoran/status/662794823003471873\">November 7, 2015\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“When [teachers] see kids walking across a stage who otherwise never would have likely graduated high school, and they realize that kid is walking because of something we changed that gave that kid a pathway,” they get it, Moran said. And it motivates educators to keep taking risks that could pay off in the same way.\u003c/p>\n\u003cp>For example, one high school built a recording studio that all students can use regardless of their academic status. Students love the space. One student knew so much more about recording and music than anyone else in the school that now he is co-teaching a credit bearing class with a teacher. Moran wants to see more of that trend; to her it shows that students are taking over the learning experience, no longer waiting for adults to tell them what to do or how to learn.\u003c/p>\n\u003cp>“You need people who are visionary or who are at least curious enough to pursue those bigger questions,” Richardson said about the kind of person necessary to lead what he and Dixon have termed “modern learning.”\u003c/p>\n\u003cp>Richardson says Moran is an example of a strong leader because she is clearly committed to sustainable, long-term change in her district. She manages both projects and people, and is a strong advocate for the work her teachers do. And, she’s constantly celebrating their innovations on Twitter, communicating to the public the mission and vision of the district.\u003c/p>\n\u003cp>\u003cstrong>COMMUNICATION\u003c/strong>\u003c/p>\n\u003cp>“The biggest misconception about communication is that it occurs,” said Art Fessler, \u003ca href=\"http://www.ccsd59.org/superintendent/\" target=\"_blank\">Superintendent of CCSD59\u003c/a> outside of Chicago in an interview on the \u003ca href=\"https://itunes.apple.com/us/podcast/modern-learners/id1204916835?mt=2\" target=\"_blank\">Modern Learners podcast\u003c/a>. Fessler has also been pushing for a more modern approach to learning in his district, but he’s been careful to build the capacity of his community, parents, and teachers while slowly taking on change in the classroom.\u003c/p>\n\u003cp>“What they understand more than most is that for that stuff to be successful in classrooms, you need parents who understand why you’re doing that,” Richardson said of Fessler and his assistant superintendent, Ben Grey.* That’s why the leadership first spent time digging into what it means to learn in the 21st century and developing core tenets that they hope to see in every classroom in the district. They’ve developed a common language and their district mission is clear, “to provide the skills, knowledge, and experiences that will prepare students to be successful for life.”\u003c/p>\n\u003cp>A big part of his strategy is to cultivate leadership in every building across the district. “For too long we’ve overlooked the importance of effective leadership and because of that we have a void in our leadership,” Fessler said. The kind of learning he’d like to see in his district requires teachers to open their doors and learn together, but they can only do that with effective leaders. “That’s the intersection where awesomeness happens,” he said.\u003c/p>\n\u003cp>[vimeo 193438263 w=640 h=360]\u003c/p>\n\u003cp>Like all institutions CCSD59 has old habits to break and deeply ingrained notions of what a “good education” is to overcome. “What I’ve learned is that people hear things based on their experiences,” Fessler said. “What I say and what is heard is interpreted so differently by different people.” He tries to remember that as he talks to parents and teachers about his vision.\u003c/p>\n\u003cp>To help tell the district’s story and celebrate ongoing creative work, Fessler hired a professional videographer who tells the stories of all the learners in the system from the human resources coordinator, to the assistant principal, to the orchestra teacher.\u003c/p>\n\u003cp>“We wanted to share important things about our staff in terms of what their vision is for learning,” Fessler said. “The primary rationale is to share the things we’re proud of and to allow people in our community and across our district to get to know our staff.”\u003c/p>\n\u003cp>The district has also developed branding guidelines for all communications, which might seem like an odd focus for a school district. But Fessler said he wants the community to have a positive experience when interacting with the district’s website and communications. He wants communiques to send the message that “we’re very serious about what we do in teaching and learning. In every communication we want that reflected.”\u003c/p>\n\u003cp>[vimeo 205103798 w=640 h=360]\u003c/p>\n\u003cp>Building \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/09/how-can-parents-help-advance-ideas-about-education/\" target=\"_blank\">buy-in from parents\u003c/a>, teachers, building leaders and the community is essential to making sustainable change in a district. When change only comes from one person at the top it stalls when that person leaves. But if the vision is wholeheartedly shared by the community that stays, then the school board will hire with the vision in mind and teachers will continue the work not because they are told to, but because they see the results in their classrooms. And when kids are excited and engaged with learning they talk about it with their parents, which helps bring along the older generation that might think the traditional model worked well enough for them.\u003c/p>\n\u003cp>\u003cstrong>RESOURCES\u003c/strong>\u003c/p>\n\u003cp>Leadership, culture, and communication are ingredients for success to dramatically shift schools from “places of teaching” to “places of learning,” but to make them truly modern, technology should be involved. Richardson is bullish on this point: most of the technology being used in classrooms currently isn’t doing anything to shift how students learn. Instead, devices have become the primary content deliverers, replacing the lecture, but doing nothing to shift the agency for learning onto the student.\u003c/p>\n\u003cp>“In a learning culture we give devices to kids because we are trying to amplify their ability to learn on their own in a real, self-directed, passion-based way,” Richardson said. He contends that if leaders examine their education technology plans through a lens of shifting agency, then many schools have spent billions of dollars on nothing. But he’s not an anti-technology crusader. In fact he believes technology has a crucial role in modern learning because of its powerful potential to connect students to diverse people and experts, to create and communicate, to learn on their own.\u003c/p>\n\u003cp>“If you really have agency over the device that you own and use and someone is nurturing that curiosity and love of learning with that device, that’s a powerful thing,” Richardson said. In their \u003ca href=\"https://s3-us-west-2.amazonaws.com/modernlearners/Modern+Learners+10+Principles+for+Schools+of+Modern+Learning+whitepaper.pdf\" target=\"_blank\">“10 Principals For Schools of Modern Learning” white paper\u003c/a>, Richardson and Dixon contend that education is at a \u003ca href=\"https://ww2.kqed.org/mindshift/2014/02/21/what-would-be-a-radically-different-vision-of-school/\" target=\"_blank\">tipping point\u003c/a>, with many teachers aching for these changes and leaders poised to take the leap.\u003c/p>\n\u003cp>“I think there’s a really compelling case to be made that the traditional way of thinking about school is not working anymore,” Richardson said. “It’s not fixable.” But existing public schools educate the majority of children in this country, so while \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/26/five-guidelines-to-make-school-innovation-successful/\" target=\"_blank\">effecting change within existing systems is harder\u003c/a>, it’s also imperative.\u003c/p>\n\u003cp>Richardson and Dixon are running a\u003ca href=\"http://change.school/\" target=\"_blank\"> workshop\u003c/a> for leaders interested to learn more about the ingredients for change. They aren’t promising a recipe because change will look different depending on context, but they hope to help leaders chart a way forward with the support of other leaders in similar positions around the country.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*A previous version of this story left out the help of Ben Grey. We apologize for the error.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Will Richardson and Bruce Dixon are two longtime education activists and reformers who have become increasingly convinced that the current education model is not preparing students for a world in which computers can do much of what humans used to do and in which creative thinking is highly prized. They consult with school leaders around the world for their company \u003ca href=\"https://modernlearners.com/welcome-to-educating-modern-learners/\">Educating Modern Learners\u003c/a>. After many conversations they believe education as a system is \u003ca href=\"https://ww2.kqed.org/mindshift/2016/07/18/how-can-schools-prioritize-for-the-best-ways-kids-learn/\" target=\"_blank\">ripe for a radical shift\u003c/a> away from reform efforts that tinker at the edges and towards learning that puts students at the center with agency over what and how they learn.\u003c/p>\n\u003cp>“The conversation is shifting a little bit, but the ‘how’ part is still really hard,” Will Richardson said. Through his work as a consultant he has worked with several districts he thinks are moving in the right direction. In an effort to understand why these districts have been able to push against the status quo, he and Dixon have catalogued the ingredients they believe are necessary to make the kind of change they hope all districts will embrace in a \u003ca href=\"https://modernlearners.com/10Principles\" target=\"_blank\">white paper\u003c/a>. He cautions that the “how” of dramatically changing traditional education will be different in every community, but hopes their “ingredient list” will help anyone seeking to make real, seismic, sustainable change.\u003c/p>\n\u003cp>\u003cstrong>STRONG LEADERSHIP\u003c/strong>\u003c/p>\n\u003cp>As the superintendent of Albemarle County schools in Virginia, Pam Moran sees one of her main jobs as building a strong culture (Moran is also on the \u003ca href=\"https://modernlearners.com/advisory-board/\">advisory board\u003c/a> for Educating Modern Learners). She contends that the system of education is what holds educators back and that teaching is an incredibly creative profession. “You just don’t see it sometimes because teachers hide it,” Moran said in an interview with Richardson on the \u003ca href=\"http://modernlearners.com/pam-moran/\" target=\"_blank\">Modern Learners podcast\u003c/a>. “So how do you make that space a part of the formal culture?”\u003c/p>\n\u003cp>One way Moran tries to create that space is to find ways to say “Yes” when educators come to her with new ideas. But saying “Yes” is easier than acting on “Yes,” she admits. For example, one of her middle school principals called her to ask if his students could use \u003ca href=\"https://ww2.kqed.org/mindshift/tag/design-thinking/\">design thinking\u003c/a> to redesign the “dining experience” in their cafeteria. She said “Yes,” but was surprised when the principal started posting pictures of what they were doing on Twitter; rather than the simple booths she had imagined they might make, students were building 12-14 foot-high tree houses on wheels.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">middle schlers wouldn't B up here building cafeteria treehouse this week if I hadn't run N2 \u003ca href=\"https://twitter.com/publicworkshop\">@publicworkshop\u003c/a> \u003ca href=\"https://twitter.com/hashtag/satchat?src=hash\">#satchat\u003c/a> \u003ca href=\"http://t.co/7OpOgGlzWY\">pic.twitter.com/7OpOgGlzWY\u003c/a>\u003c/p>\n\u003cp>— pammoran (@pammoran) \u003ca href=\"https://twitter.com/pammoran/status/594478557193207808\">May 2, 2015\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Mindful that her role as superintendent includes watching out for liability concerns, Moran got a little nervous. But when she went to visit the project she could see that students were engaged and passionate about their work. Not only that, their teachers told her that some of the strongest leaders on the project, the most creative thinkers, and the best workers were the students who struggled the most in regular classes. And in fact, as they were measuring, calculating angles, sawing, and designing their tree houses, those students were doing math that their teachers didn’t realize they were capable of doing.\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 real put your money where your mouth is moment for me,” Moran said. But rather than shut the project down she called the school board’s lawyer who said as long as she got the structures inspected and made sure the school had a clear plan for how they would be used the project could move forward.\u003c/p>\n\u003cp>In her 12 years as superintendent Moran has consistently tried to fight the bureaucratic tendency to say “No” to anything risky or new. But she is also strategic about pushing her employees to connect with one another so that creative ideas can touch many people. She doesn’t want greatness siloed in individual classrooms anymore.\u003c/p>\n\u003cp>“If we truly are a learning community then we have to behave as a community and not as a schoolhouse full of free agents,” Moran said. She has also found when the right people are involved in a risk-taking pilot project it is more likely those involved will be able to identify and think through potential blind spots. Moran’s “Yes” attitude messages to the educators in her district that their ideas are welcome and that nothing is off the table for discussion. Moran finds her attitude goes a long way to building a culture where creative, risk-taking educators feel supported.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">I don't think creativity can B turned into \"4.0 GPA\" or collaboration into a transcript as \u003ca href=\"https://twitter.com/dintersmith\">@dintersmith\u003c/a> says \"can't score creativity\" \u003ca href=\"https://twitter.com/hashtag/acps?src=hash\">#acps\u003c/a>\u003c/p>\n\u003cp>— pammoran (@pammoran) \u003ca href=\"https://twitter.com/pammoran/status/662794823003471873\">November 7, 2015\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“When [teachers] see kids walking across a stage who otherwise never would have likely graduated high school, and they realize that kid is walking because of something we changed that gave that kid a pathway,” they get it, Moran said. And it motivates educators to keep taking risks that could pay off in the same way.\u003c/p>\n\u003cp>For example, one high school built a recording studio that all students can use regardless of their academic status. Students love the space. One student knew so much more about recording and music than anyone else in the school that now he is co-teaching a credit bearing class with a teacher. Moran wants to see more of that trend; to her it shows that students are taking over the learning experience, no longer waiting for adults to tell them what to do or how to learn.\u003c/p>\n\u003cp>“You need people who are visionary or who are at least curious enough to pursue those bigger questions,” Richardson said about the kind of person necessary to lead what he and Dixon have termed “modern learning.”\u003c/p>\n\u003cp>Richardson says Moran is an example of a strong leader because she is clearly committed to sustainable, long-term change in her district. She manages both projects and people, and is a strong advocate for the work her teachers do. And, she’s constantly celebrating their innovations on Twitter, communicating to the public the mission and vision of the district.\u003c/p>\n\u003cp>\u003cstrong>COMMUNICATION\u003c/strong>\u003c/p>\n\u003cp>“The biggest misconception about communication is that it occurs,” said Art Fessler, \u003ca href=\"http://www.ccsd59.org/superintendent/\" target=\"_blank\">Superintendent of CCSD59\u003c/a> outside of Chicago in an interview on the \u003ca href=\"https://itunes.apple.com/us/podcast/modern-learners/id1204916835?mt=2\" target=\"_blank\">Modern Learners podcast\u003c/a>. Fessler has also been pushing for a more modern approach to learning in his district, but he’s been careful to build the capacity of his community, parents, and teachers while slowly taking on change in the classroom.\u003c/p>\n\u003cp>“What they understand more than most is that for that stuff to be successful in classrooms, you need parents who understand why you’re doing that,” Richardson said of Fessler and his assistant superintendent, Ben Grey.* That’s why the leadership first spent time digging into what it means to learn in the 21st century and developing core tenets that they hope to see in every classroom in the district. They’ve developed a common language and their district mission is clear, “to provide the skills, knowledge, and experiences that will prepare students to be successful for life.”\u003c/p>\n\u003cp>A big part of his strategy is to cultivate leadership in every building across the district. “For too long we’ve overlooked the importance of effective leadership and because of that we have a void in our leadership,” Fessler said. The kind of learning he’d like to see in his district requires teachers to open their doors and learn together, but they can only do that with effective leaders. “That’s the intersection where awesomeness happens,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Building \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/09/how-can-parents-help-advance-ideas-about-education/\" target=\"_blank\">buy-in from parents\u003c/a>, teachers, building leaders and the community is essential to making sustainable change in a district. When change only comes from one person at the top it stalls when that person leaves. But if the vision is wholeheartedly shared by the community that stays, then the school board will hire with the vision in mind and teachers will continue the work not because they are told to, but because they see the results in their classrooms. And when kids are excited and engaged with learning they talk about it with their parents, which helps bring along the older generation that might think the traditional model worked well enough for them.\u003c/p>\n\u003cp>\u003cstrong>RESOURCES\u003c/strong>\u003c/p>\n\u003cp>Leadership, culture, and communication are ingredients for success to dramatically shift schools from “places of teaching” to “places of learning,” but to make them truly modern, technology should be involved. Richardson is bullish on this point: most of the technology being used in classrooms currently isn’t doing anything to shift how students learn. Instead, devices have become the primary content deliverers, replacing the lecture, but doing nothing to shift the agency for learning onto the student.\u003c/p>\n\u003cp>“In a learning culture we give devices to kids because we are trying to amplify their ability to learn on their own in a real, self-directed, passion-based way,” Richardson said. He contends that if leaders examine their education technology plans through a lens of shifting agency, then many schools have spent billions of dollars on nothing. But he’s not an anti-technology crusader. In fact he believes technology has a crucial role in modern learning because of its powerful potential to connect students to diverse people and experts, to create and communicate, to learn on their own.\u003c/p>\n\u003cp>“If you really have agency over the device that you own and use and someone is nurturing that curiosity and love of learning with that device, that’s a powerful thing,” Richardson said. In their \u003ca href=\"https://s3-us-west-2.amazonaws.com/modernlearners/Modern+Learners+10+Principles+for+Schools+of+Modern+Learning+whitepaper.pdf\" target=\"_blank\">“10 Principals For Schools of Modern Learning” white paper\u003c/a>, Richardson and Dixon contend that education is at a \u003ca href=\"https://ww2.kqed.org/mindshift/2014/02/21/what-would-be-a-radically-different-vision-of-school/\" target=\"_blank\">tipping point\u003c/a>, with many teachers aching for these changes and leaders poised to take the leap.\u003c/p>\n\u003cp>“I think there’s a really compelling case to be made that the traditional way of thinking about school is not working anymore,” Richardson said. “It’s not fixable.” But existing public schools educate the majority of children in this country, so while \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/26/five-guidelines-to-make-school-innovation-successful/\" target=\"_blank\">effecting change within existing systems is harder\u003c/a>, it’s also imperative.\u003c/p>\n\u003cp>Richardson and Dixon are running a\u003ca href=\"http://change.school/\" target=\"_blank\"> workshop\u003c/a> for leaders interested to learn more about the ingredients for change. They aren’t promising a recipe because change will look different depending on context, but they hope to help leaders chart a way forward with the support of other leaders in similar positions around the country.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>*A previous version of this story left out the help of Ben Grey. We apologize for the error.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Making lasting change in schools is difficult not only because schools are communities made up of individuals with their own opinions about what’s best for kids, but also because, like most institutions, they are full of “bad habits” that can be tough to break. While habitual behavior can be good -- like when it reinforces a positive culture or set of norms -- it can also be a stubborn obstacle to enacting meaningful change.\u003c/p>\n\u003cp>At the \u003ca href=\"http://2017.educon.org/\">EduCon\u003c/a> conference hosted by Science Leadership Academy in Philadelphia, a room full of educators easily listed common “bad habits” they’ve experienced in their work, such as siloed learning, homework just for the sake of it, spending time planning with no action, keeping the door closed and visitors out, poor communication between administrators and teachers, traditional professional development, fixing problems by mandate rather than by team problem solving and initiative overload.\u003c/p>\n\u003cp>Even when everyone in a school building understands that a set of habitual behaviors are holding back change it can be difficult to shift away from them because of time constraints, history, comfort with something familiar, or control issues. But if school leaders and educators in the building truly want to see changes to teaching and learning, they must name negative habitual behaviors, own them, and intentionally make plans to address them.\u003c/p>\n\u003cp>“This issue of patterned behavior and things that are hard to break is something we keep running into over and over and over,” said Diana Laufenberg, executive director of \u003ca href=\"https://www.inquiryschools.org/\" target=\"_blank\">Inquiry Schools\u003c/a>. Laufenberg has been consulting with schools around the country on school transformation and often finds that \u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/24/why-a-schools-master-schedule-is-a-powerful-enabler-of-change/\" target=\"_blank\">long-held beliefs about things like the schedule\u003c/a> present the most persistent obstacles to helping school leaders achieve their visions. She once worked with a project that had lots of flexibility, no accountability, only 15 students and four teachers, but the first thing the organizers freaked out about was the schedule.\u003c/p>\n\u003cp>When Laufenberg encounters patterned behavior that is challenging the rest of a school’s vision, she not only tries to get leaders and educators to identify and own that habit, but she does so in a way that isn’t judgmental. Teachers get defensive when a new leader -- or worse, a consultant -- comes in and implies everything they’ve done in their careers has been wrong. Instead, Laufenberg says it’s crucial to make a strong case for why change is necessary and then invite people to walk through a new door together. Leaders can frame that change as a positive thing and help individuals to focus on transforming practices within their control.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Teachers often complain about “initiative overload” as a bad habit at the system level. It’s a common story: a district superintendent or coordinator attends a conference and comes back with a bunch of new, shiny ideas that she or he wants implemented in classrooms right away. Often new leaders spearhead signature initiatives that then die out when they leave, and classroom teachers are left with the memory of a litany of failed initiatives that were poorly implemented and never given enough time to succeed. It’s no wonder \u003ca href=\"https://ww2.kqed.org/mindshift/2014/01/29/why-some-teachers-may-question-new-education-trends/\" target=\"_blank\">teachers are reluctant to throw themselves into each new idea\u003c/a> that comes along.\u003c/p>\n\u003cp>\u003cstrong>A COMMON UNDERSTANDING\u003c/strong>\u003c/p>\n\u003cp>Mandated initiatives from the top are a reality that teachers in classrooms can do very little to modify, but when discussing the idea, educator Gerald Aungst realized his personal bad habit is a scaled down version of initiative fatigue.\u003c/p>\n\u003cp>“I always notice what I could be doing better and I tend to try to tackle it right away,” Aungst said. He supports gifted children at Cheltenham Elementary near Philadelphia and often finds good ideas he’d like to try with students mid-year. For example, when running literature circles with his students he was dissatisfied with the kind of questions students were bringing to kickoff the discussions. He stumbled upon the \u003ca href=\"http://rightquestion.org/education/\" target=\"_blank\">Question Formulation Technique\u003c/a> and immediately knew it could help his students develop better questions. He put aside what he had been doing with students and dove into the new strategy.\u003c/p>\n\u003cp>He now realizes that approach didn’t give him enough time to think through how he would introduce the technique most effectively. “I had a good idea and I jumped to implementation of that idea too soon,” Aungst said. Interestingly, that’s often what happens at the school and district level as well. A good idea may be poorly implemented because the leader doesn’t take time to explain and build enthusiasm among staff.\u003c/p>\n\u003cp>To address his own bad habit, Aungst is trying to carve out space in his prep time to not just map out lessons for that day, but also to do some longer range planning. And, he’s trying to develop a system for saving ideas as they arise so he can examine them more deeply over the summer and integrate them into his plan for the following year.\u003c/p>\n\u003cp>Aungst has also worked at the district level, so he knows the view from the central office is quite different from the one in the classroom. “When I was a teacher I felt like so many things that came from district offices felt random and arbitrary,” he said. But he also worked as the supervisor of gifted education for several years, where he began to see that there were lots of individual teachers doing amazing work, but they weren’t all headed in the same direction. He began to see the need for consistency and then struggled to balance that against giving teachers autonomy and preserving their excitement.\u003c/p>\n\u003cp>“It’s the teachers who are constantly reflecting on what they can do to be better at their jobs who feel even more overwhelmed because they’re getting input from so many different places,” Aungst said of initiative fatigue. These experiences have led him to believe that teachers and building leaders need to understand the broader district goals, but \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/16/7-qualities-that-promote-teacher-leadership-in-schools/\" target=\"_blank\">have space to work together on how to get there\u003c/a>. That may not be the most efficient delivery mechanism, but it might end up producing the most positive long term results.\u003c/p>\n\u003cp>Another challenge of habitualized behavior in schools is recognizing that change can’t happen if the structures, schedules, \u003ca href=\"https://ww2.kqed.org/mindshift/2015/09/24/never-too-late-creating-a-climate-for-adults-to-learn-new-skills/\" target=\"_blank\">culture and mindsets\u003c/a> don’t also change. That often means that in order to break out of calcified approaches changemakers need to put every idea on the table and consider each equally.\u003c/p>\n\u003cp>For example, when Laufenberg taught in Flagstaff the district was having a lot of financial trouble. She raised the idea of going to a four-day school week, which would save the district a lot of transportation costs. But the idea was dismissed out of hand as something parents and the school board wouldn’t approve. Predetermining solutions like that limits the levers for change available.\u003cbr>\n\u003cstrong>\u003cbr>\nCHANGE IN A TECHNOLOGY CONTEXT\u003c/strong>\u003c/p>\n\u003cp>Adina Sullivan has been thinking for years about how to help teachers in her district break out of patterned beliefs and fears about using technology in the classroom. As the education technology coordinator for San Marcos Unified in Southern California, she often encounters teachers who say kids can’t use technology either because of age or ability, they themselves aren’t “techy” people so they can’t do it, or fear using a tool that they don’t already know everything about.\u003c/p>\n\u003cp>“It’s the same or similar issues that have always been there, it’s just now applied to using technology with students,” Sullivan said. When pushing teachers to try new approaches Sullivan is careful not to shame them about their current strategies or their fears, but instead try to understand where they are coming from and then help them to have a positive classroom technology experience that will bolster confidence.\u003c/p>\n\u003cp>One high school English teacher was resistant to technology at first. She often missed trainings and generally felt that since she planned to retire soon she didn’t need to learn much about it. But the district is six years into a rollout of classroom devices and the pressure from parents and students to have a more tech-savvy class is mounting. This teacher started with a simple project producing brochures with Google Drawings and then moved on to a \u003ca href=\"http://alicekeeler.com/2016/03/09/google-slides-jigsaw-activity-template/\" target=\"_blank\">jigsaw activity with Google Slides\u003c/a>. Those successes gave her confidence.\u003c/p>\n\u003cp>“Now she has found ways and a reason to integrate technology into her college prep English course, which is a course that a lot of teachers don’t feel they have time to add anything new to,” Sullivan said.\u003c/p>\n\u003cp>The first steps teachers take to integrate technology are usually just a substitution of technology for something that used to be done analog. But Sullivan says it’s important to start somewhere. “Sometimes transformation is just changing someone’s idea of what they can and can’t do, or what is and isn’t possible,” she said. And, she notes, bad habits or deeply held beliefs about the roles of students and teachers in classrooms were developed over a long time, so substituting new belief structures and habits will also take time.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Change often comes with a period of discomfort that can be good, but Laufenberg cautions educators trying to make change in their buildings or districts that when morale goes down and buy-in fades it can be easy to end up with exactly the system that existed before the change process started. That’s why leaders and individuals within the system have to fight hard to recognize and replace their own bad habits.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Making lasting change in schools is difficult not only because schools are communities made up of individuals with their own opinions about what’s best for kids, but also because, like most institutions, they are full of “bad habits” that can be tough to break. While habitual behavior can be good -- like when it reinforces a positive culture or set of norms -- it can also be a stubborn obstacle to enacting meaningful change.\u003c/p>\n\u003cp>At the \u003ca href=\"http://2017.educon.org/\">EduCon\u003c/a> conference hosted by Science Leadership Academy in Philadelphia, a room full of educators easily listed common “bad habits” they’ve experienced in their work, such as siloed learning, homework just for the sake of it, spending time planning with no action, keeping the door closed and visitors out, poor communication between administrators and teachers, traditional professional development, fixing problems by mandate rather than by team problem solving and initiative overload.\u003c/p>\n\u003cp>Even when everyone in a school building understands that a set of habitual behaviors are holding back change it can be difficult to shift away from them because of time constraints, history, comfort with something familiar, or control issues. But if school leaders and educators in the building truly want to see changes to teaching and learning, they must name negative habitual behaviors, own them, and intentionally make plans to address them.\u003c/p>\n\u003cp>“This issue of patterned behavior and things that are hard to break is something we keep running into over and over and over,” said Diana Laufenberg, executive director of \u003ca href=\"https://www.inquiryschools.org/\" target=\"_blank\">Inquiry Schools\u003c/a>. Laufenberg has been consulting with schools around the country on school transformation and often finds that \u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/24/why-a-schools-master-schedule-is-a-powerful-enabler-of-change/\" target=\"_blank\">long-held beliefs about things like the schedule\u003c/a> present the most persistent obstacles to helping school leaders achieve their visions. She once worked with a project that had lots of flexibility, no accountability, only 15 students and four teachers, but the first thing the organizers freaked out about was the schedule.\u003c/p>\n\u003cp>When Laufenberg encounters patterned behavior that is challenging the rest of a school’s vision, she not only tries to get leaders and educators to identify and own that habit, but she does so in a way that isn’t judgmental. Teachers get defensive when a new leader -- or worse, a consultant -- comes in and implies everything they’ve done in their careers has been wrong. Instead, Laufenberg says it’s crucial to make a strong case for why change is necessary and then invite people to walk through a new door together. Leaders can frame that change as a positive thing and help individuals to focus on transforming practices within their control.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Teachers often complain about “initiative overload” as a bad habit at the system level. It’s a common story: a district superintendent or coordinator attends a conference and comes back with a bunch of new, shiny ideas that she or he wants implemented in classrooms right away. Often new leaders spearhead signature initiatives that then die out when they leave, and classroom teachers are left with the memory of a litany of failed initiatives that were poorly implemented and never given enough time to succeed. It’s no wonder \u003ca href=\"https://ww2.kqed.org/mindshift/2014/01/29/why-some-teachers-may-question-new-education-trends/\" target=\"_blank\">teachers are reluctant to throw themselves into each new idea\u003c/a> that comes along.\u003c/p>\n\u003cp>\u003cstrong>A COMMON UNDERSTANDING\u003c/strong>\u003c/p>\n\u003cp>Mandated initiatives from the top are a reality that teachers in classrooms can do very little to modify, but when discussing the idea, educator Gerald Aungst realized his personal bad habit is a scaled down version of initiative fatigue.\u003c/p>\n\u003cp>“I always notice what I could be doing better and I tend to try to tackle it right away,” Aungst said. He supports gifted children at Cheltenham Elementary near Philadelphia and often finds good ideas he’d like to try with students mid-year. For example, when running literature circles with his students he was dissatisfied with the kind of questions students were bringing to kickoff the discussions. He stumbled upon the \u003ca href=\"http://rightquestion.org/education/\" target=\"_blank\">Question Formulation Technique\u003c/a> and immediately knew it could help his students develop better questions. He put aside what he had been doing with students and dove into the new strategy.\u003c/p>\n\u003cp>He now realizes that approach didn’t give him enough time to think through how he would introduce the technique most effectively. “I had a good idea and I jumped to implementation of that idea too soon,” Aungst said. Interestingly, that’s often what happens at the school and district level as well. A good idea may be poorly implemented because the leader doesn’t take time to explain and build enthusiasm among staff.\u003c/p>\n\u003cp>To address his own bad habit, Aungst is trying to carve out space in his prep time to not just map out lessons for that day, but also to do some longer range planning. And, he’s trying to develop a system for saving ideas as they arise so he can examine them more deeply over the summer and integrate them into his plan for the following year.\u003c/p>\n\u003cp>Aungst has also worked at the district level, so he knows the view from the central office is quite different from the one in the classroom. “When I was a teacher I felt like so many things that came from district offices felt random and arbitrary,” he said. But he also worked as the supervisor of gifted education for several years, where he began to see that there were lots of individual teachers doing amazing work, but they weren’t all headed in the same direction. He began to see the need for consistency and then struggled to balance that against giving teachers autonomy and preserving their excitement.\u003c/p>\n\u003cp>“It’s the teachers who are constantly reflecting on what they can do to be better at their jobs who feel even more overwhelmed because they’re getting input from so many different places,” Aungst said of initiative fatigue. These experiences have led him to believe that teachers and building leaders need to understand the broader district goals, but \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/16/7-qualities-that-promote-teacher-leadership-in-schools/\" target=\"_blank\">have space to work together on how to get there\u003c/a>. That may not be the most efficient delivery mechanism, but it might end up producing the most positive long term results.\u003c/p>\n\u003cp>Another challenge of habitualized behavior in schools is recognizing that change can’t happen if the structures, schedules, \u003ca href=\"https://ww2.kqed.org/mindshift/2015/09/24/never-too-late-creating-a-climate-for-adults-to-learn-new-skills/\" target=\"_blank\">culture and mindsets\u003c/a> don’t also change. That often means that in order to break out of calcified approaches changemakers need to put every idea on the table and consider each equally.\u003c/p>\n\u003cp>For example, when Laufenberg taught in Flagstaff the district was having a lot of financial trouble. She raised the idea of going to a four-day school week, which would save the district a lot of transportation costs. But the idea was dismissed out of hand as something parents and the school board wouldn’t approve. Predetermining solutions like that limits the levers for change available.\u003cbr>\n\u003cstrong>\u003cbr>\nCHANGE IN A TECHNOLOGY CONTEXT\u003c/strong>\u003c/p>\n\u003cp>Adina Sullivan has been thinking for years about how to help teachers in her district break out of patterned beliefs and fears about using technology in the classroom. As the education technology coordinator for San Marcos Unified in Southern California, she often encounters teachers who say kids can’t use technology either because of age or ability, they themselves aren’t “techy” people so they can’t do it, or fear using a tool that they don’t already know everything about.\u003c/p>\n\u003cp>“It’s the same or similar issues that have always been there, it’s just now applied to using technology with students,” Sullivan said. When pushing teachers to try new approaches Sullivan is careful not to shame them about their current strategies or their fears, but instead try to understand where they are coming from and then help them to have a positive classroom technology experience that will bolster confidence.\u003c/p>\n\u003cp>One high school English teacher was resistant to technology at first. She often missed trainings and generally felt that since she planned to retire soon she didn’t need to learn much about it. But the district is six years into a rollout of classroom devices and the pressure from parents and students to have a more tech-savvy class is mounting. This teacher started with a simple project producing brochures with Google Drawings and then moved on to a \u003ca href=\"http://alicekeeler.com/2016/03/09/google-slides-jigsaw-activity-template/\" target=\"_blank\">jigsaw activity with Google Slides\u003c/a>. Those successes gave her confidence.\u003c/p>\n\u003cp>“Now she has found ways and a reason to integrate technology into her college prep English course, which is a course that a lot of teachers don’t feel they have time to add anything new to,” Sullivan said.\u003c/p>\n\u003cp>The first steps teachers take to integrate technology are usually just a substitution of technology for something that used to be done analog. But Sullivan says it’s important to start somewhere. “Sometimes transformation is just changing someone’s idea of what they can and can’t do, or what is and isn’t possible,” she said. And, she notes, bad habits or deeply held beliefs about the roles of students and teachers in classrooms were developed over a long time, so substituting new belief structures and habits will also take time.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Change often comes with a period of discomfort that can be good, but Laufenberg cautions educators trying to make change in their buildings or districts that when morale goes down and buy-in fades it can be easy to end up with exactly the system that existed before the change process started. That’s why leaders and individuals within the system have to fight hard to recognize and replace their own bad habits.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "The Trends and Challenges Shaping Technology Adoption In Schools",
"title": "The Trends and Challenges Shaping Technology Adoption In Schools",
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"content": "\u003cp>Every year for the past 15 years the \u003ca href=\"http://www.nmc.org/\">New Media Consortium\u003c/a> and the Consortium for School Networking (CoSN) have been taking the pulse of where education technology stands among K-12 educators. A panel of 59 experts from 18 countries discussed major trends in education that are driving the adoption of technology, as well as the big challenges to effective implementation. This collaborative effort helps to \u003ca href=\"http://cdn.nmc.org/media/2016-nmc-cosn-horizon-report-k12-EN.pdf\" target=\"_blank\">paint a picture of where things stand now and where they might be going\u003c/a>. This year NMC and CoSN have also put together a \u003ca href=\"http://cosn.org/focus-areas/leadership-vision/horizon-report\" target=\"_blank\">digital toolkit\u003c/a> to help educators and policy leaders start conversations about these trends in their community, with the hope that some of the changes they see happening in pockets around the world will become more broadly accepted.\u003c/p>\n\u003cp>“It gives lots of way to facilitate activities at a PTA meeting, at a school board meeting or a local chamber of commerce,” said Keith Kruger, CEO of \u003ca href=\"http://www.cosn.org/\">CoSN\u003c/a>. “We’re hoping you don’t see the report as something you read once and file away, but that you start using it to really start stimulating conversation.”\u003c/p>\n\u003cfigure id=\"attachment_46373\" class=\"wp-caption aligncenter\" style=\"max-width: 988px\">\u003ca href=\"http://cdn.nmc.org/media/2016-nmc-cosn-horizon-report-k12-EN.pdf\">\u003cimg class=\"size-full wp-image-46373\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/NMC-trends.png\" alt=\"Trends affecting the adoption of technology in schools.\" width=\"988\" height=\"778\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/09/NMC-trends.png 988w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/NMC-trends-400x315.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/NMC-trends-800x630.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/NMC-trends-768x605.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/NMC-trends-960x756.png 960w\" sizes=\"(max-width: 988px) 100vw, 988px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Trends affecting the adoption of technology in schools. \u003ccite>(NMC/CoSN Horizons Report: K-12 Edition)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>TRENDS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Redesigning Learning Spaces:\u003c/strong> Panelists identified \u003ca href=\"https://ww2.kqed.org/mindshift/2013/08/14/to-foster-productivity-and-creativity-in-class-ditch-the-desks/\">changing learning spaces\u003c/a> as a trend that educators and district leaders have embraced for quite some time and which is likely to continue. An increasing number of educators are finding that collaborative, hands-on learning requires a different type of space than most traditional classrooms offer, and that the learning environment greatly impacts both pedagogy and student engagement.\u003c/p>\n\u003cp>\u003cstrong>Rethinking How Schools Work:\u003c/strong> Another trend educators have long talked about is the need to make learning more interdisciplinary, interactive and student-driven. Many schools are moving toward these goals by adopting pedagogies like \u003ca href=\"https://ww2.kqed.org/mindshift/tag/project-based-learning/\">project-based learning\u003c/a> and \u003ca href=\"https://ww2.kqed.org/mindshift/tag/competency-based-education/\">competency-based learning\u003c/a> that allow students to move more organically between academic tasks and rely less on rigid bell schedules and siloed disciplines. Technology could be a productive part of this shift by changing where and how students engage with learning.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Collaborative Learning: \u003c/strong>In the next three to five years, experts see \u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/06/how-failure-and-solving-real-problems-helps-this-school-thrive/\">collaborative social learning\u003c/a> as an important factor in what educators are trying to do with students. Teachers have long known learning is a social process -- when students create meaning together, often the results are much more effective. The \u003ca href=\"http://cdn.nmc.org/media/2016-nmc-cosn-horizon-report-k12-EN.pdf\">NMC/CoSN Horizon report\u003c/a> highlights four principles of collaborative learning: “placing the learner at the center, emphasizing interaction, working in groups, and developing solutions to real-world problems.” Working in this way necessarily pushes students to create solutions, rather than passively consume content, lectures and lessons handed out by teachers.\u003c/p>\n\u003cp>\u003cstrong>Deeper Learning:\u003c/strong> Last year the expert panel identified \u003ca href=\"https://ww2.kqed.org/mindshift/tag/deeper-learning/\">deeper learning\u003c/a> as a long-term trend, but this year is has moved to the medium term. The report focuses on how deeper learning can once again deepen student engagement with ideas and problem-solving: “Pedagogical approaches that shift the dynamic from passive to active learning allow students to develop ideas themselves from new information and take control of how they engage with a subject.”\u003c/p>\n\u003cp>\u003cstrong>Coding as Literacy and Students as Creators:\u003c/strong> Over the next one to two years, experts on the panel expect that more schools will accept \u003ca href=\"https://ww2.kqed.org/mindshift/tag/coding/\">coding\u003c/a> as a new kind of literacy. While this will drive the adoption of technology, it also requires explicit planning for equity. Similarly, educators are recognizing that the most powerful uses of technology in the classroom position \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/06/what-are-the-most-powerful-uses-of-tech-for-learning/\">students as creators of content, not passive consumers\u003c/a>. However, a problem remains in equity of use, where schools serving socioeconomically disadvantaged kids are given fewer opportunities to create with technology.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>As with any changing industry, there are many problems standing in the way of effective technology implementation. Some problems are already being solved in creative ways by educators setting an example of the way forward, while others are more difficult and haven’t yet been solved.\u003c/p>\n\u003cp>\u003cstrong>Authentic Learning Experiences:\u003c/strong> One challenge that persists in mainstream education, although it is one the panelists say is well understood and can be solved, is how to create\u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/08/is-the-public-system-scared-to-put-students-at-the-center-of-education/\"> truly authentic learning opportunities\u003c/a> within the bureaucracy of schools. As with other education buzzwords, many schools believe they are providing authentic learning, but they don’t offer the \u003ca href=\"https://ww2.kqed.org/mindshift/2016/06/16/interests-to-internships-when-students-take-the-lead-in-learning/\">apprenticeships\u003c/a>, vocational training and relationships with outside experts that often characterize work that carries larger life lessons.\u003c/p>\n\u003cp>\u003cstrong>Rethinking the Role of Teachers:\u003c/strong> The other challenge identified as a lower-bar challenge is how the role of the teacher will change. Just as the expectations of students are shifting from memorizing content to what they can do with information, so teachers must shift to \u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/20/when-schools-help-students-transcend-chronic-stress-to-tap-motivation/\">create environments\u003c/a> conducive to that type of work. This evolving expectation requires teachers to \u003ca href=\"https://ww2.kqed.org/mindshift/2016/02/29/tapping-teachers-intrinsic-motivation-to-develop-school-improvements/\">engage in their own professional development in different ways\u003c/a>, pushing them to be active learners, too.\u003c/p>\n\u003cp>\u003cstrong>Advancing Digital Equity and Scaling Innovation:\u003c/strong> Equal access to high-speed internet at home and at school remains a problem that educators can easily identify, but for which solutions are elusive. As more learning moves into digital spaces, this access gap has the potential to deepen the achievement and opportunity gaps, rather than close them. Scaling promising innovations is another problem that most educators run up against, but don’t know how to get around. The report notes, “Success in teaching is closely tied to test results, and teachers are not frequently rewarded for innovative approaches and improvements in teaching and learning, much less allowed to scale and replicate these breakthroughs.” This environment of stagnation frustrates many teachers and prevents good ideas from spreading.\u003c/p>\n\u003cp>\u003cstrong>Achievement Gap and Personalized Learning:\u003c/strong> These are two issues that the 2016 Horizon Report identifies as thorny challenges -- those that are “complex to define, let alone address.” The achievement gap between students from different socioeconomic backgrounds and experiences has long existed, but it is promising that this report has finally identified it as a major challenge in technology implementation. Similarly, while the term “personalized learning” has been used among educators for a long time, its presence in this report as a “thorny challenge” indicates that merely adapting the pace of a student’s learning with software doesn’t achieve the \u003ca href=\"https://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/\">full potential of what it means to make learning personal\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>DEVELOPMENTS IN ED TECH\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Makerspaces/Online Learning:\u003c/strong> In just one or two years, experts predict makerspaces and online learning will be common in schools. \u003ca href=\"https://ww2.kqed.org/mindshift/tag/maker-education/\">Makerspaces\u003c/a> have emerged as one way to pack many of the trends identified above into one experience; students can identify problems, design solutions, problem solve and learn in hands-on ways in these spaces. Online learning, on the other hand, has been around for decades, but the panel notes that \u003ca href=\"https://ww2.kqed.org/mindshift/tag/blended-learning/\">adoption of online learning components in brick-and-mortar classrooms\u003c/a> has increased. Teachers are becoming more comfortable with this idea of “blending learning.”\u003c/p>\n\u003cp>\u003cstrong>Robotics and Virtual Reality:\u003c/strong> While the panel still agrees these technologies are two to three years from widespread adoption in K-12 learning spaces, experts predict more schools will be \u003ca href=\"http://ww2.kqed.org/mindshift/tag/robots/\">teaching with robots \u003c/a>and asking students to design and build them as part of science, technology, engineering and math (STEM) courses. Virtual Reality, on the other hand, is j\u003ca href=\"https://ww2.kqed.org/mindshift/2016/08/17/five-ethical-considerations-for-using-virtual-reality-with-children-and-adolescents/\">ust entering the K-12 space\u003c/a>, but is garnering a lot of excitement. Educators see VR as a way to give students experiences that could promote empathy and expand access to novel locations.\u003c/p>\n\u003cp>\u003cstrong>Artificial Intelligence and Wearables:\u003c/strong> On the four- to five-year horizon, experts see artificial intelligence and wearable technology making more of an impact on K-12 schools. Included in the report as a bit of a “wow factor,” the panel sees huge potential in these technologies to inspire creativity in kids and educators. While it isn’t making a big impact yet, the report notes that as AI improves it could dramatically improve online learning experiences, adaptive technology and digital simulations.\u003c/p>\n\u003cp>While by no means comprehensive, the \u003ca href=\"http://cdn.nmc.org/media/2016-nmc-cosn-horizon-report-k12-EN.pdf\" target=\"_blank\">NMC/CoSN Horizon Report: K-12 Edition\u003c/a> offers a snapshot of the ed-tech industry as the larger picture into which they fit. Sometimes technologies on earlier versions of this list have gained a lot of attention and then receded from view in subsequent years, like \u003ca href=\"http://ww2.kqed.org/mindshift/tag/moocs/\">Massive Open Online Courses (MOOCs)\u003c/a> or \u003ca href=\"http://ww2.kqed.org/mindshift/tag/game-based-learning/\">game-based learning\u003c/a>. Others gradually move from a projection into the 20 percent adoption rate that’s considered mainstream by the report.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Perhaps one of the most important things is to keep in mind is that all the technology operates within an ecosystem of trends and challenges that ultimately determine the impact it makes. And no technology can make a positive impact on learning without strong pedagogy behind it.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Every year for the past 15 years the \u003ca href=\"http://www.nmc.org/\">New Media Consortium\u003c/a> and the Consortium for School Networking (CoSN) have been taking the pulse of where education technology stands among K-12 educators. A panel of 59 experts from 18 countries discussed major trends in education that are driving the adoption of technology, as well as the big challenges to effective implementation. This collaborative effort helps to \u003ca href=\"http://cdn.nmc.org/media/2016-nmc-cosn-horizon-report-k12-EN.pdf\" target=\"_blank\">paint a picture of where things stand now and where they might be going\u003c/a>. This year NMC and CoSN have also put together a \u003ca href=\"http://cosn.org/focus-areas/leadership-vision/horizon-report\" target=\"_blank\">digital toolkit\u003c/a> to help educators and policy leaders start conversations about these trends in their community, with the hope that some of the changes they see happening in pockets around the world will become more broadly accepted.\u003c/p>\n\u003cp>“It gives lots of way to facilitate activities at a PTA meeting, at a school board meeting or a local chamber of commerce,” said Keith Kruger, CEO of \u003ca href=\"http://www.cosn.org/\">CoSN\u003c/a>. “We’re hoping you don’t see the report as something you read once and file away, but that you start using it to really start stimulating conversation.”\u003c/p>\n\u003cfigure id=\"attachment_46373\" class=\"wp-caption aligncenter\" style=\"max-width: 988px\">\u003ca href=\"http://cdn.nmc.org/media/2016-nmc-cosn-horizon-report-k12-EN.pdf\">\u003cimg class=\"size-full wp-image-46373\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/09/NMC-trends.png\" alt=\"Trends affecting the adoption of technology in schools.\" width=\"988\" height=\"778\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/09/NMC-trends.png 988w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/NMC-trends-400x315.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/NMC-trends-800x630.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/NMC-trends-768x605.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/09/NMC-trends-960x756.png 960w\" sizes=\"(max-width: 988px) 100vw, 988px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Trends affecting the adoption of technology in schools. \u003ccite>(NMC/CoSN Horizons Report: K-12 Edition)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>TRENDS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Redesigning Learning Spaces:\u003c/strong> Panelists identified \u003ca href=\"https://ww2.kqed.org/mindshift/2013/08/14/to-foster-productivity-and-creativity-in-class-ditch-the-desks/\">changing learning spaces\u003c/a> as a trend that educators and district leaders have embraced for quite some time and which is likely to continue. An increasing number of educators are finding that collaborative, hands-on learning requires a different type of space than most traditional classrooms offer, and that the learning environment greatly impacts both pedagogy and student engagement.\u003c/p>\n\u003cp>\u003cstrong>Rethinking How Schools Work:\u003c/strong> Another trend educators have long talked about is the need to make learning more interdisciplinary, interactive and student-driven. Many schools are moving toward these goals by adopting pedagogies like \u003ca href=\"https://ww2.kqed.org/mindshift/tag/project-based-learning/\">project-based learning\u003c/a> and \u003ca href=\"https://ww2.kqed.org/mindshift/tag/competency-based-education/\">competency-based learning\u003c/a> that allow students to move more organically between academic tasks and rely less on rigid bell schedules and siloed disciplines. Technology could be a productive part of this shift by changing where and how students engage with learning.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Collaborative Learning: \u003c/strong>In the next three to five years, experts see \u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/06/how-failure-and-solving-real-problems-helps-this-school-thrive/\">collaborative social learning\u003c/a> as an important factor in what educators are trying to do with students. Teachers have long known learning is a social process -- when students create meaning together, often the results are much more effective. The \u003ca href=\"http://cdn.nmc.org/media/2016-nmc-cosn-horizon-report-k12-EN.pdf\">NMC/CoSN Horizon report\u003c/a> highlights four principles of collaborative learning: “placing the learner at the center, emphasizing interaction, working in groups, and developing solutions to real-world problems.” Working in this way necessarily pushes students to create solutions, rather than passively consume content, lectures and lessons handed out by teachers.\u003c/p>\n\u003cp>\u003cstrong>Deeper Learning:\u003c/strong> Last year the expert panel identified \u003ca href=\"https://ww2.kqed.org/mindshift/tag/deeper-learning/\">deeper learning\u003c/a> as a long-term trend, but this year is has moved to the medium term. The report focuses on how deeper learning can once again deepen student engagement with ideas and problem-solving: “Pedagogical approaches that shift the dynamic from passive to active learning allow students to develop ideas themselves from new information and take control of how they engage with a subject.”\u003c/p>\n\u003cp>\u003cstrong>Coding as Literacy and Students as Creators:\u003c/strong> Over the next one to two years, experts on the panel expect that more schools will accept \u003ca href=\"https://ww2.kqed.org/mindshift/tag/coding/\">coding\u003c/a> as a new kind of literacy. While this will drive the adoption of technology, it also requires explicit planning for equity. Similarly, educators are recognizing that the most powerful uses of technology in the classroom position \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/06/what-are-the-most-powerful-uses-of-tech-for-learning/\">students as creators of content, not passive consumers\u003c/a>. However, a problem remains in equity of use, where schools serving socioeconomically disadvantaged kids are given fewer opportunities to create with technology.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>As with any changing industry, there are many problems standing in the way of effective technology implementation. Some problems are already being solved in creative ways by educators setting an example of the way forward, while others are more difficult and haven’t yet been solved.\u003c/p>\n\u003cp>\u003cstrong>Authentic Learning Experiences:\u003c/strong> One challenge that persists in mainstream education, although it is one the panelists say is well understood and can be solved, is how to create\u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/08/is-the-public-system-scared-to-put-students-at-the-center-of-education/\"> truly authentic learning opportunities\u003c/a> within the bureaucracy of schools. As with other education buzzwords, many schools believe they are providing authentic learning, but they don’t offer the \u003ca href=\"https://ww2.kqed.org/mindshift/2016/06/16/interests-to-internships-when-students-take-the-lead-in-learning/\">apprenticeships\u003c/a>, vocational training and relationships with outside experts that often characterize work that carries larger life lessons.\u003c/p>\n\u003cp>\u003cstrong>Rethinking the Role of Teachers:\u003c/strong> The other challenge identified as a lower-bar challenge is how the role of the teacher will change. Just as the expectations of students are shifting from memorizing content to what they can do with information, so teachers must shift to \u003ca href=\"https://ww2.kqed.org/mindshift/2016/05/20/when-schools-help-students-transcend-chronic-stress-to-tap-motivation/\">create environments\u003c/a> conducive to that type of work. This evolving expectation requires teachers to \u003ca href=\"https://ww2.kqed.org/mindshift/2016/02/29/tapping-teachers-intrinsic-motivation-to-develop-school-improvements/\">engage in their own professional development in different ways\u003c/a>, pushing them to be active learners, too.\u003c/p>\n\u003cp>\u003cstrong>Advancing Digital Equity and Scaling Innovation:\u003c/strong> Equal access to high-speed internet at home and at school remains a problem that educators can easily identify, but for which solutions are elusive. As more learning moves into digital spaces, this access gap has the potential to deepen the achievement and opportunity gaps, rather than close them. Scaling promising innovations is another problem that most educators run up against, but don’t know how to get around. The report notes, “Success in teaching is closely tied to test results, and teachers are not frequently rewarded for innovative approaches and improvements in teaching and learning, much less allowed to scale and replicate these breakthroughs.” This environment of stagnation frustrates many teachers and prevents good ideas from spreading.\u003c/p>\n\u003cp>\u003cstrong>Achievement Gap and Personalized Learning:\u003c/strong> These are two issues that the 2016 Horizon Report identifies as thorny challenges -- those that are “complex to define, let alone address.” The achievement gap between students from different socioeconomic backgrounds and experiences has long existed, but it is promising that this report has finally identified it as a major challenge in technology implementation. Similarly, while the term “personalized learning” has been used among educators for a long time, its presence in this report as a “thorny challenge” indicates that merely adapting the pace of a student’s learning with software doesn’t achieve the \u003ca href=\"https://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/\">full potential of what it means to make learning personal\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>DEVELOPMENTS IN ED TECH\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Makerspaces/Online Learning:\u003c/strong> In just one or two years, experts predict makerspaces and online learning will be common in schools. \u003ca href=\"https://ww2.kqed.org/mindshift/tag/maker-education/\">Makerspaces\u003c/a> have emerged as one way to pack many of the trends identified above into one experience; students can identify problems, design solutions, problem solve and learn in hands-on ways in these spaces. Online learning, on the other hand, has been around for decades, but the panel notes that \u003ca href=\"https://ww2.kqed.org/mindshift/tag/blended-learning/\">adoption of online learning components in brick-and-mortar classrooms\u003c/a> has increased. Teachers are becoming more comfortable with this idea of “blending learning.”\u003c/p>\n\u003cp>\u003cstrong>Robotics and Virtual Reality:\u003c/strong> While the panel still agrees these technologies are two to three years from widespread adoption in K-12 learning spaces, experts predict more schools will be \u003ca href=\"http://ww2.kqed.org/mindshift/tag/robots/\">teaching with robots \u003c/a>and asking students to design and build them as part of science, technology, engineering and math (STEM) courses. Virtual Reality, on the other hand, is j\u003ca href=\"https://ww2.kqed.org/mindshift/2016/08/17/five-ethical-considerations-for-using-virtual-reality-with-children-and-adolescents/\">ust entering the K-12 space\u003c/a>, but is garnering a lot of excitement. Educators see VR as a way to give students experiences that could promote empathy and expand access to novel locations.\u003c/p>\n\u003cp>\u003cstrong>Artificial Intelligence and Wearables:\u003c/strong> On the four- to five-year horizon, experts see artificial intelligence and wearable technology making more of an impact on K-12 schools. Included in the report as a bit of a “wow factor,” the panel sees huge potential in these technologies to inspire creativity in kids and educators. While it isn’t making a big impact yet, the report notes that as AI improves it could dramatically improve online learning experiences, adaptive technology and digital simulations.\u003c/p>\n\u003cp>While by no means comprehensive, the \u003ca href=\"http://cdn.nmc.org/media/2016-nmc-cosn-horizon-report-k12-EN.pdf\" target=\"_blank\">NMC/CoSN Horizon Report: K-12 Edition\u003c/a> offers a snapshot of the ed-tech industry as the larger picture into which they fit. Sometimes technologies on earlier versions of this list have gained a lot of attention and then receded from view in subsequent years, like \u003ca href=\"http://ww2.kqed.org/mindshift/tag/moocs/\">Massive Open Online Courses (MOOCs)\u003c/a> or \u003ca href=\"http://ww2.kqed.org/mindshift/tag/game-based-learning/\">game-based learning\u003c/a>. Others gradually move from a projection into the 20 percent adoption rate that’s considered mainstream by the report.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Perhaps one of the most important things is to keep in mind is that all the technology operates within an ecosystem of trends and challenges that ultimately determine the impact it makes. And no technology can make a positive impact on learning without strong pedagogy behind it.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Teachers in Littleton, Colorado -- like teachers in many places -- are increasingly asking students to read and write online. Free tools like Google Docs have made it easy for students to work on the same piece of writing at home and at school, and have allowed teachers to explore collaborative writing assignments and synchronous editing with students. There are also many digital tools that can support students as they learn how to read deeply, take well-cited notes, and navigate the writing process.\u003c/p>\n\u003cp>While many teachers are finding efficiency in allowing students to write and submit assignments online, not all students or teachers want to use the exact same set of tools. That’s why Littleton’s Instructional Technology Specialist, Dana Levesque, started compiling resources on a site that both teachers and students can access to find the tools that fit their needs.\u003c/p>\n\u003cp>In a presentation at the \u003ca href=\"https://conference.iste.org/2016/\">International Society for Technology in Education (ISTE)\u003c/a> conference on an array of digital reading and writing tools teachers and students in her district find most helpful, Levesque said she tries to follow the advice of educator and author John Holt:\u003c/p>\n\u003cblockquote>\u003cp>“We can best help children learn, not by deciding what we think they should learn and thinking of ingenious ways to teach it to them, but by making the world, as far as we can, accessible to them…”\u003c/p>\u003c/blockquote>\n\u003cp>Levesque said she wants to make sure teachers and students are aware of tools that could help them, and to develop the agency to choose what works for them. Some students use many tools to bolster their writing and build skills, others don’t use any. The idea is to give students a toolbox they can continually return to both in school and in life beyond its doors.\u003c/p>\n\u003cp>“Kids have different learning styles,” Levesque said. “Why should I make them learn in a way that’s not their strength.” She said often teachers let students know about the district’s sites for \u003ca href=\"https://sites.google.com/a/lpsk12.org/inspired-writing/home\">writing\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1BNqkzD2_4ApMdIGQopMjcakTZURqiSQACGXm73BgLnc/edit\">reading\u003c/a> and \u003ca href=\"https://docs.google.com/document/d/1v-KkA88vGNWuhPu9aSbjfBdAL8NL6JtuSwVuX4iIgo4/edit\">research tools\u003c/a> at the beginning of school and then let them decide what will work for them throughout the year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Marissa Broyles taught English and social studies to a class or sixth graders who needed extra support last year. She experimented with many of the tools Levesque has compiled and saw how her willingness to be flexible as a teacher made her students feel supported.\u003c/p>\n\u003cp>One girl with \u003ca href=\"https://ww2.kqed.org/mindshift/tag/dyslexia/\">dyslexia\u003c/a> could easily have been mistaken for being further behind than she really was because of how much she struggled with writing. “That was her only barrier, and it was so sad for me because she's one of the brightest students I've ever taught, but the dyslexia was really getting in her way,\" Broyles said.\u003c/p>\n\u003cp>Broyles began allowing the student to use \u003ca href=\"https://www.screencastify.com/faq\" target=\"_blank\">Screencastify\u003c/a>, a Chrome extension that lets users record a video of what's happening on their screen while voicing an explanation. The student would pull up a digital copy of a book, for example, find evidence to support her claims, and explain her thinking orally. All her moves on the computer, as well as her exposition, were recorded, showing Broyles the complexity of her thinking.\u003c/p>\n\u003cp>When Broyles presented to her middle school colleagues about the success of this approach she got push back from some teachers who wondered when the girl would learn crucial writing skills if she was always allowed to use the work around.\u003c/p>\n\u003cp>“At that point I wanted to know her thinking,\" Broyles said. \"I didn’t really care about the physical act of her writing, and I wasn’t scoring her on the writing.\" But at other times they did focus on the mechanics of writing, and the student did improve. But Broyles doesn't believe a student should have to write as a prerequisite to having ideas. Even better, the student learned to advocate for herself, identifying some assignments when Screencastify was appropriate and others when writing was necessary.\u003c/p>\n\u003cp>That student is now entering seventh grade, where she won't have the same intensive support that she had last year, but Broyles feels confident that she now has a bag of tools to rely on for her assignments. And, since all students at this middle school have Chromebooks, no one has to know when she's using a support or not.\u003c/p>\n\u003cp>Both Broyles and Levesque say the important thing is for kids to begin to think metacognitively about what they need to succeed in school and to advocate for what works. Not every student will use the same tools, but there are lots of powerful ones that could be the slight boost a student needs to feel successful.\u003c/p>\n\u003cp>\u003cstrong>PREWRITING\u003c/strong>\u003c/p>\n\u003cp>Graphic organizers are a common way teachers try to support kids to brainstorm ideas and organize them into cohesive arguments. But some students might not find graphic organizers inspiring or exciting, and since the ideas, not the worksheet are what is important, Levesque has compiled \u003ca href=\"https://sites.google.com/a/lpsk12.org/inspired-writing/prewriting\">many tools\u003c/a> kids might use to organize their thoughts.\u003c/p>\n\u003cp>For example, some kids still prefer to write and draw ideas on paper, and there’s no reason why they shouldn’t do that even if their ultimate writing product will be digital. Students can easily take a \u003ca href=\"https://docs.google.com/document/d/1nDzLMqj8Yf8cNVD8x0Beb0Cf0vzA2D90q4AhPLxCa60/edit?pref=2&pli=1\">snapshot \u003c/a>of written thoughts to document them digitally. Or they could download a variety of visual templates Levesque has compiled or even use a tool like \u003ca href=\"https://answergarden.ch/\">Answer Garden\u003c/a> to generate a word cloud. “It’s just one more way to capture it,” Levesque said.\u003c/p>\n\u003cp>\u003cstrong>DRAFTING\u003c/strong>\u003c/p>\n\u003cp>Many students who struggle with writing get hung up when it comes to putting the first ideas to paper. But if teachers help them see drafting -- the first iteration of a writing piece -- as a separate step from editing, there are many ways to help students jump this initial hurdle.\u003c/p>\n\u003cp>Voice typing could be one such strategy. \"Just have the kid talk about their topic, and at least they can draft it out and then have time to edit,” Levesque said. After getting those initial ideas down, a student can spend time restructuring sentences and improving the vocabulary. Often having something to work with can make this process smoother and it helps students begin to see multiple drafts and editing as a crucial part of writing. Levesque also noted voice typing is good for students still learning English, especially because it can translate languages.\u003c/p>\n\u003cp>“Drafting is for ideas and editing is where you’re going to start making sure all those ideas are right,” Levesque said. That’s why she often encourages students to “remove spelling suggestions” for documents in the drafting stage. When kids aren’t paralyzed by the squiggly red line indicating spelling mistakes it’s often easier for them to get their ideas down.\u003c/p>\n\u003cp>\u003cstrong>EDITING\u003c/strong>\u003c/p>\n\u003cp>At this stage, students are working to make their sentences crisp and clear and to use higher level vocabulary words to express their points. Levesque said many of Littleton’s teachers use a strategy called “find richer words” when students are editing digital documents. Right clicking on a word in Google Docs brings up a list of synonyms. The student can choose a richer word and make a note to the teacher about the word used previously.\u003c/p>\n\u003cp>“We see a lot of teachers doing this so when they have time to edit [students] work they have a quick visual of what were those edits that they made,” Levesque said. This is also a good time to turn spelling suggestions back on and clean up any mistakes.\u003c/p>\n\u003cp>Teachers can also look at the full revision history of a document to see the progression and changes a student has made over time. Many students have appreciated learning about revision history when they delete a paragraph and what to recover it in a later draft.\u003c/p>\n\u003cp>Levesque has also written up \u003ca href=\"https://docs.google.com/document/d/16ZPKE_RGUw9IGcC_t5xYMEc2IZ_evDTRPwIYQJOXlC8/edit?pref=2&pli=1\">careful directions\u003c/a> for ways students can embed snapshots or images and then label them. In science, students will often take a picture of their lab station, upload it as a drawing, and then add arrows and text to label each element.\u003c/p>\n\u003cp>\u003cstrong>PUBLISHING\u003c/strong>\u003c/p>\n\u003cp>“When it comes to writing, we’re changing our writing product to not just be a writing piece,” Levesque said. Teachers in her district are trying to honor the strengths of different students within the same assignment by assigning an artistic representation and an audio description alongside writing.\u003c/p>\n\u003cp>“The reason this example stuck with me is maybe this kid's writing is not their strength, but wow did they showcase on their speaking part, or the art piece,” Levesque said. The writing is still important, but honoring the strengths of the whole child can give students confidence that their ideas will be understood.\u003c/p>\n\u003cp>Teachers are also experimenting with publishing to more authentic audiences. In one assignment, elementary students published their art pieces online and high school students wrote poems based on that art before publishing them again. Levesque said the elementary students were thrilled that high school students had taken the time to appreciate, interpret and reinterpret their work. And having the same ideas bouncing around within the district in multiple mediums and multiple times strengthened the meaning of the work.\u003c/p>\n\u003cp>\u003cstrong>EVALUATING\u003c/strong>\u003c/p>\n\u003cp>Evaluating is important for both teachers and students. It’s important for students to be able to identify accurate sources and understand online permissions as they work on writing and multimedia projects. Levesque has \u003ca href=\"https://sites.google.com/a/lpsk12.org/inspired-writing/evaluating\">put together some exercises \u003c/a>teachers can use with students to get them in the habit of carefully evaluating the accuracy of online sources.\u003c/p>\n\u003cp>And when teachers evaluate student work within an online environment they have a huge advantage; they can see the revision history and comments from students about their changes, which also have a time stamp. Levesque recommends teachers embed the rubric for an assignment at the bottom of a Google Doc so students know exactly what’s expected of them. \u003ca href=\"http://rubistar.4teachers.org/index.php\">Rubistar\u003c/a> is an easy way to create a rubric. They can also give examples of specific skills they’d like to see so students know what’s expected of them.\u003c/p>\n\u003cp>\u003cstrong>READING\u003c/strong>\u003c/p>\n\u003cp>“These tools help scaffold reading for many of our readers who can’t access certain texts,” Levesque said. “Kids use tools they think they need.\"\u003c/p>\n\u003cp>She has compiled a list of Chrome extensions that help kids access dictionaries and pronunciations they don’t know, as well as Speak It and Read&Write, which offer audio supports for students having difficulty reading text.\u003c/p>\n\u003cp>“Some kids are using this a lot especially in content areas like science where there are a lot of vocabulary words,” Levesque said. Some teachers she works with no longer compile vocabulary lists for students. Instead students make lists of the words they don’t know with definitions and examples as they read.\u003c/p>\n\u003cp>Levesque was surprised at how excited her high school teachers were to discover a tool called \u003ca href=\"https://rewordify.com/\">Rewordify\u003c/a>, which allows students to paste a link and get back a version with simpler words and sentence constructions. When students hover over highlighted areas the original, richer text shows up so they can gradually build their vocabulary and familiarity with difficult texts.\u003c/p>\n\u003cp>Levesque also recommends \u003ca href=\"https://newsela.com/\">Newsela\u003c/a> and the free and nearly identical tool \u003ca href=\"http://tweentribune.com/\">Tween Tribune\u003c/a> for non-fiction readings offered at various reading levels. The app offers texts in both Spanish and English.\u003c/p>\n\u003cp>\u003cstrong>RESEARCH\u003c/strong>\u003c/p>\n\u003cp>Research is a central skill for students and yet often teachers don’t give them questions that require the synthesis, analysis and critical thinking inherent in good research. Levesque has \u003ca href=\"https://docs.google.com/drawings/d/17eOafGx-Zutke9VbTzC5SHCKyqGjDGNwW2cnDQGtH0E/edit\">compiled resources to help teachers design “thicker questions”\u003c/a> that push students to use multiple sources, analyze them, develop an opinion and connect to the real world.\u003c/p>\n\u003cp>There are lots of useful digital tools to help students keep track of information they find online and to cite it correctly. The easiest is the research tool within Google Docs, which pulls up a whole list of resources related to any right-clicked word, and can be filtered by license or type of search. If students pull quotes, images or tables into a research document they’ll also get a link back to the original site and information about how to correctly cite it.\u003c/p>\n\u003cp>Younger kids can get overwhelmed by text-heavy search results might enjoy using \u003ca href=\"https://www.instagrok.com/\">Instagrok\u003c/a>. This tool will return a concept map related to the topic, instead of text heavy articles. That could help students plot a roadmap for their research without getting overwhelmed and frustrated.\u003c/p>\n\u003cp>Levesque finds students are often most appreciative for little tips or tricks that make their researching more efficient or less frustrating. For example, they were thrilled when she told them that if they accidentally closed a tab in Chrome they could re-open it by right-clicking on the previous tab and selecting “reopen closed tab.” Students can also “pin tabs” that they are continually going back to so they don’t accidentally close them. A frustrating moment like that can discourage students from continuing with their research, and little tricks help smooth the process.\u003c/p>\n\u003cp>“Being aware of the small things that help with transitions my students say are crazy important,” Levesque said. For example, students were thrilled to learn about “bookmark all tabs” for those moments when they have ten tabs with research open and the bell rings. It helps them save all the research they’ve carefully found and they can open them all easily next time they need their work.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Above all, Levesque wants to build self-confidence in students and teachers around helpful tools. After that, it’s up to the individual to own what strategies are helpful and which can be ignored.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Teachers in Littleton, Colorado -- like teachers in many places -- are increasingly asking students to read and write online. Free tools like Google Docs have made it easy for students to work on the same piece of writing at home and at school, and have allowed teachers to explore collaborative writing assignments and synchronous editing with students. There are also many digital tools that can support students as they learn how to read deeply, take well-cited notes, and navigate the writing process.\u003c/p>\n\u003cp>While many teachers are finding efficiency in allowing students to write and submit assignments online, not all students or teachers want to use the exact same set of tools. That’s why Littleton’s Instructional Technology Specialist, Dana Levesque, started compiling resources on a site that both teachers and students can access to find the tools that fit their needs.\u003c/p>\n\u003cp>In a presentation at the \u003ca href=\"https://conference.iste.org/2016/\">International Society for Technology in Education (ISTE)\u003c/a> conference on an array of digital reading and writing tools teachers and students in her district find most helpful, Levesque said she tries to follow the advice of educator and author John Holt:\u003c/p>\n\u003cblockquote>\u003cp>“We can best help children learn, not by deciding what we think they should learn and thinking of ingenious ways to teach it to them, but by making the world, as far as we can, accessible to them…”\u003c/p>\u003c/blockquote>\n\u003cp>Levesque said she wants to make sure teachers and students are aware of tools that could help them, and to develop the agency to choose what works for them. Some students use many tools to bolster their writing and build skills, others don’t use any. The idea is to give students a toolbox they can continually return to both in school and in life beyond its doors.\u003c/p>\n\u003cp>“Kids have different learning styles,” Levesque said. “Why should I make them learn in a way that’s not their strength.” She said often teachers let students know about the district’s sites for \u003ca href=\"https://sites.google.com/a/lpsk12.org/inspired-writing/home\">writing\u003c/a>, \u003ca href=\"https://docs.google.com/document/d/1BNqkzD2_4ApMdIGQopMjcakTZURqiSQACGXm73BgLnc/edit\">reading\u003c/a> and \u003ca href=\"https://docs.google.com/document/d/1v-KkA88vGNWuhPu9aSbjfBdAL8NL6JtuSwVuX4iIgo4/edit\">research tools\u003c/a> at the beginning of school and then let them decide what will work for them throughout the year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Marissa Broyles taught English and social studies to a class or sixth graders who needed extra support last year. She experimented with many of the tools Levesque has compiled and saw how her willingness to be flexible as a teacher made her students feel supported.\u003c/p>\n\u003cp>One girl with \u003ca href=\"https://ww2.kqed.org/mindshift/tag/dyslexia/\">dyslexia\u003c/a> could easily have been mistaken for being further behind than she really was because of how much she struggled with writing. “That was her only barrier, and it was so sad for me because she's one of the brightest students I've ever taught, but the dyslexia was really getting in her way,\" Broyles said.\u003c/p>\n\u003cp>Broyles began allowing the student to use \u003ca href=\"https://www.screencastify.com/faq\" target=\"_blank\">Screencastify\u003c/a>, a Chrome extension that lets users record a video of what's happening on their screen while voicing an explanation. The student would pull up a digital copy of a book, for example, find evidence to support her claims, and explain her thinking orally. All her moves on the computer, as well as her exposition, were recorded, showing Broyles the complexity of her thinking.\u003c/p>\n\u003cp>When Broyles presented to her middle school colleagues about the success of this approach she got push back from some teachers who wondered when the girl would learn crucial writing skills if she was always allowed to use the work around.\u003c/p>\n\u003cp>“At that point I wanted to know her thinking,\" Broyles said. \"I didn’t really care about the physical act of her writing, and I wasn’t scoring her on the writing.\" But at other times they did focus on the mechanics of writing, and the student did improve. But Broyles doesn't believe a student should have to write as a prerequisite to having ideas. Even better, the student learned to advocate for herself, identifying some assignments when Screencastify was appropriate and others when writing was necessary.\u003c/p>\n\u003cp>That student is now entering seventh grade, where she won't have the same intensive support that she had last year, but Broyles feels confident that she now has a bag of tools to rely on for her assignments. And, since all students at this middle school have Chromebooks, no one has to know when she's using a support or not.\u003c/p>\n\u003cp>Both Broyles and Levesque say the important thing is for kids to begin to think metacognitively about what they need to succeed in school and to advocate for what works. Not every student will use the same tools, but there are lots of powerful ones that could be the slight boost a student needs to feel successful.\u003c/p>\n\u003cp>\u003cstrong>PREWRITING\u003c/strong>\u003c/p>\n\u003cp>Graphic organizers are a common way teachers try to support kids to brainstorm ideas and organize them into cohesive arguments. But some students might not find graphic organizers inspiring or exciting, and since the ideas, not the worksheet are what is important, Levesque has compiled \u003ca href=\"https://sites.google.com/a/lpsk12.org/inspired-writing/prewriting\">many tools\u003c/a> kids might use to organize their thoughts.\u003c/p>\n\u003cp>For example, some kids still prefer to write and draw ideas on paper, and there’s no reason why they shouldn’t do that even if their ultimate writing product will be digital. Students can easily take a \u003ca href=\"https://docs.google.com/document/d/1nDzLMqj8Yf8cNVD8x0Beb0Cf0vzA2D90q4AhPLxCa60/edit?pref=2&pli=1\">snapshot \u003c/a>of written thoughts to document them digitally. Or they could download a variety of visual templates Levesque has compiled or even use a tool like \u003ca href=\"https://answergarden.ch/\">Answer Garden\u003c/a> to generate a word cloud. “It’s just one more way to capture it,” Levesque said.\u003c/p>\n\u003cp>\u003cstrong>DRAFTING\u003c/strong>\u003c/p>\n\u003cp>Many students who struggle with writing get hung up when it comes to putting the first ideas to paper. But if teachers help them see drafting -- the first iteration of a writing piece -- as a separate step from editing, there are many ways to help students jump this initial hurdle.\u003c/p>\n\u003cp>Voice typing could be one such strategy. \"Just have the kid talk about their topic, and at least they can draft it out and then have time to edit,” Levesque said. After getting those initial ideas down, a student can spend time restructuring sentences and improving the vocabulary. Often having something to work with can make this process smoother and it helps students begin to see multiple drafts and editing as a crucial part of writing. Levesque also noted voice typing is good for students still learning English, especially because it can translate languages.\u003c/p>\n\u003cp>“Drafting is for ideas and editing is where you’re going to start making sure all those ideas are right,” Levesque said. That’s why she often encourages students to “remove spelling suggestions” for documents in the drafting stage. When kids aren’t paralyzed by the squiggly red line indicating spelling mistakes it’s often easier for them to get their ideas down.\u003c/p>\n\u003cp>\u003cstrong>EDITING\u003c/strong>\u003c/p>\n\u003cp>At this stage, students are working to make their sentences crisp and clear and to use higher level vocabulary words to express their points. Levesque said many of Littleton’s teachers use a strategy called “find richer words” when students are editing digital documents. Right clicking on a word in Google Docs brings up a list of synonyms. The student can choose a richer word and make a note to the teacher about the word used previously.\u003c/p>\n\u003cp>“We see a lot of teachers doing this so when they have time to edit [students] work they have a quick visual of what were those edits that they made,” Levesque said. This is also a good time to turn spelling suggestions back on and clean up any mistakes.\u003c/p>\n\u003cp>Teachers can also look at the full revision history of a document to see the progression and changes a student has made over time. Many students have appreciated learning about revision history when they delete a paragraph and what to recover it in a later draft.\u003c/p>\n\u003cp>Levesque has also written up \u003ca href=\"https://docs.google.com/document/d/16ZPKE_RGUw9IGcC_t5xYMEc2IZ_evDTRPwIYQJOXlC8/edit?pref=2&pli=1\">careful directions\u003c/a> for ways students can embed snapshots or images and then label them. In science, students will often take a picture of their lab station, upload it as a drawing, and then add arrows and text to label each element.\u003c/p>\n\u003cp>\u003cstrong>PUBLISHING\u003c/strong>\u003c/p>\n\u003cp>“When it comes to writing, we’re changing our writing product to not just be a writing piece,” Levesque said. Teachers in her district are trying to honor the strengths of different students within the same assignment by assigning an artistic representation and an audio description alongside writing.\u003c/p>\n\u003cp>“The reason this example stuck with me is maybe this kid's writing is not their strength, but wow did they showcase on their speaking part, or the art piece,” Levesque said. The writing is still important, but honoring the strengths of the whole child can give students confidence that their ideas will be understood.\u003c/p>\n\u003cp>Teachers are also experimenting with publishing to more authentic audiences. In one assignment, elementary students published their art pieces online and high school students wrote poems based on that art before publishing them again. Levesque said the elementary students were thrilled that high school students had taken the time to appreciate, interpret and reinterpret their work. And having the same ideas bouncing around within the district in multiple mediums and multiple times strengthened the meaning of the work.\u003c/p>\n\u003cp>\u003cstrong>EVALUATING\u003c/strong>\u003c/p>\n\u003cp>Evaluating is important for both teachers and students. It’s important for students to be able to identify accurate sources and understand online permissions as they work on writing and multimedia projects. Levesque has \u003ca href=\"https://sites.google.com/a/lpsk12.org/inspired-writing/evaluating\">put together some exercises \u003c/a>teachers can use with students to get them in the habit of carefully evaluating the accuracy of online sources.\u003c/p>\n\u003cp>And when teachers evaluate student work within an online environment they have a huge advantage; they can see the revision history and comments from students about their changes, which also have a time stamp. Levesque recommends teachers embed the rubric for an assignment at the bottom of a Google Doc so students know exactly what’s expected of them. \u003ca href=\"http://rubistar.4teachers.org/index.php\">Rubistar\u003c/a> is an easy way to create a rubric. They can also give examples of specific skills they’d like to see so students know what’s expected of them.\u003c/p>\n\u003cp>\u003cstrong>READING\u003c/strong>\u003c/p>\n\u003cp>“These tools help scaffold reading for many of our readers who can’t access certain texts,” Levesque said. “Kids use tools they think they need.\"\u003c/p>\n\u003cp>She has compiled a list of Chrome extensions that help kids access dictionaries and pronunciations they don’t know, as well as Speak It and Read&Write, which offer audio supports for students having difficulty reading text.\u003c/p>\n\u003cp>“Some kids are using this a lot especially in content areas like science where there are a lot of vocabulary words,” Levesque said. Some teachers she works with no longer compile vocabulary lists for students. Instead students make lists of the words they don’t know with definitions and examples as they read.\u003c/p>\n\u003cp>Levesque was surprised at how excited her high school teachers were to discover a tool called \u003ca href=\"https://rewordify.com/\">Rewordify\u003c/a>, which allows students to paste a link and get back a version with simpler words and sentence constructions. When students hover over highlighted areas the original, richer text shows up so they can gradually build their vocabulary and familiarity with difficult texts.\u003c/p>\n\u003cp>Levesque also recommends \u003ca href=\"https://newsela.com/\">Newsela\u003c/a> and the free and nearly identical tool \u003ca href=\"http://tweentribune.com/\">Tween Tribune\u003c/a> for non-fiction readings offered at various reading levels. The app offers texts in both Spanish and English.\u003c/p>\n\u003cp>\u003cstrong>RESEARCH\u003c/strong>\u003c/p>\n\u003cp>Research is a central skill for students and yet often teachers don’t give them questions that require the synthesis, analysis and critical thinking inherent in good research. Levesque has \u003ca href=\"https://docs.google.com/drawings/d/17eOafGx-Zutke9VbTzC5SHCKyqGjDGNwW2cnDQGtH0E/edit\">compiled resources to help teachers design “thicker questions”\u003c/a> that push students to use multiple sources, analyze them, develop an opinion and connect to the real world.\u003c/p>\n\u003cp>There are lots of useful digital tools to help students keep track of information they find online and to cite it correctly. The easiest is the research tool within Google Docs, which pulls up a whole list of resources related to any right-clicked word, and can be filtered by license or type of search. If students pull quotes, images or tables into a research document they’ll also get a link back to the original site and information about how to correctly cite it.\u003c/p>\n\u003cp>Younger kids can get overwhelmed by text-heavy search results might enjoy using \u003ca href=\"https://www.instagrok.com/\">Instagrok\u003c/a>. This tool will return a concept map related to the topic, instead of text heavy articles. That could help students plot a roadmap for their research without getting overwhelmed and frustrated.\u003c/p>\n\u003cp>Levesque finds students are often most appreciative for little tips or tricks that make their researching more efficient or less frustrating. For example, they were thrilled when she told them that if they accidentally closed a tab in Chrome they could re-open it by right-clicking on the previous tab and selecting “reopen closed tab.” Students can also “pin tabs” that they are continually going back to so they don’t accidentally close them. A frustrating moment like that can discourage students from continuing with their research, and little tricks help smooth the process.\u003c/p>\n\u003cp>“Being aware of the small things that help with transitions my students say are crazy important,” Levesque said. For example, students were thrilled to learn about “bookmark all tabs” for those moments when they have ten tabs with research open and the bell rings. It helps them save all the research they’ve carefully found and they can open them all easily next time they need their work.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>As technology takes hold in the classroom, educators are constantly shifting tactics, experimenting with new tools, and trying to connect with students. That's far easier said than done, but effective teachers know that education at its best is a human endeavor. What technology can do, as Laura Moorhead writes for the \u003ca href=\"http://ideas.ted.com/2014/09/03/theres-no-app-for-good-teaching/\" target=\"_blank\">TED blog\u003c/a>, is support teachers as they push students to problem-solve, discover information on their own, and make meaning out of the world around them. Moorhead writes:\u003c/p>\n\u003cp>\"Use technology to nudge students away from looking for confirmation for what they already know. Instead, challenge them — encourage risk and confusion that can’t be solved with a few clicks. Find learning technologies that identify and push against a student’s cognitive gap, that space between what a student knows and doesn’t know. Then serve up an appropriate next step (and no, not “helpful hints” that give away answers). You’re looking for the Goldilocks factor, says \u003ca href=\"http://nwkpsych.rutgers.edu/~bonawitz/publications.html\" target=\"_blank\">Elizabeth Bonawitz\u003c/a>, a professor of psychology at Rutgers: Keep learning challenging, but not impossible. Look for technology that uses questions to foster curiosity and the joy of discovery.\"\u003c/p>\n\u003cp>http://ideas.ted.com/2014/09/03/theres-no-app-for-good-teaching/\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>As technology takes hold in the classroom, educators are constantly shifting tactics, experimenting with new tools, and trying to connect with students. That's far easier said than done, but effective teachers know that education at its best is a human endeavor. What technology can do, as Laura Moorhead writes for the \u003ca href=\"http://ideas.ted.com/2014/09/03/theres-no-app-for-good-teaching/\" target=\"_blank\">TED blog\u003c/a>, is support teachers as they push students to problem-solve, discover information on their own, and make meaning out of the world around them. Moorhead writes:\u003c/p>\n\u003cp>\"Use technology to nudge students away from looking for confirmation for what they already know. Instead, challenge them — encourage risk and confusion that can’t be solved with a few clicks. Find learning technologies that identify and push against a student’s cognitive gap, that space between what a student knows and doesn’t know. Then serve up an appropriate next step (and no, not “helpful hints” that give away answers). You’re looking for the Goldilocks factor, says \u003ca href=\"http://nwkpsych.rutgers.edu/~bonawitz/publications.html\" target=\"_blank\">Elizabeth Bonawitz\u003c/a>, a professor of psychology at Rutgers: Keep learning challenging, but not impossible. Look for technology that uses questions to foster curiosity and the joy of discovery.\"\u003c/p>\n\u003cp>http://ideas.ted.com/2014/09/03/theres-no-app-for-good-teaching/\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_37867\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/xprize-big.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/xprize-big-640x360.jpg\" alt=\"A boy plays with a solar-powered computer tablet on Mount Wenchi, Mirab Shewa Zone of the Oromia Region of Ethiopia. (Courtesy of Tim Freccia/Xprize)\" width=\"640\" height=\"360\" class=\"size-large wp-image-37867\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A boy plays with a solar-powered computer tablet on Mount Wenchi, Mirab Shewa Zone of the Oromia Region of Ethiopia. (Courtesy of Tim Freccia/Xprize)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">A rural tribe is living peacefully in the Kalahari desert, free of contact with the modern world. One day, a Coke bottle drops from the sky, falling from a passing airplane.\u003c/p>\n\u003cp>The villagers find many uses for this unfamiliar new technology: a fire starter, a musical instrument, a stamp for printing on cloth. But because of its very uniqueness, they start to fight over it, and one of the villagers decides that to preserve harmony, it's best to return this \"gift\" to the gods.\u003c/p>\n\u003cp>\u003cem>The Gods Must Be Crazy,\u003c/em> a South African comedy, was a global smash hit in the early 1980s. It's only in the past decade, though, that its plot — or at least, the setup — has been adapted as a playbook for transforming education.\u003c/p>\n\u003cp>The idea: Some previously unknown technology could, all by itself, catalyze a revolution in children's learning, especially in the developing world.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'We don't know if this is going to work, but if it does, it's transformative, and why not try?'\u003c/aside>\n\u003cp>The latest incarnation of this idea was announced this week. The $15 million \u003ca href=\"http://www.xprize.org/grand-challenges/learning\">Global Learning XPRIZE\u003c/a> is being billed as the largest-ever technology competition in the private sector, to \"revolutionize global education.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>XPRIZE is a nonprofit organization led by tech entrepreneur Peter Diamandis. Previous XPRIZE contests produced the world's first private space flight, a new method for \u003ca href=\"http://www.npr.org/2011/10/19/141481055/revolutionary-oil-skimmer-nets-1-million-x-prize\">cleaning up oil spills in the ocean\u003c/a>, and a \u003ca href=\"http://www.npr.org/templates/story/story.php?storyId=128652416\">hyperefficient 100- mile-per-gallon car\u003c/a>.\u003c/p>\n\u003cp>The winning team of the Global Learning XPRIZE, organizers say, will \"develop a free, open-source and scalable software solution in 18 months that can enable children to teach themselves basic reading, writing and arithmetic.\" The software, says the challenge's director, Matt Keller, will be designed to be deployed on very low cost Android tablet computers.\u003c/p>\n\u003cp>\u003cstrong>THE READING PROJECT\u003c/strong>\u003c/p>\n\u003cp>Keller explains that the idea emerged from his previous work with the One Laptop Per Child project. Announced in 2005 by Nicholas Negroponte of the MIT Media Lab, One Laptop Per Child has distributed \u003ca href=\"http://one.laptop.org/map\">over 2.4 million\u003c/a> of its specially designed \"XO\" laptops and tablets around the world.\u003c/p>\n\u003cp>While the majority of these have gone to school systems, Negroponte and Keller ran a side experiment called \u003ca href=\"http://blog.laptop.org/tag/reading-project/\">The Reading Project\u003c/a>, where solar-powered computers with literacy apps were distributed directly to children in remote areas of Ethiopia. The children were given no instruction in how to use them.\u003c/p>\n\u003cp>The initial experimental sites chosen were villages with no schools, no libraries, no printed material, even without road signs. \"We tested the supposition that kids could teach each other how to read,\" Keller says. \"The theory was, if you had the right kind of application and design for self-learning, you could conceivably see a breakthrough.\"\u003c/p>\n\u003cp>[contextly_sidebar id=\"fbFTVuOpGhhpXENuINp2UfsA0v6KhZ1X\"]\u003c/p>\n\u003cp>Maryanne Wolf, a professor of child development at Tufts University, has been researching the outcomes of the project, now called the \u003ca href=\"globallit.org\">Global Literacy Project\u003c/a>, with sites in Uganda and the rural American South. She says that while the children haven't learned to read, they have learned the English alphabet from the tablets alone. \"Our data serves as a kind of germinating first round of evidence that this approach can really help many children,\" she says.\u003c/p>\n\u003cp>The Global Learning XPRIZE grows from this seed. According to the press release for the XPRIZE, it aims to prove \"that through technology a child can learn \u003cem>autonomously.\u003c/em>\"\u003c/p>\n\u003cp>Keller says this is important because an estimated 250 million children around the world lack basic literacy, and 58 million are not in school. Schools are overcrowded and teachers are undertrained.\u003c/p>\n\u003cp>\"I did a lot of work in Afghanistan,\" he says. \"Teachers there are often just one grade more educated than the kids, and sometimes they're not literate at all.\"\u003c/p>\n\u003cp>But why not just spend the money to train teachers or build schools?\u003c/p>\n\u003cp>\"Even just to get the kids that are out of school into school, you need to train 3 million more teachers and build 1.1 million more schools, which is going to take a really long time,\" Keller says. \"You can say you're looking at a model that has arguably failed many, many, many kids. We're not in the business of looking back.\"\u003c/p>\n\u003cp>He says the time is ripe to gamble on new approaches.\u003c/p>\n\u003cp>\u003cstrong>NO GIRLS ALLOWED\u003c/strong>\u003c/p>\n\u003cp>Payal Arora is not so sure. A media and communication professor at the Erasmus School of History, Culture and Communication in the Netherlands, she has studied a similar attempt at technologically driven self-learning, the Hole in the Wall project in India.\u003c/p>\n\u003cp>Started by Sugata Mitra, \u003ca href=\"http://www.hole-in-the-wall.com/\">Hole in the Wall \u003c/a>simply places computers with an Internet connection in locations where they will be accessible by children. Mitra's concept of \"minimally invasive education\" won the 2013 TED Prize, given to a \"visionary leader\" with a \"high-impact wish for the world.\"\u003c/p>\n\u003cp>Most of the \u003ca href=\"http://www.hole-in-the-wall.com/Findings.html\">positive research\u003c/a> on Hole in the Wall comes from Mitra himself and his collaborators. There are reports of children acquiring basic computer literacy and researching topics like genetics.\u003c/p>\n\u003cp>Arora visited \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2010.01078.x/abstract\">a few such sites\u003c/a> in the Himalayas and found very different results. \"The two most popular things are porn and video games,\" she says. \"The boys download them and take over. It becomes a male domain, and daughters don't want to go there.\"\u003c/p>\n\u003cp>Mitra has \u003ca href=\"http://donaldclarkplanb.blogspot.co.uk/2013/03/sugata-mitra-slum-chic-7-reasons-for.html\">responded publicly\u003c/a> to Arora's claims, calling them \"armchair debate.\"\u003c/p>\n\u003cp>Arora says the Global X Prize, like Hole in the Wall and One Laptop Per Child, represent not an evidence-based approach but an ideology: the belief that \"Human resources are so deeply flawed that investments in technological resources will be much more effective.\"\u003c/p>\n\u003cp>But in reality, she argues, \"learning is never 100 percent self-directed. Of course we want children to be agents of their own learning, but no one in their right mind would say let's get rid of human input, from parents, schools, or communities.\"\u003c/p>\n\u003cp>Arora says that before we continue to sway resources toward a quick technological fix, she'd like to see \"substantive evidence that self-directed learning autonomous from human mediators can be a stand-alone tool.\"\u003c/p>\n\u003cp>Keller says his prize, if it works as designed, will generate exactly that evidence.\u003c/p>\n\u003cp>Unlike previous XPRIZE challenges, the final phase will be a controlled trial. Applications developed by the five finalist teams will be distributed to a few thousand children in West Africa, and the program deemed most effective at raising the kids' basic literacy and math scores from a baseline will be called the winner.\u003c/p>\n\u003cp>\"We don't know if this is going to work,\" he says. \"But if it does, it's transformative, and why not try?\" \u003c/p>\n\u003cp>\u003cem>\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+%2415+Million+Space+Race+For+Education&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_37867\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/xprize-big.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/xprize-big-640x360.jpg\" alt=\"A boy plays with a solar-powered computer tablet on Mount Wenchi, Mirab Shewa Zone of the Oromia Region of Ethiopia. (Courtesy of Tim Freccia/Xprize)\" width=\"640\" height=\"360\" class=\"size-large wp-image-37867\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A boy plays with a solar-powered computer tablet on Mount Wenchi, Mirab Shewa Zone of the Oromia Region of Ethiopia. (Courtesy of Tim Freccia/Xprize)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">A rural tribe is living peacefully in the Kalahari desert, free of contact with the modern world. One day, a Coke bottle drops from the sky, falling from a passing airplane.\u003c/p>\n\u003cp>The villagers find many uses for this unfamiliar new technology: a fire starter, a musical instrument, a stamp for printing on cloth. But because of its very uniqueness, they start to fight over it, and one of the villagers decides that to preserve harmony, it's best to return this \"gift\" to the gods.\u003c/p>\n\u003cp>\u003cem>The Gods Must Be Crazy,\u003c/em> a South African comedy, was a global smash hit in the early 1980s. It's only in the past decade, though, that its plot — or at least, the setup — has been adapted as a playbook for transforming education.\u003c/p>\n\u003cp>The idea: Some previously unknown technology could, all by itself, catalyze a revolution in children's learning, especially in the developing world.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'We don't know if this is going to work, but if it does, it's transformative, and why not try?'\u003c/aside>\n\u003cp>The latest incarnation of this idea was announced this week. The $15 million \u003ca href=\"http://www.xprize.org/grand-challenges/learning\">Global Learning XPRIZE\u003c/a> is being billed as the largest-ever technology competition in the private sector, to \"revolutionize global education.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>XPRIZE is a nonprofit organization led by tech entrepreneur Peter Diamandis. Previous XPRIZE contests produced the world's first private space flight, a new method for \u003ca href=\"http://www.npr.org/2011/10/19/141481055/revolutionary-oil-skimmer-nets-1-million-x-prize\">cleaning up oil spills in the ocean\u003c/a>, and a \u003ca href=\"http://www.npr.org/templates/story/story.php?storyId=128652416\">hyperefficient 100- mile-per-gallon car\u003c/a>.\u003c/p>\n\u003cp>The winning team of the Global Learning XPRIZE, organizers say, will \"develop a free, open-source and scalable software solution in 18 months that can enable children to teach themselves basic reading, writing and arithmetic.\" The software, says the challenge's director, Matt Keller, will be designed to be deployed on very low cost Android tablet computers.\u003c/p>\n\u003cp>\u003cstrong>THE READING PROJECT\u003c/strong>\u003c/p>\n\u003cp>Keller explains that the idea emerged from his previous work with the One Laptop Per Child project. Announced in 2005 by Nicholas Negroponte of the MIT Media Lab, One Laptop Per Child has distributed \u003ca href=\"http://one.laptop.org/map\">over 2.4 million\u003c/a> of its specially designed \"XO\" laptops and tablets around the world.\u003c/p>\n\u003cp>While the majority of these have gone to school systems, Negroponte and Keller ran a side experiment called \u003ca href=\"http://blog.laptop.org/tag/reading-project/\">The Reading Project\u003c/a>, where solar-powered computers with literacy apps were distributed directly to children in remote areas of Ethiopia. The children were given no instruction in how to use them.\u003c/p>\n\u003cp>The initial experimental sites chosen were villages with no schools, no libraries, no printed material, even without road signs. \"We tested the supposition that kids could teach each other how to read,\" Keller says. \"The theory was, if you had the right kind of application and design for self-learning, you could conceivably see a breakthrough.\"\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Maryanne Wolf, a professor of child development at Tufts University, has been researching the outcomes of the project, now called the \u003ca href=\"globallit.org\">Global Literacy Project\u003c/a>, with sites in Uganda and the rural American South. She says that while the children haven't learned to read, they have learned the English alphabet from the tablets alone. \"Our data serves as a kind of germinating first round of evidence that this approach can really help many children,\" she says.\u003c/p>\n\u003cp>The Global Learning XPRIZE grows from this seed. According to the press release for the XPRIZE, it aims to prove \"that through technology a child can learn \u003cem>autonomously.\u003c/em>\"\u003c/p>\n\u003cp>Keller says this is important because an estimated 250 million children around the world lack basic literacy, and 58 million are not in school. Schools are overcrowded and teachers are undertrained.\u003c/p>\n\u003cp>\"I did a lot of work in Afghanistan,\" he says. \"Teachers there are often just one grade more educated than the kids, and sometimes they're not literate at all.\"\u003c/p>\n\u003cp>But why not just spend the money to train teachers or build schools?\u003c/p>\n\u003cp>\"Even just to get the kids that are out of school into school, you need to train 3 million more teachers and build 1.1 million more schools, which is going to take a really long time,\" Keller says. \"You can say you're looking at a model that has arguably failed many, many, many kids. We're not in the business of looking back.\"\u003c/p>\n\u003cp>He says the time is ripe to gamble on new approaches.\u003c/p>\n\u003cp>\u003cstrong>NO GIRLS ALLOWED\u003c/strong>\u003c/p>\n\u003cp>Payal Arora is not so sure. A media and communication professor at the Erasmus School of History, Culture and Communication in the Netherlands, she has studied a similar attempt at technologically driven self-learning, the Hole in the Wall project in India.\u003c/p>\n\u003cp>Started by Sugata Mitra, \u003ca href=\"http://www.hole-in-the-wall.com/\">Hole in the Wall \u003c/a>simply places computers with an Internet connection in locations where they will be accessible by children. Mitra's concept of \"minimally invasive education\" won the 2013 TED Prize, given to a \"visionary leader\" with a \"high-impact wish for the world.\"\u003c/p>\n\u003cp>Most of the \u003ca href=\"http://www.hole-in-the-wall.com/Findings.html\">positive research\u003c/a> on Hole in the Wall comes from Mitra himself and his collaborators. There are reports of children acquiring basic computer literacy and researching topics like genetics.\u003c/p>\n\u003cp>Arora visited \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2010.01078.x/abstract\">a few such sites\u003c/a> in the Himalayas and found very different results. \"The two most popular things are porn and video games,\" she says. \"The boys download them and take over. It becomes a male domain, and daughters don't want to go there.\"\u003c/p>\n\u003cp>Mitra has \u003ca href=\"http://donaldclarkplanb.blogspot.co.uk/2013/03/sugata-mitra-slum-chic-7-reasons-for.html\">responded publicly\u003c/a> to Arora's claims, calling them \"armchair debate.\"\u003c/p>\n\u003cp>Arora says the Global X Prize, like Hole in the Wall and One Laptop Per Child, represent not an evidence-based approach but an ideology: the belief that \"Human resources are so deeply flawed that investments in technological resources will be much more effective.\"\u003c/p>\n\u003cp>But in reality, she argues, \"learning is never 100 percent self-directed. Of course we want children to be agents of their own learning, but no one in their right mind would say let's get rid of human input, from parents, schools, or communities.\"\u003c/p>\n\u003cp>Arora says that before we continue to sway resources toward a quick technological fix, she'd like to see \"substantive evidence that self-directed learning autonomous from human mediators can be a stand-alone tool.\"\u003c/p>\n\u003cp>Keller says his prize, if it works as designed, will generate exactly that evidence.\u003c/p>\n\u003cp>Unlike previous XPRIZE challenges, the final phase will be a controlled trial. Applications developed by the five finalist teams will be distributed to a few thousand children in West Africa, and the program deemed most effective at raising the kids' basic literacy and math scores from a baseline will be called the winner.\u003c/p>\n\u003cp>\"We don't know if this is going to work,\" he says. \"But if it does, it's transformative, and why not try?\" \u003c/p>\n\u003cp>\u003cem>\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+%2415+Million+Space+Race+For+Education&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_37798\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/56155476@N08/12601600304/in/set-72157641138792993\">\u003cimg class=\"size-full wp-image-37798\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/creative-media.jpg\" alt=\"Brad Flickinger/Flickr\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/09/creative-media.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/09/creative-media-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/09/creative-media-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Brad Flickinger/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Jennifer Carey\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">One of the most intimidating aspects of infusing technology into curriculum is that educators often believe that they will have to master and then teach their students to use new technology tools before assigning a project. These concerns are understandable as our time for professional development is finite and school curricula are already packed. However, consider the impact if, rather than focusing on new tools, we explored the skills students need to learn and then incorporated the most effective digital resources to accomplish those objectives.\u003c/p>\n\u003cp>\u003cstrong>LOOK PAST THE FLASH\u003c/strong>\u003c/p>\n\u003cp>Good teachers know that learning is all about the skills that students develop in the process of a lesson, activity or project. Most teachers are exposed to digitally infused curriculum with flashy projects like documentaries, blogs, Minecraft activities, etc. However, the most important thing is to look past the flash. Before you sit down to design a project, think about what skills you want students to learn in your class.\u003c/p>\n\u003cp>For example, do you want your students to learn how to deeply research and assess sources effectively? Do you want them to demonstrate their understanding of a theoretical physics concept? Start with your traditional lesson objectives and build off those.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>PRESENT AN OBJECTIVE, NOT A RECIPE\u003c/strong>\u003c/p>\n\u003cp>When you give your students a digitally infused project, there are different ways to structure it that will maintain your rigorous expectations but not require a lot of time teaching new software or hardware tools. For example, history students could use digital tools to \u003ca href=\"http://indianajen.com/2013/10/25/student-documentaries-in-history-class/\" target=\"_blank\">make documentaries\u003c/a>. Give students clear parameters (such as time limits) and expectations for the project, but let them choose their own video tools and hardware. The project should be open-ended enough that students can get creative: by using \u003ca href=\"http://indianajen.com/2013/11/08/infographic-on-creative-commons-what-can-you-use-how-do-you-cite/\" target=\"_blank\">appropriately licensed images\u003c/a>, creating a live-action video or even incorporating their own artwork.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/ShawnMcCusker\" target=\"_blank\">Shawn McCusker\u003c/a>, social studies department chair at Libertyville High School in Illinois, teaches his students about world governments by asking them to create visual presentations that demonstrate their topic. Students are permitted to create something as simple as a Venn diagram, but he also maintains a “Best of All Time!” list and encourages his students to blow him away. One year, he got an \u003ca href=\"https://www.youtube.com/watch?v=E4YlOyugato\" target=\"_blank\">amazing stop motion picture comparing Adam Smith with Karl Marx\u003c/a>.\u003c/p>\n\u003cp>Ultimately, when students explore topics independently, solving problems as they arise, they become more invested in their own learning. Allowing them to creatively develop their own finished products gives them some control over learning artifacts they produce to demonstrate their understanding. Keep your parameters broad enough so that students can explore their passions. You will get different results, but don't be surprised if they amaze you.\u003c/p>\n\u003cp>\u003cstrong>LET THEM FIGURE IT OUT\u003c/strong>\u003c/p>\n\u003cp>If you provide students a broad outline and allow them to choose their own tools, they can be more creative in the overall process. And, while it's normal to want to understand the tools students will be using before assigning a project, don't fret too much about teaching them new tools. Most software and hardware today is designed to be intuitive. There are numerous \"how-to\" videos readily available online, and a quick Google search will often return an easy solution. Requiring students to find answers to their own problems, even relying on peers for assistance, helps promote a culture of teamwork. Allowing students to navigate and learn their own tools is a great way to teach them the important skill of creative problem-solving. This is especially beneficial in schools that don't have one-to-one device programs; students have to learn to use whatever tools are available to them (PC, Mac, tablet, smartphone, etc) more effectively.\u003c/p>\n\u003cp>\u003cstrong>ENCOURAGE COLLABORATION\u003c/strong>\u003c/p>\n\u003cp>We live in a world that is collaborative, but classrooms don't always reflect that reality. Instead of creating singular, insulated assignments, encourage students to collaborate\u003cspan style=\"text-decoration: underline\">.\u003c/span> You don't need to be an expert in everything. Instead, allow them to find the classmates, peers or online resources that can assist them. After all, when was the last time you worked in complete isolation on a personal or professional project?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Tech projects are a great opportunity to encourage students to learn real-world skills of working with others. At the end of the day, incorporating a digital curriculum is not about teaching students to use a particular device or piece of software. It's about developing the skills necessary for them to be successful.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_37798\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/56155476@N08/12601600304/in/set-72157641138792993\">\u003cimg class=\"size-full wp-image-37798\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/creative-media.jpg\" alt=\"Brad Flickinger/Flickr\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/09/creative-media.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/09/creative-media-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/09/creative-media-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Brad Flickinger/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Jennifer Carey\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">One of the most intimidating aspects of infusing technology into curriculum is that educators often believe that they will have to master and then teach their students to use new technology tools before assigning a project. These concerns are understandable as our time for professional development is finite and school curricula are already packed. However, consider the impact if, rather than focusing on new tools, we explored the skills students need to learn and then incorporated the most effective digital resources to accomplish those objectives.\u003c/p>\n\u003cp>\u003cstrong>LOOK PAST THE FLASH\u003c/strong>\u003c/p>\n\u003cp>Good teachers know that learning is all about the skills that students develop in the process of a lesson, activity or project. Most teachers are exposed to digitally infused curriculum with flashy projects like documentaries, blogs, Minecraft activities, etc. However, the most important thing is to look past the flash. Before you sit down to design a project, think about what skills you want students to learn in your class.\u003c/p>\n\u003cp>For example, do you want your students to learn how to deeply research and assess sources effectively? Do you want them to demonstrate their understanding of a theoretical physics concept? Start with your traditional lesson objectives and build off those.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>PRESENT AN OBJECTIVE, NOT A RECIPE\u003c/strong>\u003c/p>\n\u003cp>When you give your students a digitally infused project, there are different ways to structure it that will maintain your rigorous expectations but not require a lot of time teaching new software or hardware tools. For example, history students could use digital tools to \u003ca href=\"http://indianajen.com/2013/10/25/student-documentaries-in-history-class/\" target=\"_blank\">make documentaries\u003c/a>. Give students clear parameters (such as time limits) and expectations for the project, but let them choose their own video tools and hardware. The project should be open-ended enough that students can get creative: by using \u003ca href=\"http://indianajen.com/2013/11/08/infographic-on-creative-commons-what-can-you-use-how-do-you-cite/\" target=\"_blank\">appropriately licensed images\u003c/a>, creating a live-action video or even incorporating their own artwork.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/ShawnMcCusker\" target=\"_blank\">Shawn McCusker\u003c/a>, social studies department chair at Libertyville High School in Illinois, teaches his students about world governments by asking them to create visual presentations that demonstrate their topic. Students are permitted to create something as simple as a Venn diagram, but he also maintains a “Best of All Time!” list and encourages his students to blow him away. One year, he got an \u003ca href=\"https://www.youtube.com/watch?v=E4YlOyugato\" target=\"_blank\">amazing stop motion picture comparing Adam Smith with Karl Marx\u003c/a>.\u003c/p>\n\u003cp>Ultimately, when students explore topics independently, solving problems as they arise, they become more invested in their own learning. Allowing them to creatively develop their own finished products gives them some control over learning artifacts they produce to demonstrate their understanding. Keep your parameters broad enough so that students can explore their passions. You will get different results, but don't be surprised if they amaze you.\u003c/p>\n\u003cp>\u003cstrong>LET THEM FIGURE IT OUT\u003c/strong>\u003c/p>\n\u003cp>If you provide students a broad outline and allow them to choose their own tools, they can be more creative in the overall process. And, while it's normal to want to understand the tools students will be using before assigning a project, don't fret too much about teaching them new tools. Most software and hardware today is designed to be intuitive. There are numerous \"how-to\" videos readily available online, and a quick Google search will often return an easy solution. Requiring students to find answers to their own problems, even relying on peers for assistance, helps promote a culture of teamwork. Allowing students to navigate and learn their own tools is a great way to teach them the important skill of creative problem-solving. This is especially beneficial in schools that don't have one-to-one device programs; students have to learn to use whatever tools are available to them (PC, Mac, tablet, smartphone, etc) more effectively.\u003c/p>\n\u003cp>\u003cstrong>ENCOURAGE COLLABORATION\u003c/strong>\u003c/p>\n\u003cp>We live in a world that is collaborative, but classrooms don't always reflect that reality. Instead of creating singular, insulated assignments, encourage students to collaborate\u003cspan style=\"text-decoration: underline\">.\u003c/span> You don't need to be an expert in everything. Instead, allow them to find the classmates, peers or online resources that can assist them. After all, when was the last time you worked in complete isolation on a personal or professional project?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Tech projects are a great opportunity to encourage students to learn real-world skills of working with others. At the end of the day, incorporating a digital curriculum is not about teaching students to use a particular device or piece of software. It's about developing the skills necessary for them to be successful.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_37082\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-37082\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/178370753-e1407016238650.jpg\" alt=\"Getty\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/178370753-e1407016238650.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/178370753-e1407016238650-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/178370753-e1407016238650-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Getty\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Kathy Baron\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Ryan Imbriale had a quick and concise answer when asked whether his school district, Baltimore County Public Schools, received enough state funding to pay for its transition from textbooks to software: “No.”\u003c/p>\n\u003cp>As executive director of the district’s innovative learning department, Imbriale is overseeing a five-year project, called \u003ca href=\"http://www.bcps.org/academics/BCPSOne/\">BCPS One\u003c/a>, to move its entire curriculum online and make it available to teachers and students. He estimates that the district will spend more than $1 million a year on digital resources for its 108,376 students. The district was \"lucky enough,\" he said, to get one of the governor’s innovation grants.\u003c/p>\n\u003cp>On the other side of the country, the San Francisco Unified School District pays about $800,000 a year for software licenses and maintenance. Even with discounts from the companies, “the price tag is beyond the budget we get from the state” for technology, said Chief Technology Officer Matthew Kinzie. He said the district is seeking grants and donations to cover the costs.\u003c/p>\n\u003cp>But depending on these occasional infusions of money and continuing to look for outside resources isn't practical.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Those are not sustainable funding streams that people can count on year after year,” said Doug Levin, executive director of the State Educational Technology Directors Association (\u003ca href=\"http://www.setda.org\">SETDA\u003c/a>).\u003c/p>\n\u003cp>Funding – or lack of it – is the number one issue facing school districts as they convert to the digital learning world, said John Halpin, vice president of the \u003ca href=\"http://www.centerdigitaled.com/about/\" target=\"_blank\">Center for Digital Education\u003c/a>, a national research institute that focuses on in K-12 and higher education technology trends. It’s not that districts don’t necessarily have money for instructional materials; rather, state policy and district proclivity often haven’t caught up with tech realities. States have operated for decades in a system where they have huge textbook adoption cycles where they shell out millions for, say, middle school science texts that are expected to last for five-to-seven years -- even if a new planet is discovered or dumped.\u003c/p>\n\u003cp>In the transition to digital, districts buy a license for a specific software and pay based on the number of students using it. Though it's uncertain whether the move saves money, there are other benefits. Districts could negotiate for updates and improvements, just like any other software program.\u003c/p>\n\u003cp>“In the software world you’re never done because every year people expect to take what you’ve learned about what works and doesn’t work and enhance it,” said Larry Singer, managing director for K-12 education at Pearson, one of the big three textbook publishing companies (along with McGraw-Hill and Houghton Mifflin Harcourt).\u003c/p>\n\u003caside class=\"pullquote alignleft\">“You have this period of time when many districts are going to be caught in between, using some textbooks and some digital content and devices, but we’re paying for both.\"\u003c/aside>\n\u003cp>However, districts eager to go digital are often stymied by laws restricting textbook funds to print books. In other instances there’s no line item in district budgets for instructional software.\u003c/p>\n\u003cp>The technological innovations that have permeated our private lives seem “so far to have eluded many of the 50 million students enrolled in public K-12 education,” according to a 2012 \u003ca href=\"http://www.setda.org/wp-content/uploads/2013/11/SETDA_Out_of_Print_FNL.pdf\">report\u003c/a> by the State Education Technology Directors Association.\u003c/p>\n\u003cp>Despite every best intention, the transition to digital isn’t quite here yet.\u003c/p>\n\u003ch3>\u003cstrong>The Messy Decade\u003c/strong>\u003c/h3>\n\u003cp>The textbook market is slipping, but remains a multi-billion dollar industry for elementary and secondary schools. It added up to more than $2.5 billion for the 2009-2010 academic year, the most current \u003ca href=\"http://nces.ed.gov/programs/digest/d12/tables/dt12_210.asp\">figures\u003c/a> available from U.S. Department of Education. While that’s a lifetime ago in the digital sphere, Halpin said it’s still fairly accurate; he doesn’t anticipate a significant drop in print textbook sales for a few years.\u003c/p>\n\u003cp>“The decade we’re in right now is the decade of transformation. We’re transitioning from one to the other. It’s very messy; I often call it the messy decade,” joked Halpin. “You have this period of time when many districts are going to be caught in between, using some textbooks and some digital content and devices, but we’re paying for both.\"\u003c/p>\n\u003cp>But that should change as state regulations become more flexible.\u003c/p>\n\u003cp>More than 20 states have updated the definition of textbooks to include digital content and a handful, including Texas, California and Indiana, explicitly allow districts to use textbook dollars to buy digital instructional materials. North Carolina has moved to the forefront with a \u003ca href=\"http://www.ncga.state.nc.us/Sessions/2013/Bills/House/PDF/H44v3.pdf\">state law\u003c/a> requiring districts to buy only electronic textbooks and materials by 2017.\u003c/p>\n\u003cp>Even if districts had all the money they needed to purchase software, many would be unable to use it because they’re not connected to high-speed internet, have aging or too few computers or don’t have the capacity to bring the internet into every classroom.\u003c/p>\n\u003cp>Only 37 percent of schools today have the bandwidth they need for digital learning, according to the \u003ca href=\"http://www.educationsuperhighway.org\">Education SuperHighway\u003c/a>, a nonprofit that provided free bandwidth testing to schools in the run-up to the computer-based pilot tests designed for the new Common Core State Standards.\u003c/p>\n\u003cp>One rural school district in California bused 100 elementary school students to the high school to take the test, while another had to administer the exam one student at a time in order not to crash the computer network.\u003c/p>\n\u003cp>Not surprisingly, the Education SuperHighway found that “the biggest correlation between those who have enough bandwidth and those who don’t is actually tied to the wealth of the school,” said Evan Marwell, the CEO and founder.\u003c/p>\n\u003cp>The wealthiest 2 percent of schools in the United States are three times more likely to have the bandwidth they need than are the poorest schools, those with three-quarters or more of their students eligible for the free and reduced lunch program.\u003c/p>\n\u003ch3>\u003cstrong>Laudable and Insufficient\u003c/strong>\u003c/h3>\n\u003cp>The federal government is stepping in to help close the technology gap. On July 11, the Federal Communications Commission voted 3-2 to revamp the \u003ca href=\"http://www.fcc.gov/document/fcc-modernizes-e-rate-expand-robust-wi-fi-schools-libraries\">E-Rate program\u003c/a>, which provides educational technology subsidies, and spend $2 billion dollars over the next two years to expand access to high-speed Internet and wifi to schools.\u003c/p>\n\u003cp>A year ago, President Obama announced the launch of \u003ca href=\"http://www.whitehouse.gov/the-press-office/2014/02/04/fact-sheet-opportunity-all-answering-president-s-call-enrich-american-ed\">ConnectED\u003c/a>, an initiative to solicit support from private industry to help close the digital divide in schools. Ten companies have so far signed on: Adobe, Apple, AT&T, Autodesk, Esri, Microsoft, O’Reilly Media, Prezi, Sprint, and Verizon.\u003c/p>\n\u003cp>AT&T and Sprint have each pledged mobile broadband for 50,000 students who don’t have Internet access at home. Adobe, Autodesk and Esri have agreed to provide free software.\u003c/p>\n\u003cp>[contextly_sidebar id=\"iJlAs9cvw21lswvafHfkInSDQPfJy2Ja\"]\u003c/p>\n\u003cp>“Rarely do schools have all that they need,” said Charlie Fitzpatrick, K-12 education manager for \u003ca href=\"http://www.esri.com\">Esri\u003c/a>, which developed geographic mapping software.\u003c/p>\n\u003cp>He estimates the giveaway is valued at about $1 billion, but the company’s bread and butter comes from sales to government agencies and private companies, which use Esri’s software to analyze data on everything from finding patterns in earthquake depth, magnitude and location to improving public transportation routes. Fitzpatrick said the donation would help those paying customers by training the next generation of workers.\u003c/p>\n\u003cp>“Every industry is looking for people who know how to work with these tools. Students who learn this have a leg up.”\u003c/p>\n\u003cp>ConnectEd has attracted high profile companies and raised awareness of the challenges that some districts face, but neither education nor industry officials see it as a long-term solution.\u003c/p>\n\u003cp>San Francisco Unified has looked into some ConnectED companies, but Kinzie is concerned that with the free services limited to low-income schools or students, it would create fragmentation of software and hardware at a time that the district is seeking more standardization.\u003c/p>\n\u003cp>“Discounts or free software from tech companies is not going to solve the bigger challenge we have, which is that we need a systemic investment in bringing our public school up to 21\u003csup>st\u003c/sup> century standards,” said Kinzie.\u003c/p>\n\u003cp>SETDA’s Levin concurred, calling it “laudable” but not sufficient. SETD has called on the federal government to put some ongoing money into educational technology to close the digital divide, like the $3.73 billion invested in Enhancing Education Through Technology program between 2002 and 2010. Congress cut funding for the program in 2011; a year after the Obama Administration recommended the same thing.\u003c/p>\n\u003cp>Pearson views ConnectEd as a sincere effort by the president to create technological equity between poor and wealthy districts. Some companies that aren’t a part of ConnectEd use similar marketing techniques by providing short-term, free software licenses to districts. To Singer, these programs won’t do much more than create an opportunity for low-income districts to experiment with various programs before plunking down any money to buy software.\u003c/p>\n\u003cp>Districts “see initiatives like this as interesting things to try to take advantage of, but they see them as one-time opportunities,” said Singer.\u003c/p>\n\u003ch3>\u003cstrong>Sliding Scale Model for Low-Income Schools?\u003c/strong>\u003c/h3>\n\u003cp>Pearson doesn’t offer free or sliding scale software licensing fees and Singer said that in his experience price is rarely the issue. He said school districts are more interested in finding software that’s the best fit for their needs and technological capabilities, not the cheapest.\u003c/p>\n\u003cp>The same is true of \u003ca href=\"http://www.hmhco.com\">Houghton Mifflin Harcourt\u003c/a>. Varying prices would violate “the most favored nation requirements established by our customers, which dictate equitable treatment across districts regardless of size or income levels,” explained spokesperson Leah Riviere.\u003c/p>\n\u003cp>Discovery Education, which reaches more than a million students in 50 states with its streaming video service and online “techbooks,” also has no-haggle fees, but set them as low as possible to maintain profitability without pricing districts out of its market.\u003c/p>\n\u003cp>A year of streaming video is $2,000 to $3,000 per school, while techbooks are $45 per student through grade 8 and $55 per student in high school for six years – that includes updates so information stays current.\u003c/p>\n\u003cp>They can do this because the company was never a traditional publisher so it never had a traditional mindset, said Senior Vice President Scott Kinney.\u003c/p>\n\u003cp>“Because we didn’t have that legacy, we could literally cut our costs in half and pass those right along to our [customers],” said Kinney.\u003c/p>\n\u003cp>\u003ca href=\"http://www.mindresearch.net\">Mind Research Institute\u003c/a>, creator of the popular ST Math, offers volume pricing as does Achieve3000, developer of a popular program for differentiated instruction that tailors the same lesson to meet the academic ability of each student in a class. Achieve also accommodates poorer districts with sliding scale fees.\u003c/p>\n\u003cp>Even companies without discounts often provide free trials or work with school districts to meet their curriculum needs and budgets, while still keeping an eye on the corporate bottom line.\u003c/p>\n\u003cp>“We can't give it away, it took a lot to build, but we can say we want to find a way to work with you and the means and resources you have available,” said Justin Hamilton, head of corporate communications for \u003ca href=\"http://www.amplify.com\">Amplify\u003c/a>, developer of digital curricula in math, science and English.\u003c/p>\n\u003cp>Samsung hopes to boost interest in its Chromebooks, tablets and interactive classroom platform with a contest worth $2 million in technology for public schools that submit the most innovative digital curricula in science, technology, engineering and mathematics, or STEM subjects.\u003c/p>\n\u003ch3>No Longer a One-Way Street?\u003c/h3>\n\u003cp>Still, the switch to digital will force Pearson and other publishers of educational resources to reimagine their marketing strategies. In the past, a district would purchase a complete set of textbooks from a single publisher and everything students needed to learn in a particular subject would come out of those books. It was also a one-way street.\u003c/p>\n\u003cp>\"When I was sitting on the other side of the desk as an educator, people would always want to tell me what they were selling,\" said Discovery Education’s Kinney.\u003c/p>\n\u003cp>In the digital era, sales are more personal and directed. Companies have to act as consultants and problem solvers. \"The new model is what are your goals and objectives and how can we help support you?\" added Kinney.\u003c/p>\n\u003cp>Digital materials make it possible for \u003cem>à la carte\u003c/em> approaches, said Julia Freeland, co-author of \u003ca href=\"http://www.christenseninstitute.org/wp-content/uploads/2014/06/Schools-and-Software.pdf\">\u003cem>Schools and Software: What’s Now and What’s Next\u003c/em>\u003c/a>, for the Clayton Christensen Institute for Disruptive Innovation.\u003c/p>\n\u003cp>“The ed tech market is a weird beast with many limbs,” Freeland said with a laugh, adding that districts are “not looking for a one-stop shop. Schools don’t necessarily want your program to do everything for everyone. They’re currently jerry-rigging different programs to do different things for different students, which is logical.”\u003c/p>\n\u003cp>That includes the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/open-education-sites-offer-free-content-for-all/\" target=\"_blank\">open-source movement\u003c/a> among teachers and some organizations who share curriculum, content, ideas, lesson plans and software for free. \u003ca href=\"http://www.ck12.org/\" target=\"_blank\">CK-12\u003c/a>, a nonprofit company that has been around since 2007, not only doesn’t charge for its online publications, it also works with school districts to adapt the content for their specific curriculum needs.\u003c/p>\n\u003cp>Founder Neeru Khosla said districts began paying more attention to them during the economic downturn when \"free\" wasn’t a commonly heard word.\u003c/p>\n\u003cp>“They say, ‘How much is it going to cost me?’ I’m not kidding,\" Khosla said. \"They have to hear it a few times.”\u003c/p>\n\u003cp>Los Angeles Unified, Seattle and Madison Metropolitan are among the growing list of CK-12 users.\u003c/p>\n\u003cp>Pearson expects its share of both the print and online K-12 instructional market to dip in coming years, and has been building a new niche market for itself as a digital and services business. Over the past decade, the company has been buying testing and assessment companies that will position it, among other things, to give the online exams required by Common Core State Standards.\u003c/p>\n\u003cp>As part of that transition, Pearson announced earlier this month that it will have eliminated 4,000 positions in its global workforce by the end of this year, but is offsetting that with the creation of 1,800 new digital jobs.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We expect we’re going to get, frankly, a larger share of the business,” Singer speculated, “and our traditional counterparts will find themselves mired in the old textbook model.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_37082\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-37082\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/178370753-e1407016238650.jpg\" alt=\"Getty\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/178370753-e1407016238650.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/178370753-e1407016238650-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/178370753-e1407016238650-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Getty\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Kathy Baron\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Ryan Imbriale had a quick and concise answer when asked whether his school district, Baltimore County Public Schools, received enough state funding to pay for its transition from textbooks to software: “No.”\u003c/p>\n\u003cp>As executive director of the district’s innovative learning department, Imbriale is overseeing a five-year project, called \u003ca href=\"http://www.bcps.org/academics/BCPSOne/\">BCPS One\u003c/a>, to move its entire curriculum online and make it available to teachers and students. He estimates that the district will spend more than $1 million a year on digital resources for its 108,376 students. The district was \"lucky enough,\" he said, to get one of the governor’s innovation grants.\u003c/p>\n\u003cp>On the other side of the country, the San Francisco Unified School District pays about $800,000 a year for software licenses and maintenance. Even with discounts from the companies, “the price tag is beyond the budget we get from the state” for technology, said Chief Technology Officer Matthew Kinzie. He said the district is seeking grants and donations to cover the costs.\u003c/p>\n\u003cp>But depending on these occasional infusions of money and continuing to look for outside resources isn't practical.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Those are not sustainable funding streams that people can count on year after year,” said Doug Levin, executive director of the State Educational Technology Directors Association (\u003ca href=\"http://www.setda.org\">SETDA\u003c/a>).\u003c/p>\n\u003cp>Funding – or lack of it – is the number one issue facing school districts as they convert to the digital learning world, said John Halpin, vice president of the \u003ca href=\"http://www.centerdigitaled.com/about/\" target=\"_blank\">Center for Digital Education\u003c/a>, a national research institute that focuses on in K-12 and higher education technology trends. It’s not that districts don’t necessarily have money for instructional materials; rather, state policy and district proclivity often haven’t caught up with tech realities. States have operated for decades in a system where they have huge textbook adoption cycles where they shell out millions for, say, middle school science texts that are expected to last for five-to-seven years -- even if a new planet is discovered or dumped.\u003c/p>\n\u003cp>In the transition to digital, districts buy a license for a specific software and pay based on the number of students using it. Though it's uncertain whether the move saves money, there are other benefits. Districts could negotiate for updates and improvements, just like any other software program.\u003c/p>\n\u003cp>“In the software world you’re never done because every year people expect to take what you’ve learned about what works and doesn’t work and enhance it,” said Larry Singer, managing director for K-12 education at Pearson, one of the big three textbook publishing companies (along with McGraw-Hill and Houghton Mifflin Harcourt).\u003c/p>\n\u003caside class=\"pullquote alignleft\">“You have this period of time when many districts are going to be caught in between, using some textbooks and some digital content and devices, but we’re paying for both.\"\u003c/aside>\n\u003cp>However, districts eager to go digital are often stymied by laws restricting textbook funds to print books. In other instances there’s no line item in district budgets for instructional software.\u003c/p>\n\u003cp>The technological innovations that have permeated our private lives seem “so far to have eluded many of the 50 million students enrolled in public K-12 education,” according to a 2012 \u003ca href=\"http://www.setda.org/wp-content/uploads/2013/11/SETDA_Out_of_Print_FNL.pdf\">report\u003c/a> by the State Education Technology Directors Association.\u003c/p>\n\u003cp>Despite every best intention, the transition to digital isn’t quite here yet.\u003c/p>\n\u003ch3>\u003cstrong>The Messy Decade\u003c/strong>\u003c/h3>\n\u003cp>The textbook market is slipping, but remains a multi-billion dollar industry for elementary and secondary schools. It added up to more than $2.5 billion for the 2009-2010 academic year, the most current \u003ca href=\"http://nces.ed.gov/programs/digest/d12/tables/dt12_210.asp\">figures\u003c/a> available from U.S. Department of Education. While that’s a lifetime ago in the digital sphere, Halpin said it’s still fairly accurate; he doesn’t anticipate a significant drop in print textbook sales for a few years.\u003c/p>\n\u003cp>“The decade we’re in right now is the decade of transformation. We’re transitioning from one to the other. It’s very messy; I often call it the messy decade,” joked Halpin. “You have this period of time when many districts are going to be caught in between, using some textbooks and some digital content and devices, but we’re paying for both.\"\u003c/p>\n\u003cp>But that should change as state regulations become more flexible.\u003c/p>\n\u003cp>More than 20 states have updated the definition of textbooks to include digital content and a handful, including Texas, California and Indiana, explicitly allow districts to use textbook dollars to buy digital instructional materials. North Carolina has moved to the forefront with a \u003ca href=\"http://www.ncga.state.nc.us/Sessions/2013/Bills/House/PDF/H44v3.pdf\">state law\u003c/a> requiring districts to buy only electronic textbooks and materials by 2017.\u003c/p>\n\u003cp>Even if districts had all the money they needed to purchase software, many would be unable to use it because they’re not connected to high-speed internet, have aging or too few computers or don’t have the capacity to bring the internet into every classroom.\u003c/p>\n\u003cp>Only 37 percent of schools today have the bandwidth they need for digital learning, according to the \u003ca href=\"http://www.educationsuperhighway.org\">Education SuperHighway\u003c/a>, a nonprofit that provided free bandwidth testing to schools in the run-up to the computer-based pilot tests designed for the new Common Core State Standards.\u003c/p>\n\u003cp>One rural school district in California bused 100 elementary school students to the high school to take the test, while another had to administer the exam one student at a time in order not to crash the computer network.\u003c/p>\n\u003cp>Not surprisingly, the Education SuperHighway found that “the biggest correlation between those who have enough bandwidth and those who don’t is actually tied to the wealth of the school,” said Evan Marwell, the CEO and founder.\u003c/p>\n\u003cp>The wealthiest 2 percent of schools in the United States are three times more likely to have the bandwidth they need than are the poorest schools, those with three-quarters or more of their students eligible for the free and reduced lunch program.\u003c/p>\n\u003ch3>\u003cstrong>Laudable and Insufficient\u003c/strong>\u003c/h3>\n\u003cp>The federal government is stepping in to help close the technology gap. On July 11, the Federal Communications Commission voted 3-2 to revamp the \u003ca href=\"http://www.fcc.gov/document/fcc-modernizes-e-rate-expand-robust-wi-fi-schools-libraries\">E-Rate program\u003c/a>, which provides educational technology subsidies, and spend $2 billion dollars over the next two years to expand access to high-speed Internet and wifi to schools.\u003c/p>\n\u003cp>A year ago, President Obama announced the launch of \u003ca href=\"http://www.whitehouse.gov/the-press-office/2014/02/04/fact-sheet-opportunity-all-answering-president-s-call-enrich-american-ed\">ConnectED\u003c/a>, an initiative to solicit support from private industry to help close the digital divide in schools. Ten companies have so far signed on: Adobe, Apple, AT&T, Autodesk, Esri, Microsoft, O’Reilly Media, Prezi, Sprint, and Verizon.\u003c/p>\n\u003cp>AT&T and Sprint have each pledged mobile broadband for 50,000 students who don’t have Internet access at home. Adobe, Autodesk and Esri have agreed to provide free software.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“Rarely do schools have all that they need,” said Charlie Fitzpatrick, K-12 education manager for \u003ca href=\"http://www.esri.com\">Esri\u003c/a>, which developed geographic mapping software.\u003c/p>\n\u003cp>He estimates the giveaway is valued at about $1 billion, but the company’s bread and butter comes from sales to government agencies and private companies, which use Esri’s software to analyze data on everything from finding patterns in earthquake depth, magnitude and location to improving public transportation routes. Fitzpatrick said the donation would help those paying customers by training the next generation of workers.\u003c/p>\n\u003cp>“Every industry is looking for people who know how to work with these tools. Students who learn this have a leg up.”\u003c/p>\n\u003cp>ConnectEd has attracted high profile companies and raised awareness of the challenges that some districts face, but neither education nor industry officials see it as a long-term solution.\u003c/p>\n\u003cp>San Francisco Unified has looked into some ConnectED companies, but Kinzie is concerned that with the free services limited to low-income schools or students, it would create fragmentation of software and hardware at a time that the district is seeking more standardization.\u003c/p>\n\u003cp>“Discounts or free software from tech companies is not going to solve the bigger challenge we have, which is that we need a systemic investment in bringing our public school up to 21\u003csup>st\u003c/sup> century standards,” said Kinzie.\u003c/p>\n\u003cp>SETDA’s Levin concurred, calling it “laudable” but not sufficient. SETD has called on the federal government to put some ongoing money into educational technology to close the digital divide, like the $3.73 billion invested in Enhancing Education Through Technology program between 2002 and 2010. Congress cut funding for the program in 2011; a year after the Obama Administration recommended the same thing.\u003c/p>\n\u003cp>Pearson views ConnectEd as a sincere effort by the president to create technological equity between poor and wealthy districts. Some companies that aren’t a part of ConnectEd use similar marketing techniques by providing short-term, free software licenses to districts. To Singer, these programs won’t do much more than create an opportunity for low-income districts to experiment with various programs before plunking down any money to buy software.\u003c/p>\n\u003cp>Districts “see initiatives like this as interesting things to try to take advantage of, but they see them as one-time opportunities,” said Singer.\u003c/p>\n\u003ch3>\u003cstrong>Sliding Scale Model for Low-Income Schools?\u003c/strong>\u003c/h3>\n\u003cp>Pearson doesn’t offer free or sliding scale software licensing fees and Singer said that in his experience price is rarely the issue. He said school districts are more interested in finding software that’s the best fit for their needs and technological capabilities, not the cheapest.\u003c/p>\n\u003cp>The same is true of \u003ca href=\"http://www.hmhco.com\">Houghton Mifflin Harcourt\u003c/a>. Varying prices would violate “the most favored nation requirements established by our customers, which dictate equitable treatment across districts regardless of size or income levels,” explained spokesperson Leah Riviere.\u003c/p>\n\u003cp>Discovery Education, which reaches more than a million students in 50 states with its streaming video service and online “techbooks,” also has no-haggle fees, but set them as low as possible to maintain profitability without pricing districts out of its market.\u003c/p>\n\u003cp>A year of streaming video is $2,000 to $3,000 per school, while techbooks are $45 per student through grade 8 and $55 per student in high school for six years – that includes updates so information stays current.\u003c/p>\n\u003cp>They can do this because the company was never a traditional publisher so it never had a traditional mindset, said Senior Vice President Scott Kinney.\u003c/p>\n\u003cp>“Because we didn’t have that legacy, we could literally cut our costs in half and pass those right along to our [customers],” said Kinney.\u003c/p>\n\u003cp>\u003ca href=\"http://www.mindresearch.net\">Mind Research Institute\u003c/a>, creator of the popular ST Math, offers volume pricing as does Achieve3000, developer of a popular program for differentiated instruction that tailors the same lesson to meet the academic ability of each student in a class. Achieve also accommodates poorer districts with sliding scale fees.\u003c/p>\n\u003cp>Even companies without discounts often provide free trials or work with school districts to meet their curriculum needs and budgets, while still keeping an eye on the corporate bottom line.\u003c/p>\n\u003cp>“We can't give it away, it took a lot to build, but we can say we want to find a way to work with you and the means and resources you have available,” said Justin Hamilton, head of corporate communications for \u003ca href=\"http://www.amplify.com\">Amplify\u003c/a>, developer of digital curricula in math, science and English.\u003c/p>\n\u003cp>Samsung hopes to boost interest in its Chromebooks, tablets and interactive classroom platform with a contest worth $2 million in technology for public schools that submit the most innovative digital curricula in science, technology, engineering and mathematics, or STEM subjects.\u003c/p>\n\u003ch3>No Longer a One-Way Street?\u003c/h3>\n\u003cp>Still, the switch to digital will force Pearson and other publishers of educational resources to reimagine their marketing strategies. In the past, a district would purchase a complete set of textbooks from a single publisher and everything students needed to learn in a particular subject would come out of those books. It was also a one-way street.\u003c/p>\n\u003cp>\"When I was sitting on the other side of the desk as an educator, people would always want to tell me what they were selling,\" said Discovery Education’s Kinney.\u003c/p>\n\u003cp>In the digital era, sales are more personal and directed. Companies have to act as consultants and problem solvers. \"The new model is what are your goals and objectives and how can we help support you?\" added Kinney.\u003c/p>\n\u003cp>Digital materials make it possible for \u003cem>à la carte\u003c/em> approaches, said Julia Freeland, co-author of \u003ca href=\"http://www.christenseninstitute.org/wp-content/uploads/2014/06/Schools-and-Software.pdf\">\u003cem>Schools and Software: What’s Now and What’s Next\u003c/em>\u003c/a>, for the Clayton Christensen Institute for Disruptive Innovation.\u003c/p>\n\u003cp>“The ed tech market is a weird beast with many limbs,” Freeland said with a laugh, adding that districts are “not looking for a one-stop shop. Schools don’t necessarily want your program to do everything for everyone. They’re currently jerry-rigging different programs to do different things for different students, which is logical.”\u003c/p>\n\u003cp>That includes the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/open-education-sites-offer-free-content-for-all/\" target=\"_blank\">open-source movement\u003c/a> among teachers and some organizations who share curriculum, content, ideas, lesson plans and software for free. \u003ca href=\"http://www.ck12.org/\" target=\"_blank\">CK-12\u003c/a>, a nonprofit company that has been around since 2007, not only doesn’t charge for its online publications, it also works with school districts to adapt the content for their specific curriculum needs.\u003c/p>\n\u003cp>Founder Neeru Khosla said districts began paying more attention to them during the economic downturn when \"free\" wasn’t a commonly heard word.\u003c/p>\n\u003cp>“They say, ‘How much is it going to cost me?’ I’m not kidding,\" Khosla said. \"They have to hear it a few times.”\u003c/p>\n\u003cp>Los Angeles Unified, Seattle and Madison Metropolitan are among the growing list of CK-12 users.\u003c/p>\n\u003cp>Pearson expects its share of both the print and online K-12 instructional market to dip in coming years, and has been building a new niche market for itself as a digital and services business. Over the past decade, the company has been buying testing and assessment companies that will position it, among other things, to give the online exams required by Common Core State Standards.\u003c/p>\n\u003cp>As part of that transition, Pearson announced earlier this month that it will have eliminated 4,000 positions in its global workforce by the end of this year, but is offsetting that with the creation of 1,800 new digital jobs.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>One MIT's teacher's successful experience with a low-tech teaching program that relies on video and lots of student interaction is calling into question many of the maxims about personalization and computer-based learning that have become popular. The model may not be as flashy as many of the education technology products currently on the market, but it is based on strong psychological and cognitive underpinnings, \u003ca href=\"http://hechingerreport.org/content/ed-tech-needs-nothing-tv-vcr_16715/\" target=\"_blank\">writes Annie Murphy Paul\u003c/a> for the Hechinger Report.\u003c/p>\n\u003cp>\"We know that students do not make optimal choices when directing their own learning; especially when they’re new to a subject, they need guidance from an experienced teacher. We \u003ca href=\"http://www.slate.com/articles/health_and_science/science/2013/05/multitasking_while_studying_divided_attention_and_technological_gadgets.html\" target=\"_blank\">know that students do not learn deeply \u003c/a>or lastingly when they have a world of distractions at their fingertips. And we \u003ca href=\"http://www.scn.ucla.edu/pdf/Lieberman(2012)TINE.pdf\" target=\"_blank\">know that students learn best not as isolated units\u003c/a> but as part of a socially connected group. Modest as it is from a technological perspective, MIT BLOSSOMS is ideally designed for learning—a reminder that more and better technology does not always lead to more and better education.\"\u003c/p>\n\u003cdiv>\u003ca class=\"embedly-card\" href=\"http://hechingerreport.org/content/ed-tech-needs-nothing-tv-vcr_16715/\">Ed tech that needs nothing but a TV and VCR? - Hechinger Report\u003c/a>\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
"airtime": "SUN 9pm-10pm",
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"meta": {
"site": "radio",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.commonwealthclub.org/podcasts",
"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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}
},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
}
},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"id": "here-and-now",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/hiddenbrain.jpg",
"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
"site": "news",
"source": "NPR"
},
"link": "/radio/program/hidden-brain",
"subscribe": {
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"tuneIn": "https://tunein.com/podcasts/Science-Podcasts/Hidden-Brain-p787503/",
"rss": "https://feeds.npr.org/510308/podcast.xml"
}
},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"rss": "https://feeds.npr.org/510313/podcast.xml"
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
"imageAlt": "KQED Hyphenación",
"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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"amazon": "https://music.amazon.com/podcasts/6c3dd23c-93fb-4aab-97ba-1725fa6315f1/hyphenaci%C3%B3n",
"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Political Mind of Jerry Brown",
"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/xtTd",
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
"site": "news",
"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
"site": "news",
"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/id73801135",
"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
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},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/M4f5",
"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Political Breakdown",
"officialWebsiteLink": "/podcasts/politicalbreakdown",
"meta": {
"site": "radio",
"source": "kqed",
"order": 5
},
"link": "/podcasts/politicalbreakdown",
"subscribe": {
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"amazon": "https://music.amazon.com/podcasts/e0c2d153-ad36-4c8d-901d-f1da6a724824/political-breakdown",
"npr": "https://www.npr.org/podcasts/572155894/political-breakdown",
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