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How Rural Schools Paid for Students’ Home Internet to Transform Learning
7 Big Hurdles In Education and Ideas For Solving Them
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"disqusTitle": "How Rural Schools Paid for Students’ Home Internet to Transform Learning ",
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"content": "\u003cfigure id=\"attachment_38513\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Piedmont.jpg\">\u003cimg class=\"size-large wp-image-38513\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Piedmont-640x360.jpg\" alt=\"Students at Piedmont High School have Macbook Airs that they can take home and use to access information and homework on the internet. (League of Innovative Schools)\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students at Piedmont High School have MacBook Airs that they can take home and use to access information and homework on the Internet. (League of Innovative Schools)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Like many districts serving low-income populations, it was fairly easy for \u003ca href=\"http://www.digitalpromise.org/districts/piedmont-city-school-district#anchor-header3\" target=\"_blank\">Piedmont City School District\u003c/a> officials in Alabama to find funds for devices. District officials wanted to leverage technology to open up opportunities for the 1,240 students in this rural community, so they started sending devices home with kids in grades 4-12 in 2009 through a program they call \u003ca href=\"http://www.digitalpromise.org/blog/entry/a-model-for-21st-century-rural-education-at-piedmont-city-school-district\" target=\"_blank\">mPower Piedmont\u003c/a>. However, lack of access to the Internet after school and in kids' homes became a major obstacle to learning with those devices.\u003c/p>\n\u003cp>At first, teachers tried to work around Internet limitations, letting students download what they’d need for work at home before they left school. Teachers also helped students find places in the community that had free Internet, like restaurants. Downloading content worked for some things, but it didn't allow students to truly take advantage of digital tools, like interacting with peers, accessing flipped instruction or conducting online research, said Matt Akin, Piedmont’s superintendent, in an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\">edWeb\u003c/a> webinar.\u003c/p>\n\u003cp>“It was really not fair to say this homework requires Internet access, and if you don’t have it, go to McDonald's,” Akin said. “But it was the only option that we had.”\u003c/p>\n\u003cp>At first, to compensate for disparities in Internet connections, many local businesses cooperated with the district and allowed students to use the Internet at their establishments. However, it was difficult for students without independent transportation to get themselves around town. Late one night, when Akin was leaving the middle school, he saw students sitting on the steps of the school trying to use its Internet. That's when he knew they needed to devise another solution.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Our goal is for our students to have higher expectations for themselves.'\u003c/aside>\n\u003cp>Akin applied for a \u003ca href=\"http://www.broadband.gov/issues/education.html\" target=\"_blank\">Learning on the Go\u003c/a> grant, part of the E-rate program that helps subsidize the cost of Internet for schools and libraries. The district used the money to contract with a vendor that partnered with the city to build a wireless network on existing fiber optic cables that weren’t being used. Then, the school district used E-rate funds to lease use of the network. But, as so often happens with pilot programs, E-rate didn’t renew the program the following year, so the district had to shoulder the costs of maintaining the network.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The advantage is, wherever they open their computers, they’re connecting back to a network that we lease that connects not only to the Internet, but back to our network at school,” Akin said. Students can now access online homework and flipped lessons, collaborate virtually and connect with their teachers. It costs the district about $10,000 per month to lease the network and pay for mobile hot spots given to students who live outside the range of the city network. That’s 3 percent of the district’s budget. It sounds expensive, but Akin says it was the single-biggest factor in transitioning the district toward new ways of teaching and learning.\u003c/p>\n\u003cp>The district’s commitment to access for all students and their families is part of what earned it a spot in \u003ca href=\"http://www.digitalpromise.org/league\" target=\"_blank\">Digital Promise’s League of Innovative Schools\u003c/a>, a network of schools pioneering new ideas and sharing with the larger education community. “Teaching in a digital environment is hard,” Akin said. “The first year, no matter how much professional development we did, we found out quickly that the general way that we adapted as educators is we took what we were doing on paper and put it on the computer.”\u003c/p>\n\u003cp>[vimeo 97934448 w=640 h=360]\u003c/p>\n\u003cp>\u003ca href=\"http://vimeo.com/97934448\">Changing a Rural Community’s Expectations Through 24/7 Learning\u003c/a> from \u003ca href=\"http://vimeo.com/user14299867\">Digital Promise\u003c/a> on \u003ca href=\"https://vimeo.com\">Vimeo\u003c/a>.\u003c/p>\n\u003cp>But teachers worked hard to move away from traditional tools like PowerPoint and annotated PDFs and toward more creative uses of the new tools at their disposal. “We invested a lot in teachers,” Akin said. “We found that it doesn’t matter if the environment is digital, it’s all about the teachers. The best professional development we do is to try and find times for our teachers to collaborate and work together.” Teachers have common planning times and seven flexible paid professional development days during the summer built into their contract.\u003c/p>\n\u003cp>\u003cstrong>NEW DIGITAL LEARNING OPPORTUNITIES\u003c/strong>\u003c/p>\n\u003cp>The district’s total commitment to this experiment is paying off. Not only are teachers using a variety of tools to change how they approach instruction, but online learning has also expanded the course offerings. As a small rural district, Piedmont used to offer only Spanish as a foreign language. Now it can offer five languages, including Chinese. Access to the Internet has also pushed the district toward a \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/to-break-the-mold-is-competency-learning-the-key/\" target=\"_blank\">competency-based model\u003c/a>, where students can move at their own pace through course work, sometimes taking two courses in a year, allowing them to pick up an elective or take AP courses for college credit.\u003c/p>\n\u003cp>Blending online courses with what can be offered in person has also given students who have fallen behind a real chance at catching up and graduating. “What traditionally happens is a kid gets behind and they can only take a certain number of credits in a year, so they never really have the opportunity to catch up,” Akin said. The scheduling just doesn’t work out.\u003c/p>\n\u003cp>[contextly_sidebar id=\"1Unr2kRH9dDEgl3olVBjT4Fwx9hsJaFl\"]\u003c/p>\n\u003cp>Akin is excited that Piedmont High School is now offering eight AP courses, up from two, and has far more interesting electives like guitar, robotics and computer science (which counts for math credit) than it ever had before. The district has also incentivized summer learning to fight the learning loss many students experience during summer months. Kids can keep and use their school-issued devices through the summer if they agree to take at least one online course. Now 40 percent of middle-schoolers are taking credits toward high school during the summer.\u003c/p>\n\u003cp>“Our goal is to keep students engaged, but obviously the more credits they can earn in the summer the more opportunity they have to earn advanced credit before they graduate,” Akin said.\u003c/p>\n\u003cp>Piedmont’s middle school has always had high test scores, but the new digital focus has opened up opportunities to make the entire school competency-based. Students have small group instruction time and then continue that work through online programs that re-emphasize what was taught. The schedule is flexible, so if students are ahead in science but behind in English, their schedules can temporarily be rearranged so they have more time to focus on challenging areas.\u003c/p>\n\u003cp>“When you allow middle-school students to set their own pace they don’t always choose a fast pace,” Akin said. “So it’s personalized to a certain extent, but we also spend time helping them set goals.” Students meet in teams of 20, in which teachers help them set academic, personal and team goals.\u003c/p>\n\u003cp>“Our goal is for our students to have higher expectations for themselves,” Akin said. “A lot of our kids’ parents didn’t go to college and some didn’t graduate from high school. So it’s really about setting high expectations for kids and getting them to set high expectations for themselves.”\u003c/p>\n\u003cp>The effort to re-energize the district through technology seems to be working. For the past two years, 100 percent of Piedmont seniors were accepted to college. The district is working now to track those kids and see how they fared when they got there. Test scores have also gone up, although Akin said that was never the focus of mPower Piedmont.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Akin hopes that if he and his colleagues can transform the school district, more opportunities will open up in Piedmont, an otherwise struggling town. He’s not naive about the fact that many kids go off to college and never come back, but he’s hopeful that in an information economy where most work happens online, there will be good jobs that keep his graduates in the community, too.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38513\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Piedmont.jpg\">\u003cimg class=\"size-large wp-image-38513\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Piedmont-640x360.jpg\" alt=\"Students at Piedmont High School have Macbook Airs that they can take home and use to access information and homework on the internet. (League of Innovative Schools)\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students at Piedmont High School have MacBook Airs that they can take home and use to access information and homework on the Internet. (League of Innovative Schools)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Like many districts serving low-income populations, it was fairly easy for \u003ca href=\"http://www.digitalpromise.org/districts/piedmont-city-school-district#anchor-header3\" target=\"_blank\">Piedmont City School District\u003c/a> officials in Alabama to find funds for devices. District officials wanted to leverage technology to open up opportunities for the 1,240 students in this rural community, so they started sending devices home with kids in grades 4-12 in 2009 through a program they call \u003ca href=\"http://www.digitalpromise.org/blog/entry/a-model-for-21st-century-rural-education-at-piedmont-city-school-district\" target=\"_blank\">mPower Piedmont\u003c/a>. However, lack of access to the Internet after school and in kids' homes became a major obstacle to learning with those devices.\u003c/p>\n\u003cp>At first, teachers tried to work around Internet limitations, letting students download what they’d need for work at home before they left school. Teachers also helped students find places in the community that had free Internet, like restaurants. Downloading content worked for some things, but it didn't allow students to truly take advantage of digital tools, like interacting with peers, accessing flipped instruction or conducting online research, said Matt Akin, Piedmont’s superintendent, in an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\">edWeb\u003c/a> webinar.\u003c/p>\n\u003cp>“It was really not fair to say this homework requires Internet access, and if you don’t have it, go to McDonald's,” Akin said. “But it was the only option that we had.”\u003c/p>\n\u003cp>At first, to compensate for disparities in Internet connections, many local businesses cooperated with the district and allowed students to use the Internet at their establishments. However, it was difficult for students without independent transportation to get themselves around town. Late one night, when Akin was leaving the middle school, he saw students sitting on the steps of the school trying to use its Internet. That's when he knew they needed to devise another solution.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Our goal is for our students to have higher expectations for themselves.'\u003c/aside>\n\u003cp>Akin applied for a \u003ca href=\"http://www.broadband.gov/issues/education.html\" target=\"_blank\">Learning on the Go\u003c/a> grant, part of the E-rate program that helps subsidize the cost of Internet for schools and libraries. The district used the money to contract with a vendor that partnered with the city to build a wireless network on existing fiber optic cables that weren’t being used. Then, the school district used E-rate funds to lease use of the network. But, as so often happens with pilot programs, E-rate didn’t renew the program the following year, so the district had to shoulder the costs of maintaining the network.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The advantage is, wherever they open their computers, they’re connecting back to a network that we lease that connects not only to the Internet, but back to our network at school,” Akin said. Students can now access online homework and flipped lessons, collaborate virtually and connect with their teachers. It costs the district about $10,000 per month to lease the network and pay for mobile hot spots given to students who live outside the range of the city network. That’s 3 percent of the district’s budget. It sounds expensive, but Akin says it was the single-biggest factor in transitioning the district toward new ways of teaching and learning.\u003c/p>\n\u003cp>The district’s commitment to access for all students and their families is part of what earned it a spot in \u003ca href=\"http://www.digitalpromise.org/league\" target=\"_blank\">Digital Promise’s League of Innovative Schools\u003c/a>, a network of schools pioneering new ideas and sharing with the larger education community. “Teaching in a digital environment is hard,” Akin said. “The first year, no matter how much professional development we did, we found out quickly that the general way that we adapted as educators is we took what we were doing on paper and put it on the computer.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://vimeo.com/97934448\">Changing a Rural Community’s Expectations Through 24/7 Learning\u003c/a> from \u003ca href=\"http://vimeo.com/user14299867\">Digital Promise\u003c/a> on \u003ca href=\"https://vimeo.com\">Vimeo\u003c/a>.\u003c/p>\n\u003cp>But teachers worked hard to move away from traditional tools like PowerPoint and annotated PDFs and toward more creative uses of the new tools at their disposal. “We invested a lot in teachers,” Akin said. “We found that it doesn’t matter if the environment is digital, it’s all about the teachers. The best professional development we do is to try and find times for our teachers to collaborate and work together.” Teachers have common planning times and seven flexible paid professional development days during the summer built into their contract.\u003c/p>\n\u003cp>\u003cstrong>NEW DIGITAL LEARNING OPPORTUNITIES\u003c/strong>\u003c/p>\n\u003cp>The district’s total commitment to this experiment is paying off. Not only are teachers using a variety of tools to change how they approach instruction, but online learning has also expanded the course offerings. As a small rural district, Piedmont used to offer only Spanish as a foreign language. Now it can offer five languages, including Chinese. Access to the Internet has also pushed the district toward a \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/to-break-the-mold-is-competency-learning-the-key/\" target=\"_blank\">competency-based model\u003c/a>, where students can move at their own pace through course work, sometimes taking two courses in a year, allowing them to pick up an elective or take AP courses for college credit.\u003c/p>\n\u003cp>Blending online courses with what can be offered in person has also given students who have fallen behind a real chance at catching up and graduating. “What traditionally happens is a kid gets behind and they can only take a certain number of credits in a year, so they never really have the opportunity to catch up,” Akin said. The scheduling just doesn’t work out.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Akin is excited that Piedmont High School is now offering eight AP courses, up from two, and has far more interesting electives like guitar, robotics and computer science (which counts for math credit) than it ever had before. The district has also incentivized summer learning to fight the learning loss many students experience during summer months. Kids can keep and use their school-issued devices through the summer if they agree to take at least one online course. Now 40 percent of middle-schoolers are taking credits toward high school during the summer.\u003c/p>\n\u003cp>“Our goal is to keep students engaged, but obviously the more credits they can earn in the summer the more opportunity they have to earn advanced credit before they graduate,” Akin said.\u003c/p>\n\u003cp>Piedmont’s middle school has always had high test scores, but the new digital focus has opened up opportunities to make the entire school competency-based. Students have small group instruction time and then continue that work through online programs that re-emphasize what was taught. The schedule is flexible, so if students are ahead in science but behind in English, their schedules can temporarily be rearranged so they have more time to focus on challenging areas.\u003c/p>\n\u003cp>“When you allow middle-school students to set their own pace they don’t always choose a fast pace,” Akin said. “So it’s personalized to a certain extent, but we also spend time helping them set goals.” Students meet in teams of 20, in which teachers help them set academic, personal and team goals.\u003c/p>\n\u003cp>“Our goal is for our students to have higher expectations for themselves,” Akin said. “A lot of our kids’ parents didn’t go to college and some didn’t graduate from high school. So it’s really about setting high expectations for kids and getting them to set high expectations for themselves.”\u003c/p>\n\u003cp>The effort to re-energize the district through technology seems to be working. For the past two years, 100 percent of Piedmont seniors were accepted to college. The district is working now to track those kids and see how they fared when they got there. Test scores have also gone up, although Akin said that was never the focus of mPower Piedmont.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "7 Big Hurdles In Education and Ideas For Solving Them",
"title": "7 Big Hurdles In Education and Ideas For Solving Them",
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"content": "\u003cfigure id=\"attachment_34884\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.digitalpromise.org/content/uploads/Presentations1-2_merged.jpg\">\u003cimg class=\"size-full wp-image-34884\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/Screen-Shot-2014-04-03-at-12.26.07-PM-e1396553263791.png\" alt=\"Digital Promise\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/Screen-Shot-2014-04-03-at-12.26.07-PM-e1396553263791.png 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/Screen-Shot-2014-04-03-at-12.26.07-PM-e1396553263791-400x225.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/Screen-Shot-2014-04-03-at-12.26.07-PM-e1396553263791-320x180.png 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>An infographic can hardly contain enough space to tackle the big, hairy challenges of American education. But the non-profit, \u003ca href=\"http://www.digitalpromise.org/\" target=\"_blank\">Digital Promise, \u003c/a>has tried to identify some of the biggest challenges -- and ideas for solutions -- identified by the 46 schools in their \u003ca href=\"http://www.digitalpromise.org/initiatives/league-of-innovative-schools/\" target=\"_blank\">League of Innovative Schools\u003c/a> that are trying new techniques. They address issues like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/to-break-the-mold-is-competency-learning-the-key/\" target=\"_blank\">competency-based learning\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/new-online-teacher-training-program-joins-mooc-madness/\" target=\"_blank\">personalized professional development\u003c/a>, as well as \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/alan-november-how-teachers-and-tech-can-let-students-take-control/\" target=\"_blank\">students' ownership of their learning\u003c/a>.\u003c/p>\n\u003cp>Click on the image above to see \u003ca href=\"http://www.digitalpromise.org/content/uploads/Presentations1-2_merged.jpg\" target=\"_blank\">all seven challenges\u003c/a> and their solutions.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-16770\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/spacepleb-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\n\u003cp class=\"wp-media-credit\">Flickr: Spacepleb\u003c/p>\n\u003c/div>\n\u003cp>It's been roughly two months since the launch of the Department of Education's \u003ca href=\"http://www.digitalpromise.org/\">Digital Promise\u003c/a>, and though it's still very early in the process, a few pointed goals are emerging.\u003c/p>\n\u003cp>The main premise behind Digital Promise is to serve as a national center for research to spur innovation that will improve learning through technology, said Karen Cator, Department of Education's Director of Technology.\u003c/p>\n\u003cp>At this point, the center has three goals:\u003c/p>\n\u003cp>\u003cstrong>1. \u003c/strong> To bring smart ideas based on sound research to those who can bring it to life. More specifically giving entrepreneurs, investors, and innovators who create new learning products a central place to access the vast amount of research that's already been conducted about how we learn and ways to improve learning.\u003c/p>\n\u003cp>\u003cstrong>2.\u003c/strong> To offer challenges and prizes as an incentive to those who can find ways to vastly improve opportunities to learn.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>3.\u003c/strong> To create an organization where schools and leaders can work together on problems with using technology to improve learning. This group is called the \u003cstrong>League of Innovative Schools\u003c/strong>, and at this very early stage, it's a loosely knit collaboration of people who've expressed interest in becoming involved.\u003c/p>\n\u003cp>Within this group, there are three specific goals.\u003c/p>\n\u003cul>\n\u003cli>Making sure that schools and districts are informed and supportive of innovation when investing in new technologies -- it's what Cator refers to as \"smart demand.\"\u003c/li>\n\u003cli>Gathering evidence and learning more about what's already happening in schools and districts with respect to using technology. Harvard professor and Macarthur Fellow \u003ca href=\"http://www.economics.harvard.edu/faculty/fryer\">Roland \u003c!--more-->Fryer\u003c/a> is heading up the effort of figuring out how to gather new and different kinds of evidence, Cator said.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Finding ways to learn from each other through collaboration.\u003c/li>\n\u003c/ul>\n\u003cp>For the most part, this is being headed up by Mark Edwards, superintendent of Moorseville Graded School District in North Carolina. Edwards is organizing\u003ca href=\"http://www2.mooresvilletribune.com/news/2011/oct/31/schools-digital-league-launch-mooresville-ar-1557397/\"> the first meeting\u003c/a> for the League of Innovative Schools on Nov. 28-29, with superintendents from around the country, as well as education consultants and service providers. (See more about Edwards' views on learning technologies in this \u003ca href=\"http://www.pbs.org/newshour/bb/education/jan-june11/technology_04-08.html\">PBS Newshour video\u003c/a>.)\u003c/p>\n\u003cp>At the moment, the Digital Promise Web site is very much a work in progress -- a repository of comments and input from educators and school officials. Under the \u003ca href=\"http://www.digitalpromise.org/grand-challenges\">Grand Challenges\u003c/a> tab, the site asks: What challenges in teaching and learning can technology help us solve? Comments include things like quality professional development for all, how to use video games for learning, how to best support innovators, how to implement flipped teaching in class, and using technology for performance assessment.\u003c/p>\n\u003cp>Under the \u003ca href=\"http://digitalpromise.ideascale.com/\">League\u003c/a> tab, the site asks: \"How are you using technology to advance teaching and learning in innovative ways?\" People have offered up things like offline and online mobile learning, software that tests and trains reading, and online assessments. Some of the ideas here seem to be written by those who have created educational products, but there's also feedback from those who want to share their own experience and ideas.\u003c/p>\n\u003cp>Other recent initiatives from the DOE:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.learningregistry.org/\">The Learning Registry\u003c/a>, a central repository of online education portals where those who create education content can collaborate and share resources. What does this mean for educators? They can find a list of resources like \u003ca href=\"http://www.pbslearningmedia.org/\">PBS Learning Media\u003c/a>, a trove of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/pbs-learningmedia-14000-pieces-of-great-digital-content/\">16,000-plus educational digital assets\u003c/a> and resources organized by grade and subject area, and \u003ca href=\"http://smithsonianeducation.org/\">Smithsonian Education\u003c/a>, which provides free access to almost everything under the Smithsonian umbrella.\u003c/li>\n\u003cli>Microsoft will take over the DOE's TEACH campaign, the online advocacy and recruitment program, which includes the \u003ca href=\"http://teach.gov/\">Teach.gov\u003c/a> site. As Edweek's Ian Quillen \u003ca href=\"http://blogs.edweek.org/edweek/DigitalEducation/2011/11/national_learning_registry_off.html\">points out\u003c/a>, Microsoft has \u003ca href=\"http://www.edweek.org/ew/articles/2011/10/26/09fcc.h31.html\">been involved\u003c/a> with the Federal Communications Commission's \u003ca href=\"http://connect2compete.org/\">\"Connect to Compete\"\u003c/a> program to bring broadband to low-income communities, \"as well as launching programs to offer discounted hardware and software to educators and digital literacy training to the public.\"\u003c/li>\n\u003c/ul>\n\u003cp>Read more about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/four-new-initiatives-from-the-department-of-education/\">DOE's plans here\u003c/a>.\u003c/p>\n\u003cp>\u003cem>This post was updated to clarify the number of digital assets on PBS Learning Media.\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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},
"closealltabs": {
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"order": 1
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"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
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"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"tagline": "The conversation starts here",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
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"order": 9
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"id": "fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"hidden-brain": {
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"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
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"source": "NPR"
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"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"airtime": "SUN 7:30pm-8pm",
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"link": "/radio/program/how-i-built-this",
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"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. ",
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"order": 15
},
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
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},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"rss": "https://rss.art19.com/masters-of-scale"
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},
"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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"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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},
"morning-edition": {
"id": "morning-edition",
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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
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"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/onourwatch",
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"order": 11
},
"link": "/podcasts/onourwatch",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
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},
"pbs-newshour": {
"id": "pbs-newshour",
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"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
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},
"link": "/radio/program/pbs-newshour",
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"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
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},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
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"officialWebsiteLink": "/perspectives/",
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"order": 14
},
"link": "/perspectives",
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