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"content": "\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/how-minecraft-youtubers-made-me-a-better-parent-during-the-pandemic/\">\u003cem>The Dream SMP\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>Back in the spring of 2020, before my tween daughters became obsessed with Minecraft YouTube, I thought I had pandemic parenting figured out. Their teachers were struggling to put together half-days of online instruction, so I filled the void with “Dad School,” folding my children into a world full of all my favorite things. We made family dinners. We built a fort in the woods. I even let my girls stay up late to watch “The Last Dance,” the documentary series about Michael Jordan’s Chicago Bulls, so I could show them one of my childhood heroes and they could dye my hair just like Dennis Rodman’s.\u003c/p>\n\u003cp>The high point of this period was a weeks-long Dungeons & Dragons quest. My heart nearly burst when my girls fell in love with the role-playing narrative adventure game I had once enjoyed so much. My older daughter, 10 years old at the time, with new glasses and a growing collection of high-waisted jeans, spent hours crafting an elaborate back story for her character, a moon-elf sorcerer named Glory who was intensely loyal to her friends and harbored a blind hatred of injustice. My younger daughter, 8, and still all elbows and knees, helped me concoct fantastical adventures, forcing her sister’s alter-ego to choose between risking death to save injured goblins or playing it safe to protect her fellow adventures.\u003c/p>\n\u003cp>This lasted until June. Then extended quarantine started to pull us in separate directions. For my daughters, stuck at home with their parents and still detached from their social lives, time started to spin faster, shredding their remaining days of childhood. But for me, middle-aged and increasingly exhausted, time slowed to a crawl, turning each day into trench warfare.\u003c/p>\n\u003cp>“Dad,” my 10-year-old asked one evening as I confronted the dishes, “speaking as a Boomer, is it harder to make friends as you get older?”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Actually, I said, I’m Gen X. And yes. Yes, it is.\u003c/p>\n\u003cp>Recognizing our kids’ growing social isolation, my wife and I tried to compensate by adopting a puppy. We also bought an Xbox, so they could join their friends for online Minecraft, the hugely popular video game that lets users explore vast digital realms and use animated 3-D blocks to build whatever they can imagine.\u003c/p>\n\u003cp>This is still OK, I remember thinking. Sure, my kids will be in front of screens more. But Minecraft is rich with opportunities for collaboration and creative problem-solving and all the other good stuff experts encourage.\u003c/p>\n\u003cp>It was a Saturday evening in late August when my illusions finally shattered. Instead of creating their own Minecraft worlds, my daughters were starting to spend hours watching other people play the game on YouTube. I tried to take advantage of their new habit, cleaning the house and chasing the puppy and catching up on overdue work. By 8:30 p.m., I was beat, so I scavenged cold leftovers in the kitchen, then crumpled into the sofa and turned the TV to an NBA playoff game.\u003c/p>\n\u003cp>Twenty minutes later, my 10-year-old wandered into the room, bleary-eyed and hungry. I had lost track of her, and she had lost track of time.\u003c/p>\n\u003cp>“It’s almost 9 o’clock,” she said. “Are we going to have dinner?”\u003c/p>\n\u003cp>\u003cstrong>Making ‘The Dream SMP’\u003c/strong>\u003c/p>\n\u003cp>The YouTube content that came to consume my daughters’ attention was called “The Dream SMP.”\u003c/p>\n\u003cp>The “Dream’” part refers to the username of a popular online gamer. According to his Wikitubia fan page, Dream is a 21-year-old former AppleCare worker from Orlando, Florida. He has yet to publicly reveal his face or full name, creating instead an online identity around a white blob with a smiley face. He did not respond to my requests for an interview.\u003c/p>\n\u003cp>“SMP,” meanwhile, is shorthand for “survival multiplayer.” This refers to the private Minecraft server that Dream launched in April 2020 so he and a few gamer friends could explore a new update to the game. Starting in July 2020, however, dozens of other prominent Minecraft YouTubers with usernames like Quackity and Technoblade and CaptainPuffy began joining in, turning The Dream SMP into a sprawling collaborative experiment. By late 2020, gameplay on the server was being guided by “Hamilton”-inspired narrative storylines and loosely sketched character arcs, with more than 30 players taking part in improvised role-plays that were streamed on multiple Twitch and YouTube channels, allowing millions of kids like mine to follow along.\u003c/p>\n\u003cp>It was the Minecraft equivalent of Marvel Studios’ superhero-filled cinematic universe. My whole body sagged with age when my older daughter first tried to explain it to me.\u003c/p>\n\u003cp>“So basically, there’s an evil egg on the server, and it like infests everything, making you evil and power-hungry, and it kind of like whispers you things inside your head. And then there’s like a whole faction, the Eggpire, and they held a Red Banquet, which was supposed to be like, ‘Oh, we come in peace,’ but then really they were actually gonna kill everybody,” she told me one evening in the kitchen while I chopped peppers.\u003c/p>\n\u003cp>I grimaced and nodded along, trying not to slice my fingers as I fought to keep the puppy from eating the placemats.\u003c/p>\n\u003cp>\u003cstrong>Related: \u003c/strong>\u003ca href=\"https://hechingerreport.org/screen-time-isnt-created-equally/\">\u003cstrong>Why all screen time isn’t created equally\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>On the one hand, my children’s fascination with The Dream SMP was a relief. They certainly seemed to enjoy it more than the family viewings of “Stranger Things” I had arranged in a failed attempt to reclaim their focus.\u003c/p>\n\u003cp>At the same time, however, The Dream SMP also gave me plenty of reason to worry. When I came downstairs, my girls would immediately pause whatever video they were watching, setting off my dad alarm. When I insisted that they let me watch along, I saw a pale-skinned, mop-haired British teenager who seemed to communicate mostly via screams, braying laughs, and random phrases he seemed to feel obliged to repeat at least four times.\u003c/p>\n\u003cp>“Dude, I’ve never been that close to weeing myself on stream,” was one of the few complete sentences I caught through the din.\u003c/p>\n\u003cp>This, I learned, was Thomas “TommyInnit” Simons, a hyperactive chaos agent who liked to burn down other players’ Minecraft houses and was in hot online water after sharing his platform with another gamer who had a history of uttering transphobic slurs. My daughters seemed captivated by his incessant trolling, filling my head with panicked visions of once-sweet children being transformed into obnoxious adolescent QAnon adherents who railed against cancel culture.\u003c/p>\n\u003cp>When confronted with such moments, experts urge parents to play the long game, creating a safe space for open communication by asking lots of open-ended questions and offering non-judgmental statements of our own values.\u003c/p>\n\u003cp>“If you’re able to make them feel like you truly care about their interests, you’re setting the stage for a future of important conversations,” said Yalda T. Uhls, who studies the ways media influences children’s development for the Center for Scholars & Storytellers at the University of California, Los Angeles.\u003c/p>\n\u003cp>In the moment, of course, I fell well short of this advice, fixating instead on my own fears.\u003c/p>\n\u003cp>“So, do you have a crush on this Tommy guy?” I asked my older daughter, by then 11 years old and attending a new school where she’d never met her teachers or most of her classmates in person.\u003c/p>\n\u003cp>“Ugh,” she responded, storming out of the room.\u003c/p>\n\u003cp>\u003cstrong>‘A very beautiful ecology’\u003c/strong>\u003c/p>\n\u003cp>The YouTube content that finally brought my family together featured two of the biggest stars on The Dream SMP: Dream and George “GeorgeNotFound” Davidson, a 24-year-old gamer from Britain.\u003c/p>\n\u003cp>The video started with the duo explaining how they hacked an electronic dog collar, using computer code and a pocket-sized microcontroller to reprogram the device to deliver electric shocks each time the wearer’s Minecraft character took damage during gameplay. From there, the tension slowly mounted, reaching a crescendo when GeorgeNotFound got zapped in the arm and started howling wildly.\u003c/p>\n\u003cp>For a few glorious minutes, I felt young again, transported back to the hours I used to spend watching ‘Jackass’ reruns and recording dumb skits on cassette tapes with my brothers.\u003c/p>\n\u003cp>“Look, Dad is actually laughing!” my younger daughter told her sister in amazement. “Usually, he only laughs at his own jokes.”\u003c/p>\n\u003cp>It was then that I decided to make more of an effort to see The Dream SMP through my girls’ eyes.\u003c/p>\n\u003cp>\u003cstrong>Related: \u003c/strong>\u003ca href=\"https://hechingerreport.org/proof-points-paper-beats-pixels-on-most-picture-books-research-finds/\">\u003cstrong>Paper beats pixels on most picture books, research finds\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>Part of what they found so appealing, it turned out, were the storylines, full of revolution and betrayal and shifting alliances. They also loved the characters, none of whom is entirely good or always bad. And they took great pleasure in digging through the multi-layered identities of all the players in The Dream SMP, each of whom is simultaneously an actual human being and a crafted online persona and a character being role-played for dramatic effect.\u003c/p>\n\u003cp>In other words, I came to realize, my children’s new online world was very much like the fourth and fifth grade classrooms they were missing out on as remote learning sucked the life out of their 2020-21 school year.\u003c/p>\n\u003cp>“It’s not that I didn’t like ‘Stranger Things,’” my older daughter eventually confessed. “But I love the chaotic-ness of The Dream SMP. It feels more realistic. There’s always multiple stories going on, and you have to consider multiple people’s points of view.”\u003c/p>\n\u003cp>By that point, Dad School was a distant memory, and my girls had started describing themselves as members of the “The Dream SMP community.” They spent hours online, searching out the digital artwork and fiction created by the other young fans with whom they now shared a connection.\u003c/p>\n\u003cp>“It’s a very beautiful ecology,” said Crystal Abidin, an associate professor of Internet Studies at Australia’s Curtin University. “By creating their own version of these fictive worlds, young people are taking spaces like Minecraft and making them their own.”\u003c/p>\n\u003cp>Inspired, I decided to join my kids in exploring the Dream SMP universe. I quickly developed a fondness for fan art featuring a participant named BadBoyHalo, YouTube-famous for saying “muffins” instead of curse words during his streams.\u003c/p>\n\u003cp>One of my favorite images featured a grinning boy and a smiling puppy, both holding fresh-baked muffins against a backdrop of multi-colored hearts. I texted it to my older daughter, saying that I too now thought some parts of The Dream SMP were pretty awesome.\u003c/p>\n\u003cp>“Dang ur on a roll that ones cool,” she quickly texted back.\u003c/p>\n\u003cp>\u003cstrong>From Friday movie night to Friday YouTube night\u003c/strong>\u003c/p>\n\u003cp>Although Dream wouldn’t discuss the phenomenal popularity of his Minecraft server with me, he did join YouTube interviewer Anthony Padilla for an \u003ca href=\"https://www.youtube.com/watch?v=3WAkPJ6654o\">online conversation\u003c/a> this June.\u003c/p>\n\u003cp>By that point, he had amassed nearly 22 million YouTube subscribers, but ceded significant control of his Minecraft server to his fellow participants. As a result, TommyInnit’s videos had collectively been viewed nearly a billion times, while other players were adding hundreds of thousands of new followers a month and launching fresh YouTube channels for their other creative endeavors.\u003c/p>\n\u003cp>“I’m honestly not that surprised,” Dream said. “When I go through and add somebody to the SMP, I don’t want them to just be successful in the SMP. I want them to take that and be successful [elsewhere].”\u003c/p>\n\u003cp>Ironically, experts recommend that parents try to empower their children in similar ways.\u003c/p>\n\u003cp>“Your job is to teach your kids how to get through their digital adolescence by managing themselves, so they can do the things they want to do online with grace,” said Amanda Lenhart, who studies technology’s impact on families for the Data & Society, a nonprofit research organization.\u003c/p>\n\u003cp>\u003cstrong>Related: \u003c/strong>\u003ca href=\"https://hechingerreport.org/a-drastic-experiment-in-progress-how-will-coronavirus-change-our-kids/\">\u003cstrong>What are the effects of social isolation from coronavirus on kids?\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>That perspective reflects a growing consensus that guardrails around children’s screen time should take circumstance into account, while focusing more on quality than quantity. When the pandemic era is viewed through that lens, Lenhart said, it actually seems pretty great that many kids responded to a time of severe social isolation by going online in search of communities and stories that could help them make sense of the world and themselves. That’s an important lesson that adults can carry forward, even as the pandemic eases and many children return to in-person school.\u003c/p>\n\u003cp>“Things like The Dream SMP should expand our ideas of what is art and what makes for good narrative and where opportunities for creative expression now show up in our children’s lives,” Lenhart said. “It’s no longer just in the books they get from the library.”\u003c/p>\n\u003cp>To be sure, Minecraft YouTube still gives me plenty of reason for concern. I’m not thrilled with all the penis jokes. I worry about the growing subsection of Dream fans linked to toxic and threatening online behavior. YouTube’s algorithm, which feeds users an unrelenting tsunami of related content, constantly overwhelms whatever bandwidth busy parents like me have to monitor what our children are doing online, a problem the platform’s parental controls have yet to adequately solve.\u003c/p>\n\u003cp>The amazing thing, though, was that once I started trusting my children, they started to bring such issues to my attention on their own. My daughters wanted to know what my wife and I thought. Even better, they wanted us to know what they thought.\u003c/p>\n\u003cp>As the 2020-21 school year came to a close, my children suggested that maybe we could swap out Friday movie night for Friday YouTube night. I pouted a little at the prospect of changing a cherished family ritual, but quickly caught myself. My girls promptly rewarded my progress.\u003c/p>\n\u003cp>They started the evening by showing a recap of the first few months of The Dream SMP, made by fans who blew me away by painstakingly recreating the entire Minecraft world on their own server. Then my girls played streams from some of the seminal events in The Dream SMP storyline, including a full-on role-played political debate between the server’s competing political parties, SWAG2020 and POG2020. Our watch party closed with a heartbreakingly beautiful animation created by digital artist SAD-ist, who according to Wikitubia is an 18-year-old fan from the Philippines who splices together dialogue from Dream SMP streams with her own drawings and music by the German composers 2WEI.\u003c/p>\n\u003cp>The high point was a dramatic recreation of the scene that led to The Dream SMP’s most famous one-liner, since meme-ified by millions of fans like my daughters and me.\u003c/p>\n\u003cp>“It was never meant to be,” we yelled along when the big moment came.\u003c/p>\n\u003cp>When we finally turned the Xbox off, it felt like we had reached an important new milestone.\u003c/p>\n\u003cp>“Girls, thank you so much for showing me all this,” I said. “I’m sorry I can be such a difficult student.”\u003c/p>\n\u003cp>“It’s OK,” my children agreed. “It’s fun trying to teach you about the things we like.”\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/how-minecraft-youtubers-made-me-a-better-parent-during-the-pandemic/\">\u003cem>The Dream SMP\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>,\u003cem> a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem> \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/how-minecraft-youtubers-made-me-a-better-parent-during-the-pandemic/\">\u003cem>The Dream SMP\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>Back in the spring of 2020, before my tween daughters became obsessed with Minecraft YouTube, I thought I had pandemic parenting figured out. Their teachers were struggling to put together half-days of online instruction, so I filled the void with “Dad School,” folding my children into a world full of all my favorite things. We made family dinners. We built a fort in the woods. I even let my girls stay up late to watch “The Last Dance,” the documentary series about Michael Jordan’s Chicago Bulls, so I could show them one of my childhood heroes and they could dye my hair just like Dennis Rodman’s.\u003c/p>\n\u003cp>The high point of this period was a weeks-long Dungeons & Dragons quest. My heart nearly burst when my girls fell in love with the role-playing narrative adventure game I had once enjoyed so much. My older daughter, 10 years old at the time, with new glasses and a growing collection of high-waisted jeans, spent hours crafting an elaborate back story for her character, a moon-elf sorcerer named Glory who was intensely loyal to her friends and harbored a blind hatred of injustice. My younger daughter, 8, and still all elbows and knees, helped me concoct fantastical adventures, forcing her sister’s alter-ego to choose between risking death to save injured goblins or playing it safe to protect her fellow adventures.\u003c/p>\n\u003cp>This lasted until June. Then extended quarantine started to pull us in separate directions. For my daughters, stuck at home with their parents and still detached from their social lives, time started to spin faster, shredding their remaining days of childhood. But for me, middle-aged and increasingly exhausted, time slowed to a crawl, turning each day into trench warfare.\u003c/p>\n\u003cp>“Dad,” my 10-year-old asked one evening as I confronted the dishes, “speaking as a Boomer, is it harder to make friends as you get older?”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Actually, I said, I’m Gen X. And yes. Yes, it is.\u003c/p>\n\u003cp>Recognizing our kids’ growing social isolation, my wife and I tried to compensate by adopting a puppy. We also bought an Xbox, so they could join their friends for online Minecraft, the hugely popular video game that lets users explore vast digital realms and use animated 3-D blocks to build whatever they can imagine.\u003c/p>\n\u003cp>This is still OK, I remember thinking. Sure, my kids will be in front of screens more. But Minecraft is rich with opportunities for collaboration and creative problem-solving and all the other good stuff experts encourage.\u003c/p>\n\u003cp>It was a Saturday evening in late August when my illusions finally shattered. Instead of creating their own Minecraft worlds, my daughters were starting to spend hours watching other people play the game on YouTube. I tried to take advantage of their new habit, cleaning the house and chasing the puppy and catching up on overdue work. By 8:30 p.m., I was beat, so I scavenged cold leftovers in the kitchen, then crumpled into the sofa and turned the TV to an NBA playoff game.\u003c/p>\n\u003cp>Twenty minutes later, my 10-year-old wandered into the room, bleary-eyed and hungry. I had lost track of her, and she had lost track of time.\u003c/p>\n\u003cp>“It’s almost 9 o’clock,” she said. “Are we going to have dinner?”\u003c/p>\n\u003cp>\u003cstrong>Making ‘The Dream SMP’\u003c/strong>\u003c/p>\n\u003cp>The YouTube content that came to consume my daughters’ attention was called “The Dream SMP.”\u003c/p>\n\u003cp>The “Dream’” part refers to the username of a popular online gamer. According to his Wikitubia fan page, Dream is a 21-year-old former AppleCare worker from Orlando, Florida. He has yet to publicly reveal his face or full name, creating instead an online identity around a white blob with a smiley face. He did not respond to my requests for an interview.\u003c/p>\n\u003cp>“SMP,” meanwhile, is shorthand for “survival multiplayer.” This refers to the private Minecraft server that Dream launched in April 2020 so he and a few gamer friends could explore a new update to the game. Starting in July 2020, however, dozens of other prominent Minecraft YouTubers with usernames like Quackity and Technoblade and CaptainPuffy began joining in, turning The Dream SMP into a sprawling collaborative experiment. By late 2020, gameplay on the server was being guided by “Hamilton”-inspired narrative storylines and loosely sketched character arcs, with more than 30 players taking part in improvised role-plays that were streamed on multiple Twitch and YouTube channels, allowing millions of kids like mine to follow along.\u003c/p>\n\u003cp>It was the Minecraft equivalent of Marvel Studios’ superhero-filled cinematic universe. My whole body sagged with age when my older daughter first tried to explain it to me.\u003c/p>\n\u003cp>“So basically, there’s an evil egg on the server, and it like infests everything, making you evil and power-hungry, and it kind of like whispers you things inside your head. And then there’s like a whole faction, the Eggpire, and they held a Red Banquet, which was supposed to be like, ‘Oh, we come in peace,’ but then really they were actually gonna kill everybody,” she told me one evening in the kitchen while I chopped peppers.\u003c/p>\n\u003cp>I grimaced and nodded along, trying not to slice my fingers as I fought to keep the puppy from eating the placemats.\u003c/p>\n\u003cp>\u003cstrong>Related: \u003c/strong>\u003ca href=\"https://hechingerreport.org/screen-time-isnt-created-equally/\">\u003cstrong>Why all screen time isn’t created equally\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>On the one hand, my children’s fascination with The Dream SMP was a relief. They certainly seemed to enjoy it more than the family viewings of “Stranger Things” I had arranged in a failed attempt to reclaim their focus.\u003c/p>\n\u003cp>At the same time, however, The Dream SMP also gave me plenty of reason to worry. When I came downstairs, my girls would immediately pause whatever video they were watching, setting off my dad alarm. When I insisted that they let me watch along, I saw a pale-skinned, mop-haired British teenager who seemed to communicate mostly via screams, braying laughs, and random phrases he seemed to feel obliged to repeat at least four times.\u003c/p>\n\u003cp>“Dude, I’ve never been that close to weeing myself on stream,” was one of the few complete sentences I caught through the din.\u003c/p>\n\u003cp>This, I learned, was Thomas “TommyInnit” Simons, a hyperactive chaos agent who liked to burn down other players’ Minecraft houses and was in hot online water after sharing his platform with another gamer who had a history of uttering transphobic slurs. My daughters seemed captivated by his incessant trolling, filling my head with panicked visions of once-sweet children being transformed into obnoxious adolescent QAnon adherents who railed against cancel culture.\u003c/p>\n\u003cp>When confronted with such moments, experts urge parents to play the long game, creating a safe space for open communication by asking lots of open-ended questions and offering non-judgmental statements of our own values.\u003c/p>\n\u003cp>“If you’re able to make them feel like you truly care about their interests, you’re setting the stage for a future of important conversations,” said Yalda T. Uhls, who studies the ways media influences children’s development for the Center for Scholars & Storytellers at the University of California, Los Angeles.\u003c/p>\n\u003cp>In the moment, of course, I fell well short of this advice, fixating instead on my own fears.\u003c/p>\n\u003cp>“So, do you have a crush on this Tommy guy?” I asked my older daughter, by then 11 years old and attending a new school where she’d never met her teachers or most of her classmates in person.\u003c/p>\n\u003cp>“Ugh,” she responded, storming out of the room.\u003c/p>\n\u003cp>\u003cstrong>‘A very beautiful ecology’\u003c/strong>\u003c/p>\n\u003cp>The YouTube content that finally brought my family together featured two of the biggest stars on The Dream SMP: Dream and George “GeorgeNotFound” Davidson, a 24-year-old gamer from Britain.\u003c/p>\n\u003cp>The video started with the duo explaining how they hacked an electronic dog collar, using computer code and a pocket-sized microcontroller to reprogram the device to deliver electric shocks each time the wearer’s Minecraft character took damage during gameplay. From there, the tension slowly mounted, reaching a crescendo when GeorgeNotFound got zapped in the arm and started howling wildly.\u003c/p>\n\u003cp>For a few glorious minutes, I felt young again, transported back to the hours I used to spend watching ‘Jackass’ reruns and recording dumb skits on cassette tapes with my brothers.\u003c/p>\n\u003cp>“Look, Dad is actually laughing!” my younger daughter told her sister in amazement. “Usually, he only laughs at his own jokes.”\u003c/p>\n\u003cp>It was then that I decided to make more of an effort to see The Dream SMP through my girls’ eyes.\u003c/p>\n\u003cp>\u003cstrong>Related: \u003c/strong>\u003ca href=\"https://hechingerreport.org/proof-points-paper-beats-pixels-on-most-picture-books-research-finds/\">\u003cstrong>Paper beats pixels on most picture books, research finds\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>Part of what they found so appealing, it turned out, were the storylines, full of revolution and betrayal and shifting alliances. They also loved the characters, none of whom is entirely good or always bad. And they took great pleasure in digging through the multi-layered identities of all the players in The Dream SMP, each of whom is simultaneously an actual human being and a crafted online persona and a character being role-played for dramatic effect.\u003c/p>\n\u003cp>In other words, I came to realize, my children’s new online world was very much like the fourth and fifth grade classrooms they were missing out on as remote learning sucked the life out of their 2020-21 school year.\u003c/p>\n\u003cp>“It’s not that I didn’t like ‘Stranger Things,’” my older daughter eventually confessed. “But I love the chaotic-ness of The Dream SMP. It feels more realistic. There’s always multiple stories going on, and you have to consider multiple people’s points of view.”\u003c/p>\n\u003cp>By that point, Dad School was a distant memory, and my girls had started describing themselves as members of the “The Dream SMP community.” They spent hours online, searching out the digital artwork and fiction created by the other young fans with whom they now shared a connection.\u003c/p>\n\u003cp>“It’s a very beautiful ecology,” said Crystal Abidin, an associate professor of Internet Studies at Australia’s Curtin University. “By creating their own version of these fictive worlds, young people are taking spaces like Minecraft and making them their own.”\u003c/p>\n\u003cp>Inspired, I decided to join my kids in exploring the Dream SMP universe. I quickly developed a fondness for fan art featuring a participant named BadBoyHalo, YouTube-famous for saying “muffins” instead of curse words during his streams.\u003c/p>\n\u003cp>One of my favorite images featured a grinning boy and a smiling puppy, both holding fresh-baked muffins against a backdrop of multi-colored hearts. I texted it to my older daughter, saying that I too now thought some parts of The Dream SMP were pretty awesome.\u003c/p>\n\u003cp>“Dang ur on a roll that ones cool,” she quickly texted back.\u003c/p>\n\u003cp>\u003cstrong>From Friday movie night to Friday YouTube night\u003c/strong>\u003c/p>\n\u003cp>Although Dream wouldn’t discuss the phenomenal popularity of his Minecraft server with me, he did join YouTube interviewer Anthony Padilla for an \u003ca href=\"https://www.youtube.com/watch?v=3WAkPJ6654o\">online conversation\u003c/a> this June.\u003c/p>\n\u003cp>By that point, he had amassed nearly 22 million YouTube subscribers, but ceded significant control of his Minecraft server to his fellow participants. As a result, TommyInnit’s videos had collectively been viewed nearly a billion times, while other players were adding hundreds of thousands of new followers a month and launching fresh YouTube channels for their other creative endeavors.\u003c/p>\n\u003cp>“I’m honestly not that surprised,” Dream said. “When I go through and add somebody to the SMP, I don’t want them to just be successful in the SMP. I want them to take that and be successful [elsewhere].”\u003c/p>\n\u003cp>Ironically, experts recommend that parents try to empower their children in similar ways.\u003c/p>\n\u003cp>“Your job is to teach your kids how to get through their digital adolescence by managing themselves, so they can do the things they want to do online with grace,” said Amanda Lenhart, who studies technology’s impact on families for the Data & Society, a nonprofit research organization.\u003c/p>\n\u003cp>\u003cstrong>Related: \u003c/strong>\u003ca href=\"https://hechingerreport.org/a-drastic-experiment-in-progress-how-will-coronavirus-change-our-kids/\">\u003cstrong>What are the effects of social isolation from coronavirus on kids?\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>That perspective reflects a growing consensus that guardrails around children’s screen time should take circumstance into account, while focusing more on quality than quantity. When the pandemic era is viewed through that lens, Lenhart said, it actually seems pretty great that many kids responded to a time of severe social isolation by going online in search of communities and stories that could help them make sense of the world and themselves. That’s an important lesson that adults can carry forward, even as the pandemic eases and many children return to in-person school.\u003c/p>\n\u003cp>“Things like The Dream SMP should expand our ideas of what is art and what makes for good narrative and where opportunities for creative expression now show up in our children’s lives,” Lenhart said. “It’s no longer just in the books they get from the library.”\u003c/p>\n\u003cp>To be sure, Minecraft YouTube still gives me plenty of reason for concern. I’m not thrilled with all the penis jokes. I worry about the growing subsection of Dream fans linked to toxic and threatening online behavior. YouTube’s algorithm, which feeds users an unrelenting tsunami of related content, constantly overwhelms whatever bandwidth busy parents like me have to monitor what our children are doing online, a problem the platform’s parental controls have yet to adequately solve.\u003c/p>\n\u003cp>The amazing thing, though, was that once I started trusting my children, they started to bring such issues to my attention on their own. My daughters wanted to know what my wife and I thought. Even better, they wanted us to know what they thought.\u003c/p>\n\u003cp>As the 2020-21 school year came to a close, my children suggested that maybe we could swap out Friday movie night for Friday YouTube night. I pouted a little at the prospect of changing a cherished family ritual, but quickly caught myself. My girls promptly rewarded my progress.\u003c/p>\n\u003cp>They started the evening by showing a recap of the first few months of The Dream SMP, made by fans who blew me away by painstakingly recreating the entire Minecraft world on their own server. Then my girls played streams from some of the seminal events in The Dream SMP storyline, including a full-on role-played political debate between the server’s competing political parties, SWAG2020 and POG2020. Our watch party closed with a heartbreakingly beautiful animation created by digital artist SAD-ist, who according to Wikitubia is an 18-year-old fan from the Philippines who splices together dialogue from Dream SMP streams with her own drawings and music by the German composers 2WEI.\u003c/p>\n\u003cp>The high point was a dramatic recreation of the scene that led to The Dream SMP’s most famous one-liner, since meme-ified by millions of fans like my daughters and me.\u003c/p>\n\u003cp>“It was never meant to be,” we yelled along when the big moment came.\u003c/p>\n\u003cp>When we finally turned the Xbox off, it felt like we had reached an important new milestone.\u003c/p>\n\u003cp>“Girls, thank you so much for showing me all this,” I said. “I’m sorry I can be such a difficult student.”\u003c/p>\n\u003cp>“It’s OK,” my children agreed. “It’s fun trying to teach you about the things we like.”\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/how-minecraft-youtubers-made-me-a-better-parent-during-the-pandemic/\">\u003cem>The Dream SMP\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>,\u003cem> a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Minecraft Mock Poll Aims To Educate Kids About Voting",
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"content": "\u003cp>At the top of a hill sits a large white building with columns and draped with American flags. It resembles the Capitol building in Washington, D.C., except for a key difference.\u003c/p>\n\u003cp>It's built out of Minecraft blocks.\u003c/p>\n\u003cp>The popular sandbox video game has been used to host \u003ca href=\"https://education.minecraft.net/blog/students-around-the-world-hold-graduations-in-minecraft-and-now-you-can-too\">graduation ceremonies\u003c/a>, \u003ca href=\"https://www.businessinsider.com/minecraft-virtual-concert-elsewhere-raises-money-for-coronavirus-2020-4\">concerts\u003c/a>, recreated \u003ca href=\"https://www.npr.org/2020/04/01/825057009/students-create-their-school-on-minecraft-using-blueprints-and-photos\">school campuses\u003c/a> and even a \u003ca href=\"https://www.theverge.com/2020/3/18/21184041/minecraft-library-censored-journalism-reporters-without-borders\">library of censored journalism.\u003c/a>\u003c/p>\n\u003cp>And now it's being used to teach young Americans how to vote.\u003c/p>\n\u003cp>Nonpartisan, nonprofit organization Rock the Vote and creative company Sid Lee teamed up to create a \u003ca href=\"https://buildthevote.com/\">Minecraft \"voting house\"\u003c/a> server ahead of the 2020 election.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Dubbed \"Build The Vote,\" the simulation is designed to educate kids on the voting process and give them the chance to share their opinions on several issues.\u003c/p>\n\u003cp>The organization hopes to demystify the voting process, said Teja Foster, social media director for Rock The Vote. That way, kids will be ready to vote when they're old enough.\u003c/p>\n\u003cp>\"There's no way for kids, before they get to the voting booth, to actually have a practice round and understand the process,\" Foster said. \"It's just, like, you turn 18, and here's your ballot.\"\u003c/p>\n\u003cp>Once a player joins the simulator, they can enter the large voting house and \"register\" to vote. Along the way, there are checkpoints explaining different aspects of the voting process.\u003c/p>\n\u003cp>\"We just wanted to adapt what adults will go through but in a playful way,\" Sid Lee copywriter Nick Labbe said.\u003c/p>\n\u003cp>Next, the player enters a room with 10 issues laid out for them to vote on. They get to vote on topics including gun control, immigration, student loans and education.\u003c/p>\n\u003cp>The virtual voting house took three months to build, Labbe said.\u003c/p>\n\u003cp>It opened on Monday and will close Friday. The voting results will be published before Election Day in the U.S.\u003c/p>\n\u003cp>Noticeably absent from the choices is a way to vote on who should win the 2020 presidential election. Foster said that's because the event is designed to talk issues, not politics.\u003c/p>\n\u003cp>\"We don't direct anyone to vote for anyone in particular but what we do is expose them to the issues that matter to them,\" Foster said.\u003c/p>\n\u003cp>At the end, instead of an \"I Voted\" sticker, players will have a chance to change their Minecraft character's appearance to show they participated.\u003c/p>\n\u003cfigure id=\"attachment_56923\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56923\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/4-registration_wide-47fdecfa8e69e45540b15f7b0095999f06396df8-scaled-e1604032759245.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">Players \"register\" prior to voting. \u003ccite>(Rock The Vote)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Rock The Vote isn't the only organization to pivot to using video games to reach young people during the pandemic.\u003c/p>\n\u003cp>Rep. Alexandria Ocasio-Cortez \u003ca href=\"https://www.npr.org/2020/10/22/926684383/getting-gamers-to-the-polls-plus-the-pandemic-economy\">hosted one of the most popular video game streams last week\u003c/a> when she played \"Among Us\" on Twitch, garnering more than 400,000 views.\u003c/p>\n\u003cp>Democratic presidential candidate Joe Biden and his campaign \u003ca href=\"https://www.cnn.com/2020/10/18/business/biden-animal-crossing-island-trnd/index.html\">unveiled \u003c/a>an Animal Crossing island and virtual campaign signs earlier this month.\u003c/p>\n\u003cp>\"When the pandemic hit it was kind of just like a stop, drop and roll,\" Foster said. \"Every organization across the board was trying to figure out ways to expand on their digital footprint.\"\u003c/p>\n\u003cp>Minecraft, which was first released 11 years ago, recently reported 131 million monthly players. Since the start of the pandemic, the game saw a 90% increase in multiplayer sessions.\u003c/p>\n\u003cp>Moving forward, Rock The Vote plans to continue to use Minecraft to engage future voters, Foster added, even when the organization can again host in-person events.\u003c/p>\n\u003cp>For Rock The Vote, it was about meeting people where they already are, Foster said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And it turns out they're on Minecraft.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Minecraft+Mock+Poll+Aims+To+Educate+Kids+About+Voting&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "The voting simulation is hosted by Rock The Vote and aims to demystify the voting process by allowing kids to cast mock ballots on a number of issues. The results will be released before Election Day.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>At the top of a hill sits a large white building with columns and draped with American flags. It resembles the Capitol building in Washington, D.C., except for a key difference.\u003c/p>\n\u003cp>It's built out of Minecraft blocks.\u003c/p>\n\u003cp>The popular sandbox video game has been used to host \u003ca href=\"https://education.minecraft.net/blog/students-around-the-world-hold-graduations-in-minecraft-and-now-you-can-too\">graduation ceremonies\u003c/a>, \u003ca href=\"https://www.businessinsider.com/minecraft-virtual-concert-elsewhere-raises-money-for-coronavirus-2020-4\">concerts\u003c/a>, recreated \u003ca href=\"https://www.npr.org/2020/04/01/825057009/students-create-their-school-on-minecraft-using-blueprints-and-photos\">school campuses\u003c/a> and even a \u003ca href=\"https://www.theverge.com/2020/3/18/21184041/minecraft-library-censored-journalism-reporters-without-borders\">library of censored journalism.\u003c/a>\u003c/p>\n\u003cp>And now it's being used to teach young Americans how to vote.\u003c/p>\n\u003cp>Nonpartisan, nonprofit organization Rock the Vote and creative company Sid Lee teamed up to create a \u003ca href=\"https://buildthevote.com/\">Minecraft \"voting house\"\u003c/a> server ahead of the 2020 election.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Dubbed \"Build The Vote,\" the simulation is designed to educate kids on the voting process and give them the chance to share their opinions on several issues.\u003c/p>\n\u003cp>The organization hopes to demystify the voting process, said Teja Foster, social media director for Rock The Vote. That way, kids will be ready to vote when they're old enough.\u003c/p>\n\u003cp>\"There's no way for kids, before they get to the voting booth, to actually have a practice round and understand the process,\" Foster said. \"It's just, like, you turn 18, and here's your ballot.\"\u003c/p>\n\u003cp>Once a player joins the simulator, they can enter the large voting house and \"register\" to vote. Along the way, there are checkpoints explaining different aspects of the voting process.\u003c/p>\n\u003cp>\"We just wanted to adapt what adults will go through but in a playful way,\" Sid Lee copywriter Nick Labbe said.\u003c/p>\n\u003cp>Next, the player enters a room with 10 issues laid out for them to vote on. They get to vote on topics including gun control, immigration, student loans and education.\u003c/p>\n\u003cp>The virtual voting house took three months to build, Labbe said.\u003c/p>\n\u003cp>It opened on Monday and will close Friday. The voting results will be published before Election Day in the U.S.\u003c/p>\n\u003cp>Noticeably absent from the choices is a way to vote on who should win the 2020 presidential election. Foster said that's because the event is designed to talk issues, not politics.\u003c/p>\n\u003cp>\"We don't direct anyone to vote for anyone in particular but what we do is expose them to the issues that matter to them,\" Foster said.\u003c/p>\n\u003cp>At the end, instead of an \"I Voted\" sticker, players will have a chance to change their Minecraft character's appearance to show they participated.\u003c/p>\n\u003cfigure id=\"attachment_56923\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56923\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/4-registration_wide-47fdecfa8e69e45540b15f7b0095999f06396df8-scaled-e1604032759245.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">Players \"register\" prior to voting. \u003ccite>(Rock The Vote)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Rock The Vote isn't the only organization to pivot to using video games to reach young people during the pandemic.\u003c/p>\n\u003cp>Rep. Alexandria Ocasio-Cortez \u003ca href=\"https://www.npr.org/2020/10/22/926684383/getting-gamers-to-the-polls-plus-the-pandemic-economy\">hosted one of the most popular video game streams last week\u003c/a> when she played \"Among Us\" on Twitch, garnering more than 400,000 views.\u003c/p>\n\u003cp>Democratic presidential candidate Joe Biden and his campaign \u003ca href=\"https://www.cnn.com/2020/10/18/business/biden-animal-crossing-island-trnd/index.html\">unveiled \u003c/a>an Animal Crossing island and virtual campaign signs earlier this month.\u003c/p>\n\u003cp>\"When the pandemic hit it was kind of just like a stop, drop and roll,\" Foster said. \"Every organization across the board was trying to figure out ways to expand on their digital footprint.\"\u003c/p>\n\u003cp>Minecraft, which was first released 11 years ago, recently reported 131 million monthly players. Since the start of the pandemic, the game saw a 90% increase in multiplayer sessions.\u003c/p>\n\u003cp>Moving forward, Rock The Vote plans to continue to use Minecraft to engage future voters, Foster added, even when the organization can again host in-person events.\u003c/p>\n\u003cp>For Rock The Vote, it was about meeting people where they already are, Foster said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And it turns out they're on Minecraft.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Minecraft+Mock+Poll+Aims+To+Educate+Kids+About+Voting&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "4 Tools for Teaching Teamwork and Collaboration in the Classroom",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Everyone -- from businesses to sports franchises -- is on a quest to crack the code of the perfect team. Google spent years studying their working teams and determined that success wasn't based on \"who\" was on a team but on the \u003c/span>\u003ca href=\"https://www.nytimes.com/2016/02/28/magazine/what-google-learned-from-its-quest-to-build-the-perfect-team.html\">\u003cspan style=\"font-weight: 400\">culture created by the team\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> -- for example, a group that takes turns talking vs. one in which members speak over one another. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators are also looking for students who work well together, both socially and academically. Our natural tendency is to rotate students until we discover the right chemistry. However, Google's research shows this isn't the right approach. Instead, we should help students understand how good teams operate and then build a shared set of skills that work, no matter the team's composition. In order for this to happen, students will have to engage in, and reflect on, a variety of collaborative experiences in the classroom. And in response, we'll foster more positive classroom climates, increase students' interpersonal skills, and better prepare them to participate in collective action for change. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Check out these picks to get students working together in teams, practicing good collaboration skills, and reflecting on what makes teamwork important.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/goosechase-edu\">\u003cimg class=\"alignleft wp-image-50932\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/GooseChase.png\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/04/GooseChase.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/GooseChase-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/GooseChase-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/GooseChase-375x375.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/GooseChase-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/GooseChase-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/GooseChase-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/GooseChase-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/GooseChase-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/GooseChase-150x150.png 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/goosechase-edu\">\u003cb>GooseChase EDU\u003cbr>\n\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">Teachers set up missions for students that include scavenger hunt clues. Students can solve the clues on their phones by submitting a video or picture, adding text information, or by being present in a specific location through GPS. Since teachers can create and monitor teams, assign start/end times, and have teams retry clues in real time, there’s no end to the creative ways teachers can get students working together. But make sure to highlight teams that exemplify good collaboration after the hunt ends. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/genius\">\u003cimg class=\"alignleft wp-image-50926\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/genius.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/04/genius.jpg 630w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/genius-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/genius-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/genius-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/genius-520x520.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/genius-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/genius-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/genius-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/genius-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/genius-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/genius-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/website/genius\">\u003cb>Genius\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">This collaborative tool lets kids analyze and annotate texts from songs, literature, historical documents and web content -- including current events and news\u003c/span>\u003cspan style=\"font-weight: 400\">. While teachers need to be aware of any inappropriate content on the site, there’s a great opportunity here for students to explore and reply to others’ annotations, as well as get replies to their own work. Working together, students can perform textual analysis for an authentic audience and perhaps learn a little about digital citizenship along the way. \u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003c/b>\u003cb>\u003ca href=\"https://www.commonsense.org/education/game/minecraft-education-edition\">\u003cimg class=\"alignleft wp-image-50931\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/Minecraft-Education-Edition.jpeg\" alt=\"\" width=\"250\" height=\"192\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/04/Minecraft-Education-Edition.jpeg 256w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Minecraft-Education-Edition-160x123.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Minecraft-Education-Edition-240x185.jpeg 240w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/game/minecraft-education-edition\">Minecraft: Education Edition\u003c/a>\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Minecraft has always had ways for kids to team up, but this tool adds teacher controls to make it even easier to get students working together in the classroom. Whether it’s an entire class, small groups or pairs, students can collaborate on building projects that solve complex problems. Use the chat feature to provide feedback, and have the students use the camera tool to document progress. They can then go back after they’re done to see where they struggled and determine how to work better together next time. \u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003c/b>\u003cb>\u003ca href=\"https://www.commonsense.org/education/website/breakout-edu\">\u003cimg class=\"alignleft wp-image-50930\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/Breakout-EDU.png\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/04/Breakout-EDU.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Breakout-EDU-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Breakout-EDU-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Breakout-EDU-375x375.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Breakout-EDU-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Breakout-EDU-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Breakout-EDU-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Breakout-EDU-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Breakout-EDU-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Breakout-EDU-150x150.png 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/website/breakout-edu\">Breakout EDU\u003c/a>\u003cbr>\n\u003c/b>These physical kits -- with various locks, hint cards, a UV light, an invisible ink pen and more -- task students with solving puzzles to open a locked box (similar to an escape room). They’re certainly not as fun to play alone, so teachers will want to experiment setting up diverse groups of students. By playing, students will begin to realize how they’re able to solve complex problems through critical thinking and social and emotional skills -- all while learning the traits that make up a successful and efficient team.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">This article’s content is an extension of the \u003c/span>\u003ca href=\"https://www.commonsense.org/education/blog/we-all-teach-sel-inspiring-activities-for-every-classroom\">\u003cspan style=\"font-weight: 400\">We All Teach SEL\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog series from Common Sense Education. Check out Common Sense Education’s \u003c/span>\u003ca href=\"https://www.commonsense.org/education/toolkit/social-emotional-learning\">\u003cspan style=\"font-weight: 400\">Educator Toolkit for Social and Emotional Learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for lessons, activities, classroom tools and family resources to help students learn about character strengths and develop empathy, compassion, integrity and more.\u003c/span>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Everyone -- from businesses to sports franchises -- is on a quest to crack the code of the perfect team. Google spent years studying their working teams and determined that success wasn't based on \"who\" was on a team but on the \u003c/span>\u003ca href=\"https://www.nytimes.com/2016/02/28/magazine/what-google-learned-from-its-quest-to-build-the-perfect-team.html\">\u003cspan style=\"font-weight: 400\">culture created by the team\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> -- for example, a group that takes turns talking vs. one in which members speak over one another. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators are also looking for students who work well together, both socially and academically. Our natural tendency is to rotate students until we discover the right chemistry. However, Google's research shows this isn't the right approach. Instead, we should help students understand how good teams operate and then build a shared set of skills that work, no matter the team's composition. In order for this to happen, students will have to engage in, and reflect on, a variety of collaborative experiences in the classroom. And in response, we'll foster more positive classroom climates, increase students' interpersonal skills, and better prepare them to participate in collective action for change. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Check out these picks to get students working together in teams, practicing good collaboration skills, and reflecting on what makes teamwork important.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/goosechase-edu\">\u003cimg class=\"alignleft wp-image-50932\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/GooseChase.png\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/04/GooseChase.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/GooseChase-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/GooseChase-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/GooseChase-375x375.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/GooseChase-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/GooseChase-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/GooseChase-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/GooseChase-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/GooseChase-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/GooseChase-150x150.png 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/goosechase-edu\">\u003cb>GooseChase EDU\u003cbr>\n\u003c/b>\u003c/a>\u003cspan style=\"font-weight: 400\">Teachers set up missions for students that include scavenger hunt clues. Students can solve the clues on their phones by submitting a video or picture, adding text information, or by being present in a specific location through GPS. Since teachers can create and monitor teams, assign start/end times, and have teams retry clues in real time, there’s no end to the creative ways teachers can get students working together. But make sure to highlight teams that exemplify good collaboration after the hunt ends. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsense.org/education/website/genius\">\u003cimg class=\"alignleft wp-image-50926\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/genius.jpg\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/04/genius.jpg 630w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/genius-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/genius-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/genius-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/genius-520x520.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/genius-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/genius-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/genius-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/genius-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/genius-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/genius-150x150.jpg 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/website/genius\">\u003cb>Genius\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">This collaborative tool lets kids analyze and annotate texts from songs, literature, historical documents and web content -- including current events and news\u003c/span>\u003cspan style=\"font-weight: 400\">. While teachers need to be aware of any inappropriate content on the site, there’s a great opportunity here for students to explore and reply to others’ annotations, as well as get replies to their own work. Working together, students can perform textual analysis for an authentic audience and perhaps learn a little about digital citizenship along the way. \u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003c/b>\u003cb>\u003ca href=\"https://www.commonsense.org/education/game/minecraft-education-edition\">\u003cimg class=\"alignleft wp-image-50931\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/Minecraft-Education-Edition.jpeg\" alt=\"\" width=\"250\" height=\"192\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/04/Minecraft-Education-Edition.jpeg 256w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Minecraft-Education-Edition-160x123.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Minecraft-Education-Edition-240x185.jpeg 240w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/game/minecraft-education-edition\">Minecraft: Education Edition\u003c/a>\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Minecraft has always had ways for kids to team up, but this tool adds teacher controls to make it even easier to get students working together in the classroom. Whether it’s an entire class, small groups or pairs, students can collaborate on building projects that solve complex problems. Use the chat feature to provide feedback, and have the students use the camera tool to document progress. They can then go back after they’re done to see where they struggled and determine how to work better together next time. \u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003c/b>\u003cb>\u003ca href=\"https://www.commonsense.org/education/website/breakout-edu\">\u003cimg class=\"alignleft wp-image-50930\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/Breakout-EDU.png\" alt=\"\" width=\"250\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/04/Breakout-EDU.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Breakout-EDU-160x160.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Breakout-EDU-240x240.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Breakout-EDU-375x375.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Breakout-EDU-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Breakout-EDU-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Breakout-EDU-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Breakout-EDU-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Breakout-EDU-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/Breakout-EDU-150x150.png 150w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/a>\u003ca href=\"https://www.commonsense.org/education/website/breakout-edu\">Breakout EDU\u003c/a>\u003cbr>\n\u003c/b>These physical kits -- with various locks, hint cards, a UV light, an invisible ink pen and more -- task students with solving puzzles to open a locked box (similar to an escape room). They’re certainly not as fun to play alone, so teachers will want to experiment setting up diverse groups of students. By playing, students will begin to realize how they’re able to solve complex problems through critical thinking and social and emotional skills -- all while learning the traits that make up a successful and efficient team.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">This article’s content is an extension of the \u003c/span>\u003ca href=\"https://www.commonsense.org/education/blog/we-all-teach-sel-inspiring-activities-for-every-classroom\">\u003cspan style=\"font-weight: 400\">We All Teach SEL\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> blog series from Common Sense Education. Check out Common Sense Education’s \u003c/span>\u003ca href=\"https://www.commonsense.org/education/toolkit/social-emotional-learning\">\u003cspan style=\"font-weight: 400\">Educator Toolkit for Social and Emotional Learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for lessons, activities, classroom tools and family resources to help students learn about character strengths and develop empathy, compassion, integrity and more.\u003c/span>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Can Minecraft Camp Help Open Up The Tech World To Low-Income Kids?",
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"content": "\u003cp>The cubist revolution, now in its eighth year, is thriving.\u003c/p>\n\u003cp>That's Minecraft cubes, of course.\u003c/p>\n\u003cp>The game where you build virtual Lego-like worlds and populate them with people, animals and just about everything in between is one of the most popular games ever made; it's second only to Tetris as the best-selling video game of all time. There's gold in them thar cubes: More than 120 million copies have sold since Minecraft launched in 2009.*\u003c/p>\n\u003cp>So what's behind the game's enduring appeal?\u003c/p>\n\u003cp>For Isiah Hammonds, 9, it's all about the creative potential every time you fire up your computer.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"You can build anything – anything that you put your mind to! You can work with other people. It's social. It's just super fun!\" he says while focusing intensely on finishing his virtual ice arena with his multi-player team of fellow Minecraft campers in Richmond, Calif. \"It's for our ice boat racing.\"\u003c/p>\n\u003cp>Hammonds, a third-grader, is in a basement room in Richmond's City Hall, next to the cafeteria and a janitor's closet. There are long, narrow white tables with black computer monitors on top.\u003c/p>\n\u003cp>A lot of tech summer camps like this can cost upwards of $1,000 a week — but these 20 children are in a city hall basement because the space is free.\u003c/p>\n\u003cp>So is the program, which is run by the non-profit \u003ca href=\"http://bbk-richmond.org/\">Building Blocks for Kids Collaborative\u003c/a> with help from a group called Connected Camps.\u003c/p>\n\u003cp>It serves predominantly low-income African-American and Hispanic children, many of whom face basic barriers to catching the tech and gaming bug — like access to the internet and access to devices.\u003c/p>\n\u003cp>A lot of the children here are playing Minecraft for the first time, explains the camp's digital literacy director, Teresa Jenkins. That's because a lot of the families who come here don't have computers at home. Or if they do, she says, they can't afford high-speed internet or it's simply not a priority.\u003c/p>\n\u003cp>\"Rent. Food. Gas. 'How am I doing to get the kids back and forth to school? How am I going to get back and forth to work? ' \" says Jenkins, \"that's the priority.\"\u003c/p>\n\u003cp>Richmond is gentrifying amid the Bay Area's tech-driven economic boom. But the city remains one of the \u003ca href=\"https://datausa.io/profile/geo/richmond-ca/\">area's poorest\u003c/a>, with a poverty rate of nearly 18 percent.\u003c/p>\n\u003cp>Children here can see San Francisco from their city and hear all about nearby Silicon Valley and its bevy of industry-disrupting companies, \"but they don't imagine they can be a part of that industry,\" says Jennifer Lyle, the executive director of Building Blocks for Kids Collaborative.\u003c/p>\n\u003cp>This Minecraft camp, Lyle says, is trying to change that 'we're not welcome in tech' feeling some low-income families in Richmond have. \"To get people to come here and say, 'No, our child deserves to have access to this,' \" she says.\u003c/p>\n\u003cp>It starts by introducing young people and their parents \"to the kinds of things wealthier folks get access to because they have the means,\" she explains, getting \"grounding in computers they're not getting in school.\"\u003c/p>\n\u003cp>Minecraft gets high marks from diverse quarters for its education potential. The game can help teach the basics of computer literacy and the key foundations of coding, animation, circuitry and more.\u003c/p>\n\u003cp>Children can absorb the broccoli of computer knowledge while reveling in the popcorn of building elaborate worlds out of cubes. And in camps like this, they can learn to work together as a team, says \u003ca href=\"http://morganya.org/\">Morgan Ames\u003c/a>, a postdoctoral \u003ca href=\"http://cstms.berkeley.edu/\">scholar at U.C. Berkeley\u003c/a> who helped create this camp and has studied its impact.\u003c/p>\n\u003cp>Campers here, she says, get to work through \"the steps of designing something technological that somebody else will play.\" Using a Minecraft tool called \u003ca href=\"http://minecraft.gamepedia.com/Redstone_circuit\">redstone circuits\u003c/a>, kids can \"think through the basics of circuits.\"\u003c/p>\n\u003cp>But to really get that full experience, kids need the PC or Mac version of the game. A version not all have access to, Ames says. \u003ca href=\"http://morganya.org/research/ames-cscw17-minecraft.pdf\">Ames also co-authored a study\u003c/a> of Minecraft, this camp, and equity and access gaps by race, class and gender.\u003c/p>\n\u003cp>\"Generally we found that middle- and upper middle-income kids play the PC version more. Boys tend to play it more than girls. And in general, white kids tend to play it more than children of color,\" Ames says.\u003c/p>\n\u003cp>And that's troubling, she says, because the PC version is simply a richer version of the game. \"It has more options. It has more opportunities to learn to code. And we wanted to make it more accessible,\" she says.\u003c/p>\n\u003cp>More accessible for children such as Jaiden Newton, 9. On this day I find her eagerly conspiring with her brother in a multi-player game at the camp.\u003c/p>\n\u003cp>\"So he's trying to build an underground tunnel to the other person's arena so he can steal the flag,\" she tells me.\u003c/p>\n\u003cp>She makes her way past a dazzling cube inside one of her elaborate cube structures.\u003c/p>\n\u003cp>\"Those are Ender Pearls. It's like a teleportation,\" she says.\u003c/p>\n\u003cp>How long have you been playing Minecraft? I ask.\u003c/p>\n\u003cp>\"About three weeks,\" she says.\u003c/p>\n\u003cp>Lots \u003ca href=\"http://breakingthemold.openmic.org/\">of studies\u003c/a> (and \u003ca href=\"http://press.uchicago.edu/ucp/books/book/chicago/O/bo12079574.html\">books\u003c/a> and \u003ca href=\"https://www.nytimes.com/2016/02/26/upshot/dont-blame-recruiting-pipeline-for-lack-of-diversity-in-tech.html?_r=0\">reports\u003c/a>) show African-Americans and Latinos continue to be\u003ca href=\"https://nces.ed.gov/programs/digest/d14/tables/dt14_318.45.asp\"> underrepresented in engineering and technical fields\u003c/a>, alongside women. Silicon Valley continues to have a serious \u003ca href=\"http://observer.com/2017/06/women-in-tech-statistics/\">gender gap problem\u003c/a>.\u003c/p>\n\u003cp>Ames says she's collecting more data but her preliminary look shows that the tools out there to learn more about Minecraft — online forums, videos and the like — are dominated by boys.\u003c/p>\n\u003cp>Camps like this are vital, Ames says, to help change that equation.\u003c/p>\n\u003cp>Or as program director Jennifer Lyle puts it, this camp helps send a message to our parents, schools and Silicon Valley \"we belong here.\"\u003c/p>\n\u003cp>*[Note: Minecraft was \u003ca href=\"https://www.polygon.com/2014/11/6/7167349/microsoft-owns-minecraft-mojang-acquisition-closes\">purchased by Microsoft Corp\u003c/a>. from developers Mojang in 2014. The \u003ca href=\"https://www.gatesfoundation.org/\">foundation\u003c/a> created by Microsoft founder Bill Gates is a financial supporter of NPR and NPR Ed.]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Cubist+Revolution%3A+Minecraft+For+All&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The cubist revolution, now in its eighth year, is thriving.\u003c/p>\n\u003cp>That's Minecraft cubes, of course.\u003c/p>\n\u003cp>The game where you build virtual Lego-like worlds and populate them with people, animals and just about everything in between is one of the most popular games ever made; it's second only to Tetris as the best-selling video game of all time. There's gold in them thar cubes: More than 120 million copies have sold since Minecraft launched in 2009.*\u003c/p>\n\u003cp>So what's behind the game's enduring appeal?\u003c/p>\n\u003cp>For Isiah Hammonds, 9, it's all about the creative potential every time you fire up your computer.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"You can build anything – anything that you put your mind to! You can work with other people. It's social. It's just super fun!\" he says while focusing intensely on finishing his virtual ice arena with his multi-player team of fellow Minecraft campers in Richmond, Calif. \"It's for our ice boat racing.\"\u003c/p>\n\u003cp>Hammonds, a third-grader, is in a basement room in Richmond's City Hall, next to the cafeteria and a janitor's closet. There are long, narrow white tables with black computer monitors on top.\u003c/p>\n\u003cp>A lot of tech summer camps like this can cost upwards of $1,000 a week — but these 20 children are in a city hall basement because the space is free.\u003c/p>\n\u003cp>So is the program, which is run by the non-profit \u003ca href=\"http://bbk-richmond.org/\">Building Blocks for Kids Collaborative\u003c/a> with help from a group called Connected Camps.\u003c/p>\n\u003cp>It serves predominantly low-income African-American and Hispanic children, many of whom face basic barriers to catching the tech and gaming bug — like access to the internet and access to devices.\u003c/p>\n\u003cp>A lot of the children here are playing Minecraft for the first time, explains the camp's digital literacy director, Teresa Jenkins. That's because a lot of the families who come here don't have computers at home. Or if they do, she says, they can't afford high-speed internet or it's simply not a priority.\u003c/p>\n\u003cp>\"Rent. Food. Gas. 'How am I doing to get the kids back and forth to school? How am I going to get back and forth to work? ' \" says Jenkins, \"that's the priority.\"\u003c/p>\n\u003cp>Richmond is gentrifying amid the Bay Area's tech-driven economic boom. But the city remains one of the \u003ca href=\"https://datausa.io/profile/geo/richmond-ca/\">area's poorest\u003c/a>, with a poverty rate of nearly 18 percent.\u003c/p>\n\u003cp>Children here can see San Francisco from their city and hear all about nearby Silicon Valley and its bevy of industry-disrupting companies, \"but they don't imagine they can be a part of that industry,\" says Jennifer Lyle, the executive director of Building Blocks for Kids Collaborative.\u003c/p>\n\u003cp>This Minecraft camp, Lyle says, is trying to change that 'we're not welcome in tech' feeling some low-income families in Richmond have. \"To get people to come here and say, 'No, our child deserves to have access to this,' \" she says.\u003c/p>\n\u003cp>It starts by introducing young people and their parents \"to the kinds of things wealthier folks get access to because they have the means,\" she explains, getting \"grounding in computers they're not getting in school.\"\u003c/p>\n\u003cp>Minecraft gets high marks from diverse quarters for its education potential. The game can help teach the basics of computer literacy and the key foundations of coding, animation, circuitry and more.\u003c/p>\n\u003cp>Children can absorb the broccoli of computer knowledge while reveling in the popcorn of building elaborate worlds out of cubes. And in camps like this, they can learn to work together as a team, says \u003ca href=\"http://morganya.org/\">Morgan Ames\u003c/a>, a postdoctoral \u003ca href=\"http://cstms.berkeley.edu/\">scholar at U.C. Berkeley\u003c/a> who helped create this camp and has studied its impact.\u003c/p>\n\u003cp>Campers here, she says, get to work through \"the steps of designing something technological that somebody else will play.\" Using a Minecraft tool called \u003ca href=\"http://minecraft.gamepedia.com/Redstone_circuit\">redstone circuits\u003c/a>, kids can \"think through the basics of circuits.\"\u003c/p>\n\u003cp>But to really get that full experience, kids need the PC or Mac version of the game. A version not all have access to, Ames says. \u003ca href=\"http://morganya.org/research/ames-cscw17-minecraft.pdf\">Ames also co-authored a study\u003c/a> of Minecraft, this camp, and equity and access gaps by race, class and gender.\u003c/p>\n\u003cp>\"Generally we found that middle- and upper middle-income kids play the PC version more. Boys tend to play it more than girls. And in general, white kids tend to play it more than children of color,\" Ames says.\u003c/p>\n\u003cp>And that's troubling, she says, because the PC version is simply a richer version of the game. \"It has more options. It has more opportunities to learn to code. And we wanted to make it more accessible,\" she says.\u003c/p>\n\u003cp>More accessible for children such as Jaiden Newton, 9. On this day I find her eagerly conspiring with her brother in a multi-player game at the camp.\u003c/p>\n\u003cp>\"So he's trying to build an underground tunnel to the other person's arena so he can steal the flag,\" she tells me.\u003c/p>\n\u003cp>She makes her way past a dazzling cube inside one of her elaborate cube structures.\u003c/p>\n\u003cp>\"Those are Ender Pearls. It's like a teleportation,\" she says.\u003c/p>\n\u003cp>How long have you been playing Minecraft? I ask.\u003c/p>\n\u003cp>\"About three weeks,\" she says.\u003c/p>\n\u003cp>Lots \u003ca href=\"http://breakingthemold.openmic.org/\">of studies\u003c/a> (and \u003ca href=\"http://press.uchicago.edu/ucp/books/book/chicago/O/bo12079574.html\">books\u003c/a> and \u003ca href=\"https://www.nytimes.com/2016/02/26/upshot/dont-blame-recruiting-pipeline-for-lack-of-diversity-in-tech.html?_r=0\">reports\u003c/a>) show African-Americans and Latinos continue to be\u003ca href=\"https://nces.ed.gov/programs/digest/d14/tables/dt14_318.45.asp\"> underrepresented in engineering and technical fields\u003c/a>, alongside women. Silicon Valley continues to have a serious \u003ca href=\"http://observer.com/2017/06/women-in-tech-statistics/\">gender gap problem\u003c/a>.\u003c/p>\n\u003cp>Ames says she's collecting more data but her preliminary look shows that the tools out there to learn more about Minecraft — online forums, videos and the like — are dominated by boys.\u003c/p>\n\u003cp>Camps like this are vital, Ames says, to help change that equation.\u003c/p>\n\u003cp>Or as program director Jennifer Lyle puts it, this camp helps send a message to our parents, schools and Silicon Valley \"we belong here.\"\u003c/p>\n\u003cp>*[Note: Minecraft was \u003ca href=\"https://www.polygon.com/2014/11/6/7167349/microsoft-owns-minecraft-mojang-acquisition-closes\">purchased by Microsoft Corp\u003c/a>. from developers Mojang in 2014. The \u003ca href=\"https://www.gatesfoundation.org/\">foundation\u003c/a> created by Microsoft founder Bill Gates is a financial supporter of NPR and NPR Ed.]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Cubist+Revolution%3A+Minecraft+For+All&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Online Camps Help Kids Stay Connected to STEM Skills and Mentors Year-Round",
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"content": "\u003cp>Earth’s molten core and the lost city of Atlantis are not traditional summer destinations for kids, but intrepid young campers can now contend with lava or rebuild the underwater metropolis as they learn, play and socialize in the digital realms of virtual camps.\u003c/p>\n\u003cp>California-based \u003ca href=\"https://connectedcamps.com/\">Connected Camps\u003c/a> is part of a \u003ca href=\"https://www.commonsensemedia.org/blog/11-online-summer-camps-to-keep-kids-busy-and-learning-while-schools-out\">growing offering\u003c/a> of online camps that fill a unique niche to complement their traditional pine-and-mortar counterparts. Accessible across the U.S. and around the world, the camp offers programs in engineering, architecture, coding, animation, game design and storytelling, all hosted on custom Minecraft servers or delivered with \u003ca href=\"https://scratch.mit.edu/\">MIT’s Scratch\u003c/a> coding software. Each weeklong program connects kids with fellow campers and expert mentors who support the participants and share their expertise.\u003c/p>\n\u003cp>“We meet kids where they are, where they’re already engaged with social and interest-driven learning,” said \u003ca href=\"https://clrn.dmlhub.net/people/mimi-ito\">Mimi Ito\u003c/a>, a co-founder of Connected Camps and a cultural anthropologist whose research focuses on how young people engage with digital media. “If you’re already messing around with \u003ca href=\"http://minecraft.gamepedia.com/Redstone\">redstone\u003c/a> in Minecraft, this is a pathway for you to learn circuitry and get interested in engineering.”\u003c/p>\n\u003cp>The camp was founded on the principles of \u003ca href=\"https://ww2.kqed.org/mindshift/tag/connected-learning/\">connected learning\u003c/a>, an evidence-based framework developed through the MacArthur Foundation’s Digital Media and Learning Initiative. The work is informed by the \u003ca href=\"https://clrn.dmlhub.net/\">Connected Learning Research Network\u003c/a>, a research, design and implementation hub whose mandate is to advance interdisciplinary work for learning in a connected world. In addition to Ito, Connected Camps was launched by game designer and educator Katie Salen and makerspace whiz Tara Brown, a self-proclaimed trio of “girl geeks” who combine a wealth of experience in learning, technology and academia.\u003c/p>\n\u003cp>“It’s a pretty simple premise,” said Ito. “When you connect to what kids are genuinely interested in and learning is embedded in a meaningful social context, then it's more engaging, resilient and transformative.\" She said kids are already engaged in gaming or online communities, but the team was trying to make the connection to learning opportunities outside school. The camp strives to guide and shape a child’s existing interest to further academic achievement, career potential and civic engagement.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It’s positive and productive -- [my son] learned new concepts, including the election process,\" said Lily Santosa, whose 12-year-old joined the camp all the way from Sydney, Australia. \"It helped him discover his passion for building and creating cool stuff. It also helps him to do research on other challenges that he could do in Minecraft.”\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=6LTMb4KWSq4\u003c/p>\n\u003cp>Connected Camp's approach draws from a deep well of social and student-centered learning theories. It embodies the idea of \u003ca href=\"http://gsi.berkeley.edu/gsi-guide-contents/learning-theory-research/social-constructivism/\">social constructivism\u003c/a>, whose premise is that knowledge is built through social interactions, and its closely allied theory of \u003ca href=\"https://llk.media.mit.edu/courses/readings/Stahl_CSCL.pdf\">computer-supported collaborative learning\u003c/a> (CSCL) that extends the principles of social learning to networked and online environments. Connected Camps designs project-based goals, like colonizing Mars or programming turtles to swim, in safe and familiar digital worlds to encourage campers to collectively solve problems and build knowledge in fun and engaging ways. Salen underscores that the camp’s structure relies on \u003ca href=\"http://www.gallup.com/poll/168848/life-college-matters-life-college.aspx?utm_source=Life%20after%20college&utm_medium=search&utm_campaign=tiles\">research\u003c/a> that finds experiential and project-based learning can lead to long-term interest in technical fields.\u003c/p>\n\u003cp>\u003cstrong>SOCIAL INTERACTIONS IN REAL LIFE \u003c/strong>\u003c/p>\n\u003cp>But how does socializing online compare to real-world, flesh-and-blood interaction? “We think that today’s technology provides a new opportunity for kids to be able to connect and affiliate, but it’s not a model that requires technology,” said Ito. She said that kids are connecting through athletics and other non-digital arts, but connecting online helps kids find the interests and communities that might not be available to them in person.\u003c/p>\n\u003cp>\"The internet provides an opportunity for kids to really find their people, which is especially important for kids who might not be into the handful of offerings that are available in their community,\" said Ito. \"The ability to have more micro-niches to cater to a vast diversity of interests is one of the biggest advantages of online.”\u003c/p>\n\u003cp>A second benefit of online engagement is accessibility and equity. “Many in-person tech or coding summer camps are expensive, boutique programs only available in urban high-tech regions,\" said Salen, whose prolific career includes founding \u003ca href=\"https://www.instituteofplay.org/\">Institute of Play\u003c/a>, the organization behind diverse game-based learning projects like the famed \u003ca href=\"https://ww2.kqed.org/mindshift/2015/08/13/what-do-sixth-graders-say-about-learning-with-games-it-works/\">Quest to Learn\u003c/a> school in New York City and Chicago. \"This means lots of kids can’t attend them. Because our programs are virtual, kids can attend from anywhere they have an internet connection.” Weekly programs start at $69, but the year-round \u003ca href=\"https://connectedcamps.com/minecraft-kid-club\">Kid Club\u003c/a> is free and offers kids access to a Minecraft server and guidance from a counselor.\u003c/p>\n\u003cp>To help bridge \u003ca href=\"https://ww2.kqed.org/mindshift/2016/02/03/whats-lost-when-kids-are-under-connected-to-the-internet/\">the digital divide\u003c/a>, Connected Camps has developed relationships with schools, libraries and community programs to facilitate spaces and computers for kids who may otherwise have trouble accessing the web. Also, unlike other summer activities where kids pursue an interest for the length of the program without structured follow-up, online campers can persist with their passions and build momentum by staying connected to the community year-round.\u003c/p>\n\u003cp>\"Having an online camp is perfect for [my daughter] because she can be at home, her happy place, and still get to do something fun, interactive and learn about something she already loves,\" said Karen Gilbo, who lives outside Washington, D.C., and has enrolled her 12-year-old daughter in several Connected Camp programs over the last two years. Her daughter, who has Asperger’s syndrome, was able to nourish her passions for Minecraft and STEM, while socializing with greater comfort than in her face-to-face interactions.\u003c/p>\n\u003cp>\"We always struggle to get her into summer camps because she requires an aide, which makes her feel really different from the other kids,\" said Gilbo of her daughter. “This is the first time she has ever asked directly to be in a program because she really enjoys the interaction.\" Even though the personal interactions take place online, they don't necessarily stay that way, said Gilbo. \"The only thing [my daughter] has asked is if she can go meet the counselors in person and when can she start being a counselor herself.”\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=U3xs68gMA2U&feature=youtu.be\u003c/p>\n\u003cp>\u003cstrong>LEVELING UP WITH MENTORSHIP\u003c/strong>\u003c/p>\n\u003cp>A hallmark of the Connected Camp experience is the proficiency and guidance offered by the counselors, known as mentors. Mentors are high school and college students who are recruited for their expertise in Minecraft and Scratch. They design and build the custom server spaces, steward the programs and interface with the campers through online and video chats. Camper-to-mentor ratios range from 1:1 to 20:1, depending on the program.\u003c/p>\n\u003cp>“Our model is about interest-driven and affinity-based mentorship, and we believe that kids learn best from slightly older kids who are passionate about the same interest as they are,” said Ito. \u003ca href=\"https://www.theatlantic.com/education/archive/2016/12/why-some-mentors-fail/510467/\">Studies\u003c/a> have found that well-implemented mentorship programs can bestow a broad range of academic, social and emotional benefits, and help better shepherd young people along an often daunting career path.\u003c/p>\n\u003cp>“Because our online mentors love tech \u003cem>and\u003c/em> study game design, interactive design and computer science at universities around the country, they help kids see the different directions an interest in creative coding can go. They offer practical advice, encourage struggling learners and share stories from the trenches,” said Salen.\u003c/p>\n\u003cp>And, in a testament to the holistic power of intergenerational relationships, the mentors themselves also grow from the experience.\u003c/p>\n\u003cp>“\u003ca href=\"https://connectedcamps.com/meet-the-counselors/\">The counselors\u003c/a> also have this transformative experience. For the first time, they’re actually giving and contributing with something where they have more expertise than the adults around the table,” said Ito. “We’ve been very successful at recruiting a diverse range of counselors and placing them in their first jobs after Connected Camps,\" said Ito.\u003c/p>\n\u003cp>\u003cstrong>GIRL POWER\u003c/strong>\u003c/p>\n\u003cp>Connected Camps also furnishes opportunities to tap into girl power. Most programs have a “just for girls” option that is exclusively girl-run and populated. The underrepresentation and exodus of women in STEM fields \u003ca href=\"https://techcrunch.com/2016/04/14/women-in-tech-whats-the-real-problem/\">is well reported\u003c/a>, and a big part of the problem is isolation, sexism and condescension, a problem whose \u003ca href=\"https://girlswhocode.com/about-us/\">roots extend to middle school\u003c/a>. A recent \u003ca href=\"https://www.theatlantic.com/science/archive/2017/05/women-mentors-engineering/527625/\">study\u003c/a> found that female mentorship in engineering helped remedy a condition that “veer[s] towards exclusion and attrition.\u003c/p>\n\u003cp>“These clubs create a space where girls are free to try out skills without boys demonstrating taken-for-granted tech knowledge, and where girls don’t have to demonstrate technological incompetence in front of the boys,” said Jennifer Jenson, a games and gender expert at York University in Toronto. She sees girls-only technology camps and clubs as a big plus. Jenson, who has extensive experience studying and observing school tech clubs in action, notes that in mixed-gender groups, girls tend to disavow their existing knowledge, are more reluctant to raise their hand and are less likely to speak up. Once the girls have had the space and time to consolidate their self-confidence, and level-up their abilities and proficiency, Jenson is in favor of reintegrating the gender groups.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“The format not only cultivates a sense of belonging and confidence, but also allows young women to do it on their own terms,” said Salen. “The girls-only format sets aside some of the more competitive elements of some of the co-ed camps, providing ample opportunity for the girls to connect with others in a highly collaborative setting.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Earth’s molten core and the lost city of Atlantis are not traditional summer destinations for kids, but intrepid young campers can now contend with lava or rebuild the underwater metropolis as they learn, play and socialize in the digital realms of virtual camps.\u003c/p>\n\u003cp>California-based \u003ca href=\"https://connectedcamps.com/\">Connected Camps\u003c/a> is part of a \u003ca href=\"https://www.commonsensemedia.org/blog/11-online-summer-camps-to-keep-kids-busy-and-learning-while-schools-out\">growing offering\u003c/a> of online camps that fill a unique niche to complement their traditional pine-and-mortar counterparts. Accessible across the U.S. and around the world, the camp offers programs in engineering, architecture, coding, animation, game design and storytelling, all hosted on custom Minecraft servers or delivered with \u003ca href=\"https://scratch.mit.edu/\">MIT’s Scratch\u003c/a> coding software. Each weeklong program connects kids with fellow campers and expert mentors who support the participants and share their expertise.\u003c/p>\n\u003cp>“We meet kids where they are, where they’re already engaged with social and interest-driven learning,” said \u003ca href=\"https://clrn.dmlhub.net/people/mimi-ito\">Mimi Ito\u003c/a>, a co-founder of Connected Camps and a cultural anthropologist whose research focuses on how young people engage with digital media. “If you’re already messing around with \u003ca href=\"http://minecraft.gamepedia.com/Redstone\">redstone\u003c/a> in Minecraft, this is a pathway for you to learn circuitry and get interested in engineering.”\u003c/p>\n\u003cp>The camp was founded on the principles of \u003ca href=\"https://ww2.kqed.org/mindshift/tag/connected-learning/\">connected learning\u003c/a>, an evidence-based framework developed through the MacArthur Foundation’s Digital Media and Learning Initiative. The work is informed by the \u003ca href=\"https://clrn.dmlhub.net/\">Connected Learning Research Network\u003c/a>, a research, design and implementation hub whose mandate is to advance interdisciplinary work for learning in a connected world. In addition to Ito, Connected Camps was launched by game designer and educator Katie Salen and makerspace whiz Tara Brown, a self-proclaimed trio of “girl geeks” who combine a wealth of experience in learning, technology and academia.\u003c/p>\n\u003cp>“It’s a pretty simple premise,” said Ito. “When you connect to what kids are genuinely interested in and learning is embedded in a meaningful social context, then it's more engaging, resilient and transformative.\" She said kids are already engaged in gaming or online communities, but the team was trying to make the connection to learning opportunities outside school. The camp strives to guide and shape a child’s existing interest to further academic achievement, career potential and civic engagement.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It’s positive and productive -- [my son] learned new concepts, including the election process,\" said Lily Santosa, whose 12-year-old joined the camp all the way from Sydney, Australia. \"It helped him discover his passion for building and creating cool stuff. It also helps him to do research on other challenges that he could do in Minecraft.”\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/6LTMb4KWSq4'\n title='//www.youtube.com/embed/6LTMb4KWSq4'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Connected Camp's approach draws from a deep well of social and student-centered learning theories. It embodies the idea of \u003ca href=\"http://gsi.berkeley.edu/gsi-guide-contents/learning-theory-research/social-constructivism/\">social constructivism\u003c/a>, whose premise is that knowledge is built through social interactions, and its closely allied theory of \u003ca href=\"https://llk.media.mit.edu/courses/readings/Stahl_CSCL.pdf\">computer-supported collaborative learning\u003c/a> (CSCL) that extends the principles of social learning to networked and online environments. Connected Camps designs project-based goals, like colonizing Mars or programming turtles to swim, in safe and familiar digital worlds to encourage campers to collectively solve problems and build knowledge in fun and engaging ways. Salen underscores that the camp’s structure relies on \u003ca href=\"http://www.gallup.com/poll/168848/life-college-matters-life-college.aspx?utm_source=Life%20after%20college&utm_medium=search&utm_campaign=tiles\">research\u003c/a> that finds experiential and project-based learning can lead to long-term interest in technical fields.\u003c/p>\n\u003cp>\u003cstrong>SOCIAL INTERACTIONS IN REAL LIFE \u003c/strong>\u003c/p>\n\u003cp>But how does socializing online compare to real-world, flesh-and-blood interaction? “We think that today’s technology provides a new opportunity for kids to be able to connect and affiliate, but it’s not a model that requires technology,” said Ito. She said that kids are connecting through athletics and other non-digital arts, but connecting online helps kids find the interests and communities that might not be available to them in person.\u003c/p>\n\u003cp>\"The internet provides an opportunity for kids to really find their people, which is especially important for kids who might not be into the handful of offerings that are available in their community,\" said Ito. \"The ability to have more micro-niches to cater to a vast diversity of interests is one of the biggest advantages of online.”\u003c/p>\n\u003cp>A second benefit of online engagement is accessibility and equity. “Many in-person tech or coding summer camps are expensive, boutique programs only available in urban high-tech regions,\" said Salen, whose prolific career includes founding \u003ca href=\"https://www.instituteofplay.org/\">Institute of Play\u003c/a>, the organization behind diverse game-based learning projects like the famed \u003ca href=\"https://ww2.kqed.org/mindshift/2015/08/13/what-do-sixth-graders-say-about-learning-with-games-it-works/\">Quest to Learn\u003c/a> school in New York City and Chicago. \"This means lots of kids can’t attend them. Because our programs are virtual, kids can attend from anywhere they have an internet connection.” Weekly programs start at $69, but the year-round \u003ca href=\"https://connectedcamps.com/minecraft-kid-club\">Kid Club\u003c/a> is free and offers kids access to a Minecraft server and guidance from a counselor.\u003c/p>\n\u003cp>To help bridge \u003ca href=\"https://ww2.kqed.org/mindshift/2016/02/03/whats-lost-when-kids-are-under-connected-to-the-internet/\">the digital divide\u003c/a>, Connected Camps has developed relationships with schools, libraries and community programs to facilitate spaces and computers for kids who may otherwise have trouble accessing the web. Also, unlike other summer activities where kids pursue an interest for the length of the program without structured follow-up, online campers can persist with their passions and build momentum by staying connected to the community year-round.\u003c/p>\n\u003cp>\"Having an online camp is perfect for [my daughter] because she can be at home, her happy place, and still get to do something fun, interactive and learn about something she already loves,\" said Karen Gilbo, who lives outside Washington, D.C., and has enrolled her 12-year-old daughter in several Connected Camp programs over the last two years. Her daughter, who has Asperger’s syndrome, was able to nourish her passions for Minecraft and STEM, while socializing with greater comfort than in her face-to-face interactions.\u003c/p>\n\u003cp>\"We always struggle to get her into summer camps because she requires an aide, which makes her feel really different from the other kids,\" said Gilbo of her daughter. “This is the first time she has ever asked directly to be in a program because she really enjoys the interaction.\" Even though the personal interactions take place online, they don't necessarily stay that way, said Gilbo. \"The only thing [my daughter] has asked is if she can go meet the counselors in person and when can she start being a counselor herself.”\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/U3xs68gMA2U'\n title='//www.youtube.com/embed/U3xs68gMA2U'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cstrong>LEVELING UP WITH MENTORSHIP\u003c/strong>\u003c/p>\n\u003cp>A hallmark of the Connected Camp experience is the proficiency and guidance offered by the counselors, known as mentors. Mentors are high school and college students who are recruited for their expertise in Minecraft and Scratch. They design and build the custom server spaces, steward the programs and interface with the campers through online and video chats. Camper-to-mentor ratios range from 1:1 to 20:1, depending on the program.\u003c/p>\n\u003cp>“Our model is about interest-driven and affinity-based mentorship, and we believe that kids learn best from slightly older kids who are passionate about the same interest as they are,” said Ito. \u003ca href=\"https://www.theatlantic.com/education/archive/2016/12/why-some-mentors-fail/510467/\">Studies\u003c/a> have found that well-implemented mentorship programs can bestow a broad range of academic, social and emotional benefits, and help better shepherd young people along an often daunting career path.\u003c/p>\n\u003cp>“Because our online mentors love tech \u003cem>and\u003c/em> study game design, interactive design and computer science at universities around the country, they help kids see the different directions an interest in creative coding can go. They offer practical advice, encourage struggling learners and share stories from the trenches,” said Salen.\u003c/p>\n\u003cp>And, in a testament to the holistic power of intergenerational relationships, the mentors themselves also grow from the experience.\u003c/p>\n\u003cp>“\u003ca href=\"https://connectedcamps.com/meet-the-counselors/\">The counselors\u003c/a> also have this transformative experience. For the first time, they’re actually giving and contributing with something where they have more expertise than the adults around the table,” said Ito. “We’ve been very successful at recruiting a diverse range of counselors and placing them in their first jobs after Connected Camps,\" said Ito.\u003c/p>\n\u003cp>\u003cstrong>GIRL POWER\u003c/strong>\u003c/p>\n\u003cp>Connected Camps also furnishes opportunities to tap into girl power. Most programs have a “just for girls” option that is exclusively girl-run and populated. The underrepresentation and exodus of women in STEM fields \u003ca href=\"https://techcrunch.com/2016/04/14/women-in-tech-whats-the-real-problem/\">is well reported\u003c/a>, and a big part of the problem is isolation, sexism and condescension, a problem whose \u003ca href=\"https://girlswhocode.com/about-us/\">roots extend to middle school\u003c/a>. A recent \u003ca href=\"https://www.theatlantic.com/science/archive/2017/05/women-mentors-engineering/527625/\">study\u003c/a> found that female mentorship in engineering helped remedy a condition that “veer[s] towards exclusion and attrition.\u003c/p>\n\u003cp>“These clubs create a space where girls are free to try out skills without boys demonstrating taken-for-granted tech knowledge, and where girls don’t have to demonstrate technological incompetence in front of the boys,” said Jennifer Jenson, a games and gender expert at York University in Toronto. She sees girls-only technology camps and clubs as a big plus. Jenson, who has extensive experience studying and observing school tech clubs in action, notes that in mixed-gender groups, girls tend to disavow their existing knowledge, are more reluctant to raise their hand and are less likely to speak up. Once the girls have had the space and time to consolidate their self-confidence, and level-up their abilities and proficiency, Jenson is in favor of reintegrating the gender groups.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The format not only cultivates a sense of belonging and confidence, but also allows young women to do it on their own terms,” said Salen. “The girls-only format sets aside some of the more competitive elements of some of the co-ed camps, providing ample opportunity for the girls to connect with others in a highly collaborative setting.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>If there’s any video game that has successfully made its way into the classroom, it’s Minecraft. There’s a small subset of teachers using all kinds of digital games in interesting ways, but the blockbuster hit Minecraft and its educational counterpart \u003ca href=\"http://minecraftedu.com/about\" target=\"_blank\">MinecraftEDU\u003c/a> have reached much wider audiences. But getting started with MinecraftEDU can be intimidating for teachers who don’t consider themselves “gamers” and aren’t sure how to harness the engagement and excitement of Minecraft. Luckily, there’s a robust and global Minecraft teacher community to supply tips, support and even lesson plans.\u003c/p>\n\u003cp>Teachers who already use Minecraft in the classroom love it because of the flexibility it offers -- almost any subject can be taught with a little creativity. And like other powerful learning games, well-structured Minecraft lessons give students opportunities to fail and try again, improve their skills, and participate in an immersive environment that aids retention because students can attach the academic concepts to their personal experiences within the game.\u003c/p>\n\u003caside class=\"pullquote alignright\">“It’s surprising how much is out there and the vast majority of it is free.\"\u003ccite>John Miller, 7th Grade Social Studies teacher\u003c/cite>\u003c/aside>\n\u003cp>“When you are in a game, all that information in the immersive world is tied to your heart and your emotions and that becomes a very powerful retention tool,” said Garrett Zimmer, president of \u003ca href=\"http://www.minegage.com/\" target=\"_blank\">MineGage\u003c/a>, a company that makes Minecraft lessons with extra programming to track progress. Zimmer became famous among Minecraft players for \u003ca href=\"https://www.youtube.com/user/PitchblackItai\" target=\"_blank\">videos of his own play\u003c/a> and has since turned his coding abilities and Minecraft prowess towards creating pre-made worlds and lessons for teachers to use.\u003c/p>\n\u003cp>Zimmer and other experienced Minecraft teachers say it’s important to manage expectations when using Minecraft in the classroom. Many students already have experience playing the game for fun, so the teacher needs to explicitly set the goals and expectations for conduct within the game at the outset. Zimmer says most kids will be so excited to be playing the game in school that they won’t mind the extra rules.\u003c/p>\n\u003cp>\u003cstrong>MINECRAFT IN HISTORY\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>John Miller has been using Minecraft to teach 7th grade history at Chalone Peaks Middle School in California for the past three years. Designing lessons in Minecraft has reinfused his teaching style with creativity and has helped his students become independent thinkers. “We're not really teaching them to be independent,” Miller said. “So that’s what got me thinking about putting kids in a virtual world and letting them explore.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"I've gotten the best writing I've ever gotten in 21 years from kids.\"\u003ccite>John Miller\u003c/cite>\u003c/aside>\n\u003cp>Teachers are finding ways to use Minecraft in every subject, but in some ways the game is best suited to history because it’s so easy to download worlds other people have already made in Minecraft. Without much effort or time, a teacher can have a three-dimensional, accurate map of medieval London at his fingertips. Students can then see and experience the time and place in a new way, bringing history to life and giving them a personal stake in it.\u003c/p>\n\u003cp>Miller’s students are generally poor at reading and writing, so it was important for him to \u003ca href=\"http://minecraft.edtecworks.com/2015/02/16/literacy-through-minecraft-lesson-design-model/\" target=\"_blank\">inject lots of literacy skills\u003c/a> into his content teaching about medieval world history. He collaborated with \u003ca href=\"https://chaosgatebook.wordpress.com/\" target=\"_blank\">Robert Walton\u003c/a>, a former teacher and current young adult fiction writer, to write vignettes introducing each part of his curriculum. Then he’d set his students loose in Minecraft to explore a “map” that he’d downloaded from the MinecraftEDU website and customized for his purposes.\u003c/p>\n\u003cp>Each vignettes tells a loose story about some aspect of Dark Ages history. The quests Miller designed take the narrative further and ultimately lead students through the Minecraft map and into the next story and part of history. For example, Walton wrote \u003ca href=\"https://docs.google.com/document/d/1jNqYmMklwPbdOApGsHGIbRdI5L1oc2lbz3srkioJ3aA/edit\" target=\"_blank\">a story\u003c/a> about the first Viking raid in England, told from the Viking viewpoint. Miller had his students close-read and annotate the story to be sure they understood it. Then he set the kids loose in Minecraft to wander around the village post-raid, interacting with various characters who told them a different side of the story.\u003c/p>\n\u003cp>Miller asked his students to write reflections about what they’d seen and learned about each period of history. “I’ve gotten the best writing I’ve ever gotten in 21 years from kids,” Miller said. Normally he would dread reading 160 essays about the same moment in history, but because each kid wrote from his or her own perspective, each piece of writing was different. “I enjoyed it so much because every kid wrote from a different perspective, from how they saw it,” Miller said. And by the end, kids had written much more than they ever thought they could.\u003c/p>\n\u003cp>“Kids who were struggling to write a paragraph at the beginning of the year had written 40 pages of amazing storytelling,” Miller said.\u003c/p>\n\u003cp>Like many public schools, Chalone Peaks doesn’t have an art or music program. Miller has found that Minecraft has not only helped fuel a passion for history in some of his students, but it also provides a creative outlet for them. When he teaches about medieval Japan, he asks students to write \u003ca href=\"http://www.poets.org/poetsorg/text/poetic-form-tanka\" target=\"_blank\">Tanka poems\u003c/a>, a precursor to the haiku usually focusing on nature of emotions. Then in Minecraft, students built paths that represented the themes of their poem. As a player moved down the path and stepped on each block a line from the poem would pop up.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/uWTKlfynSuo?list=PL41iJfA2iBPHyuNHpxsa80hJaXKvZDdWH\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“When the kids are creating these things, I’m not only seeing on the screen what they are creating, but in a way I can see their thinking,” Miller said. He plays the game with them, interacting with them there, which also allows him the time to build relationships through a medium that they like. Talking with them about what they are making and why is also a great way to assess their learning. The game also allows for differentiation - more advanced students are free to make more detailed and impressive projects.\u003c/p>\n\u003cp>“The creative aspect was critical to see if they really understood what the words of the poem really meant,” Miller said. Even though his students speak English, about half of them come into 7th grade writing and reading at a 3rd grade level. Writing verse is a particularly hard task for them. The middle school textbooks and primary source documents are often inaccessible to them, but Miller has found that Minecraft helps them experience the history and then participate more in constructing new knowledge about it.\u003c/p>\n\u003cp>Miller understands that some teachers may feel intimidated to get started with Minecraft, but he’s never regretted taking the leap. He suggests starting a Minecraft club after school to build interest and give the teacher time to familiarize herself with the game. The \u003ca href=\"https://groups.google.com/forum/#!forum/minecraft-teachers\" target=\"_blank\">MinecraftEDU teacher community\u003c/a> is also \u003ca href=\"http://minecrafteduclassroom.weebly.com/teacher-resources.html\" target=\"_blank\">robust and generous\u003c/a>. Most teachers freely allow downloading of worlds and lessons they’ve created and Miller often copies parts of other worlds and then positions them in his own map for a specific lesson.\u003c/p>\n\u003cp>“It’s surprising how much is out there and the vast majority of it is free,” Miller said. And if it doesn’t already exist, many Minecraft enthusiasts are happy to build it. That network of educators has also been an inspiration to Miller who likes having a cohort of colleagues with whom he shares ideas and gets feedback. He does note that schools need computers to run the MinecraftEDU software, not iPads or Chromebooks. But MinecraftEDU is affordable (\u003ca href=\"http://minecraftedu.com/faq#question_1-4\" target=\"_blank\">roughly $18 per seat\u003c/a>) and doesn’t require that a school have its own server.\u003c/p>\n\u003cp>\u003cstrong>MINECRAFT IN FOREIGN LANGUAGE\u003c/strong>\u003c/p>\n\u003cp>Minecraft might not be an obvious teaching tool for a Spanish language teacher, but \u003ca href=\"https://www.youtube.com/channel/UCk56bQDNBHv8bc6G7Nahc2A\" target=\"_blank\">Glen Irvin\u003c/a> has found that his high school students are using language more often and in more complex ways since he started using the game. He was worried teenagers would find Minecraft stupid, but was blown away by its success when he gave it a try.\u003c/p>\n\u003cp>“There’s nothing built for second language teachers, so I had to come up with some scenarios myself,” Irvin said. For example, in a unit about the language of business, Irvin asked students to collect resources like lumber and iron in Minecraft’s “creative mode.” Students then set up businesses, bartered with one another and posted prices in Spanish, all the while speaking to each other and conducting business in Spanish.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/kIbuSM_nZoc?list=PLXIHcDHyXD4hEZyekIdl2_uElIjDa23ys\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“It was way better than what we normally what we would have done, which would be a fake skit,” Irvin said. “It blew that thing away.” Students were so into the project they even started looking up extra vocabulary words and grammatical constructions so they could communicate better with one another. Irvin also always stops the play with enough time for students to write a reflection of what they’ve done in the game in their online journals. He finds the reflection helps solidify their learning and gives them practice with both oral and written communication skills.\u003c/p>\n\u003cp>Because none of the pre-built lessons in MinecraftEDU are explicitly for language teachers, Irvin finds himself purusing what’s out there and generating lots of creative ways to work his curriculum into what he finds.\u003c/p>\n\u003cp>For example, in an upper level Spanish course students take for college credit, Irvin assigned a survival world created by MinecraftEDU founder \u003ca href=\"https://www.youtube.com/channel/UCUZUXHA7owwfnld4U8mWY3A\" target=\"_blank\">Joel Levin\u003c/a> for the unit on environmental conservation. In Levin’s scenario, classmates are the last remaining people on earth and there is only one tree still alive. The rest of the human race is waiting for the world to be inhabitable in outer space. To win the challenge the team must repopulate the forest and make earth safe for life again. But the only way the class can alert survivors in space that earth is safe again is to send up a rocket, which they must make by smelting iron. That can only be done by burning trees to make a hot fire. The goals are at cross purposes and students have to decide the best course of action.\u003c/p>\n\u003cp>“In my class they’re discussing all these scenarios and what to do or not do in Spanish, which is awesome because it’s super high level thinking,” Irvin said. “It’s way beyond anything I would have expected them to do.” And it was easy for Irvin to set up. He downloaded the pre-built world and then went in and changed all the signs from English to Spanish. It took him ten minutes and he got an engaging lesson that gave students a chance to use new vocabulary and language skills to argue their position.\u003c/p>\n\u003cp>“A teacher who doesn’t really have experience playing a lot can still do awesome things because the kids are going to be so fired up,” Irvin said. Experienced players in his classes often offer to be teaching-aids, helping other students hone their basic Minecraft skills. Irvin often records what his students do in the game, both for assessment and to keep a record of the awesome things they’ve built.\u003c/p>\n\u003cp>Irvin says it’s easy to keep students on task in the game because as a teacher-player in the game he has more powers than other players. He can instantly teleport to wherever a student is working and remind them to stay on task, or freeze a player who has wandered. He can also go into an invisible mode to see what students are doing when they don’t know he’s there.\u003c/p>\n\u003cp>Irvin has three tips for teachers looking to get started.\u003c/p>\n\u003col>\n\u003cli>Use MinecraftEDU. It’s cheap, easy, and there are a lot of worlds to steal from or use, along with lesson tips.\u003c/li>\n\u003cli>Get a more experienced player to walk you through the basics and mess around a little in the game to become familiar.\u003c/li>\n\u003cli>Start with a single project that you’d like to improve, maybe a poster project. Tell the students they will be able to demonstrate their knowledge in three dimensions instead. Set parameters and guidelines for how students should interact within the game.\u003c/li>\n\u003c/ol>\n\u003cp>\u003cstrong>MINECRAFT WITH MATH AND SCIENCE\u003c/strong>\u003c/p>\n\u003cp>Minecraft \u003ca href=\"http://services.minecraftedu.com/worlds/\" target=\"_blank\">lends itself well to teaching math\u003c/a> because everything is built out of blocks, making it easy to do geometry. Area and volume problems at the bare minimum. Math is also a subject many students find difficult and a different way of engaging them could help spark enthusiasm.\u003c/p>\n\u003cp>\u003ca href=\"https://www.youtube.com/user/EduElfie\" target=\"_blank\">Stephen Elford\u003c/a> is a secondary math and science teacher at a rural public school in Victoria, Australia. He played Minecraft for fun at first, but then realized how much math was involved and began experimenting with using it as a classroom tool.\u003c/p>\n\u003cp>Elford has found Minecraft’s “crafting mode” to be an effective way to teach basic algebra because Minecraft players have to craft all the tools they use to build out of raw materials harvested in the world. Different implements like an axe or a torch require different raw material recipes. Elford’s students wrote their own recipes (which look a lot like equations) using base materials. For example, one log = 4 planks. If you had 52 logs how many planks would you have and what formula would be used to represent the problem?\u003c/p>\n\u003cp>Elford doesn’t ever force students to use Minecraft for projects, but he likes to offer it as an option because he’s noticed that some of his most disengaged learners excel when given an alternative to traditional pen and paper equations.\u003c/p>\n\u003cp>“The four students who did that project got a very good understanding of how algebra can be used in virtual life situations and how to go about converting and simplifying units,” Elford said. In other lessons Elford has used a more straightforward method, asking students to solve problems to earn access to new parts of the world. Elford says one student in particular stands out because he had done almost no work in school for more than three years. But when Minecraft was involved he perked up.\u003c/p>\n\u003cp>“He showed a depth of understanding that I just didn’t think was possible given his participation,” Elford said. “It blew my mind.” It was that “ah ha” moment many teachers live for, but that doesn’t always come easily or often.\u003c/p>\n\u003cp>Elford has found Minecraft to be powerful in science as well, where he mostly uses the game to simulate scientific experiences that kids wouldn’t otherwise get in public school. For example, in his senior biology class, Elford uses Minecraft to give students a tour of an animal cell. Then, they get to watch as a single strand of DNA is transcribed into mRNA, which conveys the instructions to create complex proteins that do most of the work in the body.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/kBUesxvMw74?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“When I’ve done this lesson in the past it’s been a lot more powerful and longer lasting for the students,” Elford said. He’s also uses Minecraft to start discussions. For example, his rural school doesn’t have the tools to measure Earth’s gravity, but his students can measure the gravity in Minecraft and then discuss what their findings mean for earth. Or, Elford might let students destroy the world with a plague in Minecraft as a way to discuss evolution.\u003c/p>\n\u003cp>Elford, like Irvin and Miller, is clear that Minecraft is just one more tool he can use to effectively communicate his content and the skills that accompany it. However, he’s encouraged by the staying power of lessons he’s taught using Minecraft and by the excitement even poor students often show for projects within the game.\u003c/p>\n\u003cp>\u003cstrong>GET STARTED\u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Any new initiative feels daunting, but the only way to get started is to jump in. The educators profiled here saw Minecraft as a potentially powerful tool and started experimenting with how it could fit their pre-determined curriculum. They continue to seek help and ideas from peers and use the many free resources available to them. In addition to the positive changes they describe in their students, many teachers noted that Minecraft has helped reignite the creativity and passion that first brought them to teaching.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>If there’s any video game that has successfully made its way into the classroom, it’s Minecraft. There’s a small subset of teachers using all kinds of digital games in interesting ways, but the blockbuster hit Minecraft and its educational counterpart \u003ca href=\"http://minecraftedu.com/about\" target=\"_blank\">MinecraftEDU\u003c/a> have reached much wider audiences. But getting started with MinecraftEDU can be intimidating for teachers who don’t consider themselves “gamers” and aren’t sure how to harness the engagement and excitement of Minecraft. Luckily, there’s a robust and global Minecraft teacher community to supply tips, support and even lesson plans.\u003c/p>\n\u003cp>Teachers who already use Minecraft in the classroom love it because of the flexibility it offers -- almost any subject can be taught with a little creativity. And like other powerful learning games, well-structured Minecraft lessons give students opportunities to fail and try again, improve their skills, and participate in an immersive environment that aids retention because students can attach the academic concepts to their personal experiences within the game.\u003c/p>\n\u003caside class=\"pullquote alignright\">“It’s surprising how much is out there and the vast majority of it is free.\"\u003ccite>John Miller, 7th Grade Social Studies teacher\u003c/cite>\u003c/aside>\n\u003cp>“When you are in a game, all that information in the immersive world is tied to your heart and your emotions and that becomes a very powerful retention tool,” said Garrett Zimmer, president of \u003ca href=\"http://www.minegage.com/\" target=\"_blank\">MineGage\u003c/a>, a company that makes Minecraft lessons with extra programming to track progress. Zimmer became famous among Minecraft players for \u003ca href=\"https://www.youtube.com/user/PitchblackItai\" target=\"_blank\">videos of his own play\u003c/a> and has since turned his coding abilities and Minecraft prowess towards creating pre-made worlds and lessons for teachers to use.\u003c/p>\n\u003cp>Zimmer and other experienced Minecraft teachers say it’s important to manage expectations when using Minecraft in the classroom. Many students already have experience playing the game for fun, so the teacher needs to explicitly set the goals and expectations for conduct within the game at the outset. Zimmer says most kids will be so excited to be playing the game in school that they won’t mind the extra rules.\u003c/p>\n\u003cp>\u003cstrong>MINECRAFT IN HISTORY\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>John Miller has been using Minecraft to teach 7th grade history at Chalone Peaks Middle School in California for the past three years. Designing lessons in Minecraft has reinfused his teaching style with creativity and has helped his students become independent thinkers. “We're not really teaching them to be independent,” Miller said. “So that’s what got me thinking about putting kids in a virtual world and letting them explore.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"I've gotten the best writing I've ever gotten in 21 years from kids.\"\u003ccite>John Miller\u003c/cite>\u003c/aside>\n\u003cp>Teachers are finding ways to use Minecraft in every subject, but in some ways the game is best suited to history because it’s so easy to download worlds other people have already made in Minecraft. Without much effort or time, a teacher can have a three-dimensional, accurate map of medieval London at his fingertips. Students can then see and experience the time and place in a new way, bringing history to life and giving them a personal stake in it.\u003c/p>\n\u003cp>Miller’s students are generally poor at reading and writing, so it was important for him to \u003ca href=\"http://minecraft.edtecworks.com/2015/02/16/literacy-through-minecraft-lesson-design-model/\" target=\"_blank\">inject lots of literacy skills\u003c/a> into his content teaching about medieval world history. He collaborated with \u003ca href=\"https://chaosgatebook.wordpress.com/\" target=\"_blank\">Robert Walton\u003c/a>, a former teacher and current young adult fiction writer, to write vignettes introducing each part of his curriculum. Then he’d set his students loose in Minecraft to explore a “map” that he’d downloaded from the MinecraftEDU website and customized for his purposes.\u003c/p>\n\u003cp>Each vignettes tells a loose story about some aspect of Dark Ages history. The quests Miller designed take the narrative further and ultimately lead students through the Minecraft map and into the next story and part of history. For example, Walton wrote \u003ca href=\"https://docs.google.com/document/d/1jNqYmMklwPbdOApGsHGIbRdI5L1oc2lbz3srkioJ3aA/edit\" target=\"_blank\">a story\u003c/a> about the first Viking raid in England, told from the Viking viewpoint. Miller had his students close-read and annotate the story to be sure they understood it. Then he set the kids loose in Minecraft to wander around the village post-raid, interacting with various characters who told them a different side of the story.\u003c/p>\n\u003cp>Miller asked his students to write reflections about what they’d seen and learned about each period of history. “I’ve gotten the best writing I’ve ever gotten in 21 years from kids,” Miller said. Normally he would dread reading 160 essays about the same moment in history, but because each kid wrote from his or her own perspective, each piece of writing was different. “I enjoyed it so much because every kid wrote from a different perspective, from how they saw it,” Miller said. And by the end, kids had written much more than they ever thought they could.\u003c/p>\n\u003cp>“Kids who were struggling to write a paragraph at the beginning of the year had written 40 pages of amazing storytelling,” Miller said.\u003c/p>\n\u003cp>Like many public schools, Chalone Peaks doesn’t have an art or music program. Miller has found that Minecraft has not only helped fuel a passion for history in some of his students, but it also provides a creative outlet for them. When he teaches about medieval Japan, he asks students to write \u003ca href=\"http://www.poets.org/poetsorg/text/poetic-form-tanka\" target=\"_blank\">Tanka poems\u003c/a>, a precursor to the haiku usually focusing on nature of emotions. Then in Minecraft, students built paths that represented the themes of their poem. As a player moved down the path and stepped on each block a line from the poem would pop up.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/uWTKlfynSuo?list=PL41iJfA2iBPHyuNHpxsa80hJaXKvZDdWH\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“When the kids are creating these things, I’m not only seeing on the screen what they are creating, but in a way I can see their thinking,” Miller said. He plays the game with them, interacting with them there, which also allows him the time to build relationships through a medium that they like. Talking with them about what they are making and why is also a great way to assess their learning. The game also allows for differentiation - more advanced students are free to make more detailed and impressive projects.\u003c/p>\n\u003cp>“The creative aspect was critical to see if they really understood what the words of the poem really meant,” Miller said. Even though his students speak English, about half of them come into 7th grade writing and reading at a 3rd grade level. Writing verse is a particularly hard task for them. The middle school textbooks and primary source documents are often inaccessible to them, but Miller has found that Minecraft helps them experience the history and then participate more in constructing new knowledge about it.\u003c/p>\n\u003cp>Miller understands that some teachers may feel intimidated to get started with Minecraft, but he’s never regretted taking the leap. He suggests starting a Minecraft club after school to build interest and give the teacher time to familiarize herself with the game. The \u003ca href=\"https://groups.google.com/forum/#!forum/minecraft-teachers\" target=\"_blank\">MinecraftEDU teacher community\u003c/a> is also \u003ca href=\"http://minecrafteduclassroom.weebly.com/teacher-resources.html\" target=\"_blank\">robust and generous\u003c/a>. Most teachers freely allow downloading of worlds and lessons they’ve created and Miller often copies parts of other worlds and then positions them in his own map for a specific lesson.\u003c/p>\n\u003cp>“It’s surprising how much is out there and the vast majority of it is free,” Miller said. And if it doesn’t already exist, many Minecraft enthusiasts are happy to build it. That network of educators has also been an inspiration to Miller who likes having a cohort of colleagues with whom he shares ideas and gets feedback. He does note that schools need computers to run the MinecraftEDU software, not iPads or Chromebooks. But MinecraftEDU is affordable (\u003ca href=\"http://minecraftedu.com/faq#question_1-4\" target=\"_blank\">roughly $18 per seat\u003c/a>) and doesn’t require that a school have its own server.\u003c/p>\n\u003cp>\u003cstrong>MINECRAFT IN FOREIGN LANGUAGE\u003c/strong>\u003c/p>\n\u003cp>Minecraft might not be an obvious teaching tool for a Spanish language teacher, but \u003ca href=\"https://www.youtube.com/channel/UCk56bQDNBHv8bc6G7Nahc2A\" target=\"_blank\">Glen Irvin\u003c/a> has found that his high school students are using language more often and in more complex ways since he started using the game. He was worried teenagers would find Minecraft stupid, but was blown away by its success when he gave it a try.\u003c/p>\n\u003cp>“There’s nothing built for second language teachers, so I had to come up with some scenarios myself,” Irvin said. For example, in a unit about the language of business, Irvin asked students to collect resources like lumber and iron in Minecraft’s “creative mode.” Students then set up businesses, bartered with one another and posted prices in Spanish, all the while speaking to each other and conducting business in Spanish.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/kIbuSM_nZoc?list=PLXIHcDHyXD4hEZyekIdl2_uElIjDa23ys\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“It was way better than what we normally what we would have done, which would be a fake skit,” Irvin said. “It blew that thing away.” Students were so into the project they even started looking up extra vocabulary words and grammatical constructions so they could communicate better with one another. Irvin also always stops the play with enough time for students to write a reflection of what they’ve done in the game in their online journals. He finds the reflection helps solidify their learning and gives them practice with both oral and written communication skills.\u003c/p>\n\u003cp>Because none of the pre-built lessons in MinecraftEDU are explicitly for language teachers, Irvin finds himself purusing what’s out there and generating lots of creative ways to work his curriculum into what he finds.\u003c/p>\n\u003cp>For example, in an upper level Spanish course students take for college credit, Irvin assigned a survival world created by MinecraftEDU founder \u003ca href=\"https://www.youtube.com/channel/UCUZUXHA7owwfnld4U8mWY3A\" target=\"_blank\">Joel Levin\u003c/a> for the unit on environmental conservation. In Levin’s scenario, classmates are the last remaining people on earth and there is only one tree still alive. The rest of the human race is waiting for the world to be inhabitable in outer space. To win the challenge the team must repopulate the forest and make earth safe for life again. But the only way the class can alert survivors in space that earth is safe again is to send up a rocket, which they must make by smelting iron. That can only be done by burning trees to make a hot fire. The goals are at cross purposes and students have to decide the best course of action.\u003c/p>\n\u003cp>“In my class they’re discussing all these scenarios and what to do or not do in Spanish, which is awesome because it’s super high level thinking,” Irvin said. “It’s way beyond anything I would have expected them to do.” And it was easy for Irvin to set up. He downloaded the pre-built world and then went in and changed all the signs from English to Spanish. It took him ten minutes and he got an engaging lesson that gave students a chance to use new vocabulary and language skills to argue their position.\u003c/p>\n\u003cp>“A teacher who doesn’t really have experience playing a lot can still do awesome things because the kids are going to be so fired up,” Irvin said. Experienced players in his classes often offer to be teaching-aids, helping other students hone their basic Minecraft skills. Irvin often records what his students do in the game, both for assessment and to keep a record of the awesome things they’ve built.\u003c/p>\n\u003cp>Irvin says it’s easy to keep students on task in the game because as a teacher-player in the game he has more powers than other players. He can instantly teleport to wherever a student is working and remind them to stay on task, or freeze a player who has wandered. He can also go into an invisible mode to see what students are doing when they don’t know he’s there.\u003c/p>\n\u003cp>Irvin has three tips for teachers looking to get started.\u003c/p>\n\u003col>\n\u003cli>Use MinecraftEDU. It’s cheap, easy, and there are a lot of worlds to steal from or use, along with lesson tips.\u003c/li>\n\u003cli>Get a more experienced player to walk you through the basics and mess around a little in the game to become familiar.\u003c/li>\n\u003cli>Start with a single project that you’d like to improve, maybe a poster project. Tell the students they will be able to demonstrate their knowledge in three dimensions instead. Set parameters and guidelines for how students should interact within the game.\u003c/li>\n\u003c/ol>\n\u003cp>\u003cstrong>MINECRAFT WITH MATH AND SCIENCE\u003c/strong>\u003c/p>\n\u003cp>Minecraft \u003ca href=\"http://services.minecraftedu.com/worlds/\" target=\"_blank\">lends itself well to teaching math\u003c/a> because everything is built out of blocks, making it easy to do geometry. Area and volume problems at the bare minimum. Math is also a subject many students find difficult and a different way of engaging them could help spark enthusiasm.\u003c/p>\n\u003cp>\u003ca href=\"https://www.youtube.com/user/EduElfie\" target=\"_blank\">Stephen Elford\u003c/a> is a secondary math and science teacher at a rural public school in Victoria, Australia. He played Minecraft for fun at first, but then realized how much math was involved and began experimenting with using it as a classroom tool.\u003c/p>\n\u003cp>Elford has found Minecraft’s “crafting mode” to be an effective way to teach basic algebra because Minecraft players have to craft all the tools they use to build out of raw materials harvested in the world. Different implements like an axe or a torch require different raw material recipes. Elford’s students wrote their own recipes (which look a lot like equations) using base materials. For example, one log = 4 planks. If you had 52 logs how many planks would you have and what formula would be used to represent the problem?\u003c/p>\n\u003cp>Elford doesn’t ever force students to use Minecraft for projects, but he likes to offer it as an option because he’s noticed that some of his most disengaged learners excel when given an alternative to traditional pen and paper equations.\u003c/p>\n\u003cp>“The four students who did that project got a very good understanding of how algebra can be used in virtual life situations and how to go about converting and simplifying units,” Elford said. In other lessons Elford has used a more straightforward method, asking students to solve problems to earn access to new parts of the world. Elford says one student in particular stands out because he had done almost no work in school for more than three years. But when Minecraft was involved he perked up.\u003c/p>\n\u003cp>“He showed a depth of understanding that I just didn’t think was possible given his participation,” Elford said. “It blew my mind.” It was that “ah ha” moment many teachers live for, but that doesn’t always come easily or often.\u003c/p>\n\u003cp>Elford has found Minecraft to be powerful in science as well, where he mostly uses the game to simulate scientific experiences that kids wouldn’t otherwise get in public school. For example, in his senior biology class, Elford uses Minecraft to give students a tour of an animal cell. Then, they get to watch as a single strand of DNA is transcribed into mRNA, which conveys the instructions to create complex proteins that do most of the work in the body.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/kBUesxvMw74?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“When I’ve done this lesson in the past it’s been a lot more powerful and longer lasting for the students,” Elford said. He’s also uses Minecraft to start discussions. For example, his rural school doesn’t have the tools to measure Earth’s gravity, but his students can measure the gravity in Minecraft and then discuss what their findings mean for earth. Or, Elford might let students destroy the world with a plague in Minecraft as a way to discuss evolution.\u003c/p>\n\u003cp>Elford, like Irvin and Miller, is clear that Minecraft is just one more tool he can use to effectively communicate his content and the skills that accompany it. However, he’s encouraged by the staying power of lessons he’s taught using Minecraft and by the excitement even poor students often show for projects within the game.\u003c/p>\n\u003cp>\u003cstrong>GET STARTED\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Any new initiative feels daunting, but the only way to get started is to jump in. The educators profiled here saw Minecraft as a potentially powerful tool and started experimenting with how it could fit their pre-determined curriculum. They continue to seek help and ideas from peers and use the many free resources available to them. In addition to the positive changes they describe in their students, many teachers noted that Minecraft has helped reignite the creativity and passion that first brought them to teaching.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>As coding becomes the \u003cem>lingua franca\u003c/em> of the future, girls are still hesitant to embrace it. Last year, only 18.5 percent of those who took the AP computer science test were girls, a slight drop from the previous year. The gender gap in science, technology, engineering and math fields has many educators worried, but those working with young coders say games could be an effective way to spark girls' interest. In a \u003ca href=\"http://www.nytimes.com/2014/06/01/opinion/sunday/how-to-get-girls-into-coding.html?_r=1\" target=\"_blank\">New York Times op-ed\u003c/a> Nitasha Tiku writes that Minecraft, in particular, has made it to the mainstream.\u003c/p>\n\u003cp>\"A hundred students were on ThoughtSTEM’s waiting list for its first Minecraft class two months ago. 'I would say that the girls are actually outperforming the boys, at least in my class,' Mr. Foster said. 'And it’s very good to see, because as computer scientists, we definitely recognize that there’s a big gender disparity in our field.' He added, 'There are just so many girls who play Minecraft who, as far as I’m concerned, are all people who can be swayed to pursue coding — they just don’t realize it yet.'\"\u003cbr>\nhttp://www.nytimes.com/2014/06/01/opinion/sunday/how-to-get-girls-into-coding.html\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>As coding becomes the \u003cem>lingua franca\u003c/em> of the future, girls are still hesitant to embrace it. Last year, only 18.5 percent of those who took the AP computer science test were girls, a slight drop from the previous year. The gender gap in science, technology, engineering and math fields has many educators worried, but those working with young coders say games could be an effective way to spark girls' interest. In a \u003ca href=\"http://www.nytimes.com/2014/06/01/opinion/sunday/how-to-get-girls-into-coding.html?_r=1\" target=\"_blank\">New York Times op-ed\u003c/a> Nitasha Tiku writes that Minecraft, in particular, has made it to the mainstream.\u003c/p>\n\u003cp>\"A hundred students were on ThoughtSTEM’s waiting list for its first Minecraft class two months ago. 'I would say that the girls are actually outperforming the boys, at least in my class,' Mr. Foster said. 'And it’s very good to see, because as computer scientists, we definitely recognize that there’s a big gender disparity in our field.' He added, 'There are just so many girls who play Minecraft who, as far as I’m concerned, are all people who can be swayed to pursue coding — they just don’t realize it yet.'\"\u003cbr>\nhttp://www.nytimes.com/2014/06/01/opinion/sunday/how-to-get-girls-into-coding.html\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv id=\"attachment_26248\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/case-studies-how-teachers-use-tech-to-support-learning/img_8535-2/\" rel=\"attachment wp-att-26248\">\u003cimg class=\"size-large wp-image-26248\" title=\"IMG_8535\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/IMG_8535-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Starting the year off with ideas on the best ways to use technology to support learning, Larry Ferlazzo collected an invaluable \u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2011/09/response_the_best_ways_to_use_tech_in_the_classroom.html\">list of criteria last year\u003c/a> from educators, to which he added more resources in his \u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/12/response_using_ed_tech_to_support_the_learning_process.html\">recent blog post for EdWeek\u003c/a>.Other posts in the series include \u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/12/response_using_ed_tech_to_create_deep_meaningful_experiences.html\">Using Ed Tech to Create Deep and Meaningful Experiences\u003c/a> and \u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/12/response_effective_ways_to_use_tech_in_the_classroom_--_part_three.html\">Effective Ways of Using Tech in the Classroom\u003c/a>. Here is MindShift's contribution to the collection of ideas.\u003c/p>\n\u003ch4>\u003cstrong>1. GAMES AND GROUP WORK. \u003c/strong>\u003c/h4>\n\u003cp>\u003cstrong>\u003c/strong>For those wondering what a game-based classroom looks like in a traditional school, take a peek into \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/can-learning-really-be-fun-and-games/\">Ananth Pai's third-grade class\u003c/a> in Parkview/Center Point Elementary school in Maplewood, Minnesota. Using his own money and grants that he applied for, Pai has managed to round up seven laptops, two desktops 11 Nintendo DS's, 18 games for math, reading, vocabulary, geography, and 21 digital voice recorders. Students' reading and math scores went from below average for third grade to mid-fourth-grade level. Students compete in games with other kids across the world, learn about fractions and decimals by \u003ca href=\"http://ma-gb-en-pr.whizz.com.s3.amazonaws.com/flash/ex/MA_GBR_0925CAx0100.swf\">riding a virtual ghost train\u003c/a>, for instance, work on their reading skills on sites like \u003ca href=\"http://www.raz-kids.com/main/Login\">Razkids\u003c/a>, figure out whether they can \u003ca href=\"http://www.mangahigh.com/en_us/games/flowerpowerlite\">make a living by growing flowers\u003c/a>, learn about their constitutional rights with the \u003ca href=\"http://www.icivics.org/\">Go to Court Game\u003c/a>, and so on.\u003c/p>\n\u003ch4>\u003cstrong>2. LEARNING LATIN\u003c/strong>.\u003c/h4>\n\u003cp>Teacher Kevin Ballestrini turned his introductory Latin class at Connecticut's Norwich Free Academy into an alternate reality with an \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-an-online-game-crack-the-code-to-language-learning/\">online video game\u003c/a>. The students' job: to save the world by joining a shadowy organization on a quest to find the Lapis Saeculōrum that was part of an Ancient Roman society. \"It's a mix of a role-playing game and an alternate reality game,\" Ballestrini says. Students play the role of Romans in a reconstruction of ancient Pompeii (or ancient Rome) and have to learn to think, act, create and write like a Roman in order to win the game. And those are the same goals of any introductory Latin course.\u003c/p>\n\u003ch4>\u003cstrong>3. REACHING STUDENTS. \u003c/strong>\u003c/h4>\n\u003cp>\u003cstrong>\u003c/strong>In Ramsey Musallam's A.P. Chemistry class at Sacred Heart Cathedral Preparatory in San Francisco, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/#more-21290\">cell phones are a natural extension\u003c/a> of the way he communicates with his students. As soon as kids walk in, Musallam sends out a text blast through \u003ca href=\"https://www.remind101.com/\">Remind101\u003c/a>, asking them a challenge question that's related to the day's lesson. \"First person to tell me the units on K for a second order reaction gets chocolate,\" he types and sends off. His students know he does this regularly, \u003c!--more-->so they're constantly anticipating the question during the day, in and out of class.\u003c/p>\n\u003cp>\"Sure, that's kind of cute,\" he says, admitting that it can be seen as gimmicky. \"But more importantly, in my mind that's saying, 'You're carrying around something that I can contact you with.' It's a fun ways to stay motivated in our day, which can be pretty dry sometimes. It's a chance to think about what we're learning outside the context of state testing.\"\u003c/p>\n\u003ch4>\u003cstrong>4. CREATIVE PLAY.\u003c/strong>\u003c/h4>\n\u003cp>The online game Minecraft allows players to build their own digital world, brick by digital brick. Players must scavenge for resources to build things -- mining for stone to build buildings, mining for coal to build fire. Teachers like to use Minecraft because it's a \"sandbox\" game -- it provides players nearly limitless freedom to build within it. As a player's skill develops, the game's complexity increases. Players can collaborate on building complex structures, use programming features to build contraptions, games, or compose music. \u003ca href=\"http://Minecraftteacher.net/\">Earlier this year\u003c/a>, two teachers, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/\">Santeri Koivisto and Joel Levin\u003c/a>, decided to make the online game Minecraft more accessible and to teachers and their classrooms. They joined forces to found \u003ca href=\"http://Minecraftedu.com/index.php\">MinecraftEdu\u003c/a>, which now offers a plug-in that enables teachers to tailor the software to individual curriculum.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_26248\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/case-studies-how-teachers-use-tech-to-support-learning/img_8535-2/\" rel=\"attachment wp-att-26248\">\u003cimg class=\"size-large wp-image-26248\" title=\"IMG_8535\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/IMG_8535-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Starting the year off with ideas on the best ways to use technology to support learning, Larry Ferlazzo collected an invaluable \u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2011/09/response_the_best_ways_to_use_tech_in_the_classroom.html\">list of criteria last year\u003c/a> from educators, to which he added more resources in his \u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/12/response_using_ed_tech_to_support_the_learning_process.html\">recent blog post for EdWeek\u003c/a>.Other posts in the series include \u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/12/response_using_ed_tech_to_create_deep_meaningful_experiences.html\">Using Ed Tech to Create Deep and Meaningful Experiences\u003c/a> and \u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/12/response_effective_ways_to_use_tech_in_the_classroom_--_part_three.html\">Effective Ways of Using Tech in the Classroom\u003c/a>. Here is MindShift's contribution to the collection of ideas.\u003c/p>\n\u003ch4>\u003cstrong>1. GAMES AND GROUP WORK. \u003c/strong>\u003c/h4>\n\u003cp>\u003cstrong>\u003c/strong>For those wondering what a game-based classroom looks like in a traditional school, take a peek into \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/can-learning-really-be-fun-and-games/\">Ananth Pai's third-grade class\u003c/a> in Parkview/Center Point Elementary school in Maplewood, Minnesota. Using his own money and grants that he applied for, Pai has managed to round up seven laptops, two desktops 11 Nintendo DS's, 18 games for math, reading, vocabulary, geography, and 21 digital voice recorders. Students' reading and math scores went from below average for third grade to mid-fourth-grade level. 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The students' job: to save the world by joining a shadowy organization on a quest to find the Lapis Saeculōrum that was part of an Ancient Roman society. \"It's a mix of a role-playing game and an alternate reality game,\" Ballestrini says. Students play the role of Romans in a reconstruction of ancient Pompeii (or ancient Rome) and have to learn to think, act, create and write like a Roman in order to win the game. And those are the same goals of any introductory Latin course.\u003c/p>\n\u003ch4>\u003cstrong>3. REACHING STUDENTS. \u003c/strong>\u003c/h4>\n\u003cp>\u003cstrong>\u003c/strong>In Ramsey Musallam's A.P. Chemistry class at Sacred Heart Cathedral Preparatory in San Francisco, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/#more-21290\">cell phones are a natural extension\u003c/a> of the way he communicates with his students. As soon as kids walk in, Musallam sends out a text blast through \u003ca href=\"https://www.remind101.com/\">Remind101\u003c/a>, asking them a challenge question that's related to the day's lesson. \"First person to tell me the units on K for a second order reaction gets chocolate,\" he types and sends off. His students know he does this regularly, \u003c!--more-->so they're constantly anticipating the question during the day, in and out of class.\u003c/p>\n\u003cp>\"Sure, that's kind of cute,\" he says, admitting that it can be seen as gimmicky. \"But more importantly, in my mind that's saying, 'You're carrying around something that I can contact you with.' It's a fun ways to stay motivated in our day, which can be pretty dry sometimes. It's a chance to think about what we're learning outside the context of state testing.\"\u003c/p>\n\u003ch4>\u003cstrong>4. 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"content": "\u003cdiv id=\"attachment_25951\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/ants88/6664180307/sizes/z/in/photostream/://blogs.kqed.org/mindshift/?attachment_id=25951\">\u003cimg class=\"size-large wp-image-25951\" title=\"6664180307_cd3184e491_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/6664180307_cd3184e491_z-620x410.jpg\" alt=\"\" width=\"620\" height=\"410\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: Andrew Beeston\u003c/p>\n\u003c/div>\n\u003cp>With two weeks of holiday break stretched out ahead, here are some fun ways to keep kids occupied and engaged, as collected over time on MindShift.\u003c/p>\n\u003ch4>1. DIVE INTO MINECRAFT.\u003c/h4>\n\u003cp>Simply put, \u003ca href=\"http://www.minecraft.net/\">Minecraft\u003c/a> is a game that lets you build worlds out of blocks. But Minecraft’s visual simplicity belies what is a completely open-ended and therefore terrifically complex world. And the best of that world: it’s up to the player to design. Minecraft is what’s known as a “sandbox” game, giving players almost complete freedom to build within it. While many video games are focused on certain goals — level up, save the princess, destroy the aliens, for example — Minecraft has no clear-cut missions, at least not in that way. Players in Minecraft must scavenge for resources in order to build things — mining for stone to build buildings, mining for coal to build fire. One of the only limitations in-game is time — the sun sets each evening and when it’s dark, spiders and skeletons come out and can attack the characters.\u003c/p>\n\u003ch4>\u003cstrong>2. MAKE A FILM.\u003c/strong>\u003c/h4>\n\u003cp>The next Steven Spielberg might emerge from a summer movie-making project. Kids can exercise their writing, creativity, organization, and artistic skills by making their own movies, just as any director does: writing scripts, choosing actors, practicing lines, not to mention actually filming and editing. For those who own an Apple computer, iMovie \u003ca href=\"http://www.ischool.utexas.edu/technology/tutorials/graphics/imovie/1create.html\">makes the process\u003c/a> very simple. YouTube also offers free editing, and you can find other editing software online.\u003c/p>\n\u003ch4>3. START A DIY PROJECT.\u003c/h4>\n\u003cp>Refrigerators and fireplace mantles might still be covered with children’s projects, but more and more, those projects are finding a home online. That’s just one of the purposes for \u003ca href=\"http://blog.diy.org/\">DIY.org\u003c/a>, a site that allows kids to upload photos of their projects and share it with their friends, family, and the \u003c!--more-->public. Check out all the amazing kid-made projects from across the world.\u003c/p>\n\u003ch4>4. LEARN TO PROGRAM.\u003c/h4>\n\u003cp>It’s hard to argue with the importance of teaching students how to use computers — how to turn on, log on, search the Web, and use applications. These skills are absolutely necessary for students’ academic success as well as for their future job prospects. Here are \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">five tools to introduce kids to programming. \u003c/a>\u003c/p>\n\u003ch4>\u003cstrong>5. BECOME A CITIZEN SCIENTIST.\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp>Citizen science takes scientific inquiry and research out of the lab (and out of the sole purview of scientists and researchers) and puts it in the hand of those without formal scientific training — “citizens,” volunteers, and, yes, students. There are a number of ways that students can engage in citizen science projects over the summer, whether they’re \u003ca href=\"http://www.projectnoah.org/\">spotting animals\u003c/a> or \u003ca href=\"http://leafsnap.com/\">identifying plants\u003c/a>. Here are a few \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/four-fantastic-citizen-scientist-apps-and-sites/\">suggested apps and websites\u003c/a>\u003cstrong>.\u003c/strong>\u003c/p>\n\u003ch4>\u003cstrong>6. AUTHOR A WRITING PROJECT. \u003c/strong>\u003c/h4>\n\u003cp>Budding writers can start a week-long writing project focused on a specific theme. Write about animal skeletons and types of clouds; or invent TV cartoon characters based on exotic animals, or spend the week writing about magic or food or chocolate. Re-imagine your favorite fairytales with your chosen theme. Write and draw short stories, poems, or illustrations inspired by the subject you’ve chosen. Turn the storytelling process upside down by \u003ca href=\"http://writingprompts.tumblr.com/post/7344790970/writing-prompt-223\">using pictures and math equations\u003c/a> to tell a story, or \u003ca href=\"http://writingprompts.tumblr.com/post/10757317003/257\">describe a classroom\u003c/a> through a teacher’s eyes, or describe the days of the week \u003ca href=\"http://writingprompts.tumblr.com/post/6040090734/writing-prompt-199\">as if they were people\u003c/a>. Find hundreds of writing prompts on this \u003ca href=\"http://writingprompts.tumblr.com/\">Tumblr blog\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_25951\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/ants88/6664180307/sizes/z/in/photostream/://blogs.kqed.org/mindshift/?attachment_id=25951\">\u003cimg class=\"size-large wp-image-25951\" title=\"6664180307_cd3184e491_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/6664180307_cd3184e491_z-620x410.jpg\" alt=\"\" width=\"620\" height=\"410\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: Andrew Beeston\u003c/p>\n\u003c/div>\n\u003cp>With two weeks of holiday break stretched out ahead, here are some fun ways to keep kids occupied and engaged, as collected over time on MindShift.\u003c/p>\n\u003ch4>1. DIVE INTO MINECRAFT.\u003c/h4>\n\u003cp>Simply put, \u003ca href=\"http://www.minecraft.net/\">Minecraft\u003c/a> is a game that lets you build worlds out of blocks. But Minecraft’s visual simplicity belies what is a completely open-ended and therefore terrifically complex world. And the best of that world: it’s up to the player to design. Minecraft is what’s known as a “sandbox” game, giving players almost complete freedom to build within it. While many video games are focused on certain goals — level up, save the princess, destroy the aliens, for example — Minecraft has no clear-cut missions, at least not in that way. Players in Minecraft must scavenge for resources in order to build things — mining for stone to build buildings, mining for coal to build fire. One of the only limitations in-game is time — the sun sets each evening and when it’s dark, spiders and skeletons come out and can attack the characters.\u003c/p>\n\u003ch4>\u003cstrong>2. MAKE A FILM.\u003c/strong>\u003c/h4>\n\u003cp>The next Steven Spielberg might emerge from a summer movie-making project. Kids can exercise their writing, creativity, organization, and artistic skills by making their own movies, just as any director does: writing scripts, choosing actors, practicing lines, not to mention actually filming and editing. For those who own an Apple computer, iMovie \u003ca href=\"http://www.ischool.utexas.edu/technology/tutorials/graphics/imovie/1create.html\">makes the process\u003c/a> very simple. YouTube also offers free editing, and you can find other editing software online.\u003c/p>\n\u003ch4>3. START A DIY PROJECT.\u003c/h4>\n\u003cp>Refrigerators and fireplace mantles might still be covered with children’s projects, but more and more, those projects are finding a home online. That’s just one of the purposes for \u003ca href=\"http://blog.diy.org/\">DIY.org\u003c/a>, a site that allows kids to upload photos of their projects and share it with their friends, family, and the \u003c!--more-->public. Check out all the amazing kid-made projects from across the world.\u003c/p>\n\u003ch4>4. LEARN TO PROGRAM.\u003c/h4>\n\u003cp>It’s hard to argue with the importance of teaching students how to use computers — how to turn on, log on, search the Web, and use applications. These skills are absolutely necessary for students’ academic success as well as for their future job prospects. Here are \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">five tools to introduce kids to programming. \u003c/a>\u003c/p>\n\u003ch4>\u003cstrong>5. BECOME A CITIZEN SCIENTIST.\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp>Citizen science takes scientific inquiry and research out of the lab (and out of the sole purview of scientists and researchers) and puts it in the hand of those without formal scientific training — “citizens,” volunteers, and, yes, students. There are a number of ways that students can engage in citizen science projects over the summer, whether they’re \u003ca href=\"http://www.projectnoah.org/\">spotting animals\u003c/a> or \u003ca href=\"http://leafsnap.com/\">identifying plants\u003c/a>. Here are a few \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/four-fantastic-citizen-scientist-apps-and-sites/\">suggested apps and websites\u003c/a>\u003cstrong>.\u003c/strong>\u003c/p>\n\u003ch4>\u003cstrong>6. AUTHOR A WRITING PROJECT. \u003c/strong>\u003c/h4>\n\u003cp>Budding writers can start a week-long writing project focused on a specific theme. Write about animal skeletons and types of clouds; or invent TV cartoon characters based on exotic animals, or spend the week writing about magic or food or chocolate. Re-imagine your favorite fairytales with your chosen theme. Write and draw short stories, poems, or illustrations inspired by the subject you’ve chosen. Turn the storytelling process upside down by \u003ca href=\"http://writingprompts.tumblr.com/post/7344790970/writing-prompt-223\">using pictures and math equations\u003c/a> to tell a story, or \u003ca href=\"http://writingprompts.tumblr.com/post/10757317003/257\">describe a classroom\u003c/a> through a teacher’s eyes, or describe the days of the week \u003ca href=\"http://writingprompts.tumblr.com/post/6040090734/writing-prompt-199\">as if they were people\u003c/a>. Find hundreds of writing prompts on this \u003ca href=\"http://writingprompts.tumblr.com/\">Tumblr blog\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_21483\" class=\"wp-caption center\" style=\"max-width: 583px\">\u003cimg class=\"size-full wp-image-21483\" title=\"Screen Shot 2012-05-16 at 10.22.24 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Screen-Shot-2012-05-16-at-10.22.24-AM.png\" alt=\"\" width=\"583\" height=\"341\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/05/Screen-Shot-2012-05-16-at-10.22.24-AM.png 583w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/Screen-Shot-2012-05-16-at-10.22.24-AM-400x234.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/Screen-Shot-2012-05-16-at-10.22.24-AM-320x187.png 320w\" sizes=\"(max-width: 583px) 100vw, 583px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">Educators have been tapping into the wildly popular online game \u003ca href=\"http://www.minecraft.net\">Minecraft\u003c/a> for its potential as a learning tool for a while now -- to teach physics, math, and computer science. But until recently, the game was mostly the territory of computer science teachers, and even they were forced to use the commercial version of the online game.\u003c/p>\n\u003cp>So a few months ago, two teachers, \u003ca href=\"http://Minecraftteacher.net/\">Santeri Koivisto and Joel Levin\u003c/a>, decided to make the software more accessible and relevant to teachers. They joined forces to found \u003ca href=\"http://Minecraftedu.com/index.php\">MinecraftEdu\u003c/a> and started offering discounted educator licenses to Minecraft. MinecraftEdu now offers a plug-in, which enables teachers to tailor the software to individual curriculum. And a fresh \u003ca href=\"http://Minecraftedu.com/wiki/index.php?title=Teaching_with_MinecraftEdu\">new wiki\u003c/a> is dedicated to sharing ideas with topic suggestions such as “How To Use Redstone, (a fictional mineral) To Teach Electricity.” Teachers can also work with others to\u003ca href=\"http://warrenbez.com/?p=70\"> co-develop lesson plans\u003c/a> within the game software.\u003c/p>\n\u003cp>Teachers like to use Minecraft because it's a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/\">“sandbox” game\u003c/a> -- it provides players nearly limitless freedom to build within it. As a player’s skill develops, the game’s complexity increases \u003cem>ad infinitum\u003c/em>. In multi-player levels, players collaborate on building complex structures, use programming features to build contraptions, games, or compose music. Meanwhile, beginning players use their problem solving skills to scavenge for materials. They learn to mine stone for building, and coal for making fire.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Many educational games start with the question, ‘What should we teach with the game?’ and they forget the most important part, that it should be a great game too.\"\u003c/p>\n\u003c/aside>\n\u003cp>Koivisto and Levin decided to pursue a classroom application after observing students solve complicated problems with their collaboration in the game. When Koivisto tested Minecraft at a Finnish school, one-third of the 20 teachers in the study later chose to incorporate the game into their teaching.\u003c/p>\n\u003cp>Koivisto and Levin, who uses the game with his second-grade students, are part of the growing movement of teachers who see video games as more than entertainment and educational games \u003c!--more-->as more than a means to an end. They flip the usual query of educational games, “What should we teach?” for a different question altogether: “Is it fun?\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Many educational games start with the question ‘What should we teach with the game?’ and they forget the most important part, that it should be a great game too,” says Koivisto, who lives in Finland.\u003c/p>\n\u003cp>They also steer clear of specific educational agenda for the game. Instead, they encourage teachers to first watch how their students behave in the Minecraft world, \u003cem>then\u003c/em> proceed with lesson plans that incorporate the game and the student's reaction to it.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/tag/minecraft/\">Building Civilizations, Brick by Brick \u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/\">LEGOs for the Digital Age \u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/\">Half of Teachers Surveyed Use Digital Games \u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>New York public school science teacher Matt Coia says the MinecraftEdu version provides a deeper level of administrative control than the commercial version, and dovetails neatly with his general teaching goals. “As a teacher, I can select how much freedom the students are allowed to have within the game and also the level at which the game reacts with them,” he says. Coia also likes that MinecraftEdu allows him to build customized maps to elaborate on a specific concept.\u003c/p>\n\u003cp>Currently, 300 schools around the world, half in the U.S., have purchased game licenses. As with most games, the pricing structure is complicated. For schools and educators, the price is $18 per license (per computer). Schools can buy bundles of licenses that make the cost of each about half that price.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Though Coia's school was willing to pay for the game, he says he would have gone for it anyway. “Looking back, I would have paid it out of pocket if I needed to,\" he said. \"It's that good.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_21483\" class=\"wp-caption center\" style=\"max-width: 583px\">\u003cimg class=\"size-full wp-image-21483\" title=\"Screen Shot 2012-05-16 at 10.22.24 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Screen-Shot-2012-05-16-at-10.22.24-AM.png\" alt=\"\" width=\"583\" height=\"341\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/05/Screen-Shot-2012-05-16-at-10.22.24-AM.png 583w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/Screen-Shot-2012-05-16-at-10.22.24-AM-400x234.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/05/Screen-Shot-2012-05-16-at-10.22.24-AM-320x187.png 320w\" sizes=\"(max-width: 583px) 100vw, 583px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">Educators have been tapping into the wildly popular online game \u003ca href=\"http://www.minecraft.net\">Minecraft\u003c/a> for its potential as a learning tool for a while now -- to teach physics, math, and computer science. But until recently, the game was mostly the territory of computer science teachers, and even they were forced to use the commercial version of the online game.\u003c/p>\n\u003cp>So a few months ago, two teachers, \u003ca href=\"http://Minecraftteacher.net/\">Santeri Koivisto and Joel Levin\u003c/a>, decided to make the software more accessible and relevant to teachers. They joined forces to found \u003ca href=\"http://Minecraftedu.com/index.php\">MinecraftEdu\u003c/a> and started offering discounted educator licenses to Minecraft. MinecraftEdu now offers a plug-in, which enables teachers to tailor the software to individual curriculum. And a fresh \u003ca href=\"http://Minecraftedu.com/wiki/index.php?title=Teaching_with_MinecraftEdu\">new wiki\u003c/a> is dedicated to sharing ideas with topic suggestions such as “How To Use Redstone, (a fictional mineral) To Teach Electricity.” Teachers can also work with others to\u003ca href=\"http://warrenbez.com/?p=70\"> co-develop lesson plans\u003c/a> within the game software.\u003c/p>\n\u003cp>Teachers like to use Minecraft because it's a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/\">“sandbox” game\u003c/a> -- it provides players nearly limitless freedom to build within it. As a player’s skill develops, the game’s complexity increases \u003cem>ad infinitum\u003c/em>. In multi-player levels, players collaborate on building complex structures, use programming features to build contraptions, games, or compose music. Meanwhile, beginning players use their problem solving skills to scavenge for materials. They learn to mine stone for building, and coal for making fire.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Many educational games start with the question, ‘What should we teach with the game?’ and they forget the most important part, that it should be a great game too.\"\u003c/p>\n\u003c/aside>\n\u003cp>Koivisto and Levin decided to pursue a classroom application after observing students solve complicated problems with their collaboration in the game. When Koivisto tested Minecraft at a Finnish school, one-third of the 20 teachers in the study later chose to incorporate the game into their teaching.\u003c/p>\n\u003cp>Koivisto and Levin, who uses the game with his second-grade students, are part of the growing movement of teachers who see video games as more than entertainment and educational games \u003c!--more-->as more than a means to an end. They flip the usual query of educational games, “What should we teach?” for a different question altogether: “Is it fun?\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Many educational games start with the question ‘What should we teach with the game?’ and they forget the most important part, that it should be a great game too,” says Koivisto, who lives in Finland.\u003c/p>\n\u003cp>They also steer clear of specific educational agenda for the game. Instead, they encourage teachers to first watch how their students behave in the Minecraft world, \u003cem>then\u003c/em> proceed with lesson plans that incorporate the game and the student's reaction to it.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/tag/minecraft/\">Building Civilizations, Brick by Brick \u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/\">LEGOs for the Digital Age \u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/\">Half of Teachers Surveyed Use Digital Games \u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>New York public school science teacher Matt Coia says the MinecraftEdu version provides a deeper level of administrative control than the commercial version, and dovetails neatly with his general teaching goals. “As a teacher, I can select how much freedom the students are allowed to have within the game and also the level at which the game reacts with them,” he says. Coia also likes that MinecraftEdu allows him to build customized maps to elaborate on a specific concept.\u003c/p>\n\u003cp>Currently, 300 schools around the world, half in the U.S., have purchased game licenses. As with most games, the pricing structure is complicated. For schools and educators, the price is $18 per license (per computer). Schools can buy bundles of licenses that make the cost of each about half that price.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Though Coia's school was willing to pay for the game, he says he would have gone for it anyway. “Looking back, I would have paid it out of pocket if I needed to,\" he said. \"It's that good.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"marketplace": {
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"radiolab": {
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"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"soldout": {
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"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
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"info": "",
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"tech-nation": {
"id": "tech-nation",
"title": "Tech Nation Radio Podcast",
"info": "Tech Nation is a weekly public radio program, hosted by Dr. Moira Gunn. Founded in 1993, it has grown from a simple interview show to a multi-faceted production, featuring conversations with noted technology and science leaders, and a weekly science and technology-related commentary.",
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"ted-radio-hour": {
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"title": "TED Radio Hour",
"info": "The TED Radio Hour is a journey through fascinating ideas, astonishing inventions, fresh approaches to old problems, and new ways to think and create.",
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