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"content": "\u003cfigure id=\"attachment_21324\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/img_8517-2/\" rel=\"attachment wp-att-21324\">\u003cimg class=\"size-large wp-image-21324\" title=\"IMG_8517\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_85171-620x356.jpg\" alt=\"\" width=\"620\" height=\"356\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A.P. Chemistry students use their cell phones to answer their teacher's question.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When we talk about using cell phones in class, we’re not just talking about using cell phones in class.\u003c/p>\n\u003cp>The idea of mobile learning touches on just about every subject that \u003cem>any\u003c/em> technology addresses: social media, digital citizenship, content-knowledge versus skill-building, Internet filtering and safety laws, teaching techniques, bring-your-own-device policies, school budgets.\u003c/p>\n\u003cp>At its core, the issues associated with mobile learning get to the very fundamentals of what happens in class everyday. At their best, cell phones and mobile devices seamlessly facilitate what students and teachers already do in thriving, inspiring classrooms. Students communicate and collaborate with each other and the teacher. They apply facts and information they’ve found to formulate or back up their ideas. They create projects to deepen their understanding, association with, and presentation of ideas.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>Guide to Mobile Learning\u003c/h5>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Mobile-Mind-Shift-Icon1.png\">\u003cimg class=\"alignleft size-thumbnail wp-image-20803\" title=\"Mobile Mind Shift Icon\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Mobile-Mind-Shift-Icon1-140x140.png\" alt=\"\" width=\"86\" height=\"86\">\u003c/a>\u003c/p>\n\u003cp>This is part four of a series exploring mobile learning co-produced by \u003ca title=\"MindShift\" href=\"../\">MindShift\u003c/a> and \u003ca title=\"Spotlight on Digital Media & Learning\" href=\"http://spotlight.macfound.org/\">Spotlight on Digital Media & Learning\u003c/a>.\u003c/p>\n\u003cp>Other posts in this series include:\u003c/p>\n\u003cul>\n\u003cli>\u003ca title=\"Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?\" href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">Amidst a Mobile Revolution in Schools\u003cbr>\n\u003c/a>\u003ca title=\"Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?\" href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">Will Old Teaching Tactics Work?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/in-the-digital-age-welcoming-cell-phones-in-the-class/\">In the Digital Age, Welcoming Cell Phones in the Class\u003c/a>\u003ca title=\"Welcoming Mobile: More Districts Are Rewriting Acceptable Use Policies, Embracing Smartphones and Social Media in Schools\" href=\"http://spotlight.macfound.org/featured-stories/entry/welcoming-mobile-rewriting-acceptable-use-smartphones-and-social-media/\">.\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/augmented-reality-coming-soon-to-a-school-near-you/\">Augmented Reality, Coming Soon to a School Near You\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>In the most ideal class settings, mobile devices disappear into the background, like markers and whiteboards, pencil and paper – not because they’re \u003cem>not\u003c/em> being used, but because they’re simply tools, a means to an end. The “end” can be any number of things: to gauge student understanding of a concept, to capture notes and ideas to be used and studied later, to calculate, to communicate, to express ideas.\u003c/p>\n\u003cp>\u003cstrong>WHEN IT WORKS\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In Ramsey Musallam’s A.P. Chemistry class at Sacred Heart Cathedral Preparatory in San Francisco, cell phones are a natural extension of the way he communicates with his students.\u003c/p>\n\u003cp>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, 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\u003caside class=\"pullquote alignright\">\n\u003cp>\"I want it to be as rich and as visual as possible. I want them to see things, not just know it.”\u003c/p>\n\u003c/aside>\n\u003cp>Once the class settles in and things are rolling along, the steady hum gets louder when kids are excited or working together, then quieter again when they’re working out problems on their individual little whiteboards (to be clear, these are not digital).\u003c/p>\n\u003cp>Musallam constantly walks around, sending out directives – “Write the answer on your table!” ““I \u003c!--more-->want you guys to come up with an answer now, and text it in,” “What’s the ridonculous choice out of all these answers here?\"\u003c/p>\n\u003cp>Students work in groups, and when they have a question, they call him over. He arrives with iPad in hand and records his voice and his writing on the iPad, which he immediately uploads to the class website so other students can benefit from the explanations instantaneously. (This, by the way, is another form of flipped teaching, he says.)\u003c/p>\n\u003cp>“This way, if I need to explain a common question, everyone can access it,” he says. “I don’t have to repeat myself going from group to group.” But rather than stop what everybody else is doing so he can explain a concept, students can watch the video he just created if they need to. “I’ll just tell them to look at the online tutorials to find out about common questions,” he says.\u003c/p>\n\u003cfigure id=\"attachment_21304\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/img_8535/\" rel=\"attachment wp-att-21304\">\u003cimg class=\"size-medium wp-image-21304\" title=\"IMG_8535\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8535-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ramsey Musallam considers the online poll reflecting his students' answers.\u003c/figcaption>\u003c/figure>\n\u003cp>During class, he asks students to take a multiple-choice quiz and send in their answers through a poll on their cell phones. The students’ votes are immediately displayed on the projector that’s hooked up to Musallam’s laptop.\u003c/p>\n\u003cp>This is key, Musallam says, because seeing the answers that get the most votes makes a big impression on his students. “If they all held up note cards that said their answers -- A,B,C or D -- the visual of the ‘distractors’ [the wrong answers] wouldn’t be as powerful,” he says. “And this makes the experience more immediate. I want it to be as rich and as visual as possible. I want them to see things, not just know it.”\u003c/p>\n\u003cp>Musallam can list a litany of reasons why and how mobile devices spice things up in class. “The data integration wouldn’t be as rich, the experience wouldn’t be as dynamic, the cognitive load is higher,” he says. But even though all but one of his students have cell phones and use them for polling and instantaneous quizzing, it’s clear that they would be just as rapt in the classroom activities without them; they’re not necessarily fixated on the fact that they’re using cell phones or that they’re seeing instantaneous results of their polls. Their eyes and ears are on him.\u003c/p>\n\u003cp>What makes Musallam’s class an interesting case study is that his teaching practice is based on a specific technique: he incorporates peer-instruction and inquiry-based learning, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/dont-lecture-me-rethinking-how-college-students-learn-2/\">mirroring Harvard professor Eric Mazur\u003c/a>. The videos and polls just help support that.\u003c/p>\n\u003cp>“I’m using it in the context of peer instruction, which is research based. You get anonymous feedback, which is great, and kids see all that information condensed,” he says. “Sometimes it’s just cute and fun and that wears off. But much more often, it’s more efficient and meaningful, and it makes the classroom feel like a bigger place.”\u003c/p>\n\u003cp>Seventh-grade history teacher James Sanders, who teaches at Kipp San Francisco Bay Academy, makes the analogy of the cell phone as a tool being used in a modern-day shop class: It makes things a lot easier.\u003c/p>\n\u003cfigure id=\"attachment_21306\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/img_8600/\" rel=\"attachment wp-att-21306\">\u003cimg class=\"size-medium wp-image-21306\" title=\"IMG_8600\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8600-300x450.jpg\" alt=\"\" width=\"300\" height=\"450\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">As Mussallam writes on the iPad, it's being shown on the projector.\u003c/figcaption>\u003c/figure>\n\u003cp>Though every student in his history class has a Google Chromebook, only 60 percent have what he calls “smarter” phones, and many have iPod Touches. So he has students work in groups of three or four.\u003c/p>\n\u003cp>Using \u003ca href=\"http://www.socrative.com/quizzes\">Socrative\u003c/a>, an app that shows real-time poll results for both multiple-choice and short-answer quizzes, he challenges his students at the end of class to answer specific questions in order to get a broad look at whether they understood the concepts discussed that day.\u003c/p>\n\u003cp>But with subjective topics like world history, and a challenge like “Write one or two sentences why the Aztec Empire fell,” how can students convey a deep, meaningful understanding in just a couple of sentences?\u003c/p>\n\u003cp>“Writing concise paragraphs explaining complex concepts is incredibly powerful,” Sanders says, adding that the class also works on research papers and projects around historical characters in addition to these short polls.\u003c/p>\n\u003cp>The tool also allows students to read each others' responses, which allows for a “deeper level of analysis,” he says. “I can ask them to write their answers on paper, submit it, review it myself, and then choose one or two to highlight in class, but the idea of having these tools is that it augments our skills as teachers. To be able to ask a question of 30 students and get response instantaneously just speeds up the learning process, rather than waiting for individual students to respond.”\u003c/p>\n\u003cp>\u003cstrong>IS IT WORTHWHILE?\u003c/strong>\u003c/p>\n\u003cp>But for every teacher who’s able to seamlessly integrate cell phones and other mobile devices, there’s another who doesn’t see the transformation as easily. Paul Barnwell, who now teaches English and digital media at Fern Creek Traditional High School in Louisville, Kentucky, decided to stop using cell phones in class after giving it a go with an eighth-grade class.\u003c/p>\n\u003cp>Barnwell bucked the school’s policy and used Poll Everywhere for both multiple-choice and open-ended exit poll questions. About three-quarters of the students had cell phones at the time.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Writing concise paragraphs explaining complex concepts is incredibly powerful.\"\u003c/p>\n\u003c/aside>\n\u003cp>“The kids were pumped up to use their taboo devices,” he says. “After a few trials, they quickly understood how to submit their answers, and the engagement factor was high since their responses popped up onto the projected screen.”\u003c/p>\n\u003cp>But he was uneasy with excluding those who didn’t have a phone or the ability to text. And, he said, some of the “class clowns” took advantage of the anonymity of the polling to text inappropriate statements.\u003c/p>\n\u003cp>“I decided it wasn’t worth the time or the hassle,” he says.\u003c/p>\n\u003cp>Barnwell doesn’t like the idea of letting students Tweet information to a common address and hasn’t found an application that “promotes efficient ‘best practice’ yet. “But I'm also not seeking it out,” he says, adding that because he’s got 10 desktop computers in his current class, students can use them for research projects and looking up facts online.\u003c/p>\n\u003cp>Barnwell hasn’t given up completely on cell phones, though. “If I can plan a lesson to ensure that high-level thinking is encouraged and greater participation, I might try phones again,” he says. “As far as polling and other simple uses, I see little benefit at this point. I can't stand how most teenagers thoughtlessly and even belligerently use Twitter.”\u003c/p>\n\u003cp>\u003cstrong>TEACHING DIGITAL CITIZENSHIP\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>It’s not uncommon for kids to use cell phones for inappropriate behavior at school. But some believe that when students misuse the devices at school, teachers must step in.\u003c/p>\n\u003cp>“It’s our responsibility as educators to teach kids how to interact with the world,” Sanders says. “Those interpersonal human conversations are incredibly valuable.”\u003c/p>\n\u003cfigure id=\"attachment_21307\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/img_8590/\" rel=\"attachment wp-att-21307\">\u003cimg class=\"size-medium wp-image-21307\" title=\"IMG_8590\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8590-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Cell phones are just another tool, like pen and paper.\u003c/figcaption>\u003c/figure>\n\u003cp>At Sacred Heart, where Ramsey Musallam teaches, the school's cell phone policy is shifting, as they try to sort out their social policies.\u003c/p>\n\u003cp>“Right now, kids can’t use cell phones unless a teacher instructs them, but that’s evolving,” says principal Gary Cannon. But if kids are using them to take pictures, they’re not reprimanded by faculty.\u003c/p>\n\u003cp>The staff fully recognizes that the cell phone is just a tool. Twitter and texting are just tools used to say or do what might happen in the hallways and dining halls regardless.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>“The challenge is giving them a sense of a digital footprint,” Cannon says.\u003c/p>\n\u003cp>For Musallam, that’s all part of how he sees his job as an educator.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I’m here to serve my students,” he says. “If we can leverage cell phones in a way that’s meaningful, I’m going to do it.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_21324\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/img_8517-2/\" rel=\"attachment wp-att-21324\">\u003cimg class=\"size-large wp-image-21324\" title=\"IMG_8517\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_85171-620x356.jpg\" alt=\"\" width=\"620\" height=\"356\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A.P. Chemistry students use their cell phones to answer their teacher's question.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When we talk about using cell phones in class, we’re not just talking about using cell phones in class.\u003c/p>\n\u003cp>The idea of mobile learning touches on just about every subject that \u003cem>any\u003c/em> technology addresses: social media, digital citizenship, content-knowledge versus skill-building, Internet filtering and safety laws, teaching techniques, bring-your-own-device policies, school budgets.\u003c/p>\n\u003cp>At its core, the issues associated with mobile learning get to the very fundamentals of what happens in class everyday. At their best, cell phones and mobile devices seamlessly facilitate what students and teachers already do in thriving, inspiring classrooms. Students communicate and collaborate with each other and the teacher. They apply facts and information they’ve found to formulate or back up their ideas. They create projects to deepen their understanding, association with, and presentation of ideas.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>Guide to Mobile Learning\u003c/h5>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Mobile-Mind-Shift-Icon1.png\">\u003cimg class=\"alignleft size-thumbnail wp-image-20803\" title=\"Mobile Mind Shift Icon\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Mobile-Mind-Shift-Icon1-140x140.png\" alt=\"\" width=\"86\" height=\"86\">\u003c/a>\u003c/p>\n\u003cp>This is part four of a series exploring mobile learning co-produced by \u003ca title=\"MindShift\" href=\"../\">MindShift\u003c/a> and \u003ca title=\"Spotlight on Digital Media & Learning\" href=\"http://spotlight.macfound.org/\">Spotlight on Digital Media & Learning\u003c/a>.\u003c/p>\n\u003cp>Other posts in this series include:\u003c/p>\n\u003cul>\n\u003cli>\u003ca title=\"Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?\" href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">Amidst a Mobile Revolution in Schools\u003cbr>\n\u003c/a>\u003ca title=\"Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?\" href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">Will Old Teaching Tactics Work?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/in-the-digital-age-welcoming-cell-phones-in-the-class/\">In the Digital Age, Welcoming Cell Phones in the Class\u003c/a>\u003ca title=\"Welcoming Mobile: More Districts Are Rewriting Acceptable Use Policies, Embracing Smartphones and Social Media in Schools\" href=\"http://spotlight.macfound.org/featured-stories/entry/welcoming-mobile-rewriting-acceptable-use-smartphones-and-social-media/\">.\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/augmented-reality-coming-soon-to-a-school-near-you/\">Augmented Reality, Coming Soon to a School Near You\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>In the most ideal class settings, mobile devices disappear into the background, like markers and whiteboards, pencil and paper – not because they’re \u003cem>not\u003c/em> being used, but because they’re simply tools, a means to an end. The “end” can be any number of things: to gauge student understanding of a concept, to capture notes and ideas to be used and studied later, to calculate, to communicate, to express ideas.\u003c/p>\n\u003cp>\u003cstrong>WHEN IT WORKS\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In Ramsey Musallam’s A.P. Chemistry class at Sacred Heart Cathedral Preparatory in San Francisco, cell phones are a natural extension of the way he communicates with his students.\u003c/p>\n\u003cp>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, 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\u003caside class=\"pullquote alignright\">\n\u003cp>\"I want it to be as rich and as visual as possible. I want them to see things, not just know it.”\u003c/p>\n\u003c/aside>\n\u003cp>Once the class settles in and things are rolling along, the steady hum gets louder when kids are excited or working together, then quieter again when they’re working out problems on their individual little whiteboards (to be clear, these are not digital).\u003c/p>\n\u003cp>Musallam constantly walks around, sending out directives – “Write the answer on your table!” ““I \u003c!--more-->want you guys to come up with an answer now, and text it in,” “What’s the ridonculous choice out of all these answers here?\"\u003c/p>\n\u003cp>Students work in groups, and when they have a question, they call him over. He arrives with iPad in hand and records his voice and his writing on the iPad, which he immediately uploads to the class website so other students can benefit from the explanations instantaneously. (This, by the way, is another form of flipped teaching, he says.)\u003c/p>\n\u003cp>“This way, if I need to explain a common question, everyone can access it,” he says. “I don’t have to repeat myself going from group to group.” But rather than stop what everybody else is doing so he can explain a concept, students can watch the video he just created if they need to. “I’ll just tell them to look at the online tutorials to find out about common questions,” he says.\u003c/p>\n\u003cfigure id=\"attachment_21304\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/img_8535/\" rel=\"attachment wp-att-21304\">\u003cimg class=\"size-medium wp-image-21304\" title=\"IMG_8535\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8535-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Ramsey Musallam considers the online poll reflecting his students' answers.\u003c/figcaption>\u003c/figure>\n\u003cp>During class, he asks students to take a multiple-choice quiz and send in their answers through a poll on their cell phones. The students’ votes are immediately displayed on the projector that’s hooked up to Musallam’s laptop.\u003c/p>\n\u003cp>This is key, Musallam says, because seeing the answers that get the most votes makes a big impression on his students. “If they all held up note cards that said their answers -- A,B,C or D -- the visual of the ‘distractors’ [the wrong answers] wouldn’t be as powerful,” he says. “And this makes the experience more immediate. I want it to be as rich and as visual as possible. I want them to see things, not just know it.”\u003c/p>\n\u003cp>Musallam can list a litany of reasons why and how mobile devices spice things up in class. “The data integration wouldn’t be as rich, the experience wouldn’t be as dynamic, the cognitive load is higher,” he says. But even though all but one of his students have cell phones and use them for polling and instantaneous quizzing, it’s clear that they would be just as rapt in the classroom activities without them; they’re not necessarily fixated on the fact that they’re using cell phones or that they’re seeing instantaneous results of their polls. Their eyes and ears are on him.\u003c/p>\n\u003cp>What makes Musallam’s class an interesting case study is that his teaching practice is based on a specific technique: he incorporates peer-instruction and inquiry-based learning, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/dont-lecture-me-rethinking-how-college-students-learn-2/\">mirroring Harvard professor Eric Mazur\u003c/a>. The videos and polls just help support that.\u003c/p>\n\u003cp>“I’m using it in the context of peer instruction, which is research based. You get anonymous feedback, which is great, and kids see all that information condensed,” he says. “Sometimes it’s just cute and fun and that wears off. But much more often, it’s more efficient and meaningful, and it makes the classroom feel like a bigger place.”\u003c/p>\n\u003cp>Seventh-grade history teacher James Sanders, who teaches at Kipp San Francisco Bay Academy, makes the analogy of the cell phone as a tool being used in a modern-day shop class: It makes things a lot easier.\u003c/p>\n\u003cfigure id=\"attachment_21306\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/img_8600/\" rel=\"attachment wp-att-21306\">\u003cimg class=\"size-medium wp-image-21306\" title=\"IMG_8600\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8600-300x450.jpg\" alt=\"\" width=\"300\" height=\"450\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">As Mussallam writes on the iPad, it's being shown on the projector.\u003c/figcaption>\u003c/figure>\n\u003cp>Though every student in his history class has a Google Chromebook, only 60 percent have what he calls “smarter” phones, and many have iPod Touches. So he has students work in groups of three or four.\u003c/p>\n\u003cp>Using \u003ca href=\"http://www.socrative.com/quizzes\">Socrative\u003c/a>, an app that shows real-time poll results for both multiple-choice and short-answer quizzes, he challenges his students at the end of class to answer specific questions in order to get a broad look at whether they understood the concepts discussed that day.\u003c/p>\n\u003cp>But with subjective topics like world history, and a challenge like “Write one or two sentences why the Aztec Empire fell,” how can students convey a deep, meaningful understanding in just a couple of sentences?\u003c/p>\n\u003cp>“Writing concise paragraphs explaining complex concepts is incredibly powerful,” Sanders says, adding that the class also works on research papers and projects around historical characters in addition to these short polls.\u003c/p>\n\u003cp>The tool also allows students to read each others' responses, which allows for a “deeper level of analysis,” he says. “I can ask them to write their answers on paper, submit it, review it myself, and then choose one or two to highlight in class, but the idea of having these tools is that it augments our skills as teachers. To be able to ask a question of 30 students and get response instantaneously just speeds up the learning process, rather than waiting for individual students to respond.”\u003c/p>\n\u003cp>\u003cstrong>IS IT WORTHWHILE?\u003c/strong>\u003c/p>\n\u003cp>But for every teacher who’s able to seamlessly integrate cell phones and other mobile devices, there’s another who doesn’t see the transformation as easily. Paul Barnwell, who now teaches English and digital media at Fern Creek Traditional High School in Louisville, Kentucky, decided to stop using cell phones in class after giving it a go with an eighth-grade class.\u003c/p>\n\u003cp>Barnwell bucked the school’s policy and used Poll Everywhere for both multiple-choice and open-ended exit poll questions. About three-quarters of the students had cell phones at the time.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Writing concise paragraphs explaining complex concepts is incredibly powerful.\"\u003c/p>\n\u003c/aside>\n\u003cp>“The kids were pumped up to use their taboo devices,” he says. “After a few trials, they quickly understood how to submit their answers, and the engagement factor was high since their responses popped up onto the projected screen.”\u003c/p>\n\u003cp>But he was uneasy with excluding those who didn’t have a phone or the ability to text. And, he said, some of the “class clowns” took advantage of the anonymity of the polling to text inappropriate statements.\u003c/p>\n\u003cp>“I decided it wasn’t worth the time or the hassle,” he says.\u003c/p>\n\u003cp>Barnwell doesn’t like the idea of letting students Tweet information to a common address and hasn’t found an application that “promotes efficient ‘best practice’ yet. “But I'm also not seeking it out,” he says, adding that because he’s got 10 desktop computers in his current class, students can use them for research projects and looking up facts online.\u003c/p>\n\u003cp>Barnwell hasn’t given up completely on cell phones, though. “If I can plan a lesson to ensure that high-level thinking is encouraged and greater participation, I might try phones again,” he says. “As far as polling and other simple uses, I see little benefit at this point. I can't stand how most teenagers thoughtlessly and even belligerently use Twitter.”\u003c/p>\n\u003cp>\u003cstrong>TEACHING DIGITAL CITIZENSHIP\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>It’s not uncommon for kids to use cell phones for inappropriate behavior at school. But some believe that when students misuse the devices at school, teachers must step in.\u003c/p>\n\u003cp>“It’s our responsibility as educators to teach kids how to interact with the world,” Sanders says. “Those interpersonal human conversations are incredibly valuable.”\u003c/p>\n\u003cfigure id=\"attachment_21307\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/img_8590/\" rel=\"attachment wp-att-21307\">\u003cimg class=\"size-medium wp-image-21307\" title=\"IMG_8590\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/IMG_8590-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Cell phones are just another tool, like pen and paper.\u003c/figcaption>\u003c/figure>\n\u003cp>At Sacred Heart, where Ramsey Musallam teaches, the school's cell phone policy is shifting, as they try to sort out their social policies.\u003c/p>\n\u003cp>“Right now, kids can’t use cell phones unless a teacher instructs them, but that’s evolving,” says principal Gary Cannon. But if kids are using them to take pictures, they’re not reprimanded by faculty.\u003c/p>\n\u003cp>The staff fully recognizes that the cell phone is just a tool. Twitter and texting are just tools used to say or do what might happen in the hallways and dining halls regardless.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>“The challenge is giving them a sense of a digital footprint,” Cannon says.\u003c/p>\n\u003cp>For Musallam, that’s all part of how he sees his job as an educator.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Your Old Mobile Phone: The Perfect Holiday Gift",
"title": "Your Old Mobile Phone: The Perfect Holiday Gift",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-17168\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/iphone-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003cp>Hand-me-downs have a certain stigma, at least when it comes to clothes and toys. But finding a second life for gadgets like smartphones and tech devices is easy -- especially when the recipients are kids.\u003c/p>\n\u003cp>A recent \u003ca href=\"http://www.businesswire.com/news/home/20111129005389/en/PBS-KIDS%E2%80%99-Top-Tips-Hand-Me-Down-Tech-Gifts\">PBS KIDS survey\u003c/a> of parents of 2- to 10-year-olds found that kids will be the gleeful recipients of their parents' early-generation devices. Plan to gift the new iPhone 4S to your spouse this holiday? Your nine-year-old has a great idea for what to do with your 3GS. Is your four-year-old laptop running slow? More than likely there's at least one kid in the household who would manage to find a way to deal with its slow speed, so long as it can access the Internet.\u003c/p>\n\u003cp>If that's your tack, you won't be alone. According to the survey, 54 percent of parents said they'd pass along old computers and 38 percent said their kids would be the beneficiaries of their old mobile devices this holiday.\u003c/p>\n\u003cp>But it's important to prep the devices before the hand-off, PBS Kids says. Erasing your own data, adding educational apps and sites, and securing the Internet will help guide kids towards the \u003c!--more-->smartest use of these devices.\u003c/p>\n\u003cp>PBS Kids advises the following:\u003c/p>\n\u003cblockquote>\n\u003col>\n\u003cli>\u003cstrong>SWEEP IT\u003c/strong>: All devices should be cleaned of any content including personal files, credit card information, etc. before handing down to kids. Parents should swipe all their browser “cookies” and perform an application sweep.\u003c/li>\n\u003cli>\u003cstrong>SECURE IT:\u003c/strong> There are parental controls on most tech devices that can turn certain features on and off. Settings on the iPhone, for example, that can be restricted include explicit song titles, Internet browser, YouTube, iTunes and the camera.\u003c/li>\n\u003cli>\u003cstrong>SET LIMITS:\u003c/strong> As with any new toy, parents should set expectations and limitations with their kids when the device is handed down, and should encourage other forms of learning and play beyond the screen.\u003c/li>\n\u003cli>\u003cstrong>FIND THE RIGHT APPS:\u003c/strong> A good app is the perfect combination of education and entertainment, and should be appropriate for your child’s age and stage of development. Avoid apps that try to sell: Apps labeled “lite” or “free” often attempt to make money by trying to sell virtual items while a child is playing a game, or link to another related app that requires payment to download. Select apps from trusted, reliable sources, and make sure that they are not trying to market to your child.\u003c/li>\n\u003c/ol>\n\u003c/blockquote>\n\u003cp>It comes as no surprise that the survey also found that 74 percent of parents rank the educational value of an app as a top reason for purchasing it. But plodding through the thousands of apps labeled educational is cumbersome, leaving parents to wonder \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/how-do-you-find-good-educational-apps/\">what makes a good app\u003c/a>? There are rating systems, and plenty of sites that offer advice and references, but according to the survey, 49 percent of parents defer to other parents to decide which is best for their kids.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Take a look at your smartphone or tablet. What percentage of your apps are for your kids? If you're among the 30 percent of those surveyed, a quarter of them; but if you're among the 16 percent of parents, a full half of those apps has got your kid's fingerprints all over it.\u003c/p>\n\u003cp>\u003cem>Read more:\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/how-do-you-find-good-educational-apps/\">How Do You Find Good Educational Apps?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/what-would-you-pay-for-a-great-educational-app/\">What Would You Pay for a Great Learning App?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/finding-value-in-mobile-learning-apps/\">Finding Value in Mobile Learning Apps\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-17168\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/iphone-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003cp>Hand-me-downs have a certain stigma, at least when it comes to clothes and toys. But finding a second life for gadgets like smartphones and tech devices is easy -- especially when the recipients are kids.\u003c/p>\n\u003cp>A recent \u003ca href=\"http://www.businesswire.com/news/home/20111129005389/en/PBS-KIDS%E2%80%99-Top-Tips-Hand-Me-Down-Tech-Gifts\">PBS KIDS survey\u003c/a> of parents of 2- to 10-year-olds found that kids will be the gleeful recipients of their parents' early-generation devices. Plan to gift the new iPhone 4S to your spouse this holiday? Your nine-year-old has a great idea for what to do with your 3GS. Is your four-year-old laptop running slow? More than likely there's at least one kid in the household who would manage to find a way to deal with its slow speed, so long as it can access the Internet.\u003c/p>\n\u003cp>If that's your tack, you won't be alone. According to the survey, 54 percent of parents said they'd pass along old computers and 38 percent said their kids would be the beneficiaries of their old mobile devices this holiday.\u003c/p>\n\u003cp>But it's important to prep the devices before the hand-off, PBS Kids says. Erasing your own data, adding educational apps and sites, and securing the Internet will help guide kids towards the \u003c!--more-->smartest use of these devices.\u003c/p>\n\u003cp>PBS Kids advises the following:\u003c/p>\n\u003cblockquote>\n\u003col>\n\u003cli>\u003cstrong>SWEEP IT\u003c/strong>: All devices should be cleaned of any content including personal files, credit card information, etc. before handing down to kids. Parents should swipe all their browser “cookies” and perform an application sweep.\u003c/li>\n\u003cli>\u003cstrong>SECURE IT:\u003c/strong> There are parental controls on most tech devices that can turn certain features on and off. Settings on the iPhone, for example, that can be restricted include explicit song titles, Internet browser, YouTube, iTunes and the camera.\u003c/li>\n\u003cli>\u003cstrong>SET LIMITS:\u003c/strong> As with any new toy, parents should set expectations and limitations with their kids when the device is handed down, and should encourage other forms of learning and play beyond the screen.\u003c/li>\n\u003cli>\u003cstrong>FIND THE RIGHT APPS:\u003c/strong> A good app is the perfect combination of education and entertainment, and should be appropriate for your child’s age and stage of development. Avoid apps that try to sell: Apps labeled “lite” or “free” often attempt to make money by trying to sell virtual items while a child is playing a game, or link to another related app that requires payment to download. Select apps from trusted, reliable sources, and make sure that they are not trying to market to your child.\u003c/li>\n\u003c/ol>\n\u003c/blockquote>\n\u003cp>It comes as no surprise that the survey also found that 74 percent of parents rank the educational value of an app as a top reason for purchasing it. But plodding through the thousands of apps labeled educational is cumbersome, leaving parents to wonder \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/how-do-you-find-good-educational-apps/\">what makes a good app\u003c/a>? There are rating systems, and plenty of sites that offer advice and references, but according to the survey, 49 percent of parents defer to other parents to decide which is best for their kids.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Take a look at your smartphone or tablet. What percentage of your apps are for your kids? If you're among the 30 percent of those surveyed, a quarter of them; but if you're among the 16 percent of parents, a full half of those apps has got your kid's fingerprints all over it.\u003c/p>\n\u003cp>\u003cem>Read more:\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/how-do-you-find-good-educational-apps/\">How Do You Find Good Educational Apps?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/what-would-you-pay-for-a-great-educational-app/\">What Would You Pay for a Great Learning App?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/finding-value-in-mobile-learning-apps/\">Finding Value in Mobile Learning Apps\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/mobile-learning-are-we-on-the-cusp-of-something-big/1442244452_3ef578b633_z-2/\" rel=\"attachment wp-att-13875\">\u003cimg class=\"size-medium wp-image-13875\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/1442244452_3ef578b633_z-300x226.jpg\" alt=\"\" width=\"300\" height=\"226\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:From_Ko\u003c/p>\n\u003c/div>\n\u003cp>Last week, a \u003ca href=\"http://pewinternet.org/Reports/2011/Cell-Phones.aspx\"> study by the \u003c/a>\u003ca href=\"http://pewinternet.org/Reports/2011/Cell-Phones.aspx\">Pew Internet and American Life Project\u003c/a> found that cellphones have become \"near ubiquitous\": 83% of American adults own one. Over half of all adult mobile phone owners had used their phones at least once to get information they needed right away. And more than a quarter said that they had experienced a situation in the previous month in which they had trouble doing something because they did not have their phones at hand.\u003c/p>\n\u003cp>The findings of this Pew research -- the reliance of adults on their cellphones -- stands in sharp contrast to the policies of many schools, where cellphones remained banned or restricted. Students likely have these same needs as adults: to get online and find information they need right away. But often students are banned from using their cell phones in schools, something that students themselves list as \u003ca href=\"http://www.tomorrow.org/speakup/speakup_reports.html\">one of the greatest obstacles\u003c/a> they face in using technology in the classroom.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Students are \"asked to do research on a desktop computer that absolutely has less processing power than the computer in their pocket.\"\u003c/aside>\n\u003cp>For many schools, these are formal rules, written in school policy or in student handbooks. But as phones become like more extended appendages in everyone's lives, schools are rethinking their policies. \u003ca href=\"https://plus.google.com/108741250435676131889/posts/9ovYDdCZzAB\">MindShift asked\u003c/a> teachers how or whether these rules were changing and received some interesting feedback.\u003c/p>\n\u003cp>Educator Nilda Vargas reported that students can use cell phones to access their online books, while teacher Shekema Silveri replied that although she requires cell phone usage in her class, the school policy against it hasn't changed. \"Most teachers are still afraid of cell phones in the classroom because they know little about how to use them as a tool for learning,\" she wrote on \u003ca href=\"http://www.facebook.com/MindShift.KQED\">MindShift's Facebook page\u003c/a>.\u003c!--more-->\u003c/p>\n\u003cp>High school teacher Kim Ibarra said that her school has gone from a \"no cell phones in school at all -- not even in the hallways or at lunch\" policy about four to five years ago, to \"cell phone usage in the classroom \u003cem>if\u003c/em> the teacher has asked for permission ahead of time with an explanation of what will be done and why it is necessary\" about two years ago, to \"cell phones can be used in the classroom if the teacher has students using them for educational purposes\" last year, and back to the more prohibitive \"students may use cell phones in the school only at lunch in a specified area\" -- the policy for this upcoming year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Many teachers noted that written policies don't always mirror informal policies, and thatthere's a groundswell of those who recognize that cellphones need not be seen solely as distractions or as ways for students to cheat. More educators are realizing that cell phones can enhance learning.\u003c/p>\n\u003cp>High school teacher Jamie Williams describes his school's policy regarding cell phones:\u003c/p>\n\u003cblockquote>\u003cp>\"My high school's policy is cell phones should be off and out of sight. If seen, they are taken and the student is written up. Our handbook says students may use phones with teacher permission. I'm a huge tech nerd and make my students use their phones throughout my class. My biggest gripe is that most students have these great smartphones and barely use the device to a tenth of their potential.\u003c/p>\u003c/blockquote>\n\u003cp>Williams teaches art and technology classes. For his art class, he asks students to use photos they've taken on their cell phones as the basis for paintings they'll create. During tests, Williams allows his students to use both their handwritten notes and those they've saved on their phones. In his video class, most students have phones capable of shooting in high definition, and use them for projects. This year, he's hoping to make a large-scale mosaic of student life created solely from cell phone images.\u003c/p>\n\u003cp>Williams notes that it's difficult for students to have to go from one class where they're expected to make full use of their phones to another in which the phone has to be off and hidden. He also points to the irony that in a lot of these latter classes, students are \"asked to do research on a desktop computer that absolutely has less processing power than the computer in their pocket.\"\u003c/p>\n\u003cp>And that's probably one of the most important observations: many students already carry a powerful computing device in their pockets, while oftentimes much of the technology hardware at schools is woefully out-of-date. By allowing cellphones, schools may find they have equipped students with better devices -- with devices that work as calculators, cameras, video cameras, books, and notebooks, for example -- at no or low cost to the school.\u003c/p>\n\u003cp>Cellphones are, of course, just one piece of a BYOD (Bring Your Own Device) program, and this \u003ca href=\"http://byod.wikispaces.com/\">wiki\u003c/a> created by Manitoba educator Darren Kuropatwa gives some tips on how to prepare for and take advantage of cell phones and other devices brought into the classroom from home.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But the biggest obstacle remains the attitudes of those educators and administrators who still frown on the devices and fear their usage, who confiscate them from students, who see them as a distraction rather than a powerful tool for learning. It's clear that schools must come up with an acceptable use policy for cellphones in the classroom. But as more adults indicate that they're \"lost\" without their cellphones, it hardly seems acceptable that we ban students' access to the devices.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/mobile-learning-are-we-on-the-cusp-of-something-big/1442244452_3ef578b633_z-2/\" rel=\"attachment wp-att-13875\">\u003cimg class=\"size-medium wp-image-13875\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/1442244452_3ef578b633_z-300x226.jpg\" alt=\"\" width=\"300\" height=\"226\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:From_Ko\u003c/p>\n\u003c/div>\n\u003cp>Last week, a \u003ca href=\"http://pewinternet.org/Reports/2011/Cell-Phones.aspx\"> study by the \u003c/a>\u003ca href=\"http://pewinternet.org/Reports/2011/Cell-Phones.aspx\">Pew Internet and American Life Project\u003c/a> found that cellphones have become \"near ubiquitous\": 83% of American adults own one. Over half of all adult mobile phone owners had used their phones at least once to get information they needed right away. And more than a quarter said that they had experienced a situation in the previous month in which they had trouble doing something because they did not have their phones at hand.\u003c/p>\n\u003cp>The findings of this Pew research -- the reliance of adults on their cellphones -- stands in sharp contrast to the policies of many schools, where cellphones remained banned or restricted. Students likely have these same needs as adults: to get online and find information they need right away. But often students are banned from using their cell phones in schools, something that students themselves list as \u003ca href=\"http://www.tomorrow.org/speakup/speakup_reports.html\">one of the greatest obstacles\u003c/a> they face in using technology in the classroom.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Students are \"asked to do research on a desktop computer that absolutely has less processing power than the computer in their pocket.\"\u003c/aside>\n\u003cp>For many schools, these are formal rules, written in school policy or in student handbooks. But as phones become like more extended appendages in everyone's lives, schools are rethinking their policies. \u003ca href=\"https://plus.google.com/108741250435676131889/posts/9ovYDdCZzAB\">MindShift asked\u003c/a> teachers how or whether these rules were changing and received some interesting feedback.\u003c/p>\n\u003cp>Educator Nilda Vargas reported that students can use cell phones to access their online books, while teacher Shekema Silveri replied that although she requires cell phone usage in her class, the school policy against it hasn't changed. \"Most teachers are still afraid of cell phones in the classroom because they know little about how to use them as a tool for learning,\" she wrote on \u003ca href=\"http://www.facebook.com/MindShift.KQED\">MindShift's Facebook page\u003c/a>.\u003c!--more-->\u003c/p>\n\u003cp>High school teacher Kim Ibarra said that her school has gone from a \"no cell phones in school at all -- not even in the hallways or at lunch\" policy about four to five years ago, to \"cell phone usage in the classroom \u003cem>if\u003c/em> the teacher has asked for permission ahead of time with an explanation of what will be done and why it is necessary\" about two years ago, to \"cell phones can be used in the classroom if the teacher has students using them for educational purposes\" last year, and back to the more prohibitive \"students may use cell phones in the school only at lunch in a specified area\" -- the policy for this upcoming year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Many teachers noted that written policies don't always mirror informal policies, and thatthere's a groundswell of those who recognize that cellphones need not be seen solely as distractions or as ways for students to cheat. More educators are realizing that cell phones can enhance learning.\u003c/p>\n\u003cp>High school teacher Jamie Williams describes his school's policy regarding cell phones:\u003c/p>\n\u003cblockquote>\u003cp>\"My high school's policy is cell phones should be off and out of sight. If seen, they are taken and the student is written up. Our handbook says students may use phones with teacher permission. I'm a huge tech nerd and make my students use their phones throughout my class. My biggest gripe is that most students have these great smartphones and barely use the device to a tenth of their potential.\u003c/p>\u003c/blockquote>\n\u003cp>Williams teaches art and technology classes. For his art class, he asks students to use photos they've taken on their cell phones as the basis for paintings they'll create. During tests, Williams allows his students to use both their handwritten notes and those they've saved on their phones. In his video class, most students have phones capable of shooting in high definition, and use them for projects. This year, he's hoping to make a large-scale mosaic of student life created solely from cell phone images.\u003c/p>\n\u003cp>Williams notes that it's difficult for students to have to go from one class where they're expected to make full use of their phones to another in which the phone has to be off and hidden. He also points to the irony that in a lot of these latter classes, students are \"asked to do research on a desktop computer that absolutely has less processing power than the computer in their pocket.\"\u003c/p>\n\u003cp>And that's probably one of the most important observations: many students already carry a powerful computing device in their pockets, while oftentimes much of the technology hardware at schools is woefully out-of-date. By allowing cellphones, schools may find they have equipped students with better devices -- with devices that work as calculators, cameras, video cameras, books, and notebooks, for example -- at no or low cost to the school.\u003c/p>\n\u003cp>Cellphones are, of course, just one piece of a BYOD (Bring Your Own Device) program, and this \u003ca href=\"http://byod.wikispaces.com/\">wiki\u003c/a> created by Manitoba educator Darren Kuropatwa gives some tips on how to prepare for and take advantage of cell phones and other devices brought into the classroom from home.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But the biggest obstacle remains the attitudes of those educators and administrators who still frown on the devices and fear their usage, who confiscate them from students, who see them as a distraction rather than a powerful tool for learning. It's clear that schools must come up with an acceptable use policy for cellphones in the classroom. But as more adults indicate that they're \"lost\" without their cellphones, it hardly seems acceptable that we ban students' access to the devices.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "10 Major Mobile Learning Trends to Watch For",
"title": "10 Major Mobile Learning Trends to Watch For",
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"content": "\u003cfigure id=\"attachment_14120\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-14120\" title=\"photo2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/photo2-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003cfigcaption class=\"wp-caption-text\">Mobile devices in education are becoming more ubiquitous.\u003c/figcaption>\u003c/figure>\n\u003cp>Technology has been used in the classroom for decades now. But with the advent of cloud computing and the proliferation of smaller, more portable computers and Internet-capable devices, it's now possible to bring the classroom into the technology instead. \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mobile-learning/\">Mobile learning\u003c/a>, focuses on learning through mobile devices, allowing learners to move about in a classroom or remotely learn from the location of their choice. The movement has gained a lot of steam in recent years, and despite some criticisms, isn't likely to fade fast – especially as new technologies that make mobile learning more practical continue to emerge and the popularity of remote learning opportunities like \u003ca href=\"http://www.onlinecollege.org/\">online colleges\u003c/a> continue to grow.\u003c/p>\n\u003cp>While the applications of mobile learning are growing all the time, \u003ca href=\"http://www.onlinecollege.org/2011/07/05/10-major-mobile-learning-trends-to-watch-for/\">Online College\u003c/a> has highlighted some of the major trends here, showing the changes in how we teach, learn and interact in educational environments.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>\u003ca href=\"http://identiture.com/2011/01/how-museums-are-enhancing-the-visitor-experience-using-digital-integration\">Location-based integration\u003c/a>.\u003c/strong> Mobile learning has taken to the streets, with technologies that allow for seamless integration with a wide range of locations. One of the best uses of this technology has been within museums, where visitors can use a mobile device to listen to information about items in the museum's collection. \u003ca href=\"http://philanthropy.com/blogs/social-philanthropy/using-mobile-phones-to-guide-museum-visitors/25880\">The American Museum of Natural History\u003c/a> in New York is one museum with an especially rich mobile tool, guiding users turn-by-turn to the best pieces in the museum's collection and enhancing the experience of visiting. Of course, mobile integration isn't just for museums. Some colleges are using it to create \u003ca href=\"http://admissions.calpoly.edu/_admiss/visit/selfguided.html\">high-tech tours\u003c/a> for visiting students and their families. With millions of smartphone users and the number growing larger each year, this trend is likely to grow as more businesses and organizations work to enrich the patron experience.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.mnn.com/green-tech/gadgets-electronics/stories/amazon-kindle-ebooks-outselling-print-books\">The domination of ebooks\u003c/a>\u003c/strong>. Amazon is one of the biggest retailers of books, but in the past year, their sales of ebooks has outstripped that of traditional books. The same holds true for bookselling giant \u003ca href=\"http://techland.time.com/2011/06/22/barnes-noble-ebooks-outsell-print-books-three-to-one\">Barnes and Noble\u003c/a>. The ebook is steadily becoming a popular part of everyday life for many Americans, and the digital book is slowly making its way into the classroom as well. Some states, like \u003ca href=\"http://www.guardian.co.uk/world/2009/jun/09/arnold-schwarzenegger-school-textbooks-ebooks\">California\u003c/a>, have proposed replacing student textbooks with ebooks. Not only could it be a big money saver, it may help eliminate the problem of student textbooks becoming quickly outdated as new discoveries are made, something every teacher and child can appreciate.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.cloudave.com/1790/how-cloud-computing-can-help-school-education\">Cloud computing in schools\u003c/a>. \u003c/strong>Cloud computing is a big buzzword these days, with tech companies like Microsoft and Apple pushing their devices and applications — and schools haven't ignored the hype. Schools are increasingly looking to cloud computing as a way to provide access to information and to close budget gaps. An inexpensive solution, cloud computing is becoming the norm everywhere from grade schools to grad schools, perhaps because it is not only simple to use, but mobile as well. Information on the cloud, whether for lesson plans or class projects, can be accessed from anywhere, anytime and on any mobile device. In an increasingly mobile world and classroom, cloud computing is more than just a trend, and is likely to become the standard in information management over the next decade.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.infosavvygroup.com/blogpost.cfm?blogID=1925\">Bring-your-own-device classrooms\u003c/a>\u003c/strong>. Since most kids these days already have access to a mobile device, schools are seizing the opportunity to turn these gadgets from distractions into learning tools by incorporating these devices into classroom lessons and projects. From mobile phones to laptop computers, teachers and students are increasingly bringing technology to the classroom, and in many school districts, it's being put to good use. \u003ca href=\"http://www.eschoolnews.com/2010/06/28/survey-reveals-factors-in-ed-tech-success\">Numerous studies\u003c/a> have highlighted the benefits of one-to-one computing programs in raising test scores and increasing college attendance, but with many districts strapped for cash and unable to provide devices for each student, this isn't always a possibility. The solution may be found in asking students to bring their own devices to class, cutting back on the number of mobile devices the school needs to provide while still enhancing the learning experience.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.tltgroup.org/resources/collab_distance.html\">Online collaborative learning\u003c/a>. \u003c/strong>There aren't a lot of places these days that are devoid of an Internet connection, and many people can now access the web from, well, anywhere they can get a cell phone signal. Schools are embracing the web as a learning tool in a variety of ways, but one particularly exciting one has been the growth of online collaborative learning. This can mean a variety of things, but in many cases it involves students each participating in a project on the web. Numerous classrooms have taken to collaboratively \u003ca href=\"http://web20intheclassroom.blogspot.com/2008/10/ways-to-use-blogs-in-your-classroom-and.html\">blogging\u003c/a> about projects and ideas in the classroom. Others have produced their own podcasts. Still others ask students to work together to create a multimedia website. These kinds of projects not only help students learn to work together, but educate them on technological tools they'll need to use in their academic and professional lives. The popularity of these kinds of lessons isn't likely to fade anytime soon.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://blog.nj.com/north_american_precis_syndicate/2010/05/tablet_computers_find_a_home_in_the_classroom.html\">The rise of the tablet\u003c/a>.\u003c/strong> Tablet computers come in many shapes and sizes, but as they grow smaller and more portable, they are becoming a fairly common addition to the American classroom. The iPad has been one such tablet device that has shown a lot of popularity and promise in recent years in the classroom. Great for doing everything from studying the periodic table to playing educational games, the app-based device has been a \u003ca href=\"http://www.nytimes.com/2011/01/05/education/05tablets.html?_r=2\">big trend\u003c/a> in schools across the nation, with many shelling out millions to provide students with access to the devices. While some debate the effectiveness of tablet computers as a learning tool, experimentation with them in the classroom has had largely positive results from both teachers and students.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://teachwithyouripad.wikispaces.com/Classroom+Management\">Online class management\u003c/a>. \u003c/strong>Online class management systems like Moodle and Blackboard have grown exponentially in their number of users in recent years. Part of the popularity stems from the ability to not only access and update student records from a computer, but from mobile devices like a phone or an iPad as well. Students, teachers and parents alike can easily check grades, upload assignments and check on homework through the assessment tools, making them not only more accessible, but more practical for anyone involved in the educational process.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.smartsims.com/news/Mobile-Learning-in-Education\">Social media for education\u003c/a>.\u003c/strong> When it was first created, Facebook was solely a place for students to connect with one another. Today, just about everyone has a profile on the site, and it's being used for a lot more than just rehashing weekend parties. In fact, many educators have begun using it as a way to connect with students, spark discussion and relay important assignment information. With the majority of college students able to access the site from their phones or other mobile devices, students have no excuse not to get involved in class, no matter where they are or how busy they may be. While social media in education is still tricky territory, as sites like \u003ca href=\"http://mashable.com/2010/03/01/twitter-classroom\">Twitter\u003c/a> and Facebook evolve, the ways they're used in the classroom will likely become more refined and potentially more powerful in creating a better educational experience.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://abelardopardo.blogspot.com/2007/10/size-does-matter-snack-learning.html\">Snack learning\u003c/a>.\u003c/strong> One of the criticisms of the digital generation is that they have short attention spans. However true or untrue this may be, educators are taking note and developing learning tools that offer up snack sized bits of learning for students on the go. These single-serve educational bites may make it easier for students to tackle the ever-increasing amount of information they need to know, from mastering a programming language to learning the basics of American history and just about everything in between. Mobile devices are a perfect extension of this concept, allowing learners to engage in short bursts of learning while waiting in line, on the bus or sitting on the couch.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.tlnt.com/2011/03/24/new-study-shows-how-mobile-learning-has-goes-mainstream\">Mobile learning in workplace training\u003c/a>.\u003c/strong> Mobile learning isn't just catching on in schools and colleges, it's also becoming a part of the workplace training experience as well, providing information and a new format for testing understanding. With many businesses already supplying workers with smartphones for work, it makes sense to get the most out of these devices as possible. One way companies are doing this is by having experts share their expertise, either through blogs or a series of podcasts. Additionally, mobile devices are an excellent source of \u003ca href=\"http://www.upsidelearning.com/blog/index.php/2010/12/09/three-ways-to-use-mobile-devices-in-workplace-learning\">reference information\u003c/a> should an employee ever encounter a situation with which he or she isn't familiar. Performance support for employees can help reinforce their training and make for a stronger more confident workforce– something every business is undoubtedly looking to establish.\u003c/li>\n\u003c/ol>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n",
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"description": "Technology has been used in the classroom for decades now. But with the advent of cloud computing and the proliferation of smaller, more portable computers and Internet-capable devices, it's now possible to bring the classroom into the technology instead. Mobile learning, focuses on learning through mobile devices, allowing learners to move about in a classroom",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_14120\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-14120\" title=\"photo2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/photo2-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003cfigcaption class=\"wp-caption-text\">Mobile devices in education are becoming more ubiquitous.\u003c/figcaption>\u003c/figure>\n\u003cp>Technology has been used in the classroom for decades now. But with the advent of cloud computing and the proliferation of smaller, more portable computers and Internet-capable devices, it's now possible to bring the classroom into the technology instead. \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mobile-learning/\">Mobile learning\u003c/a>, focuses on learning through mobile devices, allowing learners to move about in a classroom or remotely learn from the location of their choice. The movement has gained a lot of steam in recent years, and despite some criticisms, isn't likely to fade fast – especially as new technologies that make mobile learning more practical continue to emerge and the popularity of remote learning opportunities like \u003ca href=\"http://www.onlinecollege.org/\">online colleges\u003c/a> continue to grow.\u003c/p>\n\u003cp>While the applications of mobile learning are growing all the time, \u003ca href=\"http://www.onlinecollege.org/2011/07/05/10-major-mobile-learning-trends-to-watch-for/\">Online College\u003c/a> has highlighted some of the major trends here, showing the changes in how we teach, learn and interact in educational environments.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>\u003ca href=\"http://identiture.com/2011/01/how-museums-are-enhancing-the-visitor-experience-using-digital-integration\">Location-based integration\u003c/a>.\u003c/strong> Mobile learning has taken to the streets, with technologies that allow for seamless integration with a wide range of locations. One of the best uses of this technology has been within museums, where visitors can use a mobile device to listen to information about items in the museum's collection. \u003ca href=\"http://philanthropy.com/blogs/social-philanthropy/using-mobile-phones-to-guide-museum-visitors/25880\">The American Museum of Natural History\u003c/a> in New York is one museum with an especially rich mobile tool, guiding users turn-by-turn to the best pieces in the museum's collection and enhancing the experience of visiting. Of course, mobile integration isn't just for museums. Some colleges are using it to create \u003ca href=\"http://admissions.calpoly.edu/_admiss/visit/selfguided.html\">high-tech tours\u003c/a> for visiting students and their families. With millions of smartphone users and the number growing larger each year, this trend is likely to grow as more businesses and organizations work to enrich the patron experience.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.mnn.com/green-tech/gadgets-electronics/stories/amazon-kindle-ebooks-outselling-print-books\">The domination of ebooks\u003c/a>\u003c/strong>. Amazon is one of the biggest retailers of books, but in the past year, their sales of ebooks has outstripped that of traditional books. The same holds true for bookselling giant \u003ca href=\"http://techland.time.com/2011/06/22/barnes-noble-ebooks-outsell-print-books-three-to-one\">Barnes and Noble\u003c/a>. The ebook is steadily becoming a popular part of everyday life for many Americans, and the digital book is slowly making its way into the classroom as well. Some states, like \u003ca href=\"http://www.guardian.co.uk/world/2009/jun/09/arnold-schwarzenegger-school-textbooks-ebooks\">California\u003c/a>, have proposed replacing student textbooks with ebooks. Not only could it be a big money saver, it may help eliminate the problem of student textbooks becoming quickly outdated as new discoveries are made, something every teacher and child can appreciate.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.cloudave.com/1790/how-cloud-computing-can-help-school-education\">Cloud computing in schools\u003c/a>. \u003c/strong>Cloud computing is a big buzzword these days, with tech companies like Microsoft and Apple pushing their devices and applications — and schools haven't ignored the hype. Schools are increasingly looking to cloud computing as a way to provide access to information and to close budget gaps. An inexpensive solution, cloud computing is becoming the norm everywhere from grade schools to grad schools, perhaps because it is not only simple to use, but mobile as well. Information on the cloud, whether for lesson plans or class projects, can be accessed from anywhere, anytime and on any mobile device. In an increasingly mobile world and classroom, cloud computing is more than just a trend, and is likely to become the standard in information management over the next decade.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.infosavvygroup.com/blogpost.cfm?blogID=1925\">Bring-your-own-device classrooms\u003c/a>\u003c/strong>. Since most kids these days already have access to a mobile device, schools are seizing the opportunity to turn these gadgets from distractions into learning tools by incorporating these devices into classroom lessons and projects. From mobile phones to laptop computers, teachers and students are increasingly bringing technology to the classroom, and in many school districts, it's being put to good use. \u003ca href=\"http://www.eschoolnews.com/2010/06/28/survey-reveals-factors-in-ed-tech-success\">Numerous studies\u003c/a> have highlighted the benefits of one-to-one computing programs in raising test scores and increasing college attendance, but with many districts strapped for cash and unable to provide devices for each student, this isn't always a possibility. The solution may be found in asking students to bring their own devices to class, cutting back on the number of mobile devices the school needs to provide while still enhancing the learning experience.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.tltgroup.org/resources/collab_distance.html\">Online collaborative learning\u003c/a>. \u003c/strong>There aren't a lot of places these days that are devoid of an Internet connection, and many people can now access the web from, well, anywhere they can get a cell phone signal. Schools are embracing the web as a learning tool in a variety of ways, but one particularly exciting one has been the growth of online collaborative learning. This can mean a variety of things, but in many cases it involves students each participating in a project on the web. Numerous classrooms have taken to collaboratively \u003ca href=\"http://web20intheclassroom.blogspot.com/2008/10/ways-to-use-blogs-in-your-classroom-and.html\">blogging\u003c/a> about projects and ideas in the classroom. Others have produced their own podcasts. Still others ask students to work together to create a multimedia website. These kinds of projects not only help students learn to work together, but educate them on technological tools they'll need to use in their academic and professional lives. The popularity of these kinds of lessons isn't likely to fade anytime soon.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://blog.nj.com/north_american_precis_syndicate/2010/05/tablet_computers_find_a_home_in_the_classroom.html\">The rise of the tablet\u003c/a>.\u003c/strong> Tablet computers come in many shapes and sizes, but as they grow smaller and more portable, they are becoming a fairly common addition to the American classroom. The iPad has been one such tablet device that has shown a lot of popularity and promise in recent years in the classroom. Great for doing everything from studying the periodic table to playing educational games, the app-based device has been a \u003ca href=\"http://www.nytimes.com/2011/01/05/education/05tablets.html?_r=2\">big trend\u003c/a> in schools across the nation, with many shelling out millions to provide students with access to the devices. While some debate the effectiveness of tablet computers as a learning tool, experimentation with them in the classroom has had largely positive results from both teachers and students.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://teachwithyouripad.wikispaces.com/Classroom+Management\">Online class management\u003c/a>. \u003c/strong>Online class management systems like Moodle and Blackboard have grown exponentially in their number of users in recent years. Part of the popularity stems from the ability to not only access and update student records from a computer, but from mobile devices like a phone or an iPad as well. Students, teachers and parents alike can easily check grades, upload assignments and check on homework through the assessment tools, making them not only more accessible, but more practical for anyone involved in the educational process.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.smartsims.com/news/Mobile-Learning-in-Education\">Social media for education\u003c/a>.\u003c/strong> When it was first created, Facebook was solely a place for students to connect with one another. Today, just about everyone has a profile on the site, and it's being used for a lot more than just rehashing weekend parties. In fact, many educators have begun using it as a way to connect with students, spark discussion and relay important assignment information. With the majority of college students able to access the site from their phones or other mobile devices, students have no excuse not to get involved in class, no matter where they are or how busy they may be. While social media in education is still tricky territory, as sites like \u003ca href=\"http://mashable.com/2010/03/01/twitter-classroom\">Twitter\u003c/a> and Facebook evolve, the ways they're used in the classroom will likely become more refined and potentially more powerful in creating a better educational experience.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://abelardopardo.blogspot.com/2007/10/size-does-matter-snack-learning.html\">Snack learning\u003c/a>.\u003c/strong> One of the criticisms of the digital generation is that they have short attention spans. However true or untrue this may be, educators are taking note and developing learning tools that offer up snack sized bits of learning for students on the go. These single-serve educational bites may make it easier for students to tackle the ever-increasing amount of information they need to know, from mastering a programming language to learning the basics of American history and just about everything in between. Mobile devices are a perfect extension of this concept, allowing learners to engage in short bursts of learning while waiting in line, on the bus or sitting on the couch.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.tlnt.com/2011/03/24/new-study-shows-how-mobile-learning-has-goes-mainstream\">Mobile learning in workplace training\u003c/a>.\u003c/strong> Mobile learning isn't just catching on in schools and colleges, it's also becoming a part of the workplace training experience as well, providing information and a new format for testing understanding. With many businesses already supplying workers with smartphones for work, it makes sense to get the most out of these devices as possible. One way companies are doing this is by having experts share their expertise, either through blogs or a series of podcasts. Additionally, mobile devices are an excellent source of \u003ca href=\"http://www.upsidelearning.com/blog/index.php/2010/12/09/three-ways-to-use-mobile-devices-in-workplace-learning\">reference information\u003c/a> should an employee ever encounter a situation with which he or she isn't familiar. Performance support for employees can help reinforce their training and make for a stronger more confident workforce– something every business is undoubtedly looking to establish.\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "The 7 Golden Rules of Using Technology in Schools",
"title": "The 7 Golden Rules of Using Technology in Schools",
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"content": "\u003cfigure id=\"attachment_13490\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/davidortez/5350567687/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-13490\" title=\"David Ortez\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/David-Ortez-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Sometimes teachers and administrators need a kick in the pants to see what they perceive as problems re-framed in a different way. Adam S. Bellow, author of \u003ca href=\"http://www.scribd.com/doc/19590152/The-Tech-Commandments\">The Tech Commandments\u003c/a>, and founder of \u003ca href=\"http://edutecher.net/\">eduTecher\u003c/a>, spoke to a roomful of receptive teachers at the recent\u003ca href=\"http://www.isteconference.org/2012/\"> ISTE 2011 conference\u003c/a>, and demonstrated some of the ironies and contradictions the education system is mired in. And he had some advice.\u003c/p>\n\u003cp>\u003cstrong>1) DON'T TRAP TECHNOLOGY IN A ROOM.\u003c/strong> \"When I went to school, computers were put in a room called The Lab,\" Bellow said. \"'What are they experimenting with in there, I thought.' Technology wasn't built into what we were doing. It was farmed off in a room, like it was special. Like we were learning how to code, and in case the Russians came, we'd know what to do.\" Technology should be like oxygen, Bellow said, quoting \u003ca href=\"http://www.scienceleadership.org/pages/Faculty_and_Staff\">Chris Lehmann\u003c/a>, the founding principal of Science Leadership Academy: Ubiquitous, necessary, and invisible.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We're doing kids a major disservice if we don't teach them good digital citizenship.\"\u003cstrong> \u003c/strong>\u003c/aside>\n\u003cp>\u003cstrong> \u003c/strong>\u003cstrong>2) TECHNOLOGY IS WORTHLESS WITHOUT PROFESSIONAL DEVELOPMENT. \u003c/strong>\u003cstrong> \u003c/strong>Bellow emphasized the importance of making professional development a priority, the importance of time and money being spent to educate teachers on not just an hour-long how-to session, but ways to integrate technology creatively into educators' daily teaching practice in meaningful ways. He told the story of an interactive-whiteboard training guide who made one quick appearance at a school, never to return, leaving teachers still unsure of how to use the technology. There's a world of professional development on YouTube and on Twitter, ironically sites that most schools block (see Number 4.)\u003c/p>\n\u003cp>\u003cstrong>3) MOBILE TECHNOLOGY STRETCHES A LONG WAY. \u003c/strong>\"You can get much more out of mobile tech than out of most other technology,\" Bellow said. Kids bring it to class everyday, but we tell them to turn it off as soon as they walk in. In New York City, Bellow said he watched as an agonizingly long queue of students waited for 45 minutes to pass through a metal detector and hand over their cell phones, which were then placed in individually labeled manila envelopes. \"Can we do something better with those 45 minutes?\" he asked. Cell phones can\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/\"> replace expensive reference books\u003c/a>, Flip cameras, old calculators, and the list goes on. \"Instead of buying those tools, buy an iPod Touch and it’ll be all of those things,\" he said.\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>4) THE NEW 'F WORD' IS FEAR.\u003c/strong> Not Facebook, and not the other expletive you might have expected. Schools fear everything from being replaced by gadgets (\"Any teacher who can be replaced by a robot should be,\" he said), to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/revolution-2-0-the-control-shift/\">kids knowing more about subjects than they do\u003c/a>, to collaborative Web tools\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\"> that are blocked because of a slew of acronyms \u003c/a>that haunt administrators. On one hand, \"teachers are frustrated because they feel like they're being handcuffed,\" Bellow said, due to crude filters that block out \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">all kinds of useful websites\u003c/a>. On the other hand, kids already come to school with phones that have access to everything. \"We could block Facebook, but who are we kidding? They're already on it,\" he said. \"The world is not a sterile place. Kids need to learn how to deal with it.\" And because kids have access to every kind of information at any time, they need to learn about things like \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-the-internet-affects-plagiarism/\">Creative Commons and copyright rules\u003c/a>. \"We're doing them a major disservice if we don't teach them good digital citizenship,\" he said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>5) TECH TOOLS ARE NOT JUST A PASSING FAD. \u003c/strong>Bellow said he's heard countless times from those who don’t want to take risks by finding and investing in new tools. And even when they do, they use only a fraction of the tools' potential purposes because they haven't invested enough time to figure it out (see Number 2). Bellow told the story of a school administrator who was able to buy iPads for his teachers, but is only using them to take attendance. He showed a video of a 100-year-old woman learning how to use the iPad to browse the Web, to read books, to watch videos, and how excited she was about it. \"We are natural lifelong learners,\" he said.\u003c/p>\n\u003cp>\u003cstrong>6) MONEY IS NOT THE PROBLEM. \u003c/strong>Teachers have access to thousands of free Web tools. And even if the free ones do decide to start charging, others will crop up to replace it. The point is not to be afraid of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/jumping-into-the-21st-century-one-teachers-account/\">diving in \u003c/a>(see Number 4).\u003c/p>\n\u003cp>\u003cstrong>7) INVITE EVERY STAKEHOLDER TO THE CONVERSATION. \u003c/strong>\"Who's at the table?\" Bellow asked. \"Mostly administrators, some ask teachers. But here's a novel idea. Let's have students come to the table, and parents too!\"\u003c/p>\n\u003cp>MindShift readers are familiar with these concepts, but it's great to have a tidy recap. Thanks, Mr. Bellow.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "From last year's ISTE talk by Adam Bellow that's making the rounds again: The new \"F\" word is Fear. Fear of using technology in schools, in the hands of kids. Here's why that should change.\r\n",
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"description": "From last year's ISTE talk by Adam Bellow that's making the rounds again: The new "F" word is Fear. Fear of using technology in schools, in the hands of kids. Here's why that should change.\r\n",
"title": "The 7 Golden Rules of Using Technology in Schools | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_13490\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/davidortez/5350567687/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-13490\" title=\"David Ortez\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/David-Ortez-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Sometimes teachers and administrators need a kick in the pants to see what they perceive as problems re-framed in a different way. Adam S. Bellow, author of \u003ca href=\"http://www.scribd.com/doc/19590152/The-Tech-Commandments\">The Tech Commandments\u003c/a>, and founder of \u003ca href=\"http://edutecher.net/\">eduTecher\u003c/a>, spoke to a roomful of receptive teachers at the recent\u003ca href=\"http://www.isteconference.org/2012/\"> ISTE 2011 conference\u003c/a>, and demonstrated some of the ironies and contradictions the education system is mired in. And he had some advice.\u003c/p>\n\u003cp>\u003cstrong>1) DON'T TRAP TECHNOLOGY IN A ROOM.\u003c/strong> \"When I went to school, computers were put in a room called The Lab,\" Bellow said. \"'What are they experimenting with in there, I thought.' Technology wasn't built into what we were doing. It was farmed off in a room, like it was special. Like we were learning how to code, and in case the Russians came, we'd know what to do.\" Technology should be like oxygen, Bellow said, quoting \u003ca href=\"http://www.scienceleadership.org/pages/Faculty_and_Staff\">Chris Lehmann\u003c/a>, the founding principal of Science Leadership Academy: Ubiquitous, necessary, and invisible.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We're doing kids a major disservice if we don't teach them good digital citizenship.\"\u003cstrong> \u003c/strong>\u003c/aside>\n\u003cp>\u003cstrong> \u003c/strong>\u003cstrong>2) TECHNOLOGY IS WORTHLESS WITHOUT PROFESSIONAL DEVELOPMENT. \u003c/strong>\u003cstrong> \u003c/strong>Bellow emphasized the importance of making professional development a priority, the importance of time and money being spent to educate teachers on not just an hour-long how-to session, but ways to integrate technology creatively into educators' daily teaching practice in meaningful ways. He told the story of an interactive-whiteboard training guide who made one quick appearance at a school, never to return, leaving teachers still unsure of how to use the technology. There's a world of professional development on YouTube and on Twitter, ironically sites that most schools block (see Number 4.)\u003c/p>\n\u003cp>\u003cstrong>3) MOBILE TECHNOLOGY STRETCHES A LONG WAY. \u003c/strong>\"You can get much more out of mobile tech than out of most other technology,\" Bellow said. Kids bring it to class everyday, but we tell them to turn it off as soon as they walk in. In New York City, Bellow said he watched as an agonizingly long queue of students waited for 45 minutes to pass through a metal detector and hand over their cell phones, which were then placed in individually labeled manila envelopes. \"Can we do something better with those 45 minutes?\" he asked. Cell phones can\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/\"> replace expensive reference books\u003c/a>, Flip cameras, old calculators, and the list goes on. \"Instead of buying those tools, buy an iPod Touch and it’ll be all of those things,\" he said.\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>4) THE NEW 'F WORD' IS FEAR.\u003c/strong> Not Facebook, and not the other expletive you might have expected. Schools fear everything from being replaced by gadgets (\"Any teacher who can be replaced by a robot should be,\" he said), to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/revolution-2-0-the-control-shift/\">kids knowing more about subjects than they do\u003c/a>, to collaborative Web tools\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\"> that are blocked because of a slew of acronyms \u003c/a>that haunt administrators. On one hand, \"teachers are frustrated because they feel like they're being handcuffed,\" Bellow said, due to crude filters that block out \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">all kinds of useful websites\u003c/a>. On the other hand, kids already come to school with phones that have access to everything. \"We could block Facebook, but who are we kidding? They're already on it,\" he said. \"The world is not a sterile place. Kids need to learn how to deal with it.\" And because kids have access to every kind of information at any time, they need to learn about things like \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-the-internet-affects-plagiarism/\">Creative Commons and copyright rules\u003c/a>. \"We're doing them a major disservice if we don't teach them good digital citizenship,\" he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>5) TECH TOOLS ARE NOT JUST A PASSING FAD. \u003c/strong>Bellow said he's heard countless times from those who don’t want to take risks by finding and investing in new tools. And even when they do, they use only a fraction of the tools' potential purposes because they haven't invested enough time to figure it out (see Number 2). Bellow told the story of a school administrator who was able to buy iPads for his teachers, but is only using them to take attendance. He showed a video of a 100-year-old woman learning how to use the iPad to browse the Web, to read books, to watch videos, and how excited she was about it. \"We are natural lifelong learners,\" he said.\u003c/p>\n\u003cp>\u003cstrong>6) MONEY IS NOT THE PROBLEM. \u003c/strong>Teachers have access to thousands of free Web tools. And even if the free ones do decide to start charging, others will crop up to replace it. The point is not to be afraid of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/jumping-into-the-21st-century-one-teachers-account/\">diving in \u003c/a>(see Number 4).\u003c/p>\n\u003cp>\u003cstrong>7) INVITE EVERY STAKEHOLDER TO THE CONVERSATION. \u003c/strong>\"Who's at the table?\" Bellow asked. \"Mostly administrators, some ask teachers. But here's a novel idea. Let's have students come to the table, and parents too!\"\u003c/p>\n\u003cp>MindShift readers are familiar with these concepts, but it's great to have a tidy recap. Thanks, Mr. Bellow.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What Exactly Can You Learn on a Mobile Phone? Part II",
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"content": "\u003cfigure id=\"attachment_13227\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-13227\" href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone-part-ii/shlala-3/\">\u003cimg class=\"size-medium wp-image-13227\" title=\"Shlala\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/Shlala-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Here's the second part of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone/\">my original interview\u003c/a> with \u003ca href=\"http://www.itofisher.com/mito/\">Mimi Ito\u003c/a>, a cultural anthropologist who studies new media use in young people. Ito is co-author of \u003ca href=\"http://www.amazon.com/Hanging-Out-Messing-Around-Geeking/dp/0262013363\">\u003cem>Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning with New Media\u003c/em>\u003c/a>, and has been studying the subject of how kids interact with mobile devices.\u003c/p>\n\u003cp>Ito talks about whether intervention programs and educational outreach make formal schooling more interesting or relevant.\u003c/p>\n\u003cp>\"A lot of kids were doing amazing things around their interest, but very few of those kids were able to pursue that and translate that into context of adult world,\" she says regarding case studies she observed.\u003c/p>\n\u003cp>Ito also addresses the difference between letting kids experiment and figure out what they want to learn on their own versus setting them on a specific course.\u003c/p>\n\u003cp>\u003cstrong>Q. Is there any research that shows mobile phones are raising literacy or reading skills? Does it matter?\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A. I see opportunities that digital mobile devices can provide for learning in three ways: information access; social connection and peer learning; and expression and creative production.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"[A mobile phone] is much more of a connector and enabler that can bring knowledge to more settings in daily lives, but not the platform you want to rely on exclusively.\"\u003c/aside>\n\u003cp>A mobile phone does really well and delivers better in the first two than the PC does, because it’s ubiquitous and demand-driven. When we’re out somewhere with family, we have a question, whatever it might be, there’s instant ability to access information. The ability to access information within a social face-to-face context is actually a powerful enabler of learning. You don’t have to be locked into a screen in solitary mode to access this big ecosystem of information. You feel a pervasive connection to that. These devices become a way of connecting, ideally providing a social support.\u003c/p>\n\u003cp>What it doesn’t deliver as well on is the actual production of knowledge and culture and things like that. It’s not a platform that’s optimized for that. Most activated learning is making use of multiple platforms and learning opportunities in multiple settings. And the mobile phone is a device that could potentially knit together those multiple contexts. Whether it’s an iPad or a phone, it’s a stable platform that kids can carry from home to school or after school programs to cobble together resources and social networks.\u003c!--more-->\u003c/p>\n\u003cp>But they do have to have those more intensive computing kinds of spaces to do more sophisticated forms of writing and production and self expression, and that’s the problem with relying exclusively on a mobile platform. It’s much more of a connector and enabler that can bring knowledge to more settings in daily lives, but not the platform you want to rely on exclusively.\u003c/p>\n\u003cp>\u003cstrong>Q. How do you think programs like \u003ca href=\"http://www.digitalyouthnetwork.org/team_members/2-nichole-pinkard\">the Digital Youth Network\u003c/a> are making an impact on giving a leg up to low-income kids?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>A. The results are still coming in intervention, but I can speak about what we observed in our digital youth study, and the differences these programs, certain forms of access, and new media opportunities have made.\u003c/p>\n\u003cp>What I saw that was interesting is that class and privilege are incredibly important.\u003c/p>\n\u003cp>We found that middle class kids had a wealth of opportunities, but had little space for autonomy and exploration, because their lives were over-scheduled. They were on a track to do a certain thing, and were parented in the context of risk and fear about what they should and shouldn’t be doing that worked against a certain kind agency and exploration and certain kind of learning because they knew what they were supposed to learn.\u003c/p>\n\u003cp>We found that when less privileged kids were given access to the tools and trust and space to mess around with technology, and it was often incredibly transformative for them. They would do incredibly creative things, and it wasn’t necessarily getting them to fast-track to something, they were just messing around and enjoying their sense of agency.\u003c/p>\n\u003cp>\u003cstrong>Q. What do you mean by their \"sense of agency?\"\u003c/strong>\u003c/p>\n\u003cp>A. So for example, we were looking at a high school that had an open-minded computer lab teacher and a local computer kids' club. They’d get together and play network games, set up businesses on their own to refurbish computers and sell on eBay and take proceeds and do organizing and activating on multi-user games. They were doing creative and innovative and entrepreneurial activities, using new media. It was really interesting. It was a space where they could exercise a new kind of agency. And we saw quite a few of case studies.\u003c/p>\n\u003cp>\u003cstrong>Q. How is that kind of agency helpful in their lives?\u003c/strong>\u003c/p>\n\u003cp>A. It has the potential to ignite a transformative identity shift if it’s not in a context where kids are given a lot of agency in what they explore.\u003c/p>\n\u003cfigure id=\"attachment_13171\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca rel=\"attachment wp-att-13171\" href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone-part-ii/mimi-ito-2/\">\u003cimg class=\"size-thumbnail wp-image-13171\" title=\"mimi ito\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/mimi-ito-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Mimi Ito\u003c/figcaption>\u003c/figure>\n\u003cp>For kids who are alienated from mainstream structures of schooling, they don’t feel like they have choices in their own identity and trajectory, so for them to be trusted to choose and have an interest is important. This is the foundation of the model of interest-driven learning -- the voluntary nature and the fact that kids have chosen what they want to specialize in and pursue has been incredibly important in fostering an authentic learning identity for kids.\u003c/p>\n\u003cp>A lot of kids in schools that aren’t structured around this more progressive philosophy of learning are not often given opportunities to allow their own voice and choice in learning. They’re either in environments that may be specialized already that kids have chosen, or they’re in environments like a computer lab where the teacher opens doors to kid and sets baseline rule for behavior, but allows them to do what they wanted.\u003c/p>\n\u003cp>\u003cstrong>Q. Do you have any sense whether these opportunities have a lasting effect? \u003c/strong>\u003c/p>\n\u003cp>A. You have to follow kids over a longer haul. In our case studies, we had a lot of kids who were young adults telling us their retrospectives.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Often a lot of kids will have the experience of empowered learner in an area of interest, but they won’t have the support to translate that into domains that are more formal or recognized by the adult world.\"\u003c/aside>\n\u003cp>A lot of kids point to some early experiences they have in connecting with other people who they respected who share those interests, and be able to choose the interests they have and mobilize their learning, instead of what they were told to learn. Somehow that set of factors was transformative in producing an identity in them that they were able to have a sense of efficacy that’s tied to their engagement in area of interest. They could mobilize learning and knowledge acquisition that set them on a different track in terms of how they approached learning.\u003c/p>\n\u003cp>Often a lot of kids will have the experience of empowered learner in an area of interest, but they won’t have the support to translate that into domains that are more formal or recognized by the adult world.\u003c/p>\n\u003cp>That’s where we feel like there’s a gap and our educational outreach approach and ecology and meeting kids where they are, but also making those things relevant to things like formal schooling and accreditation and career relevance trajectory.\u003c/p>\n\u003cp>\u003cstrong>Q. So does their interest-driven path lead to what we define as success in adulthood?\u003c/strong>\u003c/p>\n\u003cp>A. That's the big question I’d have: a lot of kids are doing amazing things around their interest, but very few of those kids were able to pursue that and translate that into context of adult world. So that’s the question. It’s the kids who can make that translation who can become incredibly successful.\u003c/p>\n\u003cp>A lot of it is how we think of relation between play and work. I’ve also talked to passionate hobbyists who see work as something separate and want to keep it separate. It’s the characteristic of a particular cut of middle class who want to see their passions aligned with their work in a particular way.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>At the level of childhood experience, the more even within the context of K-12 trajectory, if we can use these interest-driven contexts in a way to reduce alienation with formal schooling, even putting aside work issues, that would be a huge plus for the kids.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_13227\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-13227\" href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone-part-ii/shlala-3/\">\u003cimg class=\"size-medium wp-image-13227\" title=\"Shlala\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/Shlala-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Here's the second part of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone/\">my original interview\u003c/a> with \u003ca href=\"http://www.itofisher.com/mito/\">Mimi Ito\u003c/a>, a cultural anthropologist who studies new media use in young people. Ito is co-author of \u003ca href=\"http://www.amazon.com/Hanging-Out-Messing-Around-Geeking/dp/0262013363\">\u003cem>Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning with New Media\u003c/em>\u003c/a>, and has been studying the subject of how kids interact with mobile devices.\u003c/p>\n\u003cp>Ito talks about whether intervention programs and educational outreach make formal schooling more interesting or relevant.\u003c/p>\n\u003cp>\"A lot of kids were doing amazing things around their interest, but very few of those kids were able to pursue that and translate that into context of adult world,\" she says regarding case studies she observed.\u003c/p>\n\u003cp>Ito also addresses the difference between letting kids experiment and figure out what they want to learn on their own versus setting them on a specific course.\u003c/p>\n\u003cp>\u003cstrong>Q. Is there any research that shows mobile phones are raising literacy or reading skills? Does it matter?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A. I see opportunities that digital mobile devices can provide for learning in three ways: information access; social connection and peer learning; and expression and creative production.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"[A mobile phone] is much more of a connector and enabler that can bring knowledge to more settings in daily lives, but not the platform you want to rely on exclusively.\"\u003c/aside>\n\u003cp>A mobile phone does really well and delivers better in the first two than the PC does, because it’s ubiquitous and demand-driven. When we’re out somewhere with family, we have a question, whatever it might be, there’s instant ability to access information. The ability to access information within a social face-to-face context is actually a powerful enabler of learning. You don’t have to be locked into a screen in solitary mode to access this big ecosystem of information. You feel a pervasive connection to that. These devices become a way of connecting, ideally providing a social support.\u003c/p>\n\u003cp>What it doesn’t deliver as well on is the actual production of knowledge and culture and things like that. It’s not a platform that’s optimized for that. Most activated learning is making use of multiple platforms and learning opportunities in multiple settings. And the mobile phone is a device that could potentially knit together those multiple contexts. Whether it’s an iPad or a phone, it’s a stable platform that kids can carry from home to school or after school programs to cobble together resources and social networks.\u003c!--more-->\u003c/p>\n\u003cp>But they do have to have those more intensive computing kinds of spaces to do more sophisticated forms of writing and production and self expression, and that’s the problem with relying exclusively on a mobile platform. It’s much more of a connector and enabler that can bring knowledge to more settings in daily lives, but not the platform you want to rely on exclusively.\u003c/p>\n\u003cp>\u003cstrong>Q. How do you think programs like \u003ca href=\"http://www.digitalyouthnetwork.org/team_members/2-nichole-pinkard\">the Digital Youth Network\u003c/a> are making an impact on giving a leg up to low-income kids?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>A. The results are still coming in intervention, but I can speak about what we observed in our digital youth study, and the differences these programs, certain forms of access, and new media opportunities have made.\u003c/p>\n\u003cp>What I saw that was interesting is that class and privilege are incredibly important.\u003c/p>\n\u003cp>We found that middle class kids had a wealth of opportunities, but had little space for autonomy and exploration, because their lives were over-scheduled. They were on a track to do a certain thing, and were parented in the context of risk and fear about what they should and shouldn’t be doing that worked against a certain kind agency and exploration and certain kind of learning because they knew what they were supposed to learn.\u003c/p>\n\u003cp>We found that when less privileged kids were given access to the tools and trust and space to mess around with technology, and it was often incredibly transformative for them. They would do incredibly creative things, and it wasn’t necessarily getting them to fast-track to something, they were just messing around and enjoying their sense of agency.\u003c/p>\n\u003cp>\u003cstrong>Q. What do you mean by their \"sense of agency?\"\u003c/strong>\u003c/p>\n\u003cp>A. So for example, we were looking at a high school that had an open-minded computer lab teacher and a local computer kids' club. They’d get together and play network games, set up businesses on their own to refurbish computers and sell on eBay and take proceeds and do organizing and activating on multi-user games. They were doing creative and innovative and entrepreneurial activities, using new media. It was really interesting. It was a space where they could exercise a new kind of agency. And we saw quite a few of case studies.\u003c/p>\n\u003cp>\u003cstrong>Q. How is that kind of agency helpful in their lives?\u003c/strong>\u003c/p>\n\u003cp>A. It has the potential to ignite a transformative identity shift if it’s not in a context where kids are given a lot of agency in what they explore.\u003c/p>\n\u003cfigure id=\"attachment_13171\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca rel=\"attachment wp-att-13171\" href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone-part-ii/mimi-ito-2/\">\u003cimg class=\"size-thumbnail wp-image-13171\" title=\"mimi ito\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/mimi-ito-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Mimi Ito\u003c/figcaption>\u003c/figure>\n\u003cp>For kids who are alienated from mainstream structures of schooling, they don’t feel like they have choices in their own identity and trajectory, so for them to be trusted to choose and have an interest is important. This is the foundation of the model of interest-driven learning -- the voluntary nature and the fact that kids have chosen what they want to specialize in and pursue has been incredibly important in fostering an authentic learning identity for kids.\u003c/p>\n\u003cp>A lot of kids in schools that aren’t structured around this more progressive philosophy of learning are not often given opportunities to allow their own voice and choice in learning. They’re either in environments that may be specialized already that kids have chosen, or they’re in environments like a computer lab where the teacher opens doors to kid and sets baseline rule for behavior, but allows them to do what they wanted.\u003c/p>\n\u003cp>\u003cstrong>Q. Do you have any sense whether these opportunities have a lasting effect? \u003c/strong>\u003c/p>\n\u003cp>A. You have to follow kids over a longer haul. In our case studies, we had a lot of kids who were young adults telling us their retrospectives.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Often a lot of kids will have the experience of empowered learner in an area of interest, but they won’t have the support to translate that into domains that are more formal or recognized by the adult world.\"\u003c/aside>\n\u003cp>A lot of kids point to some early experiences they have in connecting with other people who they respected who share those interests, and be able to choose the interests they have and mobilize their learning, instead of what they were told to learn. Somehow that set of factors was transformative in producing an identity in them that they were able to have a sense of efficacy that’s tied to their engagement in area of interest. They could mobilize learning and knowledge acquisition that set them on a different track in terms of how they approached learning.\u003c/p>\n\u003cp>Often a lot of kids will have the experience of empowered learner in an area of interest, but they won’t have the support to translate that into domains that are more formal or recognized by the adult world.\u003c/p>\n\u003cp>That’s where we feel like there’s a gap and our educational outreach approach and ecology and meeting kids where they are, but also making those things relevant to things like formal schooling and accreditation and career relevance trajectory.\u003c/p>\n\u003cp>\u003cstrong>Q. So does their interest-driven path lead to what we define as success in adulthood?\u003c/strong>\u003c/p>\n\u003cp>A. That's the big question I’d have: a lot of kids are doing amazing things around their interest, but very few of those kids were able to pursue that and translate that into context of adult world. So that’s the question. It’s the kids who can make that translation who can become incredibly successful.\u003c/p>\n\u003cp>A lot of it is how we think of relation between play and work. I’ve also talked to passionate hobbyists who see work as something separate and want to keep it separate. It’s the characteristic of a particular cut of middle class who want to see their passions aligned with their work in a particular way.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At the level of childhood experience, the more even within the context of K-12 trajectory, if we can use these interest-driven contexts in a way to reduce alienation with formal schooling, even putting aside work issues, that would be a huge plus for the kids.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_13139\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-13139\" title=\"10_11.15_newtech_0654\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/10_11.15_newtech_0654-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003cfigcaption class=\"wp-caption-text\">A student at Napa New Tech High uses his mobile phone at school.\u003c/figcaption>\u003c/figure>\n\u003cp>In my quest to understand how a mobile phone can be considered a learning tool, and whether it can actually \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/can-a-smart-phone-program-really-close-the-achievement-gap/\">help bridge the digital divide\u003c/a> between low-income, at-risk kids and those with access to computers, I had an illuminating conversation with \u003ca href=\"http://www.itofisher.com/mito/\">Mimi Ito\u003c/a>, a cultural anthropologist who studies new media use in young people. Ito is co-author of \u003ca href=\"http://www.amazon.com/Hanging-Out-Messing-Around-Geeking/dp/0262013363\">\u003cem>Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning with New Media\u003c/em>\u003c/a>, and has been studying the subject of how kids interact with mobile devices.\u003c/p>\n\u003cp>My conclusion: When it comes to the traditional definition of \"learning\" -- studying a subject like chemistry or literature -- mobile phones are not necessarily the best facilitators. Though kids are remarkably facile with phones -- texting, researching, Facebooking, Tweeting -- it's hard to imagine anyone being able to focus on a complicated subject with any depth of thought using a four-inch device.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Social connections are our primary platform for learning in everyday lives.\"\u003c/aside>\n\u003cp>The potential magic of the smart phone when it comes to learning lies in its ability to provide instant access to facts and the ability to collaborate with others, as well \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/screen-time-for-kids-is-it-learning-or-a-brain-drain/\">as provide a fun, mobile platform for educational games.\u003c/a>\u003c/p>\n\u003cp>Take \u003ca href=\"http://www.projectknect.org/\" target=\"_blank\">Project K-Nect\u003c/a>, for example. The program is a \u003ca href=\"http://ww2.kqed.org/mindshift/tag/project-k-nect/\">social-media-based curriculum\u003c/a> that combines project and collaborative learning with new media learning for 3,000 high schoolers in three states. An Algebra 1 curriculum has been distilled into mini apps that include instant messaging and blogging, assessment tools for teachers, supplemental activities, project-based learning components, problem sets, and cartoon animation. \"Students [take] control of the learning process and create personalized learning communities,\" said the founder Shawn Gross.\u003c/p>\n\u003cp>But even Gross doubts that for very high-risk students — such as those who are homeless or are attending school primarily for a free lunch — the technology-integrated math class is as beneficial. In those cases, there's much more to contend with than academics, and a mobile-phone curriculum alone won’t change that.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I asked Ito to put some of these different pieces of the puzzle into perspective.\u003c/p>\n\u003cp>\u003cstrong>Q. Do you see any evidence of mobile phones being a legitimate way for low-income kids to learn?\u003c/strong>\u003c/p>\n\u003cp>Mimi Ito: It’s really too early to tell based on technology adoption trends. It’s more like a glimmer on the horizon. We’re pretty early on the research trajectory. We don’t know empirically exactly what’s happening.\u003c!--more-->\u003c/p>\n\u003cp>What we’re seeing is that things are trending a certain way in terms of tech adoption. The fact that black and Latino youth are leading the way in mobile social media is an interesting trend, because they weren’t the population who have historically led on new technology adoption. What that means for learning and development, I don’t know if there’s any research on that.\u003c/p>\n\u003cp>\u003cstrong>Q. Based on your research and expertise, do you want to make any predictions?\u003c/strong>\u003c/p>\n\u003cp>A. I do think the next big trend in the digital technology space is going to be when we see widespread adoption of mobile social media by teenagers. We’re just starting to see the adoption curve, but it's early. With Internet-enabled phones, we’re just at the tip of the iceberg for it to be affordable for kids. So we haven’t seen implications on the behaviorial level yet.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"[Mobile] systems are not open enough to allow a lot of innovation and learning from street-level knowledge that young people could be bringing to these systems, and it could bring on even more of a digital divide.\"\u003c/aside>\n\u003cp>Adoption of things like texting, when you see a marginalized group adopt and pick up new technology, you often see interesting shifts and innovations. For example, text messaging in teenage urban girls in Tokyo. They were the first to ride this wave of technology and a way of communicating that’s now really ubiquitous. But the fact that suddenly young teenage girls were the face of technology changed the tenor of what it meant to be a technology user.\u003c/p>\n\u003cfigure id=\"attachment_13171\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca rel=\"attachment wp-att-13171\" href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone-part-ii/mimi-ito-2/\">\u003cimg class=\"size-thumbnail wp-image-13171\" title=\"mimi ito\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/mimi-ito-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Mimi Ito\u003c/figcaption>\u003c/figure>\n\u003cp>You still have a very gendered landscape in terms of certain kinds of computer-based technology use. What you saw with text messaging and social network sites in the U.S., suddenly you have a high adoption of new technology that were led by girls rather than boys, and that’s changed the whole public face of what these technologies are and who these technology users are.\u003c/p>\n\u003cp>That’s where if you see technology trends defined \u003cem>not\u003c/em> by stereotypical technology users or advanced technology users in this country, which is a white, male, fairly privileged profile, it’s going to be fascinating to see how that plays out. The early trends seem to show that we’re seeing shift in these country.\u003c/p>\n\u003cp>\u003cstrong>Q. In developing countries, where computers and broadband access have been scarce, mobile phones are said to be substituting or leapfrogging that entire step in technology advancement.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>A. In countries that didn’t have existing telephone infrastructure much less universal telephone service much less Internet access, mobile phone service has been genuinely transformative in so many ways.\u003c/p>\n\u003cp>Mostly, it's based on the bedrock that it enables social connection between people. Social connections are our primary platform for learning in everyday lives. It's hugely transformative for that context of learning.\u003c/p>\n\u003cp>Because often in developing countries it’s the only portal that they have to the informational universe, people have been much more creative about using those kinds of platforms like texting and information access and retrieval and other kinds of things in the learning phase than what you’d see in countries like Japan or the U.S. or korea, where people have all these other pipelines and other avenues for information.\u003c/p>\n\u003cp>\u003cstrong>Q. Do you have any reservations about mobile devices as a learning tool?\u003c/strong>\u003c/p>\n\u003cp>A. One concern with relying heavily or exclusively on mobile platforms is that because of the structure of how mobile services are provided, it’s often more locked down than in the PC-based world. There’s much less overall opportunity for user-level reconfiguration and customization and user level control.\u003c/p>\n\u003cp>Most mobile services have the walled garden approach, and that’s my one concern with certain populations relying exclusively on mobile access and not having access to PC-based uses.\u003c/p>\n\u003cp>So the positive outcome of this phase of innovation is that we’re seeing new entrants doing creative things and developing systems that are driven by needs of populations that haven’t been historically well served by information industries.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>But the negative scenario is that these systems are not open enough to allow a lot of innovation and learning from street-level knowledge that young people could be bringing to these systems, and it could bring on even more of a digital divide. You have kids who have persistent broadband PC –based Internet access at home, doing much more creative kinds of media production, and sharing and mobilization. And the kids who are reliant exclusively on their hand-held devices let them do a lot of things, but much more on the curated, consumer level experience rather than the activate one. It could go both ways, we don’t really know.\u003c/p>\n\u003ch5>\u003cstrong>\u003cem>Read \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone-part-ii/\">Part II of my interview\u003c/a> with Mimi Ito.\u003c/em>\u003c/strong>\u003c/h5>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_13139\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-13139\" title=\"10_11.15_newtech_0654\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/10_11.15_newtech_0654-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003cfigcaption class=\"wp-caption-text\">A student at Napa New Tech High uses his mobile phone at school.\u003c/figcaption>\u003c/figure>\n\u003cp>In my quest to understand how a mobile phone can be considered a learning tool, and whether it can actually \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/can-a-smart-phone-program-really-close-the-achievement-gap/\">help bridge the digital divide\u003c/a> between low-income, at-risk kids and those with access to computers, I had an illuminating conversation with \u003ca href=\"http://www.itofisher.com/mito/\">Mimi Ito\u003c/a>, a cultural anthropologist who studies new media use in young people. Ito is co-author of \u003ca href=\"http://www.amazon.com/Hanging-Out-Messing-Around-Geeking/dp/0262013363\">\u003cem>Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning with New Media\u003c/em>\u003c/a>, and has been studying the subject of how kids interact with mobile devices.\u003c/p>\n\u003cp>My conclusion: When it comes to the traditional definition of \"learning\" -- studying a subject like chemistry or literature -- mobile phones are not necessarily the best facilitators. Though kids are remarkably facile with phones -- texting, researching, Facebooking, Tweeting -- it's hard to imagine anyone being able to focus on a complicated subject with any depth of thought using a four-inch device.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Social connections are our primary platform for learning in everyday lives.\"\u003c/aside>\n\u003cp>The potential magic of the smart phone when it comes to learning lies in its ability to provide instant access to facts and the ability to collaborate with others, as well \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/screen-time-for-kids-is-it-learning-or-a-brain-drain/\">as provide a fun, mobile platform for educational games.\u003c/a>\u003c/p>\n\u003cp>Take \u003ca href=\"http://www.projectknect.org/\" target=\"_blank\">Project K-Nect\u003c/a>, for example. The program is a \u003ca href=\"http://ww2.kqed.org/mindshift/tag/project-k-nect/\">social-media-based curriculum\u003c/a> that combines project and collaborative learning with new media learning for 3,000 high schoolers in three states. An Algebra 1 curriculum has been distilled into mini apps that include instant messaging and blogging, assessment tools for teachers, supplemental activities, project-based learning components, problem sets, and cartoon animation. \"Students [take] control of the learning process and create personalized learning communities,\" said the founder Shawn Gross.\u003c/p>\n\u003cp>But even Gross doubts that for very high-risk students — such as those who are homeless or are attending school primarily for a free lunch — the technology-integrated math class is as beneficial. In those cases, there's much more to contend with than academics, and a mobile-phone curriculum alone won’t change that.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I asked Ito to put some of these different pieces of the puzzle into perspective.\u003c/p>\n\u003cp>\u003cstrong>Q. Do you see any evidence of mobile phones being a legitimate way for low-income kids to learn?\u003c/strong>\u003c/p>\n\u003cp>Mimi Ito: It’s really too early to tell based on technology adoption trends. It’s more like a glimmer on the horizon. We’re pretty early on the research trajectory. We don’t know empirically exactly what’s happening.\u003c!--more-->\u003c/p>\n\u003cp>What we’re seeing is that things are trending a certain way in terms of tech adoption. The fact that black and Latino youth are leading the way in mobile social media is an interesting trend, because they weren’t the population who have historically led on new technology adoption. What that means for learning and development, I don’t know if there’s any research on that.\u003c/p>\n\u003cp>\u003cstrong>Q. Based on your research and expertise, do you want to make any predictions?\u003c/strong>\u003c/p>\n\u003cp>A. I do think the next big trend in the digital technology space is going to be when we see widespread adoption of mobile social media by teenagers. We’re just starting to see the adoption curve, but it's early. With Internet-enabled phones, we’re just at the tip of the iceberg for it to be affordable for kids. So we haven’t seen implications on the behaviorial level yet.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"[Mobile] systems are not open enough to allow a lot of innovation and learning from street-level knowledge that young people could be bringing to these systems, and it could bring on even more of a digital divide.\"\u003c/aside>\n\u003cp>Adoption of things like texting, when you see a marginalized group adopt and pick up new technology, you often see interesting shifts and innovations. For example, text messaging in teenage urban girls in Tokyo. They were the first to ride this wave of technology and a way of communicating that’s now really ubiquitous. But the fact that suddenly young teenage girls were the face of technology changed the tenor of what it meant to be a technology user.\u003c/p>\n\u003cfigure id=\"attachment_13171\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca rel=\"attachment wp-att-13171\" href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone-part-ii/mimi-ito-2/\">\u003cimg class=\"size-thumbnail wp-image-13171\" title=\"mimi ito\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/mimi-ito-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Mimi Ito\u003c/figcaption>\u003c/figure>\n\u003cp>You still have a very gendered landscape in terms of certain kinds of computer-based technology use. What you saw with text messaging and social network sites in the U.S., suddenly you have a high adoption of new technology that were led by girls rather than boys, and that’s changed the whole public face of what these technologies are and who these technology users are.\u003c/p>\n\u003cp>That’s where if you see technology trends defined \u003cem>not\u003c/em> by stereotypical technology users or advanced technology users in this country, which is a white, male, fairly privileged profile, it’s going to be fascinating to see how that plays out. The early trends seem to show that we’re seeing shift in these country.\u003c/p>\n\u003cp>\u003cstrong>Q. In developing countries, where computers and broadband access have been scarce, mobile phones are said to be substituting or leapfrogging that entire step in technology advancement.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>A. In countries that didn’t have existing telephone infrastructure much less universal telephone service much less Internet access, mobile phone service has been genuinely transformative in so many ways.\u003c/p>\n\u003cp>Mostly, it's based on the bedrock that it enables social connection between people. Social connections are our primary platform for learning in everyday lives. It's hugely transformative for that context of learning.\u003c/p>\n\u003cp>Because often in developing countries it’s the only portal that they have to the informational universe, people have been much more creative about using those kinds of platforms like texting and information access and retrieval and other kinds of things in the learning phase than what you’d see in countries like Japan or the U.S. or korea, where people have all these other pipelines and other avenues for information.\u003c/p>\n\u003cp>\u003cstrong>Q. Do you have any reservations about mobile devices as a learning tool?\u003c/strong>\u003c/p>\n\u003cp>A. One concern with relying heavily or exclusively on mobile platforms is that because of the structure of how mobile services are provided, it’s often more locked down than in the PC-based world. There’s much less overall opportunity for user-level reconfiguration and customization and user level control.\u003c/p>\n\u003cp>Most mobile services have the walled garden approach, and that’s my one concern with certain populations relying exclusively on mobile access and not having access to PC-based uses.\u003c/p>\n\u003cp>So the positive outcome of this phase of innovation is that we’re seeing new entrants doing creative things and developing systems that are driven by needs of populations that haven’t been historically well served by information industries.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
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"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"rss": "https://feeds.megaphone.fm/KQINC6993880386",
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"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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}
},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
"officialWebsiteLink": "/forum",
"meta": {
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"source": "kqed",
"order": 9
},
"link": "/forum",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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},
"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
}
},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"meta": {
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"here-and-now": {
"id": "here-and-now",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
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"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"rss": "https://feeds.npr.org/510313/podcast.xml"
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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"amazon": "https://music.amazon.com/podcasts/6c3dd23c-93fb-4aab-97ba-1725fa6315f1/hyphenaci%C3%B3n",
"rss": "https://feeds.megaphone.fm/KQINC2275451163"
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Political Mind of Jerry Brown",
"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
"site": "news",
"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"rss": "https://feeds.npr.org/510360/podcast.xml"
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},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
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"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
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