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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">As each passing day brings more school closures, educators and families scramble to respond to a situation that is uncertain and without precedent. Will the term be extended? Will the year be lost? How will college admissions be affected? How will learning continue while kids are stuck indoors for weeks? Who will look after the kids? The rapid imposition of social distancing took many by surprise, and each school and individual teacher must contend with unique challenges as they grapple with the crisis. Some districts have sent kids home with a provisional two weeks worth of \u003c/span>\u003ca href=\"https://chalkbeat.org/posts/newark/2020/03/12/newark-prepares-take-home-assignments-for-students-in-case-of-coronavirus-closures/\">\u003cspan style=\"font-weight: 400\">homework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, while others have followed universities like \u003c/span>\u003ca href=\"https://edsource.org/2020/colleges-in-california-and-across-the-country-move-to-online-instruction-in-response-to-coronavirus/625099\">\u003cspan style=\"font-weight: 400\">Stanford and Berkeley\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and pivoted to remote learning in a bid to salvage the year. While the move online is the best approach to continue classes, it not only entails a change in format, but also demands a change in practice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Designing effective distance learning programs requires planning and targeted professional development. Teachers who did not expect to teach online were caught understandably unprepared in the final leg of the school year. Some schools have the support systems in place that will make the transition easier, while many others have students who \u003c/span>\u003ca href=\"http://theconversation.com/online-learning-will-be-hard-for-kids-whose-schools-close-and-the-digital-divide-will-make-it-even-harder-for-some-of-them-133338\">\u003cspan style=\"font-weight: 400\">do not have reliable internet access\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The web offers countless best practice guides and curated tool inventories, but educators currently in triage mode are not in a position to craft ideal online learning programs. This brief guide aims to help educators, administrators, and parents better navigate the pitfalls of making the quick jump to online learning. It curates useful tools and resources with a view to maintain the indispensable human touch of teaching and learning during this period of social distancing.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Foundation: A Flexible Mindset and Realistic Expectations\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A positive attitude and a flexible mindset are key to make the online transition as smooth as possible. There is some liberation in accepting that the entire world is imperfectly adjusting to a new reality, and nobody expects business as usual.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Classes will not continue seamlessly, and lessons will have to be rejiggered to work within the constraints of time and technology. Formal tests and exams are difficult to administer online and will likely be postponed or cancelled. Science experiments, maker projects, and physical activities that require specialized equipment or spaces may no longer be possible. The school year will not unfold as planned, all curricular goals will not be met, and expectations should be managed accordingly. Rather, learning online may present an opportunity to apply creative solutions, learn some new tricks, connect with students in a new context, and support the community by keeping kids stimulated and productively occupied. Sounds an awful lot like business as usual.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Leaders can best serve their schools and districts by prioritizing mental health over curricular efficiency. The anxiety produced by the evolving crisis is compounded with teachers who may now have their own children to care for at home, ill family members, the stress of managing household resources to comply with social distancing measures, or they may fall ill themselves. This is the context in which some teachers are asked to quickly redeploy their classes. Ideally, they will be granted sufficient time to organize their lives and reconfigure their classes before resuming teaching. It is also important for administrators to actively check-in with teachers to maintain personalized communication and take the pulse on how to best provide support.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Likewise, teachers should try to maintain personal connections with their students, which can be a challenge when mitigated by the Internet. But \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0034654311421793\">\u003cspan style=\"font-weight: 400\">strong student-teacher relationships positively affect school engagement and achievement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and meaningful connections are particularly important for high schoolers, and vulnerable students in particular. Online learning can feel isolating and lacks the warmth of a busy classroom; however, teachers who transition from face-to-face classes have the advantage of having established relationships with their students. These can continue by facilitating informal interactions, such as sharing class-room appropriate memes, comics, images, or humorous short videos that may not be entirely relevant, but can help maintain the community and set an uplifting tone. Similarly, the class can use \u003c/span>\u003ca href=\"https://www.commonsense.org/education/articles/5-online-discussion-tools-to-fuel-student-engagement\">\u003cspan style=\"font-weight: 400\">forums\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for formal discussion, but also to post pictures, stories and updates. Rather than whole-class meetings, organize periodic video meet-ups with smaller groups of students to chat, check-in and provide help, support and assistance. Finally, if school policy allows, individual calls and check-ins to support struggling students is crucial, as distance learning particularly \u003c/span>\u003ca href=\"https://www.nytimes.com/2018/01/19/business/online-courses-are-harming-the-students-who-need-the-most-help.html\">\u003cspan style=\"font-weight: 400\">disadvantages students who struggle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. 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Subject learning is important but, as the world is reshaped in the foreseeable future, there will be opportunities to learn invaluable lessons about community, family, civic responsibility, and social health: central components of human life that can be woven into the curriculum.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Home/Work Routine: Workspace, Calendar, and Survey\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">First step: organize your space and time at home to accommodate your new work environment. As many veteran telecommuters will attest to, \u003c/span>\u003ca href=\"https://www.nytimes.com/2017/09/19/smarter-living/work-at-home-tips-advice.html\">\u003cspan style=\"font-weight: 400\">there’s an art to working at home\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Basic daily practices like showering, changing into work clothes, setting up a firm work schedule and a designated work area are all advisable. There are countless websites and blogs devoted to advising on the trials and triumphs of working at home. Online learning is often asynchronous and can involve variable timetables, so using a shared calendar such as \u003c/span>\u003ca href=\"https://support.apple.com/en-ca/guide/calendar/icl1022/mac\">\u003cspan style=\"font-weight: 400\">iCal\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://gsuite.google.com/intl/en_ca/products/calendar/?utm_source=google&utm_medium=cpc&utm_campaign=na-CA-all-en-dr-skws-all-all-trial-b-dr-1008072&utm_content=text-ad-none-any-DEV_c-CRE_246638587853-ADGP_Hybrid%20%7C%20AW%20SEM%20%7C%20SKWS%20~%20BMM%20%2F%2F%20Calendars%20%5B1:1%5D%20%5BCalendars%5D%20-%20calendar-KWID_43700024970837362-kwd-297873394288&utm_term=KW_%2Bcalendars-ST_%2Bcalendars&gclid=EAIaIQobChMIj-_M75Gd6AIVEtbACh234Ai4EAAYASAAEgIVCPD_BwE&gclsrc=aw.ds\">\u003cspan style=\"font-weight: 400\">Google Calendar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> will not only help organize a dynamic schedule, but also afford easy sharing with parents and students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Glen Irvin, an Instructional Coach at Sauk Rapids-Rice Public Schools in Minnesota, who has taught and learned online, suggests that schools should circulate a preliminary survey to gauge student connectivity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The best advice I can give you is to do an audit of your school community’s technology capability,” \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=2RTeybp_Jbo&feature=youtu.be&fbclid=IwAR0mqxx_84XCg_ZlX3qyV-Wh3xkje-2oRyCvYo3d6dBjrwHvFtkyhdH8lds\">\u003cspan style=\"font-weight: 400\">said Irvin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in a recent webinar. “In our district, we wanted to make sure we dug deep into what kind of access our students have and what does that mean for the delivery of teaching and learning in these online environments.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers who want to poll their students can use \u003c/span>\u003ca href=\"https://www.google.ca/forms/about/\">\u003cspan style=\"font-weight: 400\">Google Forms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or the free trial version of \u003c/span>\u003ca href=\"https://www.surveymonkey.com/\">\u003cspan style=\"font-weight: 400\">Survey Monkey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The survey might also invite student recommendations of platforms, tools or viable social media that might be used to meet them where they are.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Leverage the Power of Community\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While waiting for survey results, explore at least one of the online communities that have recently sprung-up to share resources in response to school closures. Facebook groups such as \u003c/span>\u003ca href=\"https://www.facebook.com/groups/Temporaryschoolclosuresupport/?multi_permalinks=1599694000183239¬if_id=1584113729715153¬if_t=group_highlights\">\u003cspan style=\"font-weight: 400\">Educator Temporary School Closure for Online Learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://www.facebook.com/groups/2954479804602992/\">\u003cspan style=\"font-weight: 400\">Online Teaching Tips for the Plague-Averse\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are great places to start. They are spaces to share material, ask questions, trade stories, commiserate, vent, and connect through shared experience. Many of the groups are international and North American educators can benefit from their counterparts in \u003c/span>\u003ca href=\"https://www.smithsonianmag.com/innovation/what-can-americans-learn-from-hong-kongs-unplanned-experiment-online-learning-during-coronavirus-180974331/\">\u003cspan style=\"font-weight: 400\">China\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Japan and Italy who are several weeks into emergency online implementation. It’s also advisable to maintain contact with immediate colleagues to provide mutual support. Also, for teachers looking to keep their children occupied while they work at home, \u003c/span>\u003ca href=\"https://www.participate.com/\">\u003cspan style=\"font-weight: 400\">Participate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a community-building company, recently launched a free and open \u003c/span>\u003ca href=\"https://app.participate.com/communities/learning-at-home/5e955e09-75b5-4c8e-8a09-0a420ac4bdb2?join=true&utm_source=social&utm_medium=twitter&utm_content=lah_comm&fbclid=IwAR2zB2vl93hGrYQpNOGp7imSSc-ABGV7OwPcy3z82c5_0F8Dcdnsu5yfHSw\">\u003cspan style=\"font-weight: 400\">Learning at Home\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> group. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educational communities are also circulating shared documents that offer an array of resources to help teach online. For example, this document of \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1szHdBo1cjIK6ww-CmlN8iCJ2O2H_2NSGi2Lgpycvn9I/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">shared resources for virtual learning in emergency school closure\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was co-authored by educators from around the world, and organizes most of its resources according to age categories. Some \u003c/span>\u003ca href=\"https://docs.google.com/spreadsheets/d/1t3r618pd8MAi6V87dG2D66PtiKoHdHusBpjPKXgm36w/htmlview?fbclid=IwAR00l_8Bug9i-vRM18njjPn0n1CmLS3Rd_VkXDYKrp_diYU_ljUjsII97EU&sle=true#gid=0\">\u003cspan style=\"font-weight: 400\">keep updated lists of companies offering free subscriptions \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">due to school closures, and this handy chart \u003c/span>\u003ca href=\"https://docs.google.com/document/d/13fK2OsB2T4QAe1SItJHc1a_D8Q68LjvcwjogJLh-AY4/edit\">\u003cspan style=\"font-weight: 400\">organizes web-based tools according to the 5Es of online learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Quick Start Guides, Platforms, and Tools\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Several organizations and companies have published quick start guides to help teachers hit the ground running. The Academy of Active Learning Arts and Sciences (AALAS), which specializes in supporting flipped classrooms, offers a free \u003c/span>\u003ca href=\"http://aalasinternational.org/rtol/\">\u003cspan style=\"font-weight: 400\">Rapid Transition to Online Learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (RTOL) program to help educators efficiently transfer their courses to an online format. Global Online Academy (GOA) recently published an excellent \u003c/span>\u003ca href=\"https://globalonlineacademy.org/insights/articles/10-strategies-for-leading-online-when-school-is-closed\">\u003cspan style=\"font-weight: 400\">comprehensive playbook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that targets school leadership, but also has value for teachers. Similarly, the \u003c/span>\u003ca href=\"https://www.khanacademy.org/\">\u003cspan style=\"font-weight: 400\">Khan Academy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also has a \u003c/span>\u003ca href=\"https://docs.google.com/presentation/d/19Lth2WB8GcklAdIZxqA0p3WVJz2I_qtrBwP8nevKynM/edit#slide=id.p\">\u003cspan style=\"font-weight: 400\">Remote Quickstart Guide\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to leverage their extensive course offerings.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some teachers will have existing learning management systems (LMSs) and web-based apps that can be repurposed for online classes. Extending the use of the same tools online saves the trouble of students having to navigate new software. If teachers must adopt a platform from which to deliver their classes, there are many free options. National School Choice Week (NSCW) recommends these \u003c/span>\u003ca href=\"https://schoolchoiceweek.com/37-free-online-resources-for-schools-shifting-online-during-coronavirus/#section1\">\u003cspan style=\"font-weight: 400\">free online communication platforms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as well as other useful tools to get educators up and running. \u003c/span>\u003ca href=\"https://teachercenter.withgoogle.com/first-day-trainings/welcome-to-classroom\">\u003cspan style=\"font-weight: 400\">Google Classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a user-friendly option that is designed for classroom use but works well for online environments. \u003c/span>\u003ca href=\"https://moodle.org/\">\u003cspan style=\"font-weight: 400\">Moodle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a free open source learning platform, offers a robust toolbox that can be leveraged for distance learning. For group video conferencing, \u003c/span>\u003ca href=\"https://blogs.skype.com/news/2019/04/04/call-up-to-50-people-at-once-with-skype/\">\u003cspan style=\"font-weight: 400\">Skype\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://hangouts.google.com/\">\u003cspan style=\"font-weight: 400\">Hangouts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://gsuite.google.ca/intl/en_ca/products/meet/\">\u003cspan style=\"font-weight: 400\">Hangouts Meets\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://zoom.us/\">\u003cspan style=\"font-weight: 400\">Zoom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are good free options.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers who want to keep it simple can DIY their own delivery system using shared work platforms like Google’s \u003c/span>\u003ca href=\"https://gsuite.google.ca/intl/en_ca/\">\u003cspan style=\"font-weight: 400\">G Suite\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> software. A shared class agenda with links to tasks and resources can be created and shared on a single Google Doc. PDFs, images and other files can be stored on Google Drive and linked to the class agenda. Formative tests, quizzes and polls can be created and circulated with Google Forms, and lessons can be organized on Google Slides. Microsoft’s \u003c/span>\u003ca href=\"https://www.microsoft.com/en-us/education/products/office\">\u003cspan style=\"font-weight: 400\">Office 365 Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> would also do the trick, but it’s not free. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Beyond platforms and content delivery systems, an Internet search will yield countless free applications and online tools. The \u003c/span>\u003ca href=\"https://techagainstcoronavirus.com/\">\u003cspan style=\"font-weight: 400\">Tech Against Coronavirus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> site curates an thorough \u003c/span>\u003ca href=\"https://techagainstcoronavirus.com/\">\u003cspan style=\"font-weight: 400\">list of online tools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to facilitate COVID19-era communication. The CATO Institute curated a list of \u003c/span>\u003ca href=\"https://www.cato.org/blog/free-online-learning-resources-when-coronavirus-closes-schools\">\u003cspan style=\"font-weight: 400\">free online resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to support learning at home, while UNESCO jumped into the\u003c/span>\u003ca href=\"https://en.unesco.org/themes/education-emergencies/coronavirus-school-closures/solutions\">\u003cspan style=\"font-weight: 400\"> emergency toolbox\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> game with this well-organized list of educational technology resources. Scholastic announced that it is offering a \u003c/span>\u003ca href=\"https://www.scholastic.com/teachers/teaching-tools/articles/resources/scholastic-learn-at-home--free-resources-for-school-closures.html#\">\u003cspan style=\"font-weight: 400\">free 20-day Learn at Home\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> program for K - 8 students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Has there been a better time for students to take field trips to\u003c/span>\u003ca href=\"https://www.travelandleisure.com/attractions/museums-galleries/museums-with-virtual-tours\"> \u003cspan style=\"font-weight: 400\">virtual museums\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, play in the \u003c/span>\u003ca href=\"https://education.minecraft.net/\">\u003cspan style=\"font-weight: 400\">Minecraft\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> playground, run through a few rounds of \u003c/span>\u003ca href=\"https://kahoot.com/blog/2020/02/27/kahoot-free-access-schools-higher-education-coronavirus/\">\u003cspan style=\"font-weight: 400\">Kahoot\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or tune-in for a \u003c/span>\u003ca href=\"https://education.skype.com/\">\u003cspan style=\"font-weight: 400\">Skype lecture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by a special guest speaker? “Everything is the technology of online education,” said Joanna Dunlap, Assistant Director of Teaching Effectiveness University of Colorado - Denver, alluding to the vast spectrum for enhancing online instruction. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, if all else fails, there’s always email and telephone. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Silver Lining\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The sudden shift to online education will undoubtedly pose a challenge for many, but there’s also an upside. Disruption and discomfort are the enemies of complacency and can spur intense professional growth. Some teachers may be surprised to discover new tools, resources, and approaches to nourish their practice. They’ll also get the chance to see their students in a new light, and maybe better connect with their own families. In the case of younger students, there will be a need to more deeply involve parents in the learning process. Schools may want to explicitly communicate that any parents in a position to support their children’s learning should do so with some helpful guidelines to proceed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another positive is that remote learning can be carried out asynchronously, meaning that both teachers and students can work and contribute when it’s convenient for them if they don’t have to be in a specific place at a specific time. This flexibility can allow educators to manage life at home while doing school, and it might even allow kids to get that sleep that seems to be in short supply.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "School closures related to COVID-19 have forced classroom teachers into scrambling to become online educators. Here are some tips for making the imperfect transition during these extraordinary times. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">As each passing day brings more school closures, educators and families scramble to respond to a situation that is uncertain and without precedent. Will the term be extended? Will the year be lost? How will college admissions be affected? How will learning continue while kids are stuck indoors for weeks? Who will look after the kids? The rapid imposition of social distancing took many by surprise, and each school and individual teacher must contend with unique challenges as they grapple with the crisis. Some districts have sent kids home with a provisional two weeks worth of \u003c/span>\u003ca href=\"https://chalkbeat.org/posts/newark/2020/03/12/newark-prepares-take-home-assignments-for-students-in-case-of-coronavirus-closures/\">\u003cspan style=\"font-weight: 400\">homework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, while others have followed universities like \u003c/span>\u003ca href=\"https://edsource.org/2020/colleges-in-california-and-across-the-country-move-to-online-instruction-in-response-to-coronavirus/625099\">\u003cspan style=\"font-weight: 400\">Stanford and Berkeley\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and pivoted to remote learning in a bid to salvage the year. While the move online is the best approach to continue classes, it not only entails a change in format, but also demands a change in practice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Designing effective distance learning programs requires planning and targeted professional development. Teachers who did not expect to teach online were caught understandably unprepared in the final leg of the school year. Some schools have the support systems in place that will make the transition easier, while many others have students who \u003c/span>\u003ca href=\"http://theconversation.com/online-learning-will-be-hard-for-kids-whose-schools-close-and-the-digital-divide-will-make-it-even-harder-for-some-of-them-133338\">\u003cspan style=\"font-weight: 400\">do not have reliable internet access\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The web offers countless best practice guides and curated tool inventories, but educators currently in triage mode are not in a position to craft ideal online learning programs. This brief guide aims to help educators, administrators, and parents better navigate the pitfalls of making the quick jump to online learning. It curates useful tools and resources with a view to maintain the indispensable human touch of teaching and learning during this period of social distancing.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Foundation: A Flexible Mindset and Realistic Expectations\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A positive attitude and a flexible mindset are key to make the online transition as smooth as possible. There is some liberation in accepting that the entire world is imperfectly adjusting to a new reality, and nobody expects business as usual.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Classes will not continue seamlessly, and lessons will have to be rejiggered to work within the constraints of time and technology. Formal tests and exams are difficult to administer online and will likely be postponed or cancelled. Science experiments, maker projects, and physical activities that require specialized equipment or spaces may no longer be possible. The school year will not unfold as planned, all curricular goals will not be met, and expectations should be managed accordingly. Rather, learning online may present an opportunity to apply creative solutions, learn some new tricks, connect with students in a new context, and support the community by keeping kids stimulated and productively occupied. Sounds an awful lot like business as usual.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Leaders can best serve their schools and districts by prioritizing mental health over curricular efficiency. The anxiety produced by the evolving crisis is compounded with teachers who may now have their own children to care for at home, ill family members, the stress of managing household resources to comply with social distancing measures, or they may fall ill themselves. This is the context in which some teachers are asked to quickly redeploy their classes. Ideally, they will be granted sufficient time to organize their lives and reconfigure their classes before resuming teaching. It is also important for administrators to actively check-in with teachers to maintain personalized communication and take the pulse on how to best provide support.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Likewise, teachers should try to maintain personal connections with their students, which can be a challenge when mitigated by the Internet. But \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0034654311421793\">\u003cspan style=\"font-weight: 400\">strong student-teacher relationships positively affect school engagement and achievement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and meaningful connections are particularly important for high schoolers, and vulnerable students in particular. Online learning can feel isolating and lacks the warmth of a busy classroom; however, teachers who transition from face-to-face classes have the advantage of having established relationships with their students. These can continue by facilitating informal interactions, such as sharing class-room appropriate memes, comics, images, or humorous short videos that may not be entirely relevant, but can help maintain the community and set an uplifting tone. Similarly, the class can use \u003c/span>\u003ca href=\"https://www.commonsense.org/education/articles/5-online-discussion-tools-to-fuel-student-engagement\">\u003cspan style=\"font-weight: 400\">forums\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for formal discussion, but also to post pictures, stories and updates. Rather than whole-class meetings, organize periodic video meet-ups with smaller groups of students to chat, check-in and provide help, support and assistance. Finally, if school policy allows, individual calls and check-ins to support struggling students is crucial, as distance learning particularly \u003c/span>\u003ca href=\"https://www.nytimes.com/2018/01/19/business/online-courses-are-harming-the-students-who-need-the-most-help.html\">\u003cspan style=\"font-weight: 400\">disadvantages students who struggle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. On the flipside, online formats \u003c/span>\u003ca href=\"https://blog.connectedcamps.com/online-communities-improve-social-skills-confidence-kids-autism/\">\u003cspan style=\"font-weight: 400\">might be an advantage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for some kids with autism. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most importantly, be kind and forgiving of yourself and your students. The next few months will be emotionally taxing, so pedagogical energies are better directed to the heart than the mind. Subject learning is important but, as the world is reshaped in the foreseeable future, there will be opportunities to learn invaluable lessons about community, family, civic responsibility, and social health: central components of human life that can be woven into the curriculum.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Home/Work Routine: Workspace, Calendar, and Survey\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">First step: organize your space and time at home to accommodate your new work environment. As many veteran telecommuters will attest to, \u003c/span>\u003ca href=\"https://www.nytimes.com/2017/09/19/smarter-living/work-at-home-tips-advice.html\">\u003cspan style=\"font-weight: 400\">there’s an art to working at home\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Basic daily practices like showering, changing into work clothes, setting up a firm work schedule and a designated work area are all advisable. There are countless websites and blogs devoted to advising on the trials and triumphs of working at home. Online learning is often asynchronous and can involve variable timetables, so using a shared calendar such as \u003c/span>\u003ca href=\"https://support.apple.com/en-ca/guide/calendar/icl1022/mac\">\u003cspan style=\"font-weight: 400\">iCal\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://gsuite.google.com/intl/en_ca/products/calendar/?utm_source=google&utm_medium=cpc&utm_campaign=na-CA-all-en-dr-skws-all-all-trial-b-dr-1008072&utm_content=text-ad-none-any-DEV_c-CRE_246638587853-ADGP_Hybrid%20%7C%20AW%20SEM%20%7C%20SKWS%20~%20BMM%20%2F%2F%20Calendars%20%5B1:1%5D%20%5BCalendars%5D%20-%20calendar-KWID_43700024970837362-kwd-297873394288&utm_term=KW_%2Bcalendars-ST_%2Bcalendars&gclid=EAIaIQobChMIj-_M75Gd6AIVEtbACh234Ai4EAAYASAAEgIVCPD_BwE&gclsrc=aw.ds\">\u003cspan style=\"font-weight: 400\">Google Calendar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> will not only help organize a dynamic schedule, but also afford easy sharing with parents and students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Glen Irvin, an Instructional Coach at Sauk Rapids-Rice Public Schools in Minnesota, who has taught and learned online, suggests that schools should circulate a preliminary survey to gauge student connectivity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The best advice I can give you is to do an audit of your school community’s technology capability,” \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=2RTeybp_Jbo&feature=youtu.be&fbclid=IwAR0mqxx_84XCg_ZlX3qyV-Wh3xkje-2oRyCvYo3d6dBjrwHvFtkyhdH8lds\">\u003cspan style=\"font-weight: 400\">said Irvin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in a recent webinar. “In our district, we wanted to make sure we dug deep into what kind of access our students have and what does that mean for the delivery of teaching and learning in these online environments.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers who want to poll their students can use \u003c/span>\u003ca href=\"https://www.google.ca/forms/about/\">\u003cspan style=\"font-weight: 400\">Google Forms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or the free trial version of \u003c/span>\u003ca href=\"https://www.surveymonkey.com/\">\u003cspan style=\"font-weight: 400\">Survey Monkey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The survey might also invite student recommendations of platforms, tools or viable social media that might be used to meet them where they are.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Leverage the Power of Community\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While waiting for survey results, explore at least one of the online communities that have recently sprung-up to share resources in response to school closures. Facebook groups such as \u003c/span>\u003ca href=\"https://www.facebook.com/groups/Temporaryschoolclosuresupport/?multi_permalinks=1599694000183239¬if_id=1584113729715153¬if_t=group_highlights\">\u003cspan style=\"font-weight: 400\">Educator Temporary School Closure for Online Learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://www.facebook.com/groups/2954479804602992/\">\u003cspan style=\"font-weight: 400\">Online Teaching Tips for the Plague-Averse\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are great places to start. They are spaces to share material, ask questions, trade stories, commiserate, vent, and connect through shared experience. Many of the groups are international and North American educators can benefit from their counterparts in \u003c/span>\u003ca href=\"https://www.smithsonianmag.com/innovation/what-can-americans-learn-from-hong-kongs-unplanned-experiment-online-learning-during-coronavirus-180974331/\">\u003cspan style=\"font-weight: 400\">China\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Japan and Italy who are several weeks into emergency online implementation. It’s also advisable to maintain contact with immediate colleagues to provide mutual support. Also, for teachers looking to keep their children occupied while they work at home, \u003c/span>\u003ca href=\"https://www.participate.com/\">\u003cspan style=\"font-weight: 400\">Participate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a community-building company, recently launched a free and open \u003c/span>\u003ca href=\"https://app.participate.com/communities/learning-at-home/5e955e09-75b5-4c8e-8a09-0a420ac4bdb2?join=true&utm_source=social&utm_medium=twitter&utm_content=lah_comm&fbclid=IwAR2zB2vl93hGrYQpNOGp7imSSc-ABGV7OwPcy3z82c5_0F8Dcdnsu5yfHSw\">\u003cspan style=\"font-weight: 400\">Learning at Home\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> group. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educational communities are also circulating shared documents that offer an array of resources to help teach online. For example, this document of \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1szHdBo1cjIK6ww-CmlN8iCJ2O2H_2NSGi2Lgpycvn9I/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">shared resources for virtual learning in emergency school closure\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was co-authored by educators from around the world, and organizes most of its resources according to age categories. Some \u003c/span>\u003ca href=\"https://docs.google.com/spreadsheets/d/1t3r618pd8MAi6V87dG2D66PtiKoHdHusBpjPKXgm36w/htmlview?fbclid=IwAR00l_8Bug9i-vRM18njjPn0n1CmLS3Rd_VkXDYKrp_diYU_ljUjsII97EU&sle=true#gid=0\">\u003cspan style=\"font-weight: 400\">keep updated lists of companies offering free subscriptions \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">due to school closures, and this handy chart \u003c/span>\u003ca href=\"https://docs.google.com/document/d/13fK2OsB2T4QAe1SItJHc1a_D8Q68LjvcwjogJLh-AY4/edit\">\u003cspan style=\"font-weight: 400\">organizes web-based tools according to the 5Es of online learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Quick Start Guides, Platforms, and Tools\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Several organizations and companies have published quick start guides to help teachers hit the ground running. The Academy of Active Learning Arts and Sciences (AALAS), which specializes in supporting flipped classrooms, offers a free \u003c/span>\u003ca href=\"http://aalasinternational.org/rtol/\">\u003cspan style=\"font-weight: 400\">Rapid Transition to Online Learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (RTOL) program to help educators efficiently transfer their courses to an online format. Global Online Academy (GOA) recently published an excellent \u003c/span>\u003ca href=\"https://globalonlineacademy.org/insights/articles/10-strategies-for-leading-online-when-school-is-closed\">\u003cspan style=\"font-weight: 400\">comprehensive playbook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that targets school leadership, but also has value for teachers. Similarly, the \u003c/span>\u003ca href=\"https://www.khanacademy.org/\">\u003cspan style=\"font-weight: 400\">Khan Academy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also has a \u003c/span>\u003ca href=\"https://docs.google.com/presentation/d/19Lth2WB8GcklAdIZxqA0p3WVJz2I_qtrBwP8nevKynM/edit#slide=id.p\">\u003cspan style=\"font-weight: 400\">Remote Quickstart Guide\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to leverage their extensive course offerings.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some teachers will have existing learning management systems (LMSs) and web-based apps that can be repurposed for online classes. Extending the use of the same tools online saves the trouble of students having to navigate new software. If teachers must adopt a platform from which to deliver their classes, there are many free options. National School Choice Week (NSCW) recommends these \u003c/span>\u003ca href=\"https://schoolchoiceweek.com/37-free-online-resources-for-schools-shifting-online-during-coronavirus/#section1\">\u003cspan style=\"font-weight: 400\">free online communication platforms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as well as other useful tools to get educators up and running. \u003c/span>\u003ca href=\"https://teachercenter.withgoogle.com/first-day-trainings/welcome-to-classroom\">\u003cspan style=\"font-weight: 400\">Google Classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a user-friendly option that is designed for classroom use but works well for online environments. \u003c/span>\u003ca href=\"https://moodle.org/\">\u003cspan style=\"font-weight: 400\">Moodle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a free open source learning platform, offers a robust toolbox that can be leveraged for distance learning. For group video conferencing, \u003c/span>\u003ca href=\"https://blogs.skype.com/news/2019/04/04/call-up-to-50-people-at-once-with-skype/\">\u003cspan style=\"font-weight: 400\">Skype\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://hangouts.google.com/\">\u003cspan style=\"font-weight: 400\">Hangouts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://gsuite.google.ca/intl/en_ca/products/meet/\">\u003cspan style=\"font-weight: 400\">Hangouts Meets\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://zoom.us/\">\u003cspan style=\"font-weight: 400\">Zoom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are good free options.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers who want to keep it simple can DIY their own delivery system using shared work platforms like Google’s \u003c/span>\u003ca href=\"https://gsuite.google.ca/intl/en_ca/\">\u003cspan style=\"font-weight: 400\">G Suite\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> software. A shared class agenda with links to tasks and resources can be created and shared on a single Google Doc. PDFs, images and other files can be stored on Google Drive and linked to the class agenda. Formative tests, quizzes and polls can be created and circulated with Google Forms, and lessons can be organized on Google Slides. Microsoft’s \u003c/span>\u003ca href=\"https://www.microsoft.com/en-us/education/products/office\">\u003cspan style=\"font-weight: 400\">Office 365 Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> would also do the trick, but it’s not free. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Beyond platforms and content delivery systems, an Internet search will yield countless free applications and online tools. The \u003c/span>\u003ca href=\"https://techagainstcoronavirus.com/\">\u003cspan style=\"font-weight: 400\">Tech Against Coronavirus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> site curates an thorough \u003c/span>\u003ca href=\"https://techagainstcoronavirus.com/\">\u003cspan style=\"font-weight: 400\">list of online tools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to facilitate COVID19-era communication. The CATO Institute curated a list of \u003c/span>\u003ca href=\"https://www.cato.org/blog/free-online-learning-resources-when-coronavirus-closes-schools\">\u003cspan style=\"font-weight: 400\">free online resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to support learning at home, while UNESCO jumped into the\u003c/span>\u003ca href=\"https://en.unesco.org/themes/education-emergencies/coronavirus-school-closures/solutions\">\u003cspan style=\"font-weight: 400\"> emergency toolbox\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> game with this well-organized list of educational technology resources. Scholastic announced that it is offering a \u003c/span>\u003ca href=\"https://www.scholastic.com/teachers/teaching-tools/articles/resources/scholastic-learn-at-home--free-resources-for-school-closures.html#\">\u003cspan style=\"font-weight: 400\">free 20-day Learn at Home\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> program for K - 8 students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Has there been a better time for students to take field trips to\u003c/span>\u003ca href=\"https://www.travelandleisure.com/attractions/museums-galleries/museums-with-virtual-tours\"> \u003cspan style=\"font-weight: 400\">virtual museums\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, play in the \u003c/span>\u003ca href=\"https://education.minecraft.net/\">\u003cspan style=\"font-weight: 400\">Minecraft\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> playground, run through a few rounds of \u003c/span>\u003ca href=\"https://kahoot.com/blog/2020/02/27/kahoot-free-access-schools-higher-education-coronavirus/\">\u003cspan style=\"font-weight: 400\">Kahoot\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or tune-in for a \u003c/span>\u003ca href=\"https://education.skype.com/\">\u003cspan style=\"font-weight: 400\">Skype lecture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by a special guest speaker? “Everything is the technology of online education,” said Joanna Dunlap, Assistant Director of Teaching Effectiveness University of Colorado - Denver, alluding to the vast spectrum for enhancing online instruction. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, if all else fails, there’s always email and telephone. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Silver Lining\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The sudden shift to online education will undoubtedly pose a challenge for many, but there’s also an upside. Disruption and discomfort are the enemies of complacency and can spur intense professional growth. Some teachers may be surprised to discover new tools, resources, and approaches to nourish their practice. They’ll also get the chance to see their students in a new light, and maybe better connect with their own families. In the case of younger students, there will be a need to more deeply involve parents in the learning process. Schools may want to explicitly communicate that any parents in a position to support their children’s learning should do so with some helpful guidelines to proceed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another positive is that remote learning can be carried out asynchronously, meaning that both teachers and students can work and contribute when it’s convenient for them if they don’t have to be in a specific place at a specific time. This flexibility can allow educators to manage life at home while doing school, and it might even allow kids to get that sleep that seems to be in short supply.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "What’s Lost When Kids Are 'Under-connected’ to the Internet?",
"title": "What’s Lost When Kids Are 'Under-connected’ to the Internet?",
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"content": "\u003cp>Ownership of mobile devices has grown swiftly since the introduction of the smartphone and has created more opportunities to connect to the Internet. Mobile devices have meant more Internet connectivity, but a closer look at how lower-income families use that access reveals the digital divide is still a problem.\u003c/p>\n\u003cp>A report by \u003ca href=\"http://www.joanganzcooneycenter.org/publication/opportunity-for-all/\">the Joan Ganz Cooney Center\u003c/a> at Sesame Workshop and Rutgers University found that until all families have reliable Internet access at home, learning environments will not be equitable.\u003c/p>\n\u003cp>Kids who don’t have reliable Internet access at home (which includes the use of a laptop of desktop for connecting to the Internet) are “less likely to go online to look up information about things that they are interested in,” according to the report. While mobile devices do provide Internet access, kids don't seem to use them for the deeper type of informal learning championed by tech advocates: 35 percent of children with mobile-only access look up information often, as compared with 52 percent of kids with Internet at home.\u003c/p>\n\u003cp>“These kids are less likely to be online in general and doing informal learning when they have mobile-only access,” said Victoria Rideout, a co-author of the report, \"\u003ca href=\"http://www.joanganzcooneycenter.org/publication/opportunity-for-all-technology-and-learning-in-lower-income-families/\">Opportunity for All? Technology and Learning in Lower-income Families,\u003c/a>\" which was funded by the Bill & Melinda Gates Foundation. A strong Internet connection at home allows kids to work on homework assignments, look up information and communicate with teachers and classmates more readily.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-43617\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Cooney-Center-digital-ownership-e1454482119755.png\" alt=\"Cooney Center digital ownership\" width=\"300\" height=\"656\">\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“What’s it really like to do your homework on a smartphone you’re having to borrow from your mom, but she needs it for something else? Are you really able to do your research paper?” asked Rideout.\u003c/p>\n\u003cp>Schools have improved their connections on campus, but home has been a major hurdle for learning as assignments and communication go online. “Schools getting wired was the task of the previous decade,” said Rideout. “Getting wired at home is the task of the current decade.”\u003c/p>\n\u003cp>While low-income families may appear connected, they come across obstacles that undermine access to information. For the survey, 1,191 parents with children ages 6 to 13, considered lower-income or “low- and moderate-income families,” were asked questions about how they use technology.\u003c/p>\n\u003cp>The researchers found that only 6 percent of families with incomes that qualify for discounted Internet services had ever signed up for such programs. A combination of lack of services provided, hurdles in qualifying for discounts (such as having no missed payments), and a lack of awareness of discount programs often stood in the way. Schools can have a role in educating families about discounted Internet programs, said Vikki Katz, co-author of the report .\u003c/p>\n\u003cp>“We found some really interesting differences between what happens when the school focuses on the relationship and uses tech to expand the relationship, and some districts that put the technology first,” Katz said. School districts that had stronger relationships with families were able to better inform families about discount programs.\u003c/p>\n\u003cp>Of the parents surveyed, 33 percent of those living below poverty level and 23 percent of those living below median-income level rely on mobile-only Internet access. And keeping their mobile devices connected is a struggle, as 24 percent of that group had their service cut off because of payment issues. Of those surveyed who do have home Internet, 20 percent have had their Internet cut off due to lack of payment within the last year and 26 percent say too many people share the same computer.\u003c/p>\n\u003cp>“If they have a home computer and Internet access, their Internet access is slow,” said Rideout. “Their computer is slow and their service has been cut off in the last 12 months because they can’t pay their bill. If they have mobile-only plans, they run up against their data plan. Or there are too many people using a single device. These are all elements of people being under-connected.”\u003c/p>\n\u003cp>In some districts, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/12/02/how-rural-schools-paid-for-students-home-internet-to-transform-learning/\">schools have paid\u003c/a> for families to have Internet at home so they wouldn’t have to rely on Wi-Fi at local businesses or stay on campus after hours to do homework. Having reliable Internet at home could mean more capacity to learn computer coding skills, stream \u003ca href=\"http://ww2.kqed.org/mindshift/2015/09/03/pixar-in-a-box-teaches-math-through-real-animation-challenges/\">video tutorials\u003c/a> or take an \u003ca href=\"http://ww2.kqed.org/mindshift/2015/04/21/can-foreign-language-immersion-be-taught-effectively-online/\">online language course\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“It’s not just doing the homework, but learning the skills needed to compete -- the design, the coding skills, etc.,\" said Rideout. \"You don’t do that as much on a smartphone as you would on a computer.”\u003c/p>\n\n",
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"description": "Most people have access to the Internet through mobile devices now, but that hasn't closed the digital divide for students, who need faster, more sophisticated programs for school work.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Ownership of mobile devices has grown swiftly since the introduction of the smartphone and has created more opportunities to connect to the Internet. Mobile devices have meant more Internet connectivity, but a closer look at how lower-income families use that access reveals the digital divide is still a problem.\u003c/p>\n\u003cp>A report by \u003ca href=\"http://www.joanganzcooneycenter.org/publication/opportunity-for-all/\">the Joan Ganz Cooney Center\u003c/a> at Sesame Workshop and Rutgers University found that until all families have reliable Internet access at home, learning environments will not be equitable.\u003c/p>\n\u003cp>Kids who don’t have reliable Internet access at home (which includes the use of a laptop of desktop for connecting to the Internet) are “less likely to go online to look up information about things that they are interested in,” according to the report. While mobile devices do provide Internet access, kids don't seem to use them for the deeper type of informal learning championed by tech advocates: 35 percent of children with mobile-only access look up information often, as compared with 52 percent of kids with Internet at home.\u003c/p>\n\u003cp>“These kids are less likely to be online in general and doing informal learning when they have mobile-only access,” said Victoria Rideout, a co-author of the report, \"\u003ca href=\"http://www.joanganzcooneycenter.org/publication/opportunity-for-all-technology-and-learning-in-lower-income-families/\">Opportunity for All? Technology and Learning in Lower-income Families,\u003c/a>\" which was funded by the Bill & Melinda Gates Foundation. A strong Internet connection at home allows kids to work on homework assignments, look up information and communicate with teachers and classmates more readily.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-43617\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Cooney-Center-digital-ownership-e1454482119755.png\" alt=\"Cooney Center digital ownership\" width=\"300\" height=\"656\">\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“What’s it really like to do your homework on a smartphone you’re having to borrow from your mom, but she needs it for something else? Are you really able to do your research paper?” asked Rideout.\u003c/p>\n\u003cp>Schools have improved their connections on campus, but home has been a major hurdle for learning as assignments and communication go online. “Schools getting wired was the task of the previous decade,” said Rideout. “Getting wired at home is the task of the current decade.”\u003c/p>\n\u003cp>While low-income families may appear connected, they come across obstacles that undermine access to information. For the survey, 1,191 parents with children ages 6 to 13, considered lower-income or “low- and moderate-income families,” were asked questions about how they use technology.\u003c/p>\n\u003cp>The researchers found that only 6 percent of families with incomes that qualify for discounted Internet services had ever signed up for such programs. A combination of lack of services provided, hurdles in qualifying for discounts (such as having no missed payments), and a lack of awareness of discount programs often stood in the way. Schools can have a role in educating families about discounted Internet programs, said Vikki Katz, co-author of the report .\u003c/p>\n\u003cp>“We found some really interesting differences between what happens when the school focuses on the relationship and uses tech to expand the relationship, and some districts that put the technology first,” Katz said. School districts that had stronger relationships with families were able to better inform families about discount programs.\u003c/p>\n\u003cp>Of the parents surveyed, 33 percent of those living below poverty level and 23 percent of those living below median-income level rely on mobile-only Internet access. And keeping their mobile devices connected is a struggle, as 24 percent of that group had their service cut off because of payment issues. Of those surveyed who do have home Internet, 20 percent have had their Internet cut off due to lack of payment within the last year and 26 percent say too many people share the same computer.\u003c/p>\n\u003cp>“If they have a home computer and Internet access, their Internet access is slow,” said Rideout. “Their computer is slow and their service has been cut off in the last 12 months because they can’t pay their bill. If they have mobile-only plans, they run up against their data plan. Or there are too many people using a single device. These are all elements of people being under-connected.”\u003c/p>\n\u003cp>In some districts, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/12/02/how-rural-schools-paid-for-students-home-internet-to-transform-learning/\">schools have paid\u003c/a> for families to have Internet at home so they wouldn’t have to rely on Wi-Fi at local businesses or stay on campus after hours to do homework. Having reliable Internet at home could mean more capacity to learn computer coding skills, stream \u003ca href=\"http://ww2.kqed.org/mindshift/2015/09/03/pixar-in-a-box-teaches-math-through-real-animation-challenges/\">video tutorials\u003c/a> or take an \u003ca href=\"http://ww2.kqed.org/mindshift/2015/04/21/can-foreign-language-immersion-be-taught-effectively-online/\">online language course\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“It’s not just doing the homework, but learning the skills needed to compete -- the design, the coding skills, etc.,\" said Rideout. \"You don’t do that as much on a smartphone as you would on a computer.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_37453\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/rosenfeldmedia/7095143045/in/photolist-iH98pX-5ngcJT-6eS6Wh-QaTah-bCSMuE-6Biz2M-3jFR8B-8NM84a-93c4vw-4VMShe-9pmJEi-8NMgQT-6eS6VQ-cZCJSu-bNYsQv-8bvNhp-7zgjmd-bvnyRK-5sgavg-5HVcnD-5z8FH3-oxYadi\">\u003cimg class=\"size-full wp-image-37453\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/dow-day-pic.jpg\" alt=\"Participatory games let students see archival footage of events that happened in the places where they stand.(Rosenfeld Media/Flickr)\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/dow-day-pic.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/dow-day-pic-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/dow-day-pic-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Participatory games let students see archival footage of events that happened in the places where they stand. (Rosenfeld Media/Flickr)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The buzz around games and learning has mostly focused on how educators can learn from game structure to create engaging learning experiences. Or else, educators are experimenting with video games meant to help students practice academic skills. Less attention has been paid to a niche of mobile gaming seeking to bridge the gap between the screen and the real world -- pervasive gaming.\u003c/p>\n\u003cp>“Most games are not automatically motivating,” said \u003ca href=\"http://benjaminstokes.net/\" target=\"_blank\">Benjamin Stokes\u003c/a>, postdoctoral scholar at the University of California, Berkeley School of Information and co-founder of \u003ca href=\"http://www.gamesforchange.org/\" target=\"_blank\">Games for Change\u003c/a>. “One of the things that makes a game engaging is that the choices are meaningful.”\u003c/p>\n\u003cp>Giving students the opportunity to make meaningful choices isn't at the center of every classroom, especially when it comes to civics. Most civics classes focus on teaching about democracy and governance in its most ideal form, as a static system. The focus is on preparing students for their eventual participation in the system, without giving them a real-life experience of what it means to be civically engaged.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'The breakthrough for me is that you are participating in the real world, so that participation has to be authentic to what the real world wants as well,' Stokes said.\u003c/aside>\n\u003cp>In these situated games, students play a game on mobile devices that also requires them to interact with the real world. For example, the game might include a challenge to go to a park where something historically significant happened, like a famous protest. While looking at the historical marker, the game could require students to read the text out loud or to tell passers-by about the history that happened at that place.\u003c/p>\n\u003cp>“Part of what’s interesting about mobile is that it takes a speech students might have read in the classroom and puts them at the location,” Stokes said in an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\">edWeb\u003c/a> webinar. In another instance, the game might ask students to act out a protest. “The goal of the game is not just to convey some facts, but to let people test out this disposition of protesting and engaging with the theater of it,” Stokes said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>These games allow students to walk in the shoes of historical figures, make the tough decisions those figures faced and deal with the consequences of those choices. That’s very different from merely visualizing what it might have been like.\u003c/p>\n\u003cp>[contextly_sidebar id=\"zsGtdzipVFM8B9hOM5Dt13EDLnnckQWy\"]\u003c/p>\n\u003cp>While the mobile game keeps track of students' progress, assigning different missions and cataloging evidence and the resulting points, the game is played out in the communities where students live, requiring them to engage with people of all ages.\u003c/p>\n\u003cp>“The breakthrough for me is that you are participating in the real world, so that participation has to be authentic to what the real world wants as well,” Stokes said. In other words, the game is not just a simulation of an event; it necessarily has an impact on the public spaces where it is played.\u003c/p>\n\u003cp>And because the game is on a mobile platform, students can reflect on the experience with pictures, videos and short writing exercises. “When we’re being social about our reflection, we often need the skill of writing quick, short things and then linking to longer pieces,” Stokes said. If students made those reflections on a public social media site, the community could even engage with them as they learn about what makes the place where they are from distinct.\u003c/p>\n\u003cp>“One of the things we really need for civic renewal is having conversations with other generations about issues,” Stokes said. Allowing students to learn what it means to participate in a civics project by leading them through a mobile game might begin a conversation with adults about the past that never would have happened otherwise.\u003c/p>\n\u003cp>\u003cstrong>PARTICIPATORY MOBILE GAMES\u003c/strong>\u003c/p>\n\u003cp>Jim Matthews is a teacher and researcher interested in using games to promote place-based education about everything, not just civics. Communities that show pride in their distinctive qualities and cultures tend to be more resilient and capable of problem-solving. Matthews wants to help students and their families contribute their own stories to the local history to strengthen that sense of place.\u003c/p>\n\u003cp>One of the strongest elements of a pervasive game is that the skills can’t be siloed into one academic discipline. “In order to solve some kinds of problems, by default they have to be multidisciplinary,” Matthews said in an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\">edWeb\u003c/a> webinar. Many of the games he has experimented with require students to use cross-cutting skills that will help them solve a varied set of problems.\u003c/p>\n\u003cp>\u003ca href=\"http://brianhouse.net/works/yellow_arrow/\" target=\"_blank\">\u003cstrong>YELLOW ARROW\u003c/strong>\u003c/a>: This public art project started in 2004 in Manhattan and has spread across the world. Participants print out yellow arrow stickers from the website , each with a unique identifying code, and place them in public places that have important local meaning. People who know about the project can text the Yellow Arrow phone number with the unique code and instantly receive the story or piece of local lore the author marked. Other users can even add more stories to a location, creating a crowdsourced ethnography of place.\u003c/p>\n\u003cp>\u003ca href=\"http://arisgames.org/featured/dow-day/\" target=\"_blank\">\u003cstrong>DOW DAY\u003c/strong>\u003c/a>: In this game, players take on the role of a journalist on the Madison campus of the University of Wisconsin in 1967 during a protest against Dow Chemical and their product, napalm. Called a situational documentary, students explore different characters' perspectives, taking on their roles. The game also offers opportunities to research contemporary issues connected to the university and contribute stories using the platform.\u003c/p>\n\u003cp>\u003ca href=\"http://arisgames.org/featured/mentira/\" target=\"_blank\">\u003cstrong>MENTIRA\u003c/strong>\u003c/a>: This game was started in Albuquerque to teach Spanish. Players interact with virtual characters as well as real residents of one of the city’s Spanish-speaking neighborhoods to investigate a fictional murder. Following clues given by game characters and real people, students must \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/augmented-reality-coming-soon-to-a-school-near-you/\" target=\"_blank\">play out the narrative and engage with people using their Spanish\u003c/a> at the same time. “One of the goals of this story is to get people out into a neighborhood, and the way you are doing it is through an invented story that uses Spanish,” Matthews said.\u003c/p>\n\u003cp>\u003ca href=\"http://arisgames.org/jewish-time-jump/\" target=\"_blank\">\u003cstrong>JEWISH TIME JUMP\u003c/strong>\u003c/a>: Using GPS technology on students’ mobile devices, archival images and tidbits of information pop up as students move around a park that sits across the street from the \u003ca href=\"http://www.history.com/topics/triangle-shirtwaist-fire\" target=\"_blank\">Triangle Shirtwaist Factory\u003c/a>, site of the famous fire that drew attention to the dangerous conditions in sweatshops. Players interrogate virtual historical figures like Rose Schneiderman, read primary source documents and slowly piece together the history of Jewish immigration in New York, the labor movement and women’s rights. These kinds of place-based, augmented reality games have the potential to allow students to construct their own understanding of history, while tying it tightly to the physical place where it happened.\u003c/p>\n\u003cp>\u003ca href=\"http://www.colleenmacklin.com/projects/reactivism/\" target=\"_blank\">\u003cstrong>RE:ACTIVISM\u003c/strong>\u003c/a>: This mobile game is similar to Jewish Time Jump in that it focuses on the civics history of locations, but it extends beyond New York. Teams compete to come up with visible, public actions that engage the public around different historical moments. Players are given cards associated with different sites and document their actions along the way. It requires creativity, research and knowledge to win the challenge. Players have to walk a fine line between being authentic to history and being playful -- one of the many interesting aspects of participatory gaming.\u003c/p>\n\u003cp>\u003ca href=\"http://mobile.wisc.edu/news/project-sustainable-u/\" target=\"_blank\">\u003cstrong>SUSTAINABLE U\u003c/strong>\u003c/a>: Players find themselves in a dystopian future where natural resources are running out and something must be done to change the course of history. Players receive quests to explore transportation, water and waste policies at a university. After researching what’s already been tried, they come up with new ways to address sustainability. “One of the challenges is to go out and find where energy is being wasted and change your own behavior,” Matthews said.\u003c/p>\n\u003cp>\u003ca href=\"http://engagementgamelab.org/projects/upriver/\" target=\"_blank\">\u003cstrong>UP RIVER\u003c/strong>\u003c/a>: Designed to make learning about the St. Louis Estuary more participatory, this virtual game leads students through the estuary to various places, some more industrial, others that look like the natural habitat that once existed. Students investigate important scientific factors like oxygen levels in the water, vital for fish stocks, and interact with virtual historical characters who can describe what the area was once like. The game includes questions and challenges that require students to interact with contemporary people, like fishermen.\u003c/p>\n\u003cp>“One of the things we’re experimenting with is how can you integrate stories with field work,” Matthews said. Students are collecting water samples, but learning about the local lore of the place as well. This kind of game reinforces the notion that real problems aren’t siloed by discipline. Cleaning up an estuary has real effects on local businesses of all kinds, for good and bad.\u003c/p>\n\u003cp>\u003ca href=\"https://communityplanit.org/\" target=\"_blank\">\u003cstrong>COMMUNITY PLANIT\u003c/strong>\u003c/a>: This game allows students to get involved in city planning at the local level. Students complete missions in the real world to win virtual coins. They can spend those coins to vote for how funds will be allocated for real city projects. “One of the neat things about this is that folks are tying it into planning projects that are already taking place,” Matthews said. The city of Philadelphia is using this game as it builds its Philadelphia 2035 plan.\u003c/p>\n\u003cp>\u003ca href=\"http://localgameslababq.wordpress.com/2011/11/21/playing-digital-graffiti-gallery/\" target=\"_blank\">\u003cstrong>DIGITAL GRAFFITI GALLERY\u003c/strong>\u003c/a>: This game focuses on the ephemeral and often beautiful culture of street art. “You are capturing real-world graffiti that has been put out around the city before it gets painted over,” Matthews said. Capturing it creates a record of its existence, and players can curate their own list of favorite artwork.\u003c/p>\n\u003cp>\u003ca href=\"http://citydigits.org/\" target=\"_blank\">\u003cstrong>LOCAL LOTO\u003c/strong>\u003c/a>: Focusing on the lottery and its effects on communities, the game asks students to look at the quantitative data about the lottery and then go out into the community and gather stories of people who play and why. After they’ve conducted all their research, students form their own position about whether they think the lottery is good or bad for the neighborhood as a whole.\u003c/p>\n\u003cp>These are just a few examples of the kinds of activities local game labs, teachers and nonprofits have developed to connect mobile gaming to real places and the communities that bring them to life. “The games challenge learning to be relevant, using classroom skills and fascinating stories from life,” Stokes said.\u003c/p>\n\u003cp>He thinks real-world gaming has the power to re-engage young people with civics and ignite their passion to have an impact. “Engage them in studying places where they already hang out and use technology that they already use,” Stokes said. Doing so not only helps teach them, but it could also empower them too.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I think we can actually try to be a little more ambitious beyond learning,” Stokes said. “Look at the contribution your young people might be able to make to their community.” As citizen scientists, community ethnographers and storytellers, chroniclers of injustice or city disfunction -- students can make a difference in their communities and often find great satisfaction in learning that allows them to do so.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_37453\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/rosenfeldmedia/7095143045/in/photolist-iH98pX-5ngcJT-6eS6Wh-QaTah-bCSMuE-6Biz2M-3jFR8B-8NM84a-93c4vw-4VMShe-9pmJEi-8NMgQT-6eS6VQ-cZCJSu-bNYsQv-8bvNhp-7zgjmd-bvnyRK-5sgavg-5HVcnD-5z8FH3-oxYadi\">\u003cimg class=\"size-full wp-image-37453\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/dow-day-pic.jpg\" alt=\"Participatory games let students see archival footage of events that happened in the places where they stand.(Rosenfeld Media/Flickr)\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/dow-day-pic.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/dow-day-pic-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/dow-day-pic-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Participatory games let students see archival footage of events that happened in the places where they stand. (Rosenfeld Media/Flickr)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The buzz around games and learning has mostly focused on how educators can learn from game structure to create engaging learning experiences. Or else, educators are experimenting with video games meant to help students practice academic skills. Less attention has been paid to a niche of mobile gaming seeking to bridge the gap between the screen and the real world -- pervasive gaming.\u003c/p>\n\u003cp>“Most games are not automatically motivating,” said \u003ca href=\"http://benjaminstokes.net/\" target=\"_blank\">Benjamin Stokes\u003c/a>, postdoctoral scholar at the University of California, Berkeley School of Information and co-founder of \u003ca href=\"http://www.gamesforchange.org/\" target=\"_blank\">Games for Change\u003c/a>. “One of the things that makes a game engaging is that the choices are meaningful.”\u003c/p>\n\u003cp>Giving students the opportunity to make meaningful choices isn't at the center of every classroom, especially when it comes to civics. Most civics classes focus on teaching about democracy and governance in its most ideal form, as a static system. The focus is on preparing students for their eventual participation in the system, without giving them a real-life experience of what it means to be civically engaged.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'The breakthrough for me is that you are participating in the real world, so that participation has to be authentic to what the real world wants as well,' Stokes said.\u003c/aside>\n\u003cp>In these situated games, students play a game on mobile devices that also requires them to interact with the real world. For example, the game might include a challenge to go to a park where something historically significant happened, like a famous protest. While looking at the historical marker, the game could require students to read the text out loud or to tell passers-by about the history that happened at that place.\u003c/p>\n\u003cp>“Part of what’s interesting about mobile is that it takes a speech students might have read in the classroom and puts them at the location,” Stokes said in an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\">edWeb\u003c/a> webinar. In another instance, the game might ask students to act out a protest. “The goal of the game is not just to convey some facts, but to let people test out this disposition of protesting and engaging with the theater of it,” Stokes said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>These games allow students to walk in the shoes of historical figures, make the tough decisions those figures faced and deal with the consequences of those choices. That’s very different from merely visualizing what it might have been like.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>While the mobile game keeps track of students' progress, assigning different missions and cataloging evidence and the resulting points, the game is played out in the communities where students live, requiring them to engage with people of all ages.\u003c/p>\n\u003cp>“The breakthrough for me is that you are participating in the real world, so that participation has to be authentic to what the real world wants as well,” Stokes said. In other words, the game is not just a simulation of an event; it necessarily has an impact on the public spaces where it is played.\u003c/p>\n\u003cp>And because the game is on a mobile platform, students can reflect on the experience with pictures, videos and short writing exercises. “When we’re being social about our reflection, we often need the skill of writing quick, short things and then linking to longer pieces,” Stokes said. If students made those reflections on a public social media site, the community could even engage with them as they learn about what makes the place where they are from distinct.\u003c/p>\n\u003cp>“One of the things we really need for civic renewal is having conversations with other generations about issues,” Stokes said. Allowing students to learn what it means to participate in a civics project by leading them through a mobile game might begin a conversation with adults about the past that never would have happened otherwise.\u003c/p>\n\u003cp>\u003cstrong>PARTICIPATORY MOBILE GAMES\u003c/strong>\u003c/p>\n\u003cp>Jim Matthews is a teacher and researcher interested in using games to promote place-based education about everything, not just civics. Communities that show pride in their distinctive qualities and cultures tend to be more resilient and capable of problem-solving. Matthews wants to help students and their families contribute their own stories to the local history to strengthen that sense of place.\u003c/p>\n\u003cp>One of the strongest elements of a pervasive game is that the skills can’t be siloed into one academic discipline. “In order to solve some kinds of problems, by default they have to be multidisciplinary,” Matthews said in an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\">edWeb\u003c/a> webinar. Many of the games he has experimented with require students to use cross-cutting skills that will help them solve a varied set of problems.\u003c/p>\n\u003cp>\u003ca href=\"http://brianhouse.net/works/yellow_arrow/\" target=\"_blank\">\u003cstrong>YELLOW ARROW\u003c/strong>\u003c/a>: This public art project started in 2004 in Manhattan and has spread across the world. Participants print out yellow arrow stickers from the website , each with a unique identifying code, and place them in public places that have important local meaning. People who know about the project can text the Yellow Arrow phone number with the unique code and instantly receive the story or piece of local lore the author marked. Other users can even add more stories to a location, creating a crowdsourced ethnography of place.\u003c/p>\n\u003cp>\u003ca href=\"http://arisgames.org/featured/dow-day/\" target=\"_blank\">\u003cstrong>DOW DAY\u003c/strong>\u003c/a>: In this game, players take on the role of a journalist on the Madison campus of the University of Wisconsin in 1967 during a protest against Dow Chemical and their product, napalm. Called a situational documentary, students explore different characters' perspectives, taking on their roles. The game also offers opportunities to research contemporary issues connected to the university and contribute stories using the platform.\u003c/p>\n\u003cp>\u003ca href=\"http://arisgames.org/featured/mentira/\" target=\"_blank\">\u003cstrong>MENTIRA\u003c/strong>\u003c/a>: This game was started in Albuquerque to teach Spanish. Players interact with virtual characters as well as real residents of one of the city’s Spanish-speaking neighborhoods to investigate a fictional murder. Following clues given by game characters and real people, students must \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/augmented-reality-coming-soon-to-a-school-near-you/\" target=\"_blank\">play out the narrative and engage with people using their Spanish\u003c/a> at the same time. “One of the goals of this story is to get people out into a neighborhood, and the way you are doing it is through an invented story that uses Spanish,” Matthews said.\u003c/p>\n\u003cp>\u003ca href=\"http://arisgames.org/jewish-time-jump/\" target=\"_blank\">\u003cstrong>JEWISH TIME JUMP\u003c/strong>\u003c/a>: Using GPS technology on students’ mobile devices, archival images and tidbits of information pop up as students move around a park that sits across the street from the \u003ca href=\"http://www.history.com/topics/triangle-shirtwaist-fire\" target=\"_blank\">Triangle Shirtwaist Factory\u003c/a>, site of the famous fire that drew attention to the dangerous conditions in sweatshops. Players interrogate virtual historical figures like Rose Schneiderman, read primary source documents and slowly piece together the history of Jewish immigration in New York, the labor movement and women’s rights. These kinds of place-based, augmented reality games have the potential to allow students to construct their own understanding of history, while tying it tightly to the physical place where it happened.\u003c/p>\n\u003cp>\u003ca href=\"http://www.colleenmacklin.com/projects/reactivism/\" target=\"_blank\">\u003cstrong>RE:ACTIVISM\u003c/strong>\u003c/a>: This mobile game is similar to Jewish Time Jump in that it focuses on the civics history of locations, but it extends beyond New York. Teams compete to come up with visible, public actions that engage the public around different historical moments. Players are given cards associated with different sites and document their actions along the way. It requires creativity, research and knowledge to win the challenge. Players have to walk a fine line between being authentic to history and being playful -- one of the many interesting aspects of participatory gaming.\u003c/p>\n\u003cp>\u003ca href=\"http://mobile.wisc.edu/news/project-sustainable-u/\" target=\"_blank\">\u003cstrong>SUSTAINABLE U\u003c/strong>\u003c/a>: Players find themselves in a dystopian future where natural resources are running out and something must be done to change the course of history. Players receive quests to explore transportation, water and waste policies at a university. After researching what’s already been tried, they come up with new ways to address sustainability. “One of the challenges is to go out and find where energy is being wasted and change your own behavior,” Matthews said.\u003c/p>\n\u003cp>\u003ca href=\"http://engagementgamelab.org/projects/upriver/\" target=\"_blank\">\u003cstrong>UP RIVER\u003c/strong>\u003c/a>: Designed to make learning about the St. Louis Estuary more participatory, this virtual game leads students through the estuary to various places, some more industrial, others that look like the natural habitat that once existed. Students investigate important scientific factors like oxygen levels in the water, vital for fish stocks, and interact with virtual historical characters who can describe what the area was once like. The game includes questions and challenges that require students to interact with contemporary people, like fishermen.\u003c/p>\n\u003cp>“One of the things we’re experimenting with is how can you integrate stories with field work,” Matthews said. Students are collecting water samples, but learning about the local lore of the place as well. This kind of game reinforces the notion that real problems aren’t siloed by discipline. Cleaning up an estuary has real effects on local businesses of all kinds, for good and bad.\u003c/p>\n\u003cp>\u003ca href=\"https://communityplanit.org/\" target=\"_blank\">\u003cstrong>COMMUNITY PLANIT\u003c/strong>\u003c/a>: This game allows students to get involved in city planning at the local level. Students complete missions in the real world to win virtual coins. They can spend those coins to vote for how funds will be allocated for real city projects. “One of the neat things about this is that folks are tying it into planning projects that are already taking place,” Matthews said. The city of Philadelphia is using this game as it builds its Philadelphia 2035 plan.\u003c/p>\n\u003cp>\u003ca href=\"http://localgameslababq.wordpress.com/2011/11/21/playing-digital-graffiti-gallery/\" target=\"_blank\">\u003cstrong>DIGITAL GRAFFITI GALLERY\u003c/strong>\u003c/a>: This game focuses on the ephemeral and often beautiful culture of street art. “You are capturing real-world graffiti that has been put out around the city before it gets painted over,” Matthews said. Capturing it creates a record of its existence, and players can curate their own list of favorite artwork.\u003c/p>\n\u003cp>\u003ca href=\"http://citydigits.org/\" target=\"_blank\">\u003cstrong>LOCAL LOTO\u003c/strong>\u003c/a>: Focusing on the lottery and its effects on communities, the game asks students to look at the quantitative data about the lottery and then go out into the community and gather stories of people who play and why. After they’ve conducted all their research, students form their own position about whether they think the lottery is good or bad for the neighborhood as a whole.\u003c/p>\n\u003cp>These are just a few examples of the kinds of activities local game labs, teachers and nonprofits have developed to connect mobile gaming to real places and the communities that bring them to life. “The games challenge learning to be relevant, using classroom skills and fascinating stories from life,” Stokes said.\u003c/p>\n\u003cp>He thinks real-world gaming has the power to re-engage young people with civics and ignite their passion to have an impact. “Engage them in studying places where they already hang out and use technology that they already use,” Stokes said. Doing so not only helps teach them, but it could also empower them too.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I think we can actually try to be a little more ambitious beyond learning,” Stokes said. “Look at the contribution your young people might be able to make to their community.” As citizen scientists, community ethnographers and storytellers, chroniclers of injustice or city disfunction -- students can make a difference in their communities and often find great satisfaction in learning that allows them to do so.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_37704\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/animation.jpg\">\u003cimg class=\"size-full wp-image-37704\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/animation.jpg\" alt=\"Kids create stop motion videos in class. (Brad Flickinger/Flickr)\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/09/animation.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/09/animation-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/09/animation-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kids create stop motion videos in class. (Brad Flickinger/Flickr)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">\"They don't live in Saskatoon!\" a seventh-grade girl says vehemently. She’s working with her class to figure out where another mystery class is located somewhere else in the world. The two classes are competing to figure out the other's location first. Students must work together to develop good yes or no questions to ask the other class, like the age-old car game “20 Questions.”\u003c/p>\n\u003cp>It looks like fun and students are certainly engaged in the project. This is a fairly typical use of technology in the classroom, featuring some of the elements technology evangelists talk about -- like global connection and collaboration with peers. When this video was shown to a group of educators at the \u003ca href=\"https://www.isteconference.org/2014/\" target=\"_blank\">2014 International Society for Technology in Education conference\u003c/a> as part of a session on how to deepen technology use in the classroom, teachers were enthusiastic about the Mystery Skype Project.\u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=NkoRuXm9htg]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>“They were practicing important skills, asking questions, problem-solving,” said one teacher. “Everyone was engaged; they all had roles to play,” added another. Other educators were excited the activity had authentic, real-world applications and that it could help students build empathy with children in other parts of the world.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>These are typical reactions to activities that use technology in the classroom, but they aren’t sufficient for Julie Graber, an instructional technology consultant for \u003ca href=\"http://www.plaea.org/\" target=\"_blank\">Prairie Lakes Educational Agency in Iowa\u003c/a>. She and her colleagues are \u003ca href=\"https://docs.google.com/document/d/16siKbWC2BCZ2Zzz8IOjg7cxR9dIuseG6MDlWRP_Fll8/edit\" target=\"_blank\">trying to codify specific traits\u003c/a> that coaches can look for to determine if technology in the classroom is having the transformational impact that many hope it will.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"I think it's really important to start with a framework of: Does technology add any value?\"\u003c/aside>\n\u003cp>“What we’re finding is that there’s really nothing that’s helpful for moving a system in terms of knowing where am I at and where am I trying to go,” Graber said during the ISTE session.\u003c/p>\n\u003cp>Many schools are using the \u003ca href=\"https://sites.google.com/a/msad60.org/technology-is-learning/samr-model\" target=\"_blank\">SAMR (substitution, augmentation, modification, redefinition) framework\u003c/a> to help guide technology integration. But Graber doesn’t find that model specific enough to guide educators through the process of improving their use of technology. “When we look at SAMR we find that it’s really difficult for leaders to figure out where they’re at and where they need to go,” Graber said.\u003c/p>\n\u003cp>The SAMR\u003ca href=\"https://sites.google.com/a/msad60.org/technology-is-learning/samr-model\" target=\"_blank\"> \u003c/a>model anticipates educators will gradually move through a process of transformation with their classroom technology as they become accustomed to teaching in new ways. It assumes that teachers will begin by substituting technology for other activities in the classroom, then move on to augmenting activities, progress to modifying the assignment to focus around specific functionalities offered by technology, and finally to redefine the tasks possible in school because of the technology available to them.\u003c/p>\n\u003cp>[contextly_sidebar id=\"gWMe0Hg8oioFAnbBPgXsY4bJMKgBSM31\"]\u003c/p>\n\u003cp>Author, speaker and former teacher \u003ca href=\"http://novemberlearning.com/educational-services/educational-consultants/alan-november/\" target=\"_blank\">Alan November\u003c/a> agrees with Graber that SAMR doesn't provide enough concrete guidance. Many of his graduate students present technology projects that they define as a redefinition of learning -- the highest level in the SAMR model -- but November sees them as merely substitution. For example, one of his students presented on \u003ca href=\"http://leafsnap.com/\" target=\"_blank\">Leafsnap\u003c/a>, an electronic field guide app that allows students to take a photo of a plant leaf and quickly learn about its biological traits.\u003c/p>\n\u003cp>“What did they just learn?” November asked a crowd of educators at ISTE 2014 in Atlanta. “How to take a picture. That's what they learned.” While the Leafsnap app is cool, it doesn’t meet November's criteria for using technology. “I think it’s really important to start with a framework of: Does technology add any value?” he said. He uses six questions to determine value, arguing that if the answer is “no” to any of the questions, the use of technology should be considered suspect.\u003c/p>\n\u003col>\n\u003cli>Did the assignment create capacity for critical thinking on the Web?\u003c/li>\n\u003cli>Did the assignment reach new areas of teaching students to develop new lines of inquiry?\u003c/li>\n\u003cli>Are there opportunities to broaden the perspective of the conversation with authentic audiences from around the world?\u003c/li>\n\u003cli>Is there an opportunity for students to publish (across various media) with an opportunity for continuous feedback?\u003c/li>\n\u003cli>Is there an option for students to create a contribution (purposeful work)?\u003c/li>\n\u003cli>Were students introduced to the best example in the world of the content or skill?\u003c/li>\n\u003c/ol>\n\u003cp>“I think these six elements separate what’s transformational from what I would call the $1,000 pencil,” November said. Instead of using Leafsnap, November would like to see teachers challenge students to think critically with a question like, \"Which plants will die first when the effects of climate change begin to be felt?\"\u003c/p>\n\u003cp>That question couldn't have been answered by students before the Internet age, but now a question like that forces students to use the Internet to investigate a globally relevant topic and gives them the opportunity to add value to the conversation about climate change.\u003c/p>\n\u003cp>\u003cstrong>THINKING CRITICALLY ABOUT TECH USE\u003c/strong>\u003c/p>\n\u003cp>Dissatisfaction with the frameworks currently available to evaluate whether technology is transforming learning prompted Graber and her colleagues, including \u003ca href=\"http://dangerouslyirrelevant.org/\" target=\"_blank\">Scott McLeod\u003c/a>, to try and develop a \u003ca href=\"http://dangerouslyirrelevant.org/2014/08/toward-better-technology-integration-introducing-trudacot.html\" target=\"_blank\">new set of questions\u003c/a> to help move past obvious qualities like student engagement to a deeper investigation of the pedagogy behind the activity.\u003c/p>\n\u003cp>Three of the most important traits they look at when evaluating a lesson are whether it is discipline specific, promotes critical thinking and whether technology is used in transformative ways.\u003c/p>\n\u003cul>\n\u003cli>\u003cem>Discipline specific:\u003c/em> Are students learning discipline-specific and appropriate content and knowledge? If so, is student work focused around big important concepts in that discipline? Are students using discipline-specific practices, tools and technologies as part of the activity?\u003c/li>\n\u003c/ul>\n\u003cp>“If you can’t tell which discipline the lesson fits into, that’s a problem,” Graber said. The educators at ISTE returned to the Mystery Skype video example to practice Graber’s suggested evaluation tools. They evaluated only what they could see in the video, treating it like a single classroom visit, when a coach or administrator gets only a tiny snapshot of a classroom.\u003c/p>\n\u003cp>To many teachers in the room, it wasn't clear what discipline the activity focused on -- while geography might be one guess, the skills discussed were not specific to that discipline, nor were the tools and processes focused on geography.\u003c/p>\n\u003cul>\n\u003cli>\u003cem>Critical thinking/Creativity/Initiative/Metacognition:\u003c/em> Does the activity go beyond facts or previously provided ways of thinking? Do the students have the opportunity to design, create or in other ways add unique value? Do students have the opportunity to take initiative to go beyond the parameters of the given assignment? Do students have the opportunity to reflect on their planning, thinking, work and progress?\u003c/li>\n\u003c/ul>\n\u003cp>In the Mystery Skype example, many of these qualities don’t seem to exist. The video states students each had a task, but some tasks required more critical thinking or reflection than others. A few kids were getting good practice designing smart questions, but they weren’t going beyond the parameters of the project, creating anything unique, or reflecting on their work.\u003c/p>\n\u003cul>\n\u003cli>\u003cem>Use of technology:\u003c/em> Is the technology a means, not the end? Does the technology add value so that students can do their work in better or different ways from what was possible before technology? Are digital technologies used meaningfully for learning tasks?\u003c/li>\n\u003c/ul>\n\u003cp>The group of ISTE educators came up with mixed answers on this item when evaluating the Mystery Skype activity. The activity wouldn’t have been possible without technology, but learning goals like effective questioning, collaboration and reflection on the process might have been better achieved for every student in the room without it.\u003c/p>\n\u003cp>This sample analysis is merely an example of how this evaluation framework could be used. The ultimate goal is to move from talking about liking or disliking an activity to a deeper evaluation of the lesson, providing useful and actionable feedback to the teacher.\u003c/p>\n\u003cp>Graber is clear that instructional coaches and administrators should not use this process if they aren’t committed to observation and evaluation as a means for improvement. These conversations can happen within the context of a teacher’s personal goals for the year or within the frame of schoolwide goals, but they shouldn’t be used for evaluation.\u003c/p>\n\u003cp>“If we aren't seeing what we want to be seeing, what is the system provided to change that?” Graber asked. “If there isn’t anything, then don’t use this.” She doesn’t think it’s fair to go into a classroom and point out problems with a teacher’s lesson if the district or school doesn't have a plan for providing support to the teacher as she works to change and deepen her practice.\u003c/p>\n\u003cp>“Design professional development so it’s all about growth and descriptive feedback, not about evaluation,” Graber said. She suggests coaches find really good positive examples of lessons that elicit strong affirmatives to the questions above. Teachers need to see what it looks like before they can begin to model it themselves. Graber does not recommend dissecting a lesson like Mystery Skype with a group of teachers if one of them is featured in the video. It’s much better to practice with anonymous educators to begin having the conversations. Graber and McLeod have found this framework especially useful as professional development before a lesson. It can help start powerful conversations about technology use and could begin to move practice, too.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The goal of this framework is to push past the typical response to digital activities in the classroom that focus on student engagement and instead evaluate whether students are truly using higher-order thinking skills, learning core aspects of a specific discipline and using technology in the most powerful and transformative ways.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>These are typical reactions to activities that use technology in the classroom, but they aren’t sufficient for Julie Graber, an instructional technology consultant for \u003ca href=\"http://www.plaea.org/\" target=\"_blank\">Prairie Lakes Educational Agency in Iowa\u003c/a>. She and her colleagues are \u003ca href=\"https://docs.google.com/document/d/16siKbWC2BCZ2Zzz8IOjg7cxR9dIuseG6MDlWRP_Fll8/edit\" target=\"_blank\">trying to codify specific traits\u003c/a> that coaches can look for to determine if technology in the classroom is having the transformational impact that many hope it will.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"I think it's really important to start with a framework of: Does technology add any value?\"\u003c/aside>\n\u003cp>“What we’re finding is that there’s really nothing that’s helpful for moving a system in terms of knowing where am I at and where am I trying to go,” Graber said during the ISTE session.\u003c/p>\n\u003cp>Many schools are using the \u003ca href=\"https://sites.google.com/a/msad60.org/technology-is-learning/samr-model\" target=\"_blank\">SAMR (substitution, augmentation, modification, redefinition) framework\u003c/a> to help guide technology integration. But Graber doesn’t find that model specific enough to guide educators through the process of improving their use of technology. “When we look at SAMR we find that it’s really difficult for leaders to figure out where they’re at and where they need to go,” Graber said.\u003c/p>\n\u003cp>The SAMR\u003ca href=\"https://sites.google.com/a/msad60.org/technology-is-learning/samr-model\" target=\"_blank\"> \u003c/a>model anticipates educators will gradually move through a process of transformation with their classroom technology as they become accustomed to teaching in new ways. It assumes that teachers will begin by substituting technology for other activities in the classroom, then move on to augmenting activities, progress to modifying the assignment to focus around specific functionalities offered by technology, and finally to redefine the tasks possible in school because of the technology available to them.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Author, speaker and former teacher \u003ca href=\"http://novemberlearning.com/educational-services/educational-consultants/alan-november/\" target=\"_blank\">Alan November\u003c/a> agrees with Graber that SAMR doesn't provide enough concrete guidance. Many of his graduate students present technology projects that they define as a redefinition of learning -- the highest level in the SAMR model -- but November sees them as merely substitution. For example, one of his students presented on \u003ca href=\"http://leafsnap.com/\" target=\"_blank\">Leafsnap\u003c/a>, an electronic field guide app that allows students to take a photo of a plant leaf and quickly learn about its biological traits.\u003c/p>\n\u003cp>“What did they just learn?” November asked a crowd of educators at ISTE 2014 in Atlanta. “How to take a picture. That's what they learned.” While the Leafsnap app is cool, it doesn’t meet November's criteria for using technology. “I think it’s really important to start with a framework of: Does technology add any value?” he said. He uses six questions to determine value, arguing that if the answer is “no” to any of the questions, the use of technology should be considered suspect.\u003c/p>\n\u003col>\n\u003cli>Did the assignment create capacity for critical thinking on the Web?\u003c/li>\n\u003cli>Did the assignment reach new areas of teaching students to develop new lines of inquiry?\u003c/li>\n\u003cli>Are there opportunities to broaden the perspective of the conversation with authentic audiences from around the world?\u003c/li>\n\u003cli>Is there an opportunity for students to publish (across various media) with an opportunity for continuous feedback?\u003c/li>\n\u003cli>Is there an option for students to create a contribution (purposeful work)?\u003c/li>\n\u003cli>Were students introduced to the best example in the world of the content or skill?\u003c/li>\n\u003c/ol>\n\u003cp>“I think these six elements separate what’s transformational from what I would call the $1,000 pencil,” November said. Instead of using Leafsnap, November would like to see teachers challenge students to think critically with a question like, \"Which plants will die first when the effects of climate change begin to be felt?\"\u003c/p>\n\u003cp>That question couldn't have been answered by students before the Internet age, but now a question like that forces students to use the Internet to investigate a globally relevant topic and gives them the opportunity to add value to the conversation about climate change.\u003c/p>\n\u003cp>\u003cstrong>THINKING CRITICALLY ABOUT TECH USE\u003c/strong>\u003c/p>\n\u003cp>Dissatisfaction with the frameworks currently available to evaluate whether technology is transforming learning prompted Graber and her colleagues, including \u003ca href=\"http://dangerouslyirrelevant.org/\" target=\"_blank\">Scott McLeod\u003c/a>, to try and develop a \u003ca href=\"http://dangerouslyirrelevant.org/2014/08/toward-better-technology-integration-introducing-trudacot.html\" target=\"_blank\">new set of questions\u003c/a> to help move past obvious qualities like student engagement to a deeper investigation of the pedagogy behind the activity.\u003c/p>\n\u003cp>Three of the most important traits they look at when evaluating a lesson are whether it is discipline specific, promotes critical thinking and whether technology is used in transformative ways.\u003c/p>\n\u003cul>\n\u003cli>\u003cem>Discipline specific:\u003c/em> Are students learning discipline-specific and appropriate content and knowledge? If so, is student work focused around big important concepts in that discipline? Are students using discipline-specific practices, tools and technologies as part of the activity?\u003c/li>\n\u003c/ul>\n\u003cp>“If you can’t tell which discipline the lesson fits into, that’s a problem,” Graber said. The educators at ISTE returned to the Mystery Skype video example to practice Graber’s suggested evaluation tools. They evaluated only what they could see in the video, treating it like a single classroom visit, when a coach or administrator gets only a tiny snapshot of a classroom.\u003c/p>\n\u003cp>To many teachers in the room, it wasn't clear what discipline the activity focused on -- while geography might be one guess, the skills discussed were not specific to that discipline, nor were the tools and processes focused on geography.\u003c/p>\n\u003cul>\n\u003cli>\u003cem>Critical thinking/Creativity/Initiative/Metacognition:\u003c/em> Does the activity go beyond facts or previously provided ways of thinking? Do the students have the opportunity to design, create or in other ways add unique value? Do students have the opportunity to take initiative to go beyond the parameters of the given assignment? Do students have the opportunity to reflect on their planning, thinking, work and progress?\u003c/li>\n\u003c/ul>\n\u003cp>In the Mystery Skype example, many of these qualities don’t seem to exist. The video states students each had a task, but some tasks required more critical thinking or reflection than others. A few kids were getting good practice designing smart questions, but they weren’t going beyond the parameters of the project, creating anything unique, or reflecting on their work.\u003c/p>\n\u003cul>\n\u003cli>\u003cem>Use of technology:\u003c/em> Is the technology a means, not the end? Does the technology add value so that students can do their work in better or different ways from what was possible before technology? Are digital technologies used meaningfully for learning tasks?\u003c/li>\n\u003c/ul>\n\u003cp>The group of ISTE educators came up with mixed answers on this item when evaluating the Mystery Skype activity. The activity wouldn’t have been possible without technology, but learning goals like effective questioning, collaboration and reflection on the process might have been better achieved for every student in the room without it.\u003c/p>\n\u003cp>This sample analysis is merely an example of how this evaluation framework could be used. The ultimate goal is to move from talking about liking or disliking an activity to a deeper evaluation of the lesson, providing useful and actionable feedback to the teacher.\u003c/p>\n\u003cp>Graber is clear that instructional coaches and administrators should not use this process if they aren’t committed to observation and evaluation as a means for improvement. These conversations can happen within the context of a teacher’s personal goals for the year or within the frame of schoolwide goals, but they shouldn’t be used for evaluation.\u003c/p>\n\u003cp>“If we aren't seeing what we want to be seeing, what is the system provided to change that?” Graber asked. “If there isn’t anything, then don’t use this.” She doesn’t think it’s fair to go into a classroom and point out problems with a teacher’s lesson if the district or school doesn't have a plan for providing support to the teacher as she works to change and deepen her practice.\u003c/p>\n\u003cp>“Design professional development so it’s all about growth and descriptive feedback, not about evaluation,” Graber said. She suggests coaches find really good positive examples of lessons that elicit strong affirmatives to the questions above. Teachers need to see what it looks like before they can begin to model it themselves. Graber does not recommend dissecting a lesson like Mystery Skype with a group of teachers if one of them is featured in the video. It’s much better to practice with anonymous educators to begin having the conversations. Graber and McLeod have found this framework especially useful as professional development before a lesson. It can help start powerful conversations about technology use and could begin to move practice, too.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The goal of this framework is to push past the typical response to digital activities in the classroom that focus on student engagement and instead evaluate whether students are truly using higher-order thinking skills, learning core aspects of a specific discipline and using technology in the most powerful and transformative ways.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_36709\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-36709\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/erinscott_-7061.jpg\" alt=\"Erin Scott/MindShift\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/07/erinscott_-7061.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/erinscott_-7061-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/erinscott_-7061-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Erin Scott/MindShift\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Just a few years ago, mobile devices were almost unheard of in classrooms. Over time, teachers and administrators have been experimenting with how to make mobile devices into powerful learning tools, and have come up with some strategies.\u003c/p>\n\u003cp>A group of administrators from some of the first districts to pioneer Bring Your Own Device (BYOD) policies and other forms of mobile learning are now sharing their experiences with those hustling to get on board. \u003ca href=\"http://www.cosn.org/\" target=\"_blank\">The Consortium of School Networking\u003c/a>, a professional group for district leaders, is trying to make that knowledge more widely available through its \u003ca href=\"https://sites.google.com/site/lmlguide/\" target=\"_blank\">Mobile Learning Initiative\u003c/a>.\u003c/p>\n\u003cp>“It’s a way to keep up with what are the new burning questions, find out what leading people are doing, give a variety of insights into that particular topic so you can get a little bit of context and understanding,” said Marie Bjerede the initiative’s project director.\u003c/p>\n\u003cp>The site offers insights into some of the key steps to implementing a strong mobile learning program and provides quick answers to real world problems that busy administrators may have as they roll out their own programs.\u003c/p>\n\u003cp>\u003cstrong>1. Set goals and expectations for teaching and learning with mobile devices before worrying about the device itself. \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“If this is a device plan and not a learning plan, you are definitely going down a path that could lead to some confusion and failed deployments,” said Michelle Bourgeois, technology coordinator at \u003ca href=\"http://www.svvsd.org/\" target=\"_blank\">St. Vrain Valley School District in Colorado,\u003c/a> and every administrator echoed this sentiment.\u003c/p>\n\u003cp>It's easy to focus a mobile learning initiative on the devices themselves, without realizing that some of the thorniest shifts are in how educators approach the use of technology in the classroom. “The technology is a tool,” said Scott Smith, chief technology officer at \u003ca href=\"http://www.mgsd.k12.nc.us/MGSD/Home.html\" target=\"_blank\">Mooresville Graded School District\u003c/a> in North Carolina. “The technology gives us exponential potential to do things we haven’t been able to do before. But the focus is on curriculum and instruction.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It's no longer just something you implement; it's evolving and it's unique in each location.\"\u003c/aside>\n\u003cp>Focusing on how mobile devices will change learning -- not merely replicate old pedagogy on a digital device -- means involving teachers and curriculum specialists in the planning process from the beginning. “The tendency is for the technology people to make the decisions in terms of the technology,” said John Connolly, Director of Technology at \u003ca href=\"http://d230.org/\" target=\"_blank\">Consolidated High School District 230\u003c/a> in Illinois. “I think it’s really important for the curriculum folks and teachers to be involved in choosing what type of device and content, but more importantly the goals and where do we want to go as a group.”\u003c/p>\n\u003cp>Beginning a new initiative with the support and energy of teachers will also help the program to go more smoothly. Administrators who’ve been through the roll-out process before also recommend a pilot program to help identify problems, areas of professional development that are most needed and to begin developing some best practices to share with a larger group of teachers.\u003c/p>\n\u003cp>\u003cstrong>2. Develop a strong community of support for the initiative early and keep up transparent communication with parents and community members throughout the process.\u003c/strong>\u003c/p>\n\u003cp>“Long before we handed out the first device, we started a community awareness program in terms of what we were planning to do and why,” Smith said. District representatives held many community meetings where they explained why it would be important for students to come out of school fluent in technology use and with a collaborative set of skills different from what parents were expected to have. By describing a vision for what students would be able to do after leaving school, Smith gradually won over parents.\u003c/p>\n\u003cp>“Things were a lot different then,” said \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/how-byod-programs-can-fuel-inquiry-learning/\" target=\"_blank\">Tim Clark\u003c/a>, Coordinator of Instructional Technology for \u003ca href=\"http://www.forsyth.k12.ga.us/site/default.aspx?PageID=1\" target=\"_blank\">Forsyth County Schools in Georgia\u003c/a>. The iPad hadn’t even been released yet when Forsyth began its program. “Now the parents are expecting it and are actually driving our schools to adopt even more mobile learning because they want students to find instructional purposes for those devices in their pockets.”\u003c/p>\n\u003cp>The strong vision for how mobile learning can change teaching and learning was the core of the communication between district officials and the community. Getting everyone on board with the ultimate goal helped them deal with the inevitable bumps in rolling out the technology and learning to use it for learning.\u003c/p>\n\u003cp>\u003cstrong>3. Think about equity, but don’t let it stop forward motion.\u003c/strong>\u003c/p>\n\u003cp>While some districts deal with more poverty than others, equity concerns are part of every school administrator’s job. Many districts that pioneered mobile learning programs did so because they wanted to offer more equal access to the benefits of anytime-anywhere access to knowledge that computers offer.\u003c/p>\n\u003cp>\"When you give every student a device, it levels that playing field, but there are still inequities,” Smith said. His district charges each student a $50 tech fee per year. A local education foundation has agreed to pay for families who can’t afford the fee, but about half of the families eligible for free and reduced price lunch still pay the fee because they recognize its importance for their children, Smith said.\u003c/p>\n\u003cp>For many districts embracing a 24-7 mobile learning program, the toughest equity challenge is getting every student access to the internet at home. “We’ve been trying to build lots of partnerships,” Bourgeois said. Her district \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/think-big-how-to-jumpstart-tech-use-in-low-income-schools/\" target=\"_blank\">includes both urban and rural areas\u003c/a>, each of which have access issues. The district has been mapping resources that already exist, convincing cities to extend their programs if they are offering free internet in downtown business districts, and making sure students and parents know how to save resources for offline use.\u003c/p>\n\u003cp>\"Most of our kids are bringing a device to school, so we’ve just been able to supplement what students bring in with school owned technology,” Clark said. His students go back and forth between school-owned devices and their own, depending on need and in case of battery failure or other technical difficulties. It’s become a very fluid process, he said.\u003c/p>\n\u003cp>\u003cstrong>4. Evaluate the effectiveness of a mobile learning initiative based on the goals set at the beginning of the rollout.\u003c/strong>\u003c/p>\n\u003cp>It’s easy to use improved test scores as a measure of whether a mobile learning initiative has been successful, but school leaders recommend trying to evaluate the goals set forth in the original vision and to think about evaluation holistically. If one element of a district’s vision is to put more power to direct learning in the hands of students, test scores aren’t the most appropriate measure of that goal.\u003c/p>\n\u003cp>[contextly_sidebar id=\"bbc86d0e49f0b2ed278b2c409f765c1d\"]\u003c/p>\n\u003cp>“Everybody wants to look at test scores because that’s a measurable goal that everyone understands, but there are other things that you can use to evaluate success,” Smith said. His district is in the sixth year of implementation and has found that graduation rates, attendance rates and academic success are all up. Meanwhile discipline issues and dropout rates are down. “Is that all because of technology? Absolutely not, but it is certainly a contributing factor for being able to meet all students where they are,” he said.\u003c/p>\n\u003cp>It’s also tempting to expect results immediately, but leaders recommended allowing three to four years for educators and parents to grow into the program before expecting to see its value.\u003c/p>\n\u003cp>\u003cstrong>5. Some of the biggest lessons learned include giving up control and trusting students.\u003c/strong>\u003c/p>\n\u003cp>“A lot of our shifts are making sure we are not mandating any more than we have to and that we’re empowering as much as we can,” Bourgeois said. She found that once devices were in the hands of teachers and students there was far more potential for creativity and student empowerment than district officials had imagined. The district has been working to get out of the way of that generative energy.\u003c/p>\n\u003cp>“One of the things I would do early is bring the students into the process because I think their insights are pretty powerful and sometimes surprising in the way they think about things,” Bourgeois said. If she could re-do her rollout she would have \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/students-speak-up-trust-us-with-devices/\" target=\"_blank\">included students in the discussions\u003c/a> long before devices were chosen or in classrooms. They are stakeholders in their own education, but often aren’t included in the decisions that will directly affect their daily instruction.\u003c/p>\n\u003cp>“Over time you start to really focus in on what students are doing and learning with those devices and then where is the rigor of instruction and where is the authenticity of instructional tasks,” Clark said. He noted that it's natural for schools to worry about the technical aspects of a rollout, but the novelty of the devices wears off quickly and when it does the whole school community can become even more focused on how to use the devices to offer the best learning opportunities possible.\u003c/p>\n\u003cp>\u003cstrong>STAY NIMBLE\u003c/strong>\u003c/p>\n\u003cp>While these mobile learning pioneers have seen some of the pitfalls and can help districts new to the game avoid the same stumbles, this space is changing quickly and every community’s needs will be different.\u003c/p>\n\u003cp>“It’s no longer just something you implement; it’s evolving and it’s unique in each location,” Bjerede said. “If you try to be cookie cutter about it you won’t meet the needs of every kid in every classroom.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The technology will change, students will surprise their teachers and the best advice to district leaders is to stay open to all the possibilities and allow students to take control of the tremendous learning opportunity that having a device at all times could offer them.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_36709\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-36709\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/erinscott_-7061.jpg\" alt=\"Erin Scott/MindShift\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/07/erinscott_-7061.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/erinscott_-7061-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/erinscott_-7061-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Erin Scott/MindShift\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Just a few years ago, mobile devices were almost unheard of in classrooms. Over time, teachers and administrators have been experimenting with how to make mobile devices into powerful learning tools, and have come up with some strategies.\u003c/p>\n\u003cp>A group of administrators from some of the first districts to pioneer Bring Your Own Device (BYOD) policies and other forms of mobile learning are now sharing their experiences with those hustling to get on board. \u003ca href=\"http://www.cosn.org/\" target=\"_blank\">The Consortium of School Networking\u003c/a>, a professional group for district leaders, is trying to make that knowledge more widely available through its \u003ca href=\"https://sites.google.com/site/lmlguide/\" target=\"_blank\">Mobile Learning Initiative\u003c/a>.\u003c/p>\n\u003cp>“It’s a way to keep up with what are the new burning questions, find out what leading people are doing, give a variety of insights into that particular topic so you can get a little bit of context and understanding,” said Marie Bjerede the initiative’s project director.\u003c/p>\n\u003cp>The site offers insights into some of the key steps to implementing a strong mobile learning program and provides quick answers to real world problems that busy administrators may have as they roll out their own programs.\u003c/p>\n\u003cp>\u003cstrong>1. Set goals and expectations for teaching and learning with mobile devices before worrying about the device itself. \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“If this is a device plan and not a learning plan, you are definitely going down a path that could lead to some confusion and failed deployments,” said Michelle Bourgeois, technology coordinator at \u003ca href=\"http://www.svvsd.org/\" target=\"_blank\">St. Vrain Valley School District in Colorado,\u003c/a> and every administrator echoed this sentiment.\u003c/p>\n\u003cp>It's easy to focus a mobile learning initiative on the devices themselves, without realizing that some of the thorniest shifts are in how educators approach the use of technology in the classroom. “The technology is a tool,” said Scott Smith, chief technology officer at \u003ca href=\"http://www.mgsd.k12.nc.us/MGSD/Home.html\" target=\"_blank\">Mooresville Graded School District\u003c/a> in North Carolina. “The technology gives us exponential potential to do things we haven’t been able to do before. But the focus is on curriculum and instruction.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It's no longer just something you implement; it's evolving and it's unique in each location.\"\u003c/aside>\n\u003cp>Focusing on how mobile devices will change learning -- not merely replicate old pedagogy on a digital device -- means involving teachers and curriculum specialists in the planning process from the beginning. “The tendency is for the technology people to make the decisions in terms of the technology,” said John Connolly, Director of Technology at \u003ca href=\"http://d230.org/\" target=\"_blank\">Consolidated High School District 230\u003c/a> in Illinois. “I think it’s really important for the curriculum folks and teachers to be involved in choosing what type of device and content, but more importantly the goals and where do we want to go as a group.”\u003c/p>\n\u003cp>Beginning a new initiative with the support and energy of teachers will also help the program to go more smoothly. Administrators who’ve been through the roll-out process before also recommend a pilot program to help identify problems, areas of professional development that are most needed and to begin developing some best practices to share with a larger group of teachers.\u003c/p>\n\u003cp>\u003cstrong>2. Develop a strong community of support for the initiative early and keep up transparent communication with parents and community members throughout the process.\u003c/strong>\u003c/p>\n\u003cp>“Long before we handed out the first device, we started a community awareness program in terms of what we were planning to do and why,” Smith said. District representatives held many community meetings where they explained why it would be important for students to come out of school fluent in technology use and with a collaborative set of skills different from what parents were expected to have. By describing a vision for what students would be able to do after leaving school, Smith gradually won over parents.\u003c/p>\n\u003cp>“Things were a lot different then,” said \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/how-byod-programs-can-fuel-inquiry-learning/\" target=\"_blank\">Tim Clark\u003c/a>, Coordinator of Instructional Technology for \u003ca href=\"http://www.forsyth.k12.ga.us/site/default.aspx?PageID=1\" target=\"_blank\">Forsyth County Schools in Georgia\u003c/a>. The iPad hadn’t even been released yet when Forsyth began its program. “Now the parents are expecting it and are actually driving our schools to adopt even more mobile learning because they want students to find instructional purposes for those devices in their pockets.”\u003c/p>\n\u003cp>The strong vision for how mobile learning can change teaching and learning was the core of the communication between district officials and the community. Getting everyone on board with the ultimate goal helped them deal with the inevitable bumps in rolling out the technology and learning to use it for learning.\u003c/p>\n\u003cp>\u003cstrong>3. Think about equity, but don’t let it stop forward motion.\u003c/strong>\u003c/p>\n\u003cp>While some districts deal with more poverty than others, equity concerns are part of every school administrator’s job. Many districts that pioneered mobile learning programs did so because they wanted to offer more equal access to the benefits of anytime-anywhere access to knowledge that computers offer.\u003c/p>\n\u003cp>\"When you give every student a device, it levels that playing field, but there are still inequities,” Smith said. His district charges each student a $50 tech fee per year. A local education foundation has agreed to pay for families who can’t afford the fee, but about half of the families eligible for free and reduced price lunch still pay the fee because they recognize its importance for their children, Smith said.\u003c/p>\n\u003cp>For many districts embracing a 24-7 mobile learning program, the toughest equity challenge is getting every student access to the internet at home. “We’ve been trying to build lots of partnerships,” Bourgeois said. Her district \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/think-big-how-to-jumpstart-tech-use-in-low-income-schools/\" target=\"_blank\">includes both urban and rural areas\u003c/a>, each of which have access issues. The district has been mapping resources that already exist, convincing cities to extend their programs if they are offering free internet in downtown business districts, and making sure students and parents know how to save resources for offline use.\u003c/p>\n\u003cp>\"Most of our kids are bringing a device to school, so we’ve just been able to supplement what students bring in with school owned technology,” Clark said. His students go back and forth between school-owned devices and their own, depending on need and in case of battery failure or other technical difficulties. It’s become a very fluid process, he said.\u003c/p>\n\u003cp>\u003cstrong>4. Evaluate the effectiveness of a mobile learning initiative based on the goals set at the beginning of the rollout.\u003c/strong>\u003c/p>\n\u003cp>It’s easy to use improved test scores as a measure of whether a mobile learning initiative has been successful, but school leaders recommend trying to evaluate the goals set forth in the original vision and to think about evaluation holistically. If one element of a district’s vision is to put more power to direct learning in the hands of students, test scores aren’t the most appropriate measure of that goal.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“Everybody wants to look at test scores because that’s a measurable goal that everyone understands, but there are other things that you can use to evaluate success,” Smith said. His district is in the sixth year of implementation and has found that graduation rates, attendance rates and academic success are all up. Meanwhile discipline issues and dropout rates are down. “Is that all because of technology? Absolutely not, but it is certainly a contributing factor for being able to meet all students where they are,” he said.\u003c/p>\n\u003cp>It’s also tempting to expect results immediately, but leaders recommended allowing three to four years for educators and parents to grow into the program before expecting to see its value.\u003c/p>\n\u003cp>\u003cstrong>5. Some of the biggest lessons learned include giving up control and trusting students.\u003c/strong>\u003c/p>\n\u003cp>“A lot of our shifts are making sure we are not mandating any more than we have to and that we’re empowering as much as we can,” Bourgeois said. She found that once devices were in the hands of teachers and students there was far more potential for creativity and student empowerment than district officials had imagined. The district has been working to get out of the way of that generative energy.\u003c/p>\n\u003cp>“One of the things I would do early is bring the students into the process because I think their insights are pretty powerful and sometimes surprising in the way they think about things,” Bourgeois said. If she could re-do her rollout she would have \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/students-speak-up-trust-us-with-devices/\" target=\"_blank\">included students in the discussions\u003c/a> long before devices were chosen or in classrooms. They are stakeholders in their own education, but often aren’t included in the decisions that will directly affect their daily instruction.\u003c/p>\n\u003cp>“Over time you start to really focus in on what students are doing and learning with those devices and then where is the rigor of instruction and where is the authenticity of instructional tasks,” Clark said. He noted that it's natural for schools to worry about the technical aspects of a rollout, but the novelty of the devices wears off quickly and when it does the whole school community can become even more focused on how to use the devices to offer the best learning opportunities possible.\u003c/p>\n\u003cp>\u003cstrong>STAY NIMBLE\u003c/strong>\u003c/p>\n\u003cp>While these mobile learning pioneers have seen some of the pitfalls and can help districts new to the game avoid the same stumbles, this space is changing quickly and every community’s needs will be different.\u003c/p>\n\u003cp>“It’s no longer just something you implement; it’s evolving and it’s unique in each location,” Bjerede said. “If you try to be cookie cutter about it you won’t meet the needs of every kid in every classroom.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The technology will change, students will surprise their teachers and the best advice to district leaders is to stay open to all the possibilities and allow students to take control of the tremendous learning opportunity that having a device at all times could offer them.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_35272\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/bionicteaching/4700359343/\">\u003cimg class=\"wp-image-35272 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/computing.jpg\" alt=\"computing\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/computing.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/computing-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/computing-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Tom Woodward/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The promise of using technology in school technology has been to give students more control over their learning, while helping teachers provide tailored instruction to individual student needs. \"Personalized learning\" has been the common rhetoric driving most one-to-one device initiatives.\u003c/p>\n\u003cp>The stated goal is to make learning more of an individual experience, but many schools have chosen to implement technology programs in fairly regimented ways -- for lots of different reasons. Many schools want all students to have the same kind of device, with the same apps pre-downloaded. Students often have little choice over which tools they can use on their devices. Even for online research, many schools \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\" target=\"_blank\">filter out useful websites\u003c/a> like YouTube, Facebook and Twitter, making it harder and more restrictive.\u003c/p>\n\u003cp>Schools have many reasons for wanting to systematize the technology in schools: to ensure equity for all students, the ability of IT department to support the devices, and to comply with federal laws. Most schools are working with limited technology budgets and IT directors are trying to decide how to get the most out of those limited dollars. At the same time, they’re\u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/in-the-rush-to-buy-new-tech-for-common-core-what-happens-to-the-big-picture/\" target=\"_blank\"> being bombarded by tech vendors\u003c/a>, feeling pressure to keep up with new changes.\u003c/p>\n\u003cp>Though all these reasons make sense in context, this focus on controlling devices may also be undermining the goal of helping students to become independent learners. Are schools missing a key element of the technology revolution in schools, a moment for real change, by locking down computing systems and by default ensuring students remain tech-users, not creators?\u003c/p>\n\u003cp>\u003cstrong>A PIRATE ISLAND DISTRICT\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A district in Pennsylvania is flying in the face of the trend towards closed systems, instead choosing open source devices and software whenever possible. “We sometimes feel like a pirate island because this is unusual,” said Charlie Reisinger, technology director for \u003ca href=\"http://www.pennmanor.net/\" target=\"_blank\">Penn Manor School District in Pennsylvania\u003c/a>.\u003c/p>\n\u003cp>The district recently gave all \u003ca href=\"http://www.pennmanor.net/techblog/?page_id=1561\" target=\"_blank\">1,700 high school students laptops\u003c/a> running \u003ca href=\"http://insights.ubuntu.com/case-study/an-ubuntu-pc-for-everyone-in-penn-manor-school-district-pennsylvania-usa/\" target=\"_blank\">Ubuntu operating systems\u003c/a>, an easy-to-use version of the open source product Linux. Reisinger estimates that going with an open-source operating system has saved the district $360,000 in just the first year of the program and his dedication to Linux machines has saved closer to $750,000 over the ten years he’s been with the district.\u003c/p>\n\u003cp>[contextly_sidebar id=\"59b4cadb358270cee5020acc13c33608\"]\u003c/p>\n\u003cp>“The difference is with a device such as this, it’s unlocked and kids have administrative level accounts on their laptops,” Reisinger said. “So where our formal instruction ends, their new learning can begin because they have control over the device.” Students can download and load anything they want -- and Reisinger even encourages them to do so. He’s not worried about them breaking the system because of its flexibility and wants them to learn from mistakes, if they do.\u003c/p>\n\u003cp>Reisinger is baffled by the behavior of districts like \u003ca href=\"http://articles.latimes.com/2013/oct/01/local/la-me-1002-lausd-ipads-20131002\" target=\"_blank\">Los Angeles\u003c/a>, which rolled out a one-to-one iPad program and then revoked student privileges when kids figured out how to navigate around district filters. “On the one hand we’re handing kids amazing learning devices, perhaps one of the most amazing inventions of the past 100 years, but yet we’re saying don’t learn about it, we don’t want you to understand how it works,” Reisinger said.\u003c/p>\n\u003cp>Treating devices that way makes students and teachers dependent on programmers for their needs, rather than letting them learn what’s under the hood. Penn Manor teachers assign work on devices to help kids meet learning standards just like teachers everywhere else, but they also have more options to let the kids explore safely.\u003c/p>\n\u003cp>“While we have the 'must do' layer, there’s also that little bit of subversion here, giving kids that little bit of creativity and maybe a ray of hope,” Reisinger said. “I want them to learn that learning is not all about what someone else preordains for you. It’s OK to tinker and play with things.” Penn Manor is as beholden to performing well on state tests as any other school district and its teachers make sure to cover curriculum, even using a few third party software programs to provide remedial help.\u003c/p>\n\u003cp>But Reisinger says in addition to the advantage students have by just having access to their own laptops, students are becoming curious about the world of computing. “We’re seeing these little sprouts of discovery and problem solving that they never would have been about to do if we’d given them a locked down device,” Reisinger said.\u003c/p>\n\u003cp>\u003cstrong>STUDENTS DESIGN CLASSROOM SOLUTIONS\u003c/strong>\u003c/p>\n\u003cp>When Penn Manor was rolling out its one-to-one high school laptop program in January, a core group of students who had already showed an interest in computer science played an integral role. A few juniors and seniors who had been interning with the IT department over the summers helped configure laptops and served as support to their peers on hardware issues. They essentially became part of the IT team.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"If this program is truly for and about our kids then why would we not want to put them in the drivers seat and make them the engineers?\"\u003c/aside>\n\u003cp>“What we did a little differently is we structured the help desk into an actual course, so they could do this type of work,” Reisinger said. Schools often have students staff this kind of help desk before or after school, but Reisinger felt that making it a class would legitimize the effort and make the students a part of his team. Students are even designing programming solutions to problems that arise in class.\u003c/p>\n\u003cp>Teachers were complaining that they wanted a simple way to share files and links within the classroom, like a private Twitter app. Rather than having IT professionals respond to the request, Reisinger’s students programmed a solution that they call Paper Plane. ”Those kids have code up on GitHub [a site for open-source code] right now that they’re sharing out,” Reisinger said. Students also designed the help ticketing software that their peers use to request IT support.\u003c/p>\n\u003cp>Reisinger is aware that his computer science interns don’t represent the whole student body and that not every student is taking advantage of their open devices to become programmers. But a few are. “Every district has talent like that,” he said. The systems just have to support them to let those talents shine.\u003c/p>\n\u003cp>\u003cstrong>IS OPEN MORE DIFFICULT TO SUPPORT?\u003c/strong>\u003c/p>\n\u003cp>A lot of people are scared away from open-source software or operating systems like Linux because of the belief that they are harder for teachers and students to use, and are more challenging to support. Reisinger hasn’t found that to be true for his district. “If you look at the learning opportunities in the free and open source community there is so much out there and the community is incredibly friendly,” he said. He gave students and teachers a 10-minute tutorial to their Ubuntu devices and that was all they needed.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"I want them to learn that learning is not all about what someone else preordains for you.\"\u003c/aside>\n\u003cp>Reisinger thinks a bigger reason people don’t go open-source is that the devices and software aren’t as shiny and exciting as iPads or Chromebooks. “Schools are sometimes so afraid to try things that are outside the box because they’ll be met with fierce criticism,” Reisinger said. “It’s tough to follow a path that hasn’t’ been well trodden.”\u003c/p>\n\u003cp>Aside from the cost savings Penn Manor has found by using open-source software whenever possible the district also owns all its student data, so \u003ca href=\"http://www.edweek.org/ew/articles/2014/04/16/28privacy_ep.h33.html\" target=\"_blank\">recent concerns regarding third party providers and privacy\u003c/a> are less of an issue. “We have control of our destiny this way,” Reisinger said.\u003c/p>\n\u003cp>Penn Manor uses open-source solutions like \u003ca href=\"https://moodle.org/\" target=\"_blank\">Moodle\u003c/a> and \u003ca href=\"https://wordpress.org/\" target=\"_blank\">WordPress\u003c/a>, companies that have built their businesses on providing support rather than on tracking data. The district is also able to customize the software, a service many schools complain they can’t get from third party providers. “If we need to make tweaks to it, we own it, it lives on our servers and we can make changes we need,” Reisinger said.\u003c/p>\n\u003cp>It’s also very expensive to change providers once a school has chosen one because all a school’s data is in that system and it can’t be easily removed and transferred. That puts districts in the difficult position of being married to the first vendor they choose.\u003c/p>\n\u003cp>\u003cstrong>WHY DON’T MORE DISTRICTS GO OPEN?\u003c/strong>\u003c/p>\n\u003cp>There could be a lot of reasons more districts aren’t following the Penn Manor path. In many cases districts haven’t even heard of the open-source options available. In others, there’s a perception that getting something for free inherently means it will be a worse product.\u003c/p>\n\u003cp>In other places, giving students the most expensive, shiniest device might be a point of pride. “We wanted our students to have the best of the best,” said Dr. Darryl Adams, Superintendent of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/rolling-out-an-ipad-pilot-program-with-eyes-wide-open/\" target=\"_blank\">Coachella Valley Unified School District\u003c/a>. This is a very poor district. Every child gets free and reduced priced lunch and yet voters passed a $42 million bond in 2012 to provide technology to schools. In the eyes of this district’s students, Apple products are the best.\u003c/p>\n\u003cp>“They’re very proud,” Adams said. “There are two other districts in the valley that are more affluent, but they don’t have what our kids have.” The district also chose iPads because it liked Apple’s iLife products and wanted teachers to have access to the app store with its many education resources. “We felt like the benefits outweighed the cost,” Adams said. “We wanted something more systematic.”\u003c/p>\n\u003cp>Hillview Middle School in the much more affluent Menlo Park School District had \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/what-will-it-take-for-ipads-to-upend-teaching-and-learning/\" target=\"_blank\">similar reasons for choosing iPads\u003c/a>. “Currently, and things are changing, the iPad education app store is far more advanced, mature, bugless and ubiquitous than the others,” said Eric Burmeister, principal of Hillview Middle School. At his school all app downloads have to be approved and initiated by the IT department, so all the devices have the same resources on them. The central system knows immediately if a student has tampered with any of the internet filter settings or tried to download something.\u003c/p>\n\u003cp>Burmeister said he chose tablets instead of laptops because he felt the touch screen was intuitive to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/what-students-think-about-using-ipads-in-school/\" target=\"_blank\">students and the devices\u003c/a> could do just as much as laptops in terms of video editing and other creation tools.\u003c/p>\n\u003cp>Yet another district, Oakland Unified, chose Chromebooks, deciding that the most important resource for students is the internet and the many programs and applications found there. Relying on the internet allows schools to make individual decisions about when and where to spend money on other online tools.\u003c/p>\n\u003cp>“Don’t pay for anything until you’ve gone to one end of the internet and back and decided that it either doesn’t exist for free or it doesn’t exist in the way you really need it to in terms of functionality and support,” said Killian Betlach, principal of Elmhurst Community Prep, a Title I school. “There is so much out there.” He’s confident with a strong internet connection his teachers can do a lot to support their student’s learning.\u003c/p>\n\u003cp>Reisinger understands concerns of other districts, but can’t help thinking they are overlooking powerful, low cost tools in the open community. “There’s so much emphasis on the new and shiny,” he said. “And in some ways we’re going back to the start, letting kids work on computing and programming, it’s not that sexy.” For him, the big differentiators is the freedom to explore and build meaningful products without being cut off from the underlying code.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“If this program is truly for and about our kids then why would we not want to put them in the drivers seat and make them the engineers?” Reisinger said.\u003c/p>\n\n",
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"excerpt": "One school in Pennsylvania is using open-source tools wherever possible to keep students close to the code behind the machines they use. This stance is opposite to the very restrictive policies of many schools, but could allow students more freedom to explore what makes devices work.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35272\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/bionicteaching/4700359343/\">\u003cimg class=\"wp-image-35272 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/computing.jpg\" alt=\"computing\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/computing.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/computing-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/computing-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Tom Woodward/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The promise of using technology in school technology has been to give students more control over their learning, while helping teachers provide tailored instruction to individual student needs. \"Personalized learning\" has been the common rhetoric driving most one-to-one device initiatives.\u003c/p>\n\u003cp>The stated goal is to make learning more of an individual experience, but many schools have chosen to implement technology programs in fairly regimented ways -- for lots of different reasons. Many schools want all students to have the same kind of device, with the same apps pre-downloaded. Students often have little choice over which tools they can use on their devices. Even for online research, many schools \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\" target=\"_blank\">filter out useful websites\u003c/a> like YouTube, Facebook and Twitter, making it harder and more restrictive.\u003c/p>\n\u003cp>Schools have many reasons for wanting to systematize the technology in schools: to ensure equity for all students, the ability of IT department to support the devices, and to comply with federal laws. Most schools are working with limited technology budgets and IT directors are trying to decide how to get the most out of those limited dollars. At the same time, they’re\u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/in-the-rush-to-buy-new-tech-for-common-core-what-happens-to-the-big-picture/\" target=\"_blank\"> being bombarded by tech vendors\u003c/a>, feeling pressure to keep up with new changes.\u003c/p>\n\u003cp>Though all these reasons make sense in context, this focus on controlling devices may also be undermining the goal of helping students to become independent learners. Are schools missing a key element of the technology revolution in schools, a moment for real change, by locking down computing systems and by default ensuring students remain tech-users, not creators?\u003c/p>\n\u003cp>\u003cstrong>A PIRATE ISLAND DISTRICT\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 district in Pennsylvania is flying in the face of the trend towards closed systems, instead choosing open source devices and software whenever possible. “We sometimes feel like a pirate island because this is unusual,” said Charlie Reisinger, technology director for \u003ca href=\"http://www.pennmanor.net/\" target=\"_blank\">Penn Manor School District in Pennsylvania\u003c/a>.\u003c/p>\n\u003cp>The district recently gave all \u003ca href=\"http://www.pennmanor.net/techblog/?page_id=1561\" target=\"_blank\">1,700 high school students laptops\u003c/a> running \u003ca href=\"http://insights.ubuntu.com/case-study/an-ubuntu-pc-for-everyone-in-penn-manor-school-district-pennsylvania-usa/\" target=\"_blank\">Ubuntu operating systems\u003c/a>, an easy-to-use version of the open source product Linux. Reisinger estimates that going with an open-source operating system has saved the district $360,000 in just the first year of the program and his dedication to Linux machines has saved closer to $750,000 over the ten years he’s been with the district.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“The difference is with a device such as this, it’s unlocked and kids have administrative level accounts on their laptops,” Reisinger said. “So where our formal instruction ends, their new learning can begin because they have control over the device.” Students can download and load anything they want -- and Reisinger even encourages them to do so. He’s not worried about them breaking the system because of its flexibility and wants them to learn from mistakes, if they do.\u003c/p>\n\u003cp>Reisinger is baffled by the behavior of districts like \u003ca href=\"http://articles.latimes.com/2013/oct/01/local/la-me-1002-lausd-ipads-20131002\" target=\"_blank\">Los Angeles\u003c/a>, which rolled out a one-to-one iPad program and then revoked student privileges when kids figured out how to navigate around district filters. “On the one hand we’re handing kids amazing learning devices, perhaps one of the most amazing inventions of the past 100 years, but yet we’re saying don’t learn about it, we don’t want you to understand how it works,” Reisinger said.\u003c/p>\n\u003cp>Treating devices that way makes students and teachers dependent on programmers for their needs, rather than letting them learn what’s under the hood. Penn Manor teachers assign work on devices to help kids meet learning standards just like teachers everywhere else, but they also have more options to let the kids explore safely.\u003c/p>\n\u003cp>“While we have the 'must do' layer, there’s also that little bit of subversion here, giving kids that little bit of creativity and maybe a ray of hope,” Reisinger said. “I want them to learn that learning is not all about what someone else preordains for you. It’s OK to tinker and play with things.” Penn Manor is as beholden to performing well on state tests as any other school district and its teachers make sure to cover curriculum, even using a few third party software programs to provide remedial help.\u003c/p>\n\u003cp>But Reisinger says in addition to the advantage students have by just having access to their own laptops, students are becoming curious about the world of computing. “We’re seeing these little sprouts of discovery and problem solving that they never would have been about to do if we’d given them a locked down device,” Reisinger said.\u003c/p>\n\u003cp>\u003cstrong>STUDENTS DESIGN CLASSROOM SOLUTIONS\u003c/strong>\u003c/p>\n\u003cp>When Penn Manor was rolling out its one-to-one high school laptop program in January, a core group of students who had already showed an interest in computer science played an integral role. A few juniors and seniors who had been interning with the IT department over the summers helped configure laptops and served as support to their peers on hardware issues. They essentially became part of the IT team.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"If this program is truly for and about our kids then why would we not want to put them in the drivers seat and make them the engineers?\"\u003c/aside>\n\u003cp>“What we did a little differently is we structured the help desk into an actual course, so they could do this type of work,” Reisinger said. Schools often have students staff this kind of help desk before or after school, but Reisinger felt that making it a class would legitimize the effort and make the students a part of his team. Students are even designing programming solutions to problems that arise in class.\u003c/p>\n\u003cp>Teachers were complaining that they wanted a simple way to share files and links within the classroom, like a private Twitter app. Rather than having IT professionals respond to the request, Reisinger’s students programmed a solution that they call Paper Plane. ”Those kids have code up on GitHub [a site for open-source code] right now that they’re sharing out,” Reisinger said. Students also designed the help ticketing software that their peers use to request IT support.\u003c/p>\n\u003cp>Reisinger is aware that his computer science interns don’t represent the whole student body and that not every student is taking advantage of their open devices to become programmers. But a few are. “Every district has talent like that,” he said. The systems just have to support them to let those talents shine.\u003c/p>\n\u003cp>\u003cstrong>IS OPEN MORE DIFFICULT TO SUPPORT?\u003c/strong>\u003c/p>\n\u003cp>A lot of people are scared away from open-source software or operating systems like Linux because of the belief that they are harder for teachers and students to use, and are more challenging to support. Reisinger hasn’t found that to be true for his district. “If you look at the learning opportunities in the free and open source community there is so much out there and the community is incredibly friendly,” he said. He gave students and teachers a 10-minute tutorial to their Ubuntu devices and that was all they needed.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"I want them to learn that learning is not all about what someone else preordains for you.\"\u003c/aside>\n\u003cp>Reisinger thinks a bigger reason people don’t go open-source is that the devices and software aren’t as shiny and exciting as iPads or Chromebooks. “Schools are sometimes so afraid to try things that are outside the box because they’ll be met with fierce criticism,” Reisinger said. “It’s tough to follow a path that hasn’t’ been well trodden.”\u003c/p>\n\u003cp>Aside from the cost savings Penn Manor has found by using open-source software whenever possible the district also owns all its student data, so \u003ca href=\"http://www.edweek.org/ew/articles/2014/04/16/28privacy_ep.h33.html\" target=\"_blank\">recent concerns regarding third party providers and privacy\u003c/a> are less of an issue. “We have control of our destiny this way,” Reisinger said.\u003c/p>\n\u003cp>Penn Manor uses open-source solutions like \u003ca href=\"https://moodle.org/\" target=\"_blank\">Moodle\u003c/a> and \u003ca href=\"https://wordpress.org/\" target=\"_blank\">WordPress\u003c/a>, companies that have built their businesses on providing support rather than on tracking data. The district is also able to customize the software, a service many schools complain they can’t get from third party providers. “If we need to make tweaks to it, we own it, it lives on our servers and we can make changes we need,” Reisinger said.\u003c/p>\n\u003cp>It’s also very expensive to change providers once a school has chosen one because all a school’s data is in that system and it can’t be easily removed and transferred. That puts districts in the difficult position of being married to the first vendor they choose.\u003c/p>\n\u003cp>\u003cstrong>WHY DON’T MORE DISTRICTS GO OPEN?\u003c/strong>\u003c/p>\n\u003cp>There could be a lot of reasons more districts aren’t following the Penn Manor path. In many cases districts haven’t even heard of the open-source options available. In others, there’s a perception that getting something for free inherently means it will be a worse product.\u003c/p>\n\u003cp>In other places, giving students the most expensive, shiniest device might be a point of pride. “We wanted our students to have the best of the best,” said Dr. Darryl Adams, Superintendent of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/rolling-out-an-ipad-pilot-program-with-eyes-wide-open/\" target=\"_blank\">Coachella Valley Unified School District\u003c/a>. This is a very poor district. Every child gets free and reduced priced lunch and yet voters passed a $42 million bond in 2012 to provide technology to schools. In the eyes of this district’s students, Apple products are the best.\u003c/p>\n\u003cp>“They’re very proud,” Adams said. “There are two other districts in the valley that are more affluent, but they don’t have what our kids have.” The district also chose iPads because it liked Apple’s iLife products and wanted teachers to have access to the app store with its many education resources. “We felt like the benefits outweighed the cost,” Adams said. “We wanted something more systematic.”\u003c/p>\n\u003cp>Hillview Middle School in the much more affluent Menlo Park School District had \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/what-will-it-take-for-ipads-to-upend-teaching-and-learning/\" target=\"_blank\">similar reasons for choosing iPads\u003c/a>. “Currently, and things are changing, the iPad education app store is far more advanced, mature, bugless and ubiquitous than the others,” said Eric Burmeister, principal of Hillview Middle School. At his school all app downloads have to be approved and initiated by the IT department, so all the devices have the same resources on them. The central system knows immediately if a student has tampered with any of the internet filter settings or tried to download something.\u003c/p>\n\u003cp>Burmeister said he chose tablets instead of laptops because he felt the touch screen was intuitive to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/what-students-think-about-using-ipads-in-school/\" target=\"_blank\">students and the devices\u003c/a> could do just as much as laptops in terms of video editing and other creation tools.\u003c/p>\n\u003cp>Yet another district, Oakland Unified, chose Chromebooks, deciding that the most important resource for students is the internet and the many programs and applications found there. Relying on the internet allows schools to make individual decisions about when and where to spend money on other online tools.\u003c/p>\n\u003cp>“Don’t pay for anything until you’ve gone to one end of the internet and back and decided that it either doesn’t exist for free or it doesn’t exist in the way you really need it to in terms of functionality and support,” said Killian Betlach, principal of Elmhurst Community Prep, a Title I school. “There is so much out there.” He’s confident with a strong internet connection his teachers can do a lot to support their student’s learning.\u003c/p>\n\u003cp>Reisinger understands concerns of other districts, but can’t help thinking they are overlooking powerful, low cost tools in the open community. “There’s so much emphasis on the new and shiny,” he said. “And in some ways we’re going back to the start, letting kids work on computing and programming, it’s not that sexy.” For him, the big differentiators is the freedom to explore and build meaningful products without being cut off from the underlying code.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>A \u003ca href=\"http://www.huffingtonpost.com/cris-rowan/10-reasons-why-handheld-devices-should-be-banned_b_4899218.html\">Huffington Post\u003c/a> article, \u003ca href=\"http://www.huffingtonpost.com/cris-rowan/10-reasons-why-handheld-devices-should-be-banned_b_4899218.html\">10 Reasons Why Handheld Devices Should Be Banned,\u003c/a> from a couple of days ago has clearly hit a nerve. The link has spread far and wide, with hundreds of thousands of social media shares.\u003c/p>\n\u003cp>The author links to studies from the American Academy of Pediatrics, the Canadian Society of Pediatrics, Kaiser Foundation, Active Healthy Kids Canada, and Common Sense Media as the primary sources that back up her call to ban the use of all handheld devices for children under the age of 12 years. She cites sleep deprivation, obesity, delayed brain development, mental illness, aggression, addiction, and digital dementia as just a few of the detrimental consequences of allowing kids under 12 to use handheld devices.\u003c/p>\n\u003cp>(Since the post was published, \u003ca href=\"http://www.huffingtonpost.com/david-kleeman/10-reasons-why-we-need-re_b_4940987.html?utm_hp_ref=technology&ir=Technology\">many have written responses\u003c/a> that refute both the factual assertions and the conclusions the author makes.)\u003c/p>\n\u003cp>The article comes at a pivotal moment when schools, teachers, and parents are figuring out how \u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/tablets-for-fifth-graders-teachers-try-different-tactics/\">students can use mobile devices\u003c/a> -- specifically \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">smartphones\u003c/a> or \u003ca href=\"http://wp.me/p2io8W-8K5\">tablets\u003c/a> -- for the purposes of learning: to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\">create\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/how-tablets-can-enable-meaningful-connections-for-students-and-teachers/\">collaborate\u003c/a>, research, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/tablets-for-learning-emphasis-on-capturing-students-voices/\">share information and opinion\u003c/a>, and possibly as an \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/for-low-income-kids-access-to-devices-could-be-the-equalizer/\">equalizing force in the digital divide\u003c/a>.\u003c/p>\n\u003cp>How does this call for a ban on handheld devices square with what parents and teachers believe about the value of devices towards the purposes of learning, whether in or out of school? Should mobile devices be kept from students below the sixth grade altogether? Is a child's age a valid determining factor in answering these questions?\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://i.huffpost.com/gen/1663311/thumbs/o-KIDS-ON-CELL-PHONE-facebook.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.huffingtonpost.com/cris-rowan/10-reasons-why-handheld-devices-should-be-banned_b_4899218.html\" target=\"_blank\">10 Reasons Why Handheld Devices Should Be Banned for Children Under the Age of 12\u003c/a>Posted: Print Article The American Academy of Pediatrics and the Canadian Society of Pediatrics state infants aged 0-2 years should not have any exposure to technology, 3-5 years be restricted to one hour per day, and 6-18 years restricted to 2 hours per day (AAP 2001/13, CPS 2010).\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fwww.huffingtonpost.com%2Fcris-rowan%2F10-reasons-why-handheld-devices-should-be-banned_b_4899218.html\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.huffingtonpost.com\" target=\"_blank\">Huffingtonpost\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"description": "A Huffington Post article, 10 Reasons Why Handheld Devices Should Be Banned, from a couple of days ago has clearly hit a nerve. The link has spread far and wide, with hundreds of thousands of social media shares. The author links to studies from the American Academy of Pediatrics, the Canadian Society of Pediatrics, Kaiser",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A \u003ca href=\"http://www.huffingtonpost.com/cris-rowan/10-reasons-why-handheld-devices-should-be-banned_b_4899218.html\">Huffington Post\u003c/a> article, \u003ca href=\"http://www.huffingtonpost.com/cris-rowan/10-reasons-why-handheld-devices-should-be-banned_b_4899218.html\">10 Reasons Why Handheld Devices Should Be Banned,\u003c/a> from a couple of days ago has clearly hit a nerve. The link has spread far and wide, with hundreds of thousands of social media shares.\u003c/p>\n\u003cp>The author links to studies from the American Academy of Pediatrics, the Canadian Society of Pediatrics, Kaiser Foundation, Active Healthy Kids Canada, and Common Sense Media as the primary sources that back up her call to ban the use of all handheld devices for children under the age of 12 years. She cites sleep deprivation, obesity, delayed brain development, mental illness, aggression, addiction, and digital dementia as just a few of the detrimental consequences of allowing kids under 12 to use handheld devices.\u003c/p>\n\u003cp>(Since the post was published, \u003ca href=\"http://www.huffingtonpost.com/david-kleeman/10-reasons-why-we-need-re_b_4940987.html?utm_hp_ref=technology&ir=Technology\">many have written responses\u003c/a> that refute both the factual assertions and the conclusions the author makes.)\u003c/p>\n\u003cp>The article comes at a pivotal moment when schools, teachers, and parents are figuring out how \u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/tablets-for-fifth-graders-teachers-try-different-tactics/\">students can use mobile devices\u003c/a> -- specifically \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">smartphones\u003c/a> or \u003ca href=\"http://wp.me/p2io8W-8K5\">tablets\u003c/a> -- for the purposes of learning: to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\">create\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/how-tablets-can-enable-meaningful-connections-for-students-and-teachers/\">collaborate\u003c/a>, research, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/tablets-for-learning-emphasis-on-capturing-students-voices/\">share information and opinion\u003c/a>, and possibly as an \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/for-low-income-kids-access-to-devices-could-be-the-equalizer/\">equalizing force in the digital divide\u003c/a>.\u003c/p>\n\u003cp>How does this call for a ban on handheld devices square with what parents and teachers believe about the value of devices towards the purposes of learning, whether in or out of school? Should mobile devices be kept from students below the sixth grade altogether? Is a child's age a valid determining factor in answering these questions?\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://i.huffpost.com/gen/1663311/thumbs/o-KIDS-ON-CELL-PHONE-facebook.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.huffingtonpost.com/cris-rowan/10-reasons-why-handheld-devices-should-be-banned_b_4899218.html\" target=\"_blank\">10 Reasons Why Handheld Devices Should Be Banned for Children Under the Age of 12\u003c/a>Posted: Print Article The American Academy of Pediatrics and the Canadian Society of Pediatrics state infants aged 0-2 years should not have any exposure to technology, 3-5 years be restricted to one hour per day, and 6-18 years restricted to 2 hours per day (AAP 2001/13, CPS 2010).\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fwww.huffingtonpost.com%2Fcris-rowan%2F10-reasons-why-handheld-devices-should-be-banned_b_4899218.html\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.huffingtonpost.com\" target=\"_blank\">Huffingtonpost\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "How Technology Trends Have Influenced the Classroom",
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"content": "\u003cfigure id=\"attachment_34357\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34357\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/465128421-e1393720098208.jpg\" alt=\"465128421\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/465128421-e1393720098208.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/465128421-e1393720098208-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/465128421-e1393720098208-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By \u003ca href=\"https://twitter.com/mrhooker\">Carl Hooker\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Between societal changes and technological breakthroughs, it’s become abundantly clear that the human brain is transforming the way it processes and learns information. While there are many \u003ca href=\"http://www.npr.org/blogs/theprotojournalist/2014/02/11/268876281/we-are-just-not-here-anymore\" target=\"_blank\">discussions \u003c/a>about whether or not this is good or bad for us as a society, it’s definitely a change.\u003c/p>\n\u003cp>As educators, it’s our job to make sure that students (and adults) are learning. Part of that process isn’t only about making an engaging activity or lesson, but also realizing how the modern brain learns. Teachers all over America are faced with this challenge of keeping students engaged in the classroom when their world outside of school is one of constant engagement and stimulation. Knowing the world outside of our institutional walls is only one step in addressing modern learning styles. How to act and adjust schools today is the next step in making the classroom of today ready for tomorrow.\u003c/p>\n\u003cp>To do that, let's examine which features of society (and media) have changed and then consider what we can do in education to use it as an advantage for learning.\u003c/p>\n\u003ch3>\u003cstrong>The Increase of Interactivity\u003cbr>\n\u003c/strong>\u003c/h3>\n\u003cp>One only need to look at the gaming market to see the evolution of how our brains crave interaction. We went from Backgammon to Atari and realized that with some simple interaction, like a yellow circle eating dots, our brains could stay occupied for hours. The recent shift to touch screen and even motion-based interaction means that we now involve our whole body when interacting with games.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Classroom Outcome:\u003c/em>\u003c/strong> We might notice that our students seem more “antsy,” but in reality, sitting still in a seat for several hours has never been ideal for learning. Research is now becoming \u003ca href=\"http://www.naeyc.org/files/yc/file/200807/BTJTomHunter.pdf\" target=\"_blank\">more abundant\u003c/a> to back that statement. Incorporating regular brain breaks or mini-activities that require kids to move every 15-30 minutes re-invigorate the brain and get them refocused in the tasks at hand.\u003c/p>\n\u003ch3>\u003cstrong>On-Demand Living\u003c/strong>\u003c/h3>\n\u003cp>Most of us grew up in an era of either three basic television channels or the privilege of many via paid cable. With the digital era, television and movies have seen an exponential change in how they are distributed and accessed. You no longer have to wait for that favorite re-run of \u003cem>Moonlighting\u003c/em>; today, you can just pull it up on your phone. Better yet, you can pause it on one device and then watch it on another when you choose. If you really get hooked on a show, why wait a week when you can just \u003ca href=\"http://www.techradar.com/us/news/internet/the-netflix-effect-how-binge-watching-is-changing-television-1215808\" target=\"_blank\">binge view \u003c/a>it?\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Classroom Outcome:\u003c/em>\u003c/strong> \u003ca href=\"http://en.wikipedia.org/wiki/Flip_teaching\" target=\"_blank\">Flipped-teaching\u003c/a> comes to mind when thinking of the “on-demand” model of learning. Not everyone has the time or energy for a full-fledged flipped-teaching model (not to mention at-home access for all students), but recording some lessons or concepts for later viewing, even in class, would be one way to let students have access to information when they want it. Wouldn’t it be nice if kids wanted to binge learn?\u003c/p>\n\u003ch3>\u003cstrong>Self-Publishing the World As We See It\u003c/strong>\u003c/h3>\n\u003cp>They ways we viewed and read the news was previously distributed to us through a filter. Publisher, editor, advertisers, and corporations decided what we should watch and read when it came to content. In some ways, the classroom has followed a similar path. Look at the world now when it comes to news. We are all publishing to the world around us in blogs, tweets, posts and...yes...even Instagram \u003ca href=\"http://www.oxforddictionaries.com/us/definition/american_english/selfie\">selfies.\u003c/a> Our brains are no longer designed to sit back and take what is given to us. We want to create and share what we see and learn too.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Classroom Outcome:\u003c/em>\u003c/strong> This is one area where I feel that education has excelled, but there is still room for improvement. We’ve always encouraged students to write and report on what they think or believe. As students, we learned to play the game of “know your audience” when it came to writing a paper for a certain professor. Our purpose was writing for writing’s sake. Now we no longer have to limit ourselves to one recipient. Our students have access to a global audience and don’t have to write just to please one teacher. They can write based on what they see and believe to be true.\u003c/p>\n\u003ch3>\u003cstrong>Everything is Mobile (and Instant)\u003c/strong>\u003c/h3>\n\u003cp>As fast as the internet took the world by storm, the mobile revolution dropped a bomb of societal change and practice. People can now have all of their media in the palm of their hand. They can connect with anyone, anywhere. While there isn’t always value to why we use our devices, having that instant access means our brains can now outsource menial facts and focus on application and creation rather than retention.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Classroom Outcome\u003c/em>\u003c/strong>\u003cem>:\u003c/em> One of the greatest challenges to the classrooms of today is mobile technology. Do we fund a 1:1 program? Allow a \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\" target=\"_blank\">Bring Your Own Device\u003c/a> policy? Won’t this just add the distraction of the outside world into a classroom? Rather than avoid or ban the use of mobile devices, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\" target=\"_blank\">some are embracing it\u003c/a> as a way to not only engage learners, but also dig deeper into learning. This isn’t without its pitfalls, and can be quite messy, but setting expectations of use can be a powerful way to model how our kids use these in the non-school setting. Maybe instead of whipping out their phones when at a restaurant, kids will actually sit and have a conversation with the grown-ups around them. Of course, this is assuming the grown-ups have put down their devices too.\u003c/p>\n\u003ch3>\u003cstrong>Embracing the Digital Brain\u003c/strong>\u003c/h3>\n\u003cp>As we can see from these few examples, the world around us is changing. This change affects the way we think, learn, and connect. In education, we have three options when dealing with these changes: avoid it, struggle with it, or embrace it. Technology would seem to be the panacea for solving all of these issues when it comes to engaging the digital brain. However, while it does have an impact in the classroom, the greatest impact still lies within the teacher and the content that they are trying to get their students to learn. Until the pedagogy and purpose align with this new world, we are all left fighting a battle rather than embracing it.\u003c/p>\n\u003cp>\u003cem>Carl Hooker is the Director of Instructional Technology for Eanes ISD in Texas, an Apple Distinguished Educator, an EdTechTeacher consultant/trainer, and founder of iPadpalooza. \u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "Teachers all over America are faced with this challenge of keeping students engaged in the classroom when their world outside of school is one of constant engagement and stimulation. Knowing the world outside of our institutional walls is only one step in addressing modern learning styles. How to act and adjust schools today is the next step in making the classroom of today ready for tomorrow.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34357\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34357\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/465128421-e1393720098208.jpg\" alt=\"465128421\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/465128421-e1393720098208.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/465128421-e1393720098208-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/465128421-e1393720098208-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By \u003ca href=\"https://twitter.com/mrhooker\">Carl Hooker\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Between societal changes and technological breakthroughs, it’s become abundantly clear that the human brain is transforming the way it processes and learns information. While there are many \u003ca href=\"http://www.npr.org/blogs/theprotojournalist/2014/02/11/268876281/we-are-just-not-here-anymore\" target=\"_blank\">discussions \u003c/a>about whether or not this is good or bad for us as a society, it’s definitely a change.\u003c/p>\n\u003cp>As educators, it’s our job to make sure that students (and adults) are learning. Part of that process isn’t only about making an engaging activity or lesson, but also realizing how the modern brain learns. Teachers all over America are faced with this challenge of keeping students engaged in the classroom when their world outside of school is one of constant engagement and stimulation. Knowing the world outside of our institutional walls is only one step in addressing modern learning styles. How to act and adjust schools today is the next step in making the classroom of today ready for tomorrow.\u003c/p>\n\u003cp>To do that, let's examine which features of society (and media) have changed and then consider what we can do in education to use it as an advantage for learning.\u003c/p>\n\u003ch3>\u003cstrong>The Increase of Interactivity\u003cbr>\n\u003c/strong>\u003c/h3>\n\u003cp>One only need to look at the gaming market to see the evolution of how our brains crave interaction. We went from Backgammon to Atari and realized that with some simple interaction, like a yellow circle eating dots, our brains could stay occupied for hours. The recent shift to touch screen and even motion-based interaction means that we now involve our whole body when interacting with games.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Classroom Outcome:\u003c/em>\u003c/strong> We might notice that our students seem more “antsy,” but in reality, sitting still in a seat for several hours has never been ideal for learning. Research is now becoming \u003ca href=\"http://www.naeyc.org/files/yc/file/200807/BTJTomHunter.pdf\" target=\"_blank\">more abundant\u003c/a> to back that statement. Incorporating regular brain breaks or mini-activities that require kids to move every 15-30 minutes re-invigorate the brain and get them refocused in the tasks at hand.\u003c/p>\n\u003ch3>\u003cstrong>On-Demand Living\u003c/strong>\u003c/h3>\n\u003cp>Most of us grew up in an era of either three basic television channels or the privilege of many via paid cable. With the digital era, television and movies have seen an exponential change in how they are distributed and accessed. You no longer have to wait for that favorite re-run of \u003cem>Moonlighting\u003c/em>; today, you can just pull it up on your phone. Better yet, you can pause it on one device and then watch it on another when you choose. If you really get hooked on a show, why wait a week when you can just \u003ca href=\"http://www.techradar.com/us/news/internet/the-netflix-effect-how-binge-watching-is-changing-television-1215808\" target=\"_blank\">binge view \u003c/a>it?\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Classroom Outcome:\u003c/em>\u003c/strong> \u003ca href=\"http://en.wikipedia.org/wiki/Flip_teaching\" target=\"_blank\">Flipped-teaching\u003c/a> comes to mind when thinking of the “on-demand” model of learning. Not everyone has the time or energy for a full-fledged flipped-teaching model (not to mention at-home access for all students), but recording some lessons or concepts for later viewing, even in class, would be one way to let students have access to information when they want it. Wouldn’t it be nice if kids wanted to binge learn?\u003c/p>\n\u003ch3>\u003cstrong>Self-Publishing the World As We See It\u003c/strong>\u003c/h3>\n\u003cp>They ways we viewed and read the news was previously distributed to us through a filter. Publisher, editor, advertisers, and corporations decided what we should watch and read when it came to content. In some ways, the classroom has followed a similar path. Look at the world now when it comes to news. We are all publishing to the world around us in blogs, tweets, posts and...yes...even Instagram \u003ca href=\"http://www.oxforddictionaries.com/us/definition/american_english/selfie\">selfies.\u003c/a> Our brains are no longer designed to sit back and take what is given to us. We want to create and share what we see and learn too.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Classroom Outcome:\u003c/em>\u003c/strong> This is one area where I feel that education has excelled, but there is still room for improvement. We’ve always encouraged students to write and report on what they think or believe. As students, we learned to play the game of “know your audience” when it came to writing a paper for a certain professor. Our purpose was writing for writing’s sake. Now we no longer have to limit ourselves to one recipient. Our students have access to a global audience and don’t have to write just to please one teacher. They can write based on what they see and believe to be true.\u003c/p>\n\u003ch3>\u003cstrong>Everything is Mobile (and Instant)\u003c/strong>\u003c/h3>\n\u003cp>As fast as the internet took the world by storm, the mobile revolution dropped a bomb of societal change and practice. People can now have all of their media in the palm of their hand. They can connect with anyone, anywhere. While there isn’t always value to why we use our devices, having that instant access means our brains can now outsource menial facts and focus on application and creation rather than retention.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Classroom Outcome\u003c/em>\u003c/strong>\u003cem>:\u003c/em> One of the greatest challenges to the classrooms of today is mobile technology. Do we fund a 1:1 program? Allow a \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\" target=\"_blank\">Bring Your Own Device\u003c/a> policy? Won’t this just add the distraction of the outside world into a classroom? Rather than avoid or ban the use of mobile devices, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\" target=\"_blank\">some are embracing it\u003c/a> as a way to not only engage learners, but also dig deeper into learning. This isn’t without its pitfalls, and can be quite messy, but setting expectations of use can be a powerful way to model how our kids use these in the non-school setting. Maybe instead of whipping out their phones when at a restaurant, kids will actually sit and have a conversation with the grown-ups around them. Of course, this is assuming the grown-ups have put down their devices too.\u003c/p>\n\u003ch3>\u003cstrong>Embracing the Digital Brain\u003c/strong>\u003c/h3>\n\u003cp>As we can see from these few examples, the world around us is changing. This change affects the way we think, learn, and connect. In education, we have three options when dealing with these changes: avoid it, struggle with it, or embrace it. Technology would seem to be the panacea for solving all of these issues when it comes to engaging the digital brain. However, while it does have an impact in the classroom, the greatest impact still lies within the teacher and the content that they are trying to get their students to learn. Until the pedagogy and purpose align with this new world, we are all left fighting a battle rather than embracing it.\u003c/p>\n\u003cp>\u003cem>Carl Hooker is the Director of Instructional Technology for Eanes ISD in Texas, an Apple Distinguished Educator, an EdTechTeacher consultant/trainer, and founder of iPadpalooza. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "What Will It Take for iPads to Upend Teaching and Learning?",
"title": "What Will It Take for iPads to Upend Teaching and Learning?",
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"content": "\u003cfigure id=\"attachment_34055\" class=\"wp-caption left\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34055\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/erinscott_-7078.jpg\" alt=\"Students at Hillview Elementary School use iPads in math class.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/erinscott_-7078.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/erinscott_-7078-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/erinscott_-7078-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Students at Hillview Elementary School use iPads in math class.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">As schools across the country consider\u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/macbook-chromebook-ipads-moving-beyond-platforms/\" target=\"_blank\"> which devices to invest in, \u003c/a>they must first consider their big-picture vision for how they'll be using these devices -- and to what end. They must consider the needs of teachers and students, and come up with a shared understanding of their goals.\u003c/p>\n\u003cp>When it comes to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\" target=\"_blank\">choosing tablets,\u003c/a> educators have a lot of anecdotal information to weigh, and many are making these decisions with \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/rolling-out-an-ipad-pilot-program-with-eyes-wide-open/\" target=\"_blank\">their eyes wide open\u003c/a>. But no one example of school tablet use can be a set model for every scenario. Each principal, each school, and each community has their own set of needs and criteria, so what might work in one school may not work in another.\u003c/p>\n\u003cp>Still, educators and administrators are learning from their experiences, and are continuing to refine their vision, as they set expectations for what they want to achieve -- ideally beyond higher test scores. In our \u003ca href=\"http://ww2.kqed.org/mindshift/tag/tablet/\" target=\"_blank\">continuing coverage of tablets in schools\u003c/a>, we're seeking to document the questions and complexities that come up as teachers, administrators, and students find what works and what doesn't.\u003c/p>\n\u003cp>To that end, we visited Hillview Middle School, located in an affluent Bay Area suburb in Silicon Valley, which is now in its third year of piloting iPads to each student, grade by grade. Principal Erik Burmeister has led the effort, consulting closely with \u003ca href=\"http://edtechteacher.org/\" target=\"_blank\">EdTech Teacher,\u003c/a> which puts on the annual \u003ca href=\"http://ipadsummitusa.org/\" target=\"_blank\">iPad Summit,\u003c/a> to help define those amorphous, complex goals.\u003c/p>\n\u003cp>But even with this fairly sophisticated level of knowledge and expertise going into the iPad pilot, Burmeister has no illusions that, at this point, the iPad program is doing more than just \"enhancing\" classroom learning. That is, it’s helping with homework management, organization, and other logistics, but the introduction of the device hasn’t yet become transformative, which is his ultimate goal.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>So what does \"transformative\" mean to Burmeister?\u003c/p>\n\u003cp>\"I no longer have to be the bottleneck of information for my students. I actually can be the person in charge of creating incredibly deep and broad learning experiences for kids and giving them the tools to find that factual information themselves,\" Burmeister said. \"My job is to ask powerful questions. My job is to create learning experience that gets kids engaged in a way that me just pouring information into them so they can memorize it and regurgitate it back to me is long gone. My job now is to get kids excited and give them the tools to be able to access the knowledge to be able create, to be able to analyze, to be able to compare and contrast, to be able to synthesize and to be able to design new things out of the learning that they’re able to access via a touch of a button on the iPad.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">--> \u003ca href=\"http://wp.me/p2io8W-8PY\">What Students Think About Using iPads in Schools\u003c/a>\u003c/aside>\n\u003cp>That's a tall order. Letting students take ownership of their learning may be at the heart of what Hillview hopes to eventually achieve, but getting to that level of transformational learning takes letting go of control on the part of teachers and administrators. And that’s where it can be tricky, even for a school like Hillview that’s committed to the idea of the iPad as a “positive disruptor” -- a force that will require them to think about change.\u003c/p>\n\u003cp>\u003cstrong>MATH CLASS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Eighth-grade math teacher Michael Doroquez was an early tester of the iPad and has been using the device for the past three years. Doroquez uploads the day’s notes onto the education social networking site Edmodo, where all the students can access them on their iPads. He’ll explain or review a skill by projecting the worksheet onto the whiteboard and then break students into groups to practice. They work out problems by drawing on their iPads with their fingers. Later, they can turn their work into Doroquez through an app called Notability. “I kind of can’t live without it because I use so many things on the iPad,” Doroquez said.\u003c/p>\n\u003cp>“If you don’t get it, you can send an email to your teachers if they’re too busy or out of school, and they can help you out via email,” said eighth grade student Omar Pina Jr. “We can send our work to ShowMe and he can see what’s correct,” added Pina Jr.’s math partner Jhavante Hill. “Then we can click on it and see what he says on it. It’s really quicker.”\u003c/p>\n\u003cp>To that end, the iPad is a great utility tool. But for the most part, students aren’t doing anything on the iPad that they can’t do with pen and paper, although admittedly it's much faster and more efficient to use the iPad. Instead of working on a paper worksheet, they’re filling out a digital one and emailing it to their teacher. The real gains are in organization and efficiency -- an easily searchable archive of notes and past work or the ability to quickly email teachers with questions.\u003c/p>\n\u003cfigure id=\"attachment_34057\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-34057\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/erinscott_-71592-300x168.jpg\" alt=\"Math teacher Michael Doroquez works with students.\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\">Math teacher Michael Doroquez works with students.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>ENGLISH CLASS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Seventh-grade teacher Michael Kalen is still experimenting what will work best in his English class because his students just got their iPads. To start with, he wants them to see the device as a powerful learning tool, not a toy. “I need them to see that this iPad is a powerful learning resource for them to get where they need to go,” Kalen said.\u003c/p>\n\u003cp>Before the school went one-to-one with iPads, Kalen sometimes had access to a shared laptop cart, but he couldn’t depend on it being available for every lesson. He’s excited to come into class, have kids open a home screen on the iPad and be ready to go, no intermediate steps or time lost. He expects to use apps like Socrative, a real-time polling app, and is already thinking about ways to get students practicing various parts of the writing process, like brainstorming, through different apps.\u003c/p>\n\u003cp>“Efficiency and effectiveness are what it’s all about with the iPads,” Kalen said. “For kids who struggle with disorganization the iPad is going to be a pretty effective organizational tool.”\u003c/p>\n\u003cp>\u003cstrong>FRENCH CLASS\u003c/strong>\u003c/p>\n\u003cp>In a small French class with only five or six students, the teacher helped her students familiarize themselves with their new iPads by screen casting a vocabulary exercise on the board. As students responded to the prompt, their answers popped up on the screen. The teacher could instantly see who understood her question – asked in French – and who was confused. Students also got immediate feedback on their answers and the class could discuss common mistakes.\u003c/p>\n\u003cp>Later, the teacher asked students to draw iPad sketches of the scene she described in French. Students were able to share their drawing with one another through the screencast, an especially useful too if the class had been bigger.\u003c/p>\n\u003cp>\u003cstrong>TEACHING EXPERIENCE\u003c/strong>\u003c/p>\n\u003cp>For the most part, the teachers interviewed at Hillview are excited about the iPad program, but many are still figuring out what works.\u003c/p>\n\u003cp>“I need to be more efficient with what I’ve got and I need to be more effective because the stakes have never been higher,” said English teacher Michael Kalen. Even without iPads, Kalen is one of those charismatic teachers that brings so much enthusiasm and humor to his subject that it's hard to imagine any device would make him better at his job. But with Common Core State Standards on the near horizon, Kalen is worried about his ability to use class time efficiently. While the new standards cover less terrain, they expect a more comprehensive knowledge, Kalen said. He expects the iPad to put him on the same page as his students quickly each day, with no wasted time, but that doesn’t mean he’ll be sacrificing any of the teacher tricks he’s already learned.\u003c/p>\n\u003cp>[contextly_sidebar id=\"85af74128693f76e020d359d22eddf91\"]\u003c/p>\n\u003cp>“It’s still about the relationship,” Kalen said. “It’s still about building that creative confidence; it’s still about getting kids to push themselves. And that’s what I'm hoping this iPad will let us do.” Kalen is most excited that students might feel inspired by the technology to demonstrate their knowledge in different ways. “What I'm really enjoying about it now is that the products that kids create might all look very different, but the thinking and the synthesis of the ideas are all getting them to the same place,” he said.\u003c/p>\n\u003cp>Math teacher Michael Doroquez is also trying new things. This year when he gave a geometry review he turned it into a scavenger hunt with QR codes pasted around the school. “The kids loved it because not only were they able to leave the classroom, but they were able to work with each other outside the class setting, and used the iPad, and walk around the school and do problems,” Doroquez said.\u003c/p>\n\u003cp>Still, the iPad has some limitations. “I really want the iPad to be a tool for creating,” Doroquez said. “Right now it’s just a receptacle to take notes.” He expressed frustration at the limited apps available to him and at their cost. He wants to be more creative, but he’s having a tough time getting there with the iPad.\u003c/p>\n\u003cp>He complained that it is often hard to get outside data onto the iPad, like music for a video, for example. Big tech companies like Apple, Google, and Adobe all make products that work in separate ecosystems and aren’t compatible with one another, making it hard for Doroquez to find the right resources to expand how he teaches.\u003c/p>\n\u003cfigure id=\"attachment_34059\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-34059\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/erinscott_-71922-300x168.jpg\" alt=\"English teacher xx explains how the class will be using iPads.\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\">English teacher Michael Kalen explains how the class will be using iPads.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>ENHANCING VS. TRANSFORMING LEARNING\u003c/strong>\u003c/p>\n\u003cp>“I think right now we’re really focused on the enhancement piece, but we’re excited to talk about the transformation piece,” said principal Burmeister. The efficiencies afforded by putting notes online or submitting work digitally are good steps forward, said Burmeister. He’s aware that most of his teachers are still exploring what can be done with the iPad and that some are further along than others in moving towards the kind of learning he’d like to see. But he’s willing to be patient.\u003c/p>\n\u003cp>“Everybody knows where we’re trying to get, but how each individual gets there and the speed at which they get there is different for every teacher,” Burmeister said. One simple way that iPads are moving beyond enhancing and towards transforming learning at Hillview happens when students take notes on their English and social studies texts. With paper textbooks, kids aren’t allowed to annotate what they’re reading because then the book can’t be used the following year for another student.\u003c/p>\n\u003cp>\"It’s being able to engage with the material in a really kinesthetic way,” Burmeister said. “The material is so sacred that it’s not sacred, you can really dirty it up.” Students appreciate this new ability too. “It makes it a lot easier to study for quizzes because we can more easily find what we were going to say when we read something,” said eighth grader Jenna Filbin.\u003c/p>\n\u003cp>\u003cstrong>WHAT ABOUT COST?\u003c/strong>\u003c/p>\n\u003cp>The iPad program is a bit of a gamble, given its relative expense compared to other devices. The administration waited until the school moved to a brand new building that had been upgraded with fast wireless and broadband infrastructure, a crucial part of a successful implementation. Even so, students complain the internet doesn’t always work. “It’s fast if there’s one person using it,” said eighth-grader Luke Stimbling. “We have 800 students and if a large portion is doing a project then it takes forever to download a document to view.”\u003c/p>\n\u003cp>Keeping that network running costs hundreds of thousands of dollars, but in addition, each iPad costs about $600, including the apps Hillview has chosen and keyboards.\u003c/p>\n\u003cp>Burmeister is quick to point out that for that cost Hillview is already set up to have every student take Common Core assessments at the same time and that the costs of paper textbooks offset some of the initial technology investment. Hillview was able to go one-to-one because 10 percent of its operating budget comes from a parent-funded foundation, a luxury not all schools can boast.\u003c/p>\n\u003cp>“Over time, what you’re going to see is that not only are we enhancing these kids' education, but we’re actually transforming it,” Burmeister said. “And it’s actually going to look different than it looks now.” Moving to Common Core offers the opportunity to dramatic rethink teaching and learning. There’s no better time to shake up how teachers are thinking about their craft, Burmeister said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We want learning to be technology infused and digital learning to be just who we are, what we’re about and what our students can do,” Burmeister said. As the rest of the nation looks towards these kinds of investments, Hillview hopes to be positioned as a shining example of how to successfully pilot and implement a one-to-one program.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34055\" class=\"wp-caption left\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34055\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/erinscott_-7078.jpg\" alt=\"Students at Hillview Elementary School use iPads in math class.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/erinscott_-7078.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/erinscott_-7078-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/erinscott_-7078-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Students at Hillview Elementary School use iPads in math class.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">As schools across the country consider\u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/macbook-chromebook-ipads-moving-beyond-platforms/\" target=\"_blank\"> which devices to invest in, \u003c/a>they must first consider their big-picture vision for how they'll be using these devices -- and to what end. They must consider the needs of teachers and students, and come up with a shared understanding of their goals.\u003c/p>\n\u003cp>When it comes to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\" target=\"_blank\">choosing tablets,\u003c/a> educators have a lot of anecdotal information to weigh, and many are making these decisions with \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/rolling-out-an-ipad-pilot-program-with-eyes-wide-open/\" target=\"_blank\">their eyes wide open\u003c/a>. But no one example of school tablet use can be a set model for every scenario. Each principal, each school, and each community has their own set of needs and criteria, so what might work in one school may not work in another.\u003c/p>\n\u003cp>Still, educators and administrators are learning from their experiences, and are continuing to refine their vision, as they set expectations for what they want to achieve -- ideally beyond higher test scores. In our \u003ca href=\"http://ww2.kqed.org/mindshift/tag/tablet/\" target=\"_blank\">continuing coverage of tablets in schools\u003c/a>, we're seeking to document the questions and complexities that come up as teachers, administrators, and students find what works and what doesn't.\u003c/p>\n\u003cp>To that end, we visited Hillview Middle School, located in an affluent Bay Area suburb in Silicon Valley, which is now in its third year of piloting iPads to each student, grade by grade. Principal Erik Burmeister has led the effort, consulting closely with \u003ca href=\"http://edtechteacher.org/\" target=\"_blank\">EdTech Teacher,\u003c/a> which puts on the annual \u003ca href=\"http://ipadsummitusa.org/\" target=\"_blank\">iPad Summit,\u003c/a> to help define those amorphous, complex goals.\u003c/p>\n\u003cp>But even with this fairly sophisticated level of knowledge and expertise going into the iPad pilot, Burmeister has no illusions that, at this point, the iPad program is doing more than just \"enhancing\" classroom learning. That is, it’s helping with homework management, organization, and other logistics, but the introduction of the device hasn’t yet become transformative, which is his ultimate goal.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>So what does \"transformative\" mean to Burmeister?\u003c/p>\n\u003cp>\"I no longer have to be the bottleneck of information for my students. I actually can be the person in charge of creating incredibly deep and broad learning experiences for kids and giving them the tools to find that factual information themselves,\" Burmeister said. \"My job is to ask powerful questions. My job is to create learning experience that gets kids engaged in a way that me just pouring information into them so they can memorize it and regurgitate it back to me is long gone. My job now is to get kids excited and give them the tools to be able to access the knowledge to be able create, to be able to analyze, to be able to compare and contrast, to be able to synthesize and to be able to design new things out of the learning that they’re able to access via a touch of a button on the iPad.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">--> \u003ca href=\"http://wp.me/p2io8W-8PY\">What Students Think About Using iPads in Schools\u003c/a>\u003c/aside>\n\u003cp>That's a tall order. Letting students take ownership of their learning may be at the heart of what Hillview hopes to eventually achieve, but getting to that level of transformational learning takes letting go of control on the part of teachers and administrators. And that’s where it can be tricky, even for a school like Hillview that’s committed to the idea of the iPad as a “positive disruptor” -- a force that will require them to think about change.\u003c/p>\n\u003cp>\u003cstrong>MATH CLASS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Eighth-grade math teacher Michael Doroquez was an early tester of the iPad and has been using the device for the past three years. Doroquez uploads the day’s notes onto the education social networking site Edmodo, where all the students can access them on their iPads. He’ll explain or review a skill by projecting the worksheet onto the whiteboard and then break students into groups to practice. They work out problems by drawing on their iPads with their fingers. Later, they can turn their work into Doroquez through an app called Notability. “I kind of can’t live without it because I use so many things on the iPad,” Doroquez said.\u003c/p>\n\u003cp>“If you don’t get it, you can send an email to your teachers if they’re too busy or out of school, and they can help you out via email,” said eighth grade student Omar Pina Jr. “We can send our work to ShowMe and he can see what’s correct,” added Pina Jr.’s math partner Jhavante Hill. “Then we can click on it and see what he says on it. It’s really quicker.”\u003c/p>\n\u003cp>To that end, the iPad is a great utility tool. But for the most part, students aren’t doing anything on the iPad that they can’t do with pen and paper, although admittedly it's much faster and more efficient to use the iPad. Instead of working on a paper worksheet, they’re filling out a digital one and emailing it to their teacher. The real gains are in organization and efficiency -- an easily searchable archive of notes and past work or the ability to quickly email teachers with questions.\u003c/p>\n\u003cfigure id=\"attachment_34057\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-34057\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/erinscott_-71592-300x168.jpg\" alt=\"Math teacher Michael Doroquez works with students.\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\">Math teacher Michael Doroquez works with students.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>ENGLISH CLASS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Seventh-grade teacher Michael Kalen is still experimenting what will work best in his English class because his students just got their iPads. To start with, he wants them to see the device as a powerful learning tool, not a toy. “I need them to see that this iPad is a powerful learning resource for them to get where they need to go,” Kalen said.\u003c/p>\n\u003cp>Before the school went one-to-one with iPads, Kalen sometimes had access to a shared laptop cart, but he couldn’t depend on it being available for every lesson. He’s excited to come into class, have kids open a home screen on the iPad and be ready to go, no intermediate steps or time lost. He expects to use apps like Socrative, a real-time polling app, and is already thinking about ways to get students practicing various parts of the writing process, like brainstorming, through different apps.\u003c/p>\n\u003cp>“Efficiency and effectiveness are what it’s all about with the iPads,” Kalen said. “For kids who struggle with disorganization the iPad is going to be a pretty effective organizational tool.”\u003c/p>\n\u003cp>\u003cstrong>FRENCH CLASS\u003c/strong>\u003c/p>\n\u003cp>In a small French class with only five or six students, the teacher helped her students familiarize themselves with their new iPads by screen casting a vocabulary exercise on the board. As students responded to the prompt, their answers popped up on the screen. The teacher could instantly see who understood her question – asked in French – and who was confused. Students also got immediate feedback on their answers and the class could discuss common mistakes.\u003c/p>\n\u003cp>Later, the teacher asked students to draw iPad sketches of the scene she described in French. Students were able to share their drawing with one another through the screencast, an especially useful too if the class had been bigger.\u003c/p>\n\u003cp>\u003cstrong>TEACHING EXPERIENCE\u003c/strong>\u003c/p>\n\u003cp>For the most part, the teachers interviewed at Hillview are excited about the iPad program, but many are still figuring out what works.\u003c/p>\n\u003cp>“I need to be more efficient with what I’ve got and I need to be more effective because the stakes have never been higher,” said English teacher Michael Kalen. Even without iPads, Kalen is one of those charismatic teachers that brings so much enthusiasm and humor to his subject that it's hard to imagine any device would make him better at his job. But with Common Core State Standards on the near horizon, Kalen is worried about his ability to use class time efficiently. While the new standards cover less terrain, they expect a more comprehensive knowledge, Kalen said. He expects the iPad to put him on the same page as his students quickly each day, with no wasted time, but that doesn’t mean he’ll be sacrificing any of the teacher tricks he’s already learned.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“It’s still about the relationship,” Kalen said. “It’s still about building that creative confidence; it’s still about getting kids to push themselves. And that’s what I'm hoping this iPad will let us do.” Kalen is most excited that students might feel inspired by the technology to demonstrate their knowledge in different ways. “What I'm really enjoying about it now is that the products that kids create might all look very different, but the thinking and the synthesis of the ideas are all getting them to the same place,” he said.\u003c/p>\n\u003cp>Math teacher Michael Doroquez is also trying new things. This year when he gave a geometry review he turned it into a scavenger hunt with QR codes pasted around the school. “The kids loved it because not only were they able to leave the classroom, but they were able to work with each other outside the class setting, and used the iPad, and walk around the school and do problems,” Doroquez said.\u003c/p>\n\u003cp>Still, the iPad has some limitations. “I really want the iPad to be a tool for creating,” Doroquez said. “Right now it’s just a receptacle to take notes.” He expressed frustration at the limited apps available to him and at their cost. He wants to be more creative, but he’s having a tough time getting there with the iPad.\u003c/p>\n\u003cp>He complained that it is often hard to get outside data onto the iPad, like music for a video, for example. Big tech companies like Apple, Google, and Adobe all make products that work in separate ecosystems and aren’t compatible with one another, making it hard for Doroquez to find the right resources to expand how he teaches.\u003c/p>\n\u003cfigure id=\"attachment_34059\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-34059\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/erinscott_-71922-300x168.jpg\" alt=\"English teacher xx explains how the class will be using iPads.\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\">English teacher Michael Kalen explains how the class will be using iPads.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>ENHANCING VS. TRANSFORMING LEARNING\u003c/strong>\u003c/p>\n\u003cp>“I think right now we’re really focused on the enhancement piece, but we’re excited to talk about the transformation piece,” said principal Burmeister. The efficiencies afforded by putting notes online or submitting work digitally are good steps forward, said Burmeister. He’s aware that most of his teachers are still exploring what can be done with the iPad and that some are further along than others in moving towards the kind of learning he’d like to see. But he’s willing to be patient.\u003c/p>\n\u003cp>“Everybody knows where we’re trying to get, but how each individual gets there and the speed at which they get there is different for every teacher,” Burmeister said. One simple way that iPads are moving beyond enhancing and towards transforming learning at Hillview happens when students take notes on their English and social studies texts. With paper textbooks, kids aren’t allowed to annotate what they’re reading because then the book can’t be used the following year for another student.\u003c/p>\n\u003cp>\"It’s being able to engage with the material in a really kinesthetic way,” Burmeister said. “The material is so sacred that it’s not sacred, you can really dirty it up.” Students appreciate this new ability too. “It makes it a lot easier to study for quizzes because we can more easily find what we were going to say when we read something,” said eighth grader Jenna Filbin.\u003c/p>\n\u003cp>\u003cstrong>WHAT ABOUT COST?\u003c/strong>\u003c/p>\n\u003cp>The iPad program is a bit of a gamble, given its relative expense compared to other devices. The administration waited until the school moved to a brand new building that had been upgraded with fast wireless and broadband infrastructure, a crucial part of a successful implementation. Even so, students complain the internet doesn’t always work. “It’s fast if there’s one person using it,” said eighth-grader Luke Stimbling. “We have 800 students and if a large portion is doing a project then it takes forever to download a document to view.”\u003c/p>\n\u003cp>Keeping that network running costs hundreds of thousands of dollars, but in addition, each iPad costs about $600, including the apps Hillview has chosen and keyboards.\u003c/p>\n\u003cp>Burmeister is quick to point out that for that cost Hillview is already set up to have every student take Common Core assessments at the same time and that the costs of paper textbooks offset some of the initial technology investment. Hillview was able to go one-to-one because 10 percent of its operating budget comes from a parent-funded foundation, a luxury not all schools can boast.\u003c/p>\n\u003cp>“Over time, what you’re going to see is that not only are we enhancing these kids' education, but we’re actually transforming it,” Burmeister said. “And it’s actually going to look different than it looks now.” Moving to Common Core offers the opportunity to dramatic rethink teaching and learning. There’s no better time to shake up how teachers are thinking about their craft, Burmeister said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We want learning to be technology infused and digital learning to be just who we are, what we’re about and what our students can do,” Burmeister said. As the rest of the nation looks towards these kinds of investments, Hillview hopes to be positioned as a shining example of how to successfully pilot and implement a one-to-one program.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_32913\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660040845/sizes/l/\">\u003cimg class=\"size-full wp-image-32913\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/ipad300.jpg\" alt=\"ipad300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/ipad300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/ipad300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/ipad300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Schools across the country are increasingly starting to use mobile devices like tablets and smartphones as classroom tools. But some educators are still skeptical that devices will distract students as much or more than they enhance the learning environment. Because it's still fairly new, there have been few quantitative studies, but \u003ca href=\"http://www.tomorrow.org/\">Project Tomorrow\u003c/a> and \u003ca href=\"http://www.kajeet.com/4u/education/index.html\">Kajeet for Education\u003c/a> recently completed a study of mobile learning among 136 fifth graders at \u003ca href=\"http://falconer.schoolfusion.us/\">Falconer Elementary School\u003c/a>, a Chicago public school where 94 percent of students receive free and reduced lunch. The \u003ca href=\"http://www.kajeet.com/4u/education/MLM-form.html\">Making Learning Mobile Project study\u003c/a> documents how four different fifth-grade teachers and their students used the tablets they were given both in class and at home once the school day was over.\u003c/p>\n\u003cp>The study finds that students used the tablets for more activities than even they expected. Though only 56 percent of students said they envisioned using the tablet for internet research before the study, that number turned out to be 93 percent after the study was completed. Only six percent of students thought they might use the tablet to create videos, when in fact 39 percent completed video projects. Other common uses included project work, educational games, homework, checking grades, communicating with teachers and classmates, receiving reminders, and organizing schoolwork.\u003c/p>\n\u003cp>[contextly_sidebar id=\"d70f8c943f4a89ae01ebc6169f669687\"]\u003c/p>\n\u003cp>Access to the internet at home improved greatly when students were allowed to bring a device home to investigate topics of their own interest. The Falconer students had significantly less access to high speed internet than a national average of their peers. While 54 percent of students in third-through-fifth grades nationwide report having access to high speed internet, only 39 percent of the fifth-grade Falconer students said they had access. Thirteen percent of students said their only access to the internet was at school.\u003c/p>\n\u003cp>The one-to-one experiment also appears to have made an impact on how families valued the internet. At the end of the school year, 53 percent of fifth grade Falconer students reported having access to high speed internet, up from 39 percent. “While it was not studied as part of this evaluation, it may be hypothesized that the students’ access to the Internet through their tablets when at home encouraged or prompted their parents to invest in high-speed connectivity to serve the entire family,” the report stated.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The students took full advantage of that access. Kajeet software on the devices tracked the websites students visited and when they were accessed and reported the following: “Three-quarters of the device requests for access to learning or academic websites occurred between 3 pm and 9 pm.\" The Chicago Public Schools district had requested that the devices be disabled after 9pm. The tracking software also found that students used the internet to further research topics that had been discussed in class once they got home. That doesn’t mean they didn’t also research their favorite celebrities and sports stars, but there’s clear evidence that mobile access extended the learning day.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-full wp-image-32917\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/teacher-table.jpg\" alt=\"teacher-table\" width=\"577\" height=\"178\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/teacher-table.jpg 577w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/teacher-table-400x123.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/teacher-table-320x99.jpg 320w\" sizes=\"(max-width: 577px) 100vw, 577px\">\u003c/p>\n\u003cp>Another common fear about mobile learning is that students won’t behave properly online or they will steal and damage devices. In this study of fifth graders none of those worst-case scenarios came true. Students took a digital citizenship course before taking the tablets home and 84 percent of students reported they were better digital citizens after the year with tablets than before.\u003c/p>\n\u003cp>\u003cstrong>TEACHERS' TECHNIQUES\u003c/strong>\u003c/p>\n\u003cp>How teachers chose to integrate the devices had impacts on learning, too. All four teachers in the study were excited about integrating tablets into instruction, but some were less confident with what strategies would work. As is common with a new classroom support, one teacher used the device for limited activities to test it out. She focused on educational games, calendar keeping, and grade checking. “Her limited usage of the devices is representative of how most elementary teachers approach the integration of new technology, by focusing on a few activities in a limited setting,” the report said.\u003c/p>\n\u003cp>Another teacher tried lots of different teaching tactics with the tablet, offering students a diverse array of activities. She assigned videos, used class polling apps, asked students to take notes on the devices, used educational games, checked grades, and used the calendar functions. The report notes that while it's understandable that teachers are cautious about jumping in too quickly with a new piece of technology, taking advantage of the tablet’s wide array of feature, functions, and applications provides a “more meaningful environment for student impact, both in terms of classroom activities as well as extending learning beyond the school day.”\u003c/p>\n\u003cp>“Students in the classes where the teachers were able to more deeply integrate the devices into instruction had a slightly stronger or different set of values associated with the device usage than students in classes where the integration was still limited,” the report said. Some students saw the device as mainly useful for internet research or as a self-organizational tool and didn't test its creative tools.\u003c/p>\n\u003cp>Another finding from the report is that teachers can’t be expected to immediately know how to achieve integration with mobile devices. They need professional development to understand how to formulate effective lessons and the time to experiment and discover value in the devices.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“To fully capitalize on the benefits of the mobile devices, teachers must redesign in many circumstances their lessons and instructional strategies,” the report said. “This is hard work that requires time and administrative support.” Part of that redesign process needs to center around clarifying instructional goals and defining how the technology helps teachers better reach them.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32913\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660040845/sizes/l/\">\u003cimg class=\"size-full wp-image-32913\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/ipad300.jpg\" alt=\"ipad300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/ipad300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/ipad300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/ipad300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Schools across the country are increasingly starting to use mobile devices like tablets and smartphones as classroom tools. But some educators are still skeptical that devices will distract students as much or more than they enhance the learning environment. Because it's still fairly new, there have been few quantitative studies, but \u003ca href=\"http://www.tomorrow.org/\">Project Tomorrow\u003c/a> and \u003ca href=\"http://www.kajeet.com/4u/education/index.html\">Kajeet for Education\u003c/a> recently completed a study of mobile learning among 136 fifth graders at \u003ca href=\"http://falconer.schoolfusion.us/\">Falconer Elementary School\u003c/a>, a Chicago public school where 94 percent of students receive free and reduced lunch. The \u003ca href=\"http://www.kajeet.com/4u/education/MLM-form.html\">Making Learning Mobile Project study\u003c/a> documents how four different fifth-grade teachers and their students used the tablets they were given both in class and at home once the school day was over.\u003c/p>\n\u003cp>The study finds that students used the tablets for more activities than even they expected. Though only 56 percent of students said they envisioned using the tablet for internet research before the study, that number turned out to be 93 percent after the study was completed. Only six percent of students thought they might use the tablet to create videos, when in fact 39 percent completed video projects. Other common uses included project work, educational games, homework, checking grades, communicating with teachers and classmates, receiving reminders, and organizing schoolwork.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Access to the internet at home improved greatly when students were allowed to bring a device home to investigate topics of their own interest. The Falconer students had significantly less access to high speed internet than a national average of their peers. While 54 percent of students in third-through-fifth grades nationwide report having access to high speed internet, only 39 percent of the fifth-grade Falconer students said they had access. Thirteen percent of students said their only access to the internet was at school.\u003c/p>\n\u003cp>The one-to-one experiment also appears to have made an impact on how families valued the internet. At the end of the school year, 53 percent of fifth grade Falconer students reported having access to high speed internet, up from 39 percent. “While it was not studied as part of this evaluation, it may be hypothesized that the students’ access to the Internet through their tablets when at home encouraged or prompted their parents to invest in high-speed connectivity to serve the entire family,” the report stated.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The students took full advantage of that access. Kajeet software on the devices tracked the websites students visited and when they were accessed and reported the following: “Three-quarters of the device requests for access to learning or academic websites occurred between 3 pm and 9 pm.\" The Chicago Public Schools district had requested that the devices be disabled after 9pm. The tracking software also found that students used the internet to further research topics that had been discussed in class once they got home. That doesn’t mean they didn’t also research their favorite celebrities and sports stars, but there’s clear evidence that mobile access extended the learning day.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-full wp-image-32917\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/teacher-table.jpg\" alt=\"teacher-table\" width=\"577\" height=\"178\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/teacher-table.jpg 577w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/teacher-table-400x123.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/teacher-table-320x99.jpg 320w\" sizes=\"(max-width: 577px) 100vw, 577px\">\u003c/p>\n\u003cp>Another common fear about mobile learning is that students won’t behave properly online or they will steal and damage devices. In this study of fifth graders none of those worst-case scenarios came true. Students took a digital citizenship course before taking the tablets home and 84 percent of students reported they were better digital citizens after the year with tablets than before.\u003c/p>\n\u003cp>\u003cstrong>TEACHERS' TECHNIQUES\u003c/strong>\u003c/p>\n\u003cp>How teachers chose to integrate the devices had impacts on learning, too. All four teachers in the study were excited about integrating tablets into instruction, but some were less confident with what strategies would work. As is common with a new classroom support, one teacher used the device for limited activities to test it out. She focused on educational games, calendar keeping, and grade checking. “Her limited usage of the devices is representative of how most elementary teachers approach the integration of new technology, by focusing on a few activities in a limited setting,” the report said.\u003c/p>\n\u003cp>Another teacher tried lots of different teaching tactics with the tablet, offering students a diverse array of activities. She assigned videos, used class polling apps, asked students to take notes on the devices, used educational games, checked grades, and used the calendar functions. The report notes that while it's understandable that teachers are cautious about jumping in too quickly with a new piece of technology, taking advantage of the tablet’s wide array of feature, functions, and applications provides a “more meaningful environment for student impact, both in terms of classroom activities as well as extending learning beyond the school day.”\u003c/p>\n\u003cp>“Students in the classes where the teachers were able to more deeply integrate the devices into instruction had a slightly stronger or different set of values associated with the device usage than students in classes where the integration was still limited,” the report said. Some students saw the device as mainly useful for internet research or as a self-organizational tool and didn't test its creative tools.\u003c/p>\n\u003cp>Another finding from the report is that teachers can’t be expected to immediately know how to achieve integration with mobile devices. They need professional development to understand how to formulate effective lessons and the time to experiment and discover value in the devices.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“To fully capitalize on the benefits of the mobile devices, teachers must redesign in many circumstances their lessons and instructional strategies,” the report said. “This is hard work that requires time and administrative support.” Part of that redesign process needs to center around clarifying instructional goals and defining how the technology helps teachers better reach them.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "What Can We Learn From the Global Effort Around Mobile Learning?",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_32164\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/51868421@N04/8679795523/sizes/l/\">\u003cimg class=\"size-full wp-image-32164\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/feature-phone300.jpg\" alt=\"feature-phone300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/feature-phone300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/feature-phone300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/feature-phone300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Closing the achievement gap and giving all students access to a world of learning online remains one of the strongest allures of education technology. In the U.S., that conversation is often centered on the newest shiny device, slickest software or free app, but internationally mobile technology is revolutionizing learning too, often without fancy gadgets. Recognizing the creative learning strategies being implemented in developing countries could help expand thinking in the U.S and inform the ongoing discussion about how to use technology to deepen learning.\u003c/p>\n\u003cp>“In developing countries, mobile has leap-frogged fixed-line connectivity,” said \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/unesco-mobile-learning-week/panellists/steve-vosloo/\">Steve Vosloo\u003c/a>, a program specialist, in mobile learning at the United Nations Educational, Scientific and Cultural Organization (UNESCO). “People who were never connected before have access.”\u003c/p>\n\u003cp>Africa is the fastest growing mobile market and the second largest after Asia. Vosloo says there are more mobile phone subscriptions than people in Africa, meaning some people have more than one. Many people in developing countries have only accessed the internet through a mobile phone and mobile connectivity far surpasses desktop connections.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/what-will-it-take-to-bring-mobile-ed-work-to-the-developing-world/\">What Will it Take to Bring Mobile Ed to the Developing World?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Given the rapid growth and existing infrastructure for mobile connections it makes sense to pursue strategies that leverage mobile devices for learning. Most people in developing countries have what are called “feature phones”; they're less sophisticated and powerful than smartphones and have fewer features. But they do have numeric keypads, and can access the internet on a tiny screen. Researchers believe that even this small amount of access offers huge possibilities, although equity is still an issue for those who don’t have the money to consistently buy phone credits.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Mobile learning can help reach marginalized populations,” Vosloo said, giving as an example a library in Ghana that has no books on its shelves, but now has an e-reader, giving the students of that village access to hundreds of books that could never be physically sent to the library. That e-reader has opened the world to curious learners.\u003c/p>\n\u003cp>\u003cstrong>MOBILE LEARNING PROJECTS\u003c/strong>\u003c/p>\n\u003cp>In Nigeria, UNESCO is \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/teacher-support-and-development/teacher-development-with-mobile-technologies-projects-in-mexico-nigeria-pakistan-and-senegal/project-in-nigeria/\">piloting a program with English teachers\u003c/a>. Program leaders send messages daily with examples of how to teach English language to teachers throughout the country. The messages are formatted specifically for viewing on inexpensive devices common in Nigeria and are modular lessons. UNESCO has received feedback from participating teachers that the support is changing their teaching style and helping them to improve. It also allows teachers to share their learning with one another, previously very difficult to do between remote rural villages. An agreement with the mobile provider keeps costs for users low.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/library-for-all-free-digital-content-for-developing-countries/\">Library For All: Free Digital Content For Developing Countries\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>UNESCO is also studying how the \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/unesco-mobile-learning-week/speakers/elizabeth-hensick-wood/\">World Reader app\u003c/a> has changed reading habits in the developing world, especially in places where many are illiterate. The organization interviewed 4,000 users and found that, in general, users are accessing and reading longer form content on their mobile devices. Detailed results of that study will be released in February.\u003c/p>\n\u003cp>“Many parents and teachers still think mobile learning and technology is not part of education,” said Vosloo. “[They think] they are more for distracting or disrupting, anything but learning.” UNESCO is working hard to change that perception and to help education departments to see mobile learning as an opportunity, not a threat. They advocate for clear policies set at the state or national level to guide mobile teaching practices. They’ve even written some \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/policy-research-and-advocacy/m-learning-policy-guidelines-project/\">guidelines\u003c/a> to help governments set policy.\u003c/p>\n\u003cp>“It also sends out a clear message from leadership that, ‘we’ve considered mobile learning, we want to engage with it and these are the conditions in which it can happen,’” Vosloo said. The uncertain policy moment plaguing most of the world does not exclude the U.S. Districts are bringing tablets into the classroom or allowing student to bring their own devices, but haven’t always set clear policies. Some schools, recognizing the ubiquity of mobile devices, are taking their acceptable use policies and shifting them to become “responsible use” policies, trying to teach students how to use their technology respectfully.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/library-for-all-free-digital-content-for-developing-countries/\">How to Help Mobile Education Go Global\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Vosloo says even phones that only have texting (SMS) and calling functions can be useful for learning. “The main thing to remember is not that we’re going to deliver a whole textbook or learning experience by SMS,” he said. “The idea is what does SMS do well?” UNESCO has used texts to send reminders, for school administration purposes or to send small bits of content to students.\u003c/p>\n\u003cp>In one project focused on literacy for young women in Pakistan, students would travel to a central location for lessons in Urdu, then return to their remote villages for several weeks. The only way to reach them quickly was through text messages. “The biggest problem for new literates is forgetting what they’ve learned unless that knowledge is reinforced,” Vosloo said. Teachers texted reminders to the girls about reading and discussion assignments. “It played a very important role in that teaching and learning experiment,” Vosloo said.\u003c/p>\n\u003cp>Another program called \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/unesco-mobile-learning-week/speakers/richard-lace-and-robina-shaheen/\">BBC Janala in Bangladesh \u003c/a>taught English to adults with audio. Students would call a number, listen to a three minute audio lesson and leave a message. The program used voice recognition software and texting for assessment. Again, a deal with the telecommunications provider kept the calls low cost.\u003c/p>\n\u003cp>Mobile technology is opening up creative ways for people around the world to learn from one another and the internet. In the U.S., school districts sometimes focus on glitzy devices and worry about giving students too much free access to the internet through their own devices. But perhaps there is a lesson from UNESCO’s global education work in recognizing the potential for reaching truly marginalized populations with fairly simple technology.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The UNESCO programs recognize the limitations of the devices their users own and cater their programs to those devices. They work around limitations and come up with creative ideas, rather than expecting every student to have the best phone.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32164\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/51868421@N04/8679795523/sizes/l/\">\u003cimg class=\"size-full wp-image-32164\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/feature-phone300.jpg\" alt=\"feature-phone300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/feature-phone300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/feature-phone300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/feature-phone300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Closing the achievement gap and giving all students access to a world of learning online remains one of the strongest allures of education technology. In the U.S., that conversation is often centered on the newest shiny device, slickest software or free app, but internationally mobile technology is revolutionizing learning too, often without fancy gadgets. Recognizing the creative learning strategies being implemented in developing countries could help expand thinking in the U.S and inform the ongoing discussion about how to use technology to deepen learning.\u003c/p>\n\u003cp>“In developing countries, mobile has leap-frogged fixed-line connectivity,” said \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/unesco-mobile-learning-week/panellists/steve-vosloo/\">Steve Vosloo\u003c/a>, a program specialist, in mobile learning at the United Nations Educational, Scientific and Cultural Organization (UNESCO). “People who were never connected before have access.”\u003c/p>\n\u003cp>Africa is the fastest growing mobile market and the second largest after Asia. Vosloo says there are more mobile phone subscriptions than people in Africa, meaning some people have more than one. Many people in developing countries have only accessed the internet through a mobile phone and mobile connectivity far surpasses desktop connections.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/what-will-it-take-to-bring-mobile-ed-work-to-the-developing-world/\">What Will it Take to Bring Mobile Ed to the Developing World?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Given the rapid growth and existing infrastructure for mobile connections it makes sense to pursue strategies that leverage mobile devices for learning. Most people in developing countries have what are called “feature phones”; they're less sophisticated and powerful than smartphones and have fewer features. But they do have numeric keypads, and can access the internet on a tiny screen. Researchers believe that even this small amount of access offers huge possibilities, although equity is still an issue for those who don’t have the money to consistently buy phone credits.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Mobile learning can help reach marginalized populations,” Vosloo said, giving as an example a library in Ghana that has no books on its shelves, but now has an e-reader, giving the students of that village access to hundreds of books that could never be physically sent to the library. That e-reader has opened the world to curious learners.\u003c/p>\n\u003cp>\u003cstrong>MOBILE LEARNING PROJECTS\u003c/strong>\u003c/p>\n\u003cp>In Nigeria, UNESCO is \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/teacher-support-and-development/teacher-development-with-mobile-technologies-projects-in-mexico-nigeria-pakistan-and-senegal/project-in-nigeria/\">piloting a program with English teachers\u003c/a>. Program leaders send messages daily with examples of how to teach English language to teachers throughout the country. The messages are formatted specifically for viewing on inexpensive devices common in Nigeria and are modular lessons. UNESCO has received feedback from participating teachers that the support is changing their teaching style and helping them to improve. It also allows teachers to share their learning with one another, previously very difficult to do between remote rural villages. An agreement with the mobile provider keeps costs for users low.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/library-for-all-free-digital-content-for-developing-countries/\">Library For All: Free Digital Content For Developing Countries\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>UNESCO is also studying how the \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/unesco-mobile-learning-week/speakers/elizabeth-hensick-wood/\">World Reader app\u003c/a> has changed reading habits in the developing world, especially in places where many are illiterate. The organization interviewed 4,000 users and found that, in general, users are accessing and reading longer form content on their mobile devices. Detailed results of that study will be released in February.\u003c/p>\n\u003cp>“Many parents and teachers still think mobile learning and technology is not part of education,” said Vosloo. “[They think] they are more for distracting or disrupting, anything but learning.” UNESCO is working hard to change that perception and to help education departments to see mobile learning as an opportunity, not a threat. They advocate for clear policies set at the state or national level to guide mobile teaching practices. They’ve even written some \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/policy-research-and-advocacy/m-learning-policy-guidelines-project/\">guidelines\u003c/a> to help governments set policy.\u003c/p>\n\u003cp>“It also sends out a clear message from leadership that, ‘we’ve considered mobile learning, we want to engage with it and these are the conditions in which it can happen,’” Vosloo said. The uncertain policy moment plaguing most of the world does not exclude the U.S. Districts are bringing tablets into the classroom or allowing student to bring their own devices, but haven’t always set clear policies. Some schools, recognizing the ubiquity of mobile devices, are taking their acceptable use policies and shifting them to become “responsible use” policies, trying to teach students how to use their technology respectfully.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/library-for-all-free-digital-content-for-developing-countries/\">How to Help Mobile Education Go Global\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Vosloo says even phones that only have texting (SMS) and calling functions can be useful for learning. “The main thing to remember is not that we’re going to deliver a whole textbook or learning experience by SMS,” he said. “The idea is what does SMS do well?” UNESCO has used texts to send reminders, for school administration purposes or to send small bits of content to students.\u003c/p>\n\u003cp>In one project focused on literacy for young women in Pakistan, students would travel to a central location for lessons in Urdu, then return to their remote villages for several weeks. The only way to reach them quickly was through text messages. “The biggest problem for new literates is forgetting what they’ve learned unless that knowledge is reinforced,” Vosloo said. Teachers texted reminders to the girls about reading and discussion assignments. “It played a very important role in that teaching and learning experiment,” Vosloo said.\u003c/p>\n\u003cp>Another program called \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/m4ed/unesco-mobile-learning-week/speakers/richard-lace-and-robina-shaheen/\">BBC Janala in Bangladesh \u003c/a>taught English to adults with audio. Students would call a number, listen to a three minute audio lesson and leave a message. The program used voice recognition software and texting for assessment. Again, a deal with the telecommunications provider kept the calls low cost.\u003c/p>\n\u003cp>Mobile technology is opening up creative ways for people around the world to learn from one another and the internet. In the U.S., school districts sometimes focus on glitzy devices and worry about giving students too much free access to the internet through their own devices. But perhaps there is a lesson from UNESCO’s global education work in recognizing the potential for reaching truly marginalized populations with fairly simple technology.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The UNESCO programs recognize the limitations of the devices their users own and cater their programs to those devices. They work around limitations and come up with creative ideas, rather than expecting every student to have the best phone.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Tackling the Digital Divide: Low-Income Students Weigh In",
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"content": "\u003cfigure id=\"attachment_31986\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/mikekline/384589883/sizes/z/in/photolist-zZ8b4-4dGcFB-4Saafe-4Semnh-b8qwy6-5rHv1F-ndgiY-7axQ5U-qSVWi-5u11Ei-fC1dgZ-6k5BTZ-4RDwmY-5Tjrtv-6ynh7h-9dhk49-4dxDVs-xYjpr-2buZ2-9qQCYc-9qQCXp-7j1YEW-JEHbC-ae17XM-aTnN3a-8ggHZ7-9eMagk-8vHYVo-8vHZ8Y-8fuyeH-59ywqw-fCfGQL-7fZwzQ-eb6BGa-92WMc4-92KLBJ-a9g4FV-yDaZN-rTf2E-5YiZh5-d3LMrq-a8q2qL-6U2sAv-6XPJST-6U6tx7-6GpNwJ-85aW7-4yCcVr-5mwyBi-arMGQb-5bELq6/\">\u003cimg class=\"size-full wp-image-31986\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/384589883_b9a0affde4_z-e1381337304573.jpg\" alt=\"384589883_b9a0affde4_z\" width=\"640\" height=\"369\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/384589883_b9a0affde4_z-e1381337304573.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/384589883_b9a0affde4_z-e1381337304573-400x231.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/384589883_b9a0affde4_z-e1381337304573-320x185.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/for-low-income-kids-access-to-devices-could-be-the-equalizer/\">For Low Income Kids, Access to Devices Could Be the Equalizer \u003c/a>raised the possibility that mobile technology in classrooms could help narrow the digital divide between the nation’s low-income and more affluent students. The article, which included suggestions for educators about how to access devices and what do with them, struck a chord with readers. Many were outraged that some students are missing out on valuable learning resources because of their families’ socio-economic status, while others worried that bringing mobile devices into the classroom – any classroom – invites chaos.\u003c/p>\n\u003cp>\"The internet is the modern day encyclopedia,” wrote commenter Patrick Hopkins, who grew up in a single-parent low-income household, and now teaches in an upper-middle class school district. Hopkins' students are allowed to use their mobile devices in school after registering them with the administration, opening up opportunities for students to direct their own learning and take advantage of the internet's vast trove of information. Hopkins noted many schools don’t have those same advantages, like his alma mater.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Teachers must have an abundant amount of trust in their students that they are staying on task when using their own devices in the classroom.”\u003c/aside>\n\u003cp>“Attending school in a dilapidated building with poor heating, and non-existent cooling systems, coupled with broken windows that were replaced with sheet metal, instead of glass, weighed heavy on a student’s psychic,” he wrote. “Student learning and teacher morale take heavy tolls in these types of environments. Without adequate learning resources and safe and secure learning environments low income student cannot compete in today’s society.” Hopkins points that schools can't even meet these basic infrastructure needs, let alone student access to technology resources.\u003c/p>\n\u003cp>Many readers commented that all students should be given access to the internet and the devices that supply them, but fewer accepted the assertion made by Michael Mills, a professor of Teaching and Learning at the University of Central Arkansas, that race plays a role in whether teachers trust students to use devices responsibly.\u003c/p>\n\u003cp>“[The article] stated that schools do not allow students of color to use their mobile devices because they think they will not use them in appropriate ways. I do not believe this is true at all,” wrote Amanda Phillips. “I think it is our job as teachers to set the ground rules and expectations of using these types of devices in class before they are even allowed to bring them. Each student should get an equal chance to bring and use their device in class; race should have nothing to do with it.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Phillips' comment was echoed by several readers who agreed that the bigger issue is how to set a structure for kids to use their own devices appropriately.\u003c/p>\n\u003cp>“It doesn't matter where a child comes from, there are issues beyond being able to have kids have access to devices,” wrote Allie Kohl. “Implementing devices into the school throws a lot of red flags and makes it hard for teachers to really ensure that students are being productive and honest with the stuff they are getting accomplished on the devices at hand.”\u003c/p>\n\u003cp>Despite the concerns raised about how students would use mobile technology in the classroom, most commenters, whether teachers or interested readers, felt students should have access to devices in school. If students don’t own those devices, many felt the school should find ways to provide them.\u003c/p>\n\u003cp>\u003cstrong>TRUSTING STUDENTS\u003c/strong>\u003c/p>\n\u003cp>For some readers, it comes back to the issue of trust.\u003c/p>\n\u003cp>“I like how the point about trusting the students was brought up,” wrote Olivia Richard. “I find this extremely important when talking about \u003ca href=\"http://ww2.kqed.org/mindshift/tag/bring-your-own-device/\">BYOD\u003c/a> [Bring Your Own Device]. Teachers must have an abundant amount of trust in their students that they are staying on task when using their own devices in the classroom.” And, to some extent, building that trust takes a leap of faith. No teacher will know if mobile technology could work in his classroom if he doesn’t start from the assumption that it might and take a leap of faith.\u003c/p>\n\u003cp style=\"text-align: left\">Some of the article’s suggestions for narrowing the digital divide struck a chord with Amanda Williams, who grew up with limited access to computers and the internet while in high school, making it challenging for her to finish assignments. She agrees that teachers need to show discretion when talking about the kids who don’t have access to devices so they don’t accidentally embarrass students. In her experience grouping students together to maximize devices in the classroom would be a great idea.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/internet-access-for-everyone-a-new-program-targets-low-income-students/\">Internet Access for All: A New Program Targets Low-Income Students\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>“Overall it is important to value all students -- technology or no technology,” Williams wrote. “It is a great resource but should never be required to use in the classroom unless the school is providing the tools.”\u003c/p>\n\u003cp>Commenter Trevor Cline also had few resources as a student. “I grew up in a school where we did not use technology very much and this made me be behind somewhat once I got to college,” he wrote. “Once I got to college almost everything was done through technology and I was learning as we went with a lot of the technology programs.” Cline’s comment points to the need to prepare students not only to get to college, but to be able to keep up once there.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>At this point, computers are required to complete assignments in the upper grades, but many schools aren’t all able to provide devices for every student. That makes it difficult for teachers who’d like to take advantage of the independent and self-directed learning opportunities that technology can offer. As Hopkins noted, it might be common in a more affluent public school, but impossible to contemplate in many lower-income schools that are still grappling with finding resources for basic needs. Getting to a point where teachers trust students enough to let them use whatever devices they do have, and creatively managing and grouping their use could be a starting point to get past the inequalities.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_31986\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/mikekline/384589883/sizes/z/in/photolist-zZ8b4-4dGcFB-4Saafe-4Semnh-b8qwy6-5rHv1F-ndgiY-7axQ5U-qSVWi-5u11Ei-fC1dgZ-6k5BTZ-4RDwmY-5Tjrtv-6ynh7h-9dhk49-4dxDVs-xYjpr-2buZ2-9qQCYc-9qQCXp-7j1YEW-JEHbC-ae17XM-aTnN3a-8ggHZ7-9eMagk-8vHYVo-8vHZ8Y-8fuyeH-59ywqw-fCfGQL-7fZwzQ-eb6BGa-92WMc4-92KLBJ-a9g4FV-yDaZN-rTf2E-5YiZh5-d3LMrq-a8q2qL-6U2sAv-6XPJST-6U6tx7-6GpNwJ-85aW7-4yCcVr-5mwyBi-arMGQb-5bELq6/\">\u003cimg class=\"size-full wp-image-31986\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/384589883_b9a0affde4_z-e1381337304573.jpg\" alt=\"384589883_b9a0affde4_z\" width=\"640\" height=\"369\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/384589883_b9a0affde4_z-e1381337304573.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/384589883_b9a0affde4_z-e1381337304573-400x231.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/384589883_b9a0affde4_z-e1381337304573-320x185.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The article \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/for-low-income-kids-access-to-devices-could-be-the-equalizer/\">For Low Income Kids, Access to Devices Could Be the Equalizer \u003c/a>raised the possibility that mobile technology in classrooms could help narrow the digital divide between the nation’s low-income and more affluent students. The article, which included suggestions for educators about how to access devices and what do with them, struck a chord with readers. Many were outraged that some students are missing out on valuable learning resources because of their families’ socio-economic status, while others worried that bringing mobile devices into the classroom – any classroom – invites chaos.\u003c/p>\n\u003cp>\"The internet is the modern day encyclopedia,” wrote commenter Patrick Hopkins, who grew up in a single-parent low-income household, and now teaches in an upper-middle class school district. Hopkins' students are allowed to use their mobile devices in school after registering them with the administration, opening up opportunities for students to direct their own learning and take advantage of the internet's vast trove of information. Hopkins noted many schools don’t have those same advantages, like his alma mater.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Teachers must have an abundant amount of trust in their students that they are staying on task when using their own devices in the classroom.”\u003c/aside>\n\u003cp>“Attending school in a dilapidated building with poor heating, and non-existent cooling systems, coupled with broken windows that were replaced with sheet metal, instead of glass, weighed heavy on a student’s psychic,” he wrote. “Student learning and teacher morale take heavy tolls in these types of environments. Without adequate learning resources and safe and secure learning environments low income student cannot compete in today’s society.” Hopkins points that schools can't even meet these basic infrastructure needs, let alone student access to technology resources.\u003c/p>\n\u003cp>Many readers commented that all students should be given access to the internet and the devices that supply them, but fewer accepted the assertion made by Michael Mills, a professor of Teaching and Learning at the University of Central Arkansas, that race plays a role in whether teachers trust students to use devices responsibly.\u003c/p>\n\u003cp>“[The article] stated that schools do not allow students of color to use their mobile devices because they think they will not use them in appropriate ways. I do not believe this is true at all,” wrote Amanda Phillips. “I think it is our job as teachers to set the ground rules and expectations of using these types of devices in class before they are even allowed to bring them. Each student should get an equal chance to bring and use their device in class; race should have nothing to do with it.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At this point, computers are required to complete assignments in the upper grades, but many schools aren’t all able to provide devices for every student. That makes it difficult for teachers who’d like to take advantage of the independent and self-directed learning opportunities that technology can offer. As Hopkins noted, it might be common in a more affluent public school, but impossible to contemplate in many lower-income schools that are still grappling with finding resources for basic needs. Getting to a point where teachers trust students enough to let them use whatever devices they do have, and creatively managing and grouping their use could be a starting point to get past the inequalities.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"soldout": {
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"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
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"tagline": "True-life supernatural stories",
"info": "",
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