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"content": "\u003cfigure id=\"attachment_30086\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660135637/sizes/z/in/photolist-b9wWhM-b9wzyB-b9wbFz-b9wqbg-b9wtMM-b9wofn-b9wLP8-b9wFCX-b9wH44-b9wVuH-b9wvmF-b9wW42-b9w7Hp-b9wkkk-b9wzLg-b9woDp-b9wJXD-b9wJ4a-b9wSBR-b9wnTe-b9wU3V-b9wUSg-b9wJtX-b9wMCR-b9wzWp-b9wisk-b9wXft-b9wCyB-b9wdHv-b9wbdx-b9wdc8-b9wyeT-b9wTxa-b9wgdk-b9wt7a-b9wCoc-b9w9ZD-b9woPx-b9wTRZ-b9wo4v-b9whH2-b9wSsr-b9wG1c-b9wuzx-b9wGTz-b9wkac-b9wjcr-b9whwr-b9wiFk-b9wyNx-b9wnjn/\">\u003cimg class=\"size-full wp-image-30086\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/6660135637_80d42d1bb1_z.jpg\" alt=\"6660135637_80d42d1bb1_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/6660135637_80d42d1bb1_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/6660135637_80d42d1bb1_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/6660135637_80d42d1bb1_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Justin Reich\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Imagine walking up to a stream. On the far side lies our ideal learning environment -- student-centric, inquiry-based, resource-rich -- our Someday. A series of stepping stones indicates a way across. These are our Mondays; achievable objectives interspersed across a torrent of new technologies, practices, and theories. This Someday/Monday dichotomy captures one of the core challenges in teacher professional development around educational technology. As we look across to the opposite bank, we can see that the deep integration of new learning technologies into classrooms requires substantially rethinking pedagogy, curriculum, assessment, and teacher practice (Someday). However, as teachers, we need stepping stones (Mondays), and one of the easiest ways to gain experience with emerging tools is through individual projects or units. Teachers recognize the need to imagine a new future, to move towards the creation of innovative learning environments that provide our students with the best possible experience (Someday). In the meantime, we seek out a path of connected Mondays.\u003c/p>\n\u003cp>In this four-part series, we are using the Someday/Monday concept to explore four dimensions of using tablets, such as iPads, in educational settings. We will do this by examining how teachers can take students on a journey from the consumption of media to curation, creation, and connection. In the first part of this series, we used the Someday/Monday template to explore \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">Consumption\u003c/a>. During the second, we examined \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">Curation\u003c/a> and the evolving role of the teacher as a curator of learning objects. This week, we will address Creation, examining what is possible when we empower students and teachers as innovators with iPads and other mobile devices.\u003c/p>\n\u003ch4>PART III: CREATION\u003c/h4>\n\u003cp>For centuries, a central role in education has been the creation of new content as a representation of understanding. Whether students used quill and ink, crayons and poster board, or keyboards and mice, this concept of creating dates back to the beginning of learning.\u003c/p>\n\u003cp>Seymour Papert, the developer of the LOGO computing language, begins his landmark book \u003ca href=\"http://www.amazon.com/Mindstorms-Children-Computers-Powerful-Ideas/dp/0465046746\">Mindstorms\u003c/a> with a story about gears he played with as a child. The tangible experience of working with gears accelerated his understanding of physics in a way that would have been much harder with only books and lectures. He refers to gears as “objects-to-think-with,” and his theory of constructionism holds, in its heart, the idea that humans find it easier to construct understanding if they use objects-to-think-with. Papert thought of computers, with their flexible, multifaceted capacities, as one of the premier objects to think with. Things made more sense to young people when they could manipulate and engage for themselves, either in directly digital ways or by controlling objects in the physical world.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One simple way of understanding our pedagogical theory of iPads is that we don’t want them to just become replacements for notebooks and textbooks, we want them to be objects to think with. We want students using them to mess around with the world around them and their courses of study.\u003c/p>\n\u003ch4>\u003cem>Someday \u003c/em>\u003c/h4>\n\u003cp>In the best iPad classrooms, students are constantly making things.\u003c/p>\n\u003cp>A big part of what they are doing is documenting their learning. At the \u003ca href=\"http://ipadsummitusa.org/\">EdTechTeacher iPad Summit in Atlanta\u003c/a>, Jennie Magiera showed a video of a math student working through a problem on a screencasting app, talking aloud, showing and recording his work. I observed a biochemistry lab class at Deerfield Academy where students had iPads, and they used them throughout class to take pictures and video recordings of the lab experiments, which later became key parts of their reports and presentations. In helping students \u003ca href=\"http://vimeo.com/38247581\">learn to make inferences from poetry\u003c/a>, Kristin Ziemke has her first graders draw their mental images from poems that she reads. When I visited the Hillbrook School in northern California, I tried to visit a history class, but I was a few minutes too late. Just after the period started, students in period costumes dispersed across the campus, recording short reenactments.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>FUTURE OF TABLETS: SOMEDAY / MONDAY\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">\u003cspan style=\"color: #666699\">Potential Vs. Reality of Consuming Media\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">\u003cspan style=\"color: #666699\">To Get the Most Out of Tablets, Use Smart Curation\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-7P3\">\u003cspan style=\"color: #666699\">The iPad as a Tool for Creation to Strengthen Learning\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-83e\">\u003cspan style=\"color: #666699\">How Tablets Can Enable Meaningful Connections for Students and Teachers\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>These rich examples of documentation evoke ideas from \u003ca href=\"http://www.pz.gse.harvard.edu/making_learning_visible.php\">Project Zero’s Making Learning Visible \u003c/a>and \u003ca href=\"http://www.pz.gse.harvard.edu/visible_thinking.php\">Visible Thinking\u003c/a> programs. When students and teachers take the time to document their learning and create tangible performances, when they create objects-to-think-with, they deepen their understanding of material, and perhaps more importantly, create tools to spark metacognitive thinking about thinking. Tablets have shortcomings in creating certain kinds of learning objects (the iPad in particular is a very weak platform for learning coding and programming), but with the combination of camera, microphone, touchpad interface, and large viewing surface, tablets are terrific tools for creating a running record of student learning and activity.\u003c/p>\n\u003ch4>\u003cem>Monday\u003c/em>\u003c/h4>\n\u003cp>Open the camera app. Take a picture.\u003c/p>\n\u003cp>Take a picture of your board at the beginning of class. Take a picture at the end of class. Take pictures of your students working. Take pictures of their notebooks. Take a picture of prices in the supermarket. Take a picture of something that makes you ask a question (visit Dan Meyer’s \u003ca href=\"http://www.101qs.com\">101qs.com\u003c/a> for inspiration). Take a picture of a local monument. Take a picture of the really tricky part in a science lab experiment.\u003c/p>\n\u003cp>Tell your students to open the camera app. Have them take pictures. Have them take pictures of the board, their notes in progress, something that makes them ask a question. Have them take pictures of each step in their science experiment or each step in their design project. Take screenshots of their pathways through research and important documents. Take a picture of a flower. Use a photo annotation app, like \u003ca href=\"https://itunes.apple.com/us/app/skitch/id490505997?mt=8%E2%80%8E\">Skitch\u003c/a>, to label the parts.\u003c/p>\n\u003cp>Print out the good ones. Cover the walls in pictures. Start from the bottom. Let the images accrue like sediment. Walk back through them regularly, like a geologist or archeologist parsing the layers of your documentation. Watch their accomplishments, stumbles, and insights accumulate over a year.\u003c/p>\n\u003cp>Have students get a screencasting app and start showing-and-telling their work. Have them talk aloud as they write a paragraph or solve a math problem. Have them describe an image from the historical record. Make them talk for a full minute, then two minutes, then three as they stretch their ability to notice particular details. Have them draw a scene, then describe the scene in French or Mandarin. As \u003ca href=\"http://www.mrswideen.com/\">Kristen Wideen\u003c/a> demonstrates with her grade 1/2 students, screencasting bridges the gap between the physical and the virtual in order to extend the learning context, encourage meta cognition, and provide students with a voice to explain their thinking.\u003c/p>\n\u003cp>When they make a mistake on a problem, don’t give them the answer right away. Let them watch themselves interpret aloud their work. See if they can figure things out themselves.\u003c/p>\n\u003cp>Projects, presentations, performances of understanding will come with time and exploration. Start by creating an image, and go forward from there.\u003c/p>\n\u003cp>\u003cem>Justin Reich is a Fellow at Harvard’s\u003c/em>\u003cem> \u003c/em>\u003ca href=\"http://www.cyber.law.harvard.edu/%E2%80%8E\">Berkman Center for Internet and Society\u003c/a>\u003cem> and co-Founder of \u003c/em>\u003ca href=\"http://www.edtechteacher.org/\">EdTechTeacher. \u003c/a>\u003cem>Beth Holland is a Senior Associate with EdTechTeacher.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "We don’t want iPads to just become replacements for notebooks and textbooks, we want them to be objects to think with. We want students using them to mess around with the world around them and their courses of study. Here are ideas on how to use iPads to create and document in order to cement what students are learning.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30086\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660135637/sizes/z/in/photolist-b9wWhM-b9wzyB-b9wbFz-b9wqbg-b9wtMM-b9wofn-b9wLP8-b9wFCX-b9wH44-b9wVuH-b9wvmF-b9wW42-b9w7Hp-b9wkkk-b9wzLg-b9woDp-b9wJXD-b9wJ4a-b9wSBR-b9wnTe-b9wU3V-b9wUSg-b9wJtX-b9wMCR-b9wzWp-b9wisk-b9wXft-b9wCyB-b9wdHv-b9wbdx-b9wdc8-b9wyeT-b9wTxa-b9wgdk-b9wt7a-b9wCoc-b9w9ZD-b9woPx-b9wTRZ-b9wo4v-b9whH2-b9wSsr-b9wG1c-b9wuzx-b9wGTz-b9wkac-b9wjcr-b9whwr-b9wiFk-b9wyNx-b9wnjn/\">\u003cimg class=\"size-full wp-image-30086\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/6660135637_80d42d1bb1_z.jpg\" alt=\"6660135637_80d42d1bb1_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/6660135637_80d42d1bb1_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/6660135637_80d42d1bb1_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/6660135637_80d42d1bb1_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Justin Reich\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Imagine walking up to a stream. On the far side lies our ideal learning environment -- student-centric, inquiry-based, resource-rich -- our Someday. A series of stepping stones indicates a way across. These are our Mondays; achievable objectives interspersed across a torrent of new technologies, practices, and theories. This Someday/Monday dichotomy captures one of the core challenges in teacher professional development around educational technology. As we look across to the opposite bank, we can see that the deep integration of new learning technologies into classrooms requires substantially rethinking pedagogy, curriculum, assessment, and teacher practice (Someday). However, as teachers, we need stepping stones (Mondays), and one of the easiest ways to gain experience with emerging tools is through individual projects or units. Teachers recognize the need to imagine a new future, to move towards the creation of innovative learning environments that provide our students with the best possible experience (Someday). In the meantime, we seek out a path of connected Mondays.\u003c/p>\n\u003cp>In this four-part series, we are using the Someday/Monday concept to explore four dimensions of using tablets, such as iPads, in educational settings. We will do this by examining how teachers can take students on a journey from the consumption of media to curation, creation, and connection. In the first part of this series, we used the Someday/Monday template to explore \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">Consumption\u003c/a>. During the second, we examined \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">Curation\u003c/a> and the evolving role of the teacher as a curator of learning objects. This week, we will address Creation, examining what is possible when we empower students and teachers as innovators with iPads and other mobile devices.\u003c/p>\n\u003ch4>PART III: CREATION\u003c/h4>\n\u003cp>For centuries, a central role in education has been the creation of new content as a representation of understanding. Whether students used quill and ink, crayons and poster board, or keyboards and mice, this concept of creating dates back to the beginning of learning.\u003c/p>\n\u003cp>Seymour Papert, the developer of the LOGO computing language, begins his landmark book \u003ca href=\"http://www.amazon.com/Mindstorms-Children-Computers-Powerful-Ideas/dp/0465046746\">Mindstorms\u003c/a> with a story about gears he played with as a child. The tangible experience of working with gears accelerated his understanding of physics in a way that would have been much harder with only books and lectures. He refers to gears as “objects-to-think-with,” and his theory of constructionism holds, in its heart, the idea that humans find it easier to construct understanding if they use objects-to-think-with. Papert thought of computers, with their flexible, multifaceted capacities, as one of the premier objects to think with. Things made more sense to young people when they could manipulate and engage for themselves, either in directly digital ways or by controlling objects in the physical world.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>One simple way of understanding our pedagogical theory of iPads is that we don’t want them to just become replacements for notebooks and textbooks, we want them to be objects to think with. We want students using them to mess around with the world around them and their courses of study.\u003c/p>\n\u003ch4>\u003cem>Someday \u003c/em>\u003c/h4>\n\u003cp>In the best iPad classrooms, students are constantly making things.\u003c/p>\n\u003cp>A big part of what they are doing is documenting their learning. At the \u003ca href=\"http://ipadsummitusa.org/\">EdTechTeacher iPad Summit in Atlanta\u003c/a>, Jennie Magiera showed a video of a math student working through a problem on a screencasting app, talking aloud, showing and recording his work. I observed a biochemistry lab class at Deerfield Academy where students had iPads, and they used them throughout class to take pictures and video recordings of the lab experiments, which later became key parts of their reports and presentations. In helping students \u003ca href=\"http://vimeo.com/38247581\">learn to make inferences from poetry\u003c/a>, Kristin Ziemke has her first graders draw their mental images from poems that she reads. When I visited the Hillbrook School in northern California, I tried to visit a history class, but I was a few minutes too late. Just after the period started, students in period costumes dispersed across the campus, recording short reenactments.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>FUTURE OF TABLETS: SOMEDAY / MONDAY\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">\u003cspan style=\"color: #666699\">Potential Vs. Reality of Consuming Media\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">\u003cspan style=\"color: #666699\">To Get the Most Out of Tablets, Use Smart Curation\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-7P3\">\u003cspan style=\"color: #666699\">The iPad as a Tool for Creation to Strengthen Learning\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-83e\">\u003cspan style=\"color: #666699\">How Tablets Can Enable Meaningful Connections for Students and Teachers\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>These rich examples of documentation evoke ideas from \u003ca href=\"http://www.pz.gse.harvard.edu/making_learning_visible.php\">Project Zero’s Making Learning Visible \u003c/a>and \u003ca href=\"http://www.pz.gse.harvard.edu/visible_thinking.php\">Visible Thinking\u003c/a> programs. When students and teachers take the time to document their learning and create tangible performances, when they create objects-to-think-with, they deepen their understanding of material, and perhaps more importantly, create tools to spark metacognitive thinking about thinking. Tablets have shortcomings in creating certain kinds of learning objects (the iPad in particular is a very weak platform for learning coding and programming), but with the combination of camera, microphone, touchpad interface, and large viewing surface, tablets are terrific tools for creating a running record of student learning and activity.\u003c/p>\n\u003ch4>\u003cem>Monday\u003c/em>\u003c/h4>\n\u003cp>Open the camera app. Take a picture.\u003c/p>\n\u003cp>Take a picture of your board at the beginning of class. Take a picture at the end of class. Take pictures of your students working. Take pictures of their notebooks. Take a picture of prices in the supermarket. Take a picture of something that makes you ask a question (visit Dan Meyer’s \u003ca href=\"http://www.101qs.com\">101qs.com\u003c/a> for inspiration). Take a picture of a local monument. Take a picture of the really tricky part in a science lab experiment.\u003c/p>\n\u003cp>Tell your students to open the camera app. Have them take pictures. Have them take pictures of the board, their notes in progress, something that makes them ask a question. Have them take pictures of each step in their science experiment or each step in their design project. Take screenshots of their pathways through research and important documents. Take a picture of a flower. Use a photo annotation app, like \u003ca href=\"https://itunes.apple.com/us/app/skitch/id490505997?mt=8%E2%80%8E\">Skitch\u003c/a>, to label the parts.\u003c/p>\n\u003cp>Print out the good ones. Cover the walls in pictures. Start from the bottom. Let the images accrue like sediment. Walk back through them regularly, like a geologist or archeologist parsing the layers of your documentation. Watch their accomplishments, stumbles, and insights accumulate over a year.\u003c/p>\n\u003cp>Have students get a screencasting app and start showing-and-telling their work. Have them talk aloud as they write a paragraph or solve a math problem. Have them describe an image from the historical record. Make them talk for a full minute, then two minutes, then three as they stretch their ability to notice particular details. Have them draw a scene, then describe the scene in French or Mandarin. As \u003ca href=\"http://www.mrswideen.com/\">Kristen Wideen\u003c/a> demonstrates with her grade 1/2 students, screencasting bridges the gap between the physical and the virtual in order to extend the learning context, encourage meta cognition, and provide students with a voice to explain their thinking.\u003c/p>\n\u003cp>When they make a mistake on a problem, don’t give them the answer right away. Let them watch themselves interpret aloud their work. See if they can figure things out themselves.\u003c/p>\n\u003cp>Projects, presentations, performances of understanding will come with time and exploration. Start by creating an image, and go forward from there.\u003c/p>\n\u003cp>\u003cem>Justin Reich is a Fellow at Harvard’s\u003c/em>\u003cem> \u003c/em>\u003ca href=\"http://www.cyber.law.harvard.edu/%E2%80%8E\">Berkman Center for Internet and Society\u003c/a>\u003cem> and co-Founder of \u003c/em>\u003ca href=\"http://www.edtechteacher.org/\">EdTechTeacher. \u003c/a>\u003cem>Beth Holland is a Senior Associate with EdTechTeacher.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_29185\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/creative_tools/8121270672/sizes/z/in/photolist-dnDCQ9-dnDCWS-eatAQB-eaziML-eayNSG-eatCK2-eatBjc-eazhzq-eazgNs-eat9FF-eazhmm-eayN8d-eatCsK-bySB1L-cDUj1u-cfo2jj-cfo2eb-9qpi4a-dzG5qe-hCTKm-9jrZuo-bL7DwD-7BmhmV-ejeeCw-ejeaNY-ej8uiD-ej8u4a-ejeccb-ej8tAt-ej8uZe-8oSz1T-efqXz7-efkb4r-efkczp-efqUj3-efkdgB-efkcep-efkazz-efkcM4-efqUyo-efkbQZ-efkd2k-efkaQe-efkthF-efqVwY-efrdfb-efqVjm-efqWrh-a2Bsjm-6U6fw4-dfLX5n/\">\u003cimg class=\"size-full wp-image-29185\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/8121270672_ef6e775342_z1.jpg\" alt=\"3D printers in schools will be common.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/8121270672_ef6e775342_z1.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/8121270672_ef6e775342_z1-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/8121270672_ef6e775342_z1-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">3D printers in schools will be common.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Big data, open content, mobile learning, and digital printing are the big themes represented in this year's \u003ca href=\"http://go.nmc.org/2013-k12\">NMC Horizon Report: 2013 K-12 Edition\u003c/a>. The report is a collaboration between the \u003ca href=\"http://www.nmc.org/about\">New Media Consortium\u003c/a>, the \u003ca href=\"http://www.cosn.org/\">Consortium for School Networking\u003c/a>, and the \u003ca href=\"https://www.iste.org/\">International Society for Technology in Education\u003c/a>, pulling together an international group of experts to discuss trends and measure how mainstream emerging ed-tech approaches have become.\u003c/p>\n\u003cp>As with all of its reports, the group makes near, middle, and long-term projections for technology trends, as well as broader observations about the direction of the field and its challenges. What’s striking in this year’s report is that many of the projections for the K-12 space match those made in February in the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/higher-ed-trends-moocs-tablets-gamification-and-wearable-tech/\">NMC Horizons Report on Higher Education.\u003c/a>\u003c/p>\n\u003cp>Here are the big takeaways.\u003c/p>\n\u003cp>\u003cstrong>TRENDS\u003c/strong>\u003c/p>\n\u003cp>The presence of the Internet in students’ lives outside of school, and especially on mobile devices, is allowing for more online and blended learning models in classrooms. That trend is supported by an increasing tolerance and even excitement among teachers for \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mobile-learning/\">mobile devices as learning tools\u003c/a>. As the cost of devices continues to come down, they proliferate in classrooms and can be powerful learning tools.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Print and digital textbooks are getting some serious competition from \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-source/\">open-source content\u003c/a>, which has captured the imagination of educators who are finding valuable content outside the prescribed realm of textbooks.\u003c/p>\n\u003cp>At the same time, educators feel less isolated and more inspired by relationships with colleagues fostered through social media. Some are even discovering new joy in their profession with increased access to lesson ideas and new teaching practices.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>The big challenges for better using education technology are similar to ones that have long existed. There isn’t enough professional development to help educators feel comfortable using new strategies and it often isn’t part of a school’s culture. Resistance to trying new approaches remains prevalent and the status quo continues to exert a powerful inertia on the system, preventing a broader use of good ideas.\u003c/p>\n\u003cp>Traditional models of schooling are experiencing more competition than ever before with charter schools, for-profit operators, online learning and MOOCs pushing for change. Similarly, traditional teaching that relies on lectures and tests is being challenged by blended models of instruction.\u003c/p>\n\u003cp>There’s a large demand for personalized learning, but the technology tools don’t yet support the goals of those who want to use it -- a big gap still exists between overall vision and available tools. Meanwhile, even as teachers are shifting to more formative assessments taken continually throughout the school year, assessment policies have not always shifted to match this change. But educators think there's potential for digital tools to help collect formative assessment data unobtrusively.\u003c/p>\n\u003cp>\u003cstrong>NEAR-TERM PROJECTIONS\u003c/strong>\u003c/p>\n\u003cp>In the next year, the NMC Horizon Report for K-12 predicts that the expectation for constant connectivity will push schools towards cloud-based computing. This trend can already be seen as schools farm out parts of their infrastructure to the cloud, but new devices like Google’s Chromebook designed to sync with the cloud are further pushing adoption.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/tag/mobile-learning/\">Mobile learning\u003c/a> has been a hot topic for several years, but it has not reached the 20 percent penetration level that NMC uses to designate a tactic mainstream. This could be its year. Some educators surveyed said they jumped on the idea of using smartphones in class right away, while others said they were more wary of the potential distractions and disruption the devices could cause. Still, the \u003ca href=\"http://ww2.kqed.org/mindshift/feature/educational-apps/\">educational app\u003c/a> market for mobile devices has exploded and shows no signs of slowing down, indicating that as the tools get better and better mobile learning will become common place.\u003c/p>\n\u003cp>\u003cstrong>MID-TERM PROJECTIONS\u003c/strong>\u003c/p>\n\u003cp>The mid-level predictions, set for two to three years from now, line up most closely with trends in higher education. Both reports -- K12 and Higher Education -- noted the power and increasing prevalence of \u003ca href=\"http://ww2.kqed.org/mindshift/tag/learning-analytics/\">learning analytics\u003c/a>, the practice of analyzing real time data from digital learning platforms and using that information to shape teaching strategies for individual students.\u003c/p>\n\u003cp>Student-data can now be used to tailor curricula and to suggest resources for students akin to the algorithms businesses use to market products to consumers. Similarly, in higher education learning analytics are being used to tailor the advising process. Perhaps even more significantly, the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mooc/\">MOOCs\u003c/a> that challenge the higher education paradigm rely heavily on learning analytics to direct, grade, and guide learners.\u003c/p>\n\u003cp>The second projection notes the rise in high-quality open content available to students around the world. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/10-ways-open-courseware-has-freed-education/\">Started by MIT more than ten years ago\u003c/a>, this movement has grown rapidly and garnered excitement, especially as a way to equalize access to education. It also gives students much more choice in the learning they consume. Open-content in the form of MOOCs are already disrupting the higher education space, but this report indicates K-12 is not far behind.\u003c/p>\n\u003cp>\u003cstrong>LONG-TERM PROJECTIONS\u003c/strong>\u003c/p>\n\u003cp>3D printing has captured the imagination of people at all ages, especially as movements towards design learning take off in K-12 schools. The report notes that digital printing machines cost much less now, and that within five years it would be possible for schools to own one. Teachers can use these them to explain design concepts and to prototype building projects.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The only really new prediction in the report is for virtual and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-cell-phones-fry-your-brain-ask-student-scientists/\">remote labs\u003c/a> to provide students access to scientific experiences even as school districts cut back on physical lab spaces in schools. The report notes that virtual labs would allow students more time and space to practice techniques and make mistakes. Also, “in virtual and remote environments, an experiment can be conducted numerous times with greater efficiency and precision.” Some schools are already using these remote labs to save money. Still, this prediction begs the question, what could be lost if students no longer practice the physical act of science?\u003c/p>\n\n",
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"excerpt": "Many of the predictions in this year's report match those made for higher education too: mobile learning, open content, cloud computing, and yes -- 3D printers.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29185\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/creative_tools/8121270672/sizes/z/in/photolist-dnDCQ9-dnDCWS-eatAQB-eaziML-eayNSG-eatCK2-eatBjc-eazhzq-eazgNs-eat9FF-eazhmm-eayN8d-eatCsK-bySB1L-cDUj1u-cfo2jj-cfo2eb-9qpi4a-dzG5qe-hCTKm-9jrZuo-bL7DwD-7BmhmV-ejeeCw-ejeaNY-ej8uiD-ej8u4a-ejeccb-ej8tAt-ej8uZe-8oSz1T-efqXz7-efkb4r-efkczp-efqUj3-efkdgB-efkcep-efkazz-efkcM4-efqUyo-efkbQZ-efkd2k-efkaQe-efkthF-efqVwY-efrdfb-efqVjm-efqWrh-a2Bsjm-6U6fw4-dfLX5n/\">\u003cimg class=\"size-full wp-image-29185\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/8121270672_ef6e775342_z1.jpg\" alt=\"3D printers in schools will be common.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/8121270672_ef6e775342_z1.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/8121270672_ef6e775342_z1-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/8121270672_ef6e775342_z1-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">3D printers in schools will be common.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Big data, open content, mobile learning, and digital printing are the big themes represented in this year's \u003ca href=\"http://go.nmc.org/2013-k12\">NMC Horizon Report: 2013 K-12 Edition\u003c/a>. The report is a collaboration between the \u003ca href=\"http://www.nmc.org/about\">New Media Consortium\u003c/a>, the \u003ca href=\"http://www.cosn.org/\">Consortium for School Networking\u003c/a>, and the \u003ca href=\"https://www.iste.org/\">International Society for Technology in Education\u003c/a>, pulling together an international group of experts to discuss trends and measure how mainstream emerging ed-tech approaches have become.\u003c/p>\n\u003cp>As with all of its reports, the group makes near, middle, and long-term projections for technology trends, as well as broader observations about the direction of the field and its challenges. What’s striking in this year’s report is that many of the projections for the K-12 space match those made in February in the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/higher-ed-trends-moocs-tablets-gamification-and-wearable-tech/\">NMC Horizons Report on Higher Education.\u003c/a>\u003c/p>\n\u003cp>Here are the big takeaways.\u003c/p>\n\u003cp>\u003cstrong>TRENDS\u003c/strong>\u003c/p>\n\u003cp>The presence of the Internet in students’ lives outside of school, and especially on mobile devices, is allowing for more online and blended learning models in classrooms. That trend is supported by an increasing tolerance and even excitement among teachers for \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mobile-learning/\">mobile devices as learning tools\u003c/a>. As the cost of devices continues to come down, they proliferate in classrooms and can be powerful learning tools.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Print and digital textbooks are getting some serious competition from \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-source/\">open-source content\u003c/a>, which has captured the imagination of educators who are finding valuable content outside the prescribed realm of textbooks.\u003c/p>\n\u003cp>At the same time, educators feel less isolated and more inspired by relationships with colleagues fostered through social media. Some are even discovering new joy in their profession with increased access to lesson ideas and new teaching practices.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>The big challenges for better using education technology are similar to ones that have long existed. There isn’t enough professional development to help educators feel comfortable using new strategies and it often isn’t part of a school’s culture. Resistance to trying new approaches remains prevalent and the status quo continues to exert a powerful inertia on the system, preventing a broader use of good ideas.\u003c/p>\n\u003cp>Traditional models of schooling are experiencing more competition than ever before with charter schools, for-profit operators, online learning and MOOCs pushing for change. Similarly, traditional teaching that relies on lectures and tests is being challenged by blended models of instruction.\u003c/p>\n\u003cp>There’s a large demand for personalized learning, but the technology tools don’t yet support the goals of those who want to use it -- a big gap still exists between overall vision and available tools. Meanwhile, even as teachers are shifting to more formative assessments taken continually throughout the school year, assessment policies have not always shifted to match this change. But educators think there's potential for digital tools to help collect formative assessment data unobtrusively.\u003c/p>\n\u003cp>\u003cstrong>NEAR-TERM PROJECTIONS\u003c/strong>\u003c/p>\n\u003cp>In the next year, the NMC Horizon Report for K-12 predicts that the expectation for constant connectivity will push schools towards cloud-based computing. This trend can already be seen as schools farm out parts of their infrastructure to the cloud, but new devices like Google’s Chromebook designed to sync with the cloud are further pushing adoption.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/tag/mobile-learning/\">Mobile learning\u003c/a> has been a hot topic for several years, but it has not reached the 20 percent penetration level that NMC uses to designate a tactic mainstream. This could be its year. Some educators surveyed said they jumped on the idea of using smartphones in class right away, while others said they were more wary of the potential distractions and disruption the devices could cause. Still, the \u003ca href=\"http://ww2.kqed.org/mindshift/feature/educational-apps/\">educational app\u003c/a> market for mobile devices has exploded and shows no signs of slowing down, indicating that as the tools get better and better mobile learning will become common place.\u003c/p>\n\u003cp>\u003cstrong>MID-TERM PROJECTIONS\u003c/strong>\u003c/p>\n\u003cp>The mid-level predictions, set for two to three years from now, line up most closely with trends in higher education. Both reports -- K12 and Higher Education -- noted the power and increasing prevalence of \u003ca href=\"http://ww2.kqed.org/mindshift/tag/learning-analytics/\">learning analytics\u003c/a>, the practice of analyzing real time data from digital learning platforms and using that information to shape teaching strategies for individual students.\u003c/p>\n\u003cp>Student-data can now be used to tailor curricula and to suggest resources for students akin to the algorithms businesses use to market products to consumers. Similarly, in higher education learning analytics are being used to tailor the advising process. Perhaps even more significantly, the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mooc/\">MOOCs\u003c/a> that challenge the higher education paradigm rely heavily on learning analytics to direct, grade, and guide learners.\u003c/p>\n\u003cp>The second projection notes the rise in high-quality open content available to students around the world. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/10-ways-open-courseware-has-freed-education/\">Started by MIT more than ten years ago\u003c/a>, this movement has grown rapidly and garnered excitement, especially as a way to equalize access to education. It also gives students much more choice in the learning they consume. Open-content in the form of MOOCs are already disrupting the higher education space, but this report indicates K-12 is not far behind.\u003c/p>\n\u003cp>\u003cstrong>LONG-TERM PROJECTIONS\u003c/strong>\u003c/p>\n\u003cp>3D printing has captured the imagination of people at all ages, especially as movements towards design learning take off in K-12 schools. The report notes that digital printing machines cost much less now, and that within five years it would be possible for schools to own one. Teachers can use these them to explain design concepts and to prototype building projects.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The only really new prediction in the report is for virtual and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-cell-phones-fry-your-brain-ask-student-scientists/\">remote labs\u003c/a> to provide students access to scientific experiences even as school districts cut back on physical lab spaces in schools. The report notes that virtual labs would allow students more time and space to practice techniques and make mistakes. Also, “in virtual and remote environments, an experiment can be conducted numerous times with greater efficiency and precision.” Some schools are already using these remote labs to save money. Still, this prediction begs the question, what could be lost if students no longer practice the physical act of science?\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "To Get Students Invested, Involve Them in Decisions Big and Small",
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"content": "\u003cfigure id=\"attachment_29006\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29006\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/148474537.jpg\" alt=\"148474537\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/148474537.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/148474537-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/148474537-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cbr>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Matt Levinson\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">When asked why he became a scientist, Nobel Laureate Isidor Rabi\u003ca href=\"http://www.nytimes.com/1988/01/19/opinion/l-izzy-did-you-ask-a-good-question-today-712388.html\"> attributed his success \u003c/a>to his mother. Every day, she would ask him the same question about his school day: “Did you ask a good question today?”\u003c/p>\n\u003cp>“Asking good questions – made me become a scientist!” Rabi said.\u003c/p>\n\u003cp>Questions are critical, and how to manage and navigate a good question requires practice. “Coming up with the right question involves vigorously thinking through the problem, investigating it from various angles, turning closed questions into open-ended ones and prioritizing which are the most important questions to get at the heart of the matter,”\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/for-students-why-the-question-is-more-important-than-the-answer/\"> say authors Dan Rothstein and Luz Santana\u003c/a> in their book, \u003cem>\u003ca href=\"http://rightquestion.org/make-just-one-change/\">Make Just One Change: Teach Students to Ask Their Own Questions.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>The hardest part about using design thinking in class is getting the question right and staying in the question. Educators regularly notice how challenging it is for students to stay in the question. Student conversation can veer off track and the students can lose focus. It takes discipline for students to learn how to dig deep with focus on a design question.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For teachers, in designing learning experiences for students that are embedded with technology, the wording and focus of the question are paramount. The question needs to be deeper than simply \"Should or shouldn't we use the iPad with this project.\" The question needs to be open ended, elastic and invite multiple interpretations. Learning outcomes based on the question need to be defined and articulated, and experiences to achieve those outcomes need to be created with student engagement in mind. Engagement alone is not enough. But engagement matched with outcomes around a carefully worded question propels student learning.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/for-students-why-the-question-is-more-important-than-the-answer/\">For Students, Why the Question is More Important Than The Answer\u003c/a>]\u003c/p>\n\u003cp>“I’ve seen students with iPads and the novelty is there and the engagement is there, but it’s not clear that novelty and engagement will lead to increased academic achievement,” writes Stanford Education professor Larry Cuban In \u003ca href=\"http://www.latimes.com/news/local/la-me-0428-lopez-ipads-20130428,0,197667.column\">The LA Times.\u003c/a>\u003c/p>\n\u003cp>Blogger Mark Gleeson \u003ca href=\"http://mgleeson.edublogs.org/2013/04/28/ipurpose-before-ipad/)\">puzzles\u003c/a> over the conundrum in \"iPurpose before iPad,\" urging schools to avoid viewing apps as “one trick ponies” and with an “action/activity emphasis.” Instead, he calls on schools to ask if iPads fuel learning with “depth and skill development.”\u003c/p>\n\u003ch4>DESIGNING CURRICULUM\u003c/h4>\n\u003cp>\u003cstrong>\u003c/strong>One big challenge can be how to frame curriculum design using the technology so that it moves beyond novelty and engagement into deep learning. This takes time, patience, and observation.\u003c/p>\n\u003cp>Bjorn Jefferey, Co-Founder of Toca Boca, writes \u003ca href=\"http://www.joanganzcooneycenter.org/2013/04/25/ipads-a-tool-not-alchemy-for-education/\">in a blog pos\u003c/a>t for the Joan Ganz Cooney Center: \"Play with them, talk to them, observe them. What do they need to develop? Start there. Then—once you know that—you can start thinking about ways to do this. Perhaps all your kids really need is to develop a certain skill a little more, or perhaps to dive deeper into an interest that they have.\"\u003c/p>\n\u003cp>Beyond observation, teachers can invite students into the conversation around the design of the learning experience. In that conversation, students will gravitate toward modes of engagement and often, but not always, this engagement will include and involve technology. It can be amazing and illuminating, once this door is opened, to see and hear the myriad ways that students understand learning and engagement. What's more, this conversation can serve as the bridge for the teacher less versed in tech tools, but well versed in learning outcomes and design questions.\u003c/p>\n\u003cp>For example, in one class recently, as students were creating recipes for a good life, one student suggested the teacher use the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/interactive-whiteboard-meets-the-ipad/\">app Show Me could be useful \u003c/a>as a way to explain the recipe and to share with other classmates. The student had used the app in a different class and shared the knowledge in his humanities class. The teacher listened to the student and was open to using the app.\u003c/p>\n\u003cp>These “small” moments pop up every day in a classroom where technology is present. The key for teachers is to be open to the moment and opportunity when students see where it can be used and add value. Partnership with students and collaborative inquiry are critical to schools seeking to further understand the role technology plays in deepening learning.\u003c/p>\n\u003cp>And, as Isidor Rabi noted, lifelong learning begins with a good question.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Matt Levinson is the Head of the Upper Division at Marin Country Day School in Corte Madera, Calif. and the author of \u003c/em>From Fear to Facebook: One School’s Journey\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29006\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29006\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/148474537.jpg\" alt=\"148474537\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/148474537.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/148474537-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/148474537-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cbr>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Matt Levinson\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">When asked why he became a scientist, Nobel Laureate Isidor Rabi\u003ca href=\"http://www.nytimes.com/1988/01/19/opinion/l-izzy-did-you-ask-a-good-question-today-712388.html\"> attributed his success \u003c/a>to his mother. Every day, she would ask him the same question about his school day: “Did you ask a good question today?”\u003c/p>\n\u003cp>“Asking good questions – made me become a scientist!” Rabi said.\u003c/p>\n\u003cp>Questions are critical, and how to manage and navigate a good question requires practice. “Coming up with the right question involves vigorously thinking through the problem, investigating it from various angles, turning closed questions into open-ended ones and prioritizing which are the most important questions to get at the heart of the matter,”\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/for-students-why-the-question-is-more-important-than-the-answer/\"> say authors Dan Rothstein and Luz Santana\u003c/a> in their book, \u003cem>\u003ca href=\"http://rightquestion.org/make-just-one-change/\">Make Just One Change: Teach Students to Ask Their Own Questions.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>The hardest part about using design thinking in class is getting the question right and staying in the question. Educators regularly notice how challenging it is for students to stay in the question. Student conversation can veer off track and the students can lose focus. It takes discipline for students to learn how to dig deep with focus on a design question.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For teachers, in designing learning experiences for students that are embedded with technology, the wording and focus of the question are paramount. The question needs to be deeper than simply \"Should or shouldn't we use the iPad with this project.\" The question needs to be open ended, elastic and invite multiple interpretations. Learning outcomes based on the question need to be defined and articulated, and experiences to achieve those outcomes need to be created with student engagement in mind. Engagement alone is not enough. But engagement matched with outcomes around a carefully worded question propels student learning.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/for-students-why-the-question-is-more-important-than-the-answer/\">For Students, Why the Question is More Important Than The Answer\u003c/a>]\u003c/p>\n\u003cp>“I’ve seen students with iPads and the novelty is there and the engagement is there, but it’s not clear that novelty and engagement will lead to increased academic achievement,” writes Stanford Education professor Larry Cuban In \u003ca href=\"http://www.latimes.com/news/local/la-me-0428-lopez-ipads-20130428,0,197667.column\">The LA Times.\u003c/a>\u003c/p>\n\u003cp>Blogger Mark Gleeson \u003ca href=\"http://mgleeson.edublogs.org/2013/04/28/ipurpose-before-ipad/)\">puzzles\u003c/a> over the conundrum in \"iPurpose before iPad,\" urging schools to avoid viewing apps as “one trick ponies” and with an “action/activity emphasis.” Instead, he calls on schools to ask if iPads fuel learning with “depth and skill development.”\u003c/p>\n\u003ch4>DESIGNING CURRICULUM\u003c/h4>\n\u003cp>\u003cstrong>\u003c/strong>One big challenge can be how to frame curriculum design using the technology so that it moves beyond novelty and engagement into deep learning. This takes time, patience, and observation.\u003c/p>\n\u003cp>Bjorn Jefferey, Co-Founder of Toca Boca, writes \u003ca href=\"http://www.joanganzcooneycenter.org/2013/04/25/ipads-a-tool-not-alchemy-for-education/\">in a blog pos\u003c/a>t for the Joan Ganz Cooney Center: \"Play with them, talk to them, observe them. What do they need to develop? Start there. Then—once you know that—you can start thinking about ways to do this. Perhaps all your kids really need is to develop a certain skill a little more, or perhaps to dive deeper into an interest that they have.\"\u003c/p>\n\u003cp>Beyond observation, teachers can invite students into the conversation around the design of the learning experience. In that conversation, students will gravitate toward modes of engagement and often, but not always, this engagement will include and involve technology. It can be amazing and illuminating, once this door is opened, to see and hear the myriad ways that students understand learning and engagement. What's more, this conversation can serve as the bridge for the teacher less versed in tech tools, but well versed in learning outcomes and design questions.\u003c/p>\n\u003cp>For example, in one class recently, as students were creating recipes for a good life, one student suggested the teacher use the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/interactive-whiteboard-meets-the-ipad/\">app Show Me could be useful \u003c/a>as a way to explain the recipe and to share with other classmates. The student had used the app in a different class and shared the knowledge in his humanities class. The teacher listened to the student and was open to using the app.\u003c/p>\n\u003cp>These “small” moments pop up every day in a classroom where technology is present. The key for teachers is to be open to the moment and opportunity when students see where it can be used and add value. Partnership with students and collaborative inquiry are critical to schools seeking to further understand the role technology plays in deepening learning.\u003c/p>\n\u003cp>And, as Isidor Rabi noted, lifelong learning begins with a good question.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Matt Levinson is the Head of the Upper Division at Marin Country Day School in Corte Madera, Calif. and the author of \u003c/em>From Fear to Facebook: One School’s Journey\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "The Future of Tablets in Education: Potential Vs. Reality of Consuming Media",
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"content": "\u003cfigure id=\"attachment_28661\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660027849/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-28661\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/6660027849_17523f1d90_z-620x465.jpg\" alt=\"6660027849_17523f1d90_z\" width=\"620\" height=\"465\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Justin Reich and Beth Holland\u003c/h5>\n\u003cp class=\"dropcap-serif\">The Someday/Monday dichotomy captures one of the core challenges in teacher professional development around education technology. On the one hand, deep integration of new learning technologies into classrooms requires substantially rethinking pedagogy, curriculum, assessment, and teacher practice (someday). For technology to make a real difference in student learning, it can’t just be an add-on. On the other hand, teachers need to start somewhere (Monday), and one of the easiest ways for teachers to get experience with emerging tools is to play and experiment in lightweight ways: to use technology as an add-on. Teachers need to imagine a new future—to build towards Someday—and teachers also need new activities and strategies to try out on Monday. Both pathways are important to teacher growth and meaningful, sustained changes in teaching and learning.\u003c/p>\n\u003cp>In this four-part series, we’ll use the Someday/Monday template to explore four dimensions of using tablets, such as the iPad, in educational settings, examining how teachers can take students on a journey from consumption of media to curation, creation, and connection. Here, we'll start with consumption.\u003c/p>\n\u003ch3>\u003cstrong>Part I: Consumption\u003c/strong>\u003c/h3>\n\u003cp>In the \u003ca href=\"http://commons.wikimedia.org/wiki/File:Steve_Jobs_at_Apple_iPad_Event.jpg\">apocryphal photo of the iPad\u003c/a>, the tablet rests in the lap of Steve Jobs, sitting on the stage at the iPad release demonstration, reclined in a leather chair. This was a device made for reading and watching, for sitting back, for passively consuming media. One of the signature challenges of the surge of interest in iPads is helping educators imagine the device as more than a library of books \u003c!--more-->or a rolodex of apps, but as a flexible, mobile device for creating multimedia performances of understanding. Educators using iPads should start by thinking about how the device can foster critical reading of text, images, audio, and film, but consumption should be the point of departure on a journey towards more active student engagement.\u003c/p>\n\u003cp>To oversimplify, there are two kinds of reading that students are asked to do in school settings: focused and connected. In the focused reading mode, we hope young people will engage deeply with a text. As Mark Ott, the chair of the English Department at Deerfield Academy recently told me, “Students used to sit at a desk with nothing but a copy of Thoreau’s Walden and experience sustained engagement with Thoreau’s ideas. We want to preserve that experience in a world where devices are constantly competing for their attention.” Whether the copy of Walden is the \u003ca href=\"http://www.amazon.com/Walden-Henry-David-T-Thoreau/dp/1484024192/ref=sr_1_1?ie=UTF8&qid=1367591600&sr=8-1&keywords=walden\">$4.99 paperback\u003c/a> or the \u003ca href=\"https://itunes.apple.com/us/book/walden/id498685302?mt=11\">free digital copy from the iBooks library\u003c/a>, educators still believe in the importance of focused reading.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>Focused and connected modes of reading are both vital, but they require different habits, disciplines, and settings, and they serve different ends.\u003c/strong>\u003c/aside>\n\u003cp>In the connected reading mode, we ask students to treat texts as nodes in a network of information. We ask them to quickly synthesize multiple readings and websites in research projects. To follow contemporary media narratives, like the recent violence in Boston, they trace stories across Twitter hashtags, livestreams of police scanners, blog posts, and newspaper articles. We ask them to read in communal settings, leveraging social technologies to allow users to share notes, highlighted passages, questions, and ideas. In an extreme form of this connected reading, Diana Kimball, a Fellow at the Berkman Center for Internet & Society at Harvard University, has formed a “\u003ca href=\"http://www.24hourbookclub.com/\">24-hour book club\u003c/a>” where groups sign up to read the same book in a 24-hour period, using \u003ca href=\"https://twitter.com/24hourbookclub\">Twitter\u003c/a> to share reactions, favorite passages, questions, hunches, and insights.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Focused and connected modes of reading are both vital, but they require different habits, disciplines, and settings, and they serve different ends.\u003c/p>\n\u003ch3>\u003cstrong>\u003cem>Someday\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>Most emerging technologies for the iPad support connected reading experiences rather than focused reading experiences. \u003ca href=\"http://www.subtext.com/\">SubText\u003c/a> allows teachers to place students in to reading groups, where they can share notes, highlight passages, ask questions, engage in discussions, and respond to teacher prompts. Reading becomes a shared, communal act, not just in classroom discussion but during the experience of reading. For collaborative research, \u003ca href=\"http://zotero.org\">Zotero’s web interface\u003c/a> works great on tablets, and the tool helps groups and individual students organize diverse sources for research projects and manage bibliographic information.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>FUTURE OF TABLETS: SOMEDAY / MONDAY\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">\u003cspan style=\"color: #666699\">Potential Vs. Reality of Consuming Media\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">\u003cspan style=\"color: #666699\">To Get the Most Out of Tablets, Use Smart Curation\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-7P3\">\u003cspan style=\"color: #666699\">The iPad as a Tool for Creation to Strengthen Learning\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-83e\">\u003cspan style=\"color: #666699\">How Tablets Can Enable Meaningful Connections for Students and Teachers\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>A great summer project for literature or history teachers would be to explore some of these new tools and imagine how differentiated reading experiences in classes could be more social, how literature circles or book groups could collaborate in reading at home and then discuss their insights together in class.\u003c/p>\n\u003cp>Tablets already have tools to help reimagine connected reading, but features or apps that scaffold focused reading experiences seem further off. E-reading apps may eventually collect data about students as readers, providing some insights around pace, focus, and attention. For instance, eye-tracking and usage-tracking tools could provide measures of student reading engagement, allowing teachers to help students set goals around sustained reading. For Monday, however, it will be practices rather than apps that help students develop the capacity to read deeply.\u003c/p>\n\u003ch3>\u003cstrong>\u003cem>Monday\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>To help students learn sustained concentration—there isn’t an app for that, yet. In the meanwhile, students need to learn both habits of mind for disciplined reading and how to control their technology environment to minimize distraction.\u003c/p>\n\u003cp>Howard Rheingold in his fine book \u003ca href=\"http://rheingold.com/netsmart/\">NetSmart\u003c/a>, praises the art of Attention, the habit of keeping at the front of one’s mind the purpose of using an online environment. If the purpose is focused reading, then students need to learn to recognize every move away from the text and into another online space as a distraction from sustained engagement. If the purpose is connected reading, students need to recognize how to strike the right balance between exploring a networked of hyperlinked texts while not wandering away from the core purpose of one’s reading. The first step in helping students developing these skills is naming “attention” as a skill: having students reflect metacognitively on their attention strategies and weaknesses and think about how best to exercise their own attention muscles.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>Actually shutting down all apps before reading can be a kind of ritual of concentration, like clearing way books and papers from a desk before sitting down to read.\u003c/strong> \u003c/aside>\n\u003cp>Students can also learn to create a digital environment conducive to concentration. For iPads, iOS 6 has a Guided Access feature designed to help people get stuck inside a particular app. Somewhat hidden under the “Accessibility” menu in the General Settings, Guided Access allows users to “lock in” to a particular app, disable all notifications, and require a password to log out. It cannot disable distraction, but it can set it a few more clicks away. (If you have a toddler, this is also a helpful way of keeping them from accidentally logging out with the Home button or swiping to a new app). Actually shutting down all apps before reading can be a kind of ritual of concentration, like clearing way books and papers from a desk before sitting down to read. It is also more slightly more difficult to jump into a game that needs to load or a web browser preloaded with interesting pages. Such are the 21\u003csup>st\u003c/sup> century methods of creating a clear desk for reading.\u003c/p>\n\u003cp>One of the central arguments of Rheingold’s book is that while digital tools can shape our cognitive experiences in undesirable ways, many of the drawbacks of technology are not inevitable. We simply need to develop new habits to make the most of our new tools. If our tools can distract us, then we need to learn more about focusing attention and managing distraction. Used wisely, we can choose to read Walden alone, in quite repose, or we can read Walden in community with peers and mentors, allowing students divided by home geography to read together as the Transcendentalists might have done in Emerson’s manse. Without these deliberate efforts to rethink reading we may find, as Thoreau said of the emerging technology of his own time, “we do not ride on the railroad; it rides upon us.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>B. Justin Reich is a Fellow at Harvard's \u003ca href=\"http://www.cyber.law.harvard.edu/%E2%80%8E\">Berkman Center for Internet and Society\u003c/a>, as well as Director of Online Community, Practice, and Research at Facing History and co-Director of \u003ca href=\"http://www.edtechteacher.org/\">EdTechTeacher. \u003c/a>\u003cem>Beth Holland is a Senior Associate with EdTechTeacher.\u003c/em>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28661\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660027849/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-28661\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/6660027849_17523f1d90_z-620x465.jpg\" alt=\"6660027849_17523f1d90_z\" width=\"620\" height=\"465\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Justin Reich and Beth Holland\u003c/h5>\n\u003cp class=\"dropcap-serif\">The Someday/Monday dichotomy captures one of the core challenges in teacher professional development around education technology. On the one hand, deep integration of new learning technologies into classrooms requires substantially rethinking pedagogy, curriculum, assessment, and teacher practice (someday). For technology to make a real difference in student learning, it can’t just be an add-on. On the other hand, teachers need to start somewhere (Monday), and one of the easiest ways for teachers to get experience with emerging tools is to play and experiment in lightweight ways: to use technology as an add-on. Teachers need to imagine a new future—to build towards Someday—and teachers also need new activities and strategies to try out on Monday. Both pathways are important to teacher growth and meaningful, sustained changes in teaching and learning.\u003c/p>\n\u003cp>In this four-part series, we’ll use the Someday/Monday template to explore four dimensions of using tablets, such as the iPad, in educational settings, examining how teachers can take students on a journey from consumption of media to curation, creation, and connection. Here, we'll start with consumption.\u003c/p>\n\u003ch3>\u003cstrong>Part I: Consumption\u003c/strong>\u003c/h3>\n\u003cp>In the \u003ca href=\"http://commons.wikimedia.org/wiki/File:Steve_Jobs_at_Apple_iPad_Event.jpg\">apocryphal photo of the iPad\u003c/a>, the tablet rests in the lap of Steve Jobs, sitting on the stage at the iPad release demonstration, reclined in a leather chair. This was a device made for reading and watching, for sitting back, for passively consuming media. One of the signature challenges of the surge of interest in iPads is helping educators imagine the device as more than a library of books \u003c!--more-->or a rolodex of apps, but as a flexible, mobile device for creating multimedia performances of understanding. Educators using iPads should start by thinking about how the device can foster critical reading of text, images, audio, and film, but consumption should be the point of departure on a journey towards more active student engagement.\u003c/p>\n\u003cp>To oversimplify, there are two kinds of reading that students are asked to do in school settings: focused and connected. In the focused reading mode, we hope young people will engage deeply with a text. As Mark Ott, the chair of the English Department at Deerfield Academy recently told me, “Students used to sit at a desk with nothing but a copy of Thoreau’s Walden and experience sustained engagement with Thoreau’s ideas. We want to preserve that experience in a world where devices are constantly competing for their attention.” Whether the copy of Walden is the \u003ca href=\"http://www.amazon.com/Walden-Henry-David-T-Thoreau/dp/1484024192/ref=sr_1_1?ie=UTF8&qid=1367591600&sr=8-1&keywords=walden\">$4.99 paperback\u003c/a> or the \u003ca href=\"https://itunes.apple.com/us/book/walden/id498685302?mt=11\">free digital copy from the iBooks library\u003c/a>, educators still believe in the importance of focused reading.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>Focused and connected modes of reading are both vital, but they require different habits, disciplines, and settings, and they serve different ends.\u003c/strong>\u003c/aside>\n\u003cp>In the connected reading mode, we ask students to treat texts as nodes in a network of information. We ask them to quickly synthesize multiple readings and websites in research projects. To follow contemporary media narratives, like the recent violence in Boston, they trace stories across Twitter hashtags, livestreams of police scanners, blog posts, and newspaper articles. We ask them to read in communal settings, leveraging social technologies to allow users to share notes, highlighted passages, questions, and ideas. In an extreme form of this connected reading, Diana Kimball, a Fellow at the Berkman Center for Internet & Society at Harvard University, has formed a “\u003ca href=\"http://www.24hourbookclub.com/\">24-hour book club\u003c/a>” where groups sign up to read the same book in a 24-hour period, using \u003ca href=\"https://twitter.com/24hourbookclub\">Twitter\u003c/a> to share reactions, favorite passages, questions, hunches, and insights.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Focused and connected modes of reading are both vital, but they require different habits, disciplines, and settings, and they serve different ends.\u003c/p>\n\u003ch3>\u003cstrong>\u003cem>Someday\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>Most emerging technologies for the iPad support connected reading experiences rather than focused reading experiences. \u003ca href=\"http://www.subtext.com/\">SubText\u003c/a> allows teachers to place students in to reading groups, where they can share notes, highlight passages, ask questions, engage in discussions, and respond to teacher prompts. Reading becomes a shared, communal act, not just in classroom discussion but during the experience of reading. For collaborative research, \u003ca href=\"http://zotero.org\">Zotero’s web interface\u003c/a> works great on tablets, and the tool helps groups and individual students organize diverse sources for research projects and manage bibliographic information.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>FUTURE OF TABLETS: SOMEDAY / MONDAY\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">\u003cspan style=\"color: #666699\">Potential Vs. Reality of Consuming Media\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">\u003cspan style=\"color: #666699\">To Get the Most Out of Tablets, Use Smart Curation\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-7P3\">\u003cspan style=\"color: #666699\">The iPad as a Tool for Creation to Strengthen Learning\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-83e\">\u003cspan style=\"color: #666699\">How Tablets Can Enable Meaningful Connections for Students and Teachers\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>A great summer project for literature or history teachers would be to explore some of these new tools and imagine how differentiated reading experiences in classes could be more social, how literature circles or book groups could collaborate in reading at home and then discuss their insights together in class.\u003c/p>\n\u003cp>Tablets already have tools to help reimagine connected reading, but features or apps that scaffold focused reading experiences seem further off. E-reading apps may eventually collect data about students as readers, providing some insights around pace, focus, and attention. For instance, eye-tracking and usage-tracking tools could provide measures of student reading engagement, allowing teachers to help students set goals around sustained reading. For Monday, however, it will be practices rather than apps that help students develop the capacity to read deeply.\u003c/p>\n\u003ch3>\u003cstrong>\u003cem>Monday\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>To help students learn sustained concentration—there isn’t an app for that, yet. In the meanwhile, students need to learn both habits of mind for disciplined reading and how to control their technology environment to minimize distraction.\u003c/p>\n\u003cp>Howard Rheingold in his fine book \u003ca href=\"http://rheingold.com/netsmart/\">NetSmart\u003c/a>, praises the art of Attention, the habit of keeping at the front of one’s mind the purpose of using an online environment. If the purpose is focused reading, then students need to learn to recognize every move away from the text and into another online space as a distraction from sustained engagement. If the purpose is connected reading, students need to recognize how to strike the right balance between exploring a networked of hyperlinked texts while not wandering away from the core purpose of one’s reading. The first step in helping students developing these skills is naming “attention” as a skill: having students reflect metacognitively on their attention strategies and weaknesses and think about how best to exercise their own attention muscles.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>Actually shutting down all apps before reading can be a kind of ritual of concentration, like clearing way books and papers from a desk before sitting down to read.\u003c/strong> \u003c/aside>\n\u003cp>Students can also learn to create a digital environment conducive to concentration. For iPads, iOS 6 has a Guided Access feature designed to help people get stuck inside a particular app. Somewhat hidden under the “Accessibility” menu in the General Settings, Guided Access allows users to “lock in” to a particular app, disable all notifications, and require a password to log out. It cannot disable distraction, but it can set it a few more clicks away. (If you have a toddler, this is also a helpful way of keeping them from accidentally logging out with the Home button or swiping to a new app). Actually shutting down all apps before reading can be a kind of ritual of concentration, like clearing way books and papers from a desk before sitting down to read. It is also more slightly more difficult to jump into a game that needs to load or a web browser preloaded with interesting pages. Such are the 21\u003csup>st\u003c/sup> century methods of creating a clear desk for reading.\u003c/p>\n\u003cp>One of the central arguments of Rheingold’s book is that while digital tools can shape our cognitive experiences in undesirable ways, many of the drawbacks of technology are not inevitable. We simply need to develop new habits to make the most of our new tools. If our tools can distract us, then we need to learn more about focusing attention and managing distraction. Used wisely, we can choose to read Walden alone, in quite repose, or we can read Walden in community with peers and mentors, allowing students divided by home geography to read together as the Transcendentalists might have done in Emerson’s manse. Without these deliberate efforts to rethink reading we may find, as Thoreau said of the emerging technology of his own time, “we do not ride on the railroad; it rides upon us.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>B. Justin Reich is a Fellow at Harvard's \u003ca href=\"http://www.cyber.law.harvard.edu/%E2%80%8E\">Berkman Center for Internet and Society\u003c/a>, as well as Director of Online Community, Practice, and Research at Facing History and co-Director of \u003ca href=\"http://www.edtechteacher.org/\">EdTechTeacher. \u003c/a>\u003cem>Beth Holland is a Senior Associate with EdTechTeacher.\u003c/em>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_28634\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/jhaymesisvip/6497720753/http://\">\u003cimg class=\"size-large wp-image-28634\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/6497720753_fbaea0598e_z-620x414.jpg\" alt=\"6497720753_fbaea0598e_z\" width=\"620\" height=\"414\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Smartphones, tablets, and other mobile devices have gained popularity as educational tools in part because of the belief those devices \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/for-low-income-kids-access-to-devices-could-be-the-equalizer/\">could cut across the digital divide\u003c/a> created by socioeconomic boundaries.\u003c/p>\n\u003cp>Now a new study reinforces that perspective, finding that students' access to mobile devices, in this country anyway, is more often a question of parents' attitudes toward mobile learning than a family's income or the mobile device provisions of that family's local school district.\u003c/p>\n\u003cp>\u003ca href=\"http://www.grunwald.com/pdfs/Grunwald%20LandL%20public%20report.pdf\">The report\u003c/a> published by \u003ca href=\"http://www.grunwald.com/\">Grunwald Associates\u003c/a> and the \u003ca href=\"http://www.learningfirst.org/\">Learning First Alliance\u003c/a> with support from AT&T, found that, according to data from a representative nationwide sample of nearly 2,400 parents, more than four in five K-12 students at least occasionally use some sort of computing device, including mobile devices like tablets or smartphones, or laptop computers.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“The ubiquity of mobile technology in everyday life I think comes through loud and clear in this study. Families own multiple devices, even families that are not well off.”\u003c/strong>\u003c/aside>\n\u003cp>Further, although there was some association between parent income and the 18 percent of students who don't use devices at home, more than half of those non-using students were found to live in houses where parents own at least one such device, often a smartphone.\u003c/p>\n\u003cp>The cause of non-use in those cases is “some other reason that probably revolves around the attitudes of parents and, by extension, the students toward the smartphone,” said Peter Grunwald, the president and founder of Grunwald Associates, a research firm based in Bethesda, Md., known for its work on ed-tech related projects. “The ubiquity of mobile technology in everyday life I think comes through loud and clear in this study. Families own multiple devices, even families that are not well off.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Income did affect the number of computing devices per household, however. Overall, the study found families with an income of under $25,000 were found to own an average of 3.3 devices per household, a figure that includes desktop and laptop computers, tablets, and smartphones and \u003c!--more-->other mobile devices. Families with an annual income of more than $150,000 had nearly twice that many devices, on average.\u003c/p>\n\u003cp>In terms of support, a majority of responding parents saying they believed mobile devices could be positive educational tools for their children. \"Majorities of parents believe that mobile devices and applications offer fun, engaging ways of learning, connecting and communicating,\" the report states. \"When it comes to mobile devices and education, most parents believe that these devices open up learning opportunities, benefit students’ learning and can engage students in the classroom. Many parents also believe that mobiles and apps teach academic skills and content.\"\u003c/p>\n\u003cp>Further, although parents' attitudes toward mobile learning were found to be influenced by whether their children experienced mobile learning opportunities at school, parents also reported being far more likely to consider supporting their students' education with a mobile device than their children's school districts.\u003c/p>\n\u003cp>Some 45 percent of parents said they either had already purchased or planned to purchase a mobile device to support their children's education, and 56 percent said they'd be willing to purchase a mobile device if their child's school required it. About half of parents' high school students carry smartphones to school, parents said.\u003c/p>\n\u003cp>By contrast, only 16 percent of schools had a policy that allowed students to use their own mobile devices in class, according to parents, while only 17 percent said their children were required to use a mobile device—owned either by the school or the student—as part of their education.\u003c/p>\n\u003cp>“I think it reflects … the disconnect between the school environment and the broader household environment in which kids exist,” Grunwald said.\u003c/p>\n\u003cp>More from the study:\u003c/p>\n\u003cp>\u003cstrong>MOBILE IN SCHOOLS:\u003c/strong> By high school, half of all students (51 percent) carry a smartphone to school with them every day. So do more than one in four middle school students (28 percent). Overall, 25 percent of all K–12 students take a smartphone to school every day, according to their parents, including 8 percent of students in grades 3–5.\u003c/p>\n\u003cp>Sixteen percent of all K–12 parents, and almost one in four parents of high school students (24 percent), report that their child’s school allows students to use family-owned mobile devices in the classroom—often called a “bring your own device” (BYOD) approach. Given that half of all high school students take a smartphone to school every day, however, some students seem to be powering down their devices in the classroom, or using them under the radar.\u003c/p>\n\u003cp>Some schools require students to use portable or mobile devices—which could be school- or family-owned—in the classroom. This could be a signal that technology that can move between homes and schools could become essential for academic learning. Overall, 17 percent of K–12 parents report that their child’s school requires students to use at least one portable device (such as a laptop, notebook, netbook or ultrabook) or mobile device in the classroom.\u003c/p>\n\u003cp>More than half of parents believe that schools should make more use of mobile devices in education. At the same time, many parents look to teachers and schools for guidance on helping children use mobiles and apps for educational purposes.\u003c/p>\n\u003cp>Parents aren’t waiting for schools to make the move to mobile learning. Already, 45 percent of parents report that they plan to buy, or already have bought, a mobile device to support their child’s learning. Fifty-six percent of parents say they’d be willing to purchase a mobile device for their child to use in the classroom if the school required it.\u003c/p>\n\u003cp>\u003cstrong>GIRLS VS. BOYS:\u003c/strong> Parents of girls were slightly more likely to support the use of mobile devices for education than were parents of boys. Grunwald said the finding is consistent with past research that has shown girls to be more consistent and more intense users of social media for the sake of socialization and community building.\u003c/p>\n\u003cp>\u003cstrong>YOUNG VS. YOUNGER:\u003c/strong> Parents of students in grades K-2 were more likely to vouch for the effectiveness of mobile education than parents of students in grades 3-12. Although the study did not directly explore the reasons why parents of younger students showed that response, Grunwald said the discrepancy goes beyond parents of younger children simply being younger themselves, and thus more tech savvy.\u003c/p>\n\u003cp>“A substantial part of this correlation is attributable to the perception that some of the newer devices, in particular tablets, do in fact lend themselves to younger kids' use,” he said. The evidence for that conclusion comes from previous research in the field, he added.\u003c/p>\n\u003cp>\u003cstrong>LACK OF INFLUENCE:\u003c/strong> While the study focuses mainly on quantifying use habits and attitudes of parents and children, there is little direct data to explain what influences these, Grunwald said, meaning any conclusions as such are educated guesses at best.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We'd also like to look at this notion of influence in greater detail,” he said. “The influence of parents on kids, the influence of families on schools, and also the degree to which schools are going to be looked to for guidance by parents in terms of selection of education applications and the like.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28634\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/jhaymesisvip/6497720753/http://\">\u003cimg class=\"size-large wp-image-28634\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/6497720753_fbaea0598e_z-620x414.jpg\" alt=\"6497720753_fbaea0598e_z\" width=\"620\" height=\"414\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Smartphones, tablets, and other mobile devices have gained popularity as educational tools in part because of the belief those devices \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/for-low-income-kids-access-to-devices-could-be-the-equalizer/\">could cut across the digital divide\u003c/a> created by socioeconomic boundaries.\u003c/p>\n\u003cp>Now a new study reinforces that perspective, finding that students' access to mobile devices, in this country anyway, is more often a question of parents' attitudes toward mobile learning than a family's income or the mobile device provisions of that family's local school district.\u003c/p>\n\u003cp>\u003ca href=\"http://www.grunwald.com/pdfs/Grunwald%20LandL%20public%20report.pdf\">The report\u003c/a> published by \u003ca href=\"http://www.grunwald.com/\">Grunwald Associates\u003c/a> and the \u003ca href=\"http://www.learningfirst.org/\">Learning First Alliance\u003c/a> with support from AT&T, found that, according to data from a representative nationwide sample of nearly 2,400 parents, more than four in five K-12 students at least occasionally use some sort of computing device, including mobile devices like tablets or smartphones, or laptop computers.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“The ubiquity of mobile technology in everyday life I think comes through loud and clear in this study. Families own multiple devices, even families that are not well off.”\u003c/strong>\u003c/aside>\n\u003cp>Further, although there was some association between parent income and the 18 percent of students who don't use devices at home, more than half of those non-using students were found to live in houses where parents own at least one such device, often a smartphone.\u003c/p>\n\u003cp>The cause of non-use in those cases is “some other reason that probably revolves around the attitudes of parents and, by extension, the students toward the smartphone,” said Peter Grunwald, the president and founder of Grunwald Associates, a research firm based in Bethesda, Md., known for its work on ed-tech related projects. “The ubiquity of mobile technology in everyday life I think comes through loud and clear in this study. Families own multiple devices, even families that are not well off.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Income did affect the number of computing devices per household, however. Overall, the study found families with an income of under $25,000 were found to own an average of 3.3 devices per household, a figure that includes desktop and laptop computers, tablets, and smartphones and \u003c!--more-->other mobile devices. Families with an annual income of more than $150,000 had nearly twice that many devices, on average.\u003c/p>\n\u003cp>In terms of support, a majority of responding parents saying they believed mobile devices could be positive educational tools for their children. \"Majorities of parents believe that mobile devices and applications offer fun, engaging ways of learning, connecting and communicating,\" the report states. \"When it comes to mobile devices and education, most parents believe that these devices open up learning opportunities, benefit students’ learning and can engage students in the classroom. Many parents also believe that mobiles and apps teach academic skills and content.\"\u003c/p>\n\u003cp>Further, although parents' attitudes toward mobile learning were found to be influenced by whether their children experienced mobile learning opportunities at school, parents also reported being far more likely to consider supporting their students' education with a mobile device than their children's school districts.\u003c/p>\n\u003cp>Some 45 percent of parents said they either had already purchased or planned to purchase a mobile device to support their children's education, and 56 percent said they'd be willing to purchase a mobile device if their child's school required it. About half of parents' high school students carry smartphones to school, parents said.\u003c/p>\n\u003cp>By contrast, only 16 percent of schools had a policy that allowed students to use their own mobile devices in class, according to parents, while only 17 percent said their children were required to use a mobile device—owned either by the school or the student—as part of their education.\u003c/p>\n\u003cp>“I think it reflects … the disconnect between the school environment and the broader household environment in which kids exist,” Grunwald said.\u003c/p>\n\u003cp>More from the study:\u003c/p>\n\u003cp>\u003cstrong>MOBILE IN SCHOOLS:\u003c/strong> By high school, half of all students (51 percent) carry a smartphone to school with them every day. So do more than one in four middle school students (28 percent). Overall, 25 percent of all K–12 students take a smartphone to school every day, according to their parents, including 8 percent of students in grades 3–5.\u003c/p>\n\u003cp>Sixteen percent of all K–12 parents, and almost one in four parents of high school students (24 percent), report that their child’s school allows students to use family-owned mobile devices in the classroom—often called a “bring your own device” (BYOD) approach. Given that half of all high school students take a smartphone to school every day, however, some students seem to be powering down their devices in the classroom, or using them under the radar.\u003c/p>\n\u003cp>Some schools require students to use portable or mobile devices—which could be school- or family-owned—in the classroom. This could be a signal that technology that can move between homes and schools could become essential for academic learning. Overall, 17 percent of K–12 parents report that their child’s school requires students to use at least one portable device (such as a laptop, notebook, netbook or ultrabook) or mobile device in the classroom.\u003c/p>\n\u003cp>More than half of parents believe that schools should make more use of mobile devices in education. At the same time, many parents look to teachers and schools for guidance on helping children use mobiles and apps for educational purposes.\u003c/p>\n\u003cp>Parents aren’t waiting for schools to make the move to mobile learning. Already, 45 percent of parents report that they plan to buy, or already have bought, a mobile device to support their child’s learning. Fifty-six percent of parents say they’d be willing to purchase a mobile device for their child to use in the classroom if the school required it.\u003c/p>\n\u003cp>\u003cstrong>GIRLS VS. BOYS:\u003c/strong> Parents of girls were slightly more likely to support the use of mobile devices for education than were parents of boys. Grunwald said the finding is consistent with past research that has shown girls to be more consistent and more intense users of social media for the sake of socialization and community building.\u003c/p>\n\u003cp>\u003cstrong>YOUNG VS. YOUNGER:\u003c/strong> Parents of students in grades K-2 were more likely to vouch for the effectiveness of mobile education than parents of students in grades 3-12. Although the study did not directly explore the reasons why parents of younger students showed that response, Grunwald said the discrepancy goes beyond parents of younger children simply being younger themselves, and thus more tech savvy.\u003c/p>\n\u003cp>“A substantial part of this correlation is attributable to the perception that some of the newer devices, in particular tablets, do in fact lend themselves to younger kids' use,” he said. The evidence for that conclusion comes from previous research in the field, he added.\u003c/p>\n\u003cp>\u003cstrong>LACK OF INFLUENCE:\u003c/strong> While the study focuses mainly on quantifying use habits and attitudes of parents and children, there is little direct data to explain what influences these, Grunwald said, meaning any conclusions as such are educated guesses at best.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We'd also like to look at this notion of influence in greater detail,” he said. “The influence of parents on kids, the influence of families on schools, and also the degree to which schools are going to be looked to for guidance by parents in terms of selection of education applications and the like.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_27403\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://gse-it.stanford.edu/research/project/smile\">\u003cimg class=\"size-medium wp-image-27403\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Screen-Shot-2013-02-28-at-9.29.20-AM-2-300x196.png\" alt=\"Screen Shot 2013-02-28 at 9.29.20 AM 2\" width=\"300\" height=\"196\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">For many of us, the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mobile-learning/\">conversation around mobile learning\u003c/a> has shifted from asking \u003cem>whether\u003c/em> mobile devices present educational opportunities to \u003cem>how\u003c/em> they might best do so.\u003cem>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003c/em>From that second question, a new initiative has been launched: \u003ca href=\"http://gse-it.stanford.edu/research/project/smile\">SMILE\u003c/a>, the Stanford Mobile Inquiry Learning Environment, \u003ca href=\"http://www.youtube.com/watch?v=_loCtB-9FiY&feature=share&list=PLFA1E4062649A5DB8\">an idea,\u003c/a> which, in practice, is almost staggeringly simple. Essentially, SMILE is a learning management system that allows students to create, share, answer, and evaluate questions in a collaborative manner through the use of cell phones.\u003c/p>\n\u003cp>Students use mobile devices -- typically android phones that are connected to the same network -- to create their own multiple-choice questions about a given topic. Their classmates answer those questions, and evaluate them based on their difficulty. While the devices need to be connected to each other, they don't necessarily need to be connected to the outside Web, which is a key issue for some communities around the globe, said \u003ca href=\"http://gse-it.stanford.edu/about/team/paulkim\">Paul Kim\u003c/a>, the assistant dean and chief technology officer of Stanford University's Office of Innovation & Technology and SMILE's creator.\u003c/p>\n\u003cp>The drive to make questions that score higher on their peers' difficulty index ultimately spurs students to think about the subject material in a deeper way, Kim says. And while there are some shortcomings—such as the lack of allowance for longer-form responses like written answers and essays, and a reliance mostly on more simple content elements such as texts and still photographs—the system's simpleness allows it to be used in a variety of educational environments, ranging from a rural village in southern Africa to a medical school classroom at Stanford itself.\u003c/p>\n\u003cp>But creating such a project is one thing. Actually putting it into practice is another. So Kim, who has also helped launch SMILE in \u003ca href=\"http://gse-it.stanford.edu/research/smile/pilot-studies/india\">India\u003c/a>, \u003ca href=\"http://gse-it.stanford.edu/research/smile/pilot-studies/argentina\">Argentina\u003c/a>, and \u003ca href=\"http://gse-it.stanford.edu/research/smile/pilot-studies/paloalto\">suburban Northern California\u003c/a>, shares some \u003c!--more-->of his tactics and lessons learned about how best to launch this project even in communities that are unlikely to have Internet access -- or sometimes even electricity.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>USE EXISTING TOOLS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Despite reaching out to poor and particularly rural communities around the world, Kim and his team have striven to use as many already-existing resources as possible, even if the devices themselves have to be procured. For example, for a power source on a SMILE pilot project in a remote Indian location with little access to electricity, Kim's team used the batteries commonly found in motorcycles and rickshaws. Another SMILE project in Southeast Asia is adapting the software for use on tablets students already have through a government initiative. Even SMILE's central premise—using children rather than a curriculum to create questions—fits the use-the resources-you-have approach.\u003c/p>\n\u003cp>“Try not to bring in anything new, because you're not going to find anybody who can service,” devices brought in from the outside, he said. “You're not going to find any replacement parts. So you have to work with what is already out there, and that was my conclusion.”\u003c/p>\n\u003cp>\u003cstrong>ALWAYS PLACE CONTENT IN CONTEXT\u003c/strong>\u003c/p>\n\u003cp>Part of why SMILE appears to work in under-served communities is because using student questions makes a shortage of content access less important. And as the project has grown, the launch of Global SMILE will provide another workaround for sites with Web access, since it will archive and curate the best student-created questions, and making them available to users worldwide.\u003c/p>\n\u003cp>But in this initiative, as well as any other aiming to reach diverse student populations, Kim says it is important to keep any content in a context that make sense in the world in which the students live. That can be easier said than done when simple Western essentials like running water and toasters are non-existent in a rural African student's life.\u003c/p>\n\u003cp>For example, “if you are using books that talk about microwave ovens and blueberry cakes baked from the oven,” Kim says, “it doesn’t make sense in a rural village setting.”\u003c/p>\n\u003cp>\u003cstrong>EMBRACE SECULAR AND RELIGIOUS PARTNERS\u003c/strong>\u003c/p>\n\u003cp>SMILE has worked with populations served by a host of nonprofit, philanthropic organizations, meaning partnerships can often create a more efficient way to administer the program.\u003c/p>\n\u003cp>Sometimes those organizations are secular, such as the Peace Corps, which has aided work with students using SMILE in Tanzania. But other times, religious charities have also helped provide resources and lines of communication for SMILE projects. Kim acknowledges that affiliating with religious groups can be a delicate issue, but says doing so is often the most cost-effective way to implement a mobile program.\u003c/p>\n\u003cp>“They don't need any extra incentive. … They just want to reach out to more people,” Kim says. “It could be controversial. But I always tell people that I work with all religious organizations out there, and it has been nothing but success.”\u003c/p>\n\u003cp>\u003cstrong>PUBLICIZE YOURSELF, THEN LET THEM COME TO YOU\u003c/strong>\u003c/p>\n\u003cp>Despite advances in mobile education it can still have a stigma among some educators. For that reason, Kim says he has never purposefully targeted specific countries, regions, or communities for the implementation of SMILE, because letting those communities find him is a more authentic way of insuring buy-in.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“A lot of people come forward, and they say, 'Oh we'd like to do this in our country, in our region, in our school.'” Kim said. “So I've been responding. … It's been always one place leading to another.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27403\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://gse-it.stanford.edu/research/project/smile\">\u003cimg class=\"size-medium wp-image-27403\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Screen-Shot-2013-02-28-at-9.29.20-AM-2-300x196.png\" alt=\"Screen Shot 2013-02-28 at 9.29.20 AM 2\" width=\"300\" height=\"196\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">For many of us, the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mobile-learning/\">conversation around mobile learning\u003c/a> has shifted from asking \u003cem>whether\u003c/em> mobile devices present educational opportunities to \u003cem>how\u003c/em> they might best do so.\u003cem>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003c/em>From that second question, a new initiative has been launched: \u003ca href=\"http://gse-it.stanford.edu/research/project/smile\">SMILE\u003c/a>, the Stanford Mobile Inquiry Learning Environment, \u003ca href=\"http://www.youtube.com/watch?v=_loCtB-9FiY&feature=share&list=PLFA1E4062649A5DB8\">an idea,\u003c/a> which, in practice, is almost staggeringly simple. Essentially, SMILE is a learning management system that allows students to create, share, answer, and evaluate questions in a collaborative manner through the use of cell phones.\u003c/p>\n\u003cp>Students use mobile devices -- typically android phones that are connected to the same network -- to create their own multiple-choice questions about a given topic. Their classmates answer those questions, and evaluate them based on their difficulty. While the devices need to be connected to each other, they don't necessarily need to be connected to the outside Web, which is a key issue for some communities around the globe, said \u003ca href=\"http://gse-it.stanford.edu/about/team/paulkim\">Paul Kim\u003c/a>, the assistant dean and chief technology officer of Stanford University's Office of Innovation & Technology and SMILE's creator.\u003c/p>\n\u003cp>The drive to make questions that score higher on their peers' difficulty index ultimately spurs students to think about the subject material in a deeper way, Kim says. And while there are some shortcomings—such as the lack of allowance for longer-form responses like written answers and essays, and a reliance mostly on more simple content elements such as texts and still photographs—the system's simpleness allows it to be used in a variety of educational environments, ranging from a rural village in southern Africa to a medical school classroom at Stanford itself.\u003c/p>\n\u003cp>But creating such a project is one thing. Actually putting it into practice is another. So Kim, who has also helped launch SMILE in \u003ca href=\"http://gse-it.stanford.edu/research/smile/pilot-studies/india\">India\u003c/a>, \u003ca href=\"http://gse-it.stanford.edu/research/smile/pilot-studies/argentina\">Argentina\u003c/a>, and \u003ca href=\"http://gse-it.stanford.edu/research/smile/pilot-studies/paloalto\">suburban Northern California\u003c/a>, shares some \u003c!--more-->of his tactics and lessons learned about how best to launch this project even in communities that are unlikely to have Internet access -- or sometimes even electricity.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>USE EXISTING TOOLS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Despite reaching out to poor and particularly rural communities around the world, Kim and his team have striven to use as many already-existing resources as possible, even if the devices themselves have to be procured. For example, for a power source on a SMILE pilot project in a remote Indian location with little access to electricity, Kim's team used the batteries commonly found in motorcycles and rickshaws. Another SMILE project in Southeast Asia is adapting the software for use on tablets students already have through a government initiative. Even SMILE's central premise—using children rather than a curriculum to create questions—fits the use-the resources-you-have approach.\u003c/p>\n\u003cp>“Try not to bring in anything new, because you're not going to find anybody who can service,” devices brought in from the outside, he said. “You're not going to find any replacement parts. So you have to work with what is already out there, and that was my conclusion.”\u003c/p>\n\u003cp>\u003cstrong>ALWAYS PLACE CONTENT IN CONTEXT\u003c/strong>\u003c/p>\n\u003cp>Part of why SMILE appears to work in under-served communities is because using student questions makes a shortage of content access less important. And as the project has grown, the launch of Global SMILE will provide another workaround for sites with Web access, since it will archive and curate the best student-created questions, and making them available to users worldwide.\u003c/p>\n\u003cp>But in this initiative, as well as any other aiming to reach diverse student populations, Kim says it is important to keep any content in a context that make sense in the world in which the students live. That can be easier said than done when simple Western essentials like running water and toasters are non-existent in a rural African student's life.\u003c/p>\n\u003cp>For example, “if you are using books that talk about microwave ovens and blueberry cakes baked from the oven,” Kim says, “it doesn’t make sense in a rural village setting.”\u003c/p>\n\u003cp>\u003cstrong>EMBRACE SECULAR AND RELIGIOUS PARTNERS\u003c/strong>\u003c/p>\n\u003cp>SMILE has worked with populations served by a host of nonprofit, philanthropic organizations, meaning partnerships can often create a more efficient way to administer the program.\u003c/p>\n\u003cp>Sometimes those organizations are secular, such as the Peace Corps, which has aided work with students using SMILE in Tanzania. But other times, religious charities have also helped provide resources and lines of communication for SMILE projects. Kim acknowledges that affiliating with religious groups can be a delicate issue, but says doing so is often the most cost-effective way to implement a mobile program.\u003c/p>\n\u003cp>“They don't need any extra incentive. … They just want to reach out to more people,” Kim says. “It could be controversial. But I always tell people that I work with all religious organizations out there, and it has been nothing but success.”\u003c/p>\n\u003cp>\u003cstrong>PUBLICIZE YOURSELF, THEN LET THEM COME TO YOU\u003c/strong>\u003c/p>\n\u003cp>Despite advances in mobile education it can still have a stigma among some educators. For that reason, Kim says he has never purposefully targeted specific countries, regions, or communities for the implementation of SMILE, because letting those communities find him is a more authentic way of insuring buy-in.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“A lot of people come forward, and they say, 'Oh we'd like to do this in our country, in our region, in our school.'” Kim said. “So I've been responding. … It's been always one place leading to another.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What Will It Take to Bring Mobile Ed to the Developing World?",
"title": "What Will It Take to Bring Mobile Ed to the Developing World?",
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"content": "\u003cfigure id=\"attachment_27198\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27198\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/cellphone1-620x344.jpg\" alt=\"cellphone\" width=\"620\" height=\"344\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In developing countries, where smartphones and dependable cellular networks are still scarce, it's been difficult to gauge the real impact of the mobile education movement. But with the combination of different factors -- the advent of new technology, decreased pricing for data, a worldwide lust for \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mobile-learning/\">mobile education,\u003c/a> and a persisting patience for smaller screens and lower connection speeds in nations where there is little alternative -- the landscape in developing countries may be at a tipping point.\u003c/p>\n\u003cp>Nickhil Jakatdar, who founded the mobile video company \u003ca href=\"http://www.vuclip.com/\">Vuclip\u003c/a> five years ago, said the stakes for mobile phone users in developing countries are high.\u003c/p>\n\u003cp>\"It's almost like they're evolving in a different way,\" Jakatdar, a native of India, said of people who use lower-end mobile phones in the developing world. \"When they see a small screen, they don't \u003cem>just\u003c/em> see a small screen. They see a great opportunity.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">“\u003cstrong>I still am not sure whether a full-blown education on mobile (technologies) is going to be on the cards in the next few years. But I definitely see mobile being a greater supplement to education taking off.\u003c/strong>”\u003c/aside>\n\u003cp>Vuclip already has about 45 million unique monthly users who log onto the company's platform to watch mobile videos that automatically adjust their resolution and other features based on the level of each user's network and device, especially for those with low-end devices.\u003c/p>\n\u003cp>“By no means is that experience (on low-end devices) what you would get on an iPhone,” Jakatdar said. “But it's way better than what one can imagine when one thinks, 'Oh, it's a small screen on a lower level network.'”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: left\">The potential is huge for education-related content, he said. Though Jakatdar isn't pushing for mobile learning to replace formal schooling where the latter is available, he said for users who can't \u003c!--more-->afford a face-to-face secondary or post-secondary education, or who want supplemental help in learning that videos can provide, the service could be beneficial.\u003c/p>\n\u003cp>Another factor that's shifting the landscape is availability and cost of data. While data in developing countries has traditionally been more expensive for users to purchase than in developed nations, its price appears to be falling more rapidly during the past 12 months, Jakatdar said. Further, he said selling data in a packet model format similar to how it's sold to smartphone users in the United States and other developed nations is gaining steam. That in turn may encourage users to have less concerns about the amount of data they consume, and thus seek more video content.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone/\">What Exactly Can You Learn On a Mobile Phone?\u003c/a>]\u003c/p>\n\u003cp>A\u003ca href=\"http://www.itu.int/ITU-D/ict/publications/idi/material/2012/MIS2012-ExecSum-E.pdf\"> report\u003c/a> from the \u003ca href=\"http://www.itu.int/en/Pages/default.aspx\">International Telecommunication Union\u003c/a> released last October found the cost of data to drop about 30 percent worldwide between 2008 and 2011, though it actually dropped more substantially in developed nations than in developing ones.\u003c/p>\n\u003cp>With Vuclip following the two-tiered model that has become a standard for many startups—offering free services to most users while charging users who wish to purchase premium content and features—the hope appears to be that delivering educational content to developing countries will drive up the company's user numbers, while assisting an educational shift Jakatdar says is coming.\u003c/p>\n\u003cp>“I still am not sure whether a full-blown education on mobile (technologies) is going to be on the cards in the next few years,” Jakatdar said. “That seems like a little bit of a stretch practically. But I definitely see mobile being a greater supplement to education taking off.”\u003c/p>\n\u003cp>Vuclip's data on its users shows that even low-end mobile devices are far from being commonplace worldwide; Jakatdar said about 70 percent of the company's visitors are male, and in some regions—particularly the Middle East—skew toward the middle and upper classes. But in India, a nation that accounts for more than a quarter of the company's monthly traffic, users run the gamut of socioeconomic classes, and in the U.S., users are more likely to be from low-income communities, he added.\u003c/p>\n\u003cp>Jakatdar says he still sees other shifts that need to happen before that vision is realized. For one, he says educational video publishers will need to shorten more of their clips into the two- to three-minute range that is more accessible for viewers.\u003c/p>\n\u003cp>“That seems to be the sweet spot of what a consumer can consume at any one stretch,” Jakatdar said. “The two-to-three-minute clip I expect will remain popular for quite some time.”\u003c/p>\n\u003cp>\u003cstrong>MOBILE EDUCATION TRENDS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>As Vuclip announced earlier this month the launch of their new \u003ca href=\"http://edu.vuclip.com/cu?sn=2735&bu=2617652178\">educational video portal\u003c/a>, which will feature a growing collection of free online content from the \u003ca href=\"https://www.khanacademy.org/\">Khan Academy\u003c/a> and other authors, it also produced \u003ca href=\"http://www.marketwire.com/press-release/54-americans-very-interested-education-via-their-mobile-phones-career-development-is-1755150.htm\">survey data\u003c/a> that Jakatdar says shows a widespread belief in video as an opportunity for education.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">How Teachers Make Cell Phones Work in the Classroom\u003c/a>]\u003c/p>\n\u003cp>In the survey of 80,000 Vuclip users, more respondents indicated they would prefer to use their mobile phones as their primary source for obtaining an education than indicated a preference for a traditional brick-and-mortar school. While Jakatdar concedes those results may partly be a function of who is using Vuclip's technology, he said it also points to the expense of formal education in the developing world compared to the dropping costs of data consumption.\u003c/p>\n\u003cp>Other results from the company's survey:\u003c/p>\n\u003cul>\n\u003cli>35% of American respondents say that learning on their mobile phones would be their top choice for learning, compared to 30% who indicate that school would be their ideal channel for education.\u003c/li>\n\u003cli>54% of Americans said they would be “very interested” in receiving education via their mobile phones and an additional 21% said they would be “somewhat interested.” For males under 17, the percentage of those “very interested” grows to 62%.\u003c/li>\n\u003cli>41% of Americans said career development is the number one learning goal.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"description": "In developing countries, where smartphones and dependable cellular networks are still scarce, it's been difficult to gauge the real impact of the mobile education movement. But with the combination of different factors -- the advent of new technology, decreased pricing for data, a worldwide lust for mobile education, and a persisting patience for smaller screens",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27198\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27198\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/cellphone1-620x344.jpg\" alt=\"cellphone\" width=\"620\" height=\"344\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In developing countries, where smartphones and dependable cellular networks are still scarce, it's been difficult to gauge the real impact of the mobile education movement. But with the combination of different factors -- the advent of new technology, decreased pricing for data, a worldwide lust for \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mobile-learning/\">mobile education,\u003c/a> and a persisting patience for smaller screens and lower connection speeds in nations where there is little alternative -- the landscape in developing countries may be at a tipping point.\u003c/p>\n\u003cp>Nickhil Jakatdar, who founded the mobile video company \u003ca href=\"http://www.vuclip.com/\">Vuclip\u003c/a> five years ago, said the stakes for mobile phone users in developing countries are high.\u003c/p>\n\u003cp>\"It's almost like they're evolving in a different way,\" Jakatdar, a native of India, said of people who use lower-end mobile phones in the developing world. \"When they see a small screen, they don't \u003cem>just\u003c/em> see a small screen. They see a great opportunity.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">“\u003cstrong>I still am not sure whether a full-blown education on mobile (technologies) is going to be on the cards in the next few years. But I definitely see mobile being a greater supplement to education taking off.\u003c/strong>”\u003c/aside>\n\u003cp>Vuclip already has about 45 million unique monthly users who log onto the company's platform to watch mobile videos that automatically adjust their resolution and other features based on the level of each user's network and device, especially for those with low-end devices.\u003c/p>\n\u003cp>“By no means is that experience (on low-end devices) what you would get on an iPhone,” Jakatdar said. “But it's way better than what one can imagine when one thinks, 'Oh, it's a small screen on a lower level network.'”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: left\">The potential is huge for education-related content, he said. Though Jakatdar isn't pushing for mobile learning to replace formal schooling where the latter is available, he said for users who can't \u003c!--more-->afford a face-to-face secondary or post-secondary education, or who want supplemental help in learning that videos can provide, the service could be beneficial.\u003c/p>\n\u003cp>Another factor that's shifting the landscape is availability and cost of data. While data in developing countries has traditionally been more expensive for users to purchase than in developed nations, its price appears to be falling more rapidly during the past 12 months, Jakatdar said. Further, he said selling data in a packet model format similar to how it's sold to smartphone users in the United States and other developed nations is gaining steam. That in turn may encourage users to have less concerns about the amount of data they consume, and thus seek more video content.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone/\">What Exactly Can You Learn On a Mobile Phone?\u003c/a>]\u003c/p>\n\u003cp>A\u003ca href=\"http://www.itu.int/ITU-D/ict/publications/idi/material/2012/MIS2012-ExecSum-E.pdf\"> report\u003c/a> from the \u003ca href=\"http://www.itu.int/en/Pages/default.aspx\">International Telecommunication Union\u003c/a> released last October found the cost of data to drop about 30 percent worldwide between 2008 and 2011, though it actually dropped more substantially in developed nations than in developing ones.\u003c/p>\n\u003cp>With Vuclip following the two-tiered model that has become a standard for many startups—offering free services to most users while charging users who wish to purchase premium content and features—the hope appears to be that delivering educational content to developing countries will drive up the company's user numbers, while assisting an educational shift Jakatdar says is coming.\u003c/p>\n\u003cp>“I still am not sure whether a full-blown education on mobile (technologies) is going to be on the cards in the next few years,” Jakatdar said. “That seems like a little bit of a stretch practically. But I definitely see mobile being a greater supplement to education taking off.”\u003c/p>\n\u003cp>Vuclip's data on its users shows that even low-end mobile devices are far from being commonplace worldwide; Jakatdar said about 70 percent of the company's visitors are male, and in some regions—particularly the Middle East—skew toward the middle and upper classes. But in India, a nation that accounts for more than a quarter of the company's monthly traffic, users run the gamut of socioeconomic classes, and in the U.S., users are more likely to be from low-income communities, he added.\u003c/p>\n\u003cp>Jakatdar says he still sees other shifts that need to happen before that vision is realized. For one, he says educational video publishers will need to shorten more of their clips into the two- to three-minute range that is more accessible for viewers.\u003c/p>\n\u003cp>“That seems to be the sweet spot of what a consumer can consume at any one stretch,” Jakatdar said. “The two-to-three-minute clip I expect will remain popular for quite some time.”\u003c/p>\n\u003cp>\u003cstrong>MOBILE EDUCATION TRENDS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>As Vuclip announced earlier this month the launch of their new \u003ca href=\"http://edu.vuclip.com/cu?sn=2735&bu=2617652178\">educational video portal\u003c/a>, which will feature a growing collection of free online content from the \u003ca href=\"https://www.khanacademy.org/\">Khan Academy\u003c/a> and other authors, it also produced \u003ca href=\"http://www.marketwire.com/press-release/54-americans-very-interested-education-via-their-mobile-phones-career-development-is-1755150.htm\">survey data\u003c/a> that Jakatdar says shows a widespread belief in video as an opportunity for education.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">How Teachers Make Cell Phones Work in the Classroom\u003c/a>]\u003c/p>\n\u003cp>In the survey of 80,000 Vuclip users, more respondents indicated they would prefer to use their mobile phones as their primary source for obtaining an education than indicated a preference for a traditional brick-and-mortar school. While Jakatdar concedes those results may partly be a function of who is using Vuclip's technology, he said it also points to the expense of formal education in the developing world compared to the dropping costs of data consumption.\u003c/p>\n\u003cp>Other results from the company's survey:\u003c/p>\n\u003cul>\n\u003cli>35% of American respondents say that learning on their mobile phones would be their top choice for learning, compared to 30% who indicate that school would be their ideal channel for education.\u003c/li>\n\u003cli>54% of Americans said they would be “very interested” in receiving education via their mobile phones and an additional 21% said they would be “somewhat interested.” For males under 17, the percentage of those “very interested” grows to 62%.\u003c/li>\n\u003cli>41% of Americans said career development is the number one learning goal.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_26248\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/case-studies-how-teachers-use-tech-to-support-learning/img_8535-2/\" rel=\"attachment wp-att-26248\">\u003cimg class=\"size-large wp-image-26248\" title=\"IMG_8535\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/IMG_8535-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Starting the year off with ideas on the best ways to use technology to support learning, Larry Ferlazzo collected an invaluable \u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2011/09/response_the_best_ways_to_use_tech_in_the_classroom.html\">list of criteria last year\u003c/a> from educators, to which he added more resources in his \u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/12/response_using_ed_tech_to_support_the_learning_process.html\">recent blog post for EdWeek\u003c/a>.Other posts in the series include \u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/12/response_using_ed_tech_to_create_deep_meaningful_experiences.html\">Using Ed Tech to Create Deep and Meaningful Experiences\u003c/a> and \u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/12/response_effective_ways_to_use_tech_in_the_classroom_--_part_three.html\">Effective Ways of Using Tech in the Classroom\u003c/a>. Here is MindShift's contribution to the collection of ideas.\u003c/p>\n\u003ch4>\u003cstrong>1. GAMES AND GROUP WORK. \u003c/strong>\u003c/h4>\n\u003cp>\u003cstrong>\u003c/strong>For those wondering what a game-based classroom looks like in a traditional school, take a peek into \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/can-learning-really-be-fun-and-games/\">Ananth Pai's third-grade class\u003c/a> in Parkview/Center Point Elementary school in Maplewood, Minnesota. Using his own money and grants that he applied for, Pai has managed to round up seven laptops, two desktops 11 Nintendo DS's, 18 games for math, reading, vocabulary, geography, and 21 digital voice recorders. Students' reading and math scores went from below average for third grade to mid-fourth-grade level. Students compete in games with other kids across the world, learn about fractions and decimals by \u003ca href=\"http://ma-gb-en-pr.whizz.com.s3.amazonaws.com/flash/ex/MA_GBR_0925CAx0100.swf\">riding a virtual ghost train\u003c/a>, for instance, work on their reading skills on sites like \u003ca href=\"http://www.raz-kids.com/main/Login\">Razkids\u003c/a>, figure out whether they can \u003ca href=\"http://www.mangahigh.com/en_us/games/flowerpowerlite\">make a living by growing flowers\u003c/a>, learn about their constitutional rights with the \u003ca href=\"http://www.icivics.org/\">Go to Court Game\u003c/a>, and so on.\u003c/p>\n\u003ch4>\u003cstrong>2. LEARNING LATIN\u003c/strong>.\u003c/h4>\n\u003cp>Teacher Kevin Ballestrini turned his introductory Latin class at Connecticut's Norwich Free Academy into an alternate reality with an \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-an-online-game-crack-the-code-to-language-learning/\">online video game\u003c/a>. The students' job: to save the world by joining a shadowy organization on a quest to find the Lapis Saeculōrum that was part of an Ancient Roman society. \"It's a mix of a role-playing game and an alternate reality game,\" Ballestrini says. Students play the role of Romans in a reconstruction of ancient Pompeii (or ancient Rome) and have to learn to think, act, create and write like a Roman in order to win the game. And those are the same goals of any introductory Latin course.\u003c/p>\n\u003ch4>\u003cstrong>3. REACHING STUDENTS. \u003c/strong>\u003c/h4>\n\u003cp>\u003cstrong>\u003c/strong>In Ramsey Musallam's A.P. Chemistry class at Sacred Heart Cathedral Preparatory in San Francisco, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/#more-21290\">cell phones are a natural extension\u003c/a> of the way he communicates with his students. As soon as kids walk in, Musallam sends out a text blast through \u003ca href=\"https://www.remind101.com/\">Remind101\u003c/a>, asking them a challenge question that's related to the day's lesson. \"First person to tell me the units on K for a second order reaction gets chocolate,\" he types and sends off. His students know he does this regularly, \u003c!--more-->so they're constantly anticipating the question during the day, in and out of class.\u003c/p>\n\u003cp>\"Sure, that's kind of cute,\" he says, admitting that it can be seen as gimmicky. \"But more importantly, in my mind that's saying, 'You're carrying around something that I can contact you with.' It's a fun ways to stay motivated in our day, which can be pretty dry sometimes. It's a chance to think about what we're learning outside the context of state testing.\"\u003c/p>\n\u003ch4>\u003cstrong>4. CREATIVE PLAY.\u003c/strong>\u003c/h4>\n\u003cp>The online game Minecraft allows players to build their own digital world, brick by digital brick. Players must scavenge for resources to build things -- mining for stone to build buildings, mining for coal to build fire. Teachers like to use Minecraft because it's a \"sandbox\" game -- it provides players nearly limitless freedom to build within it. As a player's skill develops, the game's complexity increases. Players can collaborate on building complex structures, use programming features to build contraptions, games, or compose music. \u003ca href=\"http://Minecraftteacher.net/\">Earlier this year\u003c/a>, two teachers, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/\">Santeri Koivisto and Joel Levin\u003c/a>, decided to make the online game Minecraft more accessible and to teachers and their classrooms. They joined forces to found \u003ca href=\"http://Minecraftedu.com/index.php\">MinecraftEdu\u003c/a>, which now offers a plug-in that enables teachers to tailor the software to individual curriculum.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_26248\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/case-studies-how-teachers-use-tech-to-support-learning/img_8535-2/\" rel=\"attachment wp-att-26248\">\u003cimg class=\"size-large wp-image-26248\" title=\"IMG_8535\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/IMG_8535-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Starting the year off with ideas on the best ways to use technology to support learning, Larry Ferlazzo collected an invaluable \u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2011/09/response_the_best_ways_to_use_tech_in_the_classroom.html\">list of criteria last year\u003c/a> from educators, to which he added more resources in his \u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/12/response_using_ed_tech_to_support_the_learning_process.html\">recent blog post for EdWeek\u003c/a>.Other posts in the series include \u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/12/response_using_ed_tech_to_create_deep_meaningful_experiences.html\">Using Ed Tech to Create Deep and Meaningful Experiences\u003c/a> and \u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2012/12/response_effective_ways_to_use_tech_in_the_classroom_--_part_three.html\">Effective Ways of Using Tech in the Classroom\u003c/a>. Here is MindShift's contribution to the collection of ideas.\u003c/p>\n\u003ch4>\u003cstrong>1. GAMES AND GROUP WORK. \u003c/strong>\u003c/h4>\n\u003cp>\u003cstrong>\u003c/strong>For those wondering what a game-based classroom looks like in a traditional school, take a peek into \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/can-learning-really-be-fun-and-games/\">Ananth Pai's third-grade class\u003c/a> in Parkview/Center Point Elementary school in Maplewood, Minnesota. Using his own money and grants that he applied for, Pai has managed to round up seven laptops, two desktops 11 Nintendo DS's, 18 games for math, reading, vocabulary, geography, and 21 digital voice recorders. Students' reading and math scores went from below average for third grade to mid-fourth-grade level. Students compete in games with other kids across the world, learn about fractions and decimals by \u003ca href=\"http://ma-gb-en-pr.whizz.com.s3.amazonaws.com/flash/ex/MA_GBR_0925CAx0100.swf\">riding a virtual ghost train\u003c/a>, for instance, work on their reading skills on sites like \u003ca href=\"http://www.raz-kids.com/main/Login\">Razkids\u003c/a>, figure out whether they can \u003ca href=\"http://www.mangahigh.com/en_us/games/flowerpowerlite\">make a living by growing flowers\u003c/a>, learn about their constitutional rights with the \u003ca href=\"http://www.icivics.org/\">Go to Court Game\u003c/a>, and so on.\u003c/p>\n\u003ch4>\u003cstrong>2. LEARNING LATIN\u003c/strong>.\u003c/h4>\n\u003cp>Teacher Kevin Ballestrini turned his introductory Latin class at Connecticut's Norwich Free Academy into an alternate reality with an \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-an-online-game-crack-the-code-to-language-learning/\">online video game\u003c/a>. The students' job: to save the world by joining a shadowy organization on a quest to find the Lapis Saeculōrum that was part of an Ancient Roman society. \"It's a mix of a role-playing game and an alternate reality game,\" Ballestrini says. Students play the role of Romans in a reconstruction of ancient Pompeii (or ancient Rome) and have to learn to think, act, create and write like a Roman in order to win the game. And those are the same goals of any introductory Latin course.\u003c/p>\n\u003ch4>\u003cstrong>3. REACHING STUDENTS. \u003c/strong>\u003c/h4>\n\u003cp>\u003cstrong>\u003c/strong>In Ramsey Musallam's A.P. Chemistry class at Sacred Heart Cathedral Preparatory in San Francisco, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/#more-21290\">cell phones are a natural extension\u003c/a> of the way he communicates with his students. As soon as kids walk in, Musallam sends out a text blast through \u003ca href=\"https://www.remind101.com/\">Remind101\u003c/a>, asking them a challenge question that's related to the day's lesson. \"First person to tell me the units on K for a second order reaction gets chocolate,\" he types and sends off. His students know he does this regularly, \u003c!--more-->so they're constantly anticipating the question during the day, in and out of class.\u003c/p>\n\u003cp>\"Sure, that's kind of cute,\" he says, admitting that it can be seen as gimmicky. \"But more importantly, in my mind that's saying, 'You're carrying around something that I can contact you with.' It's a fun ways to stay motivated in our day, which can be pretty dry sometimes. It's a chance to think about what we're learning outside the context of state testing.\"\u003c/p>\n\u003ch4>\u003cstrong>4. CREATIVE PLAY.\u003c/strong>\u003c/h4>\n\u003cp>The online game Minecraft allows players to build their own digital world, brick by digital brick. Players must scavenge for resources to build things -- mining for stone to build buildings, mining for coal to build fire. Teachers like to use Minecraft because it's a \"sandbox\" game -- it provides players nearly limitless freedom to build within it. As a player's skill develops, the game's complexity increases. Players can collaborate on building complex structures, use programming features to build contraptions, games, or compose music. \u003ca href=\"http://Minecraftteacher.net/\">Earlier this year\u003c/a>, two teachers, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/legos-for-the-digital-age-students-build-imaginary-worlds/\">Santeri Koivisto and Joel Levin\u003c/a>, decided to make the online game Minecraft more accessible and to teachers and their classrooms. They joined forces to found \u003ca href=\"http://Minecraftedu.com/index.php\">MinecraftEdu\u003c/a>, which now offers a plug-in that enables teachers to tailor the software to individual curriculum.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv id=\"attachment_25985\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/cricristina/5542560570/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-25985\" title=\"kid\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/kid.png\" alt=\"\" width=\"620\" height=\"338\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/12/kid.png 620w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/kid-400x218.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/kid-320x174.png 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: CriCristina\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">It may come as no surprise that the ideas that are top-of-mind for educators, parents, and policymakers are the very topics conveyed in the most popular MindShift posts this year. Giving kids the tools to create, teachers the freedom to innovate, making students' work relevant in the real world, giving them access to valuable technology. These are the aspirations that have resonated most with MindShift readers this year. Here are the top 10 posts from 2012.\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cstrong>1. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">EASY WAYS TO INTRODUCE PROGRAMMING TO KIDS\u003c/a>.\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp>Being able to use the Internet and operate computers is one thing, but it may be just as valuable to teach students how to code. Giving students an introduction to programming helps peel back the layers of what happens inside computers and how computers communicate with one another online. Programming knowledge, even at a very basic level, makes technology seem less magical and more manageable. Programming also teaches other important skills, including math and logic.\u003c/p>\n\u003ch4>\u003cstrong>2. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/10-things-in-school-that-should-be-obsolete/\">10 THINGS IN SCHOOL THAT SHOULD BE OBSOLETE\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>So much about how and where kids learn has changed over the years, but the physical structure of schools has not. Looking around most school facilities — even those that aren't old and crumbling – it’s obvious that so much of it is obsolete today, and yet still in wide use.\u003c!--more-->\u003c/p>\n\u003ch4>\u003cstrong>3. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/why-kids-need-schools-to-change/\">WHY KIDS NEED SCHOOLS TO CHANGE\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>The conversation in education has shifted towards outcomes and training kids for jobs of the future, and in many ways the traditional classroom has become obsolete. And yet many people fear change, preferring to hunker down and take the conservative route. Yet, it’s exactly during these uncertain times when people \u003cem>must\u003c/em> be willing to try new things, to be more open, curious and experimental, said educator Madeline Levine.\u003c/p>\n\u003ch4>\u003cstrong>4. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/why-learning-should-be-messy/\">LEARNING SHOULD BE MESSY\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>Can creativity be taught? Absolutely. The real question is: “How do we teach it?” In school, instead of crossing subjects and classes, we teach them in a very rigid manner. Very rarely do you witness math and science teachers or English and history teachers collaborating with each other. Sticking in your silo, shell, and expertise is comfortable. Well, it’s time to crack that shell. It’s time to abolish silos and subjects.\u003c/p>\n\u003ch4>\u003cstrong>5. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">MAKING CELL PHONES WORK IN THE CLASSROOM\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>At its core, the issues associated with mobile learning get to the very fundamentals of what happens in class everyday. At their best, cell phones and mobile devices seamlessly facilitate what students and teachers already do in thriving, inspiring classrooms. Students communicate and collaborate with each other and the teacher. They apply facts and information they've found to formulate or back up their ideas. They create projects to deepen their understanding, association with, and presentation of ideas.\u003c/p>\n\u003ch4>\u003cstrong>6. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/how-to-turn-your-classroom-into-an-idea-factory/\">TURN YOUR CLASSROOM INTO AN IDEA FACTORY\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>If we’re serious about preparing students to become innovators, educators have some hard work ahead. Getting students ready to tackle tomorrow’s challenges means helping them develop a new set of skills and fresh ways of thinking that they won’t acquire through textbook-driven instruction. Students need opportunities to practice these skills on right-sized projects, with supports in place to scaffold learning. They need to persist and learn from setbacks. That’s how they’ll develop the confidence to tackle difficult problems.\u003c/p>\n\u003ch4>\u003cstrong>7. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/10-open-education-resources-you-may-not-know-about-but-should/\">OPEN EDUCATION RESOURCES FOR ALL\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>As open educational resources and OpenCourseWare (OCW) increase in popularity and usage, there are a number of new resources out there that do offer opportunity for interaction and engagement with the material.\u003c/p>\n\u003ch4>\u003cstrong>8. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/for-students-why-the-question-is-more-important-than-the-answer/\">FOR STUDENTS, WHY THE QUESTION IS MORE IMPORTANT THAN THE ANSWER\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>In a traditional classroom, the teacher is the center of attention, the owner of knowledge and information. Teachers often ask questions of their students to gauge comprehension, but it’s a passive model that relies on students to absorb information they need to reproduce on tests. What would happen if the roles were flipped and students asked the questions?\u003c/p>\n\u003ch4>\u003cstrong>9. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/\">DEFINING DEEPER LEARNING\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>In preparing students for the world outside school, what skills are important to learn? This goes to the heart of the research addressed in the \u003ca href=\"http://www7.nationalacademies.org/bota/Deeper_Learning_Report_Homepage2.html\">Deeper Learning Report \u003c/a>released by the National Research Council of the National Academies of Science in Washington. Simply defined, “deeper learning” is the “process of learning for transfer,” meaning it allows a student to take what’s learned in one situation and apply it to another, explained James Pellegrino, one of the authors of the report. “You can use knowledge in ways that make it useful in new situations,” he said.\u003c/p>\n\u003ch4>\u003cstrong>10. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/should-kids-schoolwork-impact-the-real-world/\">HOW CAN WE CONNECT SCHOOL LIFE TO REAL LIFE\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>So what if we were to say that, starting this year, even with our children in K– 5, at least half of the time they spend on schoolwork must be on stuff that can’t end up in a folder we put away? That the reason they’re doing their schoolwork isn't just for a grade or for it to be pinned up in the hallway? It should be because their work is something they create on their own, or with others, that has real value in the real world.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_25985\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/cricristina/5542560570/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-25985\" title=\"kid\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/kid.png\" alt=\"\" width=\"620\" height=\"338\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/12/kid.png 620w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/kid-400x218.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/kid-320x174.png 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: CriCristina\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">It may come as no surprise that the ideas that are top-of-mind for educators, parents, and policymakers are the very topics conveyed in the most popular MindShift posts this year. Giving kids the tools to create, teachers the freedom to innovate, making students' work relevant in the real world, giving them access to valuable technology. These are the aspirations that have resonated most with MindShift readers this year. Here are the top 10 posts from 2012.\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cstrong>1. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">EASY WAYS TO INTRODUCE PROGRAMMING TO KIDS\u003c/a>.\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp>Being able to use the Internet and operate computers is one thing, but it may be just as valuable to teach students how to code. Giving students an introduction to programming helps peel back the layers of what happens inside computers and how computers communicate with one another online. Programming knowledge, even at a very basic level, makes technology seem less magical and more manageable. Programming also teaches other important skills, including math and logic.\u003c/p>\n\u003ch4>\u003cstrong>2. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/10-things-in-school-that-should-be-obsolete/\">10 THINGS IN SCHOOL THAT SHOULD BE OBSOLETE\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>So much about how and where kids learn has changed over the years, but the physical structure of schools has not. Looking around most school facilities — even those that aren't old and crumbling – it’s obvious that so much of it is obsolete today, and yet still in wide use.\u003c!--more-->\u003c/p>\n\u003ch4>\u003cstrong>3. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/why-kids-need-schools-to-change/\">WHY KIDS NEED SCHOOLS TO CHANGE\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>The conversation in education has shifted towards outcomes and training kids for jobs of the future, and in many ways the traditional classroom has become obsolete. And yet many people fear change, preferring to hunker down and take the conservative route. Yet, it’s exactly during these uncertain times when people \u003cem>must\u003c/em> be willing to try new things, to be more open, curious and experimental, said educator Madeline Levine.\u003c/p>\n\u003ch4>\u003cstrong>4. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/why-learning-should-be-messy/\">LEARNING SHOULD BE MESSY\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>Can creativity be taught? Absolutely. The real question is: “How do we teach it?” In school, instead of crossing subjects and classes, we teach them in a very rigid manner. Very rarely do you witness math and science teachers or English and history teachers collaborating with each other. Sticking in your silo, shell, and expertise is comfortable. Well, it’s time to crack that shell. It’s time to abolish silos and subjects.\u003c/p>\n\u003ch4>\u003cstrong>5. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">MAKING CELL PHONES WORK IN THE CLASSROOM\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>At its core, the issues associated with mobile learning get to the very fundamentals of what happens in class everyday. At their best, cell phones and mobile devices seamlessly facilitate what students and teachers already do in thriving, inspiring classrooms. Students communicate and collaborate with each other and the teacher. They apply facts and information they've found to formulate or back up their ideas. They create projects to deepen their understanding, association with, and presentation of ideas.\u003c/p>\n\u003ch4>\u003cstrong>6. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/how-to-turn-your-classroom-into-an-idea-factory/\">TURN YOUR CLASSROOM INTO AN IDEA FACTORY\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>If we’re serious about preparing students to become innovators, educators have some hard work ahead. Getting students ready to tackle tomorrow’s challenges means helping them develop a new set of skills and fresh ways of thinking that they won’t acquire through textbook-driven instruction. Students need opportunities to practice these skills on right-sized projects, with supports in place to scaffold learning. They need to persist and learn from setbacks. That’s how they’ll develop the confidence to tackle difficult problems.\u003c/p>\n\u003ch4>\u003cstrong>7. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/10-open-education-resources-you-may-not-know-about-but-should/\">OPEN EDUCATION RESOURCES FOR ALL\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>As open educational resources and OpenCourseWare (OCW) increase in popularity and usage, there are a number of new resources out there that do offer opportunity for interaction and engagement with the material.\u003c/p>\n\u003ch4>\u003cstrong>8. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/for-students-why-the-question-is-more-important-than-the-answer/\">FOR STUDENTS, WHY THE QUESTION IS MORE IMPORTANT THAN THE ANSWER\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>In a traditional classroom, the teacher is the center of attention, the owner of knowledge and information. Teachers often ask questions of their students to gauge comprehension, but it’s a passive model that relies on students to absorb information they need to reproduce on tests. What would happen if the roles were flipped and students asked the questions?\u003c/p>\n\u003ch4>\u003cstrong>9. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/\">DEFINING DEEPER LEARNING\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>In preparing students for the world outside school, what skills are important to learn? This goes to the heart of the research addressed in the \u003ca href=\"http://www7.nationalacademies.org/bota/Deeper_Learning_Report_Homepage2.html\">Deeper Learning Report \u003c/a>released by the National Research Council of the National Academies of Science in Washington. 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"content": "\u003cdiv id=\"attachment_25260\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/four-smart-ways-to-use-cell-phones-in-class/cellphone-2/\" rel=\"attachment wp-att-25260\">\u003cimg class=\"size-large wp-image-25260\" title=\"cellphone\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/cellphone-620x433.jpg\" alt=\"\" width=\"620\" height=\"433\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://plpnetwork.com/author/jennifer-carey/\">Jennifer Carey\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">A good rule of thumb for any classroom use of cellphones: the lesson/activity must be engaging as well as productive. You don’t want technology for the sake of technology (and students aren’t going to be intrinsically fascinated with a device they use routinely when they’re outside of school). If the students don’t enjoy what they’re doing, they will be more tempted to use their phones inappropriately.\u003c/p>\n\u003cp>Here are some ideas:\u003c/p>\n\u003cp>\u003cstrong>IN-CLASS POLLING/QUIZZING\u003c/strong>\u003cem>\u003cstrong>.\u003c/strong>\u003c/em> Educators like using the program called \u003ca href=\"http://www.polleverywhere.com\">Poll Everywhere\u003c/a>. It’s free for audiences up to 40, and allows you to create quiz questions for which students text in their answers. No expensive clicker systems to buy, set up, and maintain. If students register their cellphone numbers (a requirement in my class) you can even track their answers for impromptu quizzes or review.\u003c/p>\n\u003cp>\u003cstrong>IN-CLASS BACK-CHANNELING\u003cem>: \u003c/em>\u003c/strong>\u003ca href=\"http://en.wikipedia.org/wiki/Backchannel\">Backchanneling\u003c/a> refers to the use of networks & social media to maintain an online, real-time conversation alongside spoken remarks. For example, if you attend a keynote presentation at a conference, you’ll often find that some listeners in the audience are using their mobile devices to comment to other audience members about things the speaker is saying, while the speaker is saying them.\u003c/p>\n\u003cp>Backchanneling can be a great way to give quiet students a voice, to introduce additional facts and insights during a lesson, or simply to encourage “conversation” during lecture or group readings when you don’t want to actually interrupt the presentation.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While \u003ca href=\"https://twitter.com/TeacherJenCarey\">Twitter\u003c/a> is probably the most popular medium for backchanneling news and entertainment events (using #hashtags to create an instant network), teachers may want a more controllable \u003c!--more-->platform than Twitter provides. Teachers can set up a variety of a private backchannel using free webtools, like \u003ca href=\"http://todaysmeet.com\">Today’s Meet\u003c/a>, which allows individuals to create temporary rooms to host backchannel discussions.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>MORE READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">How Teachers Make Cell Phones Work in Class\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/class-turn-on-your-cell-phones-its-time-to-text/\">Class, Turn on Your Cell Phones: It's Time to Text\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/in-the-digital-age-welcoming-cell-phones-in-the-class/\">More School Districts Welcome Cell Phones\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Poll Everywhere can also be used for this purpose. Plus, it allows you to moderate comments and prohibits any anonymous contributions.\u003c/p>\n\u003cp>\u003cstrong>IN-CLASS READINGS AND HANDOUTS.\u003c/strong> Smartphones can also be used productively in the classroom as eReaders for books and handouts. You can place all student handouts into DropBox folders (see “\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/dropbox-a-multi-tool-for-educators/\">Dropbox A Multi-Tool for Educators\u003c/a>”). Students can access Dropbox space and open reference material without printing it up or asking for a new copy during class assignments.\u003c/p>\n\u003cp>Of course, for traditional reading materials (textbooks and paperbacks), you can use mobile apps like \u003ca href=\"http://www.amazon.com/gp/feature.html/ref=sa_menu_karl3?ie=UTF8&docId=1000493771\">Kindle eReader\u003c/a>, \u003ca href=\"http://www.barnesandnoble.com/u/nook-mobile-apps/379003593\">Nook App\u003c/a>, \u003ca href=\"https://itunes.apple.com/us/app/ibooks/id364709193?mt=8\">iBooks\u003c/a>, or \u003ca href=\"https://play.google.com/store/books?utm_source=HA_Desktop_US&utm_medium=SEM&utm_campaign=gplaunch\">Google’s Play Books\u003c/a> (just to name a few). Many of them host free content and some allow you to load content of your own. This is a great way to save money on book purchases and photocopies. Using these apps, students can even highlight and annotate.\u003c/p>\n\u003cp>\u003cstrong>ORGANIZING RESEARCH. \u003c/strong>“Camera scanners,”which capture information using the phone’s built-in camera, allows students to take pictures of documents (even books with those bendy pages), crop them, and then enhance them for ready viewing. You can create notebooks of documents (if you are copying sections of a book or article) and then store them on the device or export them (as a photo image or PDF) to \u003ca href=\"http://drive.google.com\">Google Docs\u003c/a>, \u003ca href=\"http://plpnetwork.com/2012/08/10/dropbox-a-superb-classroom-tool/\">DropBox\u003c/a>, \u003ca href=\"http://www.evernote.com\">Evernote\u003c/a>, and more. It’s a great tool for you or your students to organize research materials. One of the best apps for this purpose is\u003ca href=\"http://www.thegrizzlylabs.com\">Genius Scan+\u003c/a> – available for iOS, Android, and Windows based phones.\u003c/p>\n\u003cp>\u003ca href=\"http://www.evernote.com\">Evernote\u003c/a> is another great application that students can use to organize their notes and images, take voice notes, write notes by hand, gather web clippings, sort emails, and more. You can put them into pre-categorized folders (class, project, theme, etc) as well as give them “\u003ca href=\"http://en.wikipedia.org/wiki/Tag_%28metadata%29\">tags\u003c/a>” which makes them easy to search and sort later.\u003c/p>\n\u003cp>Most people can grasp the power of having \u003ca href=\"http://www.google.com\">Google\u003c/a> in their pocket, but few recognize that the mobile version of Google is much more than a web browser. One of the cool features is its ability to perform searches using images. This feature, called \u003ca href=\"http://www.google.com/mobile/goggles/#text\">Google Goggles\u003c/a>, is a creative way to search the Internet for image-based content (watch the video). See how it was used in a \u003ca href=\"http://indianajen.com/?s=google+goggles\">creative field trip experiment at the local museum\u003c/a>.\u003c/p>\n\u003cp>These mobile Google capabilities offer a great way for students to explore material on the fly, using a variety of media. Any content, images, etc. that they find can be sent to a \u003ca href=\"https://www.google.com/intl/en_US/drive/start/index.html\">Google Drive\u003c/a> account.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Jennifer Carey teaches at Trinity Valley School in Ft. Worth, Texas and blogs at \u003ca href=\"http://indianajen.com/\">Indiana Jen\u003c/a>. A version of this post appeared on \u003ca href=\"http://plpnetwork.com/2012/11/21/teaching-smartphones/\">Voices in the Learning Revolution\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_25260\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/four-smart-ways-to-use-cell-phones-in-class/cellphone-2/\" rel=\"attachment wp-att-25260\">\u003cimg class=\"size-large wp-image-25260\" title=\"cellphone\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/cellphone-620x433.jpg\" alt=\"\" width=\"620\" height=\"433\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://plpnetwork.com/author/jennifer-carey/\">Jennifer Carey\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">A good rule of thumb for any classroom use of cellphones: the lesson/activity must be engaging as well as productive. You don’t want technology for the sake of technology (and students aren’t going to be intrinsically fascinated with a device they use routinely when they’re outside of school). If the students don’t enjoy what they’re doing, they will be more tempted to use their phones inappropriately.\u003c/p>\n\u003cp>Here are some ideas:\u003c/p>\n\u003cp>\u003cstrong>IN-CLASS POLLING/QUIZZING\u003c/strong>\u003cem>\u003cstrong>.\u003c/strong>\u003c/em> Educators like using the program called \u003ca href=\"http://www.polleverywhere.com\">Poll Everywhere\u003c/a>. It’s free for audiences up to 40, and allows you to create quiz questions for which students text in their answers. No expensive clicker systems to buy, set up, and maintain. If students register their cellphone numbers (a requirement in my class) you can even track their answers for impromptu quizzes or review.\u003c/p>\n\u003cp>\u003cstrong>IN-CLASS BACK-CHANNELING\u003cem>: \u003c/em>\u003c/strong>\u003ca href=\"http://en.wikipedia.org/wiki/Backchannel\">Backchanneling\u003c/a> refers to the use of networks & social media to maintain an online, real-time conversation alongside spoken remarks. For example, if you attend a keynote presentation at a conference, you’ll often find that some listeners in the audience are using their mobile devices to comment to other audience members about things the speaker is saying, while the speaker is saying them.\u003c/p>\n\u003cp>Backchanneling can be a great way to give quiet students a voice, to introduce additional facts and insights during a lesson, or simply to encourage “conversation” during lecture or group readings when you don’t want to actually interrupt the presentation.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While \u003ca href=\"https://twitter.com/TeacherJenCarey\">Twitter\u003c/a> is probably the most popular medium for backchanneling news and entertainment events (using #hashtags to create an instant network), teachers may want a more controllable \u003c!--more-->platform than Twitter provides. Teachers can set up a variety of a private backchannel using free webtools, like \u003ca href=\"http://todaysmeet.com\">Today’s Meet\u003c/a>, which allows individuals to create temporary rooms to host backchannel discussions.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>MORE READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">How Teachers Make Cell Phones Work in Class\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/class-turn-on-your-cell-phones-its-time-to-text/\">Class, Turn on Your Cell Phones: It's Time to Text\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/in-the-digital-age-welcoming-cell-phones-in-the-class/\">More School Districts Welcome Cell Phones\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Poll Everywhere can also be used for this purpose. Plus, it allows you to moderate comments and prohibits any anonymous contributions.\u003c/p>\n\u003cp>\u003cstrong>IN-CLASS READINGS AND HANDOUTS.\u003c/strong> Smartphones can also be used productively in the classroom as eReaders for books and handouts. You can place all student handouts into DropBox folders (see “\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/dropbox-a-multi-tool-for-educators/\">Dropbox A Multi-Tool for Educators\u003c/a>”). Students can access Dropbox space and open reference material without printing it up or asking for a new copy during class assignments.\u003c/p>\n\u003cp>Of course, for traditional reading materials (textbooks and paperbacks), you can use mobile apps like \u003ca href=\"http://www.amazon.com/gp/feature.html/ref=sa_menu_karl3?ie=UTF8&docId=1000493771\">Kindle eReader\u003c/a>, \u003ca href=\"http://www.barnesandnoble.com/u/nook-mobile-apps/379003593\">Nook App\u003c/a>, \u003ca href=\"https://itunes.apple.com/us/app/ibooks/id364709193?mt=8\">iBooks\u003c/a>, or \u003ca href=\"https://play.google.com/store/books?utm_source=HA_Desktop_US&utm_medium=SEM&utm_campaign=gplaunch\">Google’s Play Books\u003c/a> (just to name a few). Many of them host free content and some allow you to load content of your own. This is a great way to save money on book purchases and photocopies. Using these apps, students can even highlight and annotate.\u003c/p>\n\u003cp>\u003cstrong>ORGANIZING RESEARCH. \u003c/strong>“Camera scanners,”which capture information using the phone’s built-in camera, allows students to take pictures of documents (even books with those bendy pages), crop them, and then enhance them for ready viewing. You can create notebooks of documents (if you are copying sections of a book or article) and then store them on the device or export them (as a photo image or PDF) to \u003ca href=\"http://drive.google.com\">Google Docs\u003c/a>, \u003ca href=\"http://plpnetwork.com/2012/08/10/dropbox-a-superb-classroom-tool/\">DropBox\u003c/a>, \u003ca href=\"http://www.evernote.com\">Evernote\u003c/a>, and more. It’s a great tool for you or your students to organize research materials. One of the best apps for this purpose is\u003ca href=\"http://www.thegrizzlylabs.com\">Genius Scan+\u003c/a> – available for iOS, Android, and Windows based phones.\u003c/p>\n\u003cp>\u003ca href=\"http://www.evernote.com\">Evernote\u003c/a> is another great application that students can use to organize their notes and images, take voice notes, write notes by hand, gather web clippings, sort emails, and more. You can put them into pre-categorized folders (class, project, theme, etc) as well as give them “\u003ca href=\"http://en.wikipedia.org/wiki/Tag_%28metadata%29\">tags\u003c/a>” which makes them easy to search and sort later.\u003c/p>\n\u003cp>Most people can grasp the power of having \u003ca href=\"http://www.google.com\">Google\u003c/a> in their pocket, but few recognize that the mobile version of Google is much more than a web browser. One of the cool features is its ability to perform searches using images. This feature, called \u003ca href=\"http://www.google.com/mobile/goggles/#text\">Google Goggles\u003c/a>, is a creative way to search the Internet for image-based content (watch the video). See how it was used in a \u003ca href=\"http://indianajen.com/?s=google+goggles\">creative field trip experiment at the local museum\u003c/a>.\u003c/p>\n\u003cp>These mobile Google capabilities offer a great way for students to explore material on the fly, using a variety of media. Any content, images, etc. that they find can be sent to a \u003ca href=\"https://www.google.com/intl/en_US/drive/start/index.html\">Google Drive\u003c/a> account.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Jennifer Carey teaches at Trinity Valley School in Ft. Worth, Texas and blogs at \u003ca href=\"http://indianajen.com/\">Indiana Jen\u003c/a>. A version of this post appeared on \u003ca href=\"http://plpnetwork.com/2012/11/21/teaching-smartphones/\">Voices in the Learning Revolution\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_24357\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/iPad.jpg\">\u003cimg class=\"size-large wp-image-24357\" title=\"iPad\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/iPad-620x385.jpg\" alt=\"\" width=\"620\" height=\"385\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Lenny Gonzales\u003c/p>\n\u003c/div>\n\u003ch5>By Terry Heick\u003c/h5>\n\u003cp class=\"dropcap-serif\">When it comes to deciding how or whether to use iPads, schools typically focus on budget issues, apps, networking logistics, check-in and check-out procedures, school and district tech-use policies, hardware precautions, and aspects of classroom management.\u003c/p>\n\u003cp>But it's also important to think about instructional use, and to that end, consider the following questions.\u003c/p>\n\u003cp style=\"padding-left: 30px\">1. What are the goals for iPad implementation? Engagement, access to digital textbooks, access to digital environments, primarily media consumption, media production, or a blend of everything?\u003c/p>\n\u003cp style=\"padding-left: 30px\">2. What can the iPad do that is not possible–or is clunky and cumbersome–without it? That is, what learning problems does the iPad solve?\u003c/p>\n\u003cp style=\"padding-left: 30px\">3. What sort of instructional planning are you using–traditional units, project-based learning, game-based learning, or something else? That is, what style of learning are you expecting the iPad to actuate?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"padding-left: 30px\">4. How should your instructional design and lesson planning be revised as a result of the iPad? What “fail-safes” should be built into activities to ensure learning is possible when the technology misbehaves and doesn’t do what you ask?\u003c/p>\n\u003cp style=\"padding-left: 30px\">5. What is your own comfort level with technology? What digital, physical, and human resources are available when something is needed?\u003c/p>\n\u003cp style=\"padding-left: 30px\">6. Will the iPad’s use always require special, specific planning? What changes could you \u003c!--more-->make to allow the iPad’s application in the classroom to be more organic and fluid?\u003c/p>\n\u003cp style=\"padding-left: 30px\">7. What is the role of learner in iPad use? Can they choose which apps they use to solve a problem? Suggest better apps for better problem-solving? Switch between tasks, assignments, and activities freely, or a follow-only approach?\u003c/p>\n\u003cp style=\"padding-left: 30px\">8. Is the learning environment you design and manage technology-centered, standards-centered, data-centered, or student-centered?\u003c/p>\n\u003cp style=\"padding-left: 30px\">9. How can you experiment with new instructional styles to take advantage of mobile learning devices in the classroom? For example, quick, open-ended, digital problem-solving competitions that utilize quick bursts of higher-level thinking skills in individual and collaborative arrangements.\u003c/p>\n\u003cp style=\"padding-left: 30px\">10. How committed are you to overcoming unforeseen challenges?\u003c/p>\n\u003cp>\u003cstrong>Also worth considering:\u003c/strong> How can parents, families, and local businesses be involved in procuring, managing, or integrating iPads in the classroom? Is BYOD (Bring Your Own iPad) possible? How successful has the curriculum and instructional design been in the school prior to iPad deployment? Further, how is “success” defined in the school–authentic projects, creative thinking, or standardized-testing proficiency? What are the “terms of deployment” in the school? 1:1 or 1 per class? Do students have open access based on need, or teacher planning?\u003c/p>\n\u003cp>These kinds of questions can help you get the most out of the iPad’s use in your classroom.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://www.teachthought.com/teaching/10-questions-to-ask-yourself-before-deploying-ipads/\">TeachThought\u003c/a>, where Terry Heick is the director of curriculum.\u003cbr>\n\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_24357\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/iPad.jpg\">\u003cimg class=\"size-large wp-image-24357\" title=\"iPad\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/iPad-620x385.jpg\" alt=\"\" width=\"620\" height=\"385\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Lenny Gonzales\u003c/p>\n\u003c/div>\n\u003ch5>By Terry Heick\u003c/h5>\n\u003cp class=\"dropcap-serif\">When it comes to deciding how or whether to use iPads, schools typically focus on budget issues, apps, networking logistics, check-in and check-out procedures, school and district tech-use policies, hardware precautions, and aspects of classroom management.\u003c/p>\n\u003cp>But it's also important to think about instructional use, and to that end, consider the following questions.\u003c/p>\n\u003cp style=\"padding-left: 30px\">1. What are the goals for iPad implementation? Engagement, access to digital textbooks, access to digital environments, primarily media consumption, media production, or a blend of everything?\u003c/p>\n\u003cp style=\"padding-left: 30px\">2. What can the iPad do that is not possible–or is clunky and cumbersome–without it? That is, what learning problems does the iPad solve?\u003c/p>\n\u003cp style=\"padding-left: 30px\">3. What sort of instructional planning are you using–traditional units, project-based learning, game-based learning, or something else? That is, what style of learning are you expecting the iPad to actuate?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px\">4. How should your instructional design and lesson planning be revised as a result of the iPad? What “fail-safes” should be built into activities to ensure learning is possible when the technology misbehaves and doesn’t do what you ask?\u003c/p>\n\u003cp style=\"padding-left: 30px\">5. What is your own comfort level with technology? What digital, physical, and human resources are available when something is needed?\u003c/p>\n\u003cp style=\"padding-left: 30px\">6. Will the iPad’s use always require special, specific planning? What changes could you \u003c!--more-->make to allow the iPad’s application in the classroom to be more organic and fluid?\u003c/p>\n\u003cp style=\"padding-left: 30px\">7. What is the role of learner in iPad use? Can they choose which apps they use to solve a problem? Suggest better apps for better problem-solving? Switch between tasks, assignments, and activities freely, or a follow-only approach?\u003c/p>\n\u003cp style=\"padding-left: 30px\">8. Is the learning environment you design and manage technology-centered, standards-centered, data-centered, or student-centered?\u003c/p>\n\u003cp style=\"padding-left: 30px\">9. How can you experiment with new instructional styles to take advantage of mobile learning devices in the classroom? For example, quick, open-ended, digital problem-solving competitions that utilize quick bursts of higher-level thinking skills in individual and collaborative arrangements.\u003c/p>\n\u003cp style=\"padding-left: 30px\">10. How committed are you to overcoming unforeseen challenges?\u003c/p>\n\u003cp>\u003cstrong>Also worth considering:\u003c/strong> How can parents, families, and local businesses be involved in procuring, managing, or integrating iPads in the classroom? Is BYOD (Bring Your Own iPad) possible? How successful has the curriculum and instructional design been in the school prior to iPad deployment? Further, how is “success” defined in the school–authentic projects, creative thinking, or standardized-testing proficiency? What are the “terms of deployment” in the school? 1:1 or 1 per class? Do students have open access based on need, or teacher planning?\u003c/p>\n\u003cp>These kinds of questions can help you get the most out of the iPad’s use in your classroom.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://www.teachthought.com/teaching/10-questions-to-ask-yourself-before-deploying-ipads/\">TeachThought\u003c/a>, where Terry Heick is the director of curriculum.\u003cbr>\n\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_23635\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/IMG_8631.jpg\">\u003cimg class=\"size-large wp-image-23635\" title=\"IMG_8631\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/IMG_8631-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003ch5>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">As more schools start to integrate their own \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mobile-learning/\">mobile learning strategies\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/\">Bring Your Own Device policies\u003c/a>, one school district in a suburb of Houston has managed to come up with what appears to be a successful BYOD program.\u003c/p>\n\u003cp>Katy Independent School District (ISD) has a student population of 63,000 students and 56 schools – elementary, middle and high schools. There are 83 languages spoken by students in the district and 31 percent of the student population is on free or reduced lunch programs.\u003c/p>\n\u003cp>In 2009, Katy began a three-year plan to change instruction in the school district by promoting a standardized toolbox of web-based tools dubbed “Web 2.0.” They also set out guidelines for behavior in the digital space called “Digital Citizenship,” in the hopes that the school would not just teach kids math and reading, but also how to behave in a public digital world.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“Part of this education we’ve going through for the past three years is helping our teachers to understand when it's appropriate to use this and when it's not.”\u003c/p>\n\u003c/aside>\n\u003cp>But first, the school district needed to understand the ins and outs of mobile learning. Lenny Schad, the Chief Information Officer for the district led the effort who has become the go-to guy for educators looking to implement their own mobile learning strategy has one primary piece of advice: Mobile learning is a holistic educational plan, not just introducing technology into existing structures.\u003c/p>\n\u003cp>“Mobile learning is all about changing instruction. Because if the instruction doesn’t change, allowing the kids to bring their own device will do nothing,” he explained in a recent \u003ca href=\"http://www.instantpresenter.com/WebConference/RecordingDefault.aspx?c_psrid=E959DC88884E\">EdWeb \u003c!--more-->webinar\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Schad stressed that the teacher’s role in a mobile learning classroom changes significantly. Rather than standing up front or sitting behind a desk and transmitting information, kids are doing a lot of the learning on their own. The teacher’s job is to get up, walk around, monitor the kids’ progress and make sure they're staying on task.\u003c/p>\n\u003cp>“It completely changed the dynamic of the classroom,” Schad said. The students became excited to demonstrate what they had learned or how they worked out a problem. And they didn’t seem to mind school work anymore -- Schad said kids played educational games for hours without realizing they were learning.\u003c/p>\n\u003cp>\u003cstrong>STEP BY STEP\u003c/strong>\u003c/p>\n\u003cp>The district rolled out its mobile learning strategy slowly, at first only focusing on the early adopters from the teaching staff, and a limited group of students. The district gave out 130 mobile learning devices to fifth-graders. The devices were web-enabled, but could only access sites approved on the main network. Phone and text functions were turned off. Students loved it. Schad said they were immediately more engaged in the classroom and student achievement scores went up. So, in 2010 the district expanded the program to 11 campuses and handed out 1,700 devices.\u003c/p>\n\u003cp>Katy put together an approved package of mobile learning tools for teachers, part of the Web 2.0 kits. They use \u003ca href=\"http://www.edmodo.com/\">Edmodo\u003c/a>, a social networking site for teachers and students to share information about school work. Shad is also excited about \u003ca href=\"http://www.discoveryeducation.com/\">Discovery Education\u003c/a>, a tool that allows students to bring the world into the classroom. For example, a student could build a virtual circuit on a tablet, and understand the process by actually doing it.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/\">In Cash-Strapped Schools, Students Bring Their Own Devices\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/to-ban-or-not-to-ban-schools-must-decide-cell-phone-policies/\">To Ban or Not To Ban: Schools Weigh Cell Phone Policies\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?\u003c/a>\u003c/p>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>But mobile devices are just one set of tools in the district's toolbox. Schad says there are times when mobile learning works best, often in math and science, but at other times laptops or pen-and-pencil instruction are more appropriate.\u003c/p>\n\u003cp>“Part of this education we’ve going through for the past three years is helping our teachers to understand when it's appropriate to use this and when it's not,” he said.\u003c/p>\n\u003cp>After all the groundwork Katy had been laid to test mobile learning with students, teachers, and parents, the BOYD program seemed inevitable -- a natural progression. Teachers wanted more devices and that was an easy way to get them. At the end of the three-year implementation, the district surveyed students and found that 77 percent were bringing their own devices to school, 54 percent of which were smartphones. They also surveyed their 4,000 teachers, got 1,609 responses and found that 33 percent of those respondents were already regularly incorporating BYOD into instruction. Another 46 percent said they would use BYOD more if they had more devices.\u003c/p>\n\u003cp>Schad attributed the hesitancy of half the teachers to concerns over equity – teachers didn’t want to use BYOD if not everyone had a device. Schad said that could be easily solved by having students work in teams – a student without a device collaborates with a student who does have one.\u003c/p>\n\u003cp>Schad explained that at the beginning of the program, middle school students were only allowed to bring out their devices when directed to by a teacher. They were not allowed to use them at lunch or when passing in the halls. However, the high school students were allowed to have theirs all day. Schad said when establishing these rules restricting use, students behaved more responsibly.\u003c/p>\n\u003cp>“It changed the tone and helped with the kids understanding of digital citizenship, when it's appropriate and when it's not,” he said. There were so few problems with abuse that this school year the district loosened the middle school rules to mirror the high school.\u003c/p>\n\u003cp>As for funding, Katy received a number of grants that helped the district upgrade its Wi-Fi, which helped kick-start this initiative. Schad estimates that each device costs about $100 and the data plan costs $34. That doesn’t include any of the costs of maintaining the system like training, outreach and the other support roles that made the Katy three-year plan a success.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23635\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/IMG_8631.jpg\">\u003cimg class=\"size-large wp-image-23635\" title=\"IMG_8631\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/IMG_8631-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003ch5>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">As more schools start to integrate their own \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mobile-learning/\">mobile learning strategies\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/\">Bring Your Own Device policies\u003c/a>, one school district in a suburb of Houston has managed to come up with what appears to be a successful BYOD program.\u003c/p>\n\u003cp>Katy Independent School District (ISD) has a student population of 63,000 students and 56 schools – elementary, middle and high schools. There are 83 languages spoken by students in the district and 31 percent of the student population is on free or reduced lunch programs.\u003c/p>\n\u003cp>In 2009, Katy began a three-year plan to change instruction in the school district by promoting a standardized toolbox of web-based tools dubbed “Web 2.0.” They also set out guidelines for behavior in the digital space called “Digital Citizenship,” in the hopes that the school would not just teach kids math and reading, but also how to behave in a public digital world.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“Part of this education we’ve going through for the past three years is helping our teachers to understand when it's appropriate to use this and when it's not.”\u003c/p>\n\u003c/aside>\n\u003cp>But first, the school district needed to understand the ins and outs of mobile learning. Lenny Schad, the Chief Information Officer for the district led the effort who has become the go-to guy for educators looking to implement their own mobile learning strategy has one primary piece of advice: Mobile learning is a holistic educational plan, not just introducing technology into existing structures.\u003c/p>\n\u003cp>“Mobile learning is all about changing instruction. Because if the instruction doesn’t change, allowing the kids to bring their own device will do nothing,” he explained in a recent \u003ca href=\"http://www.instantpresenter.com/WebConference/RecordingDefault.aspx?c_psrid=E959DC88884E\">EdWeb \u003c!--more-->webinar\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Schad stressed that the teacher’s role in a mobile learning classroom changes significantly. Rather than standing up front or sitting behind a desk and transmitting information, kids are doing a lot of the learning on their own. The teacher’s job is to get up, walk around, monitor the kids’ progress and make sure they're staying on task.\u003c/p>\n\u003cp>“It completely changed the dynamic of the classroom,” Schad said. The students became excited to demonstrate what they had learned or how they worked out a problem. And they didn’t seem to mind school work anymore -- Schad said kids played educational games for hours without realizing they were learning.\u003c/p>\n\u003cp>\u003cstrong>STEP BY STEP\u003c/strong>\u003c/p>\n\u003cp>The district rolled out its mobile learning strategy slowly, at first only focusing on the early adopters from the teaching staff, and a limited group of students. The district gave out 130 mobile learning devices to fifth-graders. The devices were web-enabled, but could only access sites approved on the main network. Phone and text functions were turned off. Students loved it. Schad said they were immediately more engaged in the classroom and student achievement scores went up. So, in 2010 the district expanded the program to 11 campuses and handed out 1,700 devices.\u003c/p>\n\u003cp>Katy put together an approved package of mobile learning tools for teachers, part of the Web 2.0 kits. They use \u003ca href=\"http://www.edmodo.com/\">Edmodo\u003c/a>, a social networking site for teachers and students to share information about school work. Shad is also excited about \u003ca href=\"http://www.discoveryeducation.com/\">Discovery Education\u003c/a>, a tool that allows students to bring the world into the classroom. For example, a student could build a virtual circuit on a tablet, and understand the process by actually doing it.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/\">In Cash-Strapped Schools, Students Bring Their Own Devices\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/to-ban-or-not-to-ban-schools-must-decide-cell-phone-policies/\">To Ban or Not To Ban: Schools Weigh Cell Phone Policies\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?\u003c/a>\u003c/p>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>But mobile devices are just one set of tools in the district's toolbox. Schad says there are times when mobile learning works best, often in math and science, but at other times laptops or pen-and-pencil instruction are more appropriate.\u003c/p>\n\u003cp>“Part of this education we’ve going through for the past three years is helping our teachers to understand when it's appropriate to use this and when it's not,” he said.\u003c/p>\n\u003cp>After all the groundwork Katy had been laid to test mobile learning with students, teachers, and parents, the BOYD program seemed inevitable -- a natural progression. Teachers wanted more devices and that was an easy way to get them. At the end of the three-year implementation, the district surveyed students and found that 77 percent were bringing their own devices to school, 54 percent of which were smartphones. They also surveyed their 4,000 teachers, got 1,609 responses and found that 33 percent of those respondents were already regularly incorporating BYOD into instruction. Another 46 percent said they would use BYOD more if they had more devices.\u003c/p>\n\u003cp>Schad attributed the hesitancy of half the teachers to concerns over equity – teachers didn’t want to use BYOD if not everyone had a device. Schad said that could be easily solved by having students work in teams – a student without a device collaborates with a student who does have one.\u003c/p>\n\u003cp>Schad explained that at the beginning of the program, middle school students were only allowed to bring out their devices when directed to by a teacher. They were not allowed to use them at lunch or when passing in the halls. However, the high school students were allowed to have theirs all day. Schad said when establishing these rules restricting use, students behaved more responsibly.\u003c/p>\n\u003cp>“It changed the tone and helped with the kids understanding of digital citizenship, when it's appropriate and when it's not,” he said. 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"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/news/series/baycurious",
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"source": "kqed",
"order": 3
},
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}
},
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"id": "bbc-world-service",
"title": "BBC World Service",
"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
"airtime": "MON-FRI 9pm-10pm, TUE-FRI 1am-2am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.bbc.co.uk/sounds/play/live:bbc_world_service",
"meta": {
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"source": "BBC World Service"
},
"link": "/radio/program/bbc-world-service",
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"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareport",
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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}
},
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"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"source": "kqed",
"order": 1
},
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
"site": "radio",
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},
"link": "/radio/program/code-switch-life-kit",
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},
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2",
"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"meta": {
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"source": "kqed",
"order": 9
},
"link": "/forum",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"freakonomics-radio": {
"id": "freakonomics-radio",
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"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
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"id": "fresh-air",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
"spotify": "https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"
}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
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