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"disqusTitle": "Class, Turn On Your Cell Phones: It's Time to Text",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-14817\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/87549956-300x193.jpg\" alt=\"\" width=\"300\" height=\"193\">\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp>As we \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/to-ban-or-not-to-ban-schools-must-decide-cell-phone-policies/\">noted earlier this week\u003c/a>, cell phones are in the hands of the vast majority of adults and whether schools like it or not, they're in the hands of most students. While many schools still see cellphones as a distraction rather than as an educational tool, it's hard to deny that these devices are quickly becoming the primary means by which we communicate, in or out of schools.\u003c/p>\n\u003cp>For most teens, it's not the \"phone\" part of a cellphone that they use most. Rather it's text-messaging. A \u003ca href=\"http://pewresearch.org/pubs/1572/teens-cell-phones-text-messages\">Pew survey\u003c/a> from last summer found that one in three teens sends more than 100 text messages a day -- more than 3,000 messages per month. Statistics like this point to all sorts of possibilities for educational opportunities around texting, particularly if you want to tap into the tools that they're already using.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Classrooms can use the service to take quick polls and quizzes, filter messages, get news updates, take notes, and organize group study -- all in real time.\u003c/p>\n\u003c/aside>\n\u003cp>But text-messaging has other benefits as well. Unlike apps that are only available on certain smartphones or mobile websites that are only accessible on Internet-enabled devices, text-messaging is widely available. This makes it an important and accessible communication tool, one that can meet the needs of schools and communities.\u003c/p>\n\u003cp>Meeting that need is the goal of \u003ca href=\"http://cel.ly\">Celly, \u003c/a>a startup out of Portland, Oregon. A simple description of the new company: Celly offers SMS-based group messaging. Anyone can create or join a group by visiting the website or by sending a text to C-E-L-L-Y (2-3-5-5-9). And it's free to use (not counting what phone companies charge for messaging).\u003c/p>\n\u003cp>Classrooms can use the service to take quick polls and quizzes, filter messages, get news updates, take notes, and organize group study -- all in real time.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Though it might seem like a simple premise, Celly's messaging tool is actually quite multi-faceted, and the founding team -- Russell Okamoto and Greg Passmore -- aim to \u003ca href=\"http://cel.ly/forschools\">make it work for schools \u003c/a>and civic organizations.\u003c/p>\n\u003cp>In the school setting, specifically, considering the privacy and safety issues that arise around any social network, particularly a network used by teachers and students, is a top priority. Messaging via Celly happens without sharing phone numbers, for example, and there are a number of controls that allow group administrators to approve or kick people. Groups -- or as Celly calls them \"cells\" -- all have unique names and can be private or public, the latter being indexed by search engines. The cells can be configured to be open, allowing anyone to send messages; they can be moderated, so that the administrator must approve each message; or they can be alert-only, so that only the cell's administrator can message group members.\u003c/p>\n\u003cp>Messages can be accessed via cellphones (obviously), but also via the Web. Celly also has a polling feature, so that cellphones can be used in lieu of devices like \"clickers\" to poll and quiz students in class. Celly also gives users the ability to @-message themselves for quick note-taking. And with no limits on the number of people that can join a cell, small groups can use it for study groups, classes can use it for discussions, and entire schools can use it for messaging.\u003c/p>\n\u003cp>Cells can also be set up with \"receptors,\" allowing them to track any Web feed and filter messages based on certain hashtags or locations. This means that the cells can be used to organize and aggregate content, and as cells can be connected -- via these receptors -- to other cells, it could be a way for grades, schools, districts, for example, to automate information flow. A classroom's cell could get updates when a certain blog was updated, for example, or an administrator's cell could get updates summarizing activity from all the various cells and groups.\u003c/p>\n\u003cp>In other words, Celly can be used to send messages home from school -- reminders about homework assignments, for example -- but it can also be used to monitor local and relevant news and information -- all in real-time, all sent to users' cellphones.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Celly is developing Android and iPhone apps, but it's working to make sure that its tool is available to anyone, whether or not they can afford a smartphone. The startup also wants to meet the needs of its users first. Beta testers include a number of Portland area high school teachers, as well as the city's Gang Violence Task Force.\u003c/p>\n\n",
"disqusIdentifier": "14760 http://blogs.kqed.org/mindshift/?p=14760",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-14817\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/87549956-300x193.jpg\" alt=\"\" width=\"300\" height=\"193\">\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp>As we \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/to-ban-or-not-to-ban-schools-must-decide-cell-phone-policies/\">noted earlier this week\u003c/a>, cell phones are in the hands of the vast majority of adults and whether schools like it or not, they're in the hands of most students. While many schools still see cellphones as a distraction rather than as an educational tool, it's hard to deny that these devices are quickly becoming the primary means by which we communicate, in or out of schools.\u003c/p>\n\u003cp>For most teens, it's not the \"phone\" part of a cellphone that they use most. Rather it's text-messaging. A \u003ca href=\"http://pewresearch.org/pubs/1572/teens-cell-phones-text-messages\">Pew survey\u003c/a> from last summer found that one in three teens sends more than 100 text messages a day -- more than 3,000 messages per month. Statistics like this point to all sorts of possibilities for educational opportunities around texting, particularly if you want to tap into the tools that they're already using.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Classrooms can use the service to take quick polls and quizzes, filter messages, get news updates, take notes, and organize group study -- all in real time.\u003c/p>\n\u003c/aside>\n\u003cp>But text-messaging has other benefits as well. Unlike apps that are only available on certain smartphones or mobile websites that are only accessible on Internet-enabled devices, text-messaging is widely available. This makes it an important and accessible communication tool, one that can meet the needs of schools and communities.\u003c/p>\n\u003cp>Meeting that need is the goal of \u003ca href=\"http://cel.ly\">Celly, \u003c/a>a startup out of Portland, Oregon. A simple description of the new company: Celly offers SMS-based group messaging. Anyone can create or join a group by visiting the website or by sending a text to C-E-L-L-Y (2-3-5-5-9). And it's free to use (not counting what phone companies charge for messaging).\u003c/p>\n\u003cp>Classrooms can use the service to take quick polls and quizzes, filter messages, get news updates, take notes, and organize group study -- all in real time.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Though it might seem like a simple premise, Celly's messaging tool is actually quite multi-faceted, and the founding team -- Russell Okamoto and Greg Passmore -- aim to \u003ca href=\"http://cel.ly/forschools\">make it work for schools \u003c/a>and civic organizations.\u003c/p>\n\u003cp>In the school setting, specifically, considering the privacy and safety issues that arise around any social network, particularly a network used by teachers and students, is a top priority. Messaging via Celly happens without sharing phone numbers, for example, and there are a number of controls that allow group administrators to approve or kick people. Groups -- or as Celly calls them \"cells\" -- all have unique names and can be private or public, the latter being indexed by search engines. The cells can be configured to be open, allowing anyone to send messages; they can be moderated, so that the administrator must approve each message; or they can be alert-only, so that only the cell's administrator can message group members.\u003c/p>\n\u003cp>Messages can be accessed via cellphones (obviously), but also via the Web. Celly also has a polling feature, so that cellphones can be used in lieu of devices like \"clickers\" to poll and quiz students in class. Celly also gives users the ability to @-message themselves for quick note-taking. And with no limits on the number of people that can join a cell, small groups can use it for study groups, classes can use it for discussions, and entire schools can use it for messaging.\u003c/p>\n\u003cp>Cells can also be set up with \"receptors,\" allowing them to track any Web feed and filter messages based on certain hashtags or locations. This means that the cells can be used to organize and aggregate content, and as cells can be connected -- via these receptors -- to other cells, it could be a way for grades, schools, districts, for example, to automate information flow. A classroom's cell could get updates when a certain blog was updated, for example, or an administrator's cell could get updates summarizing activity from all the various cells and groups.\u003c/p>\n\u003cp>In other words, Celly can be used to send messages home from school -- reminders about homework assignments, for example -- but it can also be used to monitor local and relevant news and information -- all in real-time, all sent to users' cellphones.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Celly is developing Android and iPhone apps, but it's working to make sure that its tool is available to anyone, whether or not they can afford a smartphone. The startup also wants to meet the needs of its users first. Beta testers include a number of Portland area high school teachers, as well as the city's Gang Violence Task Force.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/mobile-learning-are-we-on-the-cusp-of-something-big/1442244452_3ef578b633_z-2/\" rel=\"attachment wp-att-13875\">\u003cimg class=\"size-medium wp-image-13875\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/1442244452_3ef578b633_z-300x226.jpg\" alt=\"\" width=\"300\" height=\"226\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:From_Ko\u003c/p>\n\u003c/div>\n\u003cp>Last week, a \u003ca href=\"http://pewinternet.org/Reports/2011/Cell-Phones.aspx\"> study by the \u003c/a>\u003ca href=\"http://pewinternet.org/Reports/2011/Cell-Phones.aspx\">Pew Internet and American Life Project\u003c/a> found that cellphones have become \"near ubiquitous\": 83% of American adults own one. Over half of all adult mobile phone owners had used their phones at least once to get information they needed right away. And more than a quarter said that they had experienced a situation in the previous month in which they had trouble doing something because they did not have their phones at hand.\u003c/p>\n\u003cp>The findings of this Pew research -- the reliance of adults on their cellphones -- stands in sharp contrast to the policies of many schools, where cellphones remained banned or restricted. Students likely have these same needs as adults: to get online and find information they need right away. But often students are banned from using their cell phones in schools, something that students themselves list as \u003ca href=\"http://www.tomorrow.org/speakup/speakup_reports.html\">one of the greatest obstacles\u003c/a> they face in using technology in the classroom.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Students are \"asked to do research on a desktop computer that absolutely has less processing power than the computer in their pocket.\"\u003c/aside>\n\u003cp>For many schools, these are formal rules, written in school policy or in student handbooks. But as phones become like more extended appendages in everyone's lives, schools are rethinking their policies. \u003ca href=\"https://plus.google.com/108741250435676131889/posts/9ovYDdCZzAB\">MindShift asked\u003c/a> teachers how or whether these rules were changing and received some interesting feedback.\u003c/p>\n\u003cp>Educator Nilda Vargas reported that students can use cell phones to access their online books, while teacher Shekema Silveri replied that although she requires cell phone usage in her class, the school policy against it hasn't changed. \"Most teachers are still afraid of cell phones in the classroom because they know little about how to use them as a tool for learning,\" she wrote on \u003ca href=\"http://www.facebook.com/MindShift.KQED\">MindShift's Facebook page\u003c/a>.\u003c!--more-->\u003c/p>\n\u003cp>High school teacher Kim Ibarra said that her school has gone from a \"no cell phones in school at all -- not even in the hallways or at lunch\" policy about four to five years ago, to \"cell phone usage in the classroom \u003cem>if\u003c/em> the teacher has asked for permission ahead of time with an explanation of what will be done and why it is necessary\" about two years ago, to \"cell phones can be used in the classroom if the teacher has students using them for educational purposes\" last year, and back to the more prohibitive \"students may use cell phones in the school only at lunch in a specified area\" -- the policy for this upcoming year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Many teachers noted that written policies don't always mirror informal policies, and thatthere's a groundswell of those who recognize that cellphones need not be seen solely as distractions or as ways for students to cheat. More educators are realizing that cell phones can enhance learning.\u003c/p>\n\u003cp>High school teacher Jamie Williams describes his school's policy regarding cell phones:\u003c/p>\n\u003cblockquote>\u003cp>\"My high school's policy is cell phones should be off and out of sight. If seen, they are taken and the student is written up. Our handbook says students may use phones with teacher permission. I'm a huge tech nerd and make my students use their phones throughout my class. My biggest gripe is that most students have these great smartphones and barely use the device to a tenth of their potential.\u003c/p>\u003c/blockquote>\n\u003cp>Williams teaches art and technology classes. For his art class, he asks students to use photos they've taken on their cell phones as the basis for paintings they'll create. During tests, Williams allows his students to use both their handwritten notes and those they've saved on their phones. In his video class, most students have phones capable of shooting in high definition, and use them for projects. This year, he's hoping to make a large-scale mosaic of student life created solely from cell phone images.\u003c/p>\n\u003cp>Williams notes that it's difficult for students to have to go from one class where they're expected to make full use of their phones to another in which the phone has to be off and hidden. He also points to the irony that in a lot of these latter classes, students are \"asked to do research on a desktop computer that absolutely has less processing power than the computer in their pocket.\"\u003c/p>\n\u003cp>And that's probably one of the most important observations: many students already carry a powerful computing device in their pockets, while oftentimes much of the technology hardware at schools is woefully out-of-date. By allowing cellphones, schools may find they have equipped students with better devices -- with devices that work as calculators, cameras, video cameras, books, and notebooks, for example -- at no or low cost to the school.\u003c/p>\n\u003cp>Cellphones are, of course, just one piece of a BYOD (Bring Your Own Device) program, and this \u003ca href=\"http://byod.wikispaces.com/\">wiki\u003c/a> created by Manitoba educator Darren Kuropatwa gives some tips on how to prepare for and take advantage of cell phones and other devices brought into the classroom from home.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But the biggest obstacle remains the attitudes of those educators and administrators who still frown on the devices and fear their usage, who confiscate them from students, who see them as a distraction rather than a powerful tool for learning. It's clear that schools must come up with an acceptable use policy for cellphones in the classroom. But as more adults indicate that they're \"lost\" without their cellphones, it hardly seems acceptable that we ban students' access to the devices.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/mobile-learning-are-we-on-the-cusp-of-something-big/1442244452_3ef578b633_z-2/\" rel=\"attachment wp-att-13875\">\u003cimg class=\"size-medium wp-image-13875\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/1442244452_3ef578b633_z-300x226.jpg\" alt=\"\" width=\"300\" height=\"226\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:From_Ko\u003c/p>\n\u003c/div>\n\u003cp>Last week, a \u003ca href=\"http://pewinternet.org/Reports/2011/Cell-Phones.aspx\"> study by the \u003c/a>\u003ca href=\"http://pewinternet.org/Reports/2011/Cell-Phones.aspx\">Pew Internet and American Life Project\u003c/a> found that cellphones have become \"near ubiquitous\": 83% of American adults own one. Over half of all adult mobile phone owners had used their phones at least once to get information they needed right away. And more than a quarter said that they had experienced a situation in the previous month in which they had trouble doing something because they did not have their phones at hand.\u003c/p>\n\u003cp>The findings of this Pew research -- the reliance of adults on their cellphones -- stands in sharp contrast to the policies of many schools, where cellphones remained banned or restricted. Students likely have these same needs as adults: to get online and find information they need right away. But often students are banned from using their cell phones in schools, something that students themselves list as \u003ca href=\"http://www.tomorrow.org/speakup/speakup_reports.html\">one of the greatest obstacles\u003c/a> they face in using technology in the classroom.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Students are \"asked to do research on a desktop computer that absolutely has less processing power than the computer in their pocket.\"\u003c/aside>\n\u003cp>For many schools, these are formal rules, written in school policy or in student handbooks. But as phones become like more extended appendages in everyone's lives, schools are rethinking their policies. \u003ca href=\"https://plus.google.com/108741250435676131889/posts/9ovYDdCZzAB\">MindShift asked\u003c/a> teachers how or whether these rules were changing and received some interesting feedback.\u003c/p>\n\u003cp>Educator Nilda Vargas reported that students can use cell phones to access their online books, while teacher Shekema Silveri replied that although she requires cell phone usage in her class, the school policy against it hasn't changed. \"Most teachers are still afraid of cell phones in the classroom because they know little about how to use them as a tool for learning,\" she wrote on \u003ca href=\"http://www.facebook.com/MindShift.KQED\">MindShift's Facebook page\u003c/a>.\u003c!--more-->\u003c/p>\n\u003cp>High school teacher Kim Ibarra said that her school has gone from a \"no cell phones in school at all -- not even in the hallways or at lunch\" policy about four to five years ago, to \"cell phone usage in the classroom \u003cem>if\u003c/em> the teacher has asked for permission ahead of time with an explanation of what will be done and why it is necessary\" about two years ago, to \"cell phones can be used in the classroom if the teacher has students using them for educational purposes\" last year, and back to the more prohibitive \"students may use cell phones in the school only at lunch in a specified area\" -- the policy for this upcoming year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Many teachers noted that written policies don't always mirror informal policies, and thatthere's a groundswell of those who recognize that cellphones need not be seen solely as distractions or as ways for students to cheat. More educators are realizing that cell phones can enhance learning.\u003c/p>\n\u003cp>High school teacher Jamie Williams describes his school's policy regarding cell phones:\u003c/p>\n\u003cblockquote>\u003cp>\"My high school's policy is cell phones should be off and out of sight. If seen, they are taken and the student is written up. Our handbook says students may use phones with teacher permission. I'm a huge tech nerd and make my students use their phones throughout my class. My biggest gripe is that most students have these great smartphones and barely use the device to a tenth of their potential.\u003c/p>\u003c/blockquote>\n\u003cp>Williams teaches art and technology classes. For his art class, he asks students to use photos they've taken on their cell phones as the basis for paintings they'll create. During tests, Williams allows his students to use both their handwritten notes and those they've saved on their phones. In his video class, most students have phones capable of shooting in high definition, and use them for projects. This year, he's hoping to make a large-scale mosaic of student life created solely from cell phone images.\u003c/p>\n\u003cp>Williams notes that it's difficult for students to have to go from one class where they're expected to make full use of their phones to another in which the phone has to be off and hidden. He also points to the irony that in a lot of these latter classes, students are \"asked to do research on a desktop computer that absolutely has less processing power than the computer in their pocket.\"\u003c/p>\n\u003cp>And that's probably one of the most important observations: many students already carry a powerful computing device in their pockets, while oftentimes much of the technology hardware at schools is woefully out-of-date. By allowing cellphones, schools may find they have equipped students with better devices -- with devices that work as calculators, cameras, video cameras, books, and notebooks, for example -- at no or low cost to the school.\u003c/p>\n\u003cp>Cellphones are, of course, just one piece of a BYOD (Bring Your Own Device) program, and this \u003ca href=\"http://byod.wikispaces.com/\">wiki\u003c/a> created by Manitoba educator Darren Kuropatwa gives some tips on how to prepare for and take advantage of cell phones and other devices brought into the classroom from home.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But the biggest obstacle remains the attitudes of those educators and administrators who still frown on the devices and fear their usage, who confiscate them from students, who see them as a distraction rather than a powerful tool for learning. It's clear that schools must come up with an acceptable use policy for cellphones in the classroom. But as more adults indicate that they're \"lost\" without their cellphones, it hardly seems acceptable that we ban students' access to the devices.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "10 Major Mobile Learning Trends to Watch For",
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"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_14120\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-14120\" title=\"photo2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/photo2-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003cfigcaption class=\"wp-caption-text\">Mobile devices in education are becoming more ubiquitous.\u003c/figcaption>\u003c/figure>\n\u003cp>Technology has been used in the classroom for decades now. But with the advent of cloud computing and the proliferation of smaller, more portable computers and Internet-capable devices, it's now possible to bring the classroom into the technology instead. \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mobile-learning/\">Mobile learning\u003c/a>, focuses on learning through mobile devices, allowing learners to move about in a classroom or remotely learn from the location of their choice. The movement has gained a lot of steam in recent years, and despite some criticisms, isn't likely to fade fast – especially as new technologies that make mobile learning more practical continue to emerge and the popularity of remote learning opportunities like \u003ca href=\"http://www.onlinecollege.org/\">online colleges\u003c/a> continue to grow.\u003c/p>\n\u003cp>While the applications of mobile learning are growing all the time, \u003ca href=\"http://www.onlinecollege.org/2011/07/05/10-major-mobile-learning-trends-to-watch-for/\">Online College\u003c/a> has highlighted some of the major trends here, showing the changes in how we teach, learn and interact in educational environments.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>\u003ca href=\"http://identiture.com/2011/01/how-museums-are-enhancing-the-visitor-experience-using-digital-integration\">Location-based integration\u003c/a>.\u003c/strong> Mobile learning has taken to the streets, with technologies that allow for seamless integration with a wide range of locations. One of the best uses of this technology has been within museums, where visitors can use a mobile device to listen to information about items in the museum's collection. \u003ca href=\"http://philanthropy.com/blogs/social-philanthropy/using-mobile-phones-to-guide-museum-visitors/25880\">The American Museum of Natural History\u003c/a> in New York is one museum with an especially rich mobile tool, guiding users turn-by-turn to the best pieces in the museum's collection and enhancing the experience of visiting. Of course, mobile integration isn't just for museums. Some colleges are using it to create \u003ca href=\"http://admissions.calpoly.edu/_admiss/visit/selfguided.html\">high-tech tours\u003c/a> for visiting students and their families. With millions of smartphone users and the number growing larger each year, this trend is likely to grow as more businesses and organizations work to enrich the patron experience.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.mnn.com/green-tech/gadgets-electronics/stories/amazon-kindle-ebooks-outselling-print-books\">The domination of ebooks\u003c/a>\u003c/strong>. Amazon is one of the biggest retailers of books, but in the past year, their sales of ebooks has outstripped that of traditional books. The same holds true for bookselling giant \u003ca href=\"http://techland.time.com/2011/06/22/barnes-noble-ebooks-outsell-print-books-three-to-one\">Barnes and Noble\u003c/a>. The ebook is steadily becoming a popular part of everyday life for many Americans, and the digital book is slowly making its way into the classroom as well. Some states, like \u003ca href=\"http://www.guardian.co.uk/world/2009/jun/09/arnold-schwarzenegger-school-textbooks-ebooks\">California\u003c/a>, have proposed replacing student textbooks with ebooks. Not only could it be a big money saver, it may help eliminate the problem of student textbooks becoming quickly outdated as new discoveries are made, something every teacher and child can appreciate.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.cloudave.com/1790/how-cloud-computing-can-help-school-education\">Cloud computing in schools\u003c/a>. \u003c/strong>Cloud computing is a big buzzword these days, with tech companies like Microsoft and Apple pushing their devices and applications — and schools haven't ignored the hype. Schools are increasingly looking to cloud computing as a way to provide access to information and to close budget gaps. An inexpensive solution, cloud computing is becoming the norm everywhere from grade schools to grad schools, perhaps because it is not only simple to use, but mobile as well. Information on the cloud, whether for lesson plans or class projects, can be accessed from anywhere, anytime and on any mobile device. In an increasingly mobile world and classroom, cloud computing is more than just a trend, and is likely to become the standard in information management over the next decade.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.infosavvygroup.com/blogpost.cfm?blogID=1925\">Bring-your-own-device classrooms\u003c/a>\u003c/strong>. Since most kids these days already have access to a mobile device, schools are seizing the opportunity to turn these gadgets from distractions into learning tools by incorporating these devices into classroom lessons and projects. From mobile phones to laptop computers, teachers and students are increasingly bringing technology to the classroom, and in many school districts, it's being put to good use. \u003ca href=\"http://www.eschoolnews.com/2010/06/28/survey-reveals-factors-in-ed-tech-success\">Numerous studies\u003c/a> have highlighted the benefits of one-to-one computing programs in raising test scores and increasing college attendance, but with many districts strapped for cash and unable to provide devices for each student, this isn't always a possibility. The solution may be found in asking students to bring their own devices to class, cutting back on the number of mobile devices the school needs to provide while still enhancing the learning experience.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.tltgroup.org/resources/collab_distance.html\">Online collaborative learning\u003c/a>. \u003c/strong>There aren't a lot of places these days that are devoid of an Internet connection, and many people can now access the web from, well, anywhere they can get a cell phone signal. Schools are embracing the web as a learning tool in a variety of ways, but one particularly exciting one has been the growth of online collaborative learning. This can mean a variety of things, but in many cases it involves students each participating in a project on the web. Numerous classrooms have taken to collaboratively \u003ca href=\"http://web20intheclassroom.blogspot.com/2008/10/ways-to-use-blogs-in-your-classroom-and.html\">blogging\u003c/a> about projects and ideas in the classroom. Others have produced their own podcasts. Still others ask students to work together to create a multimedia website. These kinds of projects not only help students learn to work together, but educate them on technological tools they'll need to use in their academic and professional lives. The popularity of these kinds of lessons isn't likely to fade anytime soon.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://blog.nj.com/north_american_precis_syndicate/2010/05/tablet_computers_find_a_home_in_the_classroom.html\">The rise of the tablet\u003c/a>.\u003c/strong> Tablet computers come in many shapes and sizes, but as they grow smaller and more portable, they are becoming a fairly common addition to the American classroom. The iPad has been one such tablet device that has shown a lot of popularity and promise in recent years in the classroom. Great for doing everything from studying the periodic table to playing educational games, the app-based device has been a \u003ca href=\"http://www.nytimes.com/2011/01/05/education/05tablets.html?_r=2\">big trend\u003c/a> in schools across the nation, with many shelling out millions to provide students with access to the devices. While some debate the effectiveness of tablet computers as a learning tool, experimentation with them in the classroom has had largely positive results from both teachers and students.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://teachwithyouripad.wikispaces.com/Classroom+Management\">Online class management\u003c/a>. \u003c/strong>Online class management systems like Moodle and Blackboard have grown exponentially in their number of users in recent years. Part of the popularity stems from the ability to not only access and update student records from a computer, but from mobile devices like a phone or an iPad as well. Students, teachers and parents alike can easily check grades, upload assignments and check on homework through the assessment tools, making them not only more accessible, but more practical for anyone involved in the educational process.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.smartsims.com/news/Mobile-Learning-in-Education\">Social media for education\u003c/a>.\u003c/strong> When it was first created, Facebook was solely a place for students to connect with one another. Today, just about everyone has a profile on the site, and it's being used for a lot more than just rehashing weekend parties. In fact, many educators have begun using it as a way to connect with students, spark discussion and relay important assignment information. With the majority of college students able to access the site from their phones or other mobile devices, students have no excuse not to get involved in class, no matter where they are or how busy they may be. While social media in education is still tricky territory, as sites like \u003ca href=\"http://mashable.com/2010/03/01/twitter-classroom\">Twitter\u003c/a> and Facebook evolve, the ways they're used in the classroom will likely become more refined and potentially more powerful in creating a better educational experience.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://abelardopardo.blogspot.com/2007/10/size-does-matter-snack-learning.html\">Snack learning\u003c/a>.\u003c/strong> One of the criticisms of the digital generation is that they have short attention spans. However true or untrue this may be, educators are taking note and developing learning tools that offer up snack sized bits of learning for students on the go. These single-serve educational bites may make it easier for students to tackle the ever-increasing amount of information they need to know, from mastering a programming language to learning the basics of American history and just about everything in between. Mobile devices are a perfect extension of this concept, allowing learners to engage in short bursts of learning while waiting in line, on the bus or sitting on the couch.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.tlnt.com/2011/03/24/new-study-shows-how-mobile-learning-has-goes-mainstream\">Mobile learning in workplace training\u003c/a>.\u003c/strong> Mobile learning isn't just catching on in schools and colleges, it's also becoming a part of the workplace training experience as well, providing information and a new format for testing understanding. With many businesses already supplying workers with smartphones for work, it makes sense to get the most out of these devices as possible. One way companies are doing this is by having experts share their expertise, either through blogs or a series of podcasts. Additionally, mobile devices are an excellent source of \u003ca href=\"http://www.upsidelearning.com/blog/index.php/2010/12/09/three-ways-to-use-mobile-devices-in-workplace-learning\">reference information\u003c/a> should an employee ever encounter a situation with which he or she isn't familiar. Performance support for employees can help reinforce their training and make for a stronger more confident workforce– something every business is undoubtedly looking to establish.\u003c/li>\n\u003c/ol>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_14120\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-14120\" title=\"photo2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/photo2-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003cfigcaption class=\"wp-caption-text\">Mobile devices in education are becoming more ubiquitous.\u003c/figcaption>\u003c/figure>\n\u003cp>Technology has been used in the classroom for decades now. But with the advent of cloud computing and the proliferation of smaller, more portable computers and Internet-capable devices, it's now possible to bring the classroom into the technology instead. \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mobile-learning/\">Mobile learning\u003c/a>, focuses on learning through mobile devices, allowing learners to move about in a classroom or remotely learn from the location of their choice. The movement has gained a lot of steam in recent years, and despite some criticisms, isn't likely to fade fast – especially as new technologies that make mobile learning more practical continue to emerge and the popularity of remote learning opportunities like \u003ca href=\"http://www.onlinecollege.org/\">online colleges\u003c/a> continue to grow.\u003c/p>\n\u003cp>While the applications of mobile learning are growing all the time, \u003ca href=\"http://www.onlinecollege.org/2011/07/05/10-major-mobile-learning-trends-to-watch-for/\">Online College\u003c/a> has highlighted some of the major trends here, showing the changes in how we teach, learn and interact in educational environments.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>\u003ca href=\"http://identiture.com/2011/01/how-museums-are-enhancing-the-visitor-experience-using-digital-integration\">Location-based integration\u003c/a>.\u003c/strong> Mobile learning has taken to the streets, with technologies that allow for seamless integration with a wide range of locations. One of the best uses of this technology has been within museums, where visitors can use a mobile device to listen to information about items in the museum's collection. \u003ca href=\"http://philanthropy.com/blogs/social-philanthropy/using-mobile-phones-to-guide-museum-visitors/25880\">The American Museum of Natural History\u003c/a> in New York is one museum with an especially rich mobile tool, guiding users turn-by-turn to the best pieces in the museum's collection and enhancing the experience of visiting. Of course, mobile integration isn't just for museums. Some colleges are using it to create \u003ca href=\"http://admissions.calpoly.edu/_admiss/visit/selfguided.html\">high-tech tours\u003c/a> for visiting students and their families. With millions of smartphone users and the number growing larger each year, this trend is likely to grow as more businesses and organizations work to enrich the patron experience.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.mnn.com/green-tech/gadgets-electronics/stories/amazon-kindle-ebooks-outselling-print-books\">The domination of ebooks\u003c/a>\u003c/strong>. Amazon is one of the biggest retailers of books, but in the past year, their sales of ebooks has outstripped that of traditional books. The same holds true for bookselling giant \u003ca href=\"http://techland.time.com/2011/06/22/barnes-noble-ebooks-outsell-print-books-three-to-one\">Barnes and Noble\u003c/a>. The ebook is steadily becoming a popular part of everyday life for many Americans, and the digital book is slowly making its way into the classroom as well. Some states, like \u003ca href=\"http://www.guardian.co.uk/world/2009/jun/09/arnold-schwarzenegger-school-textbooks-ebooks\">California\u003c/a>, have proposed replacing student textbooks with ebooks. Not only could it be a big money saver, it may help eliminate the problem of student textbooks becoming quickly outdated as new discoveries are made, something every teacher and child can appreciate.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.cloudave.com/1790/how-cloud-computing-can-help-school-education\">Cloud computing in schools\u003c/a>. \u003c/strong>Cloud computing is a big buzzword these days, with tech companies like Microsoft and Apple pushing their devices and applications — and schools haven't ignored the hype. Schools are increasingly looking to cloud computing as a way to provide access to information and to close budget gaps. An inexpensive solution, cloud computing is becoming the norm everywhere from grade schools to grad schools, perhaps because it is not only simple to use, but mobile as well. Information on the cloud, whether for lesson plans or class projects, can be accessed from anywhere, anytime and on any mobile device. In an increasingly mobile world and classroom, cloud computing is more than just a trend, and is likely to become the standard in information management over the next decade.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.infosavvygroup.com/blogpost.cfm?blogID=1925\">Bring-your-own-device classrooms\u003c/a>\u003c/strong>. Since most kids these days already have access to a mobile device, schools are seizing the opportunity to turn these gadgets from distractions into learning tools by incorporating these devices into classroom lessons and projects. From mobile phones to laptop computers, teachers and students are increasingly bringing technology to the classroom, and in many school districts, it's being put to good use. \u003ca href=\"http://www.eschoolnews.com/2010/06/28/survey-reveals-factors-in-ed-tech-success\">Numerous studies\u003c/a> have highlighted the benefits of one-to-one computing programs in raising test scores and increasing college attendance, but with many districts strapped for cash and unable to provide devices for each student, this isn't always a possibility. The solution may be found in asking students to bring their own devices to class, cutting back on the number of mobile devices the school needs to provide while still enhancing the learning experience.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.tltgroup.org/resources/collab_distance.html\">Online collaborative learning\u003c/a>. \u003c/strong>There aren't a lot of places these days that are devoid of an Internet connection, and many people can now access the web from, well, anywhere they can get a cell phone signal. Schools are embracing the web as a learning tool in a variety of ways, but one particularly exciting one has been the growth of online collaborative learning. This can mean a variety of things, but in many cases it involves students each participating in a project on the web. Numerous classrooms have taken to collaboratively \u003ca href=\"http://web20intheclassroom.blogspot.com/2008/10/ways-to-use-blogs-in-your-classroom-and.html\">blogging\u003c/a> about projects and ideas in the classroom. Others have produced their own podcasts. Still others ask students to work together to create a multimedia website. These kinds of projects not only help students learn to work together, but educate them on technological tools they'll need to use in their academic and professional lives. The popularity of these kinds of lessons isn't likely to fade anytime soon.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://blog.nj.com/north_american_precis_syndicate/2010/05/tablet_computers_find_a_home_in_the_classroom.html\">The rise of the tablet\u003c/a>.\u003c/strong> Tablet computers come in many shapes and sizes, but as they grow smaller and more portable, they are becoming a fairly common addition to the American classroom. The iPad has been one such tablet device that has shown a lot of popularity and promise in recent years in the classroom. Great for doing everything from studying the periodic table to playing educational games, the app-based device has been a \u003ca href=\"http://www.nytimes.com/2011/01/05/education/05tablets.html?_r=2\">big trend\u003c/a> in schools across the nation, with many shelling out millions to provide students with access to the devices. While some debate the effectiveness of tablet computers as a learning tool, experimentation with them in the classroom has had largely positive results from both teachers and students.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://teachwithyouripad.wikispaces.com/Classroom+Management\">Online class management\u003c/a>. \u003c/strong>Online class management systems like Moodle and Blackboard have grown exponentially in their number of users in recent years. Part of the popularity stems from the ability to not only access and update student records from a computer, but from mobile devices like a phone or an iPad as well. Students, teachers and parents alike can easily check grades, upload assignments and check on homework through the assessment tools, making them not only more accessible, but more practical for anyone involved in the educational process.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.smartsims.com/news/Mobile-Learning-in-Education\">Social media for education\u003c/a>.\u003c/strong> When it was first created, Facebook was solely a place for students to connect with one another. Today, just about everyone has a profile on the site, and it's being used for a lot more than just rehashing weekend parties. In fact, many educators have begun using it as a way to connect with students, spark discussion and relay important assignment information. With the majority of college students able to access the site from their phones or other mobile devices, students have no excuse not to get involved in class, no matter where they are or how busy they may be. While social media in education is still tricky territory, as sites like \u003ca href=\"http://mashable.com/2010/03/01/twitter-classroom\">Twitter\u003c/a> and Facebook evolve, the ways they're used in the classroom will likely become more refined and potentially more powerful in creating a better educational experience.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://abelardopardo.blogspot.com/2007/10/size-does-matter-snack-learning.html\">Snack learning\u003c/a>.\u003c/strong> One of the criticisms of the digital generation is that they have short attention spans. However true or untrue this may be, educators are taking note and developing learning tools that offer up snack sized bits of learning for students on the go. These single-serve educational bites may make it easier for students to tackle the ever-increasing amount of information they need to know, from mastering a programming language to learning the basics of American history and just about everything in between. Mobile devices are a perfect extension of this concept, allowing learners to engage in short bursts of learning while waiting in line, on the bus or sitting on the couch.\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.tlnt.com/2011/03/24/new-study-shows-how-mobile-learning-has-goes-mainstream\">Mobile learning in workplace training\u003c/a>.\u003c/strong> Mobile learning isn't just catching on in schools and colleges, it's also becoming a part of the workplace training experience as well, providing information and a new format for testing understanding. With many businesses already supplying workers with smartphones for work, it makes sense to get the most out of these devices as possible. One way companies are doing this is by having experts share their expertise, either through blogs or a series of podcasts. Additionally, mobile devices are an excellent source of \u003ca href=\"http://www.upsidelearning.com/blog/index.php/2010/12/09/three-ways-to-use-mobile-devices-in-workplace-learning\">reference information\u003c/a> should an employee ever encounter a situation with which he or she isn't familiar. Performance support for employees can help reinforce their training and make for a stronger more confident workforce– something every business is undoubtedly looking to establish.\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "For At-Risk Youth, is Learning Digital Media a Luxury? ",
"title": "For At-Risk Youth, is Learning Digital Media a Luxury? ",
"headTitle": "MindShift | KQED News",
"content": "\u003cfigure id=\"attachment_13977\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-13977\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/Screen-shot-2011-07-22-at-3.36.11-PM-300x201.png\" alt=\"\" width=\"300\" height=\"201\">\u003cfigcaption class=\"wp-caption-text\">S. Craig Watkins maintains that teaching students to use digital media is not a luxury, but a necessity.\u003c/figcaption>\u003c/figure>\n\u003cp>For schools in low-income communities, the idea of investing money, time, and energy into a digital media program or mobile-learning program might seem superfluous. Administrators and teachers already have so much to contend with -- safety issues in high-crime communities, chronic student truancies, debilitating health issues due to poverty, families in constant state of flux, not to mention blocked access to wide swaths of the Internet.\u003c/p>\n\u003cp>In those cases, the idea of investing precious dollars or the attention of already overtaxed administrators seems unlikely.\u003c/p>\n\u003cp>But what if some of these very issues could be solved by creative ways of using digital technology in schools? That's the argument coming from S. Craig Watkins, author of \u003cem>\u003ca href=\"http://www.amazon.com/Young-Digital-Migration-Network-Anywhere/dp/080706193X/ref=ntt_at_ep_dpt_3\">The Young and the Digital: What the Migration to Social Network Sites, Games, and Anytime, Anywhere Media Means for Our Future\u003c/a>\u003c/em>, and a professor of sociology, African American studies and radio-television-film at The University of Texas at Austin.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We need to build a more compelling narrative that digital literacy is no longer a luxury but a necessity.\"\u003c/aside>\n\u003cp>\"My concern is that as schools are now struggling with budget cuts, digital media and digital literacy is looked as a luxury as opposed to a necessity,\" Watkins says. \"I understand the enormous pressure that teachers and administrators are under, especially in the public school system. But we need to build a more compelling narrative that digital literacy is no longer a luxury but a necessity.\"\u003c/p>\n\u003cp>Watkins points to research from the recent \u003ca href=\"http://www.nmc.org/pdf/2011-Horizon-Report-K12.pdf\">Horizon Report\u003c/a>, as well as the pilot study with \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/mobile-learning-proves-to-benefit-at-risk-students/\">Project K-Nect, \u003c/a>which clearly show the benefits of engaging students (even those considered \"at-risk\") through mobile phone programs and curriculum.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"They’re already seeing the potential of mobile devices in science, art, and math classes,\" Watkins says. \"So it's no longer a theoretical conversation -- it’s already happening, but only in 'islands of innovation.' The real challenge is, are those opportunities to encounter those types of learning being evenly distributed?\"\u003c/p>\n\u003cp>Probably not, he says. So even though studies have shown that kids in communities that are considered marginalized are actively online with their mobile phones, and we're seeing plenty of evidence showing the benefits of mobile technologies in learning, the discussion around the achievement gap gets pulled back into the \"no money\" conversation.\u003c/p>\n\u003cp>\u003cstrong>BEYOND TEXTING AND FACEBOOK\u003c/strong>\u003c/p>\n\u003cp>Beyond just allowing kids to use their mobile phones in schools rather than telling them to shut it off -- which is already a blasphemous idea in most schools -- Watkins argues in \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/ignore-the-potential-of-mobile-learning-risk-widening-the-digital-divide/\">a recent article \u003c/a>on his blog that at-risk students need to be taught how to use these important tech tools beyond just texting and posting updates on Facebook.\u003c!--more-->\u003c/p>\n\u003cp>\"The educational environments that will thrive, the ones that will be the most innovative, and the ones that have most impact will be the ones that create opportunities for kids to create digital media literacies that we all recognize as important and that have social implications, educational implications and civic implications, as well,\" he says. \"So we have to equip kids with skills that help them not just to consume, but to become architects of their information environment and that requires different skills in using mobile devices and using the Internet.\"\u003c/p>\n\u003cp>Watkins witnessed the powerful impact of helping low-income kids use technology to create digital tools that are directly relevant to them: A group of high school students who were charged with designing a playable game about green technology and green architecture.\u003c/p>\n\u003cp>\"Every single day during one of the hottest summers on record, they showed up enthusiastic, and with very little involvement from teachers, created this game,\" he said. \"The whole project was student-centered, totally collaborative, and it was pretty incredible to see.\"\u003c/p>\n\u003cp>But could a short-term, summertime project result in any kind of lasting impact on these kids' lives after the project is over?\u003c/p>\n\u003cfigure id=\"attachment_13966\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca href=\"http://rtf.utexas.edu/faculty/media-studies/s-craig-watkins\">\u003cimg class=\"size-thumbnail wp-image-13966\" title=\"s-craig-watkins\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/s-craig-watkins-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">S. Craig Watkins\u003c/figcaption>\u003c/figure>\n\u003cp>\"For some, it will ignite passion for learning that will translate to the formal learning space,\" he says. \"They felt like it was a powerful experience and one they could take with them into other endeavors. It gave them confidence, self-efficacy as learner. They felt like they’d developed a new skill, but more broadly, it influenced their disposition towards learning and as learners.\"\u003c/p>\n\u003cp>All of which points to the importance of teaching students how to create content -- not just consume, play with, or pass along to friends.\u003c/p>\n\u003cp>In continuing his work in this realm, Watkins is working on a number of initiatives.\u003c/p>\n\u003cul>\n\u003cli>Knowing the depth of impact of digital literacy on low-income kids, Watkins is now focusing his efforts on figuring out how to connect these skills to what he calls \"civic outcomes\" -- issues that have a direct bearing on disenfranchised communities. \"To teach them how to become community activists, and showing them how technology can be a powerful tool in problem-solving,\" he says, such as conducting original research about health challenges in their communities, such as H.I.V., diabetes, asthma -- \"problems they face in real and tangible ways.\"\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>With support from the MacArthur Foundation, Watkins and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone/\">Mimi Ito\u003c/a>, among others will be embarking on a three-year study that examines how kids from low-income communities are \"craftily navigating the digital world.\" \"What are the learning outcomes, what are the learning potentials, what are the obstacles?\" he asks. In addition to a national survey of up to 1,000 people, there will be three case studies involving 100 to 150 students in four areas: Austin, Boulder, Southern California, and London.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_13977\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-13977\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/Screen-shot-2011-07-22-at-3.36.11-PM-300x201.png\" alt=\"\" width=\"300\" height=\"201\">\u003cfigcaption class=\"wp-caption-text\">S. Craig Watkins maintains that teaching students to use digital media is not a luxury, but a necessity.\u003c/figcaption>\u003c/figure>\n\u003cp>For schools in low-income communities, the idea of investing money, time, and energy into a digital media program or mobile-learning program might seem superfluous. Administrators and teachers already have so much to contend with -- safety issues in high-crime communities, chronic student truancies, debilitating health issues due to poverty, families in constant state of flux, not to mention blocked access to wide swaths of the Internet.\u003c/p>\n\u003cp>In those cases, the idea of investing precious dollars or the attention of already overtaxed administrators seems unlikely.\u003c/p>\n\u003cp>But what if some of these very issues could be solved by creative ways of using digital technology in schools? That's the argument coming from S. Craig Watkins, author of \u003cem>\u003ca href=\"http://www.amazon.com/Young-Digital-Migration-Network-Anywhere/dp/080706193X/ref=ntt_at_ep_dpt_3\">The Young and the Digital: What the Migration to Social Network Sites, Games, and Anytime, Anywhere Media Means for Our Future\u003c/a>\u003c/em>, and a professor of sociology, African American studies and radio-television-film at The University of Texas at Austin.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We need to build a more compelling narrative that digital literacy is no longer a luxury but a necessity.\"\u003c/aside>\n\u003cp>\"My concern is that as schools are now struggling with budget cuts, digital media and digital literacy is looked as a luxury as opposed to a necessity,\" Watkins says. \"I understand the enormous pressure that teachers and administrators are under, especially in the public school system. But we need to build a more compelling narrative that digital literacy is no longer a luxury but a necessity.\"\u003c/p>\n\u003cp>Watkins points to research from the recent \u003ca href=\"http://www.nmc.org/pdf/2011-Horizon-Report-K12.pdf\">Horizon Report\u003c/a>, as well as the pilot study with \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/mobile-learning-proves-to-benefit-at-risk-students/\">Project K-Nect, \u003c/a>which clearly show the benefits of engaging students (even those considered \"at-risk\") through mobile phone programs and curriculum.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"They’re already seeing the potential of mobile devices in science, art, and math classes,\" Watkins says. \"So it's no longer a theoretical conversation -- it’s already happening, but only in 'islands of innovation.' The real challenge is, are those opportunities to encounter those types of learning being evenly distributed?\"\u003c/p>\n\u003cp>Probably not, he says. So even though studies have shown that kids in communities that are considered marginalized are actively online with their mobile phones, and we're seeing plenty of evidence showing the benefits of mobile technologies in learning, the discussion around the achievement gap gets pulled back into the \"no money\" conversation.\u003c/p>\n\u003cp>\u003cstrong>BEYOND TEXTING AND FACEBOOK\u003c/strong>\u003c/p>\n\u003cp>Beyond just allowing kids to use their mobile phones in schools rather than telling them to shut it off -- which is already a blasphemous idea in most schools -- Watkins argues in \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/ignore-the-potential-of-mobile-learning-risk-widening-the-digital-divide/\">a recent article \u003c/a>on his blog that at-risk students need to be taught how to use these important tech tools beyond just texting and posting updates on Facebook.\u003c!--more-->\u003c/p>\n\u003cp>\"The educational environments that will thrive, the ones that will be the most innovative, and the ones that have most impact will be the ones that create opportunities for kids to create digital media literacies that we all recognize as important and that have social implications, educational implications and civic implications, as well,\" he says. \"So we have to equip kids with skills that help them not just to consume, but to become architects of their information environment and that requires different skills in using mobile devices and using the Internet.\"\u003c/p>\n\u003cp>Watkins witnessed the powerful impact of helping low-income kids use technology to create digital tools that are directly relevant to them: A group of high school students who were charged with designing a playable game about green technology and green architecture.\u003c/p>\n\u003cp>\"Every single day during one of the hottest summers on record, they showed up enthusiastic, and with very little involvement from teachers, created this game,\" he said. \"The whole project was student-centered, totally collaborative, and it was pretty incredible to see.\"\u003c/p>\n\u003cp>But could a short-term, summertime project result in any kind of lasting impact on these kids' lives after the project is over?\u003c/p>\n\u003cfigure id=\"attachment_13966\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca href=\"http://rtf.utexas.edu/faculty/media-studies/s-craig-watkins\">\u003cimg class=\"size-thumbnail wp-image-13966\" title=\"s-craig-watkins\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/s-craig-watkins-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">S. Craig Watkins\u003c/figcaption>\u003c/figure>\n\u003cp>\"For some, it will ignite passion for learning that will translate to the formal learning space,\" he says. \"They felt like it was a powerful experience and one they could take with them into other endeavors. It gave them confidence, self-efficacy as learner. They felt like they’d developed a new skill, but more broadly, it influenced their disposition towards learning and as learners.\"\u003c/p>\n\u003cp>All of which points to the importance of teaching students how to create content -- not just consume, play with, or pass along to friends.\u003c/p>\n\u003cp>In continuing his work in this realm, Watkins is working on a number of initiatives.\u003c/p>\n\u003cul>\n\u003cli>Knowing the depth of impact of digital literacy on low-income kids, Watkins is now focusing his efforts on figuring out how to connect these skills to what he calls \"civic outcomes\" -- issues that have a direct bearing on disenfranchised communities. \"To teach them how to become community activists, and showing them how technology can be a powerful tool in problem-solving,\" he says, such as conducting original research about health challenges in their communities, such as H.I.V., diabetes, asthma -- \"problems they face in real and tangible ways.\"\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>With support from the MacArthur Foundation, Watkins and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone/\">Mimi Ito\u003c/a>, among others will be embarking on a three-year study that examines how kids from low-income communities are \"craftily navigating the digital world.\" \"What are the learning outcomes, what are the learning potentials, what are the obstacles?\" he asks. In addition to a national survey of up to 1,000 people, there will be three case studies involving 100 to 150 students in four areas: Austin, Boulder, Southern California, and London.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"http://www.theyoungandthedigital.com/wp-content/uploads/2011/05/images1.jpeg\">\u003cimg class=\"size-full wp-image-13950\" title=\"images1\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/images1.jpg\" alt=\"\" width=\"295\" height=\"171\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>From S. Craig Watkins' blog \u003ca href=\"http://www.theyoungandthedigital.com/mobile/mobile-phones-and-americas-learning-divide/\">The Young and The Digital\u003c/a>. In the \u003ca href=\"http://ww2.kqed.org/mindshift/?p=13953\">following post\u003c/a>, Watkins talks about how he's witnessing these trends in his field work.\u003c/em>\u003c/p>\n\u003ch5>By \u003ca title=\"Posts by S. Craig Watkins\" href=\"http://www.theyoungandthedigital.com/author/s-craig-watkins/\">S. Craig Watkins\u003c/a>\u003c/h5>\n\u003cp>During a recent research related visit to New York City I decided to take a stroll down 125\u003csup>th\u003c/sup> Street in Harlem. Among the assortment of shops and vendors on the famous stretch that is home to the legendary Apollo Theater were an abundance of mobile phone providers. Even a few of the street vendors offered mobile phone accessories such as cases, covers, and car adaptors. It struck me that while you could easily purchase a mobile phone on 125\u003csup>th\u003c/sup> Street you could not purchase a desktop or laptop computer. Not that long ago the assumption that African Americans were a viable market for mobile phones did not exist.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Is it possible that mobile devices are reproducing some of America’s most enduring inequalities?\u003c/aside>\n\u003cp>As far back as 2007 data started to emerge that suggested that black and Latino households were much more likely to go online via a mobile phone than a desktop or laptop computer. We are also learning that a surging number of poor households are choosing to go with a mobile phone over a landline, largely because they cannot afford both. My fieldwork is consistently suggesting that the future of black and Latinos digital lives are linked, for better or worse, to mobile devices. The growing appeal of the mobile phone among African Americans and Latinos has not gone unnoticed by the press. In fact, several news outlets have even reported that mobile phones may be closing the digital divide. Is this true? Is there any evidence, empirical or anecdotal, that mobile is closing the digital divide?\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The answer to that question depends on how you define the digital divide. For example, if you define the digital divide as largely a question of access to technology than the answer, arguably, is yes. Internet capable phones, to the degree that poor and working class communities can afford them, certainly bridge the access gap. In 2009 the Pew Internet & American Life Project reported that African Americans were more likely than any other racial or ethnic group to go online via a mobile phone. But what if you define the divide in terms of participation rather than access? Is it possible that mobile devices are reproducing some of America’s most enduring inequalities? Truth is, there are some large gaps in our knowledge that make answering this last question difficult. But here is a start.\u003c/p>\n\u003cp>Much of the empirical data over the last three to four years consistently suggests that when it comes to using their mobile devices to play games, watch video, listen to music, or manage their online social networks that black and Latino youth are much more active than their white and Asian American counterparts. \u003ca href=\"http://blog.nielsen.com/nielsenwire/consumer/dissecting-diversity-understanding-the-ethnic-consumer/\">Nielsen\u003c/a> recently reported that African Americans are thirty percent more likely to visit Twitter than any other racial or ethnic group. We began reporting two years ago that black and Latino teens were using Twitter largely via their mobile phones.\u003c/p>\n\u003caside class=\"pullquote alignleft\">This is the myth of the “digital native” narrative, the notion that youth can thrive in the digital world without any adult support, mentoring, or scaffolding of rich learning experiences. \u003c/aside>\n\u003cp>It is unclear what kinds of phones black and Latino teens from low-income and working class homes are adopting. Are they more likely to own smart phones or feature phones? The functionalities of the former afford powerful social, recreational, and informational opportunities while the capabilities of the latter are much more limited. And while we know that black and Latino youth have turned to mobile as a source of anytime, anywhere media does this mean that they are largely consumers rather than creators of content?\u003c/p>\n\u003cp>As we begin to learn more about the media ecologies of black and Latino teens an inevitable question arises: is there any evidence that their engagement with media technology is producing behaviors and learning outcomes that might impact the academic achievement gap? There is an abundance of evidence that suggests that the informal learning environment (i.e., leisure, extracurricular and enrichment opportunities) of middle income students is just as important as the formal environment (i.e., schools) in their academic achievement.\u003c/p>\n\u003cp>The academic achievement gap takes root in early childhood and is related to the formal and informal learning ecologies that kids navigate throughout life. Different parenting practices and household resources mean that middle income kids enter kindergarten with richer language skills and greater exposure to books than their low-income counterparts. Throughout schooling these early learning divides expand. What role, if any, do digital and mobile media platforms play in America’s learning divides?\u003c/p>\n\u003cp>The issue, of course, is not that young people’s adoption of mobile phones causes an achievement gap that began long before any of us ever heard of the Internet or mobile phones. Rather, what is the potential for learning and engagement with mobile media in closing the learning divides that exist between low and middle income students? The mere adoption of mobile phones is certainly not the solution to the achievement gap. Technology—social network sites, laptops, smart phones, games, tablets, interactive books and maps—alone will never close America’s learning divide. This is the myth of the “digital native” narrative, the notion that youth can thrive in the digital world without any adult support, mentoring, or scaffolding of rich learning experiences. While a greater diversity of young people are using digital and mobile platforms than ever before not all media ecologies are equal. Thus it’s very possible that if poor and working class students adopt technologies like mobile phones in environments that do not offer adult engagement and scaffolding the potential benefits in terms of learning and empowerment may not be realized.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Currently, I’m involved in a series of case studies that examine how adult educators and mentors are creating innovative learning experiences that encourage young people, for example, to view their mobile device as a powerful data collection resource and gateway to cultivating new literacies and forms of civic engagement. What I see is promising in terms of igniting young minds and young citizens. While only a small percentage of young people are using mobile devices as a powerful learning tool today the percentage is growing. The real challenge is not if rich and meaningful mobile learning ecologies will develop. As a \u003ca href=\"http://www.nmc.org/pdf/2011-Horizon-Report-K12.pdf\">2011 NMC Horizon repor\u003c/a>t shows, they already exist. Rather, the real question is, will they be distributed in ways that close or maintain America’s learning divide?\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"http://www.theyoungandthedigital.com/wp-content/uploads/2011/05/images1.jpeg\">\u003cimg class=\"size-full wp-image-13950\" title=\"images1\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/images1.jpg\" alt=\"\" width=\"295\" height=\"171\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>From S. Craig Watkins' blog \u003ca href=\"http://www.theyoungandthedigital.com/mobile/mobile-phones-and-americas-learning-divide/\">The Young and The Digital\u003c/a>. In the \u003ca href=\"http://ww2.kqed.org/mindshift/?p=13953\">following post\u003c/a>, Watkins talks about how he's witnessing these trends in his field work.\u003c/em>\u003c/p>\n\u003ch5>By \u003ca title=\"Posts by S. Craig Watkins\" href=\"http://www.theyoungandthedigital.com/author/s-craig-watkins/\">S. Craig Watkins\u003c/a>\u003c/h5>\n\u003cp>During a recent research related visit to New York City I decided to take a stroll down 125\u003csup>th\u003c/sup> Street in Harlem. Among the assortment of shops and vendors on the famous stretch that is home to the legendary Apollo Theater were an abundance of mobile phone providers. Even a few of the street vendors offered mobile phone accessories such as cases, covers, and car adaptors. It struck me that while you could easily purchase a mobile phone on 125\u003csup>th\u003c/sup> Street you could not purchase a desktop or laptop computer. Not that long ago the assumption that African Americans were a viable market for mobile phones did not exist.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Is it possible that mobile devices are reproducing some of America’s most enduring inequalities?\u003c/aside>\n\u003cp>As far back as 2007 data started to emerge that suggested that black and Latino households were much more likely to go online via a mobile phone than a desktop or laptop computer. We are also learning that a surging number of poor households are choosing to go with a mobile phone over a landline, largely because they cannot afford both. My fieldwork is consistently suggesting that the future of black and Latinos digital lives are linked, for better or worse, to mobile devices. The growing appeal of the mobile phone among African Americans and Latinos has not gone unnoticed by the press. In fact, several news outlets have even reported that mobile phones may be closing the digital divide. Is this true? Is there any evidence, empirical or anecdotal, that mobile is closing the digital divide?\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The answer to that question depends on how you define the digital divide. For example, if you define the digital divide as largely a question of access to technology than the answer, arguably, is yes. Internet capable phones, to the degree that poor and working class communities can afford them, certainly bridge the access gap. In 2009 the Pew Internet & American Life Project reported that African Americans were more likely than any other racial or ethnic group to go online via a mobile phone. But what if you define the divide in terms of participation rather than access? Is it possible that mobile devices are reproducing some of America’s most enduring inequalities? Truth is, there are some large gaps in our knowledge that make answering this last question difficult. But here is a start.\u003c/p>\n\u003cp>Much of the empirical data over the last three to four years consistently suggests that when it comes to using their mobile devices to play games, watch video, listen to music, or manage their online social networks that black and Latino youth are much more active than their white and Asian American counterparts. \u003ca href=\"http://blog.nielsen.com/nielsenwire/consumer/dissecting-diversity-understanding-the-ethnic-consumer/\">Nielsen\u003c/a> recently reported that African Americans are thirty percent more likely to visit Twitter than any other racial or ethnic group. We began reporting two years ago that black and Latino teens were using Twitter largely via their mobile phones.\u003c/p>\n\u003caside class=\"pullquote alignleft\">This is the myth of the “digital native” narrative, the notion that youth can thrive in the digital world without any adult support, mentoring, or scaffolding of rich learning experiences. \u003c/aside>\n\u003cp>It is unclear what kinds of phones black and Latino teens from low-income and working class homes are adopting. Are they more likely to own smart phones or feature phones? The functionalities of the former afford powerful social, recreational, and informational opportunities while the capabilities of the latter are much more limited. And while we know that black and Latino youth have turned to mobile as a source of anytime, anywhere media does this mean that they are largely consumers rather than creators of content?\u003c/p>\n\u003cp>As we begin to learn more about the media ecologies of black and Latino teens an inevitable question arises: is there any evidence that their engagement with media technology is producing behaviors and learning outcomes that might impact the academic achievement gap? There is an abundance of evidence that suggests that the informal learning environment (i.e., leisure, extracurricular and enrichment opportunities) of middle income students is just as important as the formal environment (i.e., schools) in their academic achievement.\u003c/p>\n\u003cp>The academic achievement gap takes root in early childhood and is related to the formal and informal learning ecologies that kids navigate throughout life. Different parenting practices and household resources mean that middle income kids enter kindergarten with richer language skills and greater exposure to books than their low-income counterparts. Throughout schooling these early learning divides expand. What role, if any, do digital and mobile media platforms play in America’s learning divides?\u003c/p>\n\u003cp>The issue, of course, is not that young people’s adoption of mobile phones causes an achievement gap that began long before any of us ever heard of the Internet or mobile phones. Rather, what is the potential for learning and engagement with mobile media in closing the learning divides that exist between low and middle income students? The mere adoption of mobile phones is certainly not the solution to the achievement gap. Technology—social network sites, laptops, smart phones, games, tablets, interactive books and maps—alone will never close America’s learning divide. This is the myth of the “digital native” narrative, the notion that youth can thrive in the digital world without any adult support, mentoring, or scaffolding of rich learning experiences. While a greater diversity of young people are using digital and mobile platforms than ever before not all media ecologies are equal. Thus it’s very possible that if poor and working class students adopt technologies like mobile phones in environments that do not offer adult engagement and scaffolding the potential benefits in terms of learning and empowerment may not be realized.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Currently, I’m involved in a series of case studies that examine how adult educators and mentors are creating innovative learning experiences that encourage young people, for example, to view their mobile device as a powerful data collection resource and gateway to cultivating new literacies and forms of civic engagement. What I see is promising in terms of igniting young minds and young citizens. While only a small percentage of young people are using mobile devices as a powerful learning tool today the percentage is growing. The real challenge is not if rich and meaningful mobile learning ecologies will develop. As a \u003ca href=\"http://www.nmc.org/pdf/2011-Horizon-Report-K12.pdf\">2011 NMC Horizon repor\u003c/a>t shows, they already exist. Rather, the real question is, will they be distributed in ways that close or maintain America’s learning divide?\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://www.qualcomm.com/citizenship/wireless-reach/projects/education#united-states\">\u003cimg class=\"size-medium wp-image-13889\" title=\"Screen shot 2011-07-19 at 1.29.28 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/Screen-shot-2011-07-19-at-1.29.28-PM-300x169.png\" alt=\"\" width=\"300\" height=\"169\">\u003c/a>\u003c/p>\n\u003cp>As we \u003ca href=\"http://ow.ly/5IpBp\">explore the potential of mobile learning\u003c/a>, especially as it relates to reaching out to disenfranchised students, the most recent results from \u003ca href=\"http://www.projectknect.org\">Project K-Nect\u003c/a> seem that much more relevant.\u003c/p>\n\u003cp>The pilot program based in North Carolina, which we \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/can-a-smart-phone-program-really-close-the-achievement-gap/\">covered here on MindShift\u003c/a>, was designed to make math more engaging for low-income kids with the use of mobile phones in Onslow County School System.\u003c/p>\n\u003caside class=\"pullquote alignleft\">This is just a math program. Imagine how it could play out with other subjects.\u003c/aside>\n\u003cp>In its third year, the program has more than proven successful. Some stats from the \u003ca href=\"http://www.prweb.com/releases/projectknect/2011/prweb8599929.htm\">most recent report\u003c/a>, released last month, quoted here:\u003c/p>\n\u003cul>\n\u003cli> By the end of the fall 2010 semester, 89 percent of the Algebra I students reported they are more motivated to learn math compared to 76 percent at the beginning of the semester.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli> 90 percent of the Project K-Nect students in Algebra I and 100 percent of the Algebra II students demonstrated proficiency on their end of course exams.\u003c!--more-->\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli> By the end of the fall 2010 semester, 89 percent of the Algebra I students reported they are more motivated to learn math compared to 76 percent at the beginning of the semester.\u003c/li>\n\u003cli> The majority of students reported they are also more comfortable learning math (83 percent), felt more successful (72 percent) and better prepared to take the end-of course exam (72 percent).\u003c/li>\n\u003cli> By the end of the semester, the number of students who thought, “math is easy” more than doubled from 29 percent to 61 percent.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli> The first cohort of Project K-Nect students successfully completing the college level AP Calculus college curriculum and took the AP exam last month.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli> Algebra I students expressed an interest in taking additional math classes, including Advanced Placement courses.\u003c/li>\n\u003cli> They also said they are more interested in attending college (56 percent) or pursuing a degree or career that would use their math skills (33 percent).\u003c/li>\n\u003c/ul>\n\u003cp>What's more, the report states that \"students' increased use of and familiarity with technology through Project K-Nect helps students easily integrate the use of technology to other curricular areas.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Students in the program use smart phones to solve math problems, and collaborate with each other through blogs, instant messaging and email. They use photos and videos to \"capture their problem-solving strategies and post them to the Project K-Nect site\" for review.\u003c/p>\n\u003cp>And this is just a math program. Imagine how it could play out with other subjects.\u003c/p>\n\u003cp>This \u003ca href=\"http://www.qualcomm.com/citizenship/wireless-reach/projects/education#united-states\">video\u003c/a>, produced by Qualcomm's Wireless Reach Division, provides a perspective of how it works.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.qualcomm.com/citizenship/wireless-reach/projects/education#united-states\">\u003cimg class=\"size-medium wp-image-13889\" title=\"Screen shot 2011-07-19 at 1.29.28 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/Screen-shot-2011-07-19-at-1.29.28-PM-300x169.png\" alt=\"\" width=\"300\" height=\"169\">\u003c/a>\u003c/p>\n\u003cp>As we \u003ca href=\"http://ow.ly/5IpBp\">explore the potential of mobile learning\u003c/a>, especially as it relates to reaching out to disenfranchised students, the most recent results from \u003ca href=\"http://www.projectknect.org\">Project K-Nect\u003c/a> seem that much more relevant.\u003c/p>\n\u003cp>The pilot program based in North Carolina, which we \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/can-a-smart-phone-program-really-close-the-achievement-gap/\">covered here on MindShift\u003c/a>, was designed to make math more engaging for low-income kids with the use of mobile phones in Onslow County School System.\u003c/p>\n\u003caside class=\"pullquote alignleft\">This is just a math program. Imagine how it could play out with other subjects.\u003c/aside>\n\u003cp>In its third year, the program has more than proven successful. Some stats from the \u003ca href=\"http://www.prweb.com/releases/projectknect/2011/prweb8599929.htm\">most recent report\u003c/a>, released last month, quoted here:\u003c/p>\n\u003cul>\n\u003cli> By the end of the fall 2010 semester, 89 percent of the Algebra I students reported they are more motivated to learn math compared to 76 percent at the beginning of the semester.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli> 90 percent of the Project K-Nect students in Algebra I and 100 percent of the Algebra II students demonstrated proficiency on their end of course exams.\u003c!--more-->\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli> By the end of the fall 2010 semester, 89 percent of the Algebra I students reported they are more motivated to learn math compared to 76 percent at the beginning of the semester.\u003c/li>\n\u003cli> The majority of students reported they are also more comfortable learning math (83 percent), felt more successful (72 percent) and better prepared to take the end-of course exam (72 percent).\u003c/li>\n\u003cli> By the end of the semester, the number of students who thought, “math is easy” more than doubled from 29 percent to 61 percent.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli> The first cohort of Project K-Nect students successfully completing the college level AP Calculus college curriculum and took the AP exam last month.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli> Algebra I students expressed an interest in taking additional math classes, including Advanced Placement courses.\u003c/li>\n\u003cli> They also said they are more interested in attending college (56 percent) or pursuing a degree or career that would use their math skills (33 percent).\u003c/li>\n\u003c/ul>\n\u003cp>What's more, the report states that \"students' increased use of and familiarity with technology through Project K-Nect helps students easily integrate the use of technology to other curricular areas.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Students in the program use smart phones to solve math problems, and collaborate with each other through blogs, instant messaging and email. They use photos and videos to \"capture their problem-solving strategies and post them to the Project K-Nect site\" for review.\u003c/p>\n\u003cp>And this is just a math program. Imagine how it could play out with other subjects.\u003c/p>\n\u003cp>This \u003ca href=\"http://www.qualcomm.com/citizenship/wireless-reach/projects/education#united-states\">video\u003c/a>, produced by Qualcomm's Wireless Reach Division, provides a perspective of how it works.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Mobile Learning: Are We On the Cusp of Something Big?",
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"content": "\u003cfigure id=\"attachment_13875\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-13875\" href=\"http://ww2.kqed.org/mindshift/2011/07/mobile-learning-are-we-on-the-cusp-of-something-big/1442244452_3ef578b633_z-2/\">\u003cimg class=\"size-medium wp-image-13875\" title=\"1442244452_3ef578b633_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/1442244452_3ef578b633_z-300x226.jpg\" alt=\"\" width=\"300\" height=\"226\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>One of the most exciting things about living in the digital age is witnessing huge cultural changes occur in real time.\u003c/p>\n\u003cp>We're at just that point now with \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone/\">mobile learning\u003c/a>. Whether it's on an e-reader, a tablet, or a cell phone, there's great excitement -- though not a lot of research yet -- around the potential of how these devices can strengthen learning.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"There are frontiers that we’re just beginning to learn how to reach.\"\u003c/aside>\n\u003cp>\"What if your mobile device had a sixth sense?\" asked Harvard professor \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=chris_dede\">Chris Dede\u003c/a>, who's researching the diverse dimensions of mobile learning, at the recent \u003ca href=\"http://www.isteconference.org/2011/\">ISTE conference. \u003c/a>\u003c/p>\n\u003cp>When most of us consider education, we think of learning happening in isolated places -- schools. But mobile devices are upending that assumption. With innovations like augmented reality, different kinds of information and experiences can be superimposed onto the real world, complementing and adding another dimension to \"formal\" learning institutions.\u003c/p>\n\u003cp>Pilot programs are springing up all over the country (more on those soon), as educators and researchers determine what kind of learning can happen best with mobile devices.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"We know from generations of work that devices are catalysts,\" Dede said. \"The device never produces learning, but when coupled with changes in content, new forms of assessment, linking people together, \u003cem>that’s\u003c/em> what enables learning.\"\u003c/p>\n\u003cp>Mobile devices are getting more powerful with each new generation of gadgets. \"But a lot of people are frightened by them and banning them in schools where they might make the most impact,\" Dede said.\u003c/p>\n\u003cp>Dede's job, along with others in the field, is to make sense of the devices' strengths and weaknesses.\u003c/p>\n\u003cp>So what do we know so far?\u003c/p>\n\u003cp>When it comes to smart phones, some of what's powerful on larger screens doesn't relate as well to the small screen. \"I do a lot of work in virtual worlds. We can’t put virtual worlds on cell phones and have them work well,\" Dede said. \"Visual immersion works with a large screen. Sure, you can watch a movie on a small phone, but it doesn't have the same impact as watching it in an Imax theater.\"\u003c/p>\n\u003cp>Yet students who've been given the choice between Netbooks and smart phones say they prefer smart phones simply because it fits into their pockets, Dede said, referring to recent research. Does that mean they're more likely to engage in educational content on the smaller screen?\u003c/p>\n\u003cp>\"We need to figure out what's possible within that screen size and what they might be able to do if they had more screen real estate,\" Dede said. \"We want students to be able to bring their own technology to schools.\"\u003c/p>\n\u003cp>The way to find out is to pilot projects in math, science, and social studies, and build curriculum on e-readers, tablets, and cell phones. \"That way we get a feel for how learning happens,\" Dede said. \"There are frontiers that we’re just beginning to learn how to reach.\"\u003c/p>\n\u003cp>In my next post, I'll write more about the K-Nect smart phone-enabled math program.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_13875\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-13875\" href=\"http://ww2.kqed.org/mindshift/2011/07/mobile-learning-are-we-on-the-cusp-of-something-big/1442244452_3ef578b633_z-2/\">\u003cimg class=\"size-medium wp-image-13875\" title=\"1442244452_3ef578b633_z\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/1442244452_3ef578b633_z-300x226.jpg\" alt=\"\" width=\"300\" height=\"226\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>One of the most exciting things about living in the digital age is witnessing huge cultural changes occur in real time.\u003c/p>\n\u003cp>We're at just that point now with \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone/\">mobile learning\u003c/a>. Whether it's on an e-reader, a tablet, or a cell phone, there's great excitement -- though not a lot of research yet -- around the potential of how these devices can strengthen learning.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"There are frontiers that we’re just beginning to learn how to reach.\"\u003c/aside>\n\u003cp>\"What if your mobile device had a sixth sense?\" asked Harvard professor \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=chris_dede\">Chris Dede\u003c/a>, who's researching the diverse dimensions of mobile learning, at the recent \u003ca href=\"http://www.isteconference.org/2011/\">ISTE conference. \u003c/a>\u003c/p>\n\u003cp>When most of us consider education, we think of learning happening in isolated places -- schools. But mobile devices are upending that assumption. With innovations like augmented reality, different kinds of information and experiences can be superimposed onto the real world, complementing and adding another dimension to \"formal\" learning institutions.\u003c/p>\n\u003cp>Pilot programs are springing up all over the country (more on those soon), as educators and researchers determine what kind of learning can happen best with mobile devices.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"We know from generations of work that devices are catalysts,\" Dede said. \"The device never produces learning, but when coupled with changes in content, new forms of assessment, linking people together, \u003cem>that’s\u003c/em> what enables learning.\"\u003c/p>\n\u003cp>Mobile devices are getting more powerful with each new generation of gadgets. \"But a lot of people are frightened by them and banning them in schools where they might make the most impact,\" Dede said.\u003c/p>\n\u003cp>Dede's job, along with others in the field, is to make sense of the devices' strengths and weaknesses.\u003c/p>\n\u003cp>So what do we know so far?\u003c/p>\n\u003cp>When it comes to smart phones, some of what's powerful on larger screens doesn't relate as well to the small screen. \"I do a lot of work in virtual worlds. We can’t put virtual worlds on cell phones and have them work well,\" Dede said. \"Visual immersion works with a large screen. Sure, you can watch a movie on a small phone, but it doesn't have the same impact as watching it in an Imax theater.\"\u003c/p>\n\u003cp>Yet students who've been given the choice between Netbooks and smart phones say they prefer smart phones simply because it fits into their pockets, Dede said, referring to recent research. Does that mean they're more likely to engage in educational content on the smaller screen?\u003c/p>\n\u003cp>\"We need to figure out what's possible within that screen size and what they might be able to do if they had more screen real estate,\" Dede said. \"We want students to be able to bring their own technology to schools.\"\u003c/p>\n\u003cp>The way to find out is to pilot projects in math, science, and social studies, and build curriculum on e-readers, tablets, and cell phones. \"That way we get a feel for how learning happens,\" Dede said. \"There are frontiers that we’re just beginning to learn how to reach.\"\u003c/p>\n\u003cp>In my next post, I'll write more about the K-Nect smart phone-enabled math program.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "The 7 Golden Rules of Using Technology in Schools",
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"content": "\u003cfigure id=\"attachment_13490\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/davidortez/5350567687/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-13490\" title=\"David Ortez\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/David-Ortez-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Sometimes teachers and administrators need a kick in the pants to see what they perceive as problems re-framed in a different way. Adam S. Bellow, author of \u003ca href=\"http://www.scribd.com/doc/19590152/The-Tech-Commandments\">The Tech Commandments\u003c/a>, and founder of \u003ca href=\"http://edutecher.net/\">eduTecher\u003c/a>, spoke to a roomful of receptive teachers at the recent\u003ca href=\"http://www.isteconference.org/2012/\"> ISTE 2011 conference\u003c/a>, and demonstrated some of the ironies and contradictions the education system is mired in. And he had some advice.\u003c/p>\n\u003cp>\u003cstrong>1) DON'T TRAP TECHNOLOGY IN A ROOM.\u003c/strong> \"When I went to school, computers were put in a room called The Lab,\" Bellow said. \"'What are they experimenting with in there, I thought.' Technology wasn't built into what we were doing. It was farmed off in a room, like it was special. Like we were learning how to code, and in case the Russians came, we'd know what to do.\" Technology should be like oxygen, Bellow said, quoting \u003ca href=\"http://www.scienceleadership.org/pages/Faculty_and_Staff\">Chris Lehmann\u003c/a>, the founding principal of Science Leadership Academy: Ubiquitous, necessary, and invisible.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We're doing kids a major disservice if we don't teach them good digital citizenship.\"\u003cstrong> \u003c/strong>\u003c/aside>\n\u003cp>\u003cstrong> \u003c/strong>\u003cstrong>2) TECHNOLOGY IS WORTHLESS WITHOUT PROFESSIONAL DEVELOPMENT. \u003c/strong>\u003cstrong> \u003c/strong>Bellow emphasized the importance of making professional development a priority, the importance of time and money being spent to educate teachers on not just an hour-long how-to session, but ways to integrate technology creatively into educators' daily teaching practice in meaningful ways. He told the story of an interactive-whiteboard training guide who made one quick appearance at a school, never to return, leaving teachers still unsure of how to use the technology. There's a world of professional development on YouTube and on Twitter, ironically sites that most schools block (see Number 4.)\u003c/p>\n\u003cp>\u003cstrong>3) MOBILE TECHNOLOGY STRETCHES A LONG WAY. \u003c/strong>\"You can get much more out of mobile tech than out of most other technology,\" Bellow said. Kids bring it to class everyday, but we tell them to turn it off as soon as they walk in. In New York City, Bellow said he watched as an agonizingly long queue of students waited for 45 minutes to pass through a metal detector and hand over their cell phones, which were then placed in individually labeled manila envelopes. \"Can we do something better with those 45 minutes?\" he asked. Cell phones can\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/\"> replace expensive reference books\u003c/a>, Flip cameras, old calculators, and the list goes on. \"Instead of buying those tools, buy an iPod Touch and it’ll be all of those things,\" he said.\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>4) THE NEW 'F WORD' IS FEAR.\u003c/strong> Not Facebook, and not the other expletive you might have expected. Schools fear everything from being replaced by gadgets (\"Any teacher who can be replaced by a robot should be,\" he said), to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/revolution-2-0-the-control-shift/\">kids knowing more about subjects than they do\u003c/a>, to collaborative Web tools\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\"> that are blocked because of a slew of acronyms \u003c/a>that haunt administrators. On one hand, \"teachers are frustrated because they feel like they're being handcuffed,\" Bellow said, due to crude filters that block out \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">all kinds of useful websites\u003c/a>. On the other hand, kids already come to school with phones that have access to everything. \"We could block Facebook, but who are we kidding? They're already on it,\" he said. \"The world is not a sterile place. Kids need to learn how to deal with it.\" And because kids have access to every kind of information at any time, they need to learn about things like \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-the-internet-affects-plagiarism/\">Creative Commons and copyright rules\u003c/a>. \"We're doing them a major disservice if we don't teach them good digital citizenship,\" he said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>5) TECH TOOLS ARE NOT JUST A PASSING FAD. \u003c/strong>Bellow said he's heard countless times from those who don’t want to take risks by finding and investing in new tools. And even when they do, they use only a fraction of the tools' potential purposes because they haven't invested enough time to figure it out (see Number 2). Bellow told the story of a school administrator who was able to buy iPads for his teachers, but is only using them to take attendance. He showed a video of a 100-year-old woman learning how to use the iPad to browse the Web, to read books, to watch videos, and how excited she was about it. \"We are natural lifelong learners,\" he said.\u003c/p>\n\u003cp>\u003cstrong>6) MONEY IS NOT THE PROBLEM. \u003c/strong>Teachers have access to thousands of free Web tools. And even if the free ones do decide to start charging, others will crop up to replace it. The point is not to be afraid of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/jumping-into-the-21st-century-one-teachers-account/\">diving in \u003c/a>(see Number 4).\u003c/p>\n\u003cp>\u003cstrong>7) INVITE EVERY STAKEHOLDER TO THE CONVERSATION. \u003c/strong>\"Who's at the table?\" Bellow asked. \"Mostly administrators, some ask teachers. But here's a novel idea. Let's have students come to the table, and parents too!\"\u003c/p>\n\u003cp>MindShift readers are familiar with these concepts, but it's great to have a tidy recap. Thanks, Mr. Bellow.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "From last year's ISTE talk by Adam Bellow that's making the rounds again: The new \"F\" word is Fear. Fear of using technology in schools, in the hands of kids. Here's why that should change.\r\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_13490\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/davidortez/5350567687/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-13490\" title=\"David Ortez\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/David-Ortez-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Sometimes teachers and administrators need a kick in the pants to see what they perceive as problems re-framed in a different way. Adam S. Bellow, author of \u003ca href=\"http://www.scribd.com/doc/19590152/The-Tech-Commandments\">The Tech Commandments\u003c/a>, and founder of \u003ca href=\"http://edutecher.net/\">eduTecher\u003c/a>, spoke to a roomful of receptive teachers at the recent\u003ca href=\"http://www.isteconference.org/2012/\"> ISTE 2011 conference\u003c/a>, and demonstrated some of the ironies and contradictions the education system is mired in. And he had some advice.\u003c/p>\n\u003cp>\u003cstrong>1) DON'T TRAP TECHNOLOGY IN A ROOM.\u003c/strong> \"When I went to school, computers were put in a room called The Lab,\" Bellow said. \"'What are they experimenting with in there, I thought.' Technology wasn't built into what we were doing. It was farmed off in a room, like it was special. Like we were learning how to code, and in case the Russians came, we'd know what to do.\" Technology should be like oxygen, Bellow said, quoting \u003ca href=\"http://www.scienceleadership.org/pages/Faculty_and_Staff\">Chris Lehmann\u003c/a>, the founding principal of Science Leadership Academy: Ubiquitous, necessary, and invisible.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We're doing kids a major disservice if we don't teach them good digital citizenship.\"\u003cstrong> \u003c/strong>\u003c/aside>\n\u003cp>\u003cstrong> \u003c/strong>\u003cstrong>2) TECHNOLOGY IS WORTHLESS WITHOUT PROFESSIONAL DEVELOPMENT. \u003c/strong>\u003cstrong> \u003c/strong>Bellow emphasized the importance of making professional development a priority, the importance of time and money being spent to educate teachers on not just an hour-long how-to session, but ways to integrate technology creatively into educators' daily teaching practice in meaningful ways. He told the story of an interactive-whiteboard training guide who made one quick appearance at a school, never to return, leaving teachers still unsure of how to use the technology. There's a world of professional development on YouTube and on Twitter, ironically sites that most schools block (see Number 4.)\u003c/p>\n\u003cp>\u003cstrong>3) MOBILE TECHNOLOGY STRETCHES A LONG WAY. \u003c/strong>\"You can get much more out of mobile tech than out of most other technology,\" Bellow said. Kids bring it to class everyday, but we tell them to turn it off as soon as they walk in. In New York City, Bellow said he watched as an agonizingly long queue of students waited for 45 minutes to pass through a metal detector and hand over their cell phones, which were then placed in individually labeled manila envelopes. \"Can we do something better with those 45 minutes?\" he asked. Cell phones can\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/\"> replace expensive reference books\u003c/a>, Flip cameras, old calculators, and the list goes on. \"Instead of buying those tools, buy an iPod Touch and it’ll be all of those things,\" he said.\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>4) THE NEW 'F WORD' IS FEAR.\u003c/strong> Not Facebook, and not the other expletive you might have expected. Schools fear everything from being replaced by gadgets (\"Any teacher who can be replaced by a robot should be,\" he said), to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/revolution-2-0-the-control-shift/\">kids knowing more about subjects than they do\u003c/a>, to collaborative Web tools\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\"> that are blocked because of a slew of acronyms \u003c/a>that haunt administrators. On one hand, \"teachers are frustrated because they feel like they're being handcuffed,\" Bellow said, due to crude filters that block out \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">all kinds of useful websites\u003c/a>. On the other hand, kids already come to school with phones that have access to everything. \"We could block Facebook, but who are we kidding? They're already on it,\" he said. \"The world is not a sterile place. Kids need to learn how to deal with it.\" And because kids have access to every kind of information at any time, they need to learn about things like \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-the-internet-affects-plagiarism/\">Creative Commons and copyright rules\u003c/a>. \"We're doing them a major disservice if we don't teach them good digital citizenship,\" he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>5) TECH TOOLS ARE NOT JUST A PASSING FAD. \u003c/strong>Bellow said he's heard countless times from those who don’t want to take risks by finding and investing in new tools. And even when they do, they use only a fraction of the tools' potential purposes because they haven't invested enough time to figure it out (see Number 2). Bellow told the story of a school administrator who was able to buy iPads for his teachers, but is only using them to take attendance. He showed a video of a 100-year-old woman learning how to use the iPad to browse the Web, to read books, to watch videos, and how excited she was about it. \"We are natural lifelong learners,\" he said.\u003c/p>\n\u003cp>\u003cstrong>6) MONEY IS NOT THE PROBLEM. \u003c/strong>Teachers have access to thousands of free Web tools. And even if the free ones do decide to start charging, others will crop up to replace it. The point is not to be afraid of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/jumping-into-the-21st-century-one-teachers-account/\">diving in \u003c/a>(see Number 4).\u003c/p>\n\u003cp>\u003cstrong>7) INVITE EVERY STAKEHOLDER TO THE CONVERSATION. \u003c/strong>\"Who's at the table?\" Bellow asked. \"Mostly administrators, some ask teachers. But here's a novel idea. Let's have students come to the table, and parents too!\"\u003c/p>\n\u003cp>MindShift readers are familiar with these concepts, but it's great to have a tidy recap. Thanks, Mr. Bellow.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "What Exactly Can You Learn on a Mobile Phone? Part II",
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"content": "\u003cfigure id=\"attachment_13227\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-13227\" href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone-part-ii/shlala-3/\">\u003cimg class=\"size-medium wp-image-13227\" title=\"Shlala\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/Shlala-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Here's the second part of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone/\">my original interview\u003c/a> with \u003ca href=\"http://www.itofisher.com/mito/\">Mimi Ito\u003c/a>, a cultural anthropologist who studies new media use in young people. Ito is co-author of \u003ca href=\"http://www.amazon.com/Hanging-Out-Messing-Around-Geeking/dp/0262013363\">\u003cem>Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning with New Media\u003c/em>\u003c/a>, and has been studying the subject of how kids interact with mobile devices.\u003c/p>\n\u003cp>Ito talks about whether intervention programs and educational outreach make formal schooling more interesting or relevant.\u003c/p>\n\u003cp>\"A lot of kids were doing amazing things around their interest, but very few of those kids were able to pursue that and translate that into context of adult world,\" she says regarding case studies she observed.\u003c/p>\n\u003cp>Ito also addresses the difference between letting kids experiment and figure out what they want to learn on their own versus setting them on a specific course.\u003c/p>\n\u003cp>\u003cstrong>Q. Is there any research that shows mobile phones are raising literacy or reading skills? Does it matter?\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A. I see opportunities that digital mobile devices can provide for learning in three ways: information access; social connection and peer learning; and expression and creative production.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"[A mobile phone] is much more of a connector and enabler that can bring knowledge to more settings in daily lives, but not the platform you want to rely on exclusively.\"\u003c/aside>\n\u003cp>A mobile phone does really well and delivers better in the first two than the PC does, because it’s ubiquitous and demand-driven. When we’re out somewhere with family, we have a question, whatever it might be, there’s instant ability to access information. The ability to access information within a social face-to-face context is actually a powerful enabler of learning. You don’t have to be locked into a screen in solitary mode to access this big ecosystem of information. You feel a pervasive connection to that. These devices become a way of connecting, ideally providing a social support.\u003c/p>\n\u003cp>What it doesn’t deliver as well on is the actual production of knowledge and culture and things like that. It’s not a platform that’s optimized for that. Most activated learning is making use of multiple platforms and learning opportunities in multiple settings. And the mobile phone is a device that could potentially knit together those multiple contexts. Whether it’s an iPad or a phone, it’s a stable platform that kids can carry from home to school or after school programs to cobble together resources and social networks.\u003c!--more-->\u003c/p>\n\u003cp>But they do have to have those more intensive computing kinds of spaces to do more sophisticated forms of writing and production and self expression, and that’s the problem with relying exclusively on a mobile platform. It’s much more of a connector and enabler that can bring knowledge to more settings in daily lives, but not the platform you want to rely on exclusively.\u003c/p>\n\u003cp>\u003cstrong>Q. How do you think programs like \u003ca href=\"http://www.digitalyouthnetwork.org/team_members/2-nichole-pinkard\">the Digital Youth Network\u003c/a> are making an impact on giving a leg up to low-income kids?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>A. The results are still coming in intervention, but I can speak about what we observed in our digital youth study, and the differences these programs, certain forms of access, and new media opportunities have made.\u003c/p>\n\u003cp>What I saw that was interesting is that class and privilege are incredibly important.\u003c/p>\n\u003cp>We found that middle class kids had a wealth of opportunities, but had little space for autonomy and exploration, because their lives were over-scheduled. They were on a track to do a certain thing, and were parented in the context of risk and fear about what they should and shouldn’t be doing that worked against a certain kind agency and exploration and certain kind of learning because they knew what they were supposed to learn.\u003c/p>\n\u003cp>We found that when less privileged kids were given access to the tools and trust and space to mess around with technology, and it was often incredibly transformative for them. They would do incredibly creative things, and it wasn’t necessarily getting them to fast-track to something, they were just messing around and enjoying their sense of agency.\u003c/p>\n\u003cp>\u003cstrong>Q. What do you mean by their \"sense of agency?\"\u003c/strong>\u003c/p>\n\u003cp>A. So for example, we were looking at a high school that had an open-minded computer lab teacher and a local computer kids' club. They’d get together and play network games, set up businesses on their own to refurbish computers and sell on eBay and take proceeds and do organizing and activating on multi-user games. They were doing creative and innovative and entrepreneurial activities, using new media. It was really interesting. It was a space where they could exercise a new kind of agency. And we saw quite a few of case studies.\u003c/p>\n\u003cp>\u003cstrong>Q. How is that kind of agency helpful in their lives?\u003c/strong>\u003c/p>\n\u003cp>A. It has the potential to ignite a transformative identity shift if it’s not in a context where kids are given a lot of agency in what they explore.\u003c/p>\n\u003cfigure id=\"attachment_13171\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca rel=\"attachment wp-att-13171\" href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone-part-ii/mimi-ito-2/\">\u003cimg class=\"size-thumbnail wp-image-13171\" title=\"mimi ito\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/mimi-ito-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Mimi Ito\u003c/figcaption>\u003c/figure>\n\u003cp>For kids who are alienated from mainstream structures of schooling, they don’t feel like they have choices in their own identity and trajectory, so for them to be trusted to choose and have an interest is important. This is the foundation of the model of interest-driven learning -- the voluntary nature and the fact that kids have chosen what they want to specialize in and pursue has been incredibly important in fostering an authentic learning identity for kids.\u003c/p>\n\u003cp>A lot of kids in schools that aren’t structured around this more progressive philosophy of learning are not often given opportunities to allow their own voice and choice in learning. They’re either in environments that may be specialized already that kids have chosen, or they’re in environments like a computer lab where the teacher opens doors to kid and sets baseline rule for behavior, but allows them to do what they wanted.\u003c/p>\n\u003cp>\u003cstrong>Q. Do you have any sense whether these opportunities have a lasting effect? \u003c/strong>\u003c/p>\n\u003cp>A. You have to follow kids over a longer haul. In our case studies, we had a lot of kids who were young adults telling us their retrospectives.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Often a lot of kids will have the experience of empowered learner in an area of interest, but they won’t have the support to translate that into domains that are more formal or recognized by the adult world.\"\u003c/aside>\n\u003cp>A lot of kids point to some early experiences they have in connecting with other people who they respected who share those interests, and be able to choose the interests they have and mobilize their learning, instead of what they were told to learn. Somehow that set of factors was transformative in producing an identity in them that they were able to have a sense of efficacy that’s tied to their engagement in area of interest. They could mobilize learning and knowledge acquisition that set them on a different track in terms of how they approached learning.\u003c/p>\n\u003cp>Often a lot of kids will have the experience of empowered learner in an area of interest, but they won’t have the support to translate that into domains that are more formal or recognized by the adult world.\u003c/p>\n\u003cp>That’s where we feel like there’s a gap and our educational outreach approach and ecology and meeting kids where they are, but also making those things relevant to things like formal schooling and accreditation and career relevance trajectory.\u003c/p>\n\u003cp>\u003cstrong>Q. So does their interest-driven path lead to what we define as success in adulthood?\u003c/strong>\u003c/p>\n\u003cp>A. That's the big question I’d have: a lot of kids are doing amazing things around their interest, but very few of those kids were able to pursue that and translate that into context of adult world. So that’s the question. It’s the kids who can make that translation who can become incredibly successful.\u003c/p>\n\u003cp>A lot of it is how we think of relation between play and work. I’ve also talked to passionate hobbyists who see work as something separate and want to keep it separate. It’s the characteristic of a particular cut of middle class who want to see their passions aligned with their work in a particular way.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>At the level of childhood experience, the more even within the context of K-12 trajectory, if we can use these interest-driven contexts in a way to reduce alienation with formal schooling, even putting aside work issues, that would be a huge plus for the kids.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_13227\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-13227\" href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone-part-ii/shlala-3/\">\u003cimg class=\"size-medium wp-image-13227\" title=\"Shlala\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/Shlala-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Here's the second part of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone/\">my original interview\u003c/a> with \u003ca href=\"http://www.itofisher.com/mito/\">Mimi Ito\u003c/a>, a cultural anthropologist who studies new media use in young people. Ito is co-author of \u003ca href=\"http://www.amazon.com/Hanging-Out-Messing-Around-Geeking/dp/0262013363\">\u003cem>Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning with New Media\u003c/em>\u003c/a>, and has been studying the subject of how kids interact with mobile devices.\u003c/p>\n\u003cp>Ito talks about whether intervention programs and educational outreach make formal schooling more interesting or relevant.\u003c/p>\n\u003cp>\"A lot of kids were doing amazing things around their interest, but very few of those kids were able to pursue that and translate that into context of adult world,\" she says regarding case studies she observed.\u003c/p>\n\u003cp>Ito also addresses the difference between letting kids experiment and figure out what they want to learn on their own versus setting them on a specific course.\u003c/p>\n\u003cp>\u003cstrong>Q. Is there any research that shows mobile phones are raising literacy or reading skills? Does it matter?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A. I see opportunities that digital mobile devices can provide for learning in three ways: information access; social connection and peer learning; and expression and creative production.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"[A mobile phone] is much more of a connector and enabler that can bring knowledge to more settings in daily lives, but not the platform you want to rely on exclusively.\"\u003c/aside>\n\u003cp>A mobile phone does really well and delivers better in the first two than the PC does, because it’s ubiquitous and demand-driven. When we’re out somewhere with family, we have a question, whatever it might be, there’s instant ability to access information. The ability to access information within a social face-to-face context is actually a powerful enabler of learning. You don’t have to be locked into a screen in solitary mode to access this big ecosystem of information. You feel a pervasive connection to that. These devices become a way of connecting, ideally providing a social support.\u003c/p>\n\u003cp>What it doesn’t deliver as well on is the actual production of knowledge and culture and things like that. It’s not a platform that’s optimized for that. Most activated learning is making use of multiple platforms and learning opportunities in multiple settings. And the mobile phone is a device that could potentially knit together those multiple contexts. Whether it’s an iPad or a phone, it’s a stable platform that kids can carry from home to school or after school programs to cobble together resources and social networks.\u003c!--more-->\u003c/p>\n\u003cp>But they do have to have those more intensive computing kinds of spaces to do more sophisticated forms of writing and production and self expression, and that’s the problem with relying exclusively on a mobile platform. It’s much more of a connector and enabler that can bring knowledge to more settings in daily lives, but not the platform you want to rely on exclusively.\u003c/p>\n\u003cp>\u003cstrong>Q. How do you think programs like \u003ca href=\"http://www.digitalyouthnetwork.org/team_members/2-nichole-pinkard\">the Digital Youth Network\u003c/a> are making an impact on giving a leg up to low-income kids?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>A. The results are still coming in intervention, but I can speak about what we observed in our digital youth study, and the differences these programs, certain forms of access, and new media opportunities have made.\u003c/p>\n\u003cp>What I saw that was interesting is that class and privilege are incredibly important.\u003c/p>\n\u003cp>We found that middle class kids had a wealth of opportunities, but had little space for autonomy and exploration, because their lives were over-scheduled. They were on a track to do a certain thing, and were parented in the context of risk and fear about what they should and shouldn’t be doing that worked against a certain kind agency and exploration and certain kind of learning because they knew what they were supposed to learn.\u003c/p>\n\u003cp>We found that when less privileged kids were given access to the tools and trust and space to mess around with technology, and it was often incredibly transformative for them. They would do incredibly creative things, and it wasn’t necessarily getting them to fast-track to something, they were just messing around and enjoying their sense of agency.\u003c/p>\n\u003cp>\u003cstrong>Q. What do you mean by their \"sense of agency?\"\u003c/strong>\u003c/p>\n\u003cp>A. So for example, we were looking at a high school that had an open-minded computer lab teacher and a local computer kids' club. They’d get together and play network games, set up businesses on their own to refurbish computers and sell on eBay and take proceeds and do organizing and activating on multi-user games. They were doing creative and innovative and entrepreneurial activities, using new media. It was really interesting. It was a space where they could exercise a new kind of agency. And we saw quite a few of case studies.\u003c/p>\n\u003cp>\u003cstrong>Q. How is that kind of agency helpful in their lives?\u003c/strong>\u003c/p>\n\u003cp>A. It has the potential to ignite a transformative identity shift if it’s not in a context where kids are given a lot of agency in what they explore.\u003c/p>\n\u003cfigure id=\"attachment_13171\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca rel=\"attachment wp-att-13171\" href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone-part-ii/mimi-ito-2/\">\u003cimg class=\"size-thumbnail wp-image-13171\" title=\"mimi ito\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/mimi-ito-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Mimi Ito\u003c/figcaption>\u003c/figure>\n\u003cp>For kids who are alienated from mainstream structures of schooling, they don’t feel like they have choices in their own identity and trajectory, so for them to be trusted to choose and have an interest is important. This is the foundation of the model of interest-driven learning -- the voluntary nature and the fact that kids have chosen what they want to specialize in and pursue has been incredibly important in fostering an authentic learning identity for kids.\u003c/p>\n\u003cp>A lot of kids in schools that aren’t structured around this more progressive philosophy of learning are not often given opportunities to allow their own voice and choice in learning. They’re either in environments that may be specialized already that kids have chosen, or they’re in environments like a computer lab where the teacher opens doors to kid and sets baseline rule for behavior, but allows them to do what they wanted.\u003c/p>\n\u003cp>\u003cstrong>Q. Do you have any sense whether these opportunities have a lasting effect? \u003c/strong>\u003c/p>\n\u003cp>A. You have to follow kids over a longer haul. In our case studies, we had a lot of kids who were young adults telling us their retrospectives.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Often a lot of kids will have the experience of empowered learner in an area of interest, but they won’t have the support to translate that into domains that are more formal or recognized by the adult world.\"\u003c/aside>\n\u003cp>A lot of kids point to some early experiences they have in connecting with other people who they respected who share those interests, and be able to choose the interests they have and mobilize their learning, instead of what they were told to learn. Somehow that set of factors was transformative in producing an identity in them that they were able to have a sense of efficacy that’s tied to their engagement in area of interest. They could mobilize learning and knowledge acquisition that set them on a different track in terms of how they approached learning.\u003c/p>\n\u003cp>Often a lot of kids will have the experience of empowered learner in an area of interest, but they won’t have the support to translate that into domains that are more formal or recognized by the adult world.\u003c/p>\n\u003cp>That’s where we feel like there’s a gap and our educational outreach approach and ecology and meeting kids where they are, but also making those things relevant to things like formal schooling and accreditation and career relevance trajectory.\u003c/p>\n\u003cp>\u003cstrong>Q. So does their interest-driven path lead to what we define as success in adulthood?\u003c/strong>\u003c/p>\n\u003cp>A. That's the big question I’d have: a lot of kids are doing amazing things around their interest, but very few of those kids were able to pursue that and translate that into context of adult world. So that’s the question. It’s the kids who can make that translation who can become incredibly successful.\u003c/p>\n\u003cp>A lot of it is how we think of relation between play and work. I’ve also talked to passionate hobbyists who see work as something separate and want to keep it separate. It’s the characteristic of a particular cut of middle class who want to see their passions aligned with their work in a particular way.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "What Exactly Can You Learn on a Mobile Phone?",
"title": "What Exactly Can You Learn on a Mobile Phone?",
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"content": "\u003cfigure id=\"attachment_13139\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-13139\" title=\"10_11.15_newtech_0654\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/10_11.15_newtech_0654-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003cfigcaption class=\"wp-caption-text\">A student at Napa New Tech High uses his mobile phone at school.\u003c/figcaption>\u003c/figure>\n\u003cp>In my quest to understand how a mobile phone can be considered a learning tool, and whether it can actually \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/can-a-smart-phone-program-really-close-the-achievement-gap/\">help bridge the digital divide\u003c/a> between low-income, at-risk kids and those with access to computers, I had an illuminating conversation with \u003ca href=\"http://www.itofisher.com/mito/\">Mimi Ito\u003c/a>, a cultural anthropologist who studies new media use in young people. Ito is co-author of \u003ca href=\"http://www.amazon.com/Hanging-Out-Messing-Around-Geeking/dp/0262013363\">\u003cem>Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning with New Media\u003c/em>\u003c/a>, and has been studying the subject of how kids interact with mobile devices.\u003c/p>\n\u003cp>My conclusion: When it comes to the traditional definition of \"learning\" -- studying a subject like chemistry or literature -- mobile phones are not necessarily the best facilitators. Though kids are remarkably facile with phones -- texting, researching, Facebooking, Tweeting -- it's hard to imagine anyone being able to focus on a complicated subject with any depth of thought using a four-inch device.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Social connections are our primary platform for learning in everyday lives.\"\u003c/aside>\n\u003cp>The potential magic of the smart phone when it comes to learning lies in its ability to provide instant access to facts and the ability to collaborate with others, as well \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/screen-time-for-kids-is-it-learning-or-a-brain-drain/\">as provide a fun, mobile platform for educational games.\u003c/a>\u003c/p>\n\u003cp>Take \u003ca href=\"http://www.projectknect.org/\" target=\"_blank\">Project K-Nect\u003c/a>, for example. The program is a \u003ca href=\"http://ww2.kqed.org/mindshift/tag/project-k-nect/\">social-media-based curriculum\u003c/a> that combines project and collaborative learning with new media learning for 3,000 high schoolers in three states. An Algebra 1 curriculum has been distilled into mini apps that include instant messaging and blogging, assessment tools for teachers, supplemental activities, project-based learning components, problem sets, and cartoon animation. \"Students [take] control of the learning process and create personalized learning communities,\" said the founder Shawn Gross.\u003c/p>\n\u003cp>But even Gross doubts that for very high-risk students — such as those who are homeless or are attending school primarily for a free lunch — the technology-integrated math class is as beneficial. In those cases, there's much more to contend with than academics, and a mobile-phone curriculum alone won’t change that.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I asked Ito to put some of these different pieces of the puzzle into perspective.\u003c/p>\n\u003cp>\u003cstrong>Q. Do you see any evidence of mobile phones being a legitimate way for low-income kids to learn?\u003c/strong>\u003c/p>\n\u003cp>Mimi Ito: It’s really too early to tell based on technology adoption trends. It’s more like a glimmer on the horizon. We’re pretty early on the research trajectory. We don’t know empirically exactly what’s happening.\u003c!--more-->\u003c/p>\n\u003cp>What we’re seeing is that things are trending a certain way in terms of tech adoption. The fact that black and Latino youth are leading the way in mobile social media is an interesting trend, because they weren’t the population who have historically led on new technology adoption. What that means for learning and development, I don’t know if there’s any research on that.\u003c/p>\n\u003cp>\u003cstrong>Q. Based on your research and expertise, do you want to make any predictions?\u003c/strong>\u003c/p>\n\u003cp>A. I do think the next big trend in the digital technology space is going to be when we see widespread adoption of mobile social media by teenagers. We’re just starting to see the adoption curve, but it's early. With Internet-enabled phones, we’re just at the tip of the iceberg for it to be affordable for kids. So we haven’t seen implications on the behaviorial level yet.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"[Mobile] systems are not open enough to allow a lot of innovation and learning from street-level knowledge that young people could be bringing to these systems, and it could bring on even more of a digital divide.\"\u003c/aside>\n\u003cp>Adoption of things like texting, when you see a marginalized group adopt and pick up new technology, you often see interesting shifts and innovations. For example, text messaging in teenage urban girls in Tokyo. They were the first to ride this wave of technology and a way of communicating that’s now really ubiquitous. But the fact that suddenly young teenage girls were the face of technology changed the tenor of what it meant to be a technology user.\u003c/p>\n\u003cfigure id=\"attachment_13171\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca rel=\"attachment wp-att-13171\" href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone-part-ii/mimi-ito-2/\">\u003cimg class=\"size-thumbnail wp-image-13171\" title=\"mimi ito\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/mimi-ito-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Mimi Ito\u003c/figcaption>\u003c/figure>\n\u003cp>You still have a very gendered landscape in terms of certain kinds of computer-based technology use. What you saw with text messaging and social network sites in the U.S., suddenly you have a high adoption of new technology that were led by girls rather than boys, and that’s changed the whole public face of what these technologies are and who these technology users are.\u003c/p>\n\u003cp>That’s where if you see technology trends defined \u003cem>not\u003c/em> by stereotypical technology users or advanced technology users in this country, which is a white, male, fairly privileged profile, it’s going to be fascinating to see how that plays out. The early trends seem to show that we’re seeing shift in these country.\u003c/p>\n\u003cp>\u003cstrong>Q. In developing countries, where computers and broadband access have been scarce, mobile phones are said to be substituting or leapfrogging that entire step in technology advancement.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>A. In countries that didn’t have existing telephone infrastructure much less universal telephone service much less Internet access, mobile phone service has been genuinely transformative in so many ways.\u003c/p>\n\u003cp>Mostly, it's based on the bedrock that it enables social connection between people. Social connections are our primary platform for learning in everyday lives. It's hugely transformative for that context of learning.\u003c/p>\n\u003cp>Because often in developing countries it’s the only portal that they have to the informational universe, people have been much more creative about using those kinds of platforms like texting and information access and retrieval and other kinds of things in the learning phase than what you’d see in countries like Japan or the U.S. or korea, where people have all these other pipelines and other avenues for information.\u003c/p>\n\u003cp>\u003cstrong>Q. Do you have any reservations about mobile devices as a learning tool?\u003c/strong>\u003c/p>\n\u003cp>A. One concern with relying heavily or exclusively on mobile platforms is that because of the structure of how mobile services are provided, it’s often more locked down than in the PC-based world. There’s much less overall opportunity for user-level reconfiguration and customization and user level control.\u003c/p>\n\u003cp>Most mobile services have the walled garden approach, and that’s my one concern with certain populations relying exclusively on mobile access and not having access to PC-based uses.\u003c/p>\n\u003cp>So the positive outcome of this phase of innovation is that we’re seeing new entrants doing creative things and developing systems that are driven by needs of populations that haven’t been historically well served by information industries.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>But the negative scenario is that these systems are not open enough to allow a lot of innovation and learning from street-level knowledge that young people could be bringing to these systems, and it could bring on even more of a digital divide. You have kids who have persistent broadband PC –based Internet access at home, doing much more creative kinds of media production, and sharing and mobilization. And the kids who are reliant exclusively on their hand-held devices let them do a lot of things, but much more on the curated, consumer level experience rather than the activate one. It could go both ways, we don’t really know.\u003c/p>\n\u003ch5>\u003cstrong>\u003cem>Read \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone-part-ii/\">Part II of my interview\u003c/a> with Mimi Ito.\u003c/em>\u003c/strong>\u003c/h5>\n\n",
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"excerpt": "The mobile phone has been lauded as a tool with the potential to close the digital divide between the haves and have-nots. But what type of learning is best suited for a small mobile device?",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_13139\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-13139\" title=\"10_11.15_newtech_0654\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/10_11.15_newtech_0654-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003cfigcaption class=\"wp-caption-text\">A student at Napa New Tech High uses his mobile phone at school.\u003c/figcaption>\u003c/figure>\n\u003cp>In my quest to understand how a mobile phone can be considered a learning tool, and whether it can actually \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/can-a-smart-phone-program-really-close-the-achievement-gap/\">help bridge the digital divide\u003c/a> between low-income, at-risk kids and those with access to computers, I had an illuminating conversation with \u003ca href=\"http://www.itofisher.com/mito/\">Mimi Ito\u003c/a>, a cultural anthropologist who studies new media use in young people. Ito is co-author of \u003ca href=\"http://www.amazon.com/Hanging-Out-Messing-Around-Geeking/dp/0262013363\">\u003cem>Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning with New Media\u003c/em>\u003c/a>, and has been studying the subject of how kids interact with mobile devices.\u003c/p>\n\u003cp>My conclusion: When it comes to the traditional definition of \"learning\" -- studying a subject like chemistry or literature -- mobile phones are not necessarily the best facilitators. Though kids are remarkably facile with phones -- texting, researching, Facebooking, Tweeting -- it's hard to imagine anyone being able to focus on a complicated subject with any depth of thought using a four-inch device.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Social connections are our primary platform for learning in everyday lives.\"\u003c/aside>\n\u003cp>The potential magic of the smart phone when it comes to learning lies in its ability to provide instant access to facts and the ability to collaborate with others, as well \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/screen-time-for-kids-is-it-learning-or-a-brain-drain/\">as provide a fun, mobile platform for educational games.\u003c/a>\u003c/p>\n\u003cp>Take \u003ca href=\"http://www.projectknect.org/\" target=\"_blank\">Project K-Nect\u003c/a>, for example. The program is a \u003ca href=\"http://ww2.kqed.org/mindshift/tag/project-k-nect/\">social-media-based curriculum\u003c/a> that combines project and collaborative learning with new media learning for 3,000 high schoolers in three states. An Algebra 1 curriculum has been distilled into mini apps that include instant messaging and blogging, assessment tools for teachers, supplemental activities, project-based learning components, problem sets, and cartoon animation. \"Students [take] control of the learning process and create personalized learning communities,\" said the founder Shawn Gross.\u003c/p>\n\u003cp>But even Gross doubts that for very high-risk students — such as those who are homeless or are attending school primarily for a free lunch — the technology-integrated math class is as beneficial. In those cases, there's much more to contend with than academics, and a mobile-phone curriculum alone won’t change that.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I asked Ito to put some of these different pieces of the puzzle into perspective.\u003c/p>\n\u003cp>\u003cstrong>Q. Do you see any evidence of mobile phones being a legitimate way for low-income kids to learn?\u003c/strong>\u003c/p>\n\u003cp>Mimi Ito: It’s really too early to tell based on technology adoption trends. It’s more like a glimmer on the horizon. We’re pretty early on the research trajectory. We don’t know empirically exactly what’s happening.\u003c!--more-->\u003c/p>\n\u003cp>What we’re seeing is that things are trending a certain way in terms of tech adoption. The fact that black and Latino youth are leading the way in mobile social media is an interesting trend, because they weren’t the population who have historically led on new technology adoption. What that means for learning and development, I don’t know if there’s any research on that.\u003c/p>\n\u003cp>\u003cstrong>Q. Based on your research and expertise, do you want to make any predictions?\u003c/strong>\u003c/p>\n\u003cp>A. I do think the next big trend in the digital technology space is going to be when we see widespread adoption of mobile social media by teenagers. We’re just starting to see the adoption curve, but it's early. With Internet-enabled phones, we’re just at the tip of the iceberg for it to be affordable for kids. So we haven’t seen implications on the behaviorial level yet.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"[Mobile] systems are not open enough to allow a lot of innovation and learning from street-level knowledge that young people could be bringing to these systems, and it could bring on even more of a digital divide.\"\u003c/aside>\n\u003cp>Adoption of things like texting, when you see a marginalized group adopt and pick up new technology, you often see interesting shifts and innovations. For example, text messaging in teenage urban girls in Tokyo. They were the first to ride this wave of technology and a way of communicating that’s now really ubiquitous. But the fact that suddenly young teenage girls were the face of technology changed the tenor of what it meant to be a technology user.\u003c/p>\n\u003cfigure id=\"attachment_13171\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003ca rel=\"attachment wp-att-13171\" href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone-part-ii/mimi-ito-2/\">\u003cimg class=\"size-thumbnail wp-image-13171\" title=\"mimi ito\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/mimi-ito-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Mimi Ito\u003c/figcaption>\u003c/figure>\n\u003cp>You still have a very gendered landscape in terms of certain kinds of computer-based technology use. What you saw with text messaging and social network sites in the U.S., suddenly you have a high adoption of new technology that were led by girls rather than boys, and that’s changed the whole public face of what these technologies are and who these technology users are.\u003c/p>\n\u003cp>That’s where if you see technology trends defined \u003cem>not\u003c/em> by stereotypical technology users or advanced technology users in this country, which is a white, male, fairly privileged profile, it’s going to be fascinating to see how that plays out. The early trends seem to show that we’re seeing shift in these country.\u003c/p>\n\u003cp>\u003cstrong>Q. In developing countries, where computers and broadband access have been scarce, mobile phones are said to be substituting or leapfrogging that entire step in technology advancement.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>A. In countries that didn’t have existing telephone infrastructure much less universal telephone service much less Internet access, mobile phone service has been genuinely transformative in so many ways.\u003c/p>\n\u003cp>Mostly, it's based on the bedrock that it enables social connection between people. Social connections are our primary platform for learning in everyday lives. It's hugely transformative for that context of learning.\u003c/p>\n\u003cp>Because often in developing countries it’s the only portal that they have to the informational universe, people have been much more creative about using those kinds of platforms like texting and information access and retrieval and other kinds of things in the learning phase than what you’d see in countries like Japan or the U.S. or korea, where people have all these other pipelines and other avenues for information.\u003c/p>\n\u003cp>\u003cstrong>Q. Do you have any reservations about mobile devices as a learning tool?\u003c/strong>\u003c/p>\n\u003cp>A. One concern with relying heavily or exclusively on mobile platforms is that because of the structure of how mobile services are provided, it’s often more locked down than in the PC-based world. There’s much less overall opportunity for user-level reconfiguration and customization and user level control.\u003c/p>\n\u003cp>Most mobile services have the walled garden approach, and that’s my one concern with certain populations relying exclusively on mobile access and not having access to PC-based uses.\u003c/p>\n\u003cp>So the positive outcome of this phase of innovation is that we’re seeing new entrants doing creative things and developing systems that are driven by needs of populations that haven’t been historically well served by information industries.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But the negative scenario is that these systems are not open enough to allow a lot of innovation and learning from street-level knowledge that young people could be bringing to these systems, and it could bring on even more of a digital divide. You have kids who have persistent broadband PC –based Internet access at home, doing much more creative kinds of media production, and sharing and mobilization. And the kids who are reliant exclusively on their hand-held devices let them do a lot of things, but much more on the curated, consumer level experience rather than the activate one. It could go both ways, we don’t really know.\u003c/p>\n\u003ch5>\u003cstrong>\u003cem>Read \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone-part-ii/\">Part II of my interview\u003c/a> with Mimi Ito.\u003c/em>\u003c/strong>\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Californians Might be Closing the Digital Divide",
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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/from_ko/1442244452/sizes/z/in/photostream/\">\u003cimg class=\"size-medium wp-image-13079\" title=\"from_ko\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/from_ko-300x226.jpg\" alt=\"\" width=\"300\" height=\"226\">\u003c/a>\u003c/p>\n\u003cp>For those who can't afford or don't have access to computers, can smart phones serve as substitutes?\u003c/p>\n\u003cp>The question of whether mobile devices can close the digital divide between the haves and have-nots came up again yesterday with the release of a\u003ca href=\"http://www.ppic.org/main/pressrelease.asp?p=1127\"> report by the Public Policy Institute of California.\u003cbr>\n\u003c/a>\u003c/p>\n\u003cp>Among many other findings, the report concluded that \"although Latinos are the group least likely to have a computer or Internet access at home, Latinos who use their cell phones to go online are twice as likely as whites (40% to 21%) to say that they mostly access the Internet this way.\"\u003c/p>\n\u003cp>Overall, why are Californians going online? All the reasons you might imagine: checking the latest news, using social network sites, buying stuff.\u003c/p>\n\u003caside class=\"pullquote alignleft\">91% of adults said they don't use their cell phones to go online for educational purposes.\u003c/aside>\n\u003cp>What might be surprising is that 45 percent say they're going online to \"pursue educational purposes.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But when asked, \"Do you ever use your \u003cstrong>cell phone\u003c/strong> to go online for educational purposes, such as online training or for taking a class?\" 91 percent said no.\u003c!--more-->\u003c/p>\n\u003cp>Granted, the report targets adults, not kids. Still, I wonder how many kids would answer yes.\u003c/p>\n\u003cp>Furthermore, what kind of learning is best suited for mobile devices, and what's best for computers? I asked \u003ca href=\"http://www.itofisher.com/mito/\">Mimi Ito\u003c/a>, a cultural anthropologist who studies new media use in young people, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone/\">to offer her perspective.\u003c/a>\u003c/p>\n\u003cp>In the meantime, some more interesting stats to consider from the CCIP report, in regards to technology use in schools, quoted here:\u003c/p>\n\u003cul>\n\u003cli>There is a consensus about teaching computer and Internet skills in public school: an overwhelming majority of adults say it is very important (76%) or somewhat important (18%), and across political parties, demographic groups, and regions strong majorities hold this view.\u003c/li>\n\u003cli>63% of these parents report visiting their child’s school website often or sometimes (61% in 2009, 56% in 2008). Parents earning $80,000 or more (89%) are twice as likely as parents earning under $40,000 (44%) to visit their child’s school website. Among those who do not visit their child’s school website, 63 percent say the school does have a website as far as they know.\u003c/li>\n\u003cli>32% of parents say they receive their child’s homework assignments via the Internet or email (34% in 2009, 28% in 2008). Among those who do not receive their child’s assignments via the Internet or email, 71 percent say their child’s teachers do not send assignments this way as far as they know.\u003c/li>\n\u003c/ul>\n\u003cp>Read more about the report \u003ca href=\"http://www.ppic.org/main/publication.asp?i=985\">here on the PPIC site\u003c/a>.\u003c/p>\n\u003cp>And listen to \u003ca href=\"http://www.californiareport.org/archive/R201106230850/a\">The California Report's story \u003c/a>about how mobile phones might influence the digital divide.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cobject classid=\"clsid:d27cdb6e-ae6d-11cf-96b8-444553540000\" width=\"335\" height=\"85\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0\">\u003cparam name=\"flashvars\" value=\"file=http://www.kqed.org/radio/archives/R201106230850a.xml\">\u003cparam name=\"src\" value=\"http://www.kqed.org/assets/flash/kqedplayer.swf\">\u003cembed type=\"application/x-shockwave-flash\" width=\"335\" height=\"85\" src=\"http://www.kqed.org/assets/flash/kqedplayer.swf\" flashvars=\"file=http://www.kqed.org/radio/archives/R201106230850a.xml\">\u003c/embed>\u003c/object>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/from_ko/1442244452/sizes/z/in/photostream/\">\u003cimg class=\"size-medium wp-image-13079\" title=\"from_ko\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/from_ko-300x226.jpg\" alt=\"\" width=\"300\" height=\"226\">\u003c/a>\u003c/p>\n\u003cp>For those who can't afford or don't have access to computers, can smart phones serve as substitutes?\u003c/p>\n\u003cp>The question of whether mobile devices can close the digital divide between the haves and have-nots came up again yesterday with the release of a\u003ca href=\"http://www.ppic.org/main/pressrelease.asp?p=1127\"> report by the Public Policy Institute of California.\u003cbr>\n\u003c/a>\u003c/p>\n\u003cp>Among many other findings, the report concluded that \"although Latinos are the group least likely to have a computer or Internet access at home, Latinos who use their cell phones to go online are twice as likely as whites (40% to 21%) to say that they mostly access the Internet this way.\"\u003c/p>\n\u003cp>Overall, why are Californians going online? All the reasons you might imagine: checking the latest news, using social network sites, buying stuff.\u003c/p>\n\u003caside class=\"pullquote alignleft\">91% of adults said they don't use their cell phones to go online for educational purposes.\u003c/aside>\n\u003cp>What might be surprising is that 45 percent say they're going online to \"pursue educational purposes.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But when asked, \"Do you ever use your \u003cstrong>cell phone\u003c/strong> to go online for educational purposes, such as online training or for taking a class?\" 91 percent said no.\u003c!--more-->\u003c/p>\n\u003cp>Granted, the report targets adults, not kids. Still, I wonder how many kids would answer yes.\u003c/p>\n\u003cp>Furthermore, what kind of learning is best suited for mobile devices, and what's best for computers? I asked \u003ca href=\"http://www.itofisher.com/mito/\">Mimi Ito\u003c/a>, a cultural anthropologist who studies new media use in young people, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/what-exactly-can-you-learn-on-a-mobile-phone/\">to offer her perspective.\u003c/a>\u003c/p>\n\u003cp>In the meantime, some more interesting stats to consider from the CCIP report, in regards to technology use in schools, quoted here:\u003c/p>\n\u003cul>\n\u003cli>There is a consensus about teaching computer and Internet skills in public school: an overwhelming majority of adults say it is very important (76%) or somewhat important (18%), and across political parties, demographic groups, and regions strong majorities hold this view.\u003c/li>\n\u003cli>63% of these parents report visiting their child’s school website often or sometimes (61% in 2009, 56% in 2008). Parents earning $80,000 or more (89%) are twice as likely as parents earning under $40,000 (44%) to visit their child’s school website. Among those who do not visit their child’s school website, 63 percent say the school does have a website as far as they know.\u003c/li>\n\u003cli>32% of parents say they receive their child’s homework assignments via the Internet or email (34% in 2009, 28% in 2008). Among those who do not receive their child’s assignments via the Internet or email, 71 percent say their child’s teachers do not send assignments this way as far as they know.\u003c/li>\n\u003c/ul>\n\u003cp>Read more about the report \u003ca href=\"http://www.ppic.org/main/publication.asp?i=985\">here on the PPIC site\u003c/a>.\u003c/p>\n\u003cp>And listen to \u003ca href=\"http://www.californiareport.org/archive/R201106230850/a\">The California Report's story \u003c/a>about how mobile phones might influence the digital divide.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cobject classid=\"clsid:d27cdb6e-ae6d-11cf-96b8-444553540000\" width=\"335\" height=\"85\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0\">\u003cparam name=\"flashvars\" value=\"file=http://www.kqed.org/radio/archives/R201106230850a.xml\">\u003cparam name=\"src\" value=\"http://www.kqed.org/assets/flash/kqedplayer.swf\">\u003cembed type=\"application/x-shockwave-flash\" width=\"335\" height=\"85\" src=\"http://www.kqed.org/assets/flash/kqedplayer.swf\" flashvars=\"file=http://www.kqed.org/radio/archives/R201106230850a.xml\">\u003c/embed>\u003c/object>\u003c/p>\n\n\u003c/div>\u003c/p>",
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