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"content": "\u003cp style=\"padding-left: 30px;\">\n\u003cfigure id=\"attachment_11579\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-11579\" href=\"http://ww2.kqed.org/mindshift/2011/05/its-flexibility-draws-one-family-to-virtual-school/2456767724_bdd5d95a1d_z/\">\u003cimg class=\"size-medium wp-image-11579\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/2456767724_bdd5d95a1d_z-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Computer games and mobile devices will be prevalent in schools within the next few years.\u003c/figcaption>\u003c/figure>\n\u003c/p>\u003cp>Cloud computing and mobile learning: That's the way of the near future in education, according to the \u003ca href=\"http://www.nmc.org/publications/2011-horizon-report-k-12\" target=\"_blank\">\u003cem>New Media Consortium (NMC) Horizon Report: 2011 K-12 Edition\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>Released by the \u003ca href=\"http://www.nmc.org/horizon\" target=\"_blank\">NMC's Horizon Project\u003c/a>, the report distills current trends, challenges, and emerging technologies in K-12 education. \"There are so many things to pay attention to in the world of emerging technologies,\" says New Media Consortium CEO and Horizon Project founder \u003ca href=\"http://www.nmc.org/user/larry-johnson\" target=\"_blank\">Dr. Larry Johnson\u003c/a>. \"What we're saying is, 'Pay attention to this small list and you won't go wrong.'\"\u003c/p>\n\u003cp>The report is full of specific examples of what's really happening in schools, but Johnson recommends keeping a close eye on the following trends.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>IN THE NEXT YEAR: \u003ca href=\"http://blogs.edweek.org/edweek/DigitalEducation/2011/05/clouds_on_ed-tech_horizon_agai.html\" target=\"_blank\">CLOUD COMPUTING AND MOBILE DEVICES\u003c!--more-->\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem> \u003c/em>Schools will start incorporating mobile, hand-held devices in the classroom in significant ways. Mobiles (read: smart phones), Johnson says, were placed \"pretty far out\" in past Horizon reports -- in the four- to five-year category, mostly because of policy concerns. \"Schools didn't have the right policies in place to even think about it; [phones] were still considered disruptive,\" he says. But now, \"we think mobiles are finally going to tip in education.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Cloud computing will replace data storage on school servers because using free data centers that host thousands of servers, like Google, is becoming more prevalent. Not only are these cloud computing services more convenient for schools (\u003ca href=\"http://ww2.kqed.org/mindshift/tag/google-apps-for-education/\">Google Docs\u003c/a>, for instance), but it's \"increasingly seen as a way to save money,\" Johnson says.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>2-3 YEARS:\u003c/strong> \u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-gamification-boost-independent-learning/\">GAME-BASED LEARNING\u003c/a> AND \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-source/\">OPEN CONTENT\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem> \u003c/em>Games are gaining more traction in education -- primarily for the potential of highly sophisticated video games to \"foster collaboration and engage students deeply in the process of learning.\" \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/10-open-education-resources-you-may-not-know-about-but-should/\" target=\"_blank\">Open content\u003c/a> is perhaps not \u003cem>yet\u003c/em> as widely employed as cloud computing is to save money, but it's on its way: open educational resources have been offered by institutions as renowned as MIT for a decade and are increasingly seen in the K-12 community as a way to increase student choice and access to learning.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>4-5 YEARS:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/linking-analytics-with-learning/\">LEARNING ANALYTICS\u003c/a> AND \u003ca href=\"http://ww2.kqed.org/mindshift/tag/guide-to-future-school/\">PERSONAL LEARNING ENVIRONMENTS \u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>It might still be far out, but there's a glimmer on the horizon that standardized tests may not be the only widely approved form of student assessment. Analytics technology is becoming sophisticated enough that schools may start providing personalized assessment systems for students over the next five years. And while a \"personal learning environment\" is still very much in its conceptual phase, the idea that \"student-designed learning approaches that encompass different types of content\" -- like videos, apps, games, and social media tools -- can meet his or her learning style and pace goes a long way to making education more personalized, and therefore effective.\u003c/p>\n\u003cp>The report also cites key trends and critical challenges. Among them:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>A NEW DEFINITION OF \"THE DIGITAL DIVIDE.\" \u003c/strong>Today's digital divide is \"less about the devices that you have than the \u003ca href=\"http://www.huffingtonpost.com/daniel-donahoo/horizon-report-k12-releas_b_863345.html\">knowledge and capability\u003c/a> you have to use them when you need to,\" says Johnson. \"We use the Internet as if it were air. Doing a Web search is something we do without even thinking. That, more and more, is how employers expect their workforce to be. The people who have those skills are going to be relatively more successful than people who don't.\"\u003c/li>\n\u003cli>\u003cstrong>LACK OF DIGITAL MEDIA TRAINING FOR TEACHERS. \u003c/strong>Despite widespread agreement about its importance in schools, schools of education and professional development programs for teachers are \u003ca href=\"http://thejournal.com/articles/2011/05/18/a-fistful-of-challenges-for-ed-tech.aspx\" target=\"_blank\">still not providing the training necessary\u003c/a> to make tech integration a reality.\u003c/li>\n\u003cli>\u003cstrong>THE NEED FOR SYSTEMATIC CHANGE. \u003c/strong>\"The fundamental structure of the K-12 education establishment\" is one of the greatest obstacles to innovation, write the report's collaborators. \"As long as maintaining the basic elements of the existing system remains the focus of efforts to support education, there will be resistance to any profound change in practice.\"\u003c/li>\n\u003c/ul>\n\u003cp>This last idea is potentially controversial, but Johnson is matter-of-fact.\u003c/p>\n\u003cp>\"Everything about the way that teachers are evaluated and the way their work is evaluated is based on old models,\" he says. \"It's really very difficult to change. When your lesson plans have to conform to a specific structure, and when your creativity is limited to making sure your students pass high-stakes tests, the ability of a teacher to encourage students to become self-directed learners is hampered.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Nevertheless, he insists, \"I'm an optimist in this. I understand that change takes time. Schools are not early adopters. They tend to look for technologies that are proven in the rest of the world -- in the business, entertainment, or other industries. Once they're established elsewhere, schools bring them in.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp style=\"padding-left: 30px;\">\n\u003cfigure id=\"attachment_11579\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-11579\" href=\"http://ww2.kqed.org/mindshift/2011/05/its-flexibility-draws-one-family-to-virtual-school/2456767724_bdd5d95a1d_z/\">\u003cimg class=\"size-medium wp-image-11579\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/2456767724_bdd5d95a1d_z-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Computer games and mobile devices will be prevalent in schools within the next few years.\u003c/figcaption>\u003c/figure>\n\u003c/p>\u003cp>Cloud computing and mobile learning: That's the way of the near future in education, according to the \u003ca href=\"http://www.nmc.org/publications/2011-horizon-report-k-12\" target=\"_blank\">\u003cem>New Media Consortium (NMC) Horizon Report: 2011 K-12 Edition\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>Released by the \u003ca href=\"http://www.nmc.org/horizon\" target=\"_blank\">NMC's Horizon Project\u003c/a>, the report distills current trends, challenges, and emerging technologies in K-12 education. \"There are so many things to pay attention to in the world of emerging technologies,\" says New Media Consortium CEO and Horizon Project founder \u003ca href=\"http://www.nmc.org/user/larry-johnson\" target=\"_blank\">Dr. Larry Johnson\u003c/a>. \"What we're saying is, 'Pay attention to this small list and you won't go wrong.'\"\u003c/p>\n\u003cp>The report is full of specific examples of what's really happening in schools, but Johnson recommends keeping a close eye on the following trends.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>IN THE NEXT YEAR: \u003ca href=\"http://blogs.edweek.org/edweek/DigitalEducation/2011/05/clouds_on_ed-tech_horizon_agai.html\" target=\"_blank\">CLOUD COMPUTING AND MOBILE DEVICES\u003c!--more-->\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem> \u003c/em>Schools will start incorporating mobile, hand-held devices in the classroom in significant ways. Mobiles (read: smart phones), Johnson says, were placed \"pretty far out\" in past Horizon reports -- in the four- to five-year category, mostly because of policy concerns. \"Schools didn't have the right policies in place to even think about it; [phones] were still considered disruptive,\" he says. But now, \"we think mobiles are finally going to tip in education.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Cloud computing will replace data storage on school servers because using free data centers that host thousands of servers, like Google, is becoming more prevalent. Not only are these cloud computing services more convenient for schools (\u003ca href=\"http://ww2.kqed.org/mindshift/tag/google-apps-for-education/\">Google Docs\u003c/a>, for instance), but it's \"increasingly seen as a way to save money,\" Johnson says.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>2-3 YEARS:\u003c/strong> \u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-gamification-boost-independent-learning/\">GAME-BASED LEARNING\u003c/a> AND \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-source/\">OPEN CONTENT\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem> \u003c/em>Games are gaining more traction in education -- primarily for the potential of highly sophisticated video games to \"foster collaboration and engage students deeply in the process of learning.\" \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/10-open-education-resources-you-may-not-know-about-but-should/\" target=\"_blank\">Open content\u003c/a> is perhaps not \u003cem>yet\u003c/em> as widely employed as cloud computing is to save money, but it's on its way: open educational resources have been offered by institutions as renowned as MIT for a decade and are increasingly seen in the K-12 community as a way to increase student choice and access to learning.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>4-5 YEARS:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/linking-analytics-with-learning/\">LEARNING ANALYTICS\u003c/a> AND \u003ca href=\"http://ww2.kqed.org/mindshift/tag/guide-to-future-school/\">PERSONAL LEARNING ENVIRONMENTS \u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>It might still be far out, but there's a glimmer on the horizon that standardized tests may not be the only widely approved form of student assessment. Analytics technology is becoming sophisticated enough that schools may start providing personalized assessment systems for students over the next five years. And while a \"personal learning environment\" is still very much in its conceptual phase, the idea that \"student-designed learning approaches that encompass different types of content\" -- like videos, apps, games, and social media tools -- can meet his or her learning style and pace goes a long way to making education more personalized, and therefore effective.\u003c/p>\n\u003cp>The report also cites key trends and critical challenges. Among them:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>A NEW DEFINITION OF \"THE DIGITAL DIVIDE.\" \u003c/strong>Today's digital divide is \"less about the devices that you have than the \u003ca href=\"http://www.huffingtonpost.com/daniel-donahoo/horizon-report-k12-releas_b_863345.html\">knowledge and capability\u003c/a> you have to use them when you need to,\" says Johnson. \"We use the Internet as if it were air. Doing a Web search is something we do without even thinking. That, more and more, is how employers expect their workforce to be. The people who have those skills are going to be relatively more successful than people who don't.\"\u003c/li>\n\u003cli>\u003cstrong>LACK OF DIGITAL MEDIA TRAINING FOR TEACHERS. \u003c/strong>Despite widespread agreement about its importance in schools, schools of education and professional development programs for teachers are \u003ca href=\"http://thejournal.com/articles/2011/05/18/a-fistful-of-challenges-for-ed-tech.aspx\" target=\"_blank\">still not providing the training necessary\u003c/a> to make tech integration a reality.\u003c/li>\n\u003cli>\u003cstrong>THE NEED FOR SYSTEMATIC CHANGE. \u003c/strong>\"The fundamental structure of the K-12 education establishment\" is one of the greatest obstacles to innovation, write the report's collaborators. \"As long as maintaining the basic elements of the existing system remains the focus of efforts to support education, there will be resistance to any profound change in practice.\"\u003c/li>\n\u003c/ul>\n\u003cp>This last idea is potentially controversial, but Johnson is matter-of-fact.\u003c/p>\n\u003cp>\"Everything about the way that teachers are evaluated and the way their work is evaluated is based on old models,\" he says. \"It's really very difficult to change. When your lesson plans have to conform to a specific structure, and when your creativity is limited to making sure your students pass high-stakes tests, the ability of a teacher to encourage students to become self-directed learners is hampered.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Nevertheless, he insists, \"I'm an optimist in this. I understand that change takes time. Schools are not early adopters. They tend to look for technologies that are proven in the rest of the world -- in the business, entertainment, or other industries. Once they're established elsewhere, schools bring them in.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-11449\" href=\"http://ww2.kqed.org/mindshift/2011/05/seven-questions-to-ask-about-texting-in-class/attachment/87549956/\">\u003cimg class=\"size-medium wp-image-11449\" title=\"87549956\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/87549956-300x193.jpg\" alt=\"\" width=\"300\" height=\"193\">\u003c/a>\u003c/p>\n\u003cp>Despite their \u003ca href=\"http://pewresearch.org/pubs/1572/teens-cell-phones-text-messages\">ubiquity\u003c/a> among students, mobile phones are still viewed as contraband in most classrooms. Students are told to turn their phones off, leave them in their lockers, or leave them at home. This response to what is arguably the most ubiquitous 1-to-1 computing device available in our schools today undoubtedly led many students to list bans on mobile phones as one of the biggest \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/students-complain-about-archaic-internet-blocking-rules/\">obstacles to technology use \u003c/a>in the recent \u003ca href=\"http://www.tomorrow.org/speakup/speakup_congress.html\">Speak Up 2010 report\u003c/a>.\u003c/p>\n\u003cp>That same report \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/parents-weigh-in-on-paying-for-mobile-access-in-schools/\">also indicated\u003c/a> that parents and students were paying for these devices themselves -- and were more than willing to purchase data plans if mobile phones would be accepted in the classroom. This willingness on the part of\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/parents-weigh-in-on-paying-for-mobile-access-in-schools/\"> parents to subsidize technology in the classroom\u003c/a> could free up valuable school funds for purposes other than buying hardware. If for no other reason, this may be cause to think twice about blanket bans on mobile phones in the classroom.\u003c/p>\n\u003cp>Meanwhile, a number of projects underway are moving forward in exploring how these devices can be used for educational purposes in countries outside the U.S. where there are far fewer computers per household.\u003c/p>\n\u003cp>The \u003ca href=\"http://blogs.worldbank.org/edutech/sms-education-pakistan\">World Bank\u003c/a>'s ICT and education specialist Michael Trucano recently highlighted a number of interesting pilot projects in Pakistan that are demonstrating how those with even very low-end mobile phones can leverage these devices to open up new learning opportunities.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Trucano describes a project at Asghar Mall College in Rawalapindi where students receive a daily vocabulary quiz via SMS (mobile phone text). The multiple choice quiz is addressed to each student individually. The students reply to the quiz via SMS, then receive an automated response based on their answer. This response notes whether or not the student was correct, and uses the correct answer in a sample sentence.\u003c/p>\n\u003cblockquote>\u003cp>\"This sort of thing is no substitute for school, of course,\" writes Trucano. \"But, given current test messaging rates in Pakistan -- a country with some of the fastest growth in recent years in text messaging in the Asia-Pacific region, as well as some of the lowest tarif rates -- it is quite cheap. It is 'on-the-go.' It is supplemental to what is being taught in the classroom, and increasingly easy to do, given the technology tools and code base out there. While Pakistan may not see high household penetration rates of desktop computers connected to the Internet for many, many years to come, most every household already has access to a small connected 'computer' of a different sort -- the mobile phone -- and this project is seeking to capitalize on this reality.\"\u003c/p>\u003c/blockquote>\n\u003cp>Trucano also notes that some of these students may have been educated in very large, lecture-based classrooms up until now, and the feedback via SMS may be their first experience with this sort of \"personalized\" response.\u003c/p>\n\u003cp>In that vein, some questions to consider:\u003c!--more-->\u003c/p>\n\u003cul>\n\u003cli>What's the impact of messages related to classwork when they're part of a large stream of messages students receive from friends, family, horoscope advice, sports scores and so on?\u003c/li>\n\u003cli>What sort of learning happens best (or is reinforced best, perhaps) via SMS?\u003c/li>\n\u003cli>How can these sorts of messages be adapted to students' progress and how can they be sequenced and scaffolded over time?\u003c/li>\n\u003cli>How many students are able and willing to participate in these sorts of educational activities via their mobile phone? Can students afford the texting fees? Do they want to use their text-messaging allocations for this purpose?\u003c/li>\n\u003cli>Can we subsidize this sort of SMS traffic for student populations?\u003c/li>\n\u003cli>If these sorts of messages between home and school become more common, will there be a way to include parents and parents' phones in the loop?\u003c/li>\n\u003cli>Can these quizzes be sent to parents' phones so that they can have the opportunity to pose a question to their children? \"This would, in a very small, modest way, alert parents to what students are supposed to be learning,\" suggests Trucano. \"If students don't know the answer, this may trigger parents to push their kids more, and/or to question whether the school is doing a good job in this area (including whether or not the official curriculum is being followed at all!).\"\u003c/li>\n\u003c/ul>\n\u003cp>Although the World Bank blog post focuses primarily on the pilot project in Pakistan, there are a number of other text-messaging apps and programs out there, including \u003ca href=\"http://www.studyboost.com\">StudyBoost\u003c/a> and \u003ca href=\"http://remind101.com\">Remind101\u003c/a>, that let teachers send quizzes and assignments \"home\" via SMS and that let students run through flashcards and study guides.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>SMS educational apps may seem incredibly simple, but they may well be aimed at just the communication medium that students are most likely to use -- text-messaging on their mobile phones. How can schools and parents take better advantage of students' phone usage and ownership -- even if it isn't something that necessarily happens \u003cem>in\u003c/em> the classroom?\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-11449\" href=\"http://ww2.kqed.org/mindshift/2011/05/seven-questions-to-ask-about-texting-in-class/attachment/87549956/\">\u003cimg class=\"size-medium wp-image-11449\" title=\"87549956\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/87549956-300x193.jpg\" alt=\"\" width=\"300\" height=\"193\">\u003c/a>\u003c/p>\n\u003cp>Despite their \u003ca href=\"http://pewresearch.org/pubs/1572/teens-cell-phones-text-messages\">ubiquity\u003c/a> among students, mobile phones are still viewed as contraband in most classrooms. Students are told to turn their phones off, leave them in their lockers, or leave them at home. This response to what is arguably the most ubiquitous 1-to-1 computing device available in our schools today undoubtedly led many students to list bans on mobile phones as one of the biggest \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/students-complain-about-archaic-internet-blocking-rules/\">obstacles to technology use \u003c/a>in the recent \u003ca href=\"http://www.tomorrow.org/speakup/speakup_congress.html\">Speak Up 2010 report\u003c/a>.\u003c/p>\n\u003cp>That same report \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/parents-weigh-in-on-paying-for-mobile-access-in-schools/\">also indicated\u003c/a> that parents and students were paying for these devices themselves -- and were more than willing to purchase data plans if mobile phones would be accepted in the classroom. This willingness on the part of\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/parents-weigh-in-on-paying-for-mobile-access-in-schools/\"> parents to subsidize technology in the classroom\u003c/a> could free up valuable school funds for purposes other than buying hardware. If for no other reason, this may be cause to think twice about blanket bans on mobile phones in the classroom.\u003c/p>\n\u003cp>Meanwhile, a number of projects underway are moving forward in exploring how these devices can be used for educational purposes in countries outside the U.S. where there are far fewer computers per household.\u003c/p>\n\u003cp>The \u003ca href=\"http://blogs.worldbank.org/edutech/sms-education-pakistan\">World Bank\u003c/a>'s ICT and education specialist Michael Trucano recently highlighted a number of interesting pilot projects in Pakistan that are demonstrating how those with even very low-end mobile phones can leverage these devices to open up new learning opportunities.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Trucano describes a project at Asghar Mall College in Rawalapindi where students receive a daily vocabulary quiz via SMS (mobile phone text). The multiple choice quiz is addressed to each student individually. The students reply to the quiz via SMS, then receive an automated response based on their answer. This response notes whether or not the student was correct, and uses the correct answer in a sample sentence.\u003c/p>\n\u003cblockquote>\u003cp>\"This sort of thing is no substitute for school, of course,\" writes Trucano. \"But, given current test messaging rates in Pakistan -- a country with some of the fastest growth in recent years in text messaging in the Asia-Pacific region, as well as some of the lowest tarif rates -- it is quite cheap. It is 'on-the-go.' It is supplemental to what is being taught in the classroom, and increasingly easy to do, given the technology tools and code base out there. While Pakistan may not see high household penetration rates of desktop computers connected to the Internet for many, many years to come, most every household already has access to a small connected 'computer' of a different sort -- the mobile phone -- and this project is seeking to capitalize on this reality.\"\u003c/p>\u003c/blockquote>\n\u003cp>Trucano also notes that some of these students may have been educated in very large, lecture-based classrooms up until now, and the feedback via SMS may be their first experience with this sort of \"personalized\" response.\u003c/p>\n\u003cp>In that vein, some questions to consider:\u003c!--more-->\u003c/p>\n\u003cul>\n\u003cli>What's the impact of messages related to classwork when they're part of a large stream of messages students receive from friends, family, horoscope advice, sports scores and so on?\u003c/li>\n\u003cli>What sort of learning happens best (or is reinforced best, perhaps) via SMS?\u003c/li>\n\u003cli>How can these sorts of messages be adapted to students' progress and how can they be sequenced and scaffolded over time?\u003c/li>\n\u003cli>How many students are able and willing to participate in these sorts of educational activities via their mobile phone? Can students afford the texting fees? Do they want to use their text-messaging allocations for this purpose?\u003c/li>\n\u003cli>Can we subsidize this sort of SMS traffic for student populations?\u003c/li>\n\u003cli>If these sorts of messages between home and school become more common, will there be a way to include parents and parents' phones in the loop?\u003c/li>\n\u003cli>Can these quizzes be sent to parents' phones so that they can have the opportunity to pose a question to their children? \"This would, in a very small, modest way, alert parents to what students are supposed to be learning,\" suggests Trucano. \"If students don't know the answer, this may trigger parents to push their kids more, and/or to question whether the school is doing a good job in this area (including whether or not the official curriculum is being followed at all!).\"\u003c/li>\n\u003c/ul>\n\u003cp>Although the World Bank blog post focuses primarily on the pilot project in Pakistan, there are a number of other text-messaging apps and programs out there, including \u003ca href=\"http://www.studyboost.com\">StudyBoost\u003c/a> and \u003ca href=\"http://remind101.com\">Remind101\u003c/a>, that let teachers send quizzes and assignments \"home\" via SMS and that let students run through flashcards and study guides.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>SMS educational apps may seem incredibly simple, but they may well be aimed at just the communication medium that students are most likely to use -- text-messaging on their mobile phones. How can schools and parents take better advantage of students' phone usage and ownership -- even if it isn't something that necessarily happens \u003cem>in\u003c/em> the classroom?\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp style=\"text-align: left;\">\n\u003c/p>\u003cp>\u003ca rel=\"attachment wp-att-10757\" href=\"http://ww2.kqed.org/mindshift/2011/04/parents-weigh-in-on-paying-for-mobile-access-in-schools/10_11-15_newtech_0573-2/\">\u003cimg class=\"size-medium wp-image-10757\" title=\"10_11.15_newtech_0573\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/10_11.15_newtech_0573-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>Would parents pay for mobile phones if schools allowed them to be used as learning tools? Most would, according to the recent \u003ca href=\"http://www.tomorrow.org/speakup/speakup_congress.html\">Speak Up 2010 report\u003c/a> -- 67 percent of parents, to be exact.\u003c/p>\n\u003cp>We took this data a step further and asked MindShift readers if parents would pay for data plans, specifically to be used for Internet research and classroom projects. Most said they would, some said they’d first want to consider how student searches would be monitored, and a few grumbled about having to pay even more for services the school should provide.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The technology is just the enabler, but we are on the brink of education reform like the U.S. has not seen in decades.\"\u003c/aside>\n\u003cp>Comments ranged from, \"Wow, the school system begging from the parents again\" to a more capitulated perspective. \"Lately we [parents] get asked to pay for so much extra stuff in schools. We pay the suggested money to feed classroom animals and more for science education materials,” said Baat Enosh, mother of a kindergartner. “If I thought that having phones in class would help kids learn, I'd be pretty positive about it. I equate it to the expensive scientific calculators that our families used to be asked to buy for us.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One reader pointed out that if schools provided wireless access, wifi-enabled phones would obviate the need for data plans.\u003c/p>\n\u003cp>Stacey Foreman, mother of two grade-school-age sons, said she wouldn’t question paying for monthly plans if they assisted learning. \"Kids are native to digital information--we're making it harder for success by pretending that media aren't evolving. Lugging around outdated textbooks and completing paper worksheets are barriers to learning in this day and age.” Lots of students feel the same way. \u003ca href=\"http://www.tomorrow.org/\">Project Tomorrow\u003c/a> report found that 53 percent of middle and high school students surveyed said that their biggest obstacle to using technology in school is the inability to use devices such as cell and smart phones.\u003c/p>\n\u003cp>For many parents, the issue of phones in classrooms is about educational gain and safety.\u003c/p>\n\u003cp>Rashmi Sinha, mother of a preschooler, said her primary concern in sending her daughter to class with phone in hand would be its educational benefit. \"How would usage be monitored? How would we be sure kids are using devices to learn? Mobile usage is a skill they need anyhow, but I'd want to know the teachers’ plans before I paid.\"\u003c/p>\n\u003cp>Therese Jilek, a Wisconsin-based parent, would request schools to provide a plan for learning, instruction and supervision practices that involve mobile devices. She’d want built-in safeguards and student instruction on safe Internet use, she said.\u003c/p>\n\u003cp>When it comes to accessing online textbooks with mobile phones, 61 percent of parents said they like the idea, according to the Project Tomorrow report.\u003c/p>\n\u003cp>\"With the\u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/salman-khan-teaches-the-world-one-youtube-video-at-a-time/\"> Kahn Academy\u003c/a>, DIY University and other [resources], eventually we will deconstruct the economies built around traditional educational institutions and all that goes with them--expensive books, curricula, etcetera,” said Jean Hagan, creative director and the think tank \u003ca href=\"http://www.iftf.org\">Institute for the Future\u003c/a>. “The technology is just the enabler, but we are on the brink of education reform like the U.S. has not seen in decades.\"\u003c/p>\n\u003cp>The inevitable question looms: What happens to those families who might want to, but can't afford to pay for expensive data plans? The issue bounces back to schools providing wireless Internet access -- and how much of the\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\"> Internet is blocked\u003c/a>. Goes to show how dependent schools, parents, and educators are on each other.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>[Additional reporting by arts and culture commentator \u003ca href=\"http://thesanfranista.com\">Emily Goligoski\u003c/a>: @emgollie]\u003c/strong>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp style=\"text-align: left;\">\n\u003c/p>\u003cp>\u003ca rel=\"attachment wp-att-10757\" href=\"http://ww2.kqed.org/mindshift/2011/04/parents-weigh-in-on-paying-for-mobile-access-in-schools/10_11-15_newtech_0573-2/\">\u003cimg class=\"size-medium wp-image-10757\" title=\"10_11.15_newtech_0573\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/10_11.15_newtech_0573-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>Would parents pay for mobile phones if schools allowed them to be used as learning tools? Most would, according to the recent \u003ca href=\"http://www.tomorrow.org/speakup/speakup_congress.html\">Speak Up 2010 report\u003c/a> -- 67 percent of parents, to be exact.\u003c/p>\n\u003cp>We took this data a step further and asked MindShift readers if parents would pay for data plans, specifically to be used for Internet research and classroom projects. Most said they would, some said they’d first want to consider how student searches would be monitored, and a few grumbled about having to pay even more for services the school should provide.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The technology is just the enabler, but we are on the brink of education reform like the U.S. has not seen in decades.\"\u003c/aside>\n\u003cp>Comments ranged from, \"Wow, the school system begging from the parents again\" to a more capitulated perspective. \"Lately we [parents] get asked to pay for so much extra stuff in schools. We pay the suggested money to feed classroom animals and more for science education materials,” said Baat Enosh, mother of a kindergartner. “If I thought that having phones in class would help kids learn, I'd be pretty positive about it. I equate it to the expensive scientific calculators that our families used to be asked to buy for us.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>One reader pointed out that if schools provided wireless access, wifi-enabled phones would obviate the need for data plans.\u003c/p>\n\u003cp>Stacey Foreman, mother of two grade-school-age sons, said she wouldn’t question paying for monthly plans if they assisted learning. \"Kids are native to digital information--we're making it harder for success by pretending that media aren't evolving. Lugging around outdated textbooks and completing paper worksheets are barriers to learning in this day and age.” Lots of students feel the same way. \u003ca href=\"http://www.tomorrow.org/\">Project Tomorrow\u003c/a> report found that 53 percent of middle and high school students surveyed said that their biggest obstacle to using technology in school is the inability to use devices such as cell and smart phones.\u003c/p>\n\u003cp>For many parents, the issue of phones in classrooms is about educational gain and safety.\u003c/p>\n\u003cp>Rashmi Sinha, mother of a preschooler, said her primary concern in sending her daughter to class with phone in hand would be its educational benefit. \"How would usage be monitored? How would we be sure kids are using devices to learn? Mobile usage is a skill they need anyhow, but I'd want to know the teachers’ plans before I paid.\"\u003c/p>\n\u003cp>Therese Jilek, a Wisconsin-based parent, would request schools to provide a plan for learning, instruction and supervision practices that involve mobile devices. She’d want built-in safeguards and student instruction on safe Internet use, she said.\u003c/p>\n\u003cp>When it comes to accessing online textbooks with mobile phones, 61 percent of parents said they like the idea, according to the Project Tomorrow report.\u003c/p>\n\u003cp>\"With the\u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/salman-khan-teaches-the-world-one-youtube-video-at-a-time/\"> Kahn Academy\u003c/a>, DIY University and other [resources], eventually we will deconstruct the economies built around traditional educational institutions and all that goes with them--expensive books, curricula, etcetera,” said Jean Hagan, creative director and the think tank \u003ca href=\"http://www.iftf.org\">Institute for the Future\u003c/a>. “The technology is just the enabler, but we are on the brink of education reform like the U.S. has not seen in decades.\"\u003c/p>\n\u003cp>The inevitable question looms: What happens to those families who might want to, but can't afford to pay for expensive data plans? The issue bounces back to schools providing wireless Internet access -- and how much of the\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\"> Internet is blocked\u003c/a>. Goes to show how dependent schools, parents, and educators are on each other.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>[Additional reporting by arts and culture commentator \u003ca href=\"http://thesanfranista.com\">Emily Goligoski\u003c/a>: @emgollie]\u003c/strong>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-9494\" href=\"http://ww2.kqed.org/mindshift/2011/03/can-a-smart-phone-program-really-close-the-achievement-gap/1442244452_3ef578b633_z/\">\u003cimg class=\"size-medium wp-image-9494\" title=\"smart phone\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/1442244452_3ef578b633_z-300x226.jpg\" alt=\"\" width=\"300\" height=\"226\">\u003c/a>\u003c/p>\n\u003cp>If \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/can-a-smart-phone-program-really-close-the-achievement-gap/\">Project K-Nect\u003c/a> is proof that at-risk kids benefit from access to smart phones (many of them, the founder Shawn Gross says, have gone on to take Advanced Placement math classes), what happens to those who don't have smart phones?\u003c/p>\n\u003cp>A reader asks:\u003c/p>\n\u003cblockquote>\n\u003cp style=\"padding-left: 30px;\">My question for the group discussion is that because many of my socio-economically challenged students don't have the capability to engage in education via smart phone technology, how do I get them to ride the wave too? I am still challenged to get many of them to do any last century style pen and paper academics.\u003c/p>\n\u003c/blockquote>\n\u003cp>I asked K-Nect's Gross to elaborate, and here's his response:\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\"Statistically, teenagers rank as the fast growing segment for smart phones. As a result, we will see the disparity between the haves and have-nots begin to erode. Nevertheless, a digital divide at some level will always exist. In such cases whereby a student is not able to afford access to these types of devices, \u003cstrong>school systems need to help subsidize access\u003c/strong>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The FCC has taken the first step towards examining providing funding to school systems for use of mobile devices by students off campus. If the program is successful, schools will be able to tap into a very large funding pool to help eliminate some of the inequities.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Finally, regarding the concerning engagement, our research indicates that students feel largely disconnected in math and science when utilizing a 20th century model that encompasses paper and pencil. This is a population that seeks manipulative and multimedia and wants to use social networking as a means from which to solve instructional problems. After all, this is how they solve all of their social problems.\"\u003c/p>\n\u003cp>The FCC reference Gross is eluding to is the \u003ca href=\"http://www.readwriteweb.com/archives/9_million_program_gives_students_wireless_internet.php\">$9 million program \u003c/a>called \"\u003cstrong>Learning On-the-Go\u003c/strong>\" that will be \"piloted in 14 states and will fund wireless broadband for 10 laptop programs, two virtual schools, three handheld device programs,\" as well as one program in New Orleans that will \"give third through sixth graders access to wireless data cards,\" according to \u003ca href=\"http://www.readwriteweb.com/archives/9_million_program_gives_students_wireless_internet.php\">ReadWriteWeb\u003c/a>.\u003c/p>\n\u003cp>That's in near future. Read how teacher Bill Ferriter \u003ca href=\"../2011/04/how-do-we-address-the-needs-of-kids-without-mobile-access/\">finds ways to include \u003c/a>those who don't have the phones in his classrooms today.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Another interesting point to add to the dialogue: From the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/students-complain-about-archaic-internet-blocking-rules/\">Speak Up 2010 survey,\u003c/a> parents are willing to \u003ca href=\"http://www.youthradio.org/ymi#news-8168\">buy their kids mobile phones\u003c/a> -- if the school allowed it.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The FCC has taken the first step towards examining providing funding to school systems for use of mobile devices by students off campus. If the program is successful, schools will be able to tap into a very large funding pool to help eliminate some of the inequities.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Finally, regarding the concerning engagement, our research indicates that students feel largely disconnected in math and science when utilizing a 20th century model that encompasses paper and pencil. This is a population that seeks manipulative and multimedia and wants to use social networking as a means from which to solve instructional problems. After all, this is how they solve all of their social problems.\"\u003c/p>\n\u003cp>The FCC reference Gross is eluding to is the \u003ca href=\"http://www.readwriteweb.com/archives/9_million_program_gives_students_wireless_internet.php\">$9 million program \u003c/a>called \"\u003cstrong>Learning On-the-Go\u003c/strong>\" that will be \"piloted in 14 states and will fund wireless broadband for 10 laptop programs, two virtual schools, three handheld device programs,\" as well as one program in New Orleans that will \"give third through sixth graders access to wireless data cards,\" according to \u003ca href=\"http://www.readwriteweb.com/archives/9_million_program_gives_students_wireless_internet.php\">ReadWriteWeb\u003c/a>.\u003c/p>\n\u003cp>That's in near future. Read how teacher Bill Ferriter \u003ca href=\"../2011/04/how-do-we-address-the-needs-of-kids-without-mobile-access/\">finds ways to include \u003c/a>those who don't have the phones in his classrooms today.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Another interesting point to add to the dialogue: From the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/students-complain-about-archaic-internet-blocking-rules/\">Speak Up 2010 survey,\u003c/a> parents are willing to \u003ca href=\"http://www.youthradio.org/ymi#news-8168\">buy their kids mobile phones\u003c/a> -- if the school allowed it.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cdiv id=\"attachment_10130\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 300px;\">\u003cem>\u003cem>\u003ca rel=\"attachment wp-att-10130\" href=\"http://ww2.kqed.org/mindshift/2011/04/how-do-we-address-the-needs-of-kids-without-mobile-access/shlala-2/\">\u003cimg class=\"size-medium wp-image-10130\" title=\"Shlala\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/Shlala-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/em>\u003c/em>\n\u003cp class=\"credit\">\u003cem>\u003cem>Flickr:Shlala\u003c/em>\u003c/em>\u003c/p>\n\u003cp class=\"caption\">\n\u003c/p>\u003c/div>\n\u003cp>\u003cem>The $64,000 question in education: Does \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/mobile-learning-could-be-key-in-achievement-gap/\">access to mobile technology\u003c/a> actually help \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/can-a-smart-phone-program-really-close-the-achievement-gap/\">close the achievement gap\u003c/a>?\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cem>Bill Ferriter, a sixth-grade teacher in North Carolina, has been thinking about this issue, and writing about it on his blog,\u003ca href=\"http://teacherleaders.typepad.com/the_tempered_radical/2011/03/using-cell-phones-in-schools.html\"> The Tempered Radical\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>In this recent post, he addresses a question from one of his readers, who sites Ferriter's source, about how to address the needs of the minority of kids who \u003cstrong>don\u003c/strong>'t have mobile access?\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cem>\"75% of students are good to go, but do you just leave the other 25% to \"fin for themselves\", leave them out of the equation all together, or do you do something to supplement such as the school providing a temporary cell phone\" the reader asks.\u003c/em>\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>\u003cem>Here's his response.\u003c/em>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>One of the stumbling\u003cem> \u003c/em>blocks\u003c/strong> to almost every reform initiative in schools is our stubborn refusal to move forward until the conditions are perfect for change.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The result: Change never happens.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003caside class=\"pullquote alignleft\">\"If I can have kids work in groups of three---something that I do 9 days out of 10 anyway-- I only need one student to have a cell phone with unlimited texting.\"\u003c/aside>\n\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Some of the leading thinkers on change in organizations argue that you have to take the first step somewhere. You can't let perfection stand in the way of innovation.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">For schools considering the use of cell phones, that means taking action and taking action now.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I don't care if one out of 10 students in your school has a cell phone. That's still one more device for learning than your teachers had before--and it is one more tool for learning that many schools don't have to provide.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">In most middle and high schools, though, the rates of cell phone penetration really are much higher. To ignore the fact that 3 out of every 4 kids in our middle and high schools is bringing their own device to school is just plain crazy.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Think about it this way: If you were a science teacher—which is what I teach—and I told you that I could instantly put 20 dictionaries, calculators, student responders and timers into a classroom of 30 students without costing a dime, you'd jump at it, right? If you were working in most classrooms, you would!\u003c/p>\n\u003cp style=\"padding-left: 30px;\">You see, the typical science classroom in most schools has one working computer, no calculators, no timers and about 15 antiquated dictionaries that are really hard to use. That's a resource failure on the part of schools and it keeps teachers from being effective in their classrooms.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">What's worse--almost unforgivable in my opinion--is that it is a resource failure that can be resolved if our schools didn't ban cell phones during the school day. Now as far as the nitty gritty details of equitable use go, the fact that the vast majority of kids with cell phones have unlimited texting plans is key.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003caside class=\"pullquote alignleft\">\"They can text Google for definitions and facts. They can text Poll Everywhere with responses to classroom questions so that I can gather formative assessment results. They can use timers for labs.\"\u003c/aside>\n\u003c/p>\n\u003cp style=\"padding-left: 30px;\">What that means for me as a classroom teacher is that if I can have kids work in groups of three---something that I do 9 days out of 10 anyway--then I really only need one student to have a cell phone with unlimited texting. The odds of that are pretty high in most middle schools.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">From there, groups can do anything.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">They can text Google for definitions and facts. They can text Poll Everywhere with responses to classroom questions so that I can gather formative assessment results. They can use timers for labs.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">And if I wanted every child to respond to individual questions, I'll bet that the students with unlimited text plans---and their parents---would be more than happy to let student with no cell phones use theirs as long as I explained what we were doing and why it mattered. Who is going to argue about sharing a few extra texts when you have an unlimited plan?\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I guess what I'm saying is that the majority of teachers will spend the majority of their careers working in classrooms that are under-supplied.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Take my school—which is in an affluent suburb—as an example: The budget for our entire science department---which serves almost 400 students and has to cover consumables for the labs that we like to teach---is $600 in a good year, less in most.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I've got one working computer in my room. My academic team----which includes about 120 sixth-graders----has close to 70 \"working computers\" in their lockers that we're not allowed to use because cell phones are banned during the school day—a policy that is really common in middle and high schools everywhere.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">That's got to change----especially if people are as hell bent as they say they are to hold teachers accountable for student performance.\u003c/p>\n\n",
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"description": "Flickr:Shlala The $64,000 question in education: Does access to mobile technology actually help close the achievement gap? Bill Ferriter, a sixth-grade teacher in North Carolina, has been thinking about this issue, and writing about it on his blog, The Tempered Radical. In this recent post, he addresses a question from one of his readers, who",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cdiv id=\"attachment_10130\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 300px;\">\u003cem>\u003cem>\u003ca rel=\"attachment wp-att-10130\" href=\"http://ww2.kqed.org/mindshift/2011/04/how-do-we-address-the-needs-of-kids-without-mobile-access/shlala-2/\">\u003cimg class=\"size-medium wp-image-10130\" title=\"Shlala\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/Shlala-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/em>\u003c/em>\n\u003cp class=\"credit\">\u003cem>\u003cem>Flickr:Shlala\u003c/em>\u003c/em>\u003c/p>\n\u003cp class=\"caption\">\n\u003c/p>\u003c/div>\n\u003cp>\u003cem>The $64,000 question in education: Does \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/mobile-learning-could-be-key-in-achievement-gap/\">access to mobile technology\u003c/a> actually help \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/can-a-smart-phone-program-really-close-the-achievement-gap/\">close the achievement gap\u003c/a>?\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cem>Bill Ferriter, a sixth-grade teacher in North Carolina, has been thinking about this issue, and writing about it on his blog,\u003ca href=\"http://teacherleaders.typepad.com/the_tempered_radical/2011/03/using-cell-phones-in-schools.html\"> The Tempered Radical\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>In this recent post, he addresses a question from one of his readers, who sites Ferriter's source, about how to address the needs of the minority of kids who \u003cstrong>don\u003c/strong>'t have mobile access?\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cem>\"75% of students are good to go, but do you just leave the other 25% to \"fin for themselves\", leave them out of the equation all together, or do you do something to supplement such as the school providing a temporary cell phone\" the reader asks.\u003c/em>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cem>Here's his response.\u003c/em>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>One of the stumbling\u003cem> \u003c/em>blocks\u003c/strong> to almost every reform initiative in schools is our stubborn refusal to move forward until the conditions are perfect for change.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The result: Change never happens.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003caside class=\"pullquote alignleft\">\"If I can have kids work in groups of three---something that I do 9 days out of 10 anyway-- I only need one student to have a cell phone with unlimited texting.\"\u003c/aside>\n\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Some of the leading thinkers on change in organizations argue that you have to take the first step somewhere. You can't let perfection stand in the way of innovation.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">For schools considering the use of cell phones, that means taking action and taking action now.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I don't care if one out of 10 students in your school has a cell phone. That's still one more device for learning than your teachers had before--and it is one more tool for learning that many schools don't have to provide.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">In most middle and high schools, though, the rates of cell phone penetration really are much higher. To ignore the fact that 3 out of every 4 kids in our middle and high schools is bringing their own device to school is just plain crazy.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Think about it this way: If you were a science teacher—which is what I teach—and I told you that I could instantly put 20 dictionaries, calculators, student responders and timers into a classroom of 30 students without costing a dime, you'd jump at it, right? If you were working in most classrooms, you would!\u003c/p>\n\u003cp style=\"padding-left: 30px;\">You see, the typical science classroom in most schools has one working computer, no calculators, no timers and about 15 antiquated dictionaries that are really hard to use. That's a resource failure on the part of schools and it keeps teachers from being effective in their classrooms.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">What's worse--almost unforgivable in my opinion--is that it is a resource failure that can be resolved if our schools didn't ban cell phones during the school day. Now as far as the nitty gritty details of equitable use go, the fact that the vast majority of kids with cell phones have unlimited texting plans is key.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003caside class=\"pullquote alignleft\">\"They can text Google for definitions and facts. They can text Poll Everywhere with responses to classroom questions so that I can gather formative assessment results. They can use timers for labs.\"\u003c/aside>\n\u003c/p>\n\u003cp style=\"padding-left: 30px;\">What that means for me as a classroom teacher is that if I can have kids work in groups of three---something that I do 9 days out of 10 anyway--then I really only need one student to have a cell phone with unlimited texting. The odds of that are pretty high in most middle schools.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">From there, groups can do anything.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">They can text Google for definitions and facts. They can text Poll Everywhere with responses to classroom questions so that I can gather formative assessment results. They can use timers for labs.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">And if I wanted every child to respond to individual questions, I'll bet that the students with unlimited text plans---and their parents---would be more than happy to let student with no cell phones use theirs as long as I explained what we were doing and why it mattered. Who is going to argue about sharing a few extra texts when you have an unlimited plan?\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I guess what I'm saying is that the majority of teachers will spend the majority of their careers working in classrooms that are under-supplied.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Take my school—which is in an affluent suburb—as an example: The budget for our entire science department---which serves almost 400 students and has to cover consumables for the labs that we like to teach---is $600 in a good year, less in most.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">I've got one working computer in my room. My academic team----which includes about 120 sixth-graders----has close to 70 \"working computers\" in their lockers that we're not allowed to use because cell phones are banned during the school day—a policy that is really common in middle and high schools everywhere.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">That's got to change----especially if people are as hell bent as they say they are to hold teachers accountable for student performance.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Can a Smart Phone Program Really Close the Achievement Gap?",
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"content": "\u003ch5>\u003cem>\u003cstrong>Students from different geographic regions communicate socially, but also to help each other achieve the common goal of succeeding at Algebra 1.\u003c/strong>\u003c/em>\u003c/h5>\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/from_ko/1442244452/\">\u003cimg class=\"size-medium wp-image-9494\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/1442244452_3ef578b633_z-300x226.jpg\" alt=\"\" width=\"300\" height=\"226\">\u003c/a>\u003c/p>\n\u003cp>When asked what tech tools students would like to use in learning science and math, their reply was no surprise: \"They said they wanted something that would utilize social networking technology -- something portable. Overwhelmingly, they wanted to use a smart phone,\" said \u003ca href=\"http://www.projectknect.org\" target=\"_blank\">Project K-Nect\u003c/a> founder and director Shawn Gross about his interview with Washington, D.C. area- kids five years ago.\u003c/p>\n\u003cp>\"Students told us that the subject matter was too abstract, there wasn't enough [real-world] application, that they were having difficulty with the instructional methods. They thought technology might be a way to change that,\" says Gross.\u003c/p>\n\u003cp>With that directive in mind, Project K-Nect's social-media-based curriculum combines project and collaborative learning with new media learning for the 3,000 high schoolers in three states who currently participate.\u003c/p>\n\u003cp>The initial goal of the nonprofit -- launched in North Carolina in 2007 with the support of \u003ca href=\"http://www.projectknect.org/Project%20K-Nect/Sponsor.html\" target=\"_blank\">Qualcomm's Wireless Reach Initiative\u003c/a> and \u003ca href=\"http://www.projectknect.org/Project%20K-Nect/Team.html\" target=\"_blank\">other organizations\u003c/a> and now also in place in Ohio and Virginia -- was to increase student performance in STEM subjects, particularly in low-income areas. The requirement, therefore, for Project K-Nect's participating schools, is that at least 50 percent of the student body qualify for free or reduced lunch.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"\u003cstrong>The majority of the students we started with in 2007-2008 school year\u003c/strong> \u003cstrong>went on to take an AP Calculus course or are currently enrolled in AP Statistics\u003c/strong>.\"\u003c/aside>\n\u003cp>Do smart phones help low-income, at-risk student populations learn math? Yes, most definitely, says Gross. The majority of participating students scored 20 percent higher on standardized tests than their peers in the same school and 30 to 40 percent higher than students in the district and state after a single year. (Click \u003ca href=\"http://projectknect.blogspot.com/2010/10/k-nect-research-report.html\" target=\"_blank\">here\u003c/a> to see a full research report on the program in Onslow County, North Carolina).\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But 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 not as likely beneficial, Gross says. There is a lot more going on in that student's life than academia, and curriculum alone won't change that.\u003c/p>\n\u003cp>\"It's hard to just say 'at-risk students,' -- there are different categories of at-risk students,\" he says. \"The bottom line is we see increased student achievement and engagement because this is a media that students feel comfortable utilizing. It's an outlet to be able to express themselves in a totally different fashion.\"\u003c/p>\n\u003cp>\u003cstrong>ON HOW IT WORKS:\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\"Initially, we partnered with Drexel University and Florida State University to create the curriculum. We built a comprehensive set of Algebra 1 resources: all the components related to instant messaging and blogging, assessment tools for teachers, supplemental activities, project-based learning components, problem sets, and cartoon animation. There are basically mini apps for every unit of instruction that get pushed out to a student's device.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Teachers speak for 10 or 15 minutes about the fundamentals of the unit and give some instruction, then pass it to students who work in teams to create videos that describe the steps students need to take to arrive at proficiency [in Algebra 1]. Then, teachers ask the kids to apply the math to something. They post the videos up into the blogs [that all Project K-Nect's participating students share]. When they run into stumbling blocks they create a video and tag it with 'SOS.' One of the schools will pick up an SOS tag within a matter of minutes and will respond back, either using instant messaging or a video response.\u003c/p>\n\u003cp>[Visit \u003ca href=\"http://projectknect.blogspot.com/\" target=\"_blank\">Project K-Nect's blog\u003c/a> to see example videos of what students are doing.]\u003c/p>\n\u003cp>\u003cstrong>WHY IT WORKS:\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\"Social networking is heavily questioned by adults, so at first, no one thought students were going to be using blogs to actually do math. It turned out that those adults were dead wrong. \u003cstrong>Students from different geographic regions were communicating socially, sure, but they were also communicating to help each other to achieve this common goal of succeeding at Algebra 1.\u003c/strong> They were taking control of the learning process and creating personalized learning communities.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">And what has been really dramatic are the changes in instructional strategies in the classroom. Teachers have gone from lecture-style textbooks to a completely different approach: It's project-based learning design that they're doing, now.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">What's surprising -- in a good way -- is that the majority of the students we started with in 2007-2008 school year went on to take an AP Calculus course or are currently enrolled in AP Statistics. In this district [Jacksonville, North Carolina], typically only about 2 percent of Algebra 1 students will go on to take AP math course. Now, those students are sitting in an AP class in their senior year.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003cem>\u003cstrong>Students from different geographic regions communicate socially, but also to help each other achieve the common goal of succeeding at Algebra 1.\u003c/strong>\u003c/em>\u003c/h5>\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/from_ko/1442244452/\">\u003cimg class=\"size-medium wp-image-9494\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/1442244452_3ef578b633_z-300x226.jpg\" alt=\"\" width=\"300\" height=\"226\">\u003c/a>\u003c/p>\n\u003cp>When asked what tech tools students would like to use in learning science and math, their reply was no surprise: \"They said they wanted something that would utilize social networking technology -- something portable. Overwhelmingly, they wanted to use a smart phone,\" said \u003ca href=\"http://www.projectknect.org\" target=\"_blank\">Project K-Nect\u003c/a> founder and director Shawn Gross about his interview with Washington, D.C. area- kids five years ago.\u003c/p>\n\u003cp>\"Students told us that the subject matter was too abstract, there wasn't enough [real-world] application, that they were having difficulty with the instructional methods. They thought technology might be a way to change that,\" says Gross.\u003c/p>\n\u003cp>With that directive in mind, Project K-Nect's social-media-based curriculum combines project and collaborative learning with new media learning for the 3,000 high schoolers in three states who currently participate.\u003c/p>\n\u003cp>The initial goal of the nonprofit -- launched in North Carolina in 2007 with the support of \u003ca href=\"http://www.projectknect.org/Project%20K-Nect/Sponsor.html\" target=\"_blank\">Qualcomm's Wireless Reach Initiative\u003c/a> and \u003ca href=\"http://www.projectknect.org/Project%20K-Nect/Team.html\" target=\"_blank\">other organizations\u003c/a> and now also in place in Ohio and Virginia -- was to increase student performance in STEM subjects, particularly in low-income areas. The requirement, therefore, for Project K-Nect's participating schools, is that at least 50 percent of the student body qualify for free or reduced lunch.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"\u003cstrong>The majority of the students we started with in 2007-2008 school year\u003c/strong> \u003cstrong>went on to take an AP Calculus course or are currently enrolled in AP Statistics\u003c/strong>.\"\u003c/aside>\n\u003cp>Do smart phones help low-income, at-risk student populations learn math? Yes, most definitely, says Gross. The majority of participating students scored 20 percent higher on standardized tests than their peers in the same school and 30 to 40 percent higher than students in the district and state after a single year. (Click \u003ca href=\"http://projectknect.blogspot.com/2010/10/k-nect-research-report.html\" target=\"_blank\">here\u003c/a> to see a full research report on the program in Onslow County, North Carolina).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But 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 not as likely beneficial, Gross says. There is a lot more going on in that student's life than academia, and curriculum alone won't change that.\u003c/p>\n\u003cp>\"It's hard to just say 'at-risk students,' -- there are different categories of at-risk students,\" he says. \"The bottom line is we see increased student achievement and engagement because this is a media that students feel comfortable utilizing. It's an outlet to be able to express themselves in a totally different fashion.\"\u003c/p>\n\u003cp>\u003cstrong>ON HOW IT WORKS:\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\"Initially, we partnered with Drexel University and Florida State University to create the curriculum. We built a comprehensive set of Algebra 1 resources: all the components related to instant messaging and blogging, assessment tools for teachers, supplemental activities, project-based learning components, problem sets, and cartoon animation. There are basically mini apps for every unit of instruction that get pushed out to a student's device.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Teachers speak for 10 or 15 minutes about the fundamentals of the unit and give some instruction, then pass it to students who work in teams to create videos that describe the steps students need to take to arrive at proficiency [in Algebra 1]. Then, teachers ask the kids to apply the math to something. They post the videos up into the blogs [that all Project K-Nect's participating students share]. When they run into stumbling blocks they create a video and tag it with 'SOS.' One of the schools will pick up an SOS tag within a matter of minutes and will respond back, either using instant messaging or a video response.\u003c/p>\n\u003cp>[Visit \u003ca href=\"http://projectknect.blogspot.com/\" target=\"_blank\">Project K-Nect's blog\u003c/a> to see example videos of what students are doing.]\u003c/p>\n\u003cp>\u003cstrong>WHY IT WORKS:\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\"Social networking is heavily questioned by adults, so at first, no one thought students were going to be using blogs to actually do math. It turned out that those adults were dead wrong. \u003cstrong>Students from different geographic regions were communicating socially, sure, but they were also communicating to help each other to achieve this common goal of succeeding at Algebra 1.\u003c/strong> They were taking control of the learning process and creating personalized learning communities.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">And what has been really dramatic are the changes in instructional strategies in the classroom. Teachers have gone from lecture-style textbooks to a completely different approach: It's project-based learning design that they're doing, now.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">What's surprising -- in a good way -- is that the majority of the students we started with in 2007-2008 school year went on to take an AP Calculus course or are currently enrolled in AP Statistics. In this district [Jacksonville, North Carolina], typically only about 2 percent of Algebra 1 students will go on to take AP math course. Now, those students are sitting in an AP class in their senior year.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003ch5>\n\u003c/h5>\u003cp>\u003ca href=\"http://www.flickr.com/photos/williac/626962261/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-9232\" title=\"weekly_roundup\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/weekly_roundup-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\n\u003ch5>By Audrey Watters\u003c/h5>\n\u003cul>\n\u003cli>March 8 - 10 marked the inaugural \u003ca>SXSWedu\u003c/a>, an education technology conference held in Austin, Texas right before the main \u003ca href=\"http://www.sxsw.com\">South by Southwest\u003c/a> event that includes one of the most popular technology conferences in the world. SXSWedu was sponsored by SXSW and \u003ca href=\"http://www.tea.state.tx.us/\">TEA\u003c/a>, the Texas Education Agency and featured three days of sessions.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>The FCC unveiled \u003ca href=\"http://www.readwriteweb.com/archives/9_million_program_gives_students_wireless_internet.php\">Learning on-the-Go\u003c/a>, a $9 million program that will extend broadband Internet access to students off-campus, as well as on. The pilot will involve 20 schools and libraries and will use funds to help promote 24-7 Internet access for students who wouldn't otherwise have Internet at home.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>President Obama unveiled a new \u003ca href=\"http://www.whitehouse.gov/the-press-office/2011/03/10/remarks-president-and-first-lady-white-house-conference-bullying-prevent\">anti-bullying campaign\u003c/a> on Thursday. Aimed at curbing bullying and teen suicide, the President said that everyone -- parents, educators, businesses -- needed to help provide the support and resources to address the problem. Facebook announced its support for the campaign by introducing several safety improvements, including a \"social reporting\" feature that allows teens to report content violations not just to Facebook but to their teachers, parents, and others in their support network.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Apple released \u003ca href=\"http://itunes.apple.com/us/app/garageband/id408709785?mt=8\">GarageBand\u003c/a> for iPad on Thursday. The $4.99 app lets you play dozens of different instruments, record songs, and mix tracks. \u003ca href=\"http://technologizer.com/2011/03/10/some-quick-thoughts-on-garageband-for-ipad/\">Technologizer's Jared Newman\u003c/a> has a great review of the app, including its pros and cons, but I'll echo him in saying this is a fabulous app for music creation. Although the new GarageBand was featured as part of the iPad 2's unveiling, it actually works on both new and old versions of the device.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>And to wrap the week up, of course, the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/faster-than-a-speeding-bullet/\">iPad 2\u003c/a> goes on sale today, March 11. It's thinner and lighter, and it boasts 2 cameras -- a front and a rear-facing one. The second generation iPad has received good reviews in the press.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem>Image credit: Flickr user \u003ca href=\"http://www.flickr.com/photos/41894198135@N01/626962261\">William Clifford\u003c/a>\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\n\u003c/h5>\u003cp>\u003ca href=\"http://www.flickr.com/photos/williac/626962261/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-9232\" title=\"weekly_roundup\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/weekly_roundup-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\n\u003ch5>By Audrey Watters\u003c/h5>\n\u003cul>\n\u003cli>March 8 - 10 marked the inaugural \u003ca>SXSWedu\u003c/a>, an education technology conference held in Austin, Texas right before the main \u003ca href=\"http://www.sxsw.com\">South by Southwest\u003c/a> event that includes one of the most popular technology conferences in the world. SXSWedu was sponsored by SXSW and \u003ca href=\"http://www.tea.state.tx.us/\">TEA\u003c/a>, the Texas Education Agency and featured three days of sessions.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>The FCC unveiled \u003ca href=\"http://www.readwriteweb.com/archives/9_million_program_gives_students_wireless_internet.php\">Learning on-the-Go\u003c/a>, a $9 million program that will extend broadband Internet access to students off-campus, as well as on. The pilot will involve 20 schools and libraries and will use funds to help promote 24-7 Internet access for students who wouldn't otherwise have Internet at home.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>President Obama unveiled a new \u003ca href=\"http://www.whitehouse.gov/the-press-office/2011/03/10/remarks-president-and-first-lady-white-house-conference-bullying-prevent\">anti-bullying campaign\u003c/a> on Thursday. Aimed at curbing bullying and teen suicide, the President said that everyone -- parents, educators, businesses -- needed to help provide the support and resources to address the problem. Facebook announced its support for the campaign by introducing several safety improvements, including a \"social reporting\" feature that allows teens to report content violations not just to Facebook but to their teachers, parents, and others in their support network.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Apple released \u003ca href=\"http://itunes.apple.com/us/app/garageband/id408709785?mt=8\">GarageBand\u003c/a> for iPad on Thursday. The $4.99 app lets you play dozens of different instruments, record songs, and mix tracks. \u003ca href=\"http://technologizer.com/2011/03/10/some-quick-thoughts-on-garageband-for-ipad/\">Technologizer's Jared Newman\u003c/a> has a great review of the app, including its pros and cons, but I'll echo him in saying this is a fabulous app for music creation. Although the new GarageBand was featured as part of the iPad 2's unveiling, it actually works on both new and old versions of the device.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>And to wrap the week up, of course, the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/faster-than-a-speeding-bullet/\">iPad 2\u003c/a> goes on sale today, March 11. It's thinner and lighter, and it boasts 2 cameras -- a front and a rear-facing one. The second generation iPad has received good reviews in the press.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem>Image credit: Flickr user \u003ca href=\"http://www.flickr.com/photos/41894198135@N01/626962261\">William Clifford\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>I've written a lot about \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mobile-learning/\">mobile learning \u003c/a>-- and there's a lot more to write about because it's a quickly growing and changing study.\u003c/p>\n\u003cp>But today at the \u003ca href=\"http://live.cyberlearningstem.org/\">Cyberlearning Tools for STEM Education Conference\u003c/a>, I heard about the value of kids not just using mobile apps, but actually \u003cem>creating\u003c/em> them.\u003c/p>\n\u003cp>Chris Thompson, Associate Director Evaluation & Technology,\t\t\t\t\t\t \t\t\t\t\t\t\t\t\t\t\t\t \t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t \t\t\t\t\tGeorgia Tech, talked about the university's\u003ca href=\"http://live.cyberlearningstem.org/index.php?option=com_community&view=events&task=viewevent&eventid=7&Itemid=10\">\u003cstrong>\u003cstrong> Mobile Learning Laboratory (MoLLy)\u003c/strong>\u003c/strong>\u003c/a>\u003cstrong>.\u003c/strong> Thompson enumerated some of what kids learn while they're creating apps:\u003c/p>\n\u003cp>- How to create media (animation, audio, video)\u003c/p>\n\u003cp>- Game design (different genres, set of rules and play, how to best engage users)\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>- Programming, user interface and instructional design\u003c/p>\n\u003cp>- Robotics (there are robots in mobile devices inside mobile phones, he says).\u003c/p>\n\u003cp>- Collaboration (working with other kids on the app)\u003c/p>\n\u003cp>- Critical thinking (identifying what's most important and relevant in the game)\u003c/p>\n\u003cp>- Marketing and business practices as well as promoting and public speaking (how to sell it to the public)\u003c/p>\n\u003cp>- And last but definitely not least, they become mini-experts in the subject the app and game they're creating.\u003c/p>\n\u003cp>Again, it goes back to the idea of how creating media makes learning a subject more relevant and interesting to the digital generation.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Read more about \u003ca href=\"http://live.cyberlearningstem.org/index.php?option=com_community&view=events&task=viewevent&eventid=7&Itemid=10\">Thompson's project\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>I've written a lot about \u003ca href=\"http://ww2.kqed.org/mindshift/tag/mobile-learning/\">mobile learning \u003c/a>-- and there's a lot more to write about because it's a quickly growing and changing study.\u003c/p>\n\u003cp>But today at the \u003ca href=\"http://live.cyberlearningstem.org/\">Cyberlearning Tools for STEM Education Conference\u003c/a>, I heard about the value of kids not just using mobile apps, but actually \u003cem>creating\u003c/em> them.\u003c/p>\n\u003cp>Chris Thompson, Associate Director Evaluation & Technology,\t\t\t\t\t\t \t\t\t\t\t\t\t\t\t\t\t\t \t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t \t\t\t\t\tGeorgia Tech, talked about the university's\u003ca href=\"http://live.cyberlearningstem.org/index.php?option=com_community&view=events&task=viewevent&eventid=7&Itemid=10\">\u003cstrong>\u003cstrong> Mobile Learning Laboratory (MoLLy)\u003c/strong>\u003c/strong>\u003c/a>\u003cstrong>.\u003c/strong> Thompson enumerated some of what kids learn while they're creating apps:\u003c/p>\n\u003cp>- How to create media (animation, audio, video)\u003c/p>\n\u003cp>- Game design (different genres, set of rules and play, how to best engage users)\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_8568\" class=\"wp-caption center\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/garyhayes/5240603882/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-8568\" title=\"augmented reality\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/augmented-reality-300x178.jpg\" alt=\"\" width=\"300\" height=\"178\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Example of an augmented reality game.\u003c/figcaption>\u003c/figure>\n\u003cp>The next generation of learners will have access to an astounding array of tools -- including augmented reality games.\u003c/p>\n\u003cp>What's the purpose of this high-tech approach? To use “the world as the hook to get students interested in learning,” says Kurt Squire, the associate education professor at University of Wisconsin-Madison, in an article by Heather Chaplin in \u003ca href=\"http://spotlight.macfound.org/featured-stories/entry/prototyping-our-way-to-reforming-education/\">Spotlight on Digital Media and Learning\u003c/a>.\u003c/p>\n\u003cp>With the game \"Dow Day,\" middle school students are able to see footage of Vietnam War protests on their mobile phones wherever they're standing on the UW-Madison campus.\u003c/p>\n\u003cp>Check out the video of the game:\u003c/p>\n\u003cp>http://www.youtube.com/watch?v=XrjcY3D02wE&feature=player_embedded\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In education circles, augmented reality games are still in nascent stages, but the idea is gaining traction. Squire and his co-authors explain the value of AR in a paper called \u003ca href=\"http://website.education.wisc.edu/kdsquire/tenure-files/16-squire-shelton-book.pdf\">\"Wherever You Go, There You are: Place-Based Reality Augmented Reality Games for Learning\":\u003c/a>\u003c/p>\n\u003cblockquote>\u003cp>As opposed to traditional classroom environments, where the learning model is one of transmitting content, game-based pedagogies hold a situated, interactionist view of learning where players enter with understandings, identities, and questions, and through interaction with the game system, develop along trajectories toward more expert performance. Thus, educational games are systems of potential interactions (more or less) carefully orchestrated to guide user’s experience (and learning), with academic knowledge, skills, values, and identities developing as a result.\u003c/p>\u003c/blockquote>\n\u003cp>\u003c/p>\n\u003cp>Educators are experimenting with the technology -- some are even beginning to build apps on their own. Maybe by the time mobile learning and games become the norm, the industry may well be ready with the right tools.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_8568\" class=\"wp-caption center\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/garyhayes/5240603882/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-8568\" title=\"augmented reality\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/augmented-reality-300x178.jpg\" alt=\"\" width=\"300\" height=\"178\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Example of an augmented reality game.\u003c/figcaption>\u003c/figure>\n\u003cp>The next generation of learners will have access to an astounding array of tools -- including augmented reality games.\u003c/p>\n\u003cp>What's the purpose of this high-tech approach? To use “the world as the hook to get students interested in learning,” says Kurt Squire, the associate education professor at University of Wisconsin-Madison, in an article by Heather Chaplin in \u003ca href=\"http://spotlight.macfound.org/featured-stories/entry/prototyping-our-way-to-reforming-education/\">Spotlight on Digital Media and Learning\u003c/a>.\u003c/p>\n\u003cp>With the game \"Dow Day,\" middle school students are able to see footage of Vietnam War protests on their mobile phones wherever they're standing on the UW-Madison campus.\u003c/p>\n\u003cp>Check out the video of the game:\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/XrjcY3D02wE'\n title='//www.youtube.com/embed/XrjcY3D02wE'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In education circles, augmented reality games are still in nascent stages, but the idea is gaining traction. Squire and his co-authors explain the value of AR in a paper called \u003ca href=\"http://website.education.wisc.edu/kdsquire/tenure-files/16-squire-shelton-book.pdf\">\"Wherever You Go, There You are: Place-Based Reality Augmented Reality Games for Learning\":\u003c/a>\u003c/p>\n\u003cblockquote>\u003cp>As opposed to traditional classroom environments, where the learning model is one of transmitting content, game-based pedagogies hold a situated, interactionist view of learning where players enter with understandings, identities, and questions, and through interaction with the game system, develop along trajectories toward more expert performance. Thus, educational games are systems of potential interactions (more or less) carefully orchestrated to guide user’s experience (and learning), with academic knowledge, skills, values, and identities developing as a result.\u003c/p>\u003c/blockquote>\n\u003cp>\u003c/p>\n\u003cp>Educators are experimenting with the technology -- some are even beginning to build apps on their own. Maybe by the time mobile learning and games become the norm, the industry may well be ready with the right tools.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003ch5>\n\u003c/h5>\u003cp>\u003ca rel=\"attachment wp-att-6016\" href=\"http://ww2.kqed.org/mindshift/2011/01/mobile-learning-could-be-key-in-achievement-gap/cell-phone/\">\u003cimg class=\"size-full wp-image-6016\" title=\"cell phone\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/cell-phone.png\" alt=\"\" width=\"618\" height=\"414\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/01/cell-phone.png 618w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/cell-phone-400x268.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/cell-phone-320x214.png 320w\" sizes=\"(max-width: 618px) 100vw, 618px\">\u003c/a>\u003c/p>\n\n\u003ch5>By Leslie Rule\u003c/h5>\n\u003ch5>Leslie Rule is studying at the Harvard Graduate School of Education in the Technology, Innovation, and Education (TIE) program.\u003c/h5>\n\u003cp>Can \u003ca href=\"http://ww2.kqed.org/mindshift/?s=mobile+learning&x=0&y=0\">mobile learning \u003c/a>bring quality education to under-served communities? Research is pointing in that direction.\u003c/p>\n\u003cp>A recent report by \u003ca href=\"http://pewinternet.org/Reports/2010/Government-Online.aspx%20\">Pew Internet and American Life Project\u003c/a> shows that the mobile Internet may be the very technology that finally helps close the \"digital divide.\" Researcher Aaron Smith notes that access to the digital world is increasingly being untethered from the desktop, and this is especially true for people of color: African Americans and English-speaking Latinos are more likely to own a mobile phone, use non-voice data applications, and take advantage of a wider range of features compared with whites. Most interesting is the finding that minority populations' attitude towards, and use of, the \u003cem>social \u003c/em>web is different. For instance, minority populations \u003ca href=\"http://pewinternet.org/Reports/2010/Government-Online/Part-Three.aspx\">are much more likely \u003c/a>than whites to view government use of social media as helpful and informative.\u003c/p>\n\u003cp>A \u003ca href=\"http://educationnext.org/files/Complete_Survey_Results_2010.pdf%20\">2010 poll by Education Next\u003c/a> found, “online learning is growing more acceptable to the public at large.” According to Harvard Graduate School of Education Professor Marty West, who conducted the survey, there was a 10-percent jump in support for the idea (from 42% to 52%). “In a single year, [that jump] is highly unusual,” he said. But what’s even more telling? That support for the idea of online learning is higher among minorities (African Americans: 61%; Hispanics: 65%).\u003c!--more-->\u003c/p>\n\u003cp>\u003cem>Build for Your Audience\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Digital divide activists have struggled for years to get desktop computers into under-served communities and to provide broadband access, but they often found little traction within the communities.\u003cem> \u003c/em>Maybe now, armed with a better understanding of \u003cem>how \u003c/em>digital tools are being used, we can better serve those communities.\u003c/p>\n\u003cp>Research tells us the following:\u003c/p>\n\u003cul>\n\u003cli>Mobile phone ownership is highest in minority populations\u003c/li>\n\u003cli>Social media use is highest and most valued in minority populations\u003c/li>\n\u003cli>Online learning has its highest approval rate in minority populations\u003c/li>\n\u003c/ul>\n\u003cp>In that light, understanding usage is essential when designing educational apps if we want to have them used. So perhaps a tethered desktop computer is not the tool of choice in this particular context. Mobile learning, combined with social media, seems to be the way in.\u003c/p>\n\u003cp>Great teaching meets students where they are. Clearly, sadly, and to students' misfortune we educational technologists have not been meeting under-served communities where \u003cem>they\u003c/em> are, vis-a-vis \u003cem>their \u003c/em>use of new media tools. We need to figure out how the education community can start designing educational materials that take advantage of the ways tools are used in these communities.\u003cem> \u003c/em>\u003c/p>\n\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cp>My answer:\u003c/p>\n\u003cul>\n\u003cli>Ask the community\u003c/li>\n\u003cli>Do ethnography research and discover what those materials might look and feel like\u003c/li>\n\u003cli>Test and revise\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>It might lead to a great learning experience for all.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\n\u003c/h5>\u003cp>\u003ca rel=\"attachment wp-att-6016\" href=\"http://ww2.kqed.org/mindshift/2011/01/mobile-learning-could-be-key-in-achievement-gap/cell-phone/\">\u003cimg class=\"size-full wp-image-6016\" title=\"cell phone\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/cell-phone.png\" alt=\"\" width=\"618\" height=\"414\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/01/cell-phone.png 618w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/cell-phone-400x268.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/01/cell-phone-320x214.png 320w\" sizes=\"(max-width: 618px) 100vw, 618px\">\u003c/a>\u003c/p>\n\n\u003ch5>By Leslie Rule\u003c/h5>\n\u003ch5>Leslie Rule is studying at the Harvard Graduate School of Education in the Technology, Innovation, and Education (TIE) program.\u003c/h5>\n\u003cp>Can \u003ca href=\"http://ww2.kqed.org/mindshift/?s=mobile+learning&x=0&y=0\">mobile learning \u003c/a>bring quality education to under-served communities? Research is pointing in that direction.\u003c/p>\n\u003cp>A recent report by \u003ca href=\"http://pewinternet.org/Reports/2010/Government-Online.aspx%20\">Pew Internet and American Life Project\u003c/a> shows that the mobile Internet may be the very technology that finally helps close the \"digital divide.\" Researcher Aaron Smith notes that access to the digital world is increasingly being untethered from the desktop, and this is especially true for people of color: African Americans and English-speaking Latinos are more likely to own a mobile phone, use non-voice data applications, and take advantage of a wider range of features compared with whites. Most interesting is the finding that minority populations' attitude towards, and use of, the \u003cem>social \u003c/em>web is different. For instance, minority populations \u003ca href=\"http://pewinternet.org/Reports/2010/Government-Online/Part-Three.aspx\">are much more likely \u003c/a>than whites to view government use of social media as helpful and informative.\u003c/p>\n\u003cp>A \u003ca href=\"http://educationnext.org/files/Complete_Survey_Results_2010.pdf%20\">2010 poll by Education Next\u003c/a> found, “online learning is growing more acceptable to the public at large.” According to Harvard Graduate School of Education Professor Marty West, who conducted the survey, there was a 10-percent jump in support for the idea (from 42% to 52%). “In a single year, [that jump] is highly unusual,” he said. But what’s even more telling? That support for the idea of online learning is higher among minorities (African Americans: 61%; Hispanics: 65%).\u003c!--more-->\u003c/p>\n\u003cp>\u003cem>Build for Your Audience\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Digital divide activists have struggled for years to get desktop computers into under-served communities and to provide broadband access, but they often found little traction within the communities.\u003cem> \u003c/em>Maybe now, armed with a better understanding of \u003cem>how \u003c/em>digital tools are being used, we can better serve those communities.\u003c/p>\n\u003cp>Research tells us the following:\u003c/p>\n\u003cul>\n\u003cli>Mobile phone ownership is highest in minority populations\u003c/li>\n\u003cli>Social media use is highest and most valued in minority populations\u003c/li>\n\u003cli>Online learning has its highest approval rate in minority populations\u003c/li>\n\u003c/ul>\n\u003cp>In that light, understanding usage is essential when designing educational apps if we want to have them used. So perhaps a tethered desktop computer is not the tool of choice in this particular context. Mobile learning, combined with social media, seems to be the way in.\u003c/p>\n\u003cp>Great teaching meets students where they are. Clearly, sadly, and to students' misfortune we educational technologists have not been meeting under-served communities where \u003cem>they\u003c/em> are, vis-a-vis \u003cem>their \u003c/em>use of new media tools. We need to figure out how the education community can start designing educational materials that take advantage of the ways tools are used in these communities.\u003cem> \u003c/em>\u003c/p>\n\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cp>My answer:\u003c/p>\n\u003cul>\n\u003cli>Ask the community\u003c/li>\n\u003cli>Do ethnography research and discover what those materials might look and feel like\u003c/li>\n\u003cli>Test and revise\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>It might lead to a great learning experience for all.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-5815\" href=\"http://ww2.kqed.org/mindshift/2010/12/finding-value-in-mobile-learning-apps/apps-300x300/\">\u003cimg class=\"size-full wp-image-5815\" title=\"apps-300x300\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/apps-300x3001.jpg\" alt=\"\" width=\"300\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2010/12/apps-300x3001.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/apps-300x3001-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/apps-300x3001-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/apps-300x3001-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/apps-300x3001-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/apps-300x3001-75x75.jpg 75w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003c/p>\n\u003cp>The mobile app world is changing constantly, as are learning theories around them. For more context on the Cooney Center's study \"\u003ca href=\"http://www.joanganzcooneycenter.org/Reports-27.html\">Is There an App for That?\u003c/a>\" here's my Q&A with \u003ca href=\"http://ww2.kqed.org/mindshift/tag/michael-levine/\">Dr. Michael Levine\u003c/a>, executive director of the Center, Dr. Cynthia Chiong, the report's lead author, and co-author Carly Shuler.\u003c/p>\n\u003cp>\u003cstrong>How does this report change the thinking around mobile learning apps? \u003c/strong>\u003c/p>\n\u003cp>Before the report, we thought of the mobile device as simply another platform for educational applications, only more mobile. But we discovered that the unique affordances of the mobile device is actually going to shift how technology is used in educational settings. This breakthrough has potential to address long standing concerns with young children using media. 1) The average session is short - this calls for a different kind of application. Kids probably aren't going to watch a 30-minute show on a phone or spend an hour playing a game like they might on a computer or video game console. This may help to allay concerns of too much screen time for kids. 2) The touch screen allows for more active involvement. This can help to address concerns of passive learning (like watching a show).\u003c/p>\n\u003cp>\u003cstrong>Should parents feel guilty about allowing their kids to use their mobile phones for games? \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>No. Kids see their parents using mobile phones all the time. It is only natural for them to want to use them too. And from the data in our study it looks like many parents are letting their children use them responsibly - with restrictions and in moderation. We recommend a balanced media diet that consists of content that is fun, educational, and doesn't take up too much time in a given day. \u003cimg title=\"More...\" src=\"http://ww2.kqed.org/mindshift/wp-includes/js/tinymce/plugins/wordpress/img/trans.gif\" alt=\"\">\u003c/p>\n\u003cp>However there is reason to worry that such vigilance will erode over time and we would be quite concerned if young children, especially preschoolers began to dramatically increase their mobile screen time.\u003cbr>\n\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>Based on the design principles the study lists, are there any mobile apps you'd recommend to parents now, even if they're not fully \"there\" yet? The study mentions \u003ca href=\"http://itunes.apple.com/us/app/martha-speaks-dog-party/id343675996?mt=8\" target=\"_blank\">Martha Speaks\u003c/a> and \u003ca href=\"http://itunes.apple.com/us/app/super-why/id357422351?mt=8\">Superwhy\u003c/a>, but any others that might not be PBS-related?\u003c/strong>\u003c/p>\n\u003cp>There are dozens of fun and educational new app's for elementary age children. Two that we have looked at closely are \u003ca href=\"http://itunes.apple.com/us/app/project-noah/id351012414?mt=8\">Project NOAH\u003c/a>, a citizen science app that allows children to collect real time data on their favorite animals, flowers and other organisms. A second one is \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/motion-math-app-for-kids/\">Motion Math\u003c/a>, which teaches fractions to children.\u003c/p>\n\u003cp>\u003cstrong>Were you surprised at the finding in the study that \"there is reason to believe that children currently may not play with an app for long enough to learn much\"?\u003c/strong>\u003c/p>\n\u003cp>Not surprising at all. Researchers and designers are just at the beginning of their work on mobile apps and there isn't yet an established \"mobile theory of learning.\" The shortened sessions we observed will probably be an important factor for designing educational apps. It's especially not surprising when you think about the context that children are most often playing with apps - in the car and on the go.\u003c/p>\n\u003cp>\u003cstrong>What are the most important factors of a great educational app?\u003c/strong>\u003c/p>\n\u003cp>At least for right now, mobile apps are meant as supplemental and informal - so make it fun! We also value the intergenerational potential for the apps to help start rich conversations among adults and their children. They should be based on pedagogy and we should continue to do more research in the area.\u003c/p>\n\u003cp>\u003cstrong>Why is adaptive technology important in these apps? Are you seeing any encouraging products in the market that truly qualify as such?\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">The shortened sessions we observed will probably be an important factor for designing educational apps.\u003c/aside>\n\u003cp>Students learn and progress at different paces. It is important to be able to target specific skills at an individual level. Adaptive technology makes it easier to pinpoint those specific skills and also monitor individual student progress. Thus, adaptive technology is often seen in relation to assessment measures. The leader in creating adaptive mobile learning tools in classrooms for young children is \u003ca href=\"http://www.wgen.net\">Wireless Generation\u003c/a>. Another group well worth watching is the work of the \u003ca href=\"http://www.innovationsforlearning.org/about_teachermate.php\">Teacher Mate technology\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>How can parents differentiate between legitimate educational apps and those that just claim they are?\u003c/strong>\u003c/p>\n\u003cp>This is a significant gap in this rapidly emerging field, and one of the main recommendations that our report makes: App developers’ claims of educational impact are largely unsubstantiated and should be based on specific evidence. Parents need more information from consumer groups and educators on how mobile devices can and should be used as learning tools.\u003c/p>\n\u003cp>1) Go to trusted sources--groups such as \u003ca href=\"http://www.commonsensemedia.org\" target=\"_blank\">Common Sense Media\u003c/a> and \u003ca href=\"http://childrenstech.com/\" target=\"_blank\">Children's Technology Review\u003c/a> are establishing criteria to judge just how effective, age appropriate and well-designed apps are.\u003c/p>\n\u003cp>2) Most products that have research backing the content will have those research studies available on their website.\u003c/p>\n\u003cp>\u003cstrong>How can the educational community make sure that kids from under-served communities have the same access to these educational materials?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>We know that the average smart phone buyer - at least for iphones - is skewed towards higher income individuals. 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"description": "The mobile app world is changing constantly, as are learning theories around them. For more context on the Cooney Center's study "Is There an App for That?" here's my Q&A with Dr. Michael Levine, executive director of the Center, Dr. Cynthia Chiong, the report's lead author, and co-author Carly Shuler. How does this report change",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-5815\" href=\"http://ww2.kqed.org/mindshift/2010/12/finding-value-in-mobile-learning-apps/apps-300x300/\">\u003cimg class=\"size-full wp-image-5815\" title=\"apps-300x300\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/apps-300x3001.jpg\" alt=\"\" width=\"300\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2010/12/apps-300x3001.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/apps-300x3001-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/apps-300x3001-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/apps-300x3001-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/apps-300x3001-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2010/12/apps-300x3001-75x75.jpg 75w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003c/p>\n\u003cp>The mobile app world is changing constantly, as are learning theories around them. For more context on the Cooney Center's study \"\u003ca href=\"http://www.joanganzcooneycenter.org/Reports-27.html\">Is There an App for That?\u003c/a>\" here's my Q&A with \u003ca href=\"http://ww2.kqed.org/mindshift/tag/michael-levine/\">Dr. Michael Levine\u003c/a>, executive director of the Center, Dr. Cynthia Chiong, the report's lead author, and co-author Carly Shuler.\u003c/p>\n\u003cp>\u003cstrong>How does this report change the thinking around mobile learning apps? \u003c/strong>\u003c/p>\n\u003cp>Before the report, we thought of the mobile device as simply another platform for educational applications, only more mobile. But we discovered that the unique affordances of the mobile device is actually going to shift how technology is used in educational settings. This breakthrough has potential to address long standing concerns with young children using media. 1) The average session is short - this calls for a different kind of application. Kids probably aren't going to watch a 30-minute show on a phone or spend an hour playing a game like they might on a computer or video game console. This may help to allay concerns of too much screen time for kids. 2) The touch screen allows for more active involvement. This can help to address concerns of passive learning (like watching a show).\u003c/p>\n\u003cp>\u003cstrong>Should parents feel guilty about allowing their kids to use their mobile phones for games? \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>No. Kids see their parents using mobile phones all the time. It is only natural for them to want to use them too. And from the data in our study it looks like many parents are letting their children use them responsibly - with restrictions and in moderation. We recommend a balanced media diet that consists of content that is fun, educational, and doesn't take up too much time in a given day. \u003cimg title=\"More...\" src=\"http://ww2.kqed.org/mindshift/wp-includes/js/tinymce/plugins/wordpress/img/trans.gif\" alt=\"\">\u003c/p>\n\u003cp>However there is reason to worry that such vigilance will erode over time and we would be quite concerned if young children, especially preschoolers began to dramatically increase their mobile screen time.\u003cbr>\n\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>Based on the design principles the study lists, are there any mobile apps you'd recommend to parents now, even if they're not fully \"there\" yet? The study mentions \u003ca href=\"http://itunes.apple.com/us/app/martha-speaks-dog-party/id343675996?mt=8\" target=\"_blank\">Martha Speaks\u003c/a> and \u003ca href=\"http://itunes.apple.com/us/app/super-why/id357422351?mt=8\">Superwhy\u003c/a>, but any others that might not be PBS-related?\u003c/strong>\u003c/p>\n\u003cp>There are dozens of fun and educational new app's for elementary age children. Two that we have looked at closely are \u003ca href=\"http://itunes.apple.com/us/app/project-noah/id351012414?mt=8\">Project NOAH\u003c/a>, a citizen science app that allows children to collect real time data on their favorite animals, flowers and other organisms. A second one is \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/motion-math-app-for-kids/\">Motion Math\u003c/a>, which teaches fractions to children.\u003c/p>\n\u003cp>\u003cstrong>Were you surprised at the finding in the study that \"there is reason to believe that children currently may not play with an app for long enough to learn much\"?\u003c/strong>\u003c/p>\n\u003cp>Not surprising at all. Researchers and designers are just at the beginning of their work on mobile apps and there isn't yet an established \"mobile theory of learning.\" The shortened sessions we observed will probably be an important factor for designing educational apps. It's especially not surprising when you think about the context that children are most often playing with apps - in the car and on the go.\u003c/p>\n\u003cp>\u003cstrong>What are the most important factors of a great educational app?\u003c/strong>\u003c/p>\n\u003cp>At least for right now, mobile apps are meant as supplemental and informal - so make it fun! We also value the intergenerational potential for the apps to help start rich conversations among adults and their children. They should be based on pedagogy and we should continue to do more research in the area.\u003c/p>\n\u003cp>\u003cstrong>Why is adaptive technology important in these apps? Are you seeing any encouraging products in the market that truly qualify as such?\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">The shortened sessions we observed will probably be an important factor for designing educational apps.\u003c/aside>\n\u003cp>Students learn and progress at different paces. It is important to be able to target specific skills at an individual level. Adaptive technology makes it easier to pinpoint those specific skills and also monitor individual student progress. Thus, adaptive technology is often seen in relation to assessment measures. The leader in creating adaptive mobile learning tools in classrooms for young children is \u003ca href=\"http://www.wgen.net\">Wireless Generation\u003c/a>. Another group well worth watching is the work of the \u003ca href=\"http://www.innovationsforlearning.org/about_teachermate.php\">Teacher Mate technology\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>How can parents differentiate between legitimate educational apps and those that just claim they are?\u003c/strong>\u003c/p>\n\u003cp>This is a significant gap in this rapidly emerging field, and one of the main recommendations that our report makes: App developers’ claims of educational impact are largely unsubstantiated and should be based on specific evidence. Parents need more information from consumer groups and educators on how mobile devices can and should be used as learning tools.\u003c/p>\n\u003cp>1) Go to trusted sources--groups such as \u003ca href=\"http://www.commonsensemedia.org\" target=\"_blank\">Common Sense Media\u003c/a> and \u003ca href=\"http://childrenstech.com/\" target=\"_blank\">Children's Technology Review\u003c/a> are establishing criteria to judge just how effective, age appropriate and well-designed apps are.\u003c/p>\n\u003cp>2) Most products that have research backing the content will have those research studies available on their website.\u003c/p>\n\u003cp>\u003cstrong>How can the educational community make sure that kids from under-served communities have the same access to these educational materials?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>We know that the average smart phone buyer - at least for iphones - is skewed towards higher income individuals. 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"content": "\u003cp>\u003ca rel=\"attachment wp-att-5206\" href=\"http://ww2.kqed.org/mindshift/2010/12/the-future-of-mobile-learning-apps/apps/\">\u003cimg class=\"size-medium wp-image-5206 alignleft\" title=\"apps\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/apps-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003c/p>\n\u003cp>The mobile app world is changing constantly, as are learning theories around them. For more context on the Cooney Center's study \"\u003ca href=\"http://www.joanganzcooneycenter.org/Reports-27.html\">Is There an App for That?\u003c/a>\" here's my Q&A with \u003ca href=\"http://ww2.kqed.org/mindshift/tag/michael-levine/\">Dr. Michael Levine\u003c/a>, executive director of the Center, Dr. Cynthia Chiong, the report's lead author, and co-author Carly Shuler.\u003c/p>\n\u003cp>\u003cstrong>How does this report change the thinking around mobile learning apps? \u003c/strong>\u003c/p>\n\u003cp>Before the report, we thought of the mobile device as simply another platform for educational applications, only more mobile. But we discovered that the unique affordances of the mobile device is actually going to shift how technology is used in educational settings. This breakthrough has potential to address long standing concerns with young children using media. 1) The average session is short - this calls for a different kind of application. 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We recommend a balanced media diet that consists of content that is fun, educational, and doesn't take up too much time in a given day. \u003c!--more-->\u003c/p>\n\u003cp>However there is reason to worry that such vigilance will erode over time and we would be quite concerned if young children, especially preschoolers began to dramatically increase their mobile screen time\u003c/p>\n\u003cp>\u003cstrong>Based on the design principles the study lists, are there any mobile apps you'd recommend to parents now, even if they're not fully \"there\" yet? The study mentions \u003ca href=\"http://itunes.apple.com/us/app/martha-speaks-dog-party/id343675996?mt=8\" target=\"_blank\">Martha Speaks\u003c/a> and \u003ca href=\"http://itunes.apple.com/us/app/super-why/id357422351?mt=8\">Superwhy\u003c/a>, but any others that might not be PBS-related?\u003c/strong>\u003c/p>\n\u003cp>There are dozens of fun and educational new app's for elementary age children. Two that we have looked at closely are \u003ca href=\"http://itunes.apple.com/us/app/project-noah/id351012414?mt=8\">Project NOAH\u003c/a>, a citizen science app that allows children to collect real time data on their favorite animals, flowers and other organisms. A second one is \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/motion-math-app-for-kids/\">Motion Math\u003c/a>, which teaches fractions to children.\u003c/p>\n\u003cp>\u003cstrong>Were you surprised at the finding in the study that \"there is reason to believe that children currently may not play with an app for long enough to learn much\"?\u003c/strong>\u003c/p>\n\u003cp>Not surprising at all. Researchers and designers are just at the beginning of their work on mobile apps and there isn't yet an established \"mobile theory of learning.\" The shortened sessions we observed will probably be an important factor for designing educational apps. 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It is important to be able to target specific skills at an individual level. Adaptive technology makes it easier to pinpoint those specific skills and also monitor individual student progress. Thus, adaptive technology is often seen in relation to assessment measures. The leader in creating adaptive mobile learning tools in classrooms for young children is \u003ca href=\"http://www.wgen.net\">Wireless Generation\u003c/a>. Another group well worth watching is the work of the \u003ca href=\"http://www.innovationsforlearning.org/about_teachermate.php\">Teacher Mate technology\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>How can parents differentiate between legitimate educational apps and those that just claim they are?\u003c/strong>\u003c/p>\n\u003cp>This is a significant gap in this rapidly emerging field, and one of the main recommendations that our report makes: App developers’ claims of educational impact are largely unsubstantiated and should be based on specific evidence. Parents need more information from consumer groups and educators on how mobile devices can and should be used as learning tools.\u003c/p>\n\u003cp>1) Go to trusted sources--groups such as \u003ca href=\"http://www.commonsensemedia.org\" target=\"_blank\">Common Sense Media\u003c/a> and \u003ca href=\"http://childrenstech.com/\" target=\"_blank\">Children's Technology Review\u003c/a> are establishing criteria to judge just how effective, age appropriate and well-designed apps are.\u003c/p>\n\u003cp>2) Most products that have research backing the content will have those research studies available on their website.\u003c/p>\n\u003cp>\u003cstrong>How can the educational community make sure that kids from under-served communities have the same access to these educational materials?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>We know that the average smart phone buyer - at least for iphones - is skewed towards higher income individuals. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>No. Kids see their parents using mobile phones all the time. It is only natural for them to want to use them too. And from the data in our study it looks like many parents are letting their children use them responsibly - with restrictions and in moderation. We recommend a balanced media diet that consists of content that is fun, educational, and doesn't take up too much time in a given day. \u003c!--more-->\u003c/p>\n\u003cp>However there is reason to worry that such vigilance will erode over time and we would be quite concerned if young children, especially preschoolers began to dramatically increase their mobile screen time\u003c/p>\n\u003cp>\u003cstrong>Based on the design principles the study lists, are there any mobile apps you'd recommend to parents now, even if they're not fully \"there\" yet? The study mentions \u003ca href=\"http://itunes.apple.com/us/app/martha-speaks-dog-party/id343675996?mt=8\" target=\"_blank\">Martha Speaks\u003c/a> and \u003ca href=\"http://itunes.apple.com/us/app/super-why/id357422351?mt=8\">Superwhy\u003c/a>, but any others that might not be PBS-related?\u003c/strong>\u003c/p>\n\u003cp>There are dozens of fun and educational new app's for elementary age children. Two that we have looked at closely are \u003ca href=\"http://itunes.apple.com/us/app/project-noah/id351012414?mt=8\">Project NOAH\u003c/a>, a citizen science app that allows children to collect real time data on their favorite animals, flowers and other organisms. A second one is \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/motion-math-app-for-kids/\">Motion Math\u003c/a>, which teaches fractions to children.\u003c/p>\n\u003cp>\u003cstrong>Were you surprised at the finding in the study that \"there is reason to believe that children currently may not play with an app for long enough to learn much\"?\u003c/strong>\u003c/p>\n\u003cp>Not surprising at all. Researchers and designers are just at the beginning of their work on mobile apps and there isn't yet an established \"mobile theory of learning.\" The shortened sessions we observed will probably be an important factor for designing educational apps. It's especially not surprising when you think about the context that children are most often playing with apps - in the car and on the go.\u003c/p>\n\u003cp>\u003cstrong>What are the most important factors of a great educational app?\u003c/strong>\u003c/p>\n\u003cp>At least for right now, mobile apps are meant as supplemental and informal - so make it fun! We also value the intergenerational potential for the apps to help start rich conversations among adults and their children. They should be based on pedagogy and we should continue to do more research in the area.\u003c/p>\n\u003cp>\u003cstrong>Why is adaptive technology important in these apps? Are you seeing any encouraging products in the market that truly qualify as such?\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">The shortened sessions we observed will probably be an important factor for designing educational apps.\u003c/aside>\n\u003cp>Students learn and progress at different paces. It is important to be able to target specific skills at an individual level. Adaptive technology makes it easier to pinpoint those specific skills and also monitor individual student progress. Thus, adaptive technology is often seen in relation to assessment measures. The leader in creating adaptive mobile learning tools in classrooms for young children is \u003ca href=\"http://www.wgen.net\">Wireless Generation\u003c/a>. Another group well worth watching is the work of the \u003ca href=\"http://www.innovationsforlearning.org/about_teachermate.php\">Teacher Mate technology\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>How can parents differentiate between legitimate educational apps and those that just claim they are?\u003c/strong>\u003c/p>\n\u003cp>This is a significant gap in this rapidly emerging field, and one of the main recommendations that our report makes: App developers’ claims of educational impact are largely unsubstantiated and should be based on specific evidence. Parents need more information from consumer groups and educators on how mobile devices can and should be used as learning tools.\u003c/p>\n\u003cp>1) Go to trusted sources--groups such as \u003ca href=\"http://www.commonsensemedia.org\" target=\"_blank\">Common Sense Media\u003c/a> and \u003ca href=\"http://childrenstech.com/\" target=\"_blank\">Children's Technology Review\u003c/a> are establishing criteria to judge just how effective, age appropriate and well-designed apps are.\u003c/p>\n\u003cp>2) Most products that have research backing the content will have those research studies available on their website.\u003c/p>\n\u003cp>\u003cstrong>How can the educational community make sure that kids from under-served communities have the same access to these educational materials?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>We know that the average smart phone buyer - at least for iphones - is skewed towards higher income individuals. But reports still show that more lower income families own a new smart phone than a new computer. Smart phones are cheaper. Perhaps smart phones are a good way to start bridging that gap.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Ideally, these devices will begin to get integrated into the education system through public funding and other grants, taking the expense away from the consumer. However, at this point examples of such are few and far between.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"soldout": {
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"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
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